Course Syllabus
Middle School Choir/Core Music
Fall 2015
I.
John Adams Academy
Mr. Greg Blankenbehler, MA Mus.
music@johnadamsacademy.com
Course Description
Middle School Choir/Core Music is a one-semester course
taken by all eligible middle schoolers to provide an
introduction to and meaningful experience in the musical arts.
Students will develop rudimentary skills in vocal performance
and musicianship (vocal techniques, musical perception, sightreading, expressive interpretation), study representative
classical musical works (Romantic-Contemporary), and
develop skills in analyzing, evaluating and creating
music. Participation in all formal performances during the
semester is required.
5.
d. Refinement of tone quality
e. Diction for singing
f. Expression in singing
Professionalism and Performance Skills
a. Appropriate participation in class, following all
class expectations and procedures
b. Use of behaviors and habits conducive to
successful class activities
c. Use of professional demeanor and skills in class
and formal performances
* Actual works and musical elements studied may change slightly in the course of the
semester. Email me with any questions/concerns: music@johnadamsacademy.com.
II. Course Curriculum
1.
2.
3.
4.
Music History and Literature
a. Program Music – Berlioz: Symphonie
Fantastique; Tchaikovsky: 1812 Overture
b. Art Song – Schubert: Der Erlkonig; Faure: Apres
un reve; Britten: Encinctured by a Twine with
Leaves
c. Virtuosic Solo Performance – Brahms:
Hungarian Dance #5; Paganini: Caprice #24;
Lizst: La Campanella; Chopin: Nocturne in Eb
Maj; Rachmaninoff: Prelude in C# Min.
d. American Composers – Copland: Appalachian
Spring “Simple Gifts” & Rodeo “Hoedown”;
Barber: Adagio for Strings
e. Modernism – Bartok: Romanian Folk Dances;
Allegro Barbarosa; Stravinsky: Rite of Spring
f. Post-Modernism – Glass: 4’33”; Reich: Music
for 18 Musicians; Ligeti: Lux Aeterna
g. Romantic Opera – Puccini: La Boheme, “Che
Gelida Manina,” “Mi Chiamono Mimi”; Verdi:
Nabucco, “Va Pensiero”; Wagner: “Ride of the
Valkyries”; Leoncavello: “Ridi Pagliaccio”
Music Elements
a. Time: Beat, tempo, rhythm, meter /time
signature
b. Pitch: Unison, harmony, dissonance,
major/minor/chromatic scales, major/minor
chords, basic intervals, key signatures
c. Performance Styles: Call & response, improvisation, dramatic expression in singing performance
Music Literacy
a. Singing melodies, scales, arpeggios with solfège
syllables and lyrics
b. Chanting and playing rhythms using Kodaly
syllables and percussive sounds
c. Sight-reading rhythms in 2/4, 3/4, 4/4, 6/8, 9/8
d. Sight-reading melodies in keys of C, F, D, G
e. Singing major and minor scales and chords;
Identify diatonic intervals
Vocal Technique
a. Singing posture and alignment
b. Breath support
c. Use of high and low registers
III. Class Expectations and Procedures
Scholars are expected to conduct themselves according to
John Adams Academy’s 10 Core Values at all times. Because
a significant portion of this class involves developing
professional skills and behaviors, scholars will be instructed
and graded in their ability in class and performances to follow
these class behavior objectives:
Class Expectations:
1. Be Professional and Appropriate
2. Be Respectful
3. Be Involved
4. Do Your Best
Scholars will be instructed and graded in their ability to
follow appropriate behavior and involvement in the following
class procedures:
Class Procedures:
 Attention Signal
 Class Instruction
 Class Discussion
 Individual Working
 Group Working
 Performances
 Class Visitors
IV. Formal Assessment and Grading
Scholars will be assessed and graded on their mastery of
course curriculum in a number of ways including:
40%
20%
20%
20%
Level of appropriate participation in class activities following class expectations and procedures
(9 bi-weekly grades, by rubric—see last page.)
Quizzes (6) on music history, literature, elements,
literacy, vocal technique, and professionalism
Journal Notes, Classwork, Projects usually
graded on 1-3 point scale
Level of appropriate participation and
professional demeanor in performances (2
concerts, by evaluative rubric—see last page)
Scholars will not be formally assessed (ie. graded) on their
level of skill in singing. In these areas, formal assessment will
focus on participation and effort.
V. Concert Participation
Mid-Term Performance-Assembly – Friday, Oct 23, 11:3012:30 (during school) in the John Adams Academy MPR.
Additional Class Policies
Discipline:
Misbehaving scholars will be dealt with according to the
JAA policy of progressive tiers of correction. They will
also receive a lowered participation grade and may not be
eligible to participate in performances. I will do my best
to notify parents of reoccurring misbehavior to allow for
constructive correction.
Holiday Arts Show – Friday, Dec 11, 5 pm
Dates and times of these two performances are subject to
change as we arrange with the venues. You will be notified of
actual times and places well in advance.
Performances in choir are comparable to final exams. In
them, scholars demonstrate all of the skills in music,
expression, performance and professionalism that they have
developed over the unit. In order to receive a high grade in
concerts, scholars must not only attend, but also display high
levels of professional behavior. These include:
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Arriving at call time
Dressing appropriately
Following concert behavioral expectations (no
talking during performance, no horse play, etc.)
