Eagle High School Choral Union

Choir Handbook 2019-2020

“Great human beings creating a welcoming, inclusive community of Choral Excellence.”

Table of Contents

Welcome

Course Syllabi 1.0 Behavior Expectations 1.1 Assignments 1.2 Exams 1.3 Cell Phones & Social Media 1.4 Social Media and Professionalism 1.5 Concussions 1.6 Eligibility 1.7 Financial Responsibility 1.8 Contact Information 1.9

Grading Policy 2.0 Grading Scale 2.1 Alternate Assignments 2.2

Varsity Letters 2.3 Qualities of an “A” Music student 2.4

Miscellaneous 3.0 Extra-Curricular Costs 3.1 Uniforms 3.2 Concert Attire Expectations 3.3 Annual Fundraisers 3.4 Semester Projects 3.5 Solos 3.6 Auditions 3.7 Conducting Assistantships & Student Leadership 3.8

Financial Aid & Scholarships 3.9

Travel Eligibility Check-Off 4.0

Parent Sign Off

Dear EHS Choir Members, Parents and Friends, Welcome to the Eagle High School Choral Union! Our mission statement is: “Great human beings creating a welcoming, inclusive community of Choral Excellence.” While the Eagle High School choirs have established a tradition of excellence in both our state and the Northwest region, we are prouder of the individual growth in musical ability, self-confidence, and interpersonal communication skills shown in our students. Our students reflect the best that our school and the community of Eagle has to offer. This Choir Handbook reminds all students and parents of the commitment and responsibilities that are necessary to keep our traditions alive. The choral ensemble is a dynamic instrument which consists of an effective mixing of diverse spirits. The EHS choirs are a “melting pot” whose members reflect a cross-section of our student body – in my time at Eagle, students from EVERY sport, club, and activity offered on campus have sung in our program – this is what our choral program is all about! A central ingredient to the success of any group effort is the cultivation and maintenance of the collective group. Through our striving for excellence in choral singing, we will develop not only as musicians, but also as people. Both the choir member and their parents should read the following pages. The Choir Handbook provides information regarding policies, rules, co-curricular activities, grading policies, organizational structure, calendar, and other information necessary to give choir members and their families a clear and concise picture of expectations and opportunities for each EHS choir student. Becoming a member of the Eagle High School Choral Union requires commitment, hard work and a positive attitude on the part of every individual. These are all essential ingredients that are necessary for success and are educational outcomes developed in each individual choir member. As with all high school activities and many classes, there are costs involved. The EHS Choral Union has and always will do as much as possible to minimize costs. We are committed to our pledge that no student be excluded from the choral music process due to financial hardship. Please inform me if your student is in need of financial aid – we can help! Again, I welcome you to our organization! Sincerely, Seth McMullen Director of Choirs, EHS

Jazz Choir: Premium Blend Course Syllabus

Instructor: Seth McMullen Course Number: 806-01 Pre-requisite: Acceptance by audition only and enrollment in a classical ensemble Course Overview: A select, advanced performance-based course, either mixed or non-mixed, with an emphasis on vocal jazz and popular/contemporary music, as well as advanced concepts of singing, vocal improvisation, jazz appreciation and history, jazz theory, and vocal presentation. In addition, the ensemble may perform small-ensemble classical music. Both Sacred and Secular music may be studied. This course requires participation at all performances, as well as some out of school rehearsals. There will be extensive out of school commitments required of this ensemble. Outside of class performances and trips are part of the course. Some cost will be necessary to cover the extra-curricular aspects of the class, especially travel, but all efforts will be made to minimize the financial impact on students and families. During this course, the student will work towards performance proficiency in the following areas:

• Rhythm - demonstrate, through performance, the rhythmic styles and concepts associated with various jazz genres

• Melody - demonstrate through performance the ability to improvise melodies (with appropriate syllable choices) within the context of a given style

• Harmony - demonstrate an understanding of how chord tones affect harmony, blend and balance

• Texture - demonstrate through performance stylistically correct textural changes in the rhythm section or voices

• Form - recognize the traditional structures of jazz forms, and demonstrate ways in which the form of a composition can be changed utilizing jazz techniques

• Expressive Elements - demonstrate an understanding of expressive elements unique to the jazz idiom

• Timbre - discuss and apply timbre choice both in composed works and improvised music

• Aesthetics - verbalize the intrinsic value of a given musical work

• Culture - demonstrate, through performance, a historically and culturally appropriate interpretation of jazz genres

• Performance - demonstrate proper microphone technique and stylistically appropriate movement within the context of a jazz performance

Texts: Texts will be selected from published works of varied cultures ranging in time period 1900-present day, as well as the occasional unpublished work or arrangement of the director or various students. Texts will be selected according to the overall proficiency of the ensemble.

Chamber Choir: Sonous Course Syllabus

Instructor: Seth McMullen Pre-requisite: Acceptance by audition only Course Overview: A select, advanced performance-based course, either mixed or non-mixed, with an emphasis on small-ensemble choral music, as well as advanced concepts in singing, music literature, history, theory, music appreciation, and vocal presentation. Both sacred and secular music is studied. This course requires participation at all performances, as well as some out of school rehearsals. There will be extensive out of school commitments required of this ensemble. Outside of class performances and trips are part of the course. Some cost will be necessary to cover the extra-curricular aspects of the class, especially travel, but all efforts will be made to minimize the financial impact on students and families. By the end of this course, the student will be able to:

• Demonstrate, through performance, different rhythmic styles reflecting various musical periods and genres, including a basic understanding of compound meters, syncopation, and mixed and asymmetrical meters.

• Demonstrate accurate sight-reading skills, recognizing major keys (up to four sharps and flats), relative minor key signatures, and an understanding of the different roles melody plays in various styles and genres

• Demonstrate an understanding of the relationships and roles of simple and complex chords, including moments of tension and release in music (i.e. cadences, progressions, non-harmonic tones), as well as identifying which component of the chord is being sung.

• Analyze the interaction of the text and music, and apply expressive elements appropriately to enhance the meaning of the text, including an understanding of the correlation between texture styles and the major historical periods, and identify, by listening, the texture styles (i.e. homophony, monophony, polyphony), as well as recognizing repetition and patterns that would shape form at many levels.

• Demonstrate through performance a proper use of timbre according to the style of music, a culturally appropriate interpretation of a composition based on the composer/arranger’s intent, and show how music facilitates the communication of emotions and ideas.

