CHS Choral Website

Assessments and Placements

General Information

 

Prior to every academic year, students are individually assessed for placement in The Chantilly High School Choral Music Program. Assessments and placements are processed through a stringent set of academic standards and skill-based requirements. These assessments and placements are the sole responsibility of the program directors. While all enrolled high school students are eligible to participate in the choral music program , assessments and placements are not based on academic grade level. There is, however, an average student distribution, by grade, that is typical in a choral program of this size and course offering.

 

Typically, the majority of freshmen and sophomores will be placed in the “Beginning/Novice” level courses . Sophomores and Juniors will make up the core of “Intermediate/Advanced” Level program, and Juniors and Seniors will most often participate in the “Advanced/Artist” level courses.

 

This does not mean that every senior will be placed in the most advanced level group, nor does it imply that a freshman is ineligible for artistry level. Therefore, students should not assume placement based solely on “seniority.” Assessments are summarized in natural talent, skill development, personal work ethic, and the core knowledge and performance capabilities within the academic curriculum. These statements are only intended to outline the average annual distribution of student placement by academic grade level.

 

The most important thing to remember is that as students work through a four-year comprehensive plan to participate in choral music, each year is a skill building and academic growth period that is intended to support a student’s academic needs according to his or her current level of ability. A student may spend several years in one “ensemble.” But the approach to growth is an individual process, and since high school students represent a wide range of physical and academic development, students are expected and encouraged to learn and grow accordingly, so as to provide a positive experience in music for the rest of their lives. Continuous and concurrent years of study are encouraged as singing and performing are learned and developed over time. Continued growth and progress through the program are dependent upon ongoing practice and academic applications.

 

Potential Enrollment Structure for placement and ensemble growth

 

Placement Structure

 

Student Assessment and Placement Process and Outline

 

The Chantilly High School Choral Music Department assesses over 260 students annually as potential members of the Concert and Show Choir Program. Placement Assessments are open to all students and are intended to serve the sole purpose of properly placing students in a class best suited to accommodate the maximum individual growth and advancement in both the academic study of the performing arts and individual performance skills.

 

1. Students must complete a vocal assessment for all choirs except Concert Choir and Multi-Cultural Choir. A dance assessment is also required in order to be eligible for the Light Touch, Magic Touch, or Touch of Class Show Choirs.

 

2. An assessment packet is made available to all students, which outlines the specific requirement to be fulfilled in the assessment process. The packet also includes an individual student biography sheet that must be returned in conjunction with the audio assessment tape.

 

3. The skill assessment consists of five distinct elements.

 

 Vocal  - 60 Point Possible

 

 Dance - 40 Point Possible Total – Show Choir Only

 

*** 100 Point Total Score Possible*

 

4.   Vocal Assessment:

 

  A) Student submits vocal assessment materials on an audiocassette tape.

 

  B) The directors of the program listen to and assess each taped audition independently (not together), assigning a numerical score to the National Anthem, the Personal Selection, and the Assigned Selection.

 

  C) Vocal maturity, balance, diction, tone quality, resonance, dynamics, style, rhythm, pitch, vocal strength, soloistic presentation, vocal quality, range and music reading are just a part of the vocal assessment process. The Chantilly Choral Program incorporates the rubric and guidelines for student assessment of the Music Educators National Conference(http://www.menc.org/publication/books/performance_standards/9-12.html), which outlines student levels as “beginning,” “proficient,” and “advanced.” We also incorporate the Fairfax County Public Schools Standards of Learning for Music Education - Choral Performance. (Copies available in the Choral Music Office.) This system defines performance standards as “beginning,” “intermediate,” “advanced,” and “artist.”

 

  D) Each director’s scores are totaled.  The two directors’ scores are then averaged to establish the student’s total and final vocal score.

 

5.   Dance Assessment

 

A) Students learn a short segment of choreography with a variety of rhythm, coordination and stylistic elements.

 

B) Students have two days to practice the assigned routine.  Often, a written outline is made available for student review purposes.

 

C) Students then perform the dance routine in groups of three or four.  The directors and a panel of professional adult judges assess each student’s performance.  Each group will receive at least two run-through opportunities before the panel.

 

D) All directors and judges give scores for poise and appearance and choreography dance. Visual presentation, stage presence, energy, rhythm, style, precision, accuracy, personality, poise, appearance, flexibility, athletic ability and experience are all elements that are a part of the total dance assessment.

 

E) Each set of adult directors’/judges’ dance scores are added together individually, and then averaged to establish the total and final student dance score. No student feedback or scoring is used in the assessment and placement process.

 

6. Total Assessment Scores:

 

Final Assessments are established by averaging the student’s vocal score for placement in concert ensembles. The averaged vocal score is combined with the averaged dance score for show choirs.  When reviewing the scores, directors reserve the right to reassess any and all audition material, including the personal bio sheet and academic record of an individual student.  In cases where a wide score discrepancy appears, the directors may reassess materials.  However, this does not mean that a score will be adjusted.

 

7. Group Assignments:

 

Student information/scores are put into a computer database, where they are sorted first by voice part and then by score (highest to lowest).

 

A) Directors assess group sizes as well as the vocal and visual needs of each Choir Ensemble.  This is also in keeping with the group ability levels established by the directors and FCPS Program of Studies.

 

B) The placement of each student in an ensemble is based on the individual skill assessment and the ranking of individual scores in contrast and comparison to the other students with the same voice part, and to the specific sectional needs of each ensemble.