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FHS Choral Handbook

Handbook for Students and Parents

2010-2011 School Year

Chantel Tangredi, Director

703-957-4303

chantel.tangredi@lcps.org

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Table of Contents About the Conductor

Choral Events Calendar

Course Descriptions

Syllabus, Program of Studies

Grading Policy

Attendance

Classroom Policies

Uniforms and Dress Code

Parent / Student Contract Pages (Must be signed, and returned by September 13th)

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About Our Conductor…

Mrs. Tangredi is a graduate of George Mason University with a Bachelors of Music in

Choral Music Education, and a minor in dance. While at GMU, she was a student conductor for

the Soundcheque vocal jazz ensemble, GMU University Singers and Chamber Singers, and

conducted the pit for James Joyce’s musical, “The Dead”.

She studied voice under Kathryn Hearden, conducting with Stan Engebretson and Lisa

Billingham, and piano with Kelly Ker-Hackleman and Brian Gantz. She has served three officer

positions in the GMU chapter of the American Choral Director’s Association, and helped cheer

on the GMU basketball team on synthesizers in the “Green Machine” pep band.

Mrs. Tangredi has spent time teaching all grades K-12, and has participated in

conducting master classes with Weston Noble and Anton Armstrong. Outside of teaching, Mrs.

Tangredi sings as the mezzo-soprano soloist for the New York Ave. Presbyterian church in

Washington D.C., and continues her dance study in Laban movement theory. She is also singing

Lead in the Vienna Falls Sweet Adeline’s Chorus, and tenor in her quartet, “See Jane Sing”. She

will be playing the role of Zorah in Loudoun Lyric Opera’s production of Ruddigore this October.

Mrs. Tangredi is active in many professional organizations – the American Choral Director’s

Association, Virginia Music Educator’s Conference, the Orff-Schulwerk group at GMU, Sweet

Adeline’s International Education division as well as the Virginia Education Association. This is

Mrs. Tangredi’s third year at Freedom High School teaching choir and beginning guitar.

“Those who wish to sing always find a song.” ~ Proverb

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Choral Calendar of Events

Participation in all underlined after school rehearsals & concerts are required. If you are going

to be absent from any dress rehearsal or concert, your parent must call Mrs. T at 703-966-

5632 and e-mail her at chantel.tangredi@lcps.org. This includes absences related to illness and

family emergencies- I need to know that you are accounted for and safe. Please note that

scheduling family trips, birthday parties and work during required choral events is considered

unexcused absences and will result in a lower grade. Make-up work is required if you have an

excused absence from any dress rehearsal or concert. See the section in the handbook

regarding make-up work for excused absences for an example. Any additions to this calendar

made a month in advance to the performance date will be held to this attendance policy.

Concert Notes: Please notice that I have given you the after school rehearsal dates now. When

you sign up for sports, inform your coaches ahead of time of the rehearsals that will be

required. Your attendance will be graded as this is a co-curricular activity. I ask for very little of

your after school time all year.

September

10 Registration Deadline for Honor’s Choir (seniors) FHS

11 TAG DAY Fundraiser 8-2 pm Aldie, VA

28-30 All County Auditions (After School) FHS

October

2 VMEA Honor’s Choir Auditions (Seniors Only) Longwood College

November

2 District Choir Auditions (Time TBD) Heritage HS

3 Fall Concert Dress Rehearsal (4-6 PM) FHS Auditorium

4 FHS Choir/Orchestra Fall Concert (7:30 PM) FHS Auditorium

5-6 All-County Choir Stone Bridge HS

18-20 VMEA Honor’s Choir (Seniors) Virginia Beach, VA

December

?? Rhapsody Sings at White House Tree ?? Washington, D.C.

20 Winter Concert Dress Rehearsal (4-6 PM) FHS Auditorium

21 FHS Choir/Orchestra Winter Concert (7:30 PM) FHS Auditorium

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January

14 A Cappella Workshop (All Day) Loudoun County HS Sponsors

February

11-12 All-District Choir (All Day) Park View HS

15 All-Virginia Honor’s Choir Auditions (Juniors/Seniors) Broad Run HS

March

9 Pre-Festival Dessert Concert (7:30 PM) FHS Auditorium

10 Tri-M Honor Society Inductions FHS

19 District Festival Adjudication TBD

April

?? FHS China Exchange?? Beijing, China

28-30 All-Virginia Choir (Jrs & Srs) TBD

May

19-21 FHS Musical FHS Auditorium

June

1 Spring Show Dress Rehearsal with Pit (4-6 PM) FHS Auditorium

2 Choral Pops Spring Show (7 PM) & Awards FHS Auditorium

21? Graduation Commencement Ceremony GMU Patriot Center

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Course Descriptions

Bel Canto Choir Grades 9-12

This is a high school entry-level ensemble for women; however an informal

audition/interview is required for entrance. You must be able to sing on pitch and attend all

after-school rehearsals and concerts.