• Evaluate the non-musical aspects of a performance and how they can influence the impact of a work of art, including an advanced awareness of the use of body language, facial expression, and other visual and sensory elements of performance.

• Demonstrate through performance an advanced understanding of proper vocal health practices, as well as the proper production of sound, including placement, breath management, blend, balance, diction, posture, proper intonation and resonance.

• Develop life management skills, such as ability to work with others, calendar management, functioning in a community setting, problem solving, respect and analytical ability.

• Continue to demonstrate proper etiquette and advanced aural assessment skills for evaluating performances, as a performer and audience member, according to the given performance style.

Texts: Texts will be selected from published works of varied cultures ranging in time period from antiquity to the present, as well as the occasional unpublished work or arrangement of the director or various students. Texts will be selected according to the overall proficiency of the ensemble.

Treble Choir: Bella Voce Course Syllabus

Instructor: Seth McMullen Course Number: 811-01 Pre-requisite: Acceptance by audition only Course Overview: A select treble-voiced advanced performance-based course with an emphasis on a wide variety of choral styles and genres, as well as advanced concepts in singing, music literature, history, theory, music appreciation, and vocal presentation. Both sacred and secular music is studied. This course requires participation at all performances, as well as some out of school rehearsals. There will be extensive out of school commitments required of this ensemble. Outside of class performances and trips are part of the course. Some cost will be necessary to cover the extra-curricular aspects of the class, especially travel, but all efforts will be made to minimize the financial impact on students and families. During this course, the student will work towards performance proficiency in the following areas:

• Rhythm - demonstrate, through performance, the rhythmic styles and concepts associated with various jazz genres

• Melody - demonstrate through performance the ability to improvise melodies (with appropriate syllable choices) within the context of a given style

• Harmony - demonstrate an understanding of how chord tones affect harmony, blend and balance

• Texture - demonstrate through performance stylistically correct textural changes in the rhythm section or voices

• Form - recognize the traditional structures of jazz forms, and demonstrate ways in which the form of a composition can be changed utilizing jazz techniques

• Expressive Elements - demonstrate an understanding of expressive elements unique to the jazz idiom

• Timbre - discuss and apply timbre choice both in composed works and improvised music

• Aesthetics - verbalize the intrinsic value of a given musical work

• Culture - demonstrate, through performance, a historically and culturally appropriate interpretation of jazz genres

• Performance - demonstrate proper microphone technique and stylistically appropriate movement within the context of a jazz performance

Texts: Texts will be selected from published works of varied cultures ranging in time period from antiquity to the present, as well as the occasional unpublished work or arrangement of the director or various students. Texts will be selected according to the overall proficiency of the ensemble.

A Cappella Choir: Cantori Course Syllabus

Instructor: Seth McMullen Course Number: 802-01 and 803-01 Pre-requisite: Acceptance by audition or director appointment Course Overview: An auditioned, performance-based course (mixed or non-mixed), with an emphasis on high quality choral music, as well as advanced concepts in singing, music literature, history, theory, music appreciation, and vocal presentation. Both sacred and secular music is studied. This course requires participation at all performances, as well as some out of school rehearsals. There will be extensive out of school commitments required of this ensemble. Outside of class performances and trips are part of the course. Some cost will be necessary to cover the extra-curricular aspects of the class, especially travel, but all efforts will be made to minimize the financial impact on students and families. During this course, the student will work towards performance proficiency in the following areas:

• Rhythm - demonstrate, through performance, different rhythmic styles reflecting various musical periods and genres

• Melody - demonstrate accurate sight-reading skills, relative minor key signatures, and an understanding of the different roles melody plays in various styles and genres

• Harmony - demonstrate an understanding of the relationships and roles of simple and complex chords

• Texture - identify, by listening, the texture styles (i.e. homophony, monophony, polyphony)

• Form - demonstrate an understanding of large formal structures, and recognize repetition and patterns that shape form

• Expressive elements - analyze the interaction of the text and music, and apply expressive elements appropriately to enhance the meaning of the text

• Timbre - demonstrate proper use of timbre according to the style of music • Aesthetics - verbalize the intrinsic value of a given musical work • Culture - identify and describe the characteristics that make a genre or style unique within

a given composition • Performance - evaluate the opportunities available in various musical careers, and

recognize the skills and commitment necessary to pursue a musical career Texts: Texts will be selected from published works of varied cultures ranging in time period from antiquity to the present, as well as the occasional unpublished work or arrangement of the director or various students. Texts will be selected according to the overall proficiency of the ensemble.

Concert Choir: Concert Choir/Bel Canto/Vocal Corps

Course Syllabus Instructor: Seth McMullen Course Number: 805-01 Pre-requisite: None Course Overview: A non-auditioned performance-based course, open to any students with a desire to sing. This course focuses on vocal skill building concepts, including beginning concepts in singing, music literature, history, theory, music appreciation, and vocal presentation. Both Sacred and Secular music is to be studied. This course requires participation at all performances, as well as some out of school rehearsals. Outside of class performances are part of the course. Some cost will be necessary to cover the extra-curricular aspects of the class, but all efforts will be made to minimize the financial impact on students and families. During this course, the student will work towards performance proficiency in the following areas:

• Rhythm - distinguish basic rhythmic patterns and tempo markings

• Melody - recognize major key signatures and demonstrate melodic patterns and phrasing

• Harmony - recognize tension and release, and demonstrate harmonically-accurate pitch and vowel production

• Texture - demonstrate an understanding of homophony, monophony and polyphony

• Form - apply understanding of formal patterns

• Expressive Elements - demonstrate, through performance, effective expression of the text

• Timbre - recognize timbre choices and their appropriateness to musical expression

• Aesthetics - demonstrate how music facilitates the communication of emotions and ideas

• Performance - demonstrate the proper production of sound, proper performer and audience etiquette, as well as the visual and sensory elements of performance

Texts: Texts will be selected from published works of varied cultures ranging in time period from antiquity to the present, as well as the occasional unpublished work or arrangement of the director or various students. Texts will be selected according to the overall proficiency of the ensemble.

1.1) Student Behavior Expectations:

• Students will be expected to behave in accordance with all school and district policies outlined in the student handbook.

• Students will be prepared and punctual to all rehearsals and performances. This includes bringing their music and a pencil to ALL rehearsals.

