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1
RICE LAKE HIGH SCHOOL
Choral
Department
Handbook 2016-2017
Welcome to the Rice Lake High School
Choral Department!
Please take time to read ALL of this with your family! You are responsible for ALL information in this handbook!
Susan Franco, Choral Director School Phone: (715) 234-2181 Ext. 5163
Email: [email protected]
Music expresses that which cannot be put into words and cannot remain silent.
-Victor Hugo
2
TABLE OF CONTENTS
General Rules & Expectations 3
Discipline Plan 4
Attendance Policy 4
Grading Policy 5-7
Warrior Rehearsal Expectations 8
Attendance at Performances 8
Concert Etiquette 8
Laude Points 8
Concert Attire 9-10
Letter Program 11
Choral and Music Curricular and Extra Curricular Courses 12
WSMA Honors Choir and District & State Solo & Ensemble 13
Choral Event Calendar 14
All District Music Calendar 15
Music Boosters 16
Communication 16
3
General Rules and Expectations The success of a choir depends on how it rehearses. How it rehearses depends on the conduct and
cooperation of each student. Rehearsals are the place to correct mistakes. Be patient, attentive, careful,
and cooperative in observing these rehearsal expectations. Good behavior, attitude and self-discipline are
essential to producing a GREAT CHOIR. If you are successful, the Choir is successful.
Students are expected to:
1. Be Respectful
Respect students, teachers and music equipment.
Do NOT us your cell phone during rehearsal unless we are doing an activity that requires a
music app.
2. Be Ready
NO GUM!
Bring pencil, music and textbook to class every day.
Be ready to listen and/or sing when asked.
3. Be Responsible
Be responsible for your own behavior and act accordingly.
Take care of school and personal property, in this case, uniforms, music, textbooks, rehearsal
space and instruments. Students will be expected to pay for lost or damaged music and folders.
Students will be assigned uniforms and the correct items need to be turned in at the end of
each school year.
Keep the classroom and practice rooms clean and organized.
School Policy on Riding Home from School-Sponsored Events
Students must ride to school-sponsored events on the bus, but may ride home with their parents
from a school sponsored event if the teacher receives a note that the parents(s) will be taking the
student(s) home and the teacher sees the parent(s) before they depart. Mrs. Franco will carry a sign-
out sheet at events away from home for parents to sign their kids out.
If a student wishes to ride home with someone other than his or her parent, including another
student’s parent, this needs to be approved by Mr. Pacholke before leaving for our event.
Students will not be allowed to leave with anyone other than their parents without written
approval from Mr. Pacholke.
4
Discipline Plan All disciplinary acting taken for inappropriate behavior will follow this procedure:
1. The student will receive a verbal warning concerning expected behavior.
2. The student and I will make an appointment to meet and discuss his or her behavior in order to
develop a plan for improvement.
3. If our plan does not effectively change the behavior, the student and I will meet with his or her
parents or guardians to devise another plan.
4. If the problem persists, we will involve the administration.
* Some behaviors are totally inappropriate for the classroom and dictate immediate removal from
the classroom without a reminder or warning being issued. Also, chronic violation of classroom rules that
infringe upon the rights of others to learn may indicate a more deeply rooted problem that requires special
attention.
Attendance Policy Attendance of all choir students is required at all rehearsals and performances. This is one of our most
fundamental working principles. We cannot be effective without every member of our team. We are only
as strong as our weakest link. Everyone is important.
If a student has a medical emergency or is unable to participate due to a medical concern, he or she should
bring in a note from a parent.
The performance calendar is published in the spring before the school year begins. Students and families
are expected to make accommodations to follow this schedule. Again, this is the only way for our choir to
be effective as a group. I do the best to avoid scheduling conflicts with other school activities. If you
become aware of a conflict, please let me know at the earliest possible date in writing so I have time to try
to resolve the issues.
5
Grading Policy for RLHS Music Department Performance Courses: Band and Choir
Mastery Dispositions vs. Performance Dispositions
Mastery-Oriented
Students
Performance-Oriented
Students
Main interest is in learning the
skill/content.
Main interest is in appearing
competent or better than
others regardless of level
achieved.
Willing to take on difficult tasks
beyond present capability.
