emily saxman mondello growing a men’s chorus at your school 1
TRANSCRIPT
Emily Saxman Mondello
Growing a Men’s Chorus at Your School
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1644 total students118 ESOL students220 students with disabilities49% free and reduced lunch 21students in transition (homeless)37% below grade level in reading424 students in reading remediation
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148 students in chorus 9% of school population 35 are men, 113 are women 40 are below grade level in reading 3 “Students in Transition” (homeless) 4 students take private voice lessons 7 took private lessons at some point
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Whole-Group Concerts Soda Shoppe Showcase (Fundraiser)
Winter Concert (Free admission) Prism Concert (Fundraiser) Pre-MPA Concert (Free admission) Spring Concert (Free admission)
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Other Performances School Board Meetings City Council Meetings In-School Lunchtime Performances Open House Night Performances at local businesses Disney Candlelight Baccalaureate
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At our Feeder Middle School(s) Lunchtime Performances Classroom visits/mini-performances Sharing bus transportation Combined concerts (Winter Concert) In-School Performance (Prism
Concert)
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Within our own school Word of mouth Lunchtime Performances Chorus tee shirt days School TV, Intercom, and Fliers Concerts/Reduced student ticket prices Faculty Perform at a Faculty Meeting Guidance Counselors
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Within our community Word of mouthChoral program reputation Parents/older siblings Fliers hung in local businesses Community event performances
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When your students buy into your program,
your goals become their goals.
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Ownership in the Chorus Program Buy in Goals Mutual respect Setting high standards Shared successes and experiences Awards
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Chorus Leadership “Chorus Elders”, Officers, & Section Leaders In class help
Tracking pitches Tutoring in class Mini-lessons on concepts
Out of class help Pitch matching help Learning music theory Sight-reading practice Sectionals
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“Do what you can with what you have where you are”
–Theodore Roosevelt
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Use Their Talents Dancers teach choreography Flag team members perform Dance team members perform Beat-boxers add rhythms Church worship leaders add harmonies Supplemental instruments Drama students do a skit Technically inclined students ROTC students present the flag
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“I realized how much I was learning in Chorus and how I was growing as a musician.”
“This is one of the few places that really felt like a family environment. I finally found a place where I felt like I belonged.”
“I discovered that I was good at performing. I never knew that before.”
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“I stayed because we sing such a diverse array of music. It’s not just all chorus music, but we get to sing Madrigals and wear costumes.”
“We can be creative with our own arrangements of songs.”
“I personally needed the discipline of Chorus and I wanted to be a part of something for all 4 years of high school.”
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“I was so excited that I got to learn how to play the piano, even if it was just a little.”
“I was really shy and had no confidence, but since I joined Chorus and you told me to ‘fake it till you make it’, now I actually feel confident. I am way more confident than I was last year.”
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“Come and Go With Me” written by C. E. Quick, recorded by The Del-Vikings 1956
“Loch Lomond” arranged by Dede Duson
“Man is for the Woman Made” composed by Henry Purcell
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