2014A Cappella Harmonv Academv Handout #2 Page 1. Sweet Adelines International Balance & Blend Joan Boutilier

Similar documents
WHAT IS BARBERSHOP. Life Changing Music By Denise Fly and Jane Schlinke

VOCAL CHARACTERISTICS OF THE FOUR VOICE PARTS

SWEET ADELINES INTERNATIONAL MARCH 2005 KOUT VOCAL STUDIOS. Barbershop Criteria

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory

LESSON 1 PITCH NOTATION AND INTERVALS

BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.)

Rate the following from 1-5 with 1 being weak and 5 being strong. Song Title: Use in Repertoire:

Level. Topic. Musicality. Unity. Theme/Script/MC/ Mic Technique. Creativity. Communication A 86-93

The Practice Room. Learn to Sight Sing. Level 2. Rhythmic Reading Sight Singing Two Part Reading. 60 Examples

2014 Music Performance GA 3: Aural and written examination

LEAD SECTIONAL. Expression Accurate sense of plan basic to complex Ability to craft a simple and successful plan, leave the interp for coaches

DOC s DO s, DON T s and DEFINITIONS

The Composer s Materials

Student Performance Q&A:

AP Music Theory Syllabus CHS Fine Arts Department

Study Guide. Solutions to Selected Exercises. Foundations of Music and Musicianship with CD-ROM. 2nd Edition. David Damschroder

FINE ARTS Institutional (ILO), Program (PLO), and Course (SLO) Alignment

The Practice Room. Learn to Sight Sing. Level 3. Rhythmic Reading Sight Singing Two Part Reading. 60 Examples

Music Theory Fundamentals/AP Music Theory Syllabus. School Year:

Student Performance Q&A:

MUSIC CATEGORY. I. INTRODUCTION... p. 1 A. The Music Category... p. 1 B. Relationship with Other Categories... p. 2. II. MUSICAL ELEMENTS... p.

Contest and Judging Manual

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Music Theory

Music Theory. Fine Arts Curriculum Framework. Revised 2008

CHAPTER ONE TWO-PART COUNTERPOINT IN FIRST SPECIES (1:1)

All rights reserved. Ensemble suggestion: All parts may be performed by soprano recorder if desired.

Music Selection Prepared by Lorraine Barrows with input from past scripts by Carolyn Butler, Vicki Uhr, Marge Bailey, Joni Bescos.

Additional Theory Resources

Marion BANDS STUDENT RESOURCE BOOK

MUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music.

Office of Curriculum, Instruction, and Technology. A Cappella Choir. Grade 10, 11, or 12. Prerequisite: Concert Choir or Chorale.

MUSIC CURRICULM MAP: KEY STAGE THREE:

AP Music Theory Syllabus

Elements of Music - 2

Partimenti Pedagogy at the European American Musical Alliance, Derek Remeš

Power Standards and Benchmarks Orchestra 4-12

UMT - COMPLETE MUSIC THEORY COURSE FINAL EXAM - ADVANCED RUDIMENTS

Oskaloosa Community School District. Music. Grade Level Benchmarks

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

VCE MUSIC PERFORMANCE Reading time: *.** to *.** (15 minutes) Writing time: *.** to *.** (1 hour 30 minutes) QUESTION AND ANSWER BOOK

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Band - Grade Six

Celebrate Theory. Level 8 Worksheets

AP Theory Overview:

Student Performance Q&A:

EXPECTATIONS at the end of this unit. some children will not have made so much progress and will:

Curriculum Catalog

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION MUSIC DEPARTMENT MUSIC THEORY 1. Grade Level: 9-12.

5 th GRADE CHOIR. Artistic Processes Perform Respond

Primo Theory. Level 7 Revised Edition. by Robert Centeno

Curriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks)

Alleghany County Schools Curriculum Guide

TABLE OF CONTENTS CHAPTER 1 PREREQUISITES FOR WRITING AN ARRANGEMENT... 1

Advanced Placement Music Theory

Keyboard Foundation Level 1

MMTA Written Theory Exam Requirements Level 3 and Below. b. Notes on grand staff from Low F to High G, including inner ledger lines (D,C,B).