Stick to tasks that are familiar,
known quantities.
View mistakes as learning
opportunities.
View mistakes as evidence of
lack of competence and
therefore to be avoided.
Tend to understand time
management and goal setting. Tend to be procrastinators.
Not afraid to take risks.
Tend to quit or give up when
they perceive they are not good
enough.
5 Performance Skill Levels
(Based on the National Standards for Music)
Advanced-A Superior performance,
outstanding in nearly every detail. Pre-
college/college level musician.
Accomplished-An excellent performance,
minor issues. Accomplished high school
musician.
Proficient-A good performance, lacking
finesse and/or interpretation. A beginning
high school level musician.
Intermediate-A fair performance, basic
weaknesses to overcome.
Novice-A beginning level performance,
weaknesses to overcome.
Category Weighting
Performance Skills(Playing/Singing) 50%
Musical Understanding (Aural and
Written Theory) 25%
Goals/Planning/Reflection 25%
Rehearsal Contributions (No Count) 0%
Rationale for the shift to
Standards-Based Assessment and Grading:
To move toward more authentic, performance-based
evaluations that will provide feedback on progress and
proficiency levels and are individualized to the ability
level of each student. Formative feedback will be
frequent and explicit.
Goals:
To implement and assessment and grading program
based on best practices in education.
To build every student’s belief that he or she can
learn, to build each student’s sense of academic
optimism and to insure that each student
understands his or her progress toward each
achievement standard.
To create independent musicians creating quality
performances.
To improve student achievement by assessing for
learning.
To teach students to set goals, manage their time and
practice, create practice and achievement plans, and
reflect on growth.
Learning Dispositions
Mastery-Oriented vs. Performance-Oriented Grid
Students will be encouraged to have mastery-oriented
learning dispositions. This will be a focus of
rehearsals, sectionals and possible lessons.
6
Four Levels of Skills Achievement from the
National Model Cornerstone Assessments
Level 4 Exceeds Standards/Show Growth A
Level 3 Meets Standards B
Level 2 Approaches Standards C
Level 1 Emerging Skill Development D
Assessment Types: Formative and Summative
Students will be assessed using formative assessments,
which will provide explicit feedback to help them
improve on the designated skills. These assessments
will not be graded, but will be assessed. Feedback will
appear in Skyward, but will not count toward the final
grade. The purpose of these assessments is to track
progress and keep students and their families
informed about individual growth.
Grades will be completely differentiated and
appropriate for each student and will be based on
each student’s weaknesses (two performance skill
weaknesses, one written theory weakness, and one
listening weakness). Each student will be placed on an
achievement continuum based on his/her current
level of ability (novice, intermediate, proficient,
accomplished, or advanced). The appropriate rubric
for that skill level will be used to assess growth on
areas in need of improvement.
Daily work and formative assessments will not be
graded, but will be entered into Skyward as “no
count” entries to show progress on learning targets.
Grades will only count on summative assessments.
There will be small summative assessments testing
individual skills and larger quarter/semester
summative assessments testing all learning targets. All
assessments and goal sheets/practice
plans/reflections can be improved and resubmitted
since the goal is student achievement and growth.
Retaking assessments or correcting goals/practice
plans/reflections can only be done until the last two
days of the quarter. Final grades are based on
completion of requirements and summative
assessments.
Summative Assessments
Summative assessments will be given to
determine growth on the learning targets. Final
grades will be based on summative assessments.
Summative assessments can be retaken until the
last two days of the term when final grades need
to be determined.
Students who reach Level 4 (Exceeds
Standards/Shows Growth) in their weak
areas and complete all performance
requirements for the course will earn an “A”.
Students who reach Level 3 (Meets
Standards) and complete all performance
requirements for the course will earn a “B”.
Students who reach Level 2 (Approaches
Standards) and complete all performance
requirements for the course will earn a “C”.
Students who reach Level 1 (Emerging) and
complete all performance requirements for
the course will earn a “D”.
All other students will earn an “I” for
insufficient evidence of learning until they
demonstrate skills achievement or grades are
due. Once grades are due, the “I” will be
changed to an “F”.
Assessment Rubrics
Click here to see the rubrics that will be used to
assess and grade student progress. These rubrics
include descriptions of each achievement level on
each learning target. There will also be a copy of
this document in Google Classroom for student
access.
