Stillwater Christian School
High School Choir Standards
After four years of high school choir at Stillwater Christian School, students will know/be able to:
1.
Successfully audition for a college-level music program in the Montana University
System if they so choose. a.
Demonstrate range and tessitura by singing common vocal exercises such as scales, pentascales, and arpeggios, using various initial consonants and all pure
Latin vowels. b.
Play all major pentascales (DO RE MI FA SOL) with one hand at the piano. c.
Sing with accurate pitch, using tonic solfa syllables, major, natural minor, and chromatic scales. d.
Sight sing rhythmically simple, diatonic, mostly conjunct melodies in treble clef
(ladies) or both treble and bass clefs (men) using tonic solfa syllables (DO-based major, LA-based minor, movable DO). e.
Interpret key signatures to determine starting pitch (A, B-flat, C-sharp, etc.) and solfa syllable (DO, RE, MI, etc.) and relative major and minor keys. f.
Name pitches in treble clef (men and women), and bass clef (men). g.
Name the keys of the piano keyboard with appropriate note names. h.
Name and execute basic rhythmic notations including whole, half, dotted half, quarter, dotted quarter, eighth, dotted eighth, and sixteenth notes and rests in common patterns and in combination with pitch notation. i.
Model and articulate a Christian worldview as it relates to choral singing.
2.
Actively participate in vocal music (private lessons, community choir, church choir, etc.) for the rest of their lives. a.
Demonstrate healthy fundamental vocal technique. i.
Abdominal breath ii.
Balanced alignment iii.
Proper vowel shape and placement iv.
Proper and stylistically appropriate execution of diphthongs, “r,” and “l” b.
Demonstrate sensitivity to and appropriate technical modifications concerning the quality of performance of choral music. i.
Balance ii.
Blend iii.
Intonation c.
Demonstrate a self-perpetuating musicality. i.
Use fundamental skills (solfa or keyboard skills) to learn difficult melodic intervals ii.
Use simple rhythms to interpret more complex rhythms
3.
Appreciate a wide variety of music as an informed and active listener for the rest of their lives. a.
Use accurate musical language to describe music that is being listened to. b.
Use accurate and helpful general language to describe musical experiences i.
Emotional responses ii.
Intellectual challenges iii.
Artistic and mechanical characteristics c.
Draw parallels between musical experiences and other life experiences and explain using descriptive words.

Stillwater Christian School
High School Choir Standards
After three years of high school choir at Stillwater Christian School, students will know/be able to:
1.
Audition for a college-level music program in the Montana University System if they so choose. a.
Demonstrate range and tessitura by singing common vocal exercises such as scales, pentascales, and arpeggios, using various initial consonants and all pure
Latin vowels. b.
Sing with accurate pitch, using tonic solfa syllables, major, natural minor, and chromatic scales. c.
Sight sing rhythmically simple, diatonic, mostly conjunct melodies in treble clef
(ladies) or both treble and bass clefs (men) using tonic solfa syllables (DO-based major, LA-based minor, movable DO). d.
Interpret key signatures to determine starting pitch (A, B-flat, C-sharp, etc.) and solfa syllable (DO, RE, MI, etc.). e.
Name pitches in treble clef (men and women), and bass clef (men). f.
Name the keys of the piano keyboard with appropriate note names. g.
Name and execute basic rhythmic notations including whole, half, dotted half, quarter, dotted quarter, eighth, dotted eighth, and sixteenth notes and rests in common patterns and in combination with pitch notation. h.
Model and articulate a Christian worldview as it relates to choral singing.
2.
Actively participate in vocal music (private lessons, community choir, church choir, etc.) for the rest of their lives. a.
Demonstrate healthy fundamental vocal technique. i.
Abdominal breath ii.
Balanced alignment iii.
Proper vowel shape and placement b.
Demonstrate sensitivity to and appropriate technical modifications concerning the quality of performance of choral music. i.
Balance ii.
Blend iii.
Intonation c.
Demonstrate a self-perpetuating musicality. i.
Use fundamental skills (solfa or keyboard skills) to learn difficult melodic intervals ii.
Use simple rhythms to interpret more complex rhythms
3.
Appreciate a wide variety of music as an informed and active listener for the rest of their lives. a.
Use accurate musical language to describe music that is being listened to. b.
Use accurate and helpful general language to describe musical experiences i.
Emotional responses ii.
Intellectual challenges iii.
Artistic and mechanical characteristics c.
Draw parallels between musical experiences and other life experiences and explain using descriptive words.