• Students will treat their peers, faculty, and the facility with dignity and respect

• Students will promote an environment of appropriate creative artistic expression 1.2) Assignments:

• Any homework assignments given are due at the beginning of class. Late homework will be accepted following district and building policies.

• Late homework due to illness and other school-approved absence will be accepted as outlined by district and building policies.

1.3) Exams and assignments: A final exam will be given at the end of each semester, during exam time. See section 2.0 for more information about assignments and projects. 1.4) Cell Phones It is NEVER acceptable to use a cell phone during ANY concert, festival, performance, or visit by guest clinician. On the rarest of occasions, cell phone use will be allowed in class, but must be used precisely as prescribed by the instructor. When not being used in a prescribed manner, cell phones are expected to be silenced and placed in the Cell Phone V. A. U. L. T. during instructional time. Any violation of cell phone policy will be handled in accordance with the student handbook. Any student in a varsity ensemble (Sonous, Bella Voce, Premium Blend) that violates the cell phone policy twice in a semester will be reassigned to a lower ensemble for the next semester. Furthermore, any student out of compliance with cell phone policy during a concert, festival, performance, or visit by guest clinician may be held out of varsity ensembles, at the instructor’s discretion. 1.5) Social Media and Professionalism “If you can’t say something nice, you weren’t listening.” - McMullen All choir students are expected to follow district policies regarding cyberbullying and appropriate social media use. Students must be mindful of the content of their social media postings; it is expected that any EHS Choral Union member’s social media posting regarding the Eagle High School Choral Union, its individual ensembles, singers, staff, guests, performances, repertoire, and activities be made solely in a POSITIVE and COMPLIMENTARY manner. This expectation also holds true for all references of any other Choral Programs, regardless of level or perceived quality. All violations of Social Media policy will be handled in accordance with the student handbook. Furthermore, any student in a varsity ensemble (Sonous, Bella Voce, Premium Blend) that violates the Social Media policy twice in a semester will be reassigned to a lower ensemble for the next semester. Egregious violations may also result in suspension of performance privilege and will certainly be noted and considered during the audition process for future ensembles.

1.6) Concussions If your student is diagnosed with a concussion, it is highly recommended that you alert your physician to your student’s participation in music. Please be aware that your students “return to learn” diagnosis may be different for choir, since exposure to changes in light and sound may exacerbate symptoms and delay recovery. All policies and procedures regarding concussion protocol can be found on the back page of the Eagle High School IQ form. 1.7) Eligibility: As per district policy, students must be in attendance for the entire educational day to perform or travel. If a student misses class due to truancy or illness, they will not be allowed to participate in any choral ensemble activities after school that day, including travel. At EHS, students that have a failing grade in ANY class are declared academically ineligible. Ineligible students cannot perform with their choir. In addition, to travel as a part of any EHS choral ensemble when the trip causes the student to miss ANY class time, students must have C’s or better in ALL their classes. This includes trips at the beginning of the semester. It is expected that students be academically eligible for ALL performances. 1.8) Financial Responsibility: Varsity ensembles may have the opportunity to travel, and costs will be assessed accordingly. Some of the money that is fund-raised during the year will be used to defray the costs to students. Trips that cost more than $100 per student may require a non-refundable down payment in advance. Please note that bus and hotel costs are contracted ahead of time; if a student backs out of a trip, the choir will still be billed for their share of bus and hotel costs. Therefore, if a student has committed to a trip, and then backs out or cannot travel due to academic ineligibility, they are still responsible for their bus and hotel costs, so as not to unfairly burden the other students financially. 1.9) Contact Information Please feel free to contact Mr. McMullen - preferably by email. If you would like a phone conversation with him, please request via email (with phone number in email). He will call you within three business days. If you would like to meet in person with Mr. McMullen to discuss your student, he is happy to do so with an administrator present. Mr. McMullen is not available on Wednesdays before or after school. Mr. McMullen will only accept email correspondence from students that originate from their West Ada District email account. Student email correspondence must be in a professional voice, contain an appropriate greeting, and be correct in spelling, grammar, and syntax. “A” Days 7:10 – 7:40 AM Office Hours 7:45 – 9:15 AM Concert Choir 9:20 – 10:52 AM Prep 10:52 – 11:32 AM Lunch 11:37 – 1:07 PM Bella Voce 1:12 – 2:42 PM Premium Blend

“B” Days 7:10 – 7:40 AM Office Hours 7:45 – 9:15 AM Man Choir 9:20 – 10:52 AM Sonous 10:52 – 11:32 AM Lunch 11:37 – 1:07 PM Cantori 1:12 – 2:42 PM Prep

(208) 350-4235 x 1508 Email: mcmullen.seth@westada.org

2.0) Eagle High School Grading Policies for Performance Vocal Music Courses

1) Students are expected to be in attendance, prepared, and participate in all rehearsals. In performance-oriented classes, every session brings new material, techniques and editing of literature. Missing rehearsals causes the instructor to re-teach old materials, techniques, etc., causing further loss of class time that could be spent with new techniques and materials. All students are valued members of their ensemble. Their classmates and directors rely on their attendance and participation. If conditions exist that prevent the student from actively participating in rehearsal, students are expected to pay attention, take notes and follow along in their music. All students will be provided with a folder and music. It is expected that students bring their folder, music, and a pencil to all rehearsals. Application: Students are allowed three (3) absences per semester without losing credit, as outlined by district policy. Students will be assessed every week on rehearsal technique, sight-reading/music theory, part knowledge, and/or other factors as determined by the instructor. This weekly assessment is considered part of the “Classwork” grade. Lack of adequate preparation, failure to bring music or pencil, lack of participation and causing disturbances that interrupt the spirit of the rehearsal will result in partial or no credit for this weekly grade. Tardiness constitutes a disturbance and will result in point loss. Large-scale disturbances may also result in disciplinary action.

