Repertoire Project

Go to first post for other ideas.

Repertoire Project Piece 7

"Songs of a Rainbow Nation"-- Alexander L'Estrange 

I traveled to South Africa in the summer of 2013. I would love to share my experiences with students, especially this piece. I did an entire project on Nkosi Sikeleli Africa (God Bless Africa). Singing (umculo) is a huge part of the culture and every day life of many African peoples, none more so that in South Africa. Hamba Lulu is a wedding song with a gentle, comforting rhythm. Jesu Ukukhanya has a call-and-response structure where a simple solo line is followed by a choral answer. A joyful exuberant song with an infectious rhythm, Si Njay, Njay, Njay can also be performed a cappella with some optional percussion for greater effect. Weeping is a South African pop song from the band Bright Blue and uses as its chorus the refrain from the Zulu anthem Nkosi Sikeleli Africa (God Bless Africa). 

http://www.amazon.com/More-Songs-Rainbow-Nation-Africa/dp/0571525164

Repertoire Project Piece 8

"Earth Song",  Frank Ticheli. 

This is great for SATB at the high school level. Wonderful sounds. The dissonances are fantastic. This piece is difficult harmonically. It would require the students to really listen and blend with each other. Such a great piece.

Repertorie Project Piece 6

This past summer I traveled to Haiti. I would take one of the songs I learned there and work with a young middle school/upper elememtary school choir. It has two parts, and is very cyclical. If anyone is interested in the piece, I have a book of Haitian songs and would love show you the melodies.

The range is not too difficult, and is meant for all voice types to sing. With students that are still learning to sing, sometimes these songs can be taught by rote. That is how I taught it in Haiti.

It would be an interesting approach to teaching. Sometimes it can be fun to teach a piece by rote.

Repertoire Project Piece 5

Do You Fear the Wind? (Leland Sateren)

A capella TTBB a cappella arrangement that I would give to a high school group. 

The link below is to the music on JW Pepper. 

http://www.jwpepper.com/4060109.item#.VUL5KSHBzGc

Repertoire Project Piece 4

"Wade in the Water", Spritual, arr. Peter Hunt

I would give this to a group of 6th graders. "Wade in the Water" is a popular spiritual, and I like Peter Hunt's take on it. There are no YouTube videos I could find of this one. The attached link is a pdf of the page. This is good to get a group prepared for four-part harmony. It's not frightening to read.

http://www.msvma.org/Resources/Documents/MMC/HIBBARD%20Wade%20in%20the%20Water%20-%20%20Voiceworks%20(1).pdf

Repertoire Project Piece 3

"Bring Me Little Water, Silvy", Huddie W. Ledbetter (Lead Belly), arr. Moira Smiley.
SAA and Body Percussion

Having the chance to use body percussion is new and exciting for a group of singers. I would give this to a group of 8th or 9th grade girls. This piece would also be new for me, and could be challenging. The piece is short, but fun. I would love to teach myself this piece in order to teach it to a group. Tuning the chords could be difficult while moving and singing. I would make sure the group could sing each part first before adding in any movements. Love this piece. 


https://www.youtube.com/watch?v=3ikYFd9vTbk#action=share

 

Repertiore Project Piece 2

"Letter From a Girl to the World", Andrea RamseyThis is a fantastic piece. I would give this to an 8th or 9th grade of girls. I love the lyrics. A very powerful piece, and I know if I ever had the chance to work with a group on this, I would be very passionate about it.
Another thing I love about this piece is that is features a djembe and shaker, which is fun and exciting for a choir.
This would be one of the first pieces I would love to direct.

Repertoire Project Piece 1

"Ancient City". Paul Jarman and Andrew de Teliga Upper Middle School Choir or perhaps High School, SSAB.
This piece is not too difficult rhythmically, and the intervals between the notes are not challenging. What is important with this piece is the musicality and expression. Sopranos don't go higher than a D, but some of the low B's might be challenging. The parts stay in a limited range, which is good for this level.