Section V: Technique Building V - 1

AP Music Theory Syllabus

Music Guidelines Diocese of Sacramento

The Composer s Materials

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?

Understanding basic tonic chord structure and how the singer can find her note from the pitch blown

Fairfield Public Schools Music Department Curriculum Choral Skill Levels

Music Key Stage 3 Success Criteria Year 7. Rhythms and rhythm Notation

MUSC 133 Practice Materials Version 1.2

Version 5: August Requires performance/aural assessment. S1C1-102 Adjusting and matching pitches. Requires performance/aural assessment

SCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing

Theory of Music. Clefs and Notes. Major and Minor scales. A# Db C D E F G A B. Treble Clef. Bass Clef

STRATFORD PUBLIC SCHOOLS Music Department AP Music Theory

Texas State Solo & Ensemble Contest. May 25 & May 27, Theory Test Cover Sheet

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

Eighth Grade Music Curriculum Guide Iredell-Statesville Schools

Personal Development Stream Course Contents

Student Performance Q&A:

Curriculum Mapping Subject-VOCAL JAZZ (L)4184

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper A Repertoire

MUSIC (MUS) Music (MUS) 1

Instrumental Performance Band 7. Fine Arts Curriculum Framework

ILLINOIS LICENSURE TESTING SYSTEM

PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)

Choir Scope and Sequence Grade 6-12

Lesson Week: August 17-19, 2016 Grade Level: 11 th & 12 th Subject: Advanced Placement Music Theory Prepared by: Aaron Williams Overview & Purpose:

Music Theory. Level 3. Printable Music Theory Books. A Fun Way to Learn Music Theory. Student s Name: Class:

STRAND I Sing alone and with others

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

Rhythmic Dissonance: Introduction

SPECIAL PUBLICATION. September Notice: NETPDTC is no longer responsible for the content accuracy of the NRTCs.

Grade 5 General Music

Music Solo Performance

NOT USE INK IN THIS CLASS!! A

CSC475 Music Information Retrieval

This document can be used for Men s and Women s Glee Clubs as well as beginning and intermediate choirs.] Table of Contents

A.P. Music Theory Class Expectations and Syllabus Pd. 1; Days 1-6 Room 630 Mr. Showalter

MUSIC PROGRESSIONS. Curriculum Guide

Assessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation.

Basic Theory Test, Part A - Notes and intervals

Connecticut State Department of Education Music Standards Middle School Grades 6-8

2011 Music Performance GA 3: Aural and written examination

GRADUATE/ transfer THEORY PLACEMENT EXAM guide. Texas woman s university

Transcription:

2014A Cappella Harmonv Academv Page 1 The Role of Balance within the Judging Categories Music: Part balance to enable delivery of complete, clear, balanced chords Balance in tempo choice and variation appropriateness Balance in integrity of rhythmic components and how they satisfactorily fill the time allotted to them Balance in terms of contrast of phrasing and dynamic plans Balance in terms of structural symmetry of arrangements and rhyme scheme Expression: Balance of pulse, rhythmic delivery, emphasis/no emphasis Contrast of dynamics that enhance lyrical delivery Dynamic flow and power and movement to climax Balance of moods conveyed Appropriate allotment of word sounds Showmanship: Natural, planned choreography that enhances (balances) the musical presentation Costuming and appearance that enhance (balance) the musical presentation The balance of all-out raw energy and artistic restraint Sound: Bass/lead match; baritone "fill"; tenor relation to lead and ratio of tenor "size" to bass Balance of vocal registers; our harmony relates to the natural cone of the human voice: resonators in chest, throat, mouth and sinuses-they get progressively smaller and lighter Matched resonating spaces and choices; coning of vocal range