2) At least once a quarter, students are required to complete a Demonstrate of Repertoire

Proficiency. This can be achieved by either the performance of repertoire (which includes attending for the duration to listen to other ensembles), or the completion of the Alternate Assessment(s) outlined below in Section 2.2. The nature of the repertoire, time of year, and other factors will determine how many of the elements of Alternate Assessment need to be met. Any student choosing to complete an Alternate Assignment must notify the instructor in writing at least two weeks prior of the performance date. Home Concerts and Festivals are scheduled prior to the beginning of the school year. Call times, which usually range from 4 to 6 PM for home concerts, are determined the week before. Students are expected to be at the venue ready to rehearse at the specified Call Time. Students, not teachers, should make athletic practice arrangements with coaches. The instructor reserves the right to keep any student from performing if they have not shown adequate attendance, acceptable behavior or knowledge of the music. Concert participation is a privilege! Application: Demonstration of Repertoire Proficiency is required. Students who do not notify the instructor in writing that they are choosing to complete an Alternate Assignment and miss the performance will not receive credit for that Demonstration of Repertoire Proficiency. Students excused in accordance with District Policy will be given an opportunity for an Alternate Assignment (see item 6 below). Students late for call will be penalized 25% of the grade. Students that miss a Call Time rehearsal may not be allowed to perform, resulting in the loss of performance credit. EHS Music department will follow district and building policies and procedures regarding all festivals and overnight trips, including academic eligibility (see previous page). Home Concerts and Festivals are considered part of the “Assessments” grade.

3) Students may be given quizzes, or assigned lunch sectionals or homework. Application: Quizzes, homework, and sectionals are considered part of the “Classwork” Grade.

4) Students will receive a final exam before the end of each semester. Finals may be

comprehensive, or they may cover a specific unit or area of music theory or history. Specific information regarding final exam topics will be provided at least two weeks prior to examination. Finals will vary from class to class. Application: Finals are considered part of the “Finals” grade and will be 10% of the semester grade.

5) All Ensembles will have a semester project assigned. More on semester projects can be

found in section 3.5. Application: Semester Project are considered part of the “Projects” will be 10% of the semester grade.

6) Students are expected to approach their teacher concerning all missing work.

Generally, make-up or extra credit work is not given. Please note that requests to complete an Alternate Assignment to Demonstrate Repertoire Proficiency must be received in writing a minimum of two weeks prior to performance date. Alternate Assignments can only be made available at the discretion of the ensemble director, and must be pre-arranged whenever possible. Missed points must be made up during the current semester. Application: Points will be rewarded according to difficulty level of work per student and overall quality of work. Points awarded are non-negotiable. See section 2.2, Alternate Assignments

Addendum: During Second Semester there is a change in grade weighting: District Choral Festival will represent 50% of the “Assessments” grade (20% of the semester grade). Because of the impact on the semester grade, by district policy Academic Eligibility rules are suspended for District Choral Festival. 2.1) Grading Scale: Grading scale will be consistent with the district-wide scale.

1st Semester Grade Weight & Percentages

Demonstrations of Repertoire Prof: 40% Rehearsal Assessments: 40%

Semester Project: 10% Final: 10%

2nd Semester Grade Weight & Percentages Demonstrations of Repertoire Prof: 20%

District III Choral Festival: 20% Rehearsal Assessments: 40%

Semester Project: 10% Final: 10%

2.2) Alternate Assignments At least once a quarter, students will need to demonstrate proficiency in classroom repertoire, represented by a grade in the gradebook. This can be achieved by either the performance of repertoire at a home concert (which includes attending for the duration to listen to other ensembles), or the completion of the Alternate Assessment(s) outlined below. The nature of the repertoire, time of year, and other factors will determine how many of the elements of Alternate Assessment need to be met. Below are descriptions of the varying elements of an Alternate Assessment. Elements of Alternate Assessment:

1. Demonstration of the Repertoire Knowledge and Performance Skill a. Sing your festival repertoire individually or with a small ensemble (one or two

on a voice part) for the instructor OR b. Propose an alternative to the instructor that would adequately show mastery of

literature AND performance practice (Instructor has the right to reject or amend proposal)

2. Demonstration of Sight-Reading skill

a. Successfully sight-read a short exercise for Instructor OR b. Propose an alternative to Instructor that would adequately show mastery of

ensemble level appropriate sight-reading concepts (Instructor has the right to reject or amend proposal)

3. Opportunity to hear and assess other like-leveled high school choral ensembles

a. Attend a specific number of area high school concerts (dependent on the type of concert substituted). End of the year concerts are not an appropriate substitution for pre/post-festival concerts due to lighter literature programmed.

i. Provide an annotated program for each concert specifically addressing vocal and choral concepts (posture, breath, vowel, blend/balance, phrasing, diction, etc.) utilized in class.

ii. Write a short review of each concert (length at instructor’s discretion) of a similar quality accepted by an English teacher.

b. Propose an alternative to Instructor that would adequately show analysis of ensemble appropriate choral music. (Instructor has the right to reject or amend proposal)

Samples of Alternate Assessments: Fall Concert: A 1st Quarter (Fall Concert) Alternate Assessment should require Elements 1 and 3, unless there is a planned Sight-Reading demonstration at the evening concert (which would add Element 2). Because 3-5 additional ensembles would be performing, Element 3 would require attendance at one additional concert with an annotated program and 1-2 page written concert review. District Choral Festival: A District Choral Festival Alternate Assessment should require all three Elements, and 2-3 concerts attended with annotated program and reviews (due to the large portion of the semester grade that District Festival represents).

Addendum: Audition-only ensembles (Treble Choir, A Cappella Choir, Chamber Choir, and Jazz Choir) require a level of commitment to performance that is critical. If a student is unable to consistently honor their commitment to the auditioned ensemble the consequences can include (but not be limited to) suspension of performance (and/or travel) privilege and/or relocating the student to an ensemble more appropriate to their commitment level. Due to the high point value (20% - 35% of semester grade, depending on ensemble) and educational impact of the District Choral Festival, it is highly recommended that students NOT miss this event. If there are cases where multiple concert attendance is not feasible, a written review of a concert will be accepted in place of one of the two concerts, provided that:

• Substituting a written assignment is pre-approved by the instructor

• The review is about a concert that meets the Alternate Assignment criteria

• The review be a minimum of two pages in length with standard margins, 12 point Times New Roman font, 1.5 spacing, and standard heading

• All written alternate assignments MUST be of a similar quality that would be accepted by an English teacher.

It is the student’s individual responsibility to contact the instructor regarding ALL Alternate Assignments.

