2/17/15
Cell phones in basket.
Warm-ups:
Life hands up, then bring them down. "That's where your posture should be." Breathe in through the nose, out through the mouth. On "chh", the tempo he conducts and the style (this is a great exercise).
Tense up, then relax.
Breathe in for 4, out for 20. Wow, that is a lot for younger kids. I was surprised.
Mi, May, Mah, Mo, Moo. Moving up the keyboard. Kyle went to the board and drew a cresecendo and told the kids, "This can be better."
"Low breath."
Ee, Ah (1, 54321). Bend knees, hands up like a genie. Hands up together, then out and down. After singing through a few times, then sing in a round. Two parts, Soprano and Alto. Boys and girls mixed (which I agree with).
Scale in E major (which, I realized later, was the key of the piece. Very thought out). With hand signs. Round in 3 parts.
Wow. What sound! I am so impressed.
Kyle taught the group what an interval was. "The amount of space between two notes." Sang the exercise: do re major 2nd, do mi major 3rd, etc.
I'm amazed at the sound. Wow. Intervals were almost spot on.
"There are times I'll want you to audiate, other times to sing." He cut them off occasionally for intervals, and they audiated, then continued with the warm-up.
Wow.
Add on intervals, that each person picks. He calls on them and they sing the pitch. They remembered each one. I don't think I could do that.
"What key are we in? The last sharp is ti." The kids knew, and all responded.
"Hands Across the Universe" was the first piece. The piece is for Alto and Soprano. They sight-read in E major (from the warm-up) on their own ("loud and proud"). Sound is great. Vibrato and accurate
Sight reading rules:
Never stop
Try your best
Hand signs
Sight-read as a group on solfege.
Then, write in solfege what they sightread. Kyle had a choral piece playing while they did this. "When you're done, make some observations about the piece." This is a cool idea. Kyle is such a good teacher. Great flow between the activities. Great transitions.
Their observations: dissonants, vowels were good, soloist, etc.
The group, and Kyle, are very musical.
Rehearsal time.
Kyle moves quickly to keep the kids engaged. Termonology: cresendos, look at the piano part, etc.
Every time they sang through, their vowels were better, and more musical.
Still on solfege.
The next piece was "Hope is the Thing with Feathers".
Scale on solfege. Pick up note, which they knew how to do that. They sang it on words, since they had already learned the notes before my observation.
They had the correct notes, and relatively in tune. Now they were working on syllabic stress and being more musical.
Kyle always sang and modeled for the kids.
He sang the notes with no phrasing. "What does it sound like?" Responses: depressing, boring, etc. He sang again, modeling the correct way. The kids responded, and sounded completely different. Confident. This piece is SSAA. There are many dissonances in the piece, but they are confident in the notes.
He conducted the beginning with accompaniment. They "chh" with him a he showed the tempo changes that he wanted. "What am I conducting?" Response: "Faster, then slower."
"I'm going to sing it for you." He modeled cresendo and descrendo. He also demonstrated good tone quality. When they sang, he asked them to watch, and he showed wth his lands to lift.
Kyle has very clear conducting. He had a pencil and wrote some notes as they sang.
Great class management. There was minimal talking. They paid attention.
The third piece of repertoire was "We Are the Voices". This piece was my favorite, and I hope to have a group sing this some day. They also sang this on words.
He had them make a cirle and "sing to each other". He split each group. Parts are very dissonant and difficult.
SSAA
Last piece was "Sanctus". He had everyone sing the alto line on "dee". He asked if the piece was in major or minor, for listening skills. He had the S1 and A2 sing. "What do you notice?" Responses were that it was in unison, which showed great listening skills.
I had a great time observing Kyle's children's choir. I have never heard a group sound like this before. I hope to learn a lot through these observations.
Wednesday, February 25, 2015
Observation #3
2/24/15
Class begins with warm-ups. "iPads and phones away". Moving up the scale using hand signs. One boy is singing down the octave. "Yah- ee" (1531, 54321) with snaps. Moving up the keyboard. "Mi, meh, ma, moh, moo" on the same note, moving up the keyboard.
