Course outcomes- Following are the competencies to be attained.

Transcription

1 Title: Seminar in Choral Techniques and Methods Course: MUS 422 Credits: 2 Description: Criteria for selection of vocal music, examination of representative music suitable for groups at various levels of development, principles of programming, rehearsal techniques and organization. Course outcomes- Following are the competencies to be attained. Students will be able to:...identify and analyze representative musical forms, styles, performance practices, performance media, as well as representative composers and compositions of western music, and describe the musical traditions and characteristics of diverse and representative world cultures....demonstrate a basic knowledge of instrumental and vocal techniques and acoustics, including tone production and intonation, articulation and diction, voice placement and changing voice....demonstrate a basic knowledge of approaches to music instruction, materials and literature for students in kindergarten to grade 12 of varying abilities....demonstrate ability to accompany a vocal ensemble on a keyboard instrument....interpret vocal music scores and understand range, tessitura and phrasing....interpret vocal scores with the instrumental parts and understand percussion, string or wind instrument requirements necessary for interpreting and producing music from scores. know vocal and choral instructional materials and solo and ensemble repertoire, representing diverse periods and cultures, and beginning, intermediate, and advanced levels from kindergarten through grade12. demonstrate understandings and skills of vocal pedagogy and vocal health, including the child voice and the changing voice. develop curriculum goals and purposes based on the central concepts of vocal music and know how to apply instructional strategies and materials for achieving student understanding of this discipline.

2 Illustrate how the principles in the Professional Education Unit core Belief Statement may be applied within the choral music secondary setting. Professional Education Unit Core Belief Statement We exist to prepare professionals to continuously improve Birth Grade 12 student learning in twenty- first century schools. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content and pedagogical expertise, and professional dispositions to improve students learning by: (1) actively engaging in a culture of reflective practice and continuous improvement (2) demonstrating awareness of and an ability to respond to broader psychosocial and global contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, and critical thinking. Outline of topics: 1. European Roots of Choral Music a. Greeks, Romans, Hebrews b. European culture 2. Choral Music in America a. Beginnings, singing-schools, choral societies, church choirs, a cappella tradition 3. Characteristics of a master teacher 4. Understanding the adolescent a. Biological, cognitive development b. Social, family relationships c. Musical characteristics 5. Dealing with adolescent voices in the music classroom a. Vocal registers, female voice, male treble, changing voice and changed voice in middle school and high school b. Motivation, training the uncertain singer c. Early methods, strategies of McKenzie, Swanson, Cooper, Cooksey, Baresssi, and Gackle d. Classes with emphasis on performance a. Sequential choral program b. Extracurricular choral activities e. Classes without emphasis on performance a. General music b. Fine arts course in high school c. Related secondary experiences 9. Proper vocal technique applied to choral literature a. Posture, breathing, resonance b. Exercises 10.Teaching music literacy 12.Adolescents singing together

3 a. Diction, tone, interpretation, style 13.Getting the most out of rehearsals b. Auditions, rehearsal preparation, standing formations c. Literature d. Score preparation and presentation 14. Instructional materials for the choral program a. choral methods books b. sight-singing materials c. octavos d. warm-up materials 14. Discipline 15.Administration a. Campus activities, budget, evaluating students, ethics, professional advancement b. Music budgets, facilities, equipment, computer technology, choral library Projects and assignments: 1. CLASS PREPARATION: reading assignments, written assignments, videotape, CD and DVD viewing due on time. 2. 3x5 cards repertoire file: choral music collection, including diverse cultures, world traditions 3. Written log of 2 school choral rehearsal visitations 4. 2 original choral programs created 5. Resume and cover letter 6.10 videotape outlines 7. Written critiques of 2 WSU choral presentations Text: Phillips, Kenneth H. Directing the Choral Music Program, New York: Oxford University Press, Pagel, Randy and Spevacek, Linda. The Choral Director s Guide to Sanity and Success! Dayton: Heritage Music Press, Materials: manuscript paper, CD's, DVD s, videotapes, videotapes, 3x5 filing cards and file box, audio equipment, piano, camcorder Evaluation Criteria: 1. Class participation (56 points) A. attendance, class discussions (26 class meetings X 2 points for prepared involvement) (52 points) 2. Final (44 points) A. 40 Repertoire cards (12 points) B. 2 school choral rehearsal visitations (10 points)