Teach April 1-- Da pacem Domine

Choose one of the pieces from your repertoire posts, MS or HS level. You will have 5 minutes plus about 2 mins of coaching. In that 5 mins, you will work from the keyboard. You do NOT need to play everything, but you should be prepared to give pitches and whatever assistance is needed. Plan on teaching a section, verse, or logical chunk. 

Post a mind map for teaching the entire piece and a short rehearsal plan for the section for which you teach to your blog. 

Da pacem Domine, Franck

Rehearsal Plan: 

teach rhythm by rote. in the phrases. (3)

teach by rote. on loo. 

sing the 3 different sections to the A part. 

have them listen to the keyboard for the melody.

repeat back. conduct. 

Speak on text, showing phrasing.

Play second part/teach by rote. 

Ask for similarities. it's a fourth down. etc.

Sing the second part now on "loo". 

Divide the class in two. A part goes first, then B part 2 beats after. 

Observation #8

0. 3/12/15

TAUGHT first full choir. 

Warm ups: Bi-e-bee, bi-e-beh, bi-i-biki-bi bi-i-boh, biki-bi-boh-bee-bo-be-biki-bi-bo-boo 

Bethany started the rehearsal working on "Dance Evolution". They ran through the entire piece, but worked on the ending because that is what was causing them the most ossues. Bethany had the class speak the ending rhythm. (The "Shake it, shake shake it" part) They also worked on the last note, which is a divici. Bethany said they could choose what note to sing. "I don't always let you do this but I'm going to let you choose."

Today I taught a whole rehearsal with the group, "Best day of my life". I was afraid that I was going too fast, or that I was boring. I worked with the first part on harmonies.
The first note was difficult for them, so I had them do a vocal siren. Then I had them start high with their finger and make an arc. (Like a roller coaster) Then I had them do it again and end on the note (high D)
For the harmonies, I had to work with part 1 a lot to help them sing it. They were hesitant. I played with them on the piano, then let them sing individually.
I did the same thing with the small group, and part 2. I then had them put it together until he next section.
I worked on consonants, and the Articulations: the staccatos. I had them sing the harmony section again... And the first part didn't get it like I had hoped, but I felt like I was working them too hard. I don't want to push to the point they get frustrated for angry with me and zone out.

Then I went back to the beginning and played the intro on the piano. They had trouble finding their first note, so I helped them with that. I told them the first note I play on the piano is the first note they sing. I told them to think the note in their head and audits it. We worked through a few times, holding the first note. Once they got that, we ran through the first section until where we stopped.

I asked the students what they thought of my teaching at the end of class. The only thing they said I could do differently was that they wanted to sing through the entire song. I didn't tell them this, but I don't think they are ready for that just yet. I asked if I was too strict and they said "No! You're really nice." And, "We like you!"
These things really give me confidence. 

They then played a game on the iPad that was like charades. 

Observation #7

0. 3/10/15

Today, the 8th graders were on a visit to LCC. So, the group was left with only 7th graders. After a few warm-ups, Bethany stood by the piano to play the parts to "Dance Evolution". She had them speak the rhythm before singing. Then Bethany sang and modeled the two parts. "Your part sounds like this", and played it on the piano. Part one sang a high E on the last note. Bethany encouraged them and told them they could do it. However, she didn't model it, or tell them to use more breath support. If I work with them on that part, I will try to help. 

Once they got to the last song (Hey Ya!), I ran a sectional with part one to work on Lean on Me. I worked on the entire piece. I helped out with vowels and rhythms. When I teach on Thursday, I will work more on consonants. This lasted about 10 minutes. I was funny, and kept them interested. 

They then played heads-up-7-up. 

Not much done today. Sorry there isn't much to write. 

Children's Choir Observation #2

1. 3/10

Warm-ups, then riser placements. Everyone had a spot and window. 