2014A Cappella Harmony Academy Page 2 Barbershop Technique Singing barbershop harmony is an exciting experience indeed, and many thrills are in store for the singer as she explores the many facets of this unique form of music. She will experience the excitement of "ringing a chord," the feeling of accomplishment as each new song is learned and the challenge of learning to apply techniques which will help to perfect and polish the musical performance. Those whose musical experience includes participation in other vocal groups will find that barbershop harmony has several characteristics which make its sound distinctive... and in fact, different from the sounds experienced in those other vocal groups. Barbershop music is sung "a cappella." Instrumental accompaniment is used only on a rare occasion for variety or special effects. The melody in a barbershop arrangement is generally carried by the second voice part (lead) rather than the top voice as in most other forms of choral music. Barbershop arrangements are voiced in such a manner that complete chords are always present. The bass usually sings one of the strong components of each chord, which provides a firm foundation while emphasizing the "bassy" sound characteristic of a barbershop chorus or quartet. The treble clef is sung as written; the bass clef is sung an octave higher than written. This superimposes the bass clef onto the treble clef, and when it is played on the piano in this manner the notes are in proper position. Rhythm numbers are sung with a solid, swingy beat, occasionally punctuated and embellished by a swipe or chord progression which retards or breaks the rhythm of the song. The ballad, on the other hand, is usually NOT sung with a metered cadence, but generally sung with free-flowing phrasing which serves to accent the meaning of the words. While the inherent rhythm is never completely abandoned, the primary emphasis is on artistic delivery of the message of the song rather than strict adherence to written tempo.

2014 A Cappella Harmony Academy Page 3 The Tenor Voice with its distinctive qualities, lightness and almost bell-like clarity, has sufficient maturity of sound to complement the other voices. Lyric sopranos generally make good barbershop tenors. Since the tenor part is sung primarily above the lead (the natural harmony part sung high), the voice must be capable of singing high notes (e'-f") with consistent quality and control. Unlike the soprano voice, the barbershop tenor uses very little vibrato; any vibrato should be almost imperceptible. The lead Voice generally carries the melody line of the song, so she must sing with authority. Ideally the lead voice has clarity, brilliance, depth, maturity and a sense of "style" which will set her voice apart from others. She utilizes a sufficient amount of vibrato to add interest to the tone, but not so much as to distort chord accuracy. Since the lead sings in the same range as the baritone (G -c"), the quality of her voice will make the distinction. She sings primarily in the chest register but, for consistency, it is important that she be able to make the transition easily from chest to head register and that quality remain consistent. The lead voice should be capable of a wide range of expressive dynamics. The Bass Voice must also possess the ability to sing with authority, for it is she who puts a solid foundation on every single chord. The bass voice must have a mellow, melodic quality, but with sufficient weight to add the desirable bass timbre to the group sound. She must be capable of sufficient volume and projection on her lowest tones so that the firm foundation of the bass sound is not overshadowed by the other parts. The average bass range is C - f'. (Note: high school girls' range may be E-flat to g'.) The Baritone Voice is the important fourth tone of the chord and she must be the most flexible in vocal quality. She sings in the same range as the lead (G - c") but with less clarity; in most arrangements she sings in the lower portion of her range more frequently than in the upper. Though consistency of qu;;llity between head ;;Ind chest registers is desirable, it is less important here than in the lead voice for this transition to be made imperceptibly, for the baritone actually sings with two voices. When she is below the lead she sings with a depth of tone that fills the gap between bass and lead; when she is above the lead her quality becomes more tenor-like, so as not to overshadow the melody. Proper handling of the intricacies of the baritone part plays an important role in achieving the lock and ring characteristic of a barbershop sound.

2014 A Cappella Harmony Academy Page 4 BARBERSHOP SOUND OBLIGATIONS OF ALL FOUR PARTS: Since we sing in an ensemble devoted to creating a cone-shaped sound, we must understand our responsibilities in making and maintaining our special kind of a cappella music: Good vocal production is the key to everything! Breathing, alignment, support, and energy are fundamental to all singing. All singers must commit to singing the right notes, the right words, the right intervals, the right rhythms-every time. Every performance of a song needs a musical plan, and each singer must know and rehearse the plan, performing it with accuracy and precision consistently. Then every singer must sing with energy in the body, face, and voice, all in an effort to create a better quality sound. Some additional personal responsibilities we also have as part singers: Respect the singers of other parts. Understand that there is a discrete craft to singing each part. Be responsible for one's own voice, its care, production, quality and development Strive to give 1000/0 all the time When being coached, be unafraid to ask questions and stay open to suggestions. Remember that confusion is the beginning of knowledge. Have fun singing!

