The first half of November was quite busy for the Pioneer Choir students. The Women's choir practiced extra hard to have Dance on My Heart ready for the Women's Choral Exchange at Saratoga High School Monday, November 8th. At Saratoga, choirs from Harker, Homestead, Los Altos, Mountain View, Saratoga, Pioneer, and Valley Christian performed their own numbers and then everybody learned two songs from the opera "In Windsor Forest" by Ralph Vaughn Williams to perform as a mass choir to end the concert. In our 20-30 minutes per week of meeting, I thought we did well to learn Dance on My Heart. I felt the women performed it with spirit and the best I had heard it yet in the concert.
Also, on November 4th, my friend Aero Joo, who was visiting from Korea, came to Pioneer HS to teach us the proper Korean pronunciation for a song the entire Varsity Singers will learn for the Spring concert. It's mostly straight-forward and like Italian, but there are some unusual sounds in Korean compared to English, so it was wonderful to hear the pronunciations straight from a Korean speaker.
Wednesday, November 10th, the choral, instrumental and drama departments combined to perform a Veterans Tribute concert and invited the community to join us for an evening of gratitude for service to the country. The audience numbered around 500; some people had to stand in the back. The choirs looked and sounded very professional, the jazz band was outstanding, the orchestra had a very admirable first performance, wind ensemble played a variety of wonderful pieces, and the dramatic readings were very moving. The sheer numbers of attendees speaks to the value to the community of this performing arts event.
One of the Varsity Singers, Jennifer Moore, qualified, practiced and performed in the American Choral Directors Coastal Region Women's Honor Choir Saturday, November 20th. The performance was at Palo Alto's First United Methodist Church and was packed with parents and other audience members. I hope she found this a valuable experience--the repertoire was quite advanced and enjoyable for the audience and the guest conductors/music directors were wonderful ambassadors for the glory of choral music.
Meanwhile, choir students are preparing for the Holiday Choral Concert on Tuesday, December 7th. Also, we have been scheduled to sing at Christmas in the Park on Sunday, December 12th at 2:00pm. Singers in both choirs are learning music in many languages: English, Hebrew, Spanish, Latin, and German for this concert which promises to usher in the Holiday season. We also will have some guest instrumentalists join the choir for the holiday performance. The Holiday Band Concert will be Thursday, December 9th at 7:00pm. Hope all can attend.
Sunday, November 21, 2010
Thursday, November 18, 2010
California State Standards for Music
1.0 Artistic Perception
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Read and Notate Music
1.1 Read an instrumental or vocal score of up to four staves and explain how the elements of music are used.
1.2 Transcribe simple songs when presented aurally into melodic and rhythmic notation (level of difficulty: 1 on a scale of 1-6)
1.3 Sight-read music accurately and expressively (level of difficulty: 3 on a scale of 1-6).
Listen to, Analyze, and Describe Music
1.4 Analyze and describe the use of musical elements and expressive devices (e.g. articulation, dynamic markings) in aural examples in a varied repertoire of music representing diverse genres, styles, and cultures
1.5 Identify and explain a variety of compositional devices and techniques used to provide unity, variety, tension, and release in aural examples
1.6 Analyze the use of form in a varied repertoire of music representing diverse genres, styles, and culture
2.0 Creative Expression
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies variations, and accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
2.1 Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation written and memorized, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6)
2.2 Sing music written in three or four parts with and without accompaniment.
2.3 Sing in small ensembles, with one performer for each part.
2.4 Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6)
2.5 Perform on an instrument in small ensembles, with one performer for each part.
Compose, Arrange, and Improvise
2.6 Compose music, using musical elements for expressive effect.
2.7 Compose and arrange music for voices or various acoustic or digital/electronic instruments, using appropriate ranges for traditional sources of sound.
2.8 Arrange pieces for voices and instruments other than those for which the pieces were originally written.
2.9 Improvise harmonizing parts, using an appropriate style.
2.10 Improvise original melodies over given chord progressions.
3.0 Historical and Cultural Context
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
Role of Music
3.1 Identify the sources of musical genres of the United States, trace the evolution of those genres, cite well-known musicians associated with them.
3.2 Explain the various roles the musicians perform, identify representative individuals who have functioned in each role, and explain their activities and achievements.
Diversity of Music
3.3 Describe the differences between styles in traditional folk genres within the United States.
3.4 Perform music from various cultures and time periods.
3.5 Classify, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explain the reasoning for the classification.
4.0 Aesthetic Valuing
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.
Analyze and Critically Assess
4.1 Develop specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply those criteria in personal participation in music.