Their vowel shapes are unbelieveable. I am honestly in awe. I can't believe the sound that is coming from a group of this age. They sound better than some high school groups I have heard. 

Kyle asked the students to change something, and they all grabbed their pencils and wrote it in. 

Models what he's looking for, which is main teaching strategy. 

"We are the Voices" 

In tune, great vowel shapes. 

The middle section has so many parts. And the chords are clashing. 

Dynamics!! Follow the markings with obvious piano and forte. 

Clear consonants. 

This piece is very challenging it seems. 

They sang while Kyle took notes on what he heard. 

Asked a child to come in front of the goup and say what he heard. He was a leader and called on others by name. Confident. The kids responded with great answers. I stared with eyes wide open (not kidding). "On page 17, we could work better on consonants." 

"When we sing heart, it sounds like hard."

"We need to work on being softer. Measure 18."

Kyle said that he loved that everyone was writing what the group said down. 

The child at the front facilitated and called on other students to answer. 

(Leadership... but an equal leadership."

For the chords at a quicker tempo, he zoomed in on them and had them hold out. He waited for the chords to lock in. He modeled the vowel he wanted. SSA. 

Made some jokes to keep the group interested. Engaged. Eyes wide and show with his body how he wants the group to sing. 

Hope is the Thing with Feathers

Run-through without music. Expressions are really good. Some are a little flat, but that's me being picky. 

Carmina 

In another language. Kyle held a metronome in front of them to keep them in tempo. 

Choir Compliments

Kyle goes down the list and compliments the student. In detail. This is great. 

Sanctus
Spoke the text with a singing talk. (higher in the voice)

Tap across chest to keep tempo 

LEADERSHIP. He asks the group to listen, and talk about what they hear. Everyone is confident and musical. Very smart and in tune with their voices and musicality.

Hands Across the Universe
Starts conducting right away and the accompanist begins to play. Got the kids' attention, and they 

Observation #6

0. 3/7/15

0. Relaxation
   ·      Pat different body parts
   ·      Stretch
   Alignment
   ·      Lower one vertabre at a time, then back up
   ·      Hands up in the air, then back down. That’s where the posture should be.
   
   
   Breathing
   ·      Activity: Someone we care about baked us a pie, and we’re going to silently smell the pie by taking a low, long, deep breath. Use a hand gesture to cue when to breath in, and when to exhale. It is important to first have the class exhale before inhaling. The pie smells so good, we want to eat it but it’s too hot – we need to blow on the pie to cool it down. Use a hand-gesture to indicate when to inhale and when to exhale, making sure the exhale is relaxed and get longer each time.
   ·       “breathe in four” while I conduct. Class breathe in 4 and hiss out 4, 6, 8, and 12 to start.  
   
   
   Phonation
   ·      Activity: Picking up from the “Motor” activity, we are going to take a bite of our pie. As we chew on our pie, we are also going to make vocal sounds that express our enjoyment of this pie. Start low at first, and then work upwards in pitch with each bite. Once the pie is gone, have the class siren from the top of voice down to the bottom of the voice.
   ·      Vocal sigh. High to low.
   ·      Line sirens. Pick a few people to come up and lead the sirens.
   ·      Lip trills (123454321)
   
   
   Vocalization
   ·      Ee, eh, ah, oh, oo.
   ·      Alphabet. Through alphabet on 1-5 pattern. Using different emotions and tone colors on each repetition. Go faster as you go. 
   
