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1 Page 1 of 8 Course Outline of Record Curriculum Council Approval Date: 09/15/2014 Discipline, Number, Title: Music 121, Beginning Voice Units and Hours: Unit Hours Lecture Hours Laboratory Catalog Entry: Requisites: Group instruction designed to develop basic principles of solo and choral voice production, diction, breath control and posture. Practice outside of class required. Recommended for non music majors and for music majors not studying privately. Field trips are required. Prerequisite: None Corequisite: None Recommended Preparation: None Repeatability: Non-Repeatable Course Family: A combination of Music 121, 122, 123 and 124 may be taken a maximum of four enrollments. Pass/No Pass Only: No Open Entry/Open Exit: No Credit by Exam: Course Purpose: No Train students to sing expressively. Develop breath control, poise and proper diction. Encourage free, vital tone quality. Establish the fundamentals of good musicianship. Provide basic vocal production skills for those with no previous singing experience. Provide non music majors or music majors not studying privately singing instruction which will supplement and support other music courses.

2 Page 2 of 8 Student Learning Outcomes: Upon successful completion of this course, students will be able to 1. Sing the following items from a given pitch: A. A major scale ascending and descending B. Major (M) 2 ascending (Asc) C. M 3 - Asc D. Perfect 4 - Asc E. Perfect 5 - Asc F. M 6 - Asc G. Octave - Asc 2. Sing 3 solo songs in English and sing 1 solo song in a foreign language. General Education & Transfer: Transfer Status: A. Transfers to UC & CSU Course Content and Objectives: Approx. Hours Content Introduction and overview Lecture Objective Demonstrate an awareness of the proper attitude toward singing which includes desire, curiosity, persistence, and patience Discover student s voice range Stage Fright Introduce specific ways to control it Introduce vocal practice techniques Learn how to cope with uncertainty Gain an understanding of one's own unconscious fears, physical tensions, and selfconsciousness Acquire an understanding in the development of vocal practice techniques Introduce: Techniques for strengthening confidence Ways to increase poise and personal singing control Assess how to exude a sense of confidence through posture, breathing techniques, persistence and attitude Gain the ability to sing through a song from memory

3 Page 3 of 8 Introduction to the psychology of vocal production Concepts governing various ideas and moods Begin to develop a good conception of sound through a mental image of the singing tone Acquire the ability of voice inflection to express feeling and meaning Motivation Ways of developing self discipline Use realistic expectations in developing singing goals Continue to practice and gain more experience in singing through memorized songs Introduce the "Fundamental physiology of vocal production" Acquire an understanding of basic components in the resonator, vibrator and breathing systems "Physical positions of posture used in singing." Inclass coaching on pieces required for midterm Acquire and discover one's own poised, balanced, and resilient singing posture Know how to present a song required for midterm Midterm singing exam with instructor critique Demonstrate vocal production knowledge acquired up to this point Introduce Physical process of breathing to prepare for and support singing Gain an understanding of the mechanics of diaphramic costal singing Gain an awareness of the hazards to the breathing system: colds, allergies, smoking, chemical irritants, poor health Concepts of breath control Utilize breath control as the automatic response to the impulse to sing Develop good breathing habits

4 Page 4 of 8 How it relates to vocal and choral tone Recognize the symptoms of poor breathing habits Breath control as relates to vocal music phrasing Know about legato phrasing technique through breath control Begin to use it in singing Essentials of phonation: throat, jaw, mouth. Vowels and diphthongs Acquire the knowledge of proper positions of throat, jaw and mouth for effective tone production Acquire the ability to recognize and produce vowel and double vowel sounds Nature of the singing tone and how it differs from speaking production Consonants Begin to develop conception of the ideal singing tone Begin to hear and evaluate tone qualities such as: pinched, closed, tight, deep, chesty, hollow Recognize and produce good consonant sounds Identification of various registers Presentation of the "R" consonant Begin to understand voice ranges as well as the concepts of head tone, chest tone, and falsetto. Introduce: Essential steps for learning a new song Musicianship information for singers: rhythm, intervals, tempo and dynamics Know the basic musicianship skills in the areas of rhythm, pitch notation, tempo and dynamics Preparation for final singing exam with instructor critique Practice pieces required for final

