‘Melodic Canons at the Unison with Ostinato Pattern Christmas Greetings I u ‘Traditional Round mn, Pray God bless good friends here, A merry merry Vv hristmesand a Happy New Year! Ostinato Pry God bless Come and Sing ‘Traditional I 0 ur Ww Come and sing, oh sing a song of | glad- ness, Come and sing, oh, sing @ song of joy. Ostinato Come and sing. iu} @ o a Toqot a letterthis mom-ing, yo Togot a letters mom ing, On, yen on le:LONDON'S BURNING Canon, ao London's burning, London's burning, fetch the enegoesfetch he en-slnes a B Bie, Fi, Fis, Fil foorea waa Param was in Drone: Fie Fis! Roy Rise Up, O Flame , » Praetorius Rise up, 0 flame, by thy-tisht Blow - ing. Show to us vi— sionand oy Rise, 0 ssny Fey Het Neb ame gh Ren Hey, hot No-bod~ y home, Meat nor drink nor money have I none, Sul Twill be mer = 1y,ve-ry merry, Hey, hol No ~ boxy home, OstinatoShalom Chaverim Israeli Round Shalom, good ftiends,sha- Jom good friends, sha - tom, sha - lor "Till once more we meet, "tll once more we meet, shalom, sha- Jom. Ostinato Sha - tom, sha - Jom Above the Pt T i Czech Folk Tune A -bove the plain of gold and green, A youngboy's hhead is plainly seen. A tu-ya,hu-ya, hu-ya-ya, Swiftly flowing tiv = er, A haya, hu-ye, hus yaya, swiftly flowing civ - er, e A hoya, haysMelodic Canons at the Unison Oh, How Lovely Ah, Poor Bird 1 2 3 . ‘ai Canon ae port was yomr ge, Fe actore te sar = wn of tisdale. Som oe = je“ Cyne eden Soe eee Viva La Musica estan Mae teria (5711601) in Aatng Wai igs (746.1800) seed a ” eal : wen * roundPauper Sum Ego : og Baton 170827 Let Music Surround YouThe Swan ‘Sweet - Ty theewan sage: do, de, ah, do, do. de, ah. do, do, de th do Aram sam sam. ram sam sam, gull gu gu gu gem atm sam, Am) 8m Gu gH gue R ue eh am am em Buy, Buy Ineodvetion—Al Voie ‘Renausance: Anonyme Buy, Buy, a Bay, Bay. See whit you vant be = fore you buy Ground Ivy Gromd 1 = vy, A cue for thetootbache ands drop for thee, ‘© tng for your sweetheart brooch for your wife Pepe and Katdenthe —fin-ext in town, 4 kechlefand eet and 4 nbvtonand Jace, for hall scrown,— for Bafa crown, Friendship Song 1 2. 3. 4 ‘Czach Canon 10Musica est Dei donum optimi Ortande di Lasso Soprano Alto Tent ass‘Musi est Dei docu optim eee id ome i mm Ma soe aah De mim 12Melodic Canons at the Second Fly, Little Swallow osquin Des Pres (1450-1521) Little fowal - om, fy, Fy———_Tirae Fy,______Little swal = low, ly, Fly Little swal - low, Ry, Fly, _eparow | in thetreetopsing Fy, spamow singing in thetree top, sing - ing Melodic Canon in Rhythmic Augmentation Old Abram Brown 2. 3. Old | A-branBrown is dead and gone, well |nev - er Od = A - bam Brown it ead and ‘pone, wellPartner Songs One Bottle of Pop 3 3 Traional Eh Parmer Songs Fa nd chips and vin =e gm, Vives me and Pap Friendship and Music af niga Sweet sweet how aeet_ the de ght WhenCampana 3 voice canon ‘Translated and edited by Pandora Hopkins Allegretto Spain 4 = ta, — > vons, sl = tag Cam pa - na pe - que ~ te th = ay tin - nia -nab> a - la cie - b va, ve~ loz des = de, po - bre heey = eg full of ‘Light’ vi - bra - tions from the mod - eat B ere mi ta, ta rh > sa de__ wwe, cam = her-mit's sta - tion, the laugh-ter of your voice, my lir-de bell. 0, the ole - to pa - me pe = gue = Eta at o> ay tin = tin - ab =u - le - tions = ing heaven va we-lor des - de la po-bre =o - mi - ta, Le Aull of light vi - bra- tons from the mod-est her -mit's sta ri- sa, la rinse de tw voz. Re - tin ~ tin, tin, tion, 0,) the laugh-ter of your voice. Ting =a = ling, ng, ling: — Re - tin - fin, tin, —— Re ~ fin ~ tin, tin, = Ting -2 - ling, ling, — Ting =a - lng, , ling, tin, ve ~ fin = tin, fin, tin, «Ea rt = sa det vee, Ung, cing >a ~ Ting, Ting, ling. ©The laughter of your voice. ©Copyright 1967, Juiltiacd School of Music 15‘Wie schén leuchtet der Morgenstern How Brightly Shines Yon Morning Star Edited by Noah. Greenberg. Original piteh up a whole step Michael Praetorius (1571-1621) Range Easily ‘Musae Sionae IX (2611) Wie schon, wie schin —leuch ~ tet der Mor~ gen - How bright, how bright - ly shines yon morn - ing der Mor- gen~ stern, der Mor- gen ~ How bright - ly shines yon mora-ing star,’ yor morn -ing voll Grad und Wakr ~ God's . grace and truth cer, voll Grad - und — Wake - eit ton dem star, God's grace and emh___ full beam - ing die sit~sse Wur-zel Jes - 50, du ‘The off-springsweet of Jes - se. Great David's son of Jeccob's Herr, die sil~ sso Wur-zel Jes - 50, de Sohn Da-vids aus far, The off-spring sweet of . Jes, - se: Great Bi-vids ain of Stamm, aus Ja. = cobs Stamm, mein KO~nig ted mein Briu-ti~ line, of fa - cobs ne, ‘The Hing and bride-groom,He is va - cobs Stamm, mein K6~nig und mein Bréw ~ ti - fa - cob's line.’ The king and bride - groom, He is © Copyright, Méseler Verlag, Wolfenbirtel and Zlrich, Reprinted by permission 17gam, hast mir mein Hers be - ses > sen, hast mir mein Herz. Come take my heart's pos- ses - sion, come take my heart’s— gam, hast mir mein Herz be ~ 5 mine: Cometake my ‘heart'spos-ses- sion, come uke my hear's pos ~ = sen, hast mir mein Herz be - ® sohin und herr - lich, = cious, beau - teous, Fair and glo - rious, 908 : ston. sen Heb - High, frewd~ lich, Gra : elous, “beau = teous, row ~ Lick, herr-tick, gross wd ahr-tich, reich on Ga ~ gra - clous, beau - teous, fair and glo- rious, All vic - to ~rious, No ~ where fault ~ schin und herr-lich, gross ud ehy-lich, reich on Ga - fair and glo-rious, All vic to ~ rious, No- where fault - @ ben, hock. ind gekr prich~ tig er~ ha ~ den, hoch und ed, High - iy, in splen - dor, ex-alt - ed, a high - y, den, hoch______ mid seky_____ rch - tg er- ha, > ed, High Wy, in aplen - dor, exalt” - bem er ee ee Bee = ed ext aS FF FF ee eeMelody With Chording ‘Tonic-Dominant Skip To My Lou Fys in the but-termilk, Shoo fly shoo, ys in the but-termilk, Shoo fly shoo, Fys im the but-termilk, Shoo ly shoo, Skip my lon omy daring, Low, Skip to my Low, Skip to mytoo omy due Ostinato-Chord Root SkiptomsLou, SkiptomyLos, Skip omyLou, Skip omylou. Skip tomylou, SkiptomyLov, SkiptompLau, Skip tomy Lou, Ostinato-Full Chords Skip tomyLov, Skip tomyLou, SciptomLou, Skip tomyLou. Skipto myo, Skiptomylas, Skip tomyLou, Skip tomylou, I's The B' ee ree rere eare ek Be 3 a -§ eG See fa oe a Hip your pat - ner, Sdl- ly Tib-bol____ Hip your pat =, Sal - ly Browal Til - ting ate, Ma - = + toe Har = =~ foun 16The Independent Part-Singer Rubric Objective: To assess each student's al lity to independently sing a harmony part. National Standard 1: Singing, alone and with others, a varied repertoire of music. Materials: An age-appropriate song. ‘Assessment: Using the following criteria, evaluate each singer's ability to (a) independently hharmony part and (b) work as a member ofa team or voice section: ‘Ensemble (Team work) ‘Accuracy of Harmony Part evel 4: Works extremely well ina voice section Level & Stable tempo, partis accurate and in-tune Tevel3: Works well most ofthe time Level 3: Fairly stable tempo, partis usually accurate and in-tune, Level 3: Works well some oF he time Level 2: Some parts are correct struggles ai mes Level 1 Uncooperative, nota teamn-player Student Name T Ensemble Skill Level Level 1: Unstable empo, struggles most of the time ‘Accuracy of Harmos 41 2 4 Part + a a 4 4 4 4 4 4 + a a a 4 4 4 4 a 4 + a a a 4 4 4 4 4 4 4 4 a 4 a aEnsemble Rubric Name: Voice Part: Date: As each octet performs, listen to the individual(s) performing your voice part. Circle the highest level of achievement attained and lis weaknesses. 