   
   
   
   
   
   Reflection:
   
   
   Wow. That was so much fun!!! I didn't make as many mistakes as I had thought. It actually went really well. :) I went up with a smile on my face and just had fun. I remembered everything on my lesson plan, and the kids were really respectful and went with my ideas. I played the scales in both hands instead of bass notes with my left hand. I will need to work on this for the future. The kids said they loved my voice and are excited for me to teach a lesson. I am so happy right now. 
   I only did warm-ups that went up the piano. I need to do a warm-up that moves down perhaps? I don't know if that's good for middle school, though. I'll have to ask Bethany. I started at D major for the first two exercises, then Bb for the last one, and that was pretty low for them. 
   I forgot to have them "hiss" on the breathing exercise. 
   I think teaching is a time to learn. Learn what to do wrong, but also what to do right. I'm so excited to be a teacher. 
   Elementary is my passion, but I'm considering middle school. 
   
   
   Dance Evolution
   Played a recording of "Bye Bye Bye" (Nsync) and "Hey Ya" (Outcast?). 
   Then had them speak the rhythm.
   Bethany played the part on the piano as they sight-read on the words. I would do this a little differently... I would have them maybe try on a neutral syllable first. The notes were very hesitant, and so were the words. 
   Bethany went nice and slow so they could learn it.
   
   "Shake it, shake, shake it" chant on the words.
   
   Then solos were practiced, and they played heads up seven up..........

State Singers Observation

3/315

State Singers

Physical Conducting styles used

·      Both hands, high by the face

·      Clear 4/4

·      LH for cues

·      Uses body to help phrasing and vowels

·      Uses the full arm and elbow

·      Hands more out than instrumental conductors

·      Left hand elbow swings out

Verbal vs. non verbal—amounts used

·      Stretching and warm-ups

·      For warm-ups, use hands over head to reach higher notes

·      Snaps higher for higher notes

·      Snaps to keep tempo.

·      Corrects pronunciation

·      Cues with pointer finger LH

·      Sings along with the group to show vowels

·      Facial expressions

·      Stomps to show tempo change.

·      Full body

Atmosphere of the rehearsal

·      Energetic at the beginning.

·      Focused

·      I was impressed with the sound. They are better than when I was in it two years ago.

Attention, responsiveness, and willingness of the singers

·      Somewhat talkative at the beginning

·      When they sat down, attentive.

·      Sat quietly as Doc played a recording of the diction of the piece. Grabbed pencils to write how to speak the text

·      Very responsive.

List pieces rehearsed

·      Berusa Er! (Drink Your Fill) Sten Kallman

Identify conductor and title

·      Jonathan Reed

Professor of Music and Associate D

Observation #4

2/2715

Different warm-ups for each day. They know from the piano intros.
- ee eh ah oo
- Allelujah. "Try in one breath".
- "Tigers"?
- Bickie Bi
- Wee oh wee (in thirds)
- And shoot! (with hand signs)---> great idea!

Warm-ups didn't go too high.

Bethany then moved to the new piece, "Dance Evolution Medley", which is a medley of popular hits. She told the kids that they will do dance moves later. To begin, they listened to the recording. It was apparent that Bethany prepared the parts on the piano before the rehearsal. One of the terms was the tempo, a 50's shuffle, so she taught what the term meant. "It's like a swing," she said.

Told the kids to now put their iPods, iPads, phones, etc. away becuase it was time to start rehearsal/time to sing. A few kept them out after this was announced, Bethany told the students, "If I see it one more time, it'll go in the front."

"What is unison?" Bethany asked the group, double checking the terminology. Once the word was defined, she asked when it was no longer in unison.

"Too much going on. I'll wait." She waited patiently for the group to get back on track.

The group rehearsed some more, working through the song. "Listen to it. Audiate." I love the word audiate. So important. However, I don't agree with the idea of plunking out notes for the group to repeat. This way, they are only learning by ear instead of reading.

She then played the two phrases that were in unison. "Same or different?"

Drop a drop of water into the hot pan. "What's it sound like?"
- quick.

One student was talking and getting off track. She turned to him and said, "We're not talking about that right now."

-----------------------------------------------------------------------------------------------------------------------

Song Volleyball

Pick a word and have to sing a song with the word in it. Go back and forth between groups. The students were very excited and loved this activity. They have to sing the part with the word on it.

