Here are the basics for the 'Cup Game'

We are learning rythms in choir this semester as well as the skill of having different things going on at the same time (singing parts, rounds, etc.). This is an important (and fun) way to help kids minds develop in important ways that will help them tremendously in their future musical endeavors.

I encourage your entire family to learn this. You may start with just doing the cup part or just singing, and then try to do both at the same time.

NOTE: This will work with any song with a moderate tempo that has 4 beats per measure (sorry, it won't work for a waltz).

Be sure to watch the first tutorial video. It makes it MUCH easier to learn. The written instructions will then make sense.

Make sure you only use PLASTIC cups (that you don't care about ... they will end up on the floor often).

Here's the 'how to get started' instructions

Each action inside a set of [] is one 'action' or 'beat'

[Clap] [Clap]

[Tap] [Tap] [Tap]         {tap the bottom of the cup}

[Clap] [Grab the cup on the bottm] [move it to the left]     {the 'move' is to pick it up and then put it back down, so the cup 'hits' the table on the beat}

 {slight pause}

[Clap] [Left hand over and grab the cup] [tap the open end of the cup with the right hand] [hit the bottom of the cup on the table]

[switch the cup to the right hand by grabbing the bottom of the cup with the right hand] [Slap the table with the left hand] [put the cup Down (bottom up) with the right hand]

Now here's the 'short' version of the actions based on above

Clap Clap

Tap, Tap, Tap

Clap, Grab, Move
(slight silent pause)
Clap, Grab, Tap, Hit, Switch, Slap, Down!

You can find a more LENGHTY instruction (and history) here:

http://voices.yahoo.com/article/209673/tap-yourself-into-cup-game-brief-history-the-293938.html

You can watch a video tutorial here:

[Direct link to the video: http://www.youtube.com/watch?v=Grb1oa72kmk]

Here are some other videos of 'the cup game'

The 'game' (no music involved)

http://www.youtube.com/watch?v=iFXWcKx9Gvw&feature=related

Rich Mullins (creator) performing it live

Rich mullins is the guy on the right

Rich performing with his band

Rich is the guy in the middle

Another group performing it

Here are the links for the percussion ensemble music:

University of MN Drumline

Main site - http://www.tc.umn.edu/~drumline/index.html

Charts and recordings - http://www.tc.umn.edu/~drumline/music/index.html

 - NOTE: The full recoring that I played at rehearsal on 1/19 was the 'All Cadences & Cheers'; the individual sections are listed in the 'Candences' section on that page.

Percussion Ensemble Music

Listen to some of these pieces and see if you'd like to do any of these.

Desert Heroes - http://www.grandmesamusic.com/index.php?option=com_k2&view=item&id=910:desert-heroes&Itemid=100046

Fireworks Extravaganza - http://www.grandmesamusic.com/index.php?option=com_k2&view=item&id=909:fireworks-extravaganza&Itemid=100046

There are more pieces on the site, but we don't have any other recordings yet. You can read about them here:

http://www.grandmesamusic.com/index.php?option=com_k2&view=itemlist&layout=category&task=category&id=207&Itemid=100046

March Concert

I talked to Mr. B today and he said we should plan on preparing the piece that we had originally for that concert (because we only have a couple more rehearsals). And we can work on the cadences or something else for the next concert. 

If you have any questions or suggestions, please just email me at This email address is being protected from spambots. You need JavaScript enabled to view it..

Some cool drumline videos

Objectives and Overview

Proposed Guidelines

Rehearsals:                 tba (90 min.)

Performances:            tba (approx. 3-5 per semester)

Additional Instructions:

These 'Content Standards' are taken from the National Standards for Music Education as guidelines in what students in the performing arts (music) should be learning.

The U.S. Department of Education lists the arts as subjects that college-bound middle and junior high school students should take, stating "Many colleges view participation in the arts and music as a valuable experience that broadens students’ understanding and appreciation of the world around them. It is also well known and widely recognized that the arts contribute significantly to children’s intellectual development." In addition, one or two years of Visual and Performing Arts is recommended for college-bound high school students.

Getting Ready for College Early: A Handbook for Parents of Students
in the Middle and Junior High School Years, U.S. Department of Education, 1997

Students of music continue to outperform their nonarts peers on the SAT, according to reports by the College Entrance Examination Board. In 2006, SAT takers with coursework/experience in music performance scored 57 points higher on the verbal portion of the test and 43 points higher on the math portion than students with no coursework or experience in the arts. Scores for those with coursework in music appreciation were 62 points higher on the verbal and 41 points higher on the math portion.

