1. Rochester Adams High School Choral Music Department Treble, Men, Concert, Advanced Women’s and Chamber Choirs 2010 – 2011

2. Mr. Thomas Blue tblue@rochester.k12.mi.us B.S. in Music Education from Roberts Wesleyan College B.S. in Music Education from Roberts Wesleyan College Master’s Degree in Music Education/ Choral Conducting from Michigan State University Master’s Degree in Music Education/ Choral Conducting from Michigan State University Coursework for a Ph. D. in Music Education at Michigan State University Coursework for a Ph. D. in Music Education at Michigan State University Past Music Director of Symphonia Chorale Past Music Director of Symphonia Chorale Music Director for the Pontiac- Waterford Barbershop Chorus Music Director for the Pontiac- Waterford Barbershop Chorus Several Who’s Who Awards Several Who’s Who Awards WDIV Rochester Middle School Teacher of the Year WDIV Rochester Middle School Teacher of the Year Kiwanis Teacher of the Year Kiwanis Teacher of the Year Several District Awards Several District Awards A Nominated State Honor’s Choir Director A Nominated State Honor’s Choir Director Presenter at Local, District and State Conferences Presenter at Local, District and State Conferences Church accompanist Church accompanist Reside in Lake Orion, Michigan Married to Jana (Czech decent) Daughters Anna (12yrs.) and Grace (9yrs.) and Emma (2 yrs.) Besides writing and performing music, interests include camping, golf, gardening and collecting books and old music ( print and recorded)

3. Choir Handbook 2010-2011 Opening Letter Opening Letter National Standards National Standards Overview (course descriptions, goals, vision) Overview (course descriptions, goals, vision) Grading system Grading system Performance Policy Performance Policy Rehearsal Guidelines Rehearsal Guidelines Choral Music Calendar Choral Music Calendar

4. What Makes Us Successful District and State Choral Festival Winter Concerts Spring Concerts Training Future Teachers from Oakland University and Rochester College National Anthem at Sporting Events Voice Lessons Spring Musical/ SMT Performance with Rochester Symphony Combined Performances with Stoney Creek and Rochester High Performances with the Joeffrey, Cincinnati and Grand Rapids Ballet and the MOT Orchestra Performances at the OPC Performances at the RCS Sparkle Awards District/ State Solo/ Ensemble Festivals Perform music of different cultures Study music history and art Study singing techniques Study pronunciation of vowels/ consonants in various languages Practice proper articulation of poetic texts Practice vocalises for voice range/ projection Listen analytically to ourselves and others Explore a variety of performance practices Study characteristics of various voice types Learn the vocabulary of music Learn music reading and composition techniques Participation as an active ensemble member Gain self confidence as an independent singer (musician)

5. National Music Standards Singing alone and with others, a varied repertoire of music Singing alone and with others, a varied repertoire of music Performing on instruments, alone and with others, a varied repertoire of music Performing on instruments, alone and with others, a varied repertoire of music Improvising melodies, variations, and accompaniments Improvising melodies, variations, and accompaniments Composing and arranging music within specific guidelines Composing and arranging music within specific guidelines Reading and Notating music Reading and Notating music Listening to, analyzing, and describing music Listening to, analyzing, and describing music Evaluating music and music performances Evaluating music and music performances Understanding relationships between music, the other arts, and disciplines outside the arts Understanding relationships between music, the other arts, and disciplines outside the arts Understanding music in relation to history and culture Understanding music in relation to history and culture

6. Concerts Concert dates are listed in the schedule of events and on the website. Concert performance is very important to the success of our class. The concert is where we demonstrate our performance practice, performance excellence and those things that are accomplished in our classroom. Concert dates are listed in the schedule of events and on the website. Concert performance is very important to the success of our class. The concert is where we demonstrate our performance practice, performance excellence and those things that are accomplished in our classroom. Concerts are a requirement of the class and provide a musical feast for our audiences. Concerts are a requirement of the class and provide a musical feast for our audiences. Our concerts provide the opportunity for us as musicians to share with you how we have “basted our musical accuracy thoroughly and efficiently in a marinade of beauty, meaning, vitality.” (P. Rardin, University of Michigan) Our concerts provide the opportunity for us as musicians to share with you how we have “basted our musical accuracy thoroughly and efficiently in a marinade of beauty, meaning, vitality.” (P. Rardin, University of Michigan)

7. Grading in Choir  Choir will require each student’s participation. The classroom grade is based on  Participation in class and in concerts  Worksheets and Projects  Quizzes and Tests  Point system consisting of rehearsal, performance, tests, quizzes, participation, make- up and extra credit points at the end of each marking period

8. A Philosophy of Music Education David Elliot: music educator at University of Toronto David Elliot: music educator at University of Toronto Book: Music Matters Book: Music Matters To act artistically as a music-maker is to engage in music making and music listening as “praxis” To act artistically as a music-maker is to engage in music making and music listening as “praxis” Artistic music making and intelligent music listening involve a multidimensional, relational, coherent, generative, open, and educable form of knowing called musicianship. Artistic music making and intelligent music listening involve a multidimensional, relational, coherent, generative, open, and educable form of knowing called musicianship. Bennett Riemer: music educator at Northwestern University Bennett Riemer: music educator at Northwestern University Book: A Philosophy of Music Education Book: A Philosophy of Music Education The education of human feeling through the development of responsiveness to the intrinsically expressive qualities of sound. The education of human feeling through the development of responsiveness to the intrinsically expressive qualities of sound. The music program is the means for arranging for aesthetic perception and aesthetic reaction (aesthetic experience) to take place systematically. The music program is the means for arranging for aesthetic perception and aesthetic reaction (aesthetic experience) to take place systematically.

9. Multiple Intelligence Theory Howard Gardner, Harvard cognitive psychologist Most well known book is “Frames of Mind” The eight intelligences are: –Linguistic (word smart) –Logical-mathematical (logic or number smart) –Spatial (picture smart) –Bodily-kinesthetic (body smart) –Musical (music smart) –Interpersonal (people smart) –Intrapersonal (self smart) –Naturalist (nature smart) –Each person has all eight intelligences –People can develop each intelligence to an adequate level of competency –Intelligences work together –Many ways to be intelligent in each area

10. Why Do I Teach Music Not because I expect you to major in music Not because I expect you play or sing all your life Not so you can relax Not so you can have fun But so you will be human So you will recognize beauty So you will be sensitive So you will be closer to an infinite world beyond this world So you will have something to cling to So you will have more compassion, more gentleness, more goodness, in short – more life Of what great value will it be to make a prosperous living unless you know how to live?

11. Our goal is to nurture talent, inspire passionate excellence, and beauty. (UCLA Music Department)