"Table of Contents"
Mission and Main Goals
Classroom Management & Procedures
Daily Bell Ringers
Vocal Skills
Warm Ups, Posture, Breathing, Vowel Shaping, Listening Journals
Performance
Student Performance Evaluation (Self-Reflection)
Student Testimonials
National Standards for Music Education (NAfME)
Classroom Management & Procedures
Daily Bell Ringers
Vocal Skills
Warm Ups, Posture, Breathing, Vowel Shaping, Listening Journals
Performance
Student Performance Evaluation (Self-Reflection)
Student Testimonials
National Standards for Music Education (NAfME)
Mission and Main Goals
The Orchard View Choir program is a vibrant and inclusive musical community dedicated to nurturing a love for singing and fostering personal growth through music education. The program is structured around a comprehensive curriculum that emphasizes vocal skills, performance, and self-reflection. Students engage in a variety of activities, including daily warm-ups focused on posture, breathing, and vowel shaping, as well as listening journals that explore various musical genres, eras, and cultures.
The classroom management and procedures incorporate the CHAMPS expectations for entering/exiting the classroom, direct instruction, and rehearsal time. The program also integrates the "Capturing Kids Hearts" approach, promoting a positive and supportive environment. Students take on active roles, such as the Student Director, Movement Coordinator, and Inspiration Instigator, contributing to the collaborative and dynamic nature of the choir.
Performance assessments are conducted through formal evaluations and marking period exams, aligning with the National Standards for Music Education. After choir concerts, students engage in self-reflection by watching video recordings of their performances and providing feedback through Google Forms and the MSVMA rubric.
The program's success is reflected in the testimonials of its students, who express a deep connection to choir as a place of self-expression, community, and personal growth. Parents also commend the choir's performances, recognizing the hard work and creativity put into each show. Overall, the Orchard View Choir program is not just a class; it's a supportive family where students learn, grow, and find joy in the art of singing.
The classroom management and procedures incorporate the CHAMPS expectations for entering/exiting the classroom, direct instruction, and rehearsal time. The program also integrates the "Capturing Kids Hearts" approach, promoting a positive and supportive environment. Students take on active roles, such as the Student Director, Movement Coordinator, and Inspiration Instigator, contributing to the collaborative and dynamic nature of the choir.
Performance assessments are conducted through formal evaluations and marking period exams, aligning with the National Standards for Music Education. After choir concerts, students engage in self-reflection by watching video recordings of their performances and providing feedback through Google Forms and the MSVMA rubric.
The program's success is reflected in the testimonials of its students, who express a deep connection to choir as a place of self-expression, community, and personal growth. Parents also commend the choir's performances, recognizing the hard work and creativity put into each show. Overall, the Orchard View Choir program is not just a class; it's a supportive family where students learn, grow, and find joy in the art of singing.
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Classroom Management and Procedures
CEC2. CEC3.
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CHAMPS Expectations for Entering/Exiting the Classroom, Direct Instruction, and Rehearsal Time
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Capturing Kids Hearts
Student Volunteer Choir "Jobs" Student Director - Helps take attendance, answers phone during rehearsal (script), cubby supervisor, and general administrative help for the week.
Movement Coordinator: I have a student designated each week to lead the class in a "Self-Start" warm-up routine as the bell rings. Look up The Movement Coordinator also leads 7 models stretches. Inspiration Instigator - We share "good things" at the beginning of class after opening warm-ups. Sometimes, I switch it up and ask the kids random questions instead (we call this "burning questions' '. Questions like, what is your spirit animal? Embarrassing moment, etc? There are parameters and routines to all of this so it doesn't take 30 minutes. Anyway, the Inspiration Instigator gets to select the students who will share, hold the mic and basically interview/facilitate the whole process. They also lead the applause at the end of the Good Things. |
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Daily Bell Ringer
CEC3.
National Standards for Music Education (NAfME)
1. Singing, alone and with others, a varied repertoire of music.
5. Reading and notating music.
1. Singing, alone and with others, a varied repertoire of music.
5. Reading and notating music.
Classroom Arrangement and Resources
CEC1.
Vocal Skills
P3. CP1. CP5. A2.
Warm-Ups (Daily/Variety)
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National Standards for Music Education (NAfME)
1. Singing, alone and with others, a varied repertoire of music.
1. Singing, alone and with others, a varied repertoire of music.
Posture
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Main Focus - Mondays
I can demonstrate proper posture. |
1) Stand with feet apart
2) Knees relaxed 3) Hips swaying 4) Sternum raised 5) Arms loose 6) Spine lengthened 7) Chin parallel |
7 Super Vocal Warm-Ups To Improve Singing Skills - Student Led (Movement Coordinator)
Breathing
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Main Focus - Tuesdays
I can demonstrate proper breathing technique. |
1) Full, deep breath
2) Keep shoulders steady 3) Rib cage lifted 4) Expand at the waistline 5) Keep gesture of the inhale |
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I have meditation scripts that I read through during this video.