The College Board, Profile of College-Bound Seniors National Report for 2006.

"When I hear people asking how do we fix the education system, I tell them we need to do the opposite of what is happening, cutting budgets by cutting music programs.... Nothing could be stupider than removing the ability for the left and right brains to function. Ask a CEO what they are looking for in an employee and they say they need people who understand teamwork, people who are disciplined, people who understand the big picture. You know what they need? They need musicians."

— Former Arkansas Governor Mike Huckabee, 2007

Data show that high earnings are not just associated with people who have high technical skills. In fact, mastery of the arts and humanities is just as closely correlated with high earnings, and, according to our analysis, that will continue to be true. History, music, drawing, and painting, and economics will give our students an edge just as surely as math and science will.

—Tough Choices or Tough Times: The report of the new
Commission on the Skills of the American Workforce, 2007

Mr. Chris Paschen has a degree in Music (with an emphasis in Music Composition and vocal pedagogy/vocal training). He has been a worship pastor in the Twin Cities (as well as Michigan and Illinois) and has worked with high school students in almost every job he has had. He started working with high school youth choirs and youth bands and has been a high school band director (the assistant to the band director at North High School, North St. Paul, and the District 622 Summer Marching Band director). He started directing student groups before he reached high school and has been directing for over 20 years.

He has a strong desire to see home school students have the musical (and other performing arts) opportunities that he had while growing up.

He is a parent of 3 home-schooled students ranging from 3nd to 10th grade who are involved in performing arts at Celebrate Dance, Shoreview Homeschool Band, as well as the TCHSPA choirs.

Just like performing arts groups in the public schools, the choir will require regular participation in the activity of the choir; however, the choir is not a co-op.

Here are a few ways that parents may participate (or may be expected to participate) in the choir program:

• Rehearsal Monitor - assist with classroom discipline (to ensure that the maximum use of time is achieved at each rehearsal)*
• Performance Assistants - aid the choir in aspects of performing (location planning, performance set-up/tear-down, etc.)
• Special activities planning - if parents and students desire to participate in special events (trips, etc.), help with the planning
• Fund raising - help plan fund raising events to help cover regular costs of the choir, scholarship funds, or for special activities (this activity will be optional and done at the discretion of parents as it supports the program as planned by the group director/s).

*NOTE: To help provide safety and security for all students and adult leaders we will ask that there always be a parent present at all regular or special rehearsals. This will usually not require any specific work, it will mainly just involve being present at the rehearsals (or other events).

We will provide information to parents and a 'sign-up' opportunity 2-3 weeks prior to the start of the first rehearsal.

Parent Information Meeting

We plan to have an information meeting 1-3 weeks prior to the first rehearsal each semester. This meeting is designed for parents (although choir participants are welcome). Information about performance schedules for the semester as well as general Q&A will take place at this meeting. Parents are strongly encouraged to come to these meetings so they know what to expect and what is expected of them and the choir members.

Students will be expected to participate in rehearsal and do at-home work (practicing their parts, paperwork assignments, including one short research project each year). Students are also expected to participate in all performing events.*

Although we do not require students to directly provide a testimony of Christian faith, we do expect them to behave in a manner in keeping with one who is a follower of Jesus Christ. Some of the specifics of these expectations are:

• Modest attire (both girls and guys should refrain from wearing any immodest clothing - specific details to be provided in the choir handbook prior to the start of the year)
• Respect director/s - this includes refraining from excessive distraction during rehearsals
• Respect other students
• Teachable spirit - all students should plan to learn, excessive prideful attitude will be addressed in grades and invitation to return in future semesters

*Performances

We expect to have approximately 5 performances each semester (for secondary choirs). This number may vary and may increase if opportunities present themself and students are available. Although we expect all students to participate in all performances, we do know that schedules sometimes conflict with other activities. We will take that into consideration when planning the performances as well as when providing end-of-semester participation review. [Missing one performance (or possibly two) will not seriously effect the students final review. However, students who miss excessive performances will have their final review effected and may not be allowed to participate in future semesters/years.]

Performances will be scheduled close to the regular rehearsal times as much as possible.