Keeping focused and on task
Maintaining a positive and encouraging attitude
Parents are asked to provide their scholars with the following
performance attire:
 Mid-Term Assembly-Performance: JAA uniform
 Holiday Art Show: White shirt/blouse and slacks.
Girls may also wear black skirts or dresses. JAA
uniform is acceptable as a last resort.
If a scholar experiences hardship in obtaining requested
clothing, they should wear their JAA uniform and try to
conform to the requested colors as much as possible.
Scholars will not be graded down for lower ability levels in
singing, but will be marked down for not using professional
behavior.
If a scholar is unable to attend a mandatory performance for
any reason, they must request an alternate assignment from the
instructor in order to receive credit for the performance
portion of their grade. The alternate assignment must be
requested on the scholar’s first day in class after the missed
performance and must be handed in by two weeks after that
date.
Leaving the Classroom During Class:
Scholars are expected to use restrooms and drinking
fountains before and after class. Scholars are generally
not permitted to leave class to talk to other teachers or
scholars. Scholars disregarding these policies will receive
lowered participation grades.
Make-Up Assignments/Late Work/Extra Credit:
Make-up assignments will be provided for scholars who
are legitimately excused from attending class. Alternate
assignments will be provided for out-of-school
performances upon request. Extra credit assignments may
be available at the instructor’s discretion. Out-of-class
assignments must be turned in by designated due date
(usually two weeks from missed assignment) for credit.
Contacting the Instructor:
Because I am frequently involved in lunch-time and
after-school instruction, it is best to contact me via my
school email for questions and concerns or to request a
meeting: music@johnadamsacademy.com
Class Announcements:
Important announcements about upcoming concerts and
field-trips will be sent to parents and scholars via the
emails written on the attached syllabus slip. I will also
post them on class pages on the school site. Parents are
encouraged to request hard-copies of announcements if
these two methods do not work for them
I look forward to a great semester of artistic scholarship!
“Musical training is a more potent instrument than any other,
because rhythm and harmony find their way into the inward
places of the soul, on which they mightily fasten, imparting
grace, and making the soul of him who is rightly educated
graceful.”
-- Plato, Republic
Parent and Scholar Acknowledgement of Information in Syllabus
I, the undersigned parent/guardian of scholar enrolled in Middle School Choir, affirm that I have read this syllabus
and am aware of the expectations and policies of Middle School Choir.
Scholar Name __________________________________________________ (Write neatly so I can give you credit)
Scholar Signature _________________________________________________ Period_______________________
Parent Signature______________________________ Email___________________________________________
Class Participation Grading Rubric (40%)
10 Points: Displays a very high level of professionalism, going well beyond class expectations. Displays servantleadership, helping other scholars and/or instructor be
more successful. Takes leading roles in class activities,
including singing and discussions. Shows exceptional
work ethic in improving skills and learning material. No
tardies or unexcused absences.
6-4 Points: Displays a high level of unprofessionalism
through behavior highly inappropriate to class expectations and procedures. Typically interacts with instructor
and/or other scholars in a disrespectful manner. Typically uninvolved in class activities including singing and
discussions. Typically works and performs at a low level in relation to their abilities. Several tardies or unexcused absences.
9 Points: Displays a high level of professionalism through
behavior consistently appropriate to class expectations
and procedures. Consistently interacts with instructor
and/or other scholars in a respectful manner. Consistently involved in class activities including singing and discussions. Consistently works and performs at a high
level in relation to their abilities. Few, if any tardies or
absences.
3-0 Points: Displays a very high level of unprofessionalism
through behavior grossly inappropriate to class expectations and procedures. Typically interacts with instructor
and/or other scholars in a highly disrespectful manner.
Typically does not participate in class activities including singing and discussions. Typically refuses to work
and/or perform. Several tardies or unexcused absences.
8 Points: Displays a moderate level of professionalism
through behavior occasionally inappropriate to class expectations and procedures. Usually interacts with instructor and other scholars in a respectful manner. Typically involved in class activities including singing and
discussions. Usually works and performs at a high level
in relation to their abilities. A few tardies or unexcused
absences.
7 Points: Displays a moderate level of professionalism
through behavior occasionally inappropriate to class expectations and procedures. Occasionally interacts with
instructor and/or other scholars in a disrespectful manner. Occasionally uninvolved in class activities including singing and discussions. Occasionally works and performs at a low level in relation to their abilities. Several
tardies or unexcused absences.
Concert Grading Rubric (20%)
40+ Points: Took a leading role in facilitating concert.
35-40 Points: On time, well prepared, participated energetically, acted professionally.
30-35 Points: Mostly on time, pretty well prepared, participated but not with energy, and/or was a little unprofessional.
25-30 Points: Not on time, not very well prepared, did not
totally participate, and/or acted unprofessionally.
20-25 Points: Unprepared, didn’t participate some of the time,
and/or acted unprofessionally multiple times.
15-20 Points: Very unprepared, didn’t participate a lot of the
time, and/or acted unprofessionally a lot of the time.