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Vowel Shaping
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Main Focus - Wednesdays
I can create unified vowels and mouth shapes. |
1) a relaxed jaw
2) vertical mouth shape 3) space inside mouth 4) Lips Relaxed 5) Tongue forward |
Listening Journals
CEC2.
Students listen to and respond to various musical performances. Responses are focused on musical skills, music history, personal reactions, music theory, and performance skills. Musical examples represent a variety of music from different eras, cultures, and genres.
Music History |
Vocal Skills |
| listening_framework.pdf |
National Standards for Music Education (NAfME)
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Performance
A3. A4. A5.
Formal Assessment and Marking Period Exam
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National Standards for Music Education (NAfME)
1. Singing, alone and with others, a varied repertoire of music.
5. Reading and notating music.
1. Singing, alone and with others, a varied repertoire of music.
5. Reading and notating music.
Student Performance Evaluation (Self-Reflection)
A1.
Following choir concerts (formal performance), students watch a video of themselves perform and reflect on their performance using a Google Form (and the MSVMA rubric).
National Standards for Music Education (NAfME)
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
Student Testimonials - Fall 2023
"Choir is a place where everyone can express themselves without fear." -Rosemary Agid, 8th grade
"I like the personality of choir." -Bryson Bleich, 7th grade
"Choir is my favorite class & it's fun!" -Nova Cooper, 6th grade
"Choir to me means nothing to me other than memories. When I look back to school and think about choir, I just want to have the memories of shows, long dress rehearsals and etc." -Gabbie Mosher, Concert Choir
"Choir is the friends :) that I get to make, and the sense of community and family during Revue Show week." -Alvaro Rodriguez, Concert Choir
"Choir is somewhere that I have the most fun." -Merrick McEntaffer, Concert Choir
"It's fun, but demanding. I'm in the class because I like to sing. So I guess it means I find it worth my time?" -Lynaya Frost, Concert Choir
"Singing is my free therapy, I sing all the time when I am stressed." -Christine Theodore, Concert Choir
"Choir is a place where you can be yourself without judging and get better as a team." -Carlton Briggs
"Choir means the world to me, I don't know what I'd do without it. Without choir, there's no me. I live choir, eat, and breathe choir." - Isabella Ross, Concert Choir
"(Choir) means a lot and without it school would suck so bad :(" - Brielle Smith, Concert Choir
"Choir is a form of expression to me. Helps calm me and makes me happy." - Liberty Tjapkes, Concert Choir
"Choir to me is a safe/fun place where I can learn about a subject that I want to and feel like a family." -Cameron Meara, Concert Choir
"Choir is like a release of stress, It's relaxing, bt fun at the same time." -Kenya Blake, Concert Choir
"I've been to a LOT of middle school choir concerts and I think that was the best one! The kids warming up on stage was a good idea. The choreography was entertaining, I liked the whole group songs at the beginning and end and the rap solos were great. I know it's so much work! Well done! " -Laura Dault (parent), December 7th, 2023
"He actually remembered little things about me."
"I love choir and I love to teach."
"I’ve just very close to him and he’s been my teacher since 6th grade."
"He is the teacher I’ve known the longest since 7th grade, because of choir and he is super nice and funny and teaches music really well."
- From "Teacher Affirmations" email by Kelly Ferrier on January, 29 2024.
"I want to say thank you for being my choir teacher you have helped me so much with singing songs I like to listen to you when you play the songs that we have to sing for our concert, you mean a lot to me there was times that we didn't agree with everything, you try to see if I got it and you will help me a lot and I thank you for that I love being your student and I love you being my teacher, when I told you I didn't feel good yesterday you listened to me and told me that my makeup was nice whenever you need my help with anything like with the others I will I help lots of people with things like that, like I said before at the end of the day you are the teacher. Thank you for being my teacher ♥️" - D'Miyah Strong, January 30, 2024
I wanted to take a moment to extend my congratulations to you and your choir on the outstanding performance at last week's Choir Revue show.
Your leadership and guidance have undoubtedly played a significant role in shaping these young musicians into the remarkable performers they are today. It was evident that your passion for music and commitment to excellence have made a lasting impact.
The Choir Revue was not only entertaining but also uplifting and inspiring. It showcased the remarkable talents of our students and served as a shining example of the arts' importance in our school district. ~ Jim Nielson, March 25, 2024
Your leadership and guidance have undoubtedly played a significant role in shaping these young musicians into the remarkable performers they are today. It was evident that your passion for music and commitment to excellence have made a lasting impact.
The Choir Revue was not only entertaining but also uplifting and inspiring. It showcased the remarkable talents of our students and served as a shining example of the arts' importance in our school district. ~ Jim Nielson, March 25, 2024
National Standards for Music Education (NAfME)
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