Singers will learn a variety of music in English and other languages, in unison and parts, and

learn rehearsal and performance skills.

All students will learn to sight-sing using solfege syllables. Basic musical fundamentals will

also be introduced and/or developed.

May combine with the other choirs in occasional after school rehearsals and concerts.

Advanced Women’s Choir Grades 9-12

Entrance to this ensemble is by audition only. The class is intended for more advanced

students who are able to read music, and have previous experience in choral or instrumental

ensembles.

The director will consider your past performance, sight-reading ability, rehearsal discipline,

and attendance record during your audition. Rising 9th grade students may audition with

the high school director, or gain entrance by their middle school director’s

recommendation.

Singers will learn a variety of music in multiple languages, parts and styles. Students will also

perform choreography for popular and jazz standards. Students will be singing in four part

harmony by the end of the school year.

Students will continue to develop their performance skills and musical reading abilities, as

well as their knowledge of music history and the impact of music on society.

May combine with the other choirs in occasional after school rehearsals and concerts.

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Chamber Choir Grades 10-12

Entrance to this ensemble is by audition only. This class is a mixed SATB choir, intended for more advanced students who are able to read music, and have previous choral experience.

Students will learn music in four to eight parts, and sing in a variety of languages. They will perform standard choral repertoire as well as contemporary choral works. They will perform a variety of sacred and secular choral works with a diversity of cultures.

Students will combine with the orchestra and bands for departmental performances.

Because our program is growing, all men wishing to sing are placed in this choir. They will be held to a high level of excellence and expected to rise to the challenge.

Rhapsody Grades 11-12

Rhapsody is a select ensemble of 12 to 18 singers intended for highly motivated, disciplined and musically talented students. They are representative of Freedom High School, and perform

outreach concerts in venues outside of school. Students who audition for this ensembles must;

Have a strong commitment to choral excellence Have strong organizational and management skills Be able to sight-read and sing your own part in a quartet Show evidence of past success in a choral ensemble at Freedom, including excellent

rehearsal discipline, attendance, and ability to work with peers Be willing to practice at home regularly and come prepared to rehearsal with pitches and

rhythms learned

Rhapsody splits its time between being a madrigal ensemble, and singing jazz and popular music. Students are expected to learn a large amount of repertoire quickly, and be held to a high standard of singing. This class is intended for older singers because of the rigor and self-motivation required to perform well. However, some outstanding sophomores may be placed in the ensemble at the director’s discretion.

Men in the Morning Grades 9-12

Men in the Morning (© Kyle & Andrew) is Freedom’s “zero period” choral group. Any males attending FHS (enrolled in choir or not) are welcome to come out Tuesday mornings at 8:15 am to sing with other “dudes” for fun. As one student aptly put it, “No chicks allowed…except you Mrs. T”. We will sing repertoire from pops, barber shop, do-wop, men’s a cappella as well as classics. Our goal is to recruit more men into the program so that we can have a men’s choir during the school day, as well as men in chamber singers. So bring your friends!

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Choral Program of Studies

Philosophy

Music, through its inherent ability to develop intellectual and emotional communication skills, encourages cultural awareness, and enriches society. The FHS choral curriculum provides opportunities for students to attain the knowledge and skills necessary to become musically literate, well-rounded individuals. Participation in the choral program engages the mind, raises self-esteem, improves self-confidence and is vital in developing the positive attitudes towards schooling and life-long learning. Furthermore, singing in the choral program is important to the educational process because it develops students;

Intellectual skills required to comprehend the language of music, which will enable them to continue to learn new music independently throughout their lives

Coordination, contributing to the physical expression of musical sound

Interpersonal skills through participation in an ensemble

Ability to listen to many different kinds of music with understanding, and gain a broader cultural and historical perspective