5... was accurate throughout and performed with outstanding intonation, blend, diction, breath support, posture, and tone. - contained one or two melodic/rhythmic errors and was performed with excellent intonation, blend, diction, breath ‘support, posture, cir strengths and and tone. 3 .... contained three to four melodic/rhythmic errors and was performed with excellent intonation, blend, diction, breath support, posture, and tone. 2... contained five or more melodic/rhythmic errors and was performed with excellent intonation, blend, diction, breath support, posture, and tone. 1... was inaccurate throughout; performance lacked intonation, blend, diction, breath support, posture, and tone. No Student's Name Voice Part | Rating Strengths Weaknesses es eSName: Self-Evaluation/Progress Report—Chorus Chorus: ‘Class Participation My class participation is excellent. QI normally participate, but do not always do my best. My class participation needs improvement ‘Attitude DT am always cheerful and cooperative. try tobe cooperative, but not always. A Sometimes Lam rude and try to argue with the teacher. My singing posture is excellent ‘Normally Ihave good posture, but sometimes I slouch. My posture needs major help! Breathing breathe from the breath belt. DI sometimes breathe from the breath belt My breathing needs major help! | Posture/Alignment GI need to work on my singing voice. Effort (am a hard worker and try my best inthis class. AA don't always give my best. Ci My effort level needs improvement. Leadership Lamm a positive role model to others. (CL am a leader, but not always in a positive way. tam a follower and let others influence my behavior. Lam a negative role model to others. My talking isa problem. (Cinterfee in the earning process of others. often bring gum/candy to class. Gtnever bring gum/candy to class. “Mouth Position CI remember to make the correct shape forthe vowel sound. AL ty to remember to make the correct shape forthe vowel sound. At need to work on making the correct shape for the vowel sound. “Musical Literacy-Rhythm AU understand notation and accurately read rhythm patterns. reginning to understand notation, and follow along wel mndorstand rhythm, OLalways remember to "patsch” the beat. Musical Literacy-Tonal understand solfege and accurately read tonal patterns. ‘What do you think your conduct mark should be at this time? Imardertoreach my poten and be the besetodent pos Side Sgnatire ‘What do you think your grade should be at this time? ould keto set the folowing 3 goal for mysetf im Chorus class: _ 3. Parent Signature Quarter: 12 3 4Name: (te: Period: 123 45678 ‘Class Participation T participate in class activites Seldom Always _| Sometimes Tsay focused and do not allow others to distract me, [follow directions and procedures. Tam a hard worker Tam a leader —a positive role model for others, Attitude Always ‘Seldom ‘Tam cheerful and cooperative, T ity my best in class every day. ‘Conduct [irespont thera of 5 respect the rights of others and do not interfere in their right to learn Always _| Sometimes ‘Seldom. Tplace my belongings in the appropriate area, Tquiedy and quickly take my seat. Traise my hand and wait for the eacher to call on me, 10 not leave my seat without permission. 