Syllabus- 2013

Music Syllabus 

2013-2014

Expectations

Students are expected to conduct themselves in such a way that they may achieve their musical goals and contribute to the goals of the group. As a choir of individuals, we follow these expectations every day, in addition to the TSGA school-wide expectations: 

• Bring a smile (Practice performance skills every day)
• Raise your Hand 
• Sing Out, Sing Proud 
• Respect Cycle (Respect others-- as well as equipment-- and they will respect you in return)
• Nose Forward, Ears Listening (If your nose is pointed to your neighbor, I don’t think you’re listening
• Turn Your Brain On (Walk in the door ready to contribute!)
• Contribute (No one is the “weakest link”-- whether we’re singing or contributing answers)
• Be Prepared (Bring your materials and “tool belt” of skills)

Philosophy

       In today’s society we are all consumers of music, whether directly or indirectly, and a carefully-sequenced music program as part of a holistic educational curriculum will form musical citizens and life-long learners of each student in the program. 

     Upon exiting 6th grade, students will be musical connoisseurs and patrons with an appreciation for diverse musical styles and cultures which allow one to maintain a life-long love and appreciation for music. Students will be fully-immersed in a consistent, structured, and engaging learning environment in order to experience personal and musical growth, become independent learners and musicians with tools necessary to further-develop personal musical skills, acquire appropriate audience and listening skills, become cognizant of environmental soundscapes, and gain the knowledge and skills to create music as a leisure skill in any desired avenue. By participating in vocal music activities, students work together, cooperatively, to develop a single choral voice that includes each individual voice. 

Goals

1. Our bodies are our instruments. We will learn how to care for our “equipment”: our lungs, throat, and ears and develop as singers as we grow into our voices. 
2. We will be applying the knowledge we have acquired in K-5th Grade. Using our district music curriculum, students will be assessed on a broad variety of musical skills including rhythm, melody, harmony, and expression. 
3. Transitioning from the rhythmic counting system of Elementary School to the more sophisticated counting system used at the Middle School and High School is a new skill we will be introducing and developing. We will also be practicing sight singing and performing music in 2 and 3 parts. 
4. We will be learning how to play basic guitar so that we may accompany ourselves as we sing. WE will also be using handbells, boomwhackers, and a combination of traditional and nontraditional rhythm instruments from around the world. 
5. Sixth grade vocal music students will also be composing and arranging compositions, synthesizing music ideas and building on previous knowledge with their use of iPad technology.
6. Like professional conductors, students will analyze music. We will use what we know about Language Arts to identify similar structures in printed music. We will recognize symbols and search for context clues that help us understand songs and compositions at a deeper level. 
7. Students will investigate careers in music throughout the year. They will participate in individual projects that lead to a greater appreciation for music as one of America’s largest economic engines. 
8. Students will explore their own interests in music, independently, as they begin to understand what makes them who they are. Expressing their personal opinions and preferences, by writing articles and review from the Exploratory website and www.edmodo.com. We will thoughtfully evaluate our performances and the performances of others. Students will begin to create their own critical “voice”. 
9. Appreciating other cultures by participating in music-making from around the world will help us fulfill the mission of the Turner School District to become Leaders in a Global Society. 

Grading

Grades will reflect each student’s musical achievement and growth. A series of quizzes and assessments, along with daily bellwork, will determine what concepts and skills need to be reviewed and eventually mastered. Projects will occur throughout the year and extra credit will be available. A final portfolio consisting of assessments, projects, reviews, and musical analysis will likely culminate the year. 