2.3) Lettering in Choir To receive a Varsity Letter in Choir, a student must complete the following criteria over the course of the current school year:

• A grade of an A for the year in all of their choral classes with participation for the entire school year letter awarded

• Participation at all Performances; students who choose to complete an Alternate Assignment in place of a Demonstration of Repertoire Proficiency grade are NOT eligible to receive a Varsity Letter in Choir

• Participation in the D III Solo/Ensemble Festival

• Two hours of Community Service

• Submit a completed Varsity Letter Application by the appointed date (usually mid-May) In addition the student must accrue 12 points taken from the following list: Ensemble Participation 1 point per ensemble, per semester Varsity Quartet/Virtuoso Participation 2 points per semester, can’t claim anthem credit Choir Council/Section Leader 1 point Concert Set-up/Tear-down 1 point for each concert Voice Lesson Participation 1 point per semester District Honor Choir Participation 1 point All State/Northwest/National Choir Audition 1 point Acceptance and Participation 2 points EHS Musical Audition 1 point Major Role 2 points Minor Role 1 point Participation in State Solo Competition 2 points Superior at D-III Solo/Ensemble 2 points, four point max Excellent at D-III Solo/Ensemble 1 point, two point max Outside of school solo or choir participation 1 point, two points max Additional Non-EHS Concert Attendance 1 point, one page write up, four point max National Anthem Performance 1 point, ½ point for Ensemble, three point max Additional Community Service 1 point per every two hours, four point max

After completion of the following criteria, the student will be awarded with a Varsity Letter in May. Varsity Letter Applications will be distributed to interested students in October. Varsity Letters will ONLY be awarded for the current academic school year.

2.3 Qualities of the “A” music student:

1. Shows that they are ready for class to begin immediately after the tardy bell rings.

2. Comes to class prepared, with music and pencil.

3. Participates at all times (during stretches, warm-ups, rehearsal)

4. Pays attention to the director.

5. Shows an understanding that a successful choir demands individual responsibility

and mental focus.

6. Attends class on a regular basis with minimal absences.

7. Attends all concerts.

8. Attends all sectionals and additional rehearsals.

9. Does not have food, candy or beverage in the room – and doesn’t need to be

reminded!

10. Does not chew gum in the room – and doesn’t need to be reminded!

11. Does not have personal items such as calculators, cell phones, make-up, hand

lotion, perfume, hairspray, combs, hairbrushes, curling irons, mirrors etc, during

class.

12. Completes all assigned worksheets and evaluations thoroughly and with attention

to detail.

13. Displays teamwork and an understanding that a choir is only as strong as its least

attentive member.

14. Respects the music!

15. Sits and stands with appropriate posture.

16. Uses a pencil to write in the music any notes provided from the director.

17. Exhibits leadership in his or her section and works hard to contribute to the success

of the choir.

18. Treats his or her uniform with care and responsibility.

19. Volunteers to help out without hesitation.

20. Brings to class a positive attitude and shares it honestly and sincerely.

Section 3.0: Miscellaneous

EHS Choral Union Curricular vs. Extra-Curricular

Choir is a co-curricular activity, combining elements of curricular classroom work with extra-curricular performance opportunities. To comply with the outcome of the litigation, we will not be charging for any of the curricular aspects of choir. As an active choral program, the Eagle High School Choral Union is constantly striving to provide the best educational experience for our singers. Unfortunately, there is a financial burden that must be paid to make this a reality. While much of the cost is paid through District Funding and fundraising, certain extra-curricular elements of the choral experience may require expenses to be paid by students. Although the activities that require payment will not be graded, they are still essential to singer development. 3.1 Extra-Curricular costs

Activity Card

By purchasing an EHS Activity card, students are allowed free entrance into regular season

sporting events and discounts on certain event tickets throughout the year. While the purchase

of an Activity Card is optional, students will not be allowed to participate in several extra-

curricular performances unless they pay an entry fee. Cost of an Activity Card is available from

the EHS Bookkeeper. All Choir Students should purchase an Activity Card.

Choral Union T-shirt replacement cost – value of the shirt

Every other year we provide all Choir students with an “EHS Choral Union” t-shirt. This t-shirt

must survive two years, as it is our informal performance attire. Informal attire is used at

National Anthem performances, Sonous Tour, recruiting trips to middle and elementary school,

and the occasional performance (End of Year Concert, local festival, etc.). Because it is part of

the uniform, it must be kept undamaged and intact. Damaged or lost shirts can be replaced for

the cost of the shirt (limited availability). We do NOT loan t-shirts.

Choir Specific T-shirts/Gear/Swag – Cost will vary

The EHS Choral Union is currently researching the possibility of offering ensemble-specific and

general gear/swag for purchase. Availability and cost depends on interest.

Sonous Tour – Not to exceed $600 unless voted on by a majority of Sonous parents. This fee is

ONLY assessed to members of Chamber Choir (Sonous)

Each school year Sonous tours a part of the Western United States (usually the Pacific

Northwest). The tour is an essential educational experience for the students; there are multiple

opportunities for performance, as well as chances to meet top high school choirs and workshop

with highly qualified professionals in the choral community. Yes, the students have a lot of fun,

but tours are “business trips,” with a strong focus on improving our craft. The final cost will

include most meals, activities, transportation and lodging, as well as two uniform shirts. All

efforts will be made to reduce individual student costs through fundraising.

3.2 Uniforms

All students in auditioned choirs (Sonous, Premium Blend, Bella Voce, and Cantori) will be issued a uniform free of charge (including dry cleaning). Students in non-auditioned choirs (Bel Canto/Concert Choir/Man Choir) will be issued uniforms if there is sufficient inventory. In the case of insufficient uniform inventory, students in non-auditioned choirs will be asked to dress in all black for performance. All students will need to provide their own dress shoes (black, closed toed, with a heel that does not exceed one inch). In addition, male singers will need to provide their own black long sleeved button-up dress shirt (although they may instead choose to purchase a black tuxedo shirt from the school, since we can get them for less than what most department stores charge), black dress socks, and a black belt. Uniform Care and Return Policies, Late Uniform Return fines, Loaner Uniform fines, and

Damaged or Lost Uniforms

Although the Eagle High School Choral Union provides formal concert attire to students at no

rental cost, the care and upkeep of the uniform is the responsibility of the student. It is

expected that uniforms will be kept in a fashion that allows students to present themselves at all

performances in a clean, neat, and professional manner. Students who appear at any

performance in a messy, wrinkled and/or unclean uniform may not be allowed to perform. All

uniforms are distributed in “as is” condition. Any alterations made (including hemming) are the

financial responsibility of the student, not the EHS Choral Union. All alterations must be

temporary so that the uniform is returned in the exact condition it was received. No fabric may

be cut in the alteration process. DO NOT USE TAPE TO HEM OR ALTER THE UNIFORM IN ANY

WAY!!!!!