Ability to recognize and pursuer excellence in musical experiences

Ability to express themselves creatively

Vocal Technique

Diction: Pure vowels, diphthongs, voiced and invoiced consonants

Ranges and designations of the singing voice

Physiology of the vocal mechanism

Vocal Production: posture, breathing, range, open throat, resonance

Accuracy of intonation

Choral Technique

Rehearsal discipline; how to rehearse, how to mark scores, cooperation to improve oneself and the ensemble

Responding to conducting gestures

Thinking as a choir of one, not many

Active listening– being able to hear what is going on in all parts

Using movement and kinesthetic gestures to feel and see a musical concept

Using imagery to achieve a desired musical response

Exercises to develop good intonation, blend, balance and diction

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Music Literacy

Pitch: Identifying notes in treble and bass clefs

Rhythm: Identifying rhythmic notation and duration, time signatures, simple and compound meter; accurately performing patterns by clapping, speaking and count singing

Ear-Training: Aural Recognition of pitch and rhythmic intervals, recognizing dynamic levels and articulations; learning how your part fits into the ensemble

Solfege: A sequenced approach to sight-reading melodies using solfege syllables (do, re, mi…) will enable students to accurately sing 4-16 measure melodies; a harmonic immersion solfege system to help students sing accurately in multiple parts

Improvisation: Improvising melodies, harmonies, rhythmic patterns

Musical Vocabulary: Identification and use of proper musical terms

Theory: Identifying key signatures, scales, intervals, triads

Analysis: Analysis of choral literature being rehearsed, and identifying musical concepts introduced in class

Choral Literature

History: Understanding the historical significance and cultural characteristics of sacred and secular selections, as well as composer biographies

Lyric Analysis: Understand the meaning of words and phrases, and how the composer uses music to convey their message

Demonstrate an understanding of the relationship between fine arts and disciplines outside the arts

Performance Skills

Stage presence: Proper dress and demeanor in performance

Memorization of music

Developing audition skills in preparation for college

Ensemble singing: Singing in small ensembles or one on a part, applying good vocal technique and facial expression

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Evaluation

Listen to, describe and apply elements of music found in choral literature: including melody, timbre, harmony, meter, style, form and texture

Develop, describe and apply criteria for evaluating choral performance

Monitor personal achievement in sight-singing, part-singing and vocal technique, as well as group performance

Analyze and apply feedback from adjudicated performances, such as district festival

Concert Programming

The FHS Choral Program is intended to provide students with a well-rounded musical experience. The educational process of preparing a work for performance far outweighs any consideration given to the entertainment value of a selection. Concerts are planned to present a diverse selection of music for study and performance throughout the year. Music is selected with the following criteria in mind:

Educational value for both students and audience

Cultural and historical value

Level of difficulty and accompaniment

Relationship of a selection to the program theme

Availability—is it in print, and will it fit into the choral budget

Enjoyment for the singers, conductor and audience

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Grading Policy

Each student’s grade is determined by participation and achievement in their ensemble rehearsals. The ensemble depends on every singer to rehearse and perform to the best of his/her ability at all times. It is important that the singer recognize that they are an integral part of the combined choral instrument, and part of a team that relies on the positive attitude and talent of each individual for its overall success. Therefore, the choral grading policy places an equal amount of weight on both the process (individual daily participation) and the product (concert).

Daily Rehearsal Participation (40%)

Every student will begin all rehearsals with 5 participation points. To keep all five points, students should;

Come to rehearsal with all their music, their folder and a pencil (no gum).

Leave all non-choir materials at the side of the classroom.

Be engaged in active participation—good posture when singing, good rehearsal etiquette, positive attitude, marking scores, being attentive to the conductor and the musical needs of the ensemble, and refraining from talking while rehearsing a piece.

When you attend class but are ill and cannot sing, your participation is still valuable! To receive your daily points, you will need to take a rehearsal observation form and observe rehearsal, following the music and marking your score. Turn it in to the director at the end of class—often students are able to hear things they don’t notice while singing!

Homework, Quizzes, Papers and Tests (20%)

Students will increase their comprehension levels as musicians and become musically literate through exercises and quizzes, including but not limited to:

Vocal and choral techniques and terminology, theory knowledge, notebook checks

Score marking checks, ‘student teaching’ opportunities, listening quizzes, self-evaluation

Sight-Singing and part-singing testing in small groups (2-6 students) or solo

Students with a valid absence will be allowed to make-up tests/quizzes after-school or in study hall. Late homework will NOT be accepted this year. I will often do ‘pop’ quizzes, so it is to your advantage to be in class and on time. Points vary upon difficulty of assignment.

