Piedmont Classical High School Course Syllabus

GENERAL COURSE INFORMATION

Course & Year:

Beginning Chorus 2015-2016

Course Description:

This course will use a variety of choral music to

teach basic music literacy and concepts,
performance techniques, and developmentally
appropriate vocal skills. The instructor will also
use the course repertoire to build students critical
thinking skills as they relate music to their own
lives and community, to other areas of studies, to
history, and to cultures around the world. This
course requires participation outside the regular
school day for performances within the Piedmont
Triad community.

Days & Time:

Tuesdays & Thursdays, 7:30-8:20am

Room:

TBA

FACULTY INFORMATION
Instructor:

Mrs. Carrie Biesiadecki

Class Websites:

http://pchsvoices.weebly.com
,
https://sites.google.com/a/piedmontclassical.co
m/carrie-biesiadecki/

Office Hours:

Mondays and Thursdays-

by appointment only

Phone Number:
Fax Number:
Email Address:

336-701-2271
336-272-1056

cbiesiadecki@piedmontclassical.com

SPECIFIC COURSE INFORMATION

Overall Course Goal:
The goal of Beginning Chorus is to provide each student with an opportunity to
grow in character while learning the basics of singing and musical literacy. This learning experience will
teach students to think critically about music as it relates to the different roles they play throughout their
life (in age, relationships, nationality and heritage, in being a student of various subjects, a consumer, a
performer, etc.).

Attendance Requirements:
Attendance is mandatory each Tuesday & Thursday from 7:30-8:20am in
the chorus room. As a member of the choral ensemble, each student has a responsibility to his or her
classmates to be present at each rehearsal, ensuring the collaborative success of the ensemble in any
performance opportunity. The PCHS Chorus will follow the Student Handbooks guideline for attendance
in the event of an absence. Please read the notes below to follow these procedures in the chorus
classroom:
1) Make-up Work for Excused Absences:
A student has the right to make up their work by
attending afterschool chorus club (time TBA) or by alternative assignment. The student will be
required to attend for the amount of days missed. Please contact Mrs. Biesiadecki if other
arrangements need to be made.
2) Unexcused Absences:
A student can make up their work by attending afterschool chorus club
(time TBA) or by alternative assignment but will only receive 50% credit.
3) Denial of Course Credit:
Since Chorus meets only twice a week, a student must not miss more
than 1.5 rehearsals a quarter, or 6 rehearsals a year, before being denied credit for the course. The
student will possibly lose performance opportunities.
Tardiness:
Students are required to be in class at 7:30 each Tuesday & Thursday. Students who arrive to
class after 7:30 will be allowed to join the class without penalty until 7:40 unless it becomes excessive.
Three or more tardies in a single quarter are considered excessive
. If a student arrives to class after 7:40
and it is unexcused, they will be allowed to participate, but will receive 1 letter grade off each 10 minutes
they miss of their daily grade. For example: 7:50 arrival=80%, 8:00 arrival= 70%. If a student has an
excused tardy, their daily grade will not be affected.
Required Materials:
or 1 black binder with pockets, pencils, water bottle (disposable or not),
uniform (read below).
Uniforms:
Our Chorus performance uniforms will be determined at a later date. Students will be
required to purchase their uniform. They will be able to use their uniform each year they perform at
PCHS. At the end of the school year, they may keep their uniform or donate it if they decide to leave the
program or need a different size. This will allow for the Choral Department to offer gently-used uniforms
the following school year. Please contact Mrs. Biesiadecki if you need help purchasing your uniform.
Expected Outcomes:
Vocal Technique
1) Demonstrates proper vocal techniques such as proper posture and breathing with abdominal
support.
2) Demonstrates the science of the vocal mechanism and physical elements of vocal production.
3) Sings with appropriate vowel shapes and clear articulation.
Performing Technique
4) Sings in ensemble with correct blend, balance, timbre and dynamics.
5) Demonstrates major, minor, and chromatic scales, arpeggios, and vocalizes.
6) Demonstrates appropriate rehearsal and performance etiquette.
7) Sings from memory.
Music reading and sight singing
8) Performs at sight varied rhythms in simple and compound meters.
9) Identifies and demonstrates strong and weak beats.
10) Performs rhythms in simple meters, complex meters, and rhythms that use triplets.
11) Demonstrates knowledge of the Grand Staff and its note names.
12) Describes the patterns of whole steps and half steps in the major and minor scales.
13) Identifies major, minor, and chromatic key signatures as well as by ear.

14)
15)
16)
17)
18)

Relates intervals to the diatonic scale using Solfege.

Sight-sings melodies mostly by step or within the primary triads.
Describes the meaning of terms relating to meter, rhythm, tempo and dynamics.
Identifies expression marks and other symbols.
Demonstrates correct usage of terms and expression in singing.
Music literature, styles and history

19) Describes music from other cultures.

20) Understands performance practices of other cultures.
21) Demonstrates knowledge of how music relates to the text.
22) Interprets meaning of texts.
23) Demonstrates knowledge of composers and periods in music history.
24) Relates music as a subject across the curriculum and into their daily lives.