In the event that a student may need to borrow an element of uniform while a lost piece is

located, repaired, or cleaned, there will be a $5 fine per concert for this service if the

appropriate uniform piece is in our overstock. Please approach Mr. McMullen or the choir

booster club president if this service is needed. Fines will be tracked and sent to the

bookkeeper after Pre-Festival Concert.

The distribution and collection of uniforms is staffed by volunteer parents. When students are

late returning uniforms, it forces these volunteers to make a return trip to process the uniform.

Therefore, students that return a uniform after the uniform return dates (published in the choir

calendar, usually in early April) will be assessed a cumulative $5 per week fine. If a uniform is

not returned by the time uniforms are sent to be dry cleaned (usually the second week of May),

the late uniform will not be accepted unless it has been professionally dry cleaned (at the

student’s expense).

Damaged uniforms will not be accepted at Uniform turn-in and will need to be professionally

repaired (at the student’s expense) prior to being accepted. Late turn-in fines will still be

applied. If pre-existing damages are present when the uniform is issued, it is the student’s

responsibility to IMMEDIATELY notify the uniform coordinator, or they will be held financially

responsible for damages. Lost or destroyed uniforms will need to be replaced at the student’s

expense. Current replacements costs are as follows:

Tie (any) $20

Vest $30

Tux Pants $100

Tux Jacket $150

Dress (Any): $100

Suit (Non-Tuxedo): $100

3.3 Concert Attire Expectations

Grooming Hair: Gentlemen: Hair must be worn in a neat, professional manner, not messy so face,

forehead, and ears are easily visible at all times. If you choose to wear long hair, it must be worn up and back. Gentlemen must be clean-shaven, no 5 o’clock shadows. Facial hair must be neatly trimmed. Hair must be a natural-occurring color (no blue, green, pink, etc.). Ladies: Hair must be worn in a neat, professional manner, not messy so face, forehead, and ears are easily visible at all times. If you choose to wear long hair, it must be worn so it falls behind the shoulders. Hair must be a natural-occurring color (no blue, green, pink, etc.). No overly reflective hair clips. Some Varsity choirs may require a specific hairstyle, at the director’s discretion.

Misc.: Because of performance lighting, jewelry must be kept to a minimum. No hoop

earrings, posts only. Facial and tongue piercing must be removed prior to performance. The director reserves the right to request that students remove jewelry. Students who fail to adhere to uniform/dress policies for concerts may be kept from performing. Because of the proximity of performance space, proper hygiene must be observed. Wear deodorant, but no cologne or perfume.

Students not properly attired or groomed will not be allowed to perform.

The EHS Choral Union has and always will do as much as possible to minimize extra-curricular costs. We are committed to our pledge that no student be excluded from the choral music process due to financial hardship; 10% of the money we fundraise is pledged to our scholarship fund. To obtain assistance, students and/or parents are encouraged to approach Mr. McMullen in private – we will keep your information confidential! Money is usually dispersed in the form of work/study: Students will be asked to assist with concert set-up or music library assistance. Rate of pay is at Mr. McMullen’s discretion. 3.4 Fundraisers The Eagle High School Choral Union has five fundraisers throughout the course of the school year. Fundraisers are spread out so not to overly burden the community of Eagle. Ten percent of all money fundraised goes to scholarships. Season Ticket Sales One-hundred and ten (110) seats in the auditorium are sold every year as season tickets. These seats will be held for ticket holders until five minutes prior to the start of the concert. Season ticket holders are given the opportunity to re-purchase their seats for the following concert year at the End-of-Year concert at a slight discount. The remaining season tickets are sold in September. Season tickets are good for the following events:

• Fall Concert (both performances)

• Holiday Concert (one of the three)

• Pre-Festival Concert (both performances)

• Sonous Live!

• End-of-Year Concert Funds raised by season ticket sales will pay for our walk-on coaches and guest clinicians, as well as fall maintenance costs (piano tuning, sound system). Any overage will go to the purchase of new music and professional development. Season tickets are $70 for the 2016-17 concert season. Holiday Concert The Holiday Concerts are ticketed events. There will be three performances this year. Funds raised by the Holiday Concerts go to cover spring semester operational costs: spring maintenance costs, music purchases, local transportation, festival fees, guest clinician fees, state solo competition entry fees, student lunches for the D-III Choral Festival, and spring coach salaries. Overages will be rolled over for future capital projects. Holiday Concert tickets are available for purchase through an online service only, beginning the day of the Fall Concert. This service allows everyone to have reserved seats for these performances. When they are sold out, there will be no more. All pre-purchased ticket sales are final: No refunds, no exchanges. Any tickets unsold at the close of online sales (48 hours before the first concert) will be available at the door for each performance. Tickets are $10 for adults, $8 for over 65 and under 18, and $7 for EHS students with activity card. Fall Dinner Concert Fundraiser “Fall Dinner Concert Fundraiser” is a dinner, dessert, and auction fundraiser for the Varsity Choirs held in conjunction with the Fall Concert. Funds raised by “Fall BBQ” will be used to lower travel costs for Varsity choirs. Any overages will be used to fund capital improvements,

equipment needs, new music, professional development and guest clinician fees. Any remaining overage will be rolled forward to spring semester expenses (see Holiday Concert above). More information regarding “Fall BBQ,” including admission costs, will be available at the fall Parent Meeting and Back to School nights. Sonous Live! At the end of April, Sonous performs in concert by themselves. It is a special evening for the students, where we honor their contributions to the Choral Union. Funds raised from admission are used to provide start-up capital for the CD recording. Any overage will be used to fund start-up for the next school year (see CD sales). Just as for the Holiday Concerts, tickets are available for purchase through an online service only, beginning the day of the Pre-Festival Concert. This service allows everyone to have reserved seats for this performances. When they are sold out, there will be no more. All pre-purchased ticket sales are final: No refunds, no exchanges. Any tickets unsold at the close of online sales (48 hours before the concert) will be available at the door. Tickets are $10 for adults, $8 for over 65 and under 18, and $7 for EHS students with activity card. Parental involvement in fundraisers For many of our fundraisers to be successful, parental assistance is necessary. Since the varsity choirs (Sonous, Premium Blend, Bella Voce, and Varsity Men) are the primary recipients of most fundraisers, assistance from parents of varsity choir members is especially needed. In years where varsity ensembles have extensive travel plans, parental participation in the Choir Booster Club may be required.

