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Table of Contents
Welcome!................................................................................................................................3
Contact information:........................................................................................................................3
Ensembles...............................................................................................................................3
Advanced Chamber Choir.................................................................................................................3
Beginning Concert Choir...................................................................................................................3
Intermediate Treble Choir................................................................................................................3
Jazz Choir.........................................................................................................................................3
CLASSROOM RULES AND PROCEDURES.........................................................................4
Behavioral Expectations:..................................................................................................................4
Classroom Procedures:.....................................................................................................................4
Consequences..................................................................................................................................5
Grading Policy........................................................................................................................6
Concert Attendance.........................................................................................................................6
Part Checks and other assignments..................................................................................................6
Late assignments.............................................................................................................................7
Attendance......................................................................................................................................7
Vocal Technique and Musicianship:.......................................................................................8
Grading Rubric.................................................................................................................................8
Areas of Vocal Technique:................................................................................................................8
Areas of Musicianship......................................................................................................................9
Calendar of Events................................................................................................................10
FALL SEMESTER..............................................................................................................................10
SPRING SEMESTER.........................................................................................................................10
Philosophy of Music Education.............................................................................................11

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 Welcome!

Welcome to Miss Bradley’s choir! I will be your choral director this year. My goals for all
choirs here at [school] are to develop your overall musicianship and music literacy. Throughout
the year we will focus on different sets of repertoires designed to challenge you musically as well
as engage in collaborative learning projects. As an individual you are expected to contribute to
the ensemble by being respectful towards your peers and putting your best foot forward. I am not
expecting perfection, but I do expect everyone give their best effort.

Contact information:

Cell: School: Email: mpbradley@bsu.ed

219-964-8790 000-000-000

Ensembles

Advanced Chamber Choir: A large, mixed, auditioned ensemble who display proficient music
literacy, available to all grade levels. Students may audition the first week of school in whichever
ensemble they are initially placed. Once a student has been accepted into this ensemble, they do
not have to reaudition.

Beginning Concert Choir: A mixed non-auditioned ensemble for students who are new to choral
music and/or music in general, available to all grade levels.

Intermediate Treble Choir: A non-auditioned treble ensemble for students who display more
proficient music literacy, available to all grade levels.

Jazz Choir: An after school auditioned ensemble that focuses on choral jazz style repertoire and,
occasionally, madrigal style repertoire. This ensemble is available for all grade levels and will be
auditioned for during the third week of each academic year. Once a student has been accepted
into this ensemble, they will have to re-audition each year due to the tight-knit nature of the
repertoire.

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 CLASSROOM RULES AND PROCEDURES
All behavioral expectations and classroom procedures are designed to keep the class
functioning in a productive manner, to keep the classroom community working together, and to
cultivate a positive learning environment. Good ensembles are defined not only by how they
sound but by how they work together.
Students with documented or otherwise discussed accommodations will be granted
leniency on classroom procedures. A student who needs accommodations but is unable to
receive documentation may be granted necessary accommodations after a discussion between
Miss Bradley, the student, and their legal guardian. Violations of classroom procedures will be
handled on a case-by-case basis based on the individual and may not be subjected to
corresponding consequences. Please see the next page for outlined expectations and
consequences.
Behavioral Expectations:
Students in Ms. Bradley’s classroom will adhere to the following behavioral expectations:
- Come to class with a willingness to learn and desire to succeed.
- Treat others with the kindness and respect you would like to be treated with.
- Avoid disruptive behavior during instruction.
- Touch only what belongs to you.
- Hard work beats talent when talent doesn’t work hard.
Classroom Procedures:
Students in Ms. Bradley’s classroom will adhere to the following classroom procedures:
- No chewing gum in class.
- Stand/sit tall with your head above your shoulders
- Keep a pencil in your folder and your folder in your hands.
- Keep your phones on silent in your folder slots.

Students in Miss. Bradley’s room will also be given the opportunity to create their own set of
classroom expectations in addition to the ones created by Ms. Bradley. This list will be displayed
in the choral room at all time as a reminder to students.

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Consequences
The consequences set forth are subject to change depending on unique circumstances and
severity of the situation. Consequences are not meant to scare you, but to teach you that for
every action there is a reaction and learning to accept those reactions is important to your
growth as a student, a musician, and a human being. All consequences are also subjected to the
digression of the Superintendent, Principal, and Vice Principal if the situation calls for it.
Consequences for….
- Actions which cause mild disruptions to class will result in…
o First and second offense; verbal warning
o Third offense; written referral to the office
o Fourth and subsequent offenses; written referral and lunch detention for each
offense
- Actions which cause moderate disruption to class will result in…
o First offense; verbal warning
o Second and third offense; a written referral to the office
o Fourth offense; written referral to the office and a call home
o Fifth and subsequent offenses; written referral to the office, a call home, and
lunch detention for each offense.
- Actions which cause severe disruption to class will result in a…
o First offense; written referral to the office, a call home, and afterschool
detention for each offense
o Second and third offense; written referral to the office, a call home, and
afterschool detention
o Fourth and subsequent offenses; written referral to the office, parent-teacher
conference, and afterschool detention
- Chewing gum/food in class will receive a verbal warning for each offense.
o Chewing while singing not only can affect the quality of your vocal production
but can potentially turn into a choking hazard!

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 - Using cell phones during class will result in a verbal warning for the first offense
confiscation for the remainder of class for all subsequent offenses.
o Staying off your phones during instructional time is important to ensuring your
success in class. Cell phones are only permitted for use during class time for
emergency situations.

Grading Policy
The following percentages and are standard for participation in 6th-8th grade choir and are
passed on the plus (+) and minus (-) system.