Performances (40%)

The culminating event of rehearsals is the concert, and both are given equal weight. Choral students are required to attend ALL scheduled performances. Students are expected to be on time in the proper concert attire, abiding by concert etiquette and actively participating with a positive attitude.

Dress Rehearsals - 100 points each Concerts - 200 points each

Students are graded on their attendance, timeliness, etiquette and actual performance.

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Classroom Participation Levels

Students are graded on preparation, class assignments, independent progress, behavior and confidence. Examples of work levels would be;

5 - Always has music and pencil, marks all music as directed, completes bell ringers and class worksheets, evidence of home practice, always attentive and setting examples for rehearsal procedures, able to perform independently and as part of a small group

4 - Occasionally does not have music/pencil, marks music, makes adequate effort on bell ringers and worksheets, makes up some work when absent, good effort and seeks help when needed, needs few teacher reminders to refrain from talking, able to perform independently but has trouble holding a part in a small group

3 - Often does not have music/pencil, frequently does not mark music, has incomplete class work, fair effort with some evidence of home practice, needs frequent reminders to listen attentively and refrain from talking, does not follow rules of good rehearsal participation, unable to perform independently, but able to sing part with others on the same line

2 - Rarely has music/pencil , doesn’t mark music or do class work, little evidence of home practice and does not seek help, creates frequent interruptions, unable or refuses to sing independently and shows little effort to improve with extra help

1 - Does not come prepared to class and fails to participate, shows a disrespectful attitude towards the choir and causes frequent distractions, unwilling to sing alone

Dress Rehearsal / Concert Grading Rubric

100 Points - Arrives 10 minutes before the posted time, attends warm-up and rehearsal, is properly dressed, displays excellent concert etiquette, has required concert materials, actively watches conductor during performance and gives full effort.

90 Points - Arrives at the posted time, attends warm-up but sometimes distracts others with talking, is properly dressed, shows good concert etiquette while performing but may talk when others are on stage, has concert materials, watches conductor, gives most of their potential and attention during a performance.

80 Points - Arrives late to warm-up (unexcused), displays some inappropriate behavior. Talks at inappropriate times. Is distracting during a performance, or as an audience member. Forgets some of their materials or uniform, doesn’t watch conductor all the time, gives decent effort during a performance.

70 Points - Arrives late, missing uniform parts and/or music, frequent disruptions during warm-up and rehearsal, doesn’t know music, inappropriate conduct on stage or in audience, student may not be allowed to perform.

Failure - Student is asked not to perform due to being musically unprepared, absences or disciplinary action.

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Attendance Policy

Freedom Choirs abide by all of the school’s attendance polices regarding tardiness and

absences. Students are allowed to be tardy once per quarter. A second tardy will merit detention, and

a third tardy will be escalated to an administrative referral.

Choir is not an “extra-curricular”, as in athletic team sports where no grade or credit is given.

All choirs are co-curricular activities, in which the student is required to attend both in-school and out-

of-school rehearsals and concerts. A grade and credit is given for completion of the requirements. A

student may not participate in an after-school rehearsal or performance if:

The absence from school that day is unexcused.

The student is serving an in– or out-of-school suspension, however administrative permission may be

granted.

The following are considered ‘unexcused’ absences for all required out-of-school dress rehearsals or concerts;

I had to work or baby-sit.

Give your employer at least two weeks notice of the conflict. The director will be happy to call your employer at your request if it is needed. If you are irresponsible and give too short a notice, they have a right to respond unfavorably! Plan ahead and communicate.

I had to finish my homework and study for a test.

Every student has homework and has to manage their time accordingly. Teachers do too! You are jeopardizing the performance of the whole ensemble by missing a choral event, and therefore bringing down the class as a whole. Again, plan ahead.

I didn’t have a ride.

It is your responsibility to find a ride to each choral event if one is not provided for you by the county. Pre-arrange rides with other choir members who live close if needed. If a parent was planning on taking you to an event and is caught in traffic, call Ms. P (703-966-5632) immediately, and I will try to have someone come pick you up. In an extreme case when all other options have been exhausted, call a cab, get a receipt, and the choral department will reimburse you for the fare.

I had a family birthday, anniversary or trip.

These are considered unexcused for dress rehearsals and concerts. Under the circumstances, it is at the discretion of the director to allow the student to make up the concert.

I had sports.