11do not bring gum or candy 10 clas. You Tec Tiare | Sandines | Saitom | Tas pop Tae! Tits oi be Ta anne ge Ta aa sig {mae cores ove dpe or voeTod Ta mynd cy Sas vavelo [Mase teraey Foal Se Tinov i ee To cores ld sl Taunt ell ats Tiare onal dco Musical Literacy—Rhythm Always | Sometimes | Seldom | Teccuratety and quiedy“patseh” the beat T accurately read rhythm patterns Taccurately take rhythmic dictation. ‘What do you think your conduet mark should be at this ime? ‘What do you think your grade should be at this time? 1 In order w reach my potential and be the best student possible, { would like to improve the following: 2, Student Signatures Parent SignatureSTUDENT PROGRESS EVALUATION FORM. ‘Student Name Chon Grede:9 10 11 12 Rating Seale Talmproving N=Needs Improvement ‘Musical Progress First Tam Thnd Four sical Quarter Quater Quarter Quarter Vooal Progress (Technique: Body Alignment Posture) “Technique: Breath production sd breath Tow “Tone: Conssiendy perfonns wit beauful tone qual “Tone: Consistently projets and conto tone “Technique: Accuraey of pitch, Tecasique- Secure pulse snd ehytimically eurate “Technique: Range development fechnique! Intonation (Vowels) “Technique Diction— Consonants (CBntepretaton: Ateulation (Cintepretaton:Phrasing Interpretation: DynamicsiContrast Tnterpretation: Expression and Siie ‘Choral Progress Blend Balance Intonation: Vowel Calor Ensemble Prosision Appearance, Concert AGS ‘Appearance: Facial/Body Language Progress in Musicianship Sightcading— Tonal Sightreeding—Rayin ‘Sight-reading—Melod Dictation Tonal ‘Pictaton —Rhythe ‘Aural Skil (Ear-aining) ‘Musical Memory Composition improvisation ‘Maturation Tego Foeae ‘Auzntveness ‘Auitude(supporive of others commutes ely ‘Applicaion of knowledge to sing ‘Asterveresl-eadership ‘Aendance t ‘Aesthetic Progress Prasioe oude of clase (Outside concert attendance Performing inolber ensembles {In order to reach my potential and be the best student possible, I would lke to improve the following: 1 2. ‘Student signature ‘Parent/Guardian SignatureSTUDENT PROGRESS EVALUATION FORM Student Name: Chorus: Musical Vocal Progress “Technique: Body Alignment (Porta “Technique: Breath producion and brea low “Tone: Consistenly performs with beautiful one qual “Tone: Consistently projets and conirols tone “Teehnigue: Accuracy of pitch "Technique Secure puso and rhytimicaTy aocuate “Tecnique: Range development “Teshnigue: Intonation (Vowel “Teshnigue: Diction— Consonants Interpretation: Antictlation Interpretation: Pras Interpretation: Dynami/ConTa Tnterpreiaion: Expression and Sie ‘Choral Progress Bend Balance Teionation: Vawel Color [Ensemble Precision ‘Appeuranee: Concer! AUS ‘Appesrance: Faial/Body Langa Progress in Musicians Sigitreading = Tonal Sightreading—Rbyihim Sightreading— Melod) Dictation Tonal Diewlion—Rhyiam ‘Aural Skills Ear-trains Masia! Memo Composton/Improvisaton Maturation Abiiiy wear Altetiveness ‘Atstude (supportive of otre;contbute Freh ‘Application of knowledge singin ‘Aseriveness-eadershi ‘Attendance esthetic Progress Prac outside of clase ‘Outside concert atendance ‘Performing in olber ensemblee Grade:9 10 11 12 Quarters 2 3 4 ‘Oatsiaaing [~Sateactory | Tolnproving | Needs improve In order to each my potential and be the best student possible, I would like to improve the following: 2 ‘Student signature Date Parent/Guardian Signature