Basic Rules for CHORD TUNING [don't confuse scale intervals with chord spellings] 2014 A Cappella Harmony Academy Page S ROOTS OCTAVES 3RDS Minor 3rds 5THS FLATTED 7 TH MIDDLE OF NOTE AND STRONG CONED, OPEN, LIGHTER, general rule is 50% volume on the upper note HIGHER AND LIGHTER AND CONED Just a little lighter and do not raise it, Sing on the low side of it. It is the "flavor" of the chord STRONG AND OPEN, ESSENTIALL Y THE MIDDLE OF THE TONE FLATTED, HAS A STRONG FEEL TO IT especially when in CHOPSTIX position Major 7th These are challenging, and easier said than done. The root and the seventh are better tolerated if the octave apart voicing. Requires accuracy and stamina. SIXTHS "SOUND-ALIKE" VOICES [esp. when close to the fifth] The 6 th tone needs to be a bit on the high side, and gives the "flavor" NINTHS [sometimes a chopstick but different feel] IMPORTANT TO MATCH VOCAL QUALITIES, try more "blending" quality. Usually a tender feel, use your ear! In the inverted position, the ninth [actually the second] will need to be strong and usually will be moving to the root to resolve the tension. Augmented Diminished IDemented] The eleven chords used in BBS harmony Most of these are used in passing; they need to be sung on the high side as their name implies- augmented [increased in pitch] the other parts must hold steady Usually sung lower as the name implies... Major triad barbershop 7th major sixth Major seventh major ninth ninth Minor triad minor sixth minor seventh diminished triad augmented triad The Tuning Point... Page 6

PYTHAGOREAN TUNING 2014A Cappella Harmony Academy Page 6 A scale tone tuning method that helps you to stay in the key. The basic concept is to sing the 2 nd, 3 rd, 6 th and 7th tones and any sharps in the key signature slightly raised.... Compared to Equal Temperament Tuning, there is more or less "space" between some note intervals than others... COMPARISON OF SELECTED FREQUENCIES Scale tone A A#/Bb 8 C C#/Db D D#/Eb E F F#/Gb G G#/Ab A EQUAL-TEMPERAMENT PYTHAGOREAN SCALE SCALE Interval from Root LOG Freq Hz LOG Freq. HZ CENTS CENTS Unison 0 220.000 0 220.000 Min.2 100 233.082 90 231.7695 Maj. 2 200 246.942 204 247.500 Min.3 300 261.626 294 260.7407 Maj. 3 400 277.183 408 278.4375 Perf. 4 500 293.665 498 293.333 Aug 41 Dim. 5 600 311.127/311.127 612/588 313.242/309.026 Perf. 5 700 329.628 702 330.000 Min.6 800 349.228 792 347.6543 MaJ. 6 900 369.994 906 371.250 Min.7 1000 391.995 996 391.111 Maj. 7 1100 415.305 1110 417.6562 octave 1200 440.000 1200 440.000 IF you want to delve deeper into the Pythagorean tuning concept, read on... The frequency value tells you how many vibrations per second to create any given pitch. Equal temperament tuning spaces 12 tones of the octave and EQUAL distance apart- the space from any tone to the next [half] step is always the same = 100 log cents. Pianos, keyboards and pitch pipes are tuned this way. This allows the instrument to be played in any key with relative accuracy but does not allow creation of the harmonic structure that locks and rings a barbershop chord. Pythagorean tuning requires that certain steps in the scale be raise or lowered to establish the harmonic structure which creates the overtones and ring of the barbershop chords we so love. Let's look at some of the tones on the chart. "do" [A) remains constant. Now look at E [fifth or 'so') Notice the difference in frequency between Equal Temperament and Pythagorean. [700 and 702) Not very much. Take a moment to find the notes that are higher; maj 2= B; maj 3=C#; maj 6=F#; maj 7=G#; Aug 4=D#. So that is why we sing the 2, the 3, the 6 and the i h and the raised 4th higher Okay- now find the notes that are lower; min 2=A#/Bb; min 3=Cnat; perf 4=D; min 6=Fnat; min 7=Gnat. So as a rule, anything lowered from the key signature is tuned lower. But as you know, we generally have a tendency to sing on the low side so we don't have to put much effort in herell There will be times, though, that you will experience the 'feel' of this.