Class Syllabus: Vocal Music-Beginning and Intermediate
Director/Teacher: Ms Pamela Carlson
(910) 422-3987 (school) (336) 944-4669 (cell)
Pamela.carlson@robeson.k12.nc.us
The North Carolina Arts Essential Standards Preamble states:
Arts education benefits both student and society, because students of the arts disciplines gain powerful
tools for:
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 Understanding human experiences, both past and present;
 Teamwork and collaboration;
 Making decisions creatively and solving problems, when no prescribed answers exist;
 Adapting to and respecting others’ diverse ways of thinking, working, and expressing
themselves;
 Understanding the influence of the arts and their power to create and reflect cultures;
 Analyzing nonverbal communication, and making informed judgments about products and
issues; and,
 Communicating effectively.
Music
Music is deeply imbedded in our existence, adding depth and dimension to our environment, exalting
the human spirit, and contributing in important ways to our quality of life. Music is one of the
fundamental ways human beings create and communicate meanings and is one of the primary ways we
learn about ourselves, others, actions, and consequences, and traditions and beliefs. The music program
is designed to develop musical literacy. Through music, students increase their awareness of rich and
diverse cultures, beliefs, and societies of humankind. As students examine the role of music throughout
history and in different cultures, they develop respect for diversity. The processes of creating,
performing, and understanding music are the primary goals of the music program. While performance is
an important aspect of music study, it does not substitute for students’ development of creative
processes and of broader integrated experiences and understandings. Through creating, students are
able to be imaginative, think critically, and approach tasks in new or different ways.
21st Century Skills
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Thinking and working creatively (creating, elaborating on, refining, and evaluating originals
ideas; implementing originality and inventiveness and demonstrating openness and
responsiveness to new and diverse perspectives);
Implementing innovations and acting on creative ideas;
Reasoning, making judgments and decisions, and solving problems in both conventional and
innovative ways;
Communicating in a variety of forms and contexts and for a range of purposes;
Collaborating effectively, respectfully, and flexibly with diverse teams to accomplish a goal;
assuming ahead responsibility and valuing contributions of each team member;
Accessing, evaluating, using, managing information from a variety of sources with an
understanding of ethical/legal issues;
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Understanding media messages, influences, creation, interpretations, and purposes;
North Carolina Essential Standards for Beginning and Intermediate Vocal
Musical Literacy:
B.ML.1
Apply the elements of musical techniques in order to sing music with accuracy and
expression.
B.ML.1.1 Use steady tone while performing music.
B.ML.1.2 Illustrate fundamental techniques of singing properly with a diverse and varied repertoire of
music.
B.ML1.3 Recognize expressive elements (such as dynamics, timbre, blending, and phrasing) when
singing a varied repertoire of music.
B.ML.2
Interpret the sound and symbol systems of music
B.ML.2.1 Recognize whole, half, quarter, eighth, sixteenth, and dotted note and rest duration in
2/4,3/4,and 4/4 meters.
B.ML.2.2 Interpret standard notation symbols.
B.ML.2.3 Recognize standard notation symbols for basic elements of music, such as pitch, rhythm,
dynamics, tempo, articulation, and expression.
B.BL.3
Create music using a variety of sound and notational sources.
B.ML.3.1 Produce short, rhythmic improvisations using a variety of traditional and non-traditional
sound sources.
B.ML.3.2 Create simple rhythmic and/or, melodic compositions using a variety of traditional and nonrational sound, notational, and technological sources.
Musical Response:
B.MR.1
Understand the interacting elements to respond to music and music performances.
B.MR.1.1 Illustrate perceptual skills by moving to, answering questions about, and
describing aural examples of music of various styles and cultures.
B.MR.1.2 Analyze aural examples of music representing diverse genres, styles, and
cultures in terms of the basic elements of music and their interrelationships.
B.MR.1.3 Identify criteria for evaluating performances, compositions, and musical ideas
and apply the criteria in personal listening and performing.