Most were on iPads and iPhone once the activity started. Perhaps to look up the songs?

This took up the last 35 minutes of class.


                      

Observation #5

0. 3/3/15

Wrote on the board:
- warm-ups
- solfege
- sectionals on Dace Evolution
- Best Day of My Life

Without talking, Bethany wrote the schedule on the board. Then walked to the piano and began the warm-ups by playing on the piano. The students knew which warm-up right away.

One of my favorite warm-ups: the alphabet going from 123454321, etc. 
Another favorite: Bi- ee, Beh, Bi-ee, Bi, etc. 

Now that I know what warm-ups Bethany is doing, it is easier to focus on the students, as well. The sound is slightly airy, but for the most part on pitch. Vowels are very close. I can tell the students enjoy being in choir.

As I'm sitting here, I am getting a little nervous to run a sectional. I will be working with the soprano 1 section. I am excited, but still nervous. I have run plenty of marching and concert band sectionals, but I have never run a choir sectional. 
Should I rehearse on solfege? I hope I know what to do. I am not as confident with my solfege, since I learned on numbers. I will quickly look at the music and figure out the solfege. 

Bethany took the time to helo the group out with solfege. The students struggled with pitches. They tried hard, but were getting frustrated. Bethany gave as many tricks as she could. Ti to Do: Jaws. Do to Mi: three blind mice. 
She ended once the group could sing "Do Mi So". 

It went so well. :) I was nervous at first and sat at the piano to play most of the parts. But then once I got more comfortable, I was able to model the parts, and play some of the pitches. I will definately have to work on my singing and making sure I can sing pitches. I made sure to take breaks every so often to make jokes and say that I am quirky and weird. I was able to make them laugh and that made me feel good. We had fun, but worked hard at the same time. If I ever teach middle school, I will make sure to have fun, but also work on the correct pitches, rhythms, and solfege. I want to be picky. Solidify techniques and notes. 

Today was a good day. The class went by so quick. If I ever have the chance to be a middle school choir teacher, I know I will have a lot of fun. 

Hayes Middle School

Wow. In just a few minutes of my observation, I was already amazed.

Very fast-paced.

Josh Gronlund

Armstead

Warm-ups

·      using a lot of the body parts. Arms and legs.

·      Lip trills

·      Tense up, then release

·      Funny and energetic

·      Repeat after Josh. Modeling. Incorrect, then correct.

·      Stomp, stomp, “yoga ball” arms out in front of you.

o   Waits patiently for them to listen

·      LOTS of modeling

·      Bee bee bee, beh beh beh, boy boy boy

o   Move with one foot, then the other, then arms up

·      Oo, ee, ahh, ehh, ahh. (similar to the warm-up I know.)

o   With hand signs

Many mumbling mice.

·      Moving with the fingers on the hand

Hand signs.

·      So, la

·      Do, ti

·      Do mi so

·      So, mi, do do do

A major, has..

·      three sharps

How do you find the sharps

Has the example on the screen.

·      Great use of technology

Reading the exercise

·      “one, ti, one”

·      snaps on rests

Does everyone start on do?

·      Yes

Speak on solfege.

Tapping the rhythm on their chest with their hand

Soprano 1 and Soprano 2

Excellent.

Word of the day:

P for pride day

Practice, is both a noun and a verb.

As a noun, repeat an exercise in, or performance of an activity. Or skills so as to acquire or maintain proficiency in it

It must take a lot of practice to become an amazing musician.

When we use it as a verb—perform (an activity) or exercise (a skill) repeatedly or regularly in order to improve or maintain one’s proficiency.

I need to practice my music

Reading of the day

·      Answers from the kids

o   Be patient and something will work itself out

o   Be okay with just the question, and not always an answer

Attendance:

·      59 girls

·      .4 or better gets a point.