The following percentages are an approximate basis for each student’s final grade. These percentages and requirements may change per semester depending on scheduled events and units/projects: 

 Bellwork- 30%

 Projects and Tests- 30%

 Performance Skills (musicianship)-- 30%

 Choral Citizenship- 10%

Music will require homework or written assignments as in other classes, such as written music theory, literature research projects, and sight singing tests. Additional work is done in class by participating fully and being a responsible member of the ensemble. Choral citizenship points will be earned if the student: 

• Is in class on time
• Has all materials (pencil, music)
• Refrains from chewing gum, eating candy, etc
• Refrains from disrupting the class
• Follows classroom procedures and expectations
• Abides by all other policies found in the school-wide student handbook (appropriate technology use, appropriate dress, etc.)

Each student begins with 5 daily performance points and will be deducted by 1 point for each of the above daily policies that the student does not abide by. If the infraction is frequent (such as frequent class disruptions), the teacher reserves the right to deduct more than 1 point and/or involve administration. Any school policy violations such as drugs, theft, bodily harm, etc. will be directed immediately to office administration.  

Bellwork Grading

Daily bellwork is generally based upon a listening example that is played as the students enter the classroom (quietly). Bellwork questions are based upon previous class discussions, prior knowledge about similar listening examples and genres, and opinions/critique of the listening selection. Most bellwork is worth 3 points (with the exception of assignments and quizzes).

Rubric for Listening Discrimination 

• 3 Fluent All aspects of the music are accurately described, and the observations about the music are informative and interesting. All items on the checklists are consistently demonstrated. 
• 2 Competent Most aspects of the music are accurately described, and the observations about the music are informative. Most items on the checklists are consistently demonstrated. 
• 1 More Practice Needed Aspects of the music are described, but some important information is inaccurate or omitted. Only some of the checklist items are demonstrated.

Bellwork Checklist Items: 

•  Complete sentences-- Capitals, punctuation, subject, verbs, grammar, etc.
•  Spelling is legible and important musical terms are spelled correctly
•  Student refrains from use of slang
•  Inclusion of pertinent vocabulary words learned in class
•  Answers are completed (no blanks left)
•  No “idk” or “???” 
•  Name and class (if applicable)
•  Followed directions 

Class Procedures

1. Upon entering the choir room, students will pick up their assigned books and be seated quietly before the bell rings. 
2. Students are to begin working on the bellwork on the board promptly upon taking their seats.
3. Students must have an iPad and pencil at all times.
4. Students may not chew gum, candy, etc.
5. Choir posture is to be maintained once prompted: chins up, feet flat on the ground, body aligned straight up and down, (for efficient breathing and singing), books up. 
6. Talking will not be allowed in rehearsal. 
7. Students may use the restroom at appropriate times but must ask permission before exiting the classroom. Once permission has been given, the student is to sign out and take a hall pass (whether going to the restroom, getting a drink, going to the nurse or office, etc.).
8. Students are released by row-- not when the bell rings.

Attendance Policy

Absences: must be called-in by parents, as stated in the school handbook, and will be known to the teacher. Absences will need to be made-up through alternative means, which is the responsibility of the student to remember. Absences are not excuses for missing work.  Most assignments can be found on www.edmodo.com for up to a week past the student absence. Students are advised to send Ms. Hill an email upon submitting late work since Edmodo does not notify teachers of late submissions. The students have been advised to seek Ms. Hill during lunch hour for make-ups. 

Performances

I look forward to providing students with many performance chances including Turner Days in Autumn, caroling in Winter and the Fine Arts Festival at the High School in the Spring. The kids work hard to put on a good show and parental presence at performances is strongly encouraged. Unlike Elementary School, the entire 6th Grade music program will NOT be performing as a whole group at TSGA due to space limitations. Performance opportunities may arise and students may volunteer as individuals or small groups for such opportunities if they are not members of Bulldog Beat (see below). 

Extra Musical Opportunities

Keep your eyes open for the Bulldog Beat, an after school auditioned choir!

Please feel free to call 913-288-3800 or email me at hillmel@turnerusd202.org with any questions or concerns. It’s a pleasure getting to work with you! Don’t forget to stop in at parent teacher conferences!

Ms. Melissa Hill