1. Emily Saxman Mondello Growing a Men’s Chorus at Your School 1

2.  1644 total students  118 ESOL students  220 students with disabilities  49% free and reduced lunch  21students in transition (homeless)  37% below grade level in reading  424 students in reading remediation 2

3.  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 3

4. Whole-Group Concerts  Soda Shoppe Showcase (Fundraiser)  Winter Concert (Free admission)  Prism Concert (Fundraiser)  Pre-MPA Concert (Free admission)  Spring Concert (Free admission) 4

5. Other Performances  School Board Meetings  City Council Meetings  In-School Lunchtime Performances  Open House Night  Performances at local businesses  Disney Candlelight  Baccalaureate 5

6. At our Feeder Middle School(s)  Lunchtime Performances  Classroom visits/mini-performances  Sharing bus transportation  Combined concerts (Winter Concert)  In-School Performance (Prism Concert) 6

7. 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 7

8. Within our community  Word of mouth  Choral program reputation  Parents/older siblings  Fliers hung in local businesses  Community event performances 8

9. When your students buy into your program, your goals become their goals. 9

10. Ownership in the Chorus Program  Buy in  Goals  Mutual respect  Setting high standards  Shared successes and experiences  Awards 10

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12. 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 12

13. “ Do what you can with what you have where you are” – Theodore Roosevelt 13

14. 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 14

15.  “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.” 15

16.  “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.”  16

17.  “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.” 17

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19.  “ 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 19

20. Emily Mondello Bayside High School 1901 Degroodt Road SW Palm Bay, FL 32908 mondello.emily@brevardschools.org 20