**Note: The above list of benchmarks are subject to change based on the skill level of the students
entering the chorus class.
Please continue reading for this years Scope and Sequence Plan:

Unit, Dates, and Tests

Explanation

Standards
based on National Music Standards
developed by the National
Association of Music Educators

Unit 1: The Healthy Voice

September 1st
-October 1st

Performance Test:
September 29, 2015 at
7:30am

Written Test:

October 1st
, 2015 at 7:30am

Latin vowels for tone

production
Science of the vocal
mechanism
Breathing warm-ups
Step-wise vocalizes
Solfeggio
Head voice vs. Chest
voice
Unifying vowels/blend
Articulators
Consequences of vocal
abuse
Healthy vocal habits

MHSBC.1 - Singing, alone and

with others, a varied
repertoire of music
a.
Identify vocal anatomy and
develops proper body
alignment and breathing
techniques to support a clear
and free tone using accurate
intonation.
b.
Recognize and begin to
develop pure vowels and clear
consonants.
e.
Sing within the ensemble
utilizing an awareness of
blend and balance.
f
. Identify aspects of voice
change as reflected in
physiological changes, vocal
ranges, tone, and vocal agility.
i.
Incorporate movement in
warm-ups and repertoire to
develop musical
understanding.

Unit 2: Music Reading and

Notation

October 6th
-November 19th

Performance Test:
November 17th

, 2015 at
7:30am

Written Test:
November 19th

, 2015 at 7:30
am

Unit 3: Performance
Readiness and Evaluation
December 1- December 17

Performance Test:
Dress Rehearsal and Concert
Participation on December
10th
at 2:15 and 7:00pm

Review rhythmic
notation and divisions of
beats
Practice basic rhythm
patterns using words and
body percussion
Review meter
Grand Staff (letter names
and solfege)
Sight-reading
introduction

Tuning
Conducting Gestures
Listening for blend and
balance
Memorizing music
Projection
Stage Presence
Expressive Singing

Written Test:
December 15th

, 2015 at
7:30am

Unit 4: Sight-reading
January 5th
-January 28th

Written and Performing Test:

January 28th

, 2015 at 7:30am

Solfeggio Review
Learning how to learn
a
new piece of music on
your own.
Introduce new repertoire

MHSBC.3 - Reading and

notating music
a
. Identify basic music
vocabulary and symbols.
b.
Read and notate basic
rhythms and pitches using a
melodic and rhythmic
language.
c.
Notate basic rhythms and
pitches from aural examples.

MHSBC.1 c
. Perform assigned
vocal part in unison and in
simple harmony, with and
without accompaniment.
d.
Develop listening skills to
match pitch and adjust
intonation within the
ensemble.
e.
Sing within the ensemble
utilizing an awareness of
blend and balance
g.
Perform level appropriate
literature with accurate
dynamics, tempos, phrasing,
and textual meaning.
h.

Respond to basic
conducting gestures.
MHSBC.7
- Evaluating music and music
performances
a.
Identify appropriate criteria
for evaluation of a
vocal/choral performance.
b.
Exhibit commendable
performer and audience
etiquette.
MHSBC.3 - Reading and
notating music
a
. Identify basic music
vocabulary and symbols.
b.
Read and notate basic
rhythms and pitches using a
melodic and rhythmic
language.

Unit 5 & 6: Music History,

Culture, & Influence
February 2nd
-March 24th

Written Test 1: February 25th

,
2015 at 7:30am

Written Test 2: March 17th

,
2015 at 7:30am

Unit 7: Expressiveness in
Singing
April 5th

- May 12th

Performance Test 1:

Black History Month:

Composers
African-American
Spirituals
American Jazz
Writing about Music
Expression
Style
Genre
Music in Our Schools
Month
Music Advocacy

Students will make creative,

expressive decisions based on
their repertoire to challenge
themselves as an ensemble.

c.
Notate basic rhythms and
pitches from aural examples.
MHSBC.5 - Composing and
arranging music within
specified guidelines
a.
Create simple rhythms
and/or melodies.
MHSBC.4 - Improvising
melodies, variations, and
accompaniments
a.
Explore possibilities of
sound that can be vocally
produced.
b.
Improvise simple rhythmic
and melodic ideas.
MHSBC.6 - Listening to,
analyzing, and describing
music
a
. Listen to various genres
and styles of music.
b.

Identify components of the

choral score.
c.
Identify and
describe emotions and
thoughts communicated
through music.
MHSBC.8 Understanding relationships
between music, the other
arts, and disciplines outside
the arts
a.
Demonstrate an awareness
of the collaborative nature of
the choral art.
MHSBC.9 Understanding music in
relation to history and culture
a.
Discuss how music relates
to personal development and
enjoyment of life
b.
Identify distinguishing
characteristics of repertoire
representing various periods,
composers, cultures, styles,
and genres
MHSBC.5 - Composing and
arranging music within
specified guidelines
b.
Explore musical possibilities
by making creative decisions.

April 28th

, 2015 at 7:30am
Performance Test 2:
Dress Rehearsal and Concert
May 12th
at 2:15 and 7:00pm
Wrap-Up
May 17th

- May June 7

Students will continue to perfect

their singing skills by memorizing
their music, listening, and
evaluating.