Choir is a graded class and concerts supersede your sports practice, which is extra-curricular. You need to let your coaches know when you sign up at the start of the season of the few choir dates.

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Excused absences from a choral activity:

Illness which confines you at home.

Death in the family

Religious Observance (please give a 2 weeks e-mail notice from parents so I can plan for you)

Other pre-arranged absences must be approved by the director in advance. These are considered on a case-by-case basis. PLEASE talk to me, don’t leave me guessing after a concert.

All excused absences must be made up within a week after the concert or no credit will be given. Please talk with the director ahead of time to get an alternate assignment. It is your responsibility to seek out an alternate assignment in a timely manner.

As a member of a performing ensemble, you are expected to attend all class sessions and after school rehearsals and performances. A choral calendar of required and optional events is included within this handbook. Students are expected to place all activities and assignments in their school planner and calendars.

An absence from a dress rehearsal for any reason may exclude you from the concert!

The director reserves the right to decide whether or not you will perform in the concert if you fail to attend a dress rehearsal. If the director decides that it is not in your best interest, or that of the ensemble for you to perform, you will be given an alternate assignment consisting of;

Attending the concert as a critic and reviewing all of the performances, with your choir’s performance in more detail.

Sing through the concert alone for the director, and demonstrate your knowledge of the music.

Classroom Policies

Students need to be in the classroom when the bell rings, preparing for class. Students should leave their belongings (including cell phones) on the side walls of the classroom, and only take their choir folder, music, pencil and water to their chairs.

There will be no food, drink or gum in class (other than water). It is impossible to sing and breathe properly when chewing gum. Students are expected to get rid of their gum on the way INTO the classroom. Any student who is chewing gum in class loses their participation points for the day. A warning will be given to a student the first time I catch them with gum – I will write them up on a referral for any subsequent incidents.

You are responsible for knowing your music. If you need extra help, I am available after school, as well as your section leaders.

Would you practice your choir music in Biology? No? Then do not try to do your biology homework in choir. If I catch you doing other class work in my choir, you will first be given a warning, and I will write you up for any other offenses. We are a team, and you can learn from your fellow singers even if your section is not singing.

Respect your section leaders and choir officers – they are here to help you and are my extra helpers. Have a ‘can do’ attitude and we will soar above and beyond!

Take pride in everything you do – this is our classroom and it will only be as great as you want it to be.

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Uniform & Dress Code Policy

Specific uniforms have been selected for each chorus to wear during scheduled

performances. The intent of the uniform is to provide a standard group appearance that will

enhance the presentation and performance of the choir.

Every member of the choir is expected to fully comply with the dress code. Students

unable to meet the requirements by performance time due to their own fault will not be

allowed to sing on stage, and must attend the concert as an audience member and write a

concert review.

At this time FHS is lucky enough to be able to provide uniforms to students free of

charge. Students will be required to provide a few of their own uniform pieces that are

particular to each individual (shoes, stockings, socks etc…).

Women

A black choral dress will be checked out to you. You are required to provide your own black

closed-toe dress shoes. Heels should be kept conservative, as you will be standing on risers.

Hosiery should be sheer black. Women will be allowed to wear small stud earrings in the ear

lobe (two per ear) and one piece on each hand (either a ring or a bracelet). Women may also

wear a small necklace if it falls within the neckline of the dress.

Men

Men’s dress is a full tuxedo. A jacket, pants, bowtie and cummerbund will be checked out to

you. You are expected to provide your own wing-tipped white tux shirt, black dress socks and

black dress shoes. Men will be allowed to wear small stud earrings in the ear lobe (one per ear)

and one piece on each hand (either a ring or a bracelet).

Rhapsody

Rhapsody singers perform jazz music. For our jazz music, men should have a black long sleeve

button down shirt, black pants, black shoes and socks. We will wear coordinating gold ties.

Women should find a conservative and stage appropriate black knee length dress—having gold

accents is acceptable for Freedom HS colors. Students are responsible for finding their own jazz

attire – your concert attire will be provided to you. We may be purchasing show choir gowns

this year.

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Requirements for everyone

Do NOT wear cologne or perfume. DO wear deodorant!

All facial piercing jewelry should be removed prior to performance. Tongue studs, lip rings,

labret piercings and septum rings or retainers are NOT permitted in any rehearsal or

performance, because they interfere with your diction, breathing and singing.

Hair must be well groomed and presentable for performance. Hair must be pulled back so

that it does not block your face and eyes. Hair must be natural colored for all adjudicated

and judged performances - they will mark the whole choir down for unprofessional

appearance.

