Choral Placements

for the 2016-2017 School Year


Let me thank you all for a fantastic year! It's been a joy to learn and work with your students, and while we still a long ways to go till summer vacation it's still time to start thinking toward next year.

Auditions are a stressful time for everyone. Many students are very passionate about this process, and since movement up the classes depends on this one moment I want to make sure everyone involved understands what my expectations are. The processes of placing students for next year has two parts: the audition and the placement. You'll find a outline of both below. And as always, please feel free to contact me with any questions you have either before or after the process.

The Audition

Auditions will begin in class on Monday, March 14th and will continue over a 2-3 day period. The students will be graded based on a rubric based off what they would have seen at GMEA All-State Chorus. This includes Range/Tonal Memory, Scales, a prepared song, Sight Reading, and Class Behavior. A copy of this rubric will be available to all students before the audition. You can also find a copy using the link below.

Mulligan Auditions

On Friday, March 18th I will allow students to sign up for Mulligan Auditions after school from 3:45-5:00. Mulligan auditions are a chance for students who felt like they choked on the first try to have a second chance. There are only two rules. First, no student will be allowed to see their first score and I will provide no recommendation as to whether they should re-audition. Second, the Mulligan Audition score replaces their old score even if it is lower than the original. I will not compare the scores, nor will I inform you of what it was. For all intents-and-purposes the first score no longer exists. Student should consider these rules carefully before they decide to pursue it.


The placement process involves three components. The most important component is the audition score, followed by classroom behavior and seniority. Once audition scores have been determined, students who achieve above a certain benchmark are placed in our top choirs with each choir having a slightly lower benchmark. Because student scores are not consistent, and because sight reading examples are not always the same difficulty, these benchmarks can fluctuate slightly every year. However, our goal is to place students in choirs that are appropriate to their skill and development.

If a choir still has slots available after scores have determined enrollment, we then look to behavior. Put simply, the philosophy is that students who are attentive and hard working can handle being placed in a choir above their current development level. These students are expected to work extra hard right from the beginning of the year to make sure that they do not fall behind the rest of the class.

Finally, in the rare instances where two students have similar scores and classroom behavior, we look to seniority, with students who have been enrolled in our program longer or who are upper classmen are given precedence. This is not a common occurrence, however when it does happen we follow this policy.