Click here to see Assessment Rubrics
Assessment Rubric
7
SPECIFIC LEARNING TARGETS Student Performance Skills (SPS) Performance Skills grades will be weighted more heavily than the Student Musical Understanding Skills because this is a performance based course. Performance Skills Students will be assessed on the following performance skills.
Tone-resonance, control, focus, consistency, clarity of sound.
Intonation-accuracy to printed pitches
Rhythm and Pulse Accuracy-accuracy of notes/rests, duration, pulse, steadiness, and correct meter
Technique-artistry, attacks, releases, control of ranges, musical and/or mechanical skills.
Interpretation, Musicianship-style, phrasing, tempo, dynamics, emotional involvement.
Articulation (winds)-clarity of the execution of each note
Sticking (percussion)-quality and control of the execution of each note
Other Performance Factors-choir of literature, appropriate appearance, poise, posture, general conduct, mannerisms, facial expression, memory
Scales-perform full-range chromatic and major or minor scales in all twelve keys by memory (scale assignments determined by achievement level)
Rudiments (percussion)-perform required rudiments with correct sticking and technique
Sight-Reading-ability to apply music literacy skills to read and perform new music after one minute of preparation
Sight-Reading Process: 1. Play the scale that corresponds with the key
signature. 2. Clap and count the rhythms. 3. Play it or sight-sing it once before completing
the official performance. 4. Perform for judge(s). Goals/Planning/Reflection 1. Complete Short-Term and Long-Term Goals
Sheet 2. Complete Biweekly Reflection Sheets 3. Create a practice plan incorporating appropriate
practice strategies
Student Musical Understanding (SMU) Written Theory Skills Students will be assessed on the following written theory skills:
Written Theory Skills
Identification of pitches on the grand staff
Note names and values (whole, half, quarter, eighth, sixteenth, dotted half, dotted quarter, dotted eighth).
Rest names and values (whole, half, quarter, eighth, sixteenth, dotted half, dotted quarter, dotted eighth)
Time signatures
Identification of road map directions: repeat signs, D.C., D.S., Fine
Ties and slurs
Identify and define dynamic markings
Identify and define tempo markings
Identify and articulation markings
Flats, sharps, natural signs
Whole step/half step
Enharmonic pitches
Tetrachord building
Scale building (major, natural minor, harmonic minor, melodic minor)
Key signature (identification and writing)
Chromatic scale building
Solfege
Circle of 4th/5th
Rhythm Analysis Aural (Listening) Theory Skills Students will be assessed on the following aural theory skills:
Interval Recognition (ascending only)-identify the interval you hear
Chord Recognition-identify the major, minor, augmented, diminished chord you hear
Rhythm Dictation-write the rhythm you hear
Rhythm Identification (visual identification while listening to rhythm)
Scale Recognition- (visual identification while listening and aural identification)
Pitch Differentiation-identify higher or lower, sharp or flat
Rehearsal Contributions See rubric for rehearsal expectations.
8
Warrior Rehearsal Contributions Rehearsal expectations/contributions will appear in Skyward as an achievement level to reflect student contribution,
but will not be figured in final grades (“no count”). See the Warrior Rehearsal Contribution rubric for expectations.
Students should be aware that lack of positive contributions to rehearsal directly affects learning and therefore has
an effect on formative and summative assessment results which will affect grades.
Attendance at Performances Performances at concerts are mandatory, since this is a performances based course and performing for an audience
is the culmination of our achievement on our standards. Performances are our final assessments of our
achievement on the current repertoire and they provide an opportunity to demonstrate our achievement under new
conditions that encourage students to apply their skills in a real-life situation. This requires performing at their
highest ability level.
Students who miss concerts for any reason, will receive an incomplete (I) showing insufficient evidence of learning
of those performance standards until they perform in front of the music staff to demonstrate those skills. Students
will be assigned appropriate music for this performance and will be assessed on achievement of music standards.
The “pre-concert playing exam” achievement scores are tied to the final performance and will therefore not be
entered into the grade book until the final performance is complete.
Students may redo this performance exam until the last week of the term, since final grades are due to the office.