Keep track of your uniform. If a bowtie or cummerbund is lost, get in contact with the

uniform coordinator immediately so a replacement can be ordered.

Arrive at concerts in complete performance attire on time. Do not dress at school unless you

are coming directly from another activity.

Students are required to maintain proper care of their uniform throughout the year. When

uniforms are turned in at the end of the year, students should have their name and dry-

cleaning receipt on the uniform.

Your uniform is like your textbook for choir – it is your responsibility to turn it in after the

school year in good working condition. You will be assigned a specific uniform with

numbers on the tag. Double check your uniform before you sign the check out paper

stating that it is in good working order. If you break a zipper or pop a button off it is your

responsibility to mend the item. If you are receiving a new dress or pants, you may need to

have the item hemmed to fit you. Dresses should fall an inch above the floor in your heels.

A warning on choir dresses: These dresses have ‘invisible’ zippers – the fabric covers the zipper

when the dress is closed. Because of this, they have a tendency to get stuck at the ribbon,

or when students quickly zip the dress. This causes the fabric to get stuck in the zipper, and

the zipper to rip fabric or become misaligned, rendering the dress broken.

Zipper repairs can cost $25 to $30. To avoid this, students need to slowly zip and unzip their

dresses and treat them with care. Singers should hold the fabric together with one hand

and zip with the other – do not force the dress to zip. If it will not zip up, do not sign for it

when you are being issued a dress, we will find you a different dress.

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Parent and Student Contract Signature Form

Please sign and return this page to Mrs. Tangredi by September 14th. This will count as a test

grade. Ten points will be deducted for each day that it is late.

FHS Choral Uniform Agreement

I have read the dress code policy for the FHS Choral Department and understand that I

am to wear my entire uniform at each concert performance. I must also remove any facial

jewelry before a performance, and maintain a natural hair color during adjudicated

performances. Failure to comply with the dress code may result in my removal from a concert

performance and a zero in participation grade.

Further, I understand that I am borrowing a school owned uniform, and will treat it with

care and respect. It will be issued to me in good working order, and I am responsible to mend

any damage I may cause or replace the uniform. I must dry-clean and return the uniform at the

end of the year, or I will be charged for the full cost of the uniform.

Please read and initial the box with your agreement.

I have access to the choral handbook and calendar for the 2010-2011 school year.

I have read and understand the choral information, uniform, attendance and grading

polices and agree to abide by the director’s expectations. If not, I understand that the teacher

will exercise disciplinary action as necessary.

My student has permission to attend all choral events. I understand that if school

transportation is not offered for field trips, it is our responsibility to provide it.

Name of Student (Print): ________________________________________________________

Home Phone: ________________ Student e-mail: ____________________________________

Parent/Guardian Names: _________________________________________________________

Preferred Phone Contact (W/H/C): _________________________________________________

Parent E-mail: __________________________________________________________________

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Choral Group (circle): Bel Canto Adv. Women Chamber Rhapsody

The choral boosters will provide valuable support for the choral program. The organization is responsible for the countless “behind the scenes” activities for each event, and gives parents an opportunity to become involved with the many musical activities which take place during the year.

I would like to start a parent booster organization to help the choir run shows and fundraise. If we are going to try to take a trip this year, I cannot do it alone. I need a core group of parents who can organize other parents to help the department. I especially need assistance with fundraising, so we can send our students to sing.

Even if you do not have time to be a parent facilitator, please consider volunteering for one or more of the activities below. Check the appropriate item and have your student return the form with your choral contract on the reverse side.

Parent Name / E-mail: __________________________________________________________________

I am interested in helping with the following:

___ Choral Board Officer: Vice President, Secretary

___ Choral Booster Treasurer (finance/accounting experience needed)

___ Hospitality for concerts and events; set-up, vending, clean-up

___ PTSA Choir Representative

___ Programs

___ Uniforms Management (ordering, fittings, distribution/collection, altering)

___Chaperone (local trips, spring trip, etc)

___ Nurse/First Aid for Spring Trip

___ Fundraising events (coordination, transportation, chaperone)

___ Photography ___ Work with students in class on music/choreography

___ Videographer (Tape concerts and provide a master to director)

___ Accompanist on piano for concerts (paid!)

___ Decorations / Spring Show Stage Design

___ Concert Set-up, Clean-up, Tear-down

___ Other Talents: ___________________________________________