3.5 Semester Projects & Sectional Rehearsals All students are required to complete a semester project in their respective classes. Project criteria will differ from class to class. All semester projects are due during their corresponding semester final, unless otherwise stated. Projects may be modified for a class (director’s decision ONLY). Below are some sample Semester Projects from past years: Premium Blend Projects: Students are required to keep a “gig list” of solos (in the form of lead sheets) in the back of their folder, and need to add three new solos per semester to their collection. Students will need to research each solo, filling out and attaching an information sheet (template will be provided) to each. The solos MUST be a jazz standard, and student should acquire solos in a variety of styles, covering the three major jazz “umbrellas.” Once a quarter, students may be required to perform one of their solos in front of the class, chosen randomly by instructor. Sonous, Bella Voce Projects: Students in Sonous are required to attend one choral concert by other West Ada School District or Treasure Valley area high school choirs per semester. At least seven concerts will be selected every semester to provide options for student schedules. Attendance will be taken both before and after the concert, and students must check in and out to receive full credit. Students should be prepared to answer questions orally regarding the concert during their next rehearsal. In addition, Sonous students are required to perform two national anthems live EHS sporting events during the first semester, and one during the second. Performances may be solo, duet, or small ensemble. Choral Union national anthems do NOT meet this requirement, although Varsity Quartet, Virtuoso!, Premium Blend, or Men/Women of Sonous groups do. Students also required to attend four sectionals per quarter for the 1st – 3rd Quarters of the school year. Sectionals are scheduled in advance by section leaders and usually occur during lunch. One sectional per quarter may take place off campus after school time and include a social component. Students are expected to be in attendance at all sectionals. Not feeling like attending a sectional is NEVER excused. Students who have two or more sectional absences in a semester may be dismissed from their ensemble at the semester break. Concert Choir/Man Choir/Bel Canto Projects: Following the Fall and Pre-Festival Concerts, students will be required to complete a Concert Critical Analysis form and turn in at the beginning of the class session immediately following the concert. Critical Analysis Forms will be made available to students prior to the concert.

3.6 Solos Extra-curricular Solos Towards the end of February, Eagle High School participates in the District III Vocal Solo/Ensemble Festival. Students are given the opportunity to prepare a solo for this competition. Solos must be selected from the state list (www.idahomusiced.org). The top two soloists in each voice category are then given the opportunity to represent the district at the State Solo Festival in May. Participation in this event is required for students to receive a Varsity Letter in Choir. It is highly recommended that students choosing to participate in the Solo Festival take private voice lessons. Mr. McMullen does not teach private voice. Curricular Solos Occasionally choral ensembles will perform some literature that requires a soloist. Soloists are chosen in the following ways:

• Instructor Appointed: solo is awarded by director without an audition

• Closed Audition: instructor auditions soloists in a private audition

• Open Audition: instructor auditions soloist in front of class On the rarest of occasions, an understudy is assigned for a solo. This is usually in cases of very big features or songs that will be performed over more than one semester. If you are assigned a role as an understudy, it does not guarantee that you will be given an opportunity to perform the solo. So you want a solo? As the instructor, here is my thought process in selecting soloists:

• Is this the right voice for the solo? Usually there is a specific solo sound I am looking for. This sound is dependent on the specific solo. Although voices can be coached to sound differently, it is usually best if the soloist is creating the sound in a free and relaxed manner.

• Is the singer confident and prepared? Remember, we do not mic soloists unless it is in jazz. You may have the greatest voice in the world, but if you cannot project confidently, don’t expect to get a solo. If you don’t know the music, are late or miss the audition, or aren’t prepared, you won’t receive a solo.

• Is the singer coach-able? If you cannot handle the constructive criticism involved in being a soloist, or have shown inflexibility to instruction, you won’t receive a solo.

• Has the singer received a solo already this year? While I do not limit students to one solo per year, it is important to “spread the wealth,” so I do take number of solos into consideration.

• What is the grade level of the singer? As a last resort, I will break a tie by awarding the solo to the student with the highest level of seniority.

3.7 Auditions Curricular Choirs rehearse during the instructional day. The different choirs progress in a stepwise manner, as follows: Male Students Man Choir (non-auditioned Men’s) Cantori (Intermediate mixed choir) Sonous (Varsity mixed choir)

Female Students Bel Canto (non-auditioned Women’s) Cantori (Intermediate mixed choir) Bella Voce (Varsity Women’s choir) Sonous (Varsity mixed choir)

Premium Blend is a mixed one-on-a-microphone vocal jazz ensemble. Singers in Premium Blend MUST be enrolled in a Varsity-level classical vocal ensemble as well. The individual auditions will occur during the 4th Quarter of the year. A callback auditions may occur for students that are being considered for Varsity Choirs. After the audition process is complete, I will post the final rosters for the Choirs. Varsity Quartet and Virtuoso! Auditions are held in May. Spots are filled by the four most qualified students from each gender, with no preference given for grade level. So you want to be in a select ensemble? Here is what I am looking for:

• What voice parts are appropriate for the student? What notes can the student comfortably and safely sing? How is your voice progressing?

• Does the quality of the student’s voice warrant placement in an advanced ensemble? Does the student have the maturity to handle the pressure of an advanced ensemble?

• How do you act in rehearsal? Are you a good student? If academic eligibility is a problem, I will not place you in touring ensembles.

• What is the most appropriate ensemble placement for the student? What will offer the student the best opportunity for personal and vocal growth?

• What are the needs of the ensemble? What is the gender balance of mixed ensembles (must be at least 40% men), as well as the balance of individual sections - you can’t have 30 Sopranos in a choir of 40!

• Can you function in a team setting? What is your commitment level to the choral program?

• What is the grade level of the singer? As a last resort, priority placement is given to the student with the highest level of seniority.

A student’s placement in auditioned choral ensembles is at the sole discretion of the instructor.