After this point, any incomplete (I) grades will be replaced with an “F” due to insufficient evidence of achievement.
Concert Etiquette As performers, you will need to help with this one! Your family needs to know that our concerts are not athletic
events. It is not appropriate to talk, text, or use your cell phone, as this can disturb others around you and the
performers. Absolute appropriate behavior is required when not performing to respect and appreciate all the hard
work that is being performed. You should not enter the concert hall during a piece – instead, enter only during
applause. No food, drink, or candy should be brought into the performance venue.
We record all of our concerts! Noises and distractions can ruin these recordings. Please help educate your families
that we take great pride in our music making, and we expect excellent etiquette from our audiences as well as our
performers.
There will be a post-concert grade entered into Skyward under the Rehearsal Contributions category as these two
sets of expectations are closely related.
Laude Points Students who complete both years of Symphonic Choir and one Class A solo or duet can earn 1 Laude Point. Students who complete both years of Robed Choir and one Class A solo or duet can earn an additional Laude Point.
9
Concert Attire
The following guidelines explain expectations for student performance attire. It is the student’s
responsibility to keep the concert attire in professional shape. In other words, don’t leave it lying at the
bottom of a closet or in the trunk of a vehicle. (Let it air out!) There is to be absolutely no smoking in or
around concert attire. Students are responsible for lost or damaged attire.
Concert robes, stoles, skirts and sashes: The school district supplies our students with concert robes,
stoles, skirts and sashes. The robes are dry-cleaned each summer and maintained by the choir throughout
the school year. Students are to respect their assigned garment as school property and treat it with care.
ANY MISSING GARMENTS at the end of the year will result in the student being charged the full
replacement cost of a new garment piece. Many audience members listen with their eyes first, so looking
good is important. Students must supply the following for performances.
Symphonic Choir
Women
1) Black skirt and royal blue sash (assigned and provided by school).
2) Black shoes with closed heel and toe (provided by student). No flip-flops, sandals, or athletic shoes. And
NO heel taller than 2”, flats would be highly preferred.
3) PLAIN White (no other color or embellishments), button down, dress shirt with collar and long or ¾
length sleeves (provided by student).
4) Accessories are limited to small items that do not draw attention away from the ensemble.
5) Hair must be pulled back out of face/eyes. Perfume, sprays and lotions must be used at a
minimum.
Men
1) PLAIN White (no other color or embellishments), button down, dress shirt with collar and long sleeves
(provided by student).
2) Black dress shoes AND black socks (provided by student). No flip-flops, sandals, or athletic shoes.
3) Colored or plain long dress tie (provided by student). No bow tie.
4) Solid black dress pants (provided by student).
5) Accessories are limited to small items that do not draw attention away from the ensemble.
6) Hair must be pulled back out of face/eyes. Cologne, sprays and lotions must be used at a
minimum.
Robed Choir Women
1) Black pants or anything shown under robe must be black (provided by student).
2) Black shoes with closed heel and toe (provided by student). No flip-flops, sandals, or athletic shoes. And
NO heel taller than 2”, flats would be highly preferred.
10
3) Accessories are limited to small items that do not draw attention away from the ensemble.
4) Hair must be pulled back out of face/eyes. Perfume, sprays and lotions must be used at a
minimum.
Men
1) PLAIN White (no other color or embellishments), button down, dress shirt with collar and long sleeves
(provided by student).
2) Solid black dress shoes AND black socks (provided by student). No flip-flops, sandals, or athletic shoes.
3) Solid black dress pants (provided by student).
4) Colored or plain long dress tie (provided by student). No bow tie.
5) Accessories are limited to small items that do not draw attention away from the ensemble.
6) Hair must be pulled back out of face/eyes. Cologne, sprays and lotions must be used at a
minimum.
Chamber Choir Women
1) Black formal dress (school provided).
2) Black shoes with closed heel and toe (provided by student). No flip-flops, sandals, or athletic shoes. And
NO heel taller than 2”, flats would be highly preferred.
3) Accessories are limited to small items that do not draw attention away from the ensemble.
4) Hair must be pulled back out of face/eyes. Perfume, sprays and lotions must be used at a
minimum.