4.2 Evaluate a performance, composition, arrangement, or improvisation by comparing each with an exemplary model.
Derive Meaning
4.3 Explain how people in a particular culture use and respond to specific musical works from that culture.
4.4 Describe the means used to create images or evoke feelings and emotions in musical works from various cultures.
5.0 Connections, Relationships, Applications
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
5.1 Explain how elements, artistic processes, and organizational principles are used in cimilar and distinctive ways in the various arts.
5.2 Analyze the role and function of music in radio, televions, and advertising.
Careers and Career-Related Skills
5.3 Research musical careers in radio, television, and advertising.
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Read and Notate Music
1.1 Read an instrumental or vocal score of up to four staves and explain how the elements of music are used.
1.2 Transcribe simple songs when presented aurally into melodic and rhythmic notation (level of difficulty: 1 on a scale of 1-6)
1.3 Sight-read music accurately and expressively (level of difficulty: 3 on a scale of 1-6).
Listen to, Analyze, and Describe Music
1.4 Analyze and describe the use of musical elements and expressive devices (e.g. articulation, dynamic markings) in aural examples in a varied repertoire of music representing diverse genres, styles, and cultures
1.5 Identify and explain a variety of compositional devices and techniques used to provide unity, variety, tension, and release in aural examples
1.6 Analyze the use of form in a varied repertoire of music representing diverse genres, styles, and culture
2.0 Creative Expression
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies variations, and accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
2.1 Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation written and memorized, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6)
2.2 Sing music written in three or four parts with and without accompaniment.
2.3 Sing in small ensembles, with one performer for each part.
2.4 Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6)
2.5 Perform on an instrument in small ensembles, with one performer for each part.
Compose, Arrange, and Improvise
2.6 Compose music, using musical elements for expressive effect.
2.7 Compose and arrange music for voices or various acoustic or digital/electronic instruments, using appropriate ranges for traditional sources of sound.
2.8 Arrange pieces for voices and instruments other than those for which the pieces were originally written.
2.9 Improvise harmonizing parts, using an appropriate style.
2.10 Improvise original melodies over given chord progressions.
3.0 Historical and Cultural Context
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
Role of Music
3.1 Identify the sources of musical genres of the United States, trace the evolution of those genres, cite well-known musicians associated with them.
3.2 Explain the various roles the musicians perform, identify representative individuals who have functioned in each role, and explain their activities and achievements.
Diversity of Music
3.3 Describe the differences between styles in traditional folk genres within the United States.
3.4 Perform music from various cultures and time periods.
3.5 Classify, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explain the reasoning for the classification.
4.0 Aesthetic Valuing
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.
Analyze and Critically Assess
4.1 Develop specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply those criteria in personal participation in music.
4.2 Evaluate a performance, composition, arrangement, or improvisation by comparing each with an exemplary model.
Derive Meaning
4.3 Explain how people in a particular culture use and respond to specific musical works from that culture.
4.4 Describe the means used to create images or evoke feelings and emotions in musical works from various cultures.
5.0 Connections, Relationships, Applications
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
5.1 Explain how elements, artistic processes, and organizational principles are used in cimilar and distinctive ways in the various arts.
5.2 Analyze the role and function of music in radio, televions, and advertising.
Careers and Career-Related Skills
5.3 Research musical careers in radio, television, and advertising.
Thursday, November 4, 2010
October 18th-31st, 2010
The second half of October started out with a free clinic from Lou De La Rosa at Pioneer HS. He came over to work with the advanced choir to help us to get ready for the festival at West Valley College October 22nd. He listened and gave pointers for improving sound, diction, and posture. He also taught us that singing patterns using solfege hand signs (do-re-mi, etc.) is a way to start reading music because it's reading symbols used for pitches and remembering them (i.e. remembering where "do" is). Beginning choir singers seemed especially interested in learning the hand signs and we practice solfege patterns in beginning choir every day. Lou is director of Choral Studies at West Valley College and he used to teach at Pioneer HS. If any Pioneer students are interested in possibly attending WVC and/or singing while there, he left information with me about WVC college and music options.
