All+State+Chorus+Info

There is a new format for All State Chorus auditions this year, detailed below under item number **IV**. Visit this page soon for more information, rehearsal tracks, and other helpful items!

Students will sing a selection at the appropriate level. See the Chorus Division Webpage link for All-State Chorus Information to view a comprehensive list of the current year’s acceptable solos. Solos must be sung accompanied without enhancement or melody added to the accompaniment. Failing to comply with the audition song requirements will result in disqualification.
 * I. Solos**

9th & 10th Grade Solo:

[|In the Country - high.mp3] [|In the Country - high - accomp.mp3] [|In the Country - low.mp3] [|In the Country - low - accomp.mp3]

11th & 12th Grade Solo:

I have updated these files with me singing the Italian. Sopranos & tenors should sing the e minor key. Basses & altos should sing the c minor version.

[|Come raggio - e minor - vocal.mp3] [|Come raggio - e minor - accomp.mp3] [|Come raggio - c minor - vocal.mp3] [|Come raggio - c minor - accomp.mp3] [|Come raggio translation.pdf]

A select panel of adjudicators dedicated to judging solos will rate singers on intonation, rhythmic accuracy, pitch accuracy, vocal tone quality, diction and musicality. The rubric can be viewed on the Chorus Division Webpage link for All-State Chorus Information. This component will comprise a potential 30 points of the overall audition.

Students will sing a Major, Natural Minor, and Chromatic scale (a cappella) using the appropriate starting pitch as listed on the Chorus Division Webpage link for All-State Chorus Information. A panel dedicated to adjudicating scales and sight-reading will assess each scale for accuracy ascending, accuracy descending, overall intonation, and maintaining tonality throughout the process. This component will comprise a potential 10 points of the overall audition. The rubric for assessing scales can be seen on the Chorus Division Webpage link for All-State Chorus Information.
 * II. Scales**

B-flat scale: media type="file" key="Scales B flat.mp3" width="240" height="20" C scale: media type="file" key="Scales C.mp3" width="240" height="20" D-flat scale: media type="file" key="Scales D flat.mp3" width="240" height="20" D scale: media type="file" key="Scales D.mp3" width="240" height="20" E-flat scale: media type="file" key="Scales E flat.mp3" width="240" height="20" F scale: media type="file" key="Scales F.mp3" width="240" height="20"

Students will sing three (3) different 4-measure sight-reading examples using the method with which they are accustomed. Before each example, students will hear the starting pitch, the block chord in the appropriate tonality, the arpeggio of the block chord, and the starting pitch again before being given a 30-second practice period during which students can sing out loud without being scored. At the end of each 30-second practice period, students will hear the block chord and starting pitch again before performing each example. Students will receive credit for each half measure sung with correct pitches and rhythms. They will receive bonus points for each example for maintaining intonation and a relatively steady tempo throughout the performance. The rubric used to score sight-reading may be seen on the Chorus Division Webpage link for All-State Chorus Information. This component will comprise a potential 30 points of the overall audition.
 * III. Sight-Reading**

If a student begins a sight-reading example on a pitch other than the one given by the judge, BUT sings intervallic relationships and rhythms correctly throughout the example, credit for the remaining half measures will not be affected. If a student changes tonality midway through a sight-reading example, BUT sings intervallic relationships and rhythms correctly throughout the rest of the example, credit for all subsequent measures beyond the half measure where the tonality change occurred will not be affected.

Teachers of handicapped students are encouraged to come into the audition room to assist with the sight-reading portion of the audition in the method the student has practiced. It is the responsibility of the regular teacher to devise a method so that the handicapped student can perform the sight-reading. Region Organizers will make every effort to accommodate this need within the teacher’s scheduled duty for the audition day.

Students will be given an aural/theory assessment incorporating three (3) sections. This portion of the audition will be given to students in groups utilizing a prepared CD. Answers will be marked on Scantron forms using #2 pencils (both of which will be provided at the audition site).
 * IV. Aural/Theory Assessment**

Students will hear ten (10) sets of short melodies. After listening to each set, students will determine if the two melodies heard were (a) the same, (b) different in pitch, or (c) different in rhythm. This portion will comprise a potential 10 points of the overall audition.
 * A. Melodic Comparisons**

Students will hear and read a notated 4-measure melody to identify the measure where a pitch difference occurs or if the melody was performed as written. Students will follow the same 4-measure melody a second time to identify the measure where a rhythm difference occurs or if the melody was performed as written. This procedure will be followed for a total of five (5) 4-measure melodies. This portion will comprise a potential 10 points of the overall audition.
 * B. Melodic Audiation**

Students will identify ten (10) musical symbols and/or terms. In preparation, all students will be provided a level-appropriate bank of twenty musical symbols and/or terms in the fall prior to the auditions. The symbols and/or terms will be drawn from the All-State Chorus repertoire submitted by the clinicians the summer before the auditions. This portion will comprise a potential 10 points of the overall audition.
 * C. Theory**