Men
1) Formal Tuxedo which includes pants, vest, white shirt, bow tie and jacket (school provided)
2) Black dress shoes (provided by student).
3) Accessories are limited to small items that do not draw attention away from the ensemble.
4) Hair must be pulled back out of face/eyes. Cologne, sprays and lotions must be used at a
minimum.
11
Choral Lettering Program In-School Activities: Out of School Activities: 200 Points 100 Points
Selection and Participation in WSMA * Attended Summer Music Camp or Clinic
State Honors Treble or Mixed Choir (100 pts. per week)
* Performing in a Community Theater
100 Points
Attend an Honors Choir or Festival 50 Points
Perform in School’s Musical or * Private Piano Lessons (50 pts. per semester)
Renaissance Festival * Private Voice Lessons (50 pts. per semester)
Perform a *1 Solo or Ensemble at District * Selected for a music scholarship
* Auditioned for a performing group, theater or
50 Points Per Event scholarship
Perform in Choir Concert * Participation in a performing group
Perform in Voice It Up, Jazz Choir (50 pts. per semester)
or Rhythm Show Choir * Participation in a Master Class-Singing
Audition and/or selected as alternate for
WSMA State Honor Treble or Mixed Choir 25 Points
Receiving a 1 rating on a Solo or * Attendance at a professional, college, high school
Ensemble at District or State Festival (not your own), or middle school performance.
Music Librarian (50 pts. per semester- Staple the program to your point’s sheet.
semester. At least one hour a week) * Membership in a community or church musical
Uniform Manager (Robes and Skirts- group at least 80% of time (25 points per
50 pts. per semester) * Membership in a rock, country, jazz or alternative
Honor Point Secretary (50 pts. per semester) performing ensemble-singing. (25 points per
Selected for Chamber Choir semester)
* Attendance at a Master Class as an audience
member
40 Points Per Event
Receiving a II rating on a Solo or Ensemble
at the Solo/Ensemble Festival
Audition for Chamber Choir
Accompany Solo or Ensemble event(s)
20 Points Per Event
Singing the National Anthem at Sporting
Events throughout the school year
Forms like this will be available from Mrs. Franco and must be turned in by the end of the month, for those
points to be counted toward lettering. This is the student’s responsibility.
Date of Event Activity/Event Points Awarded
* Students need to turn in 1000
points to letter in choir. *
12
Curricular Performance Ensembles Symphonic Choir (Grades 9-10) Prerequisite: Audition and/or consent of director
All choir members in grades 9-10 will enroll in this performance ensemble. Vocal techniques, music theory and music history are included in the studies of this course. Students will learn the importance of their contribution in preparing performances and they will gain an appreciation of the process involved in creating musical excellence. Students perform in four concerts a year and participate in Large Group Music Festival. All choir students have the opportunity to participate in the solo/ensemble festival, Rhythm Show Choir, and Voice It Up-Vocal Jazz.
Robed Choir (Grades 11-12) Prerequisite: Audition and/or consent of director All choir members in grades 11-12 will enroll in this performance ensemble. Vocal techniques, music theory and music history are included in the studies of this course. Robed Choir offers students an opportunity to engage in the performance and understanding of distinctive and challenging vocal literature in an enjoyable and encouraging environment. Students will learn the importance of their contribution in preparing performances and they will gain an appreciation of the process involved in creating musical excellence. Students perform in four concerts a year and participate in Large Group Music Festival. All choir students have the opportunity to participate in the solo/ensemble festival, Rhythm Show Choir, and Voice It Up-Vocal Jazz.
Chamber Choir (Grades 9-12) Prerequisite: Audition ONLY This ensemble cannot be found in the course guide. It is an auditioned ensemble of 9-12 students. There are only 16 available spots for 4 basses, 4 tenors, 4 altos, and 4 sopranos. It is an elite group that rehearses on Monday mornings and during the regularly scheduled choir times. This group is self-taught ensemble and performs very challenging pieces of music. Watch at the beginning of the school year for audition times.
Extra-Curricular Performing Ensembles Vocal Jazz-Voice It Up This ensemble meets once a week on Wednesdays before school. They perform a cappella music based on popular songs.
Rhythm Show Choir This is an all-female ensemble that rehearses a couple times a week before and after school. They perform intricate choreographed dances to music while singing memorized music from all eras.
