A Cappella- State Practice Tracks, Final Exam, and SF Roommates

  1. State Practice tracks can be found on the A Cappella page under ‘choirs’ above, or by clicking here.
  2. FINAL EXAM INFORMATION FOR SEMESTER 1 can be found below. SELECT WHICH FINAL YOU ARE DOING BY CLICKING HERE.
    **plan ahead– you cannot do the same final for Semester 2!
  3. Your top 4 roommate preferences for San Francisco must be selected by Friday, January 12. Click here to finalize your selections.PERFORMANCE FINAL (50 pts.)
    • Song must be school-appropriate and accompanied (ie, instrumental/karaoke backing track, piano/guitar) unless an a cappella performance is pre-approved by instructor at least one week in advance. You may perform as a duet/trio, keeping in mind that each member will be graded on their own individual contribution to the performance.
      • / 10 pts.
    • Songs must be memorized unless you are providing your own accompaniment (ex. singing while playing piano or guitar).
      • / 10 pts.
    • You must introduce your song with the title, original artist(s), your name(s), accompanist’s name (if applicable), and one thing that you find interesting about your piece (something about the history of the piece, the translation/meaning of the piece,
      • / 10 pts.
    • Performers will show appropriate performance technique, including good posture and stage presence.
      • / 20 pts.
    TOTAL: / 50 pts.

    SIGHT-SINGING FINAL (50 pts.)

    • Perform a 4 to 8-measure sight-singing example one-on-one with the instructor.
      • Briefly discuss time signature and key signature. ____ / 5 pts.
      • Identify and establish key ____ / 5 pts.
      • Practice out loud for 30 seconds, focusing on any challenging intervals or rhythms ____ / 15 pts
      • Set a consistent tempo without stopping ____ / 5 pts.
      • Rhythmic accuracy ___/ 5 pts.
      • Pitch accuracy ____ / 5 pts.
      • Consistent posture and breath support ___ / 5 pts.
    TOTAL: ____ / 50 pts.

    WRITTEN FINAL- option 1 (50 pts.)

    • Find two quality and contrasting (ie, one performed by a high school choir, the other performed by a professional choir) recordings of a piece (or movement of one piece) that your ensemble performed this fall and provide the link to the recordings you used so your instructor can also listen (YouTube, Spotify, etc.)
      • ____ / 2 pts.
    • In one to two double-spaced pages, analyze the text of the music and describe the meaning/intent of the piece using specific evidence from the text (use a translation if your piece is in a foreign language!), and how does the composer express this meaning through the music?
      • ____ / 15 pts.
    • In one double-spaced page, compare and contrast the tone quality of the two recordings using appropriate musical language that we utilize in class AND make a judgment as to which groups tone quality best supports the meaning of the piece- give specific reasons.
      • ____ / 10 pts.
    • In one double-spaced page, compare and contrast at least one musical decision (tempo, dynamics, etc.) of the two recordings using appropriate musical language that we utilize in class. How does the different decision change the interpretation/meaning of the piece?
      • ____ / 15 pts.
    • Paper is formatted cleanly (double spaced, standard font such as Times New Roman size 12), has clear and well-developed ideas, and is free of spelling/grammatical errors- the paper is of the same quality as all academic writing at school (would it be passable with your English instructor?)
      • ____ / 8 pts.
    TOTAL: ____ / 50 pts.

    WRITTEN FINAL- option 2 (50 pts.)

    • Attend the “Defiant Requiem” presentation on Wednesday, January 9th at 7pm in the auditorium and answer the following prompts.
    • Describe the connection and the importance of the performance of the Verdi Requiem to the prisoners. What did the performance mean to the singers? (~1 page, double spaced)
      • ____ / 10 pts.
    • Describe one other event in history where music had meaning “beyond the notes.” What was the music? What was the social/political/historical story? What did the music mean? How did the music contribute to the political/social movement? (~1 page, double spaced)
      • ____ / 20 pts.
    • Describe one moment in your life where music took a profound meaning in your life. What was the music? What was the story? What  did the music mean to you? How did the music contribute to that experience? (~1 page, double spaced)
      • ____ / 15 pts.
    • Paper is formatted cleanly (double spaced, standard font such as Times New Roman size 12), has clear and well-developed ideas, and is free of spelling/grammatical errors- the paper is of the same quality as all academic writing at school (would it be passable with your English instructor?)
      • ____ / 5 pts.
    TOTAL: ____ / 50 pts.

 

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