**Students will also be using

all of MHSBC.1 and MHSBC.3.

Final Review

Final TBA
Grading Policies:
Students will be graded according to the guidelines listed in the PCHS Student
Handbook.
Semester Grades
will be broken down as follows:

Engagement (singing, homework, discussion,

etc.)
Tests/Concerts/Projects
Quizzes (assessments, pop quizzes, pass-offs)

50%
35%
15%

Final Grades
will be broken down as follows:
Semester 1
35%

Midterm
10%

Semester 2
35%

Final Exam
20%

Final Grade
100%

Notes on Grading:
Mrs. Biesiadecki seeks the success of each student in her class and will grade each
student according to his or her skill level. Students should expect to have occasional written assignments
as well as 15-20 minutes of practice time every day to succeed in this course. Study sessions will be
available around mid-terms and finals week. If there are any grievances about grades, please feel free to
make an appointment with Mrs. Biesiadecki during her office hours.

Methods of Assessments:
o Evaluation of individual skill- intonation, part independence, pitch accuracy, tone,
rhythmic accuracy, memorization of text, notes, and expression.
o Ensemble performance ability
o Daily preparation
o Mandatory attendance in concerts and dress rehearsals.
o Self-evaluations and other written assignments.
o Group projects
Dress Rehearsals:
Dress rehearsals will take place the week of our winter and spring concerts.
All students are required to attend dress rehearsal. If a student has to miss dress rehearsal, they
must let Mrs. Biesiadecki know a
s soon as they find out about the conflict
. Alternative
assignments will be arranged. Dress rehearsals do not require performance dress. Stay posted for
logistical information regarding our dress rehearsal days.
Concerts:
Concerts will take place in December and May of the 2015-16 school year. These are
the only required performances for Beginning Chorus. We may be asked to perform at various
locations throughout the year, but it will not be required for a grade u
nless it is on school property
during school hours.
This may be counted as a classwork or quiz grade. If a student has to miss a

concert, they must let Mrs. Biesiadecki know a

s soon as they find out about the conflict
.
Alternative assignments will be arranged.
Late Work (written assignments, projects, in-class performances):
For major grades,
students will receive a 10% deduction off the total assignment value per day for the first 5 days it
is late. It will be accepted up to 10 days after the due date for a maximum grade of 50% total
points possible. A zero is earned if a major assignment is not turned in within 10 days of the due
date.
Honor Code:
Students will uphold the PCHS Honor Code for every assignment. If there is
evidence of noncompliance with the Honor Code, a student will meet with the school principal.
DISCIPLINE

The disciplinary process of the choral classroom will follow the guidelines in the PCHS Student
Handbook. Please read the following notes regarding discipline in the choral classroom:
The following minor behaviors will result first as a warning, then as documentation and
parent notification, followed by a conference, and then the removal from the choral
program:

Disrespect of others-
this includes, but is not limited to, foul language, excessive talking out of
turn, disruptive behavior, arguing with the teacher, laughing at someones singing or ideas,
refusal to participate.
Unpreparedness-
showing up to class without required materials for the day, incomplete
assignments, tardiness, refusal to participate.
Dress code violation-
in chorus we will be moving around a lot, doing stretches and adding
kinesthetic representations of musical phrases. Make sure your clothing allows for movement
without revealing any undergarments or areas of the body that should be covered.
Please read more about disciplinary actions in the PCHS Student Handbook. The instructor may
decide to contact parent immediately depending on the severity of the act.
PARENT INVOLVMENT

The Piedmont Classical High School Chorus would love to get as many parents involved in our program as
possible. Please read below for how parents can help today! Parent Meeting: _________________

Transportation:
Make sure your student gets to class on Tuesday and Thursday mornings. Chorus
is a before-school obligation, so this means that parents are a vital part of their students success.
The best thing a parent can do is provide the transportation and encouraging spirit to get their
student to chorus on time!
Donations:
We are a brand new choral program with very little music from which to sing from.
Any amount of money you can donate to our choral program would be appreciated and will last
for years to come. All donors will get recognized in our concert programs in December and May.
There is also a possibility that we will sell add space in our programs later on in the school year if
a business or organization is interested. More information to come!
Volunteering:
Throughout the year, we will need some parent volunteers to help with outside
performances, ushering concerts, and more. Please note any areas you may want to volunteer on
the communication log attached to this syllabus.

Note from the Director:

I am looking forward to making history with the students, parents, and teachers of Piedmont Classical
High School as we make our ensemble debut. Please feel free to contact me with any questions,
comments, concerns, or ideas for our program!

Lets go get em Bobcats!

Mrs. Biesiadecki

Please sign and detach this form, stating that you have read, understand, and agree to the course
obligations, policies, and requirements. Also, please fill out the Communication Log on the last page of
th
this syllabus. Return both forms by Thursday, September 10
.

Student Name (print)

________________________________

Student Signature
________________________________

Parent Name(s) (print)

Parent Signature(s)

_______________________________

________________________________