Contextual Objectives:
B.CR.1
Understand global, interdisciplinary, and 21st century connections with music.
B.CR.1.1 Use music to explore concepts in world history and relate them to significant
events, ideas, and movements from a global context.
B.CR.1.2 Understanding the relationships between music and concepts from other areas.
B.CR.1.3 Understand laws regarding the proper access, use, and protection of music.
B.CR.1.4 Identify basic health and wellness issues that performing artists often experience.
B.CR.1.5 Compare the various roles that musicians can do perform and the conditions under which
music is performed.
In every class students MUST have:
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A pencil, paper, and notebook (three ring binder) to keep class notes, handouts, and etc
Your copy of the Music
A good attitude
Expectations and Rules
1. Students are expected to be in their proper seats and ready to rehearse at tardy bell or at specified
time.
2. Students are expected to maintain good discipline during rehearsal/class; do not talk when
instructor is talking and raise your hand to ask questions (questions are welcome)
3. Each student is expected to come to rehearsal/class every day with a positive attitude and a
willingness to learn and improve
4. DO NOT BRING FOOD, DRINKS, or GUM into the class room. Water is allowed
5. Students are expected to continually improve and reach for high standards of competency.
6. Students are expected to clean up after themselves.
Rehearsal Protocol:
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Each musician should be in his/her seat, ready to sing prior to the downbeat.
Music should be placed in rehearsal order (if given) with a pencil (not a pen) ready for marking
dynamics, phrasing, directions, etc.
When the director steps on the podium/behind the conductor stand, all talking stops!
Sit on the front half of your chair with proper posture
Sing or talk only when asked to do so, otherwise listen attentively – chances are you will hear
something important being said or can learn from what others are singing.
Remain in your seat during the entire class/rehearsal.
Raise your hand when you have a question, don’t just blurt out
Display respect for fellow students and the director.
Possible Consequences
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Warning!
Written work assignment
Written Referral and phone call to parent
Conference with parent/guardian!
Conference with parent/guardian and principal!
Grading
Evaluation points will be given per day per each class in which a student is present and effectively
participating. These will show up in grade book as a class participation grade and counts for 30% of their
grade. Points will be deducted for lack of participation, negative attitude, lack of materials, assignments
not done, and etc.
The consideration of attendance in grading will not punish students who are seriously ill or who have
unavoidable emergencies, however, an accumulation of absences and/or instances of ineffective
participation will have a negative effect on the student’s grade and allowed participation due to the fact
that this is a PERFORMANCE class.
Please note: There are not many performances, however, any missed performances such as the Choral
Showcase or Holiday concert, unless excused due to serious illness or family emergency can result in the
student’s grade being lowered up to 2 letter grades. Also missing the holiday concert will guarantee the
need for a written final exam.
PERFOMANCES and EXTRA REHEARSALS ARE NOT AN OPTION!
 Students are expected to attend all rehearsals and performances.
 “WORK” will not be considered an excused absence from a performance.
 A practice for another activity will not be an excuse to miss a scheduled rehearsal or
performance should one be planned after school.
 On occasion an extra rehearsal may be necessary during the V.I.P. (very important performance)
period.
 Every effort will be made to schedule the rehearsal with plenty of advance notice.
Performances are not optional, they are mandatory!
Class participation
Singing evaluations/quizzes/tests
Attendance
Performances/concerts
30%
10%
20%
40%
Grading is as established by Public Schools of Robeson County
90-100 – A
80-89 – B
70-79 - C
60-69 - D
59-below – F
Performance uniform will be discussed and decided on in class. It will not be provided by the school and
will be the responsibility of the student to purchase their own. Cost will be kept to a minimum.
After thoroughly reading this syllabus and the handbook please sign and return just this page to Ms
Carlson within two (2) days of receipt.
*This is worth an assignment grade.
Parent/Student Sign off Sheet
I have read the course syllabus and fully understand the responsibilities and expectations and agree to
comply with the goals and expectations established by this course.
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Student Signature
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Date
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Parent/Guardian Signature
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Date
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