Stillwater Christian School
High School Choir Standards
After two years of high school choir at Stillwater Christian School, students will know/be able to:
1.
Audition for a college-level choir in the Montana University System if they so choose. a.
Demonstrate range and tessitura by singing common vocal exercises such as scales, pentascales, and arpeggios, using various initial consonants and all pure
Latin vowels. b.
Sing with accurate pitch, using tonic solfa syllables, major and natural minor scales. c.
Sight sing rhythmically simple, diatonic, conjunct melodies in treble clef (ladies) or both treble and bass clefs (men) using tonic solfa syllables (DO-based major,
LA-based minor, movable DO). d.
Interpret key signatures to determine starting pitch (A, B-flat, C-sharp, etc.) and solfa syllable (DO, RE, MI, etc.). e.
Name pitches in treble clef (men and women), and bass clef (men). f.
Name the keys of the piano keyboard with appropriate note names. g.
Name and execute basic rhythmic notations including whole, half, dotted half, quarter, dotted quarter, eighth, dotted eighth, and sixteenth notes and rests in common patterns and in combination with pitch notation. h.
Model and articulate a Christian worldview as it relates to choral singing.
2.
Actively participate in vocal music (private lessons, community choir, church choir, etc.) for the rest of their lives. a.
Demonstrate healthy fundamental vocal technique. i.
Abdominal breath ii.
Balanced alignment iii.
Proper vowel shape and placement b.
Demonstrate sensitivity to and appropriate technical modifications concerning the quality of performance of choral music. i.
Balance ii.
Blend iii.
Intonation c.
Demonstrate musical, artistic, and intellectual curiosity. i.
Identify specific difficulties in music being sung ii.
Articulate some strategies for addressing those difficulties
3.
Appreciate a wide variety of music as an informed and active listener for the rest of their lives. a.
Use accurate musical language to describe music that is being listened to. b.
Use accurate and helpful general language to describe musical experiences i.
Emotional responses ii.
Intellectual challenges iii.
Artistic and mechanical characteristics c.
Draw parallels between musical experiences and other life experiences and explain using descriptive words.

Stillwater Christian School
High School Choir Standards
After one year of high school choir at Stillwater Christian School, students will know/be able to:
1.
Audition for a college-level choir in the Montana University System if they so choose. a.
Demonstrate range and tessitura by singing common vocal exercises such as scales, pentascales, and arpeggios, using various initial consonants and all pure
Latin vowels. b.
Sing with accurate pitch, using tonic solfa syllables, major and natural minor scales. c.
Sight sing rhythmically simple, diatonic, conjunct melodies in treble clef (ladies) or both treble and bass clefs (men) using tonic solfa syllables (DO-based major,
LA-based minor, movable DO). d.
Interpret key signatures to determine starting pitch (A, B-flat, C-sharp, etc.) and solfa syllable (DO, RE, MI, etc.). e.
Name pitches in treble clef (men and women), and bass clef (men). f.
Name the keys of the piano keyboard with appropriate note names. g.
Name and execute basic rhythmic notations including whole, half, dotted half, quarter, dotted quarter, eighth, dotted eighth, and sixteenth notes and rests in common patterns and in combination with pitch notation. h.
Model and articulate a Christian worldview as it relates to choral singing.
2.
Actively participate in vocal music (private lessons, community choir, church choir, etc.) for the rest of their lives. a.
Demonstrate healthy fundamental vocal technique. i.
Abdominal breath ii.
Balanced alignment iii.
Proper vowel shape and placement b.
Demonstrate sensitivity to and appropriate technical modifications concerning the quality of performance of choral music. i.
Balance ii.
Blend iii.
Intonation c.
Demonstrate musical, artistic, and intellectual curiosity. i.
Identify specific difficulties in music being sung ii.
Articulate some strategies for addressing those difficulties
3.
Appreciate a wide variety of music as an informed and active listener for the rest of their lives. a.
Use accurate musical language to describe music that is being listened to. b.
Use accurate and helpful general language to describe musical experiences i.
Emotional responses ii.
Intellectual challenges iii.
Artistic and mechanical characteristics