Curricular Music Courses GENERAL MUSIC
General music is offered for the older student who would enjoy reading about, discussing and analyzing music of different styles and cultures. Music history, great composers and social customs are topics to be studied.
INTRODUCTION TO MUSIC THEORY Prerequisite: Must be in Band or Choir and familiar with note reading This is a nine-week course for music students who are interested or planning on studying music in college. This class is college preparatory in nature and it is strongly recommended that students enroll with the expectation of a work load similar to a first year collegiate course. In this class, the study of music fundamentals will lead to chord analysis, composition, ear training and an understanding of all scales.
ADVANCED MUSIC THEORY Prerequisite: Intro to Music Theory and permission of instructor Advanced Music Theory will continue the study of music fundamentals, analysis, ear training and other important theory skills that will be needed in a college music theory class.
13
WSMA Honors Choir 9-11th graders who have achieved a very high level of proficiency in singing may choose to audition at UW-
Eau Claire for the High School State Honors Choirs. I can give interested students the required materials
and extra lessons to help them prepare for the audition. Selected students have the life-changing
opportunity of performing with the best student musicians in the state of Wisconsin under a nationally
known conductor, first at a summer camp at UW-Green Bay and then at their big performance at the
Overture Center in Madison in October at the State Music Educators’ Convention. Talk to local students
who have recently experienced this from our choir for more details about the opportunity. I have had the
privilege of serving on staff for High School Honors Choir, so I can provide you with more information
as well. Please see www.wsmamusic.org for more details.
Solo & Ensemble Contest Students who desire an additional challenge may prepare a classical solo and a musical theater solo
or join a small group called an “ensemble” for this competition. The Wisconsin School Music Association
Solo and Ensemble Festival is an excellent performance opportunity for all students in the choir program.
Participation in this event is optional, but highly recommended. The preparation process for this festival
improves individual singing and technique more than any other event. As individual singers become
stronger, so does the choir. Solo and ensemble competition music must be selected from the contest music
list. This is also needed in order to earn a laude point.
This contest relies on the responsibility of each individual student and is not required for the
course. Once you have decided to participate, there is a strict timeline to follow in order to perform in
front of the judge. If the school has already paid for your entry and you decide NOT to perform, then the
fee is charged on to your student account and you are held responsible.
State Solo & Ensemble Contest Students who receive a Superior rating of “I*” on a Class A solo or ensemble, qualify to compete in
the WSMA State Solo and Ensemble Contest held at UW-Eau Claire every May.
14
2016-2017 RLHS Choir Calendar
September 23 Home Football - Music Fest-Pep Band/Marching Band Show
October 26-29 State Music Convention/Madison – & Student Honors Performances
November 3 ChorFest - UW-Superior
November 11-13 The Little Mermaid Performances
November 14 High School Choir Winter Concert – 7pm
January 9 Red Cedar Honors Choir-All Day @ Chetek-Weyerhaeuser HS
January 14-16 Dorian Choral Festival-Luther College, Decorah, IA
TBD WSMA High School Honors Auditions – Eau Claire– All Day
February 11 Big Band Bash-Extra Curricular Ensembles
March 6 High School Band (6:30pm) & Choir (7:45pm) Festival Concert
March 14 Large Group Music Festival, Choirs perform at Bethany Lutheran
April 1 High School Solo/Ensemble @ RLHS-All Day
May 6 State Solo/Ensemble Festival – UWEC – All Day
May 31 High School Spring Choir Concert & Awards Ceremony-7pm
June 7 High School Graduation
* Students are to be dressed and ready to warm-up 30 minutes prior to the start time of the
performance. NO LATER. * All dates that are BOLD and ITALICIZED are REQUIRED attendance for High School
Choral Department students.