5 Page 5 of 8 Approx. Hours Content Individual vocal analysis and introduction of first song. Vocal exercises. 2. Individual vocal analysis and rehearsal of first song. Vocal exercises 3. First song memorized and sung. 4. Second song memorized and sung. Introduction of second song. Vocal exercises. 5. Third song memorized and sung. Vocal exercises. 6. Review of songs 1,2,and 3. Vocal exercises. 7. Selection of songs for midterm exam. 8. Written midterm exam. 9. Concepts of diaphramic costal breathing. 10. Rehearsal of fourth song applying body position and breath control principles. 11. Second and third song reviewed using body position and Laboratory Objective 1. Awareness of proper attitude toward singing which includes desire, curiosity, persistence, and patience. Discovery of student s voice range. 2. How to cope with uncertainty, unconscious fears, physical tensions, and selfconsciousness. Development of preliminary practice techniques. 3. How to exude a sense of confidence through posture, breathing techniques, persistence and attitude. Ability to sing through a song from memory. 4. Development of a good conception of sound through a mental image of the singing tone. Ability of voice inflection to express feeling and meaning. 5. Use of realistic expectations in developing singing goals. Continued practice in singing through memorized songs. 6. Understanding of basic components in the resonator, vibrator and breathing systems. 7. Development of a poised, balanced, and resilient posture. In-class practice on pieces required for midterm. 8. Demonstration of vocal production knowledge acquired up to this point. 9. Awareness of the mechanics of diaphramic costal singing. Awareness of the hazards to the breathing system: colds, allergies, smoking, chemical irritants, poor health. 10. How to utilize breath control as the automatic response to the impulse to sing. Development of good breathing habits and ability to recognize the symptoms of poor breathing habits. 11. Development of legato phrasing technique through breath control. 12. Knowledge of proper positions of throat, jaw and mouth for effective tone production. Ability to recognize and produce vowel and double vowel sounds. 13. Development of a conception of the ideal singing tone. Learning to hear and evaluate tone qualities such as: pinched, closed, tight,

6 Page 6 of 8 breath control principles. 12. Introduction of the fifth song, marking all double vowels. 13. Rehearsal of the fifth song, marking all consonants and identifying types. 14. Review of all songs presented during the semester. 15. Preparation of all songs assigned during semester for jury performance. 16. Review for final written exam. deep, chesty, hollow. Ability to recognize and produce consonant sounds. 14. Understanding of the voice ranges as well as the concepts of head tone, chest tone, and falsetto. 15. Knowledge of basic musicianship skills in the areas of rhythm, pitch notation, tempo and dynamics. 16. In class practice on pieces required for final. Course Materials: Royal Stanton, Steps to Singing for Voice Classes, Third Edition Ed. Waveland Press, INC (Required) ISBN: $38.00 Hand-out from the instructor Instructional Methods: These measures are typical of the instructional methods of this course; however, instructors may employ other related methods and not all methods listed are necessarily performed by each instructor: Activity Cooperative Learning Critique Directed Study Discussion Handouts Instructor-Prepared Materials Lab Lecture Observation and Demonstration The instructor will lecture and demonstrate vocal principles presented in the text Students will be exposed to, and will practice as a group, vocal exercises which assist in building the vocal instrument

7 Page 7 of 8 The class will sing, as a group, songs chosen to develop techniques presented in class Individual performances in front of the class, with critique from instructor. Limited individual instruction Class analysis of peer performances and group discussion Critical listening to a live solo vocal or choral concert outside of class and writing a critique of the concert Video tapes on the voice, shown when available Methods of Evaluation: These evaluation methods are typical of this course; however, instructors may employ other related methods and not all methods listed are necessarily performed by each instructor: Exams/Tests Quizzes Papers Oral Presentation Field Trips Class Participation Class Work Class Performance Final Class Performance Final Performance Observation and evaluation of attitudes and actions Final Exam Oral and/or written commentary on cultural materials presented Midterm solo piece Class discussion of peer performances Performance of 5 solo songs Written concert report Written final (musical terms) Outside of Class Assignments: Reading textbook written explanations Practicing songs and vocal technique exercises Attending a live vocal/choral concert and writing a critique Participating in outside class work vocalizing and singing assigned songs Outside Class Hours: 32 Hours Grading Criteria: Vocal Recital report 5 points Dress rehearsal and Spring-Television Showcase 40 points Class discussion/participation 20 points Final sung exam (any 3 songs-memorized) 35 points Vowel enunciation 7 points Consonant articulation 7 points Pitch 7 points Vocal production 7 points

8 Page 8 of 8 Memorization of song literature 7 points GRADING SCALE points = A points = B points = C points = D 0-59 points = F