·      Most points get a pizza party

11 or so groups going to festival

·      Special women’s group after school

o   8-9 parts

·      first two hours 7^th grade

·      next 8^th

·      boys one

When I close my eyes

·      Breath support is there

·      Notes are there as well

·      Vowels

·      Different between the sections of the piece.

·      The descant is perfectly on. Bright tone, but still with good vowels

·      Asks questions

o   Can someone tell me what a fermata is?

o   Who cuts you off?

o   Models what Josh wants

·      Take me too the river-----take me to the sea.

o   Carry through

·      All know the terminology.

o   Crescendos, etc.

·      “Knees, and hips, and now a little shoulders”

o   For the quicker section

·      Expressions

What does this mean to you?

·      Being confident

·      Feeling

·      Connect with the music

o   It will be different than others

o   You get your own personal connections with the music

Conducting from Josh

·      Very musical

·      Left hand

o   Shows the vowel shapes

o   Crescendos

o   Eyes (look at me)

·      Cut offs with both hands

·      Right hand

o   Keeps tempo

o   Articulations

o   Speed

Pyramid of Musical Aristry

·      Full of words

·      What is most important.

·      The kids decide where to put the words

·      Bottom

o   Rests, rhythm, notes, correct vowels, etc.

·      Middle

o   Phrasing, word stress, dipthongs

·      Top

o   Rhythmic energy, facial expressions, engagement

·      Velcro to put the words and allow them to be moved

PRIDE

·      Posture, Phrasing

·      Resonance, Round Vowels

·      Inflection, Intonation

·      Diction, Dynamics

·      Engagement, Expression

“What we tolerate becomes our standard!”

The students are listening intently

Models incorrect, and correct

·      Do-nah

·      Do louder and nah back

·      Show with conducting

This will be for the transition into the next piece.

iPads for music. I want that for the future.

Hmm, coo-coo, Pie Jesu

·      Take your hands

Shows posture

Pie Jesu

·      Uses hands in circles in front of the face for higher notes for the breath support

·      Syllabic stress

·      Soprano 1 and 2

·      Back straight, back straight. Then sing. Stand up, and place hands in front of you.

·      Requiem (m)

·      Why is the end softer?

o    

Armstead conducting

·      Both hands freely

·      Moves so much

·      Bends knees and up and down

·      Sometimes snaps to keep tempo

·      Moves with flowing movements in circles

·      Syllabic stress.

o   Moves forward, then back for the words

·      Left hand up in a curve to show higher vowels

·      Both hands as if swimming or diving

o   To show to move through

Posture

·      Hands at the side.

·      Corrects those who have them in front or in pockets

·      Makes sure they are ready for performance

·      Don’t move until conductor puts their hands down

Gives recognition to one girl

·      Repeat after me

o   “We can do that, too”

·      So powerful

“Ahh do!”

·      low, then high

·      modeled

·      Hands above heads, squatting or moving knees down to hit notes

Transition into the next piece

Sara Sponda? Ret set set.

·      Movements for all of the words to help with vowels, notes, phrasing

·      Josh sings with the soprano 2

·      Dynamics

·      Articulations

·      “t’s” very clean

·      Clean attacks and releases

School requires words and math

·      Math—fractions for attendance

Fred Rogers

·      Read it and talk about it each day

Movements help

·      Makes you open up

·      More comfortable after awhile

Not required to be in choir

·      Why are you here?

o   Sisters in choir, family likes to sing

o   Break from “real learning”

o   Allowed to speak your minds here

o   Gets us moving

o   Love music

o   Express how I feel

§  Take it out on the music

o   Individuality

Warm-ups every day

·      Placement, flexibility, placement, vowel, diction

·      Always

·      Order

·      Every day

·      Different activities, but the same order

Involved in choir outside of school? Or in the future?

·      No option yet for middle school

·      CMS Children’s Choir

In college?

·      Main goal is never to be a professional or in college

·      “Enjoy music, for the rest of their lives”

Big HS program too

·      5 choirs