3.8 Conducting Assistantships & Leadership Opportunities Every year, a few seniors are given positions as assistant conductors for one of the non-varsity ensembles. Conducting assistantships are applied for in May of the student’s junior year. Conducting assistants must:

• Be enrolled (for the entire school year) in the class in which they are serving as assistant director

• Successfully audition into and be enrolled (for the entire school year) in a varsity vocal ensemble

• Participate in Choir Leadership Training during August prior to their Assistantship

• Be model students in the choral department

• Be able to handle and grow from constructive criticism

• Possess the vocal skills to successfully model technique and artistry to students

• Possess leadership skills that allow them to lead rehearsals (under supervision)

• Possess enough piano skill to lead a rehearsal (under supervision) That being said, every Conducting Assistantship is different. Responsibilities and duties will be tailored to the individual’s strengths and weaknesses. Podium time must be earned by the assistant – one assistant may be more prominently featured in a concert than another. Please note that in semesters where we are hosting a student teacher, assistant conductors will be taking a tertiary role in the choir’s leadership hierarchy. Students that show they cannot handle the responsibilities of a Conducting Assistantship can and will be removed from their position. The Eagle High School Choral Union is an organization that strives to recognize and provide leadership opportunities for students. Student leaders assist with logistics (concert, rehearsal, and travel), project management, motivation, feedback, and many other aspects of the Choral experience. Leadership roles are divided into the following branches:

• Executive: President, President-Elect, President-in-training and their cabinets

• Section Leader: Varsity ensemble section leaders and their assistants

• Assistant Conductor: Non-varsity ensemble assistants, see 3.7 Executive and Section Leader positions are selected through an exhaustive appointment process. All students are considered for these position, with limited invitations extended. 3.9 Financial Aid The EHS Choral Union has and always will do as much as possible to minimize costs. We are committed to our pledge that no student be excluded from the choral music process due to financial hardship; 10% of the money we fundraise is pledged to our scholarship fund. To obtain assistance, students and/or parents are encouraged to approach Mr. McMullen in private – we will keep your information confidential! Money is usually dispersed in the form of work/study. Students will be asked to assist with concert set-up or music library assistance. Rate of pay is at Mr. McMullen’s discretion.

4.0 Parent Chaperone and Follow-along Parent Policies

Parent Chaperones: 1) Parent chaperones for overnight travel will be selected by the choir director, with input

from the booster organization leadership and tour coordinator(s), for each tour from those who express interest. Priority in selection will be given to: a) Those parents who have made significant investments to the choral program of time,

energy, creativity and goodwill. b) Parents of students in their senior year, especially if it is the final senior of the family. c) Other parents who want to come. d) Parents not selected as chaperones may still choose to come on the tour as a follow-

along parent (see below). 2) All Parent Chaperones for Overnight Trips must be fingerprinted and pass background check

from the district office. There is a cost for this. 3) Mandatory chaperone training will take place prior to tour. 4) Parent chaperones will be assigned groups of students that they will be in charge of

supervision of for the duration of the tour. Parents will not be assigned their own student. 5) Chaperones should only be in student hotel rooms in the event of illness, injury or student

request for assistance, with the exception of morning and evening room checks. Chaperones should not under any circumstances, be alone with a student for the protection of both the student and the chaperone. If there is a need to address concerns with a student privately, this should be done by the choir director and a school administrator or a parent chaperone, in the event a school administrator is not available.

6) Chaperones are expected to comply with all rules that students are expected to follow, with discretion allowed by the choir director.

7) Chaperones are expected to be in attendance for the duration of all itinerary events, unless other specified duties under instructor direction have been assigned. These duties will usually be assigned prior to departure.

8) Chaperones are expected to uphold the favorable reputation that the EHS Choral Union has established.

9) For their time and service on the trip, Chaperones attend tour at a discount, usually 50% of total student cost.

EHS Choral Union Choir Tour Follow-along Parent policies Follow-along Parents: 1) Parents who want to accompany tour in their own vehicle are encouraged to follow-along.

The choir director or tour coordinator will provide an itinerary of activities that are open to parents and lodging locations that the choir will be staying in. Parents are responsible for making their own lodging arrangements; contact the tour coordinator for hotel rate information. The EHS Choral Union will not underwrite any of the costs for Follow-along parents.

2) Follow-along Parents are expected to uphold the favorable reputation that the EHS Choral Union has established by being a considerate and appreciative audience.

3) While follow-along parents may be in contact with their child, they should be mindful that they are observing the tour, not actively participating in the tour. Follow-along parents are not to be in ANY student hotel rooms (even their own child’s room) without expressed permission from the choir director or a school administrator. Please interact with the students in public areas at performances and in hotels.

4) Responsibility for student well-being resides with the choir director, school administrators and parent chaperones. Follow-along parents should not take responsibility for or give direction to any student unless specifically asked to do so by the choir director or a school administrator.

5) Follow-along parents may certainly provide treats/snacks/etc. for their child. If follow-along parents wish to provide for others (room group, section, friends, etc.), please provide for the ENTIRE choir so others do not feel excluded. Please check with the choir director before purchasing for permission, as well as checking for potential food allergies. Please note that hotel door signage is not permitted (and not safe), and access to hotel rooms will not be granted.

6) Students may only leave the tour group with their parent if the choir director prior to tour departure has granted permission. Student and parent must check out with the choir director when departing and check in with the choir director when returning.

Section 4.1: Travel Eligibility Check List To be eligible to leave campus with the choir, all of the following must be accounted for:

✓ ALL Associated Travel Costs paid ✓ Medical Release Form (IQ form) completed and returned ✓ Any additional tour waivers signed and returned ✓ Parent/Student Contract signed and returned ✓ Current Student Grade Check verified ✓ All Previous Outstanding Balances paid

Parent/Student Sign off

I, the undersigned have read and understand the information presented in the Eagle High School Choir Handbook on course syllabus, behavior expectations, academic eligibility and grading policies. I have received the calendar of events and the approximation of costs list. I furthermore give permission for my child to be transported by charter bus, school bus or arranged district transportation to and from activities participated in by the Eagle High School Choral Union.

I also give permission for my child to be recorded via audio, video, and/or photography and for said recording to be used for promotional, professional and distribution purposes by and for the Eagle High School Choral Union, the Eagle High School Music Department, Eagle High School, and/or West Ada School District. This specifically applies to audio and/or visual concerts of all concerts, festivals, and performances, but also to any other photos, audio, or visual recordings of any choral activities. This constitutes a release for any airings on local, regional, or national media outlets. I understand that I (or my child) will receive no compensation or remuneration of any resulting proceeds. _______________________ ________________________ ________ Parent/Guardian Signature Student Signature Date