15
2016-2017 ALL District Music Calendar August 28 Rutabaga Parade - Cumberland (HS Marching Band)
August 31 Back-to-School Open House
September 9 Home Football -Marching Band Show
September 23 Home Football -Music Fest-Marching Band Show/Choirs sing National Anthem
October 14 Home Football – Homecoming/Senior Show-Marching Band
October 20 Middle School Band Concert (Grades 6-8) 7pm
October 26-29 State Music Convention/Madison – & Student Honors Performances
November 3 Shell lake Middle School Honors Band
November 3 ChorFest- UW-Superior, All day
November 5 High School ChorFest - UW-Superior
November 11-13 High School Musical-The Little Mermaid Performances
November 14 High School Choir Winter Concert – 7pm
November 28 High School Band Fundraiser – Auditorium Lobby
December 1 Middle School Choir Winter Concert- 7pm @ RLHS
December 5 High School Band Holiday Concert – 7pm
December 8/9 Elementary Holiday Program
December 15/16 Elementary Holiday Programs
January 9 High School Red Cedar Honors Choir-Chetek-Weyerhaeuser HS- All Day
January 14-16 Dorian Choral Festival-Luther College, Decorah, IA
January 16 High School Pep Band Concert – Ole Olson Gymnasium
February 6 Middle School Solo/Ensemble Festival– All Day
TBD WSMA High School Honors Auditions – Eau Claire– All Day
February 11 Big Band Bash-Extra Curricular Ensembles
March 6 High School Band (6:30pm) & Choir (7:45pm) Festival Concert
March 14 Large Group Music Festival @ RLHS & Bethany Lutheran Church (8am-5pm)
April 1 High School Solo & Ensemble @ RLHS
April 25 Middle School Choir Concert (Grades 6–8) 7pm @ RLHS
April 27 Middle School Band Concert – 7pm @ RLHS auditorium
May 6 State Solo/Ensemble Festival – UW-Eau Claire – All Day
May 11 Middle School Show Choir & Jazz Ensemble Tour – All Day
May 15 High School Band Awards Concert-7pm
May 31 High School Choir Awards Concert-7pm
June 7 High School Graduation
16
Music Boosters The Music Boosters are a support group made up of band/choir parents and community members who are
willing to help us with our many important activities. We are always seeking more people to help us out with
upcoming events. We need assistance with planning and executing fundraisers, managing uniforms, amongst
numerous other projects. We ultimately would love if every parent who had a student in the program would sign up
to assist in at least one event or make a donation to the music department once each school year.
If you are available to help with any of the “behind the scenes” jobs please contact me. The music
department would not run as smooth as it does without the assistance of volunteers.
Communication I strive to ensure that all choral families have all the information they need about expectations and upcoming
performances and events. This handbook provides most of the information you need for the entire year about our
choir. I will send information via the Skyward email system. I send text reminders to those students and/or parents
who sign up for the Remind App texting service. I frequently update our choir Facebook page. I also include links
to all important information on our band website through the Rice Lake School District webpage. Please utilize
these various options to stay informed.
Email:
The easiest way to get ahold of me is via email at [email protected].
Text Reminders-Remind App
Sign up for each of your ensembles to receive text reminders and updates about that group. This app also allows
you to sign up for email reminders.
Symphonic Choir (grade 9-10), visit https://www.remind.com/join/rlsymph
Robed Choir (grade 11-12), visit https://www.remind.com/join/rlrobed
Rhythm Show Choir, visit https://www.remind.com/join/rlhsrhythm
Chamber Choir, visit https://www.remind.com/join/rlchamber
To stop receiving text messages, reply “unsubscribe @rlsymph (@rlrobed, @rlhsrhythm, or @rlchamber)”. To stop
receiving email reminders via Remind, reply with “unsubscribe” in the subject line.
Skyward
Don’t forget to sign up for Skyward Family Access in the office to regularly see how you are doing. I will try to get
you grades entered in a timely fashion, so you know how you are doing at all times. Please contact me if you have
questions or concerns about your grade, and I will do what I can to resolve or explain the issue.
“Like” the Rice Lake High School Choir page on Facebook for updated choir announcements and photos.
https://www.facebook.com/RiceLakeHighSchoolChoir
School Website
I try to keep our Choir Website on the Rice Lake Schools webpage updated and will continue to keep it current with
important information. Please check it regularly.
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Please click on the link below and sign the Google Form to indicate that you have seen and understand this handbook. If you do not have a Google account, have your student login
to his or her school Google account. If you would prefer to have a printed copy of this handbook,
email me at [email protected] and I will make one for you.
Click on the link below
Handbook Signature Page