A greater than 93.9 C 74 to 76.9

A- 90 to 93.9 C- 70 to 73.9
B+ 87 to 89.9 D+ 67 to 69.9
B 84 to 86.9 D 64 to 66.9
B- 80 to 83.9 D- 60 to 63.9
C+ 77 to 79.9 F less than 60

Concert Attendance:
Students are expected to be present at all concerts scheduled throughout the academic year. If
a student is unable to perform with their ensemble, they must submit reasonable
documentation no later than 24hrs before the concert and must complete a concert reflection
on the recorded performance.

Fall Concert – 100pts ISSMA competitions – 100 pts

Winter Concert – 100pts Spring Concert – 100 pts

Part Checks and other assignments: Part checks and other assignments for this class will be
assigned on an as-needed basis and will be worth 10pts each.

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Late assignments: Late assignments will be accepted for full credit if they are turned in within
the 24hrs after the assignment was originally due. After this, the assignment will be worth 50%.
After one full week after the assignment was originally due the assignment will be accepted for
25%.
For instances of personal emergency that causes a student to miss an assignment, the deadline
for acceptance will be discussed between the student and teacher to determine appropriate
accommodations.

Attendance: Attendance is graded on a 5-point scale, you will receive the following points for
the following behaviors displayed in class.

0 points – student did not participate in class at all and/or violated several classroom
expectations.
1 point – student displayed little participation in class, and/or violated several classroom
expectations.
2 points – student displayed participation in class but was not fully present and/or two or more
expectations.
3 points – student displayed minimal participation in class, and/or violated one or more
classroom expectations.
4 points – student was present and participating in class but violated a classroom expectation.
5 points – student was present and participating in class and/or went above and beyond to
uphold classroom expectations.

If a student is not in class, they will complete an alternative participation assignment for points.
If the student does not come to class or complete the participation assignment, they will
receive a zero for the day.

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 Vocal Technique and Musicianship:
Assessment of vocal technique and musicianship are determined by the following scale and are
meant to measure the student’s improvement throughout the academic year. Scorings of Vocal
Technique and Musicianship do not affect a student’s final grade.

Grading Rubric
1 - Student demonstrates little understanding
2 – Student demonstrates average understanding
3 - Student demonstrates outstanding understanding

Areas of Vocal Technique:

Vocal Technique focuses primarily on the fundamentals of good singing, such as breathing,
support, posture, tone creation, range, and many more.

Tonal Can the student recognize the quality of 1 2 3

their tone production?

Vocal Can the student maintain a vocal line on 1 2 3

independenc their own against other lines of music?
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Intonation Can the student sing in tune with piano, 1 2 3
other instruments, and other voices?

Breath
Breath Does the student sing with good 1 2 3
Management posture and proper breathing
technique?
Diction Can the student demonstrate vowel 1 2 3
and consonant clarity?
Articulation Can the student recognize and 1 2 3
understand basic articulation? (legato,

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 staccato, marcato, etc.)
Areas of Musicianship:
Musicianship describes how an individual displays their knowledge, skill, and artistic sensitivity
when performing music.
Artistry
Rhythm and Can the student demonstrate 1 2 3
tempo accurate count singing at
designated level?
Expression Does the student demonstrate 1 2 3
appropriate facial expression
and/or body movement?

Music Reading
Rhythm and Does the student demonstrate 1 2 3
musical accurate knowledge of meter,
markings note value, and musical
markings?
Melody, Does the student demonstrate 1 2 3
intervals, and understanding of intervals, key
audiation signatures, and chord tones
while performing melodic
readings?

Calendar of Events
FALL SEMESTER
August 10th Start of fall semester

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 October 13th Fall Concert for all choirs.
Student Call Time 4:00pm
th st
October 17 – 21
Concert Start Time 5:00pm
December 15th
Fall Break
Winter Concert for 6th, 7th, and 8th grade choirs
December 19th
Student Call Time 6:00pm
December 22nd
Concert Start Time 7:30pm
Last day to turn in late work
End of Fall Semester/beginning of winter break

SPRING SEMESTER
January 10th First day of classes/start of spring semester
February 4th Solo and Ensemble for HS and MS students TBD
March 4th Jazz ISSMA competition TBD
March 11th ISSMA Competition for Beginning, Intermediate, and
Advanced choirs.
March 25th - April 2nd
Spring Break
May 9th
Spring concert for Beginning, Intermediate, and Advanced
choirs.
May 16th
Student Call time 4:00pm
nd
May 26 Concert Start Time 5:00pm
Jazz Bash with Choral and Instrumental Jazz ensembles.
Student Call Time 6:00pm
Concert Start Time 7:30pm
Last day of spring semester and day to turn in late work.
Philosophy of Music Education
Music, like all art forms, is a form of expression. It transcends written and spoken
communication and touches people’s souls. My philosophy of music education is built on this
idea, the idea that music can go one step further than math, science, or history can. There is a
large group of people in this world who look down on music education, asking “Why should
music be in schools?”. To them, I would say that music in schools is vital to a student’s

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individual growth. Music has been shown to boost student’s performance not only in other
academic topics, but also in their own interpersonal and intrapersonal relationships.
I believe that educators, not just music educators, should carry three main characteristics:
kindness, empathy, and patience. An educator must be kind, but this does not mean that they are
also a push over. A good educator can enforce expectations and gain the respect of their
classroom without being overtly stern. If I had to sum up my teaching philosophy into one
sentence it would be “Music is for everyone, so why not give everyone the opportunity to make
it?”. An education in music is not a luxury, it is a necessity. Many school systems today do not
treat music and the arts with the same respect that is given to other content areas, but I will
continue to work to make music an option for every student out there.

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