4 C. 2 original choral programs (10 points) D. Resume and cover letter ( 2 points) E. 10 video tape outlines ` (10 points) F. 2 written critiques of WSU choral presentations Weekly Schedule (4 points) 100 points 1/17 Syllabus, Introduction to textbooks. Preparing resumes and cover letters. 1/22 View 2 videos. Tuning your choir and Rehearsal techniques with children Detailed discussion of upcoming projects. 1/24 Discuss one video and the prepared resumes and cover letters 1/29 Ch. 18: Performance practices 1/31 A Music Teacher is a Teacher: CDG Ch. 1-4; Voice lessons in the Classroom, CDG Ch. 10, Musicianship in the classroom, CDG Ch. 13 2/5 CH 7: Adolescent voices. CDG Ch : Boys and girls voiced different? CH 8: Disipline. CH 9: Choosing the music Video: Sing and rejoice, Helen Kemp, and Video: The Children s Choir Doreen Rao 2/7 CDG Ch 15: Repertoire 2/12 CH 10: Preparation of the music. CH 11: Performances. CH 12: Popular music 2/14 Video: What you see is what you get, Rodney Eichenberger 2/19 2/21 CH 13 and 14: Vocal Development 2/26 CH 15: Warm-ups; CH 16: Sight singing. CH 17: Rehearsing. CH 18: The Performance. CGD Ch. 14: Musical success, CH 21: Planning for Success 2/28 3/5 Break 3/7 Break 3/12 3/14 3/19 CH 1: The choral director, CH 2: Phiosophy, CH 3: Recruiting and promoting 3/21 3/26 SDG Ch 6-9: recruiting, support, showcasing, festivals 3/28

5 4/2 CH 4: Program building. CH 5: Information flow. CH 6: Management. CDG Ch. 5: management 4/4 4/9 Perusal of choral methods books and other instructional materials 4/11 4/16 CDG HC 16-21: FAQs, anticipation, attitude, wisdom, humor 4/18 ALL PROJECTS DUE TODAY AT 11 am 4/23 Project evaluations 4/25 Project evaluations Professional Education Unit Core Belief Statement We exist to prepare professionals to continuously improve Birth Grade 12 student learning in twenty- first century schools. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content and pedagogical expertise, and professional dispositions to improve students learning by: (1) actively engaging in a culture of reflective practice and continuous improvement (2) demonstrating awareness of and an ability to respond to broader psychosocial and global contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, and critical thinking. 3B-3: interpret choral music scores with an understanding of range, tessitura, phrasing, diction and articulation Alignment with Standards of Effective Practice Standard Learning Opportunities Assessment/Evaluation Readings from text, class Repertoire card assignment discussions, videos, visits evaluation to choral rehearsals in public schools 3B-5: know vocal and choral instructional materials and solo and ensemble repertoire, representing diverse periods and cultures, and Repertoire card assignment each card includes discussion of interpretation of the score Perusal of choral method books and other instrumental materials with class discussion and evaluation; Compilation of choral programs, choosing music based on understanding of score Repertoire card assignment Choral program assignment

6 beginning, intermediate, and advanced levels from kindergarten through grade 12; 3B-6: demonstrate understandings and skills of vocal performance pedagogy and vocal health, including the child voice and the changing voice Repertoire card assignment Class Visits to observe vocal demonstrations of students at various levels. Videotapes with vocal technique experts working with children and adolescents, some specifically focusing on changing voice Textbook readings and class discussion Written descriptions of choral rehearsal visits Videotape outlines Appropriateness of repertoire cards for given ages and types of voices.