On October 22nd, the entire advanced choir (which has decided to again be called Varsity Singers) attended West Valley College Invitational Choral Festival. It was the first opportunity for singers to wear their formal dresses and tuxes and we discovered a few minor costume items that were all fixable. Everyone had a ride, thanks to wonderful parents who signed up with the school to drive, and who took time out of their Friday morning to transport students to WVC in Saratoga. A few parents stayed and watched the performance. Our choir participated in the morning session; there was also an afternoon session. The festival clinician was Dr. Buddy James, from CSU East Bay. The format for this festival included a group warmup led by the clinician, then individual choir performances in the order on the program. Seven choirs from six schools performed, including WVC's Chamber Singers. Pioneer was second on the list, which had been revealed only when we arrived to make sure everyone planned to stay for the entire morning. I felt the experience was very positive as all choirs listened to all performances and the clinician's helpful suggestions for improvement were audible to everyone in the audience. Such an event is not competitive and the clinician's comments are designed to address specific areas each choir can improve in. Each choir comes to such an event in different stages of readiness for performance, depending on their individual choir program needs. We heard a wide variety of repertoire and suggestions for improvement and I came away with ideas for future repertoire and teaching singing. Pioneer was fortunate to have my friend Lindsay Jones-Serdar accompany us during the performance.
The last week of October was Homecoming Week, Happy Birthday Pioneer (Friday, 29th), and Halloween (Sunday, 31st). Advanced Choir/Varsity Singers sang the national anthem at the Homecoming Rally on Friday for the entire school. Many positive comments from teachers and students...
November brings us to the Veterans Tribute concert, Wednesday, November 10th, 7:00pm. This will be an event coordinated by Drama, Band, and Choir. I hear it is usually well-attended, so if you plan to come, come early. (Students have a holiday on Thursday, November 11th and no school on Friday November 12th because of a staff development day.)
The Innisbrook fundraiser officially ends November 10th, as well. Until 11/10, students receive 50% profit/credit on everything they sell. Innisbrook offers wrapping paper, Helen Grace chocolates, and gift items. Students need to take orders, collect money, and turn it in to me to get the 50% profit. AFTER November 10th, the products are still available online and the profit/credit is 40%, credited to the account of each student. We will have other fundraisers available as well, but students who feel comfortable selling the high-quality items from Innisbrook should take full advantage of this opportunity to help their tour fundraising. I welcome suggestions and comments about selling stuff and fundraising in general, sent to my email: mary_hamilton@sjusd.org or mary.hamilton@comcast.net.
On October 22nd, the entire advanced choir (which has decided to again be called Varsity Singers) attended West Valley College Invitational Choral Festival. It was the first opportunity for singers to wear their formal dresses and tuxes and we discovered a few minor costume items that were all fixable. Everyone had a ride, thanks to wonderful parents who signed up with the school to drive, and who took time out of their Friday morning to transport students to WVC in Saratoga. A few parents stayed and watched the performance. Our choir participated in the morning session; there was also an afternoon session. The festival clinician was Dr. Buddy James, from CSU East Bay. The format for this festival included a group warmup led by the clinician, then individual choir performances in the order on the program. Seven choirs from six schools performed, including WVC's Chamber Singers. Pioneer was second on the list, which had been revealed only when we arrived to make sure everyone planned to stay for the entire morning. I felt the experience was very positive as all choirs listened to all performances and the clinician's helpful suggestions for improvement were audible to everyone in the audience. Such an event is not competitive and the clinician's comments are designed to address specific areas each choir can improve in. Each choir comes to such an event in different stages of readiness for performance, depending on their individual choir program needs. We heard a wide variety of repertoire and suggestions for improvement and I came away with ideas for future repertoire and teaching singing. Pioneer was fortunate to have my friend Lindsay Jones-Serdar accompany us during the performance.
The last week of October was Homecoming Week, Happy Birthday Pioneer (Friday, 29th), and Halloween (Sunday, 31st). Advanced Choir/Varsity Singers sang the national anthem at the Homecoming Rally on Friday for the entire school. Many positive comments from teachers and students...
November brings us to the Veterans Tribute concert, Wednesday, November 10th, 7:00pm. This will be an event coordinated by Drama, Band, and Choir. I hear it is usually well-attended, so if you plan to come, come early. (Students have a holiday on Thursday, November 11th and no school on Friday November 12th because of a staff development day.)
The Innisbrook fundraiser officially ends November 10th, as well. Until 11/10, students receive 50% profit/credit on everything they sell. Innisbrook offers wrapping paper, Helen Grace chocolates, and gift items. Students need to take orders, collect money, and turn it in to me to get the 50% profit. AFTER November 10th, the products are still available online and the profit/credit is 40%, credited to the account of each student. We will have other fundraisers available as well, but students who feel comfortable selling the high-quality items from Innisbrook should take full advantage of this opportunity to help their tour fundraising. I welcome suggestions and comments about selling stuff and fundraising in general, sent to my email: mary_hamilton@sjusd.org or mary.hamilton@comcast.net.
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