"Lean on Me" is on the repertoire list for the upcoming concert. This is the first time the choir is singing in three-part (Bethany said this was first time ever for this group) She told the group she was "on the fence about it" but wanted to give it a try. If it didn't work out, she would have the boys jump up the octave, or to jump to either soprano or alto.
To begin, Bethany played their part on the piano and sang with them. For the altos, she had them listen first. She modeled the part for the group, and isolated the skips. She told the group "if it doesn't work out, we'll do unison."
The second song was the popular hit "Best Day of My Life". This is a favorite for the kids. Again, Bethany played their parts on the piano. At one point, she asked the choir to raise their hands if they had the melody. To my surprise, no one raised their hand. She had to then teach the class what a melody is--"the part everybody knows".
To get the kids moving towards the end of class, Bethany had part 1 go to the piano to rehearse. Then she had part 2 go to the piano while part 1 put their folders away.
Evaluation is done through class participation.
Bethany said the most difficult part of the job is all of the paperwork. Such as, writing grands and such.
The group of 7th and 8th graders meets every morning from 7:30-8:30ish (Tuesday and Thursday end at a different time than Monday, Wednesday, Friday). The 6th graders are at the elementary school.
Bethany does a Spring concert with popular music. That is why the pieces above are contemporary.
For behavior techniques, Bethany says she allows breaks because the class is so long. She allows the kids to finish their breakfast before she gets started (this is usually 5-8 minutes). She allows time to talk here and there to keep the students engaged during the time to focus.
Class begins with warm-ups. "iPads and phones away". Moving up the scale using hand signs. One boy is singing down the octave. "Yah- ee" (1531, 54321) with snaps. Moving up the keyboard. "Mi, meh, ma, moh, moo" on the same note, moving up the keyboard.
"Lean on Me" is on the repertoire list for the upcoming concert. This is the first time the choir is singing in three-part (Bethany said this was first time ever for this group) She told the group she was "on the fence about it" but wanted to give it a try. If it didn't work out, she would have the boys jump up the octave, or to jump to either soprano or alto.
To begin, Bethany played their part on the piano and sang with them. For the altos, she had them listen first. She modeled the part for the group, and isolated the skips. She told the group "if it doesn't work out, we'll do unison."
The second song was the popular hit "Best Day of My Life". This is a favorite for the kids. Again, Bethany played their parts on the piano. At one point, she asked the choir to raise their hands if they had the melody. To my surprise, no one raised their hand. She had to then teach the class what a melody is--"the part everybody knows".
To get the kids moving towards the end of class, Bethany had part 1 go to the piano to rehearse. Then she had part 2 go to the piano while part 1 put their folders away.
Evaluation is done through class participation.
Bethany said the most difficult part of the job is all of the paperwork. Such as, writing grands and such.
The group of 7th and 8th graders meets every morning from 7:30-8:30ish (Tuesday and Thursday end at a different time than Monday, Wednesday, Friday). The 6th graders are at the elementary school.
Bethany does a Spring concert with popular music. That is why the pieces above are contemporary.
For behavior techniques, Bethany says she allows breaks because the class is so long. She allows the kids to finish their breakfast before she gets started (this is usually 5-8 minutes). She allows time to talk here and there to keep the students engaged during the time to focus.
Wednesday, February 18, 2015
Observation #2
2/17/15
Warm-ups:
-Yah, on 1, 3, 5, 3, 1
-So-fa-mi-re-do
-He haw/hah he haw/ee ee/ha/coo (on off beats)/ruba duba dub da da. On piano, play I, V
Some boys have a voice change, to which she would ask them, "Guys, sing down here", and she'd play down the octave.
The overall sound of the group is innocent. Light. Bethany asked the group, "More or less air for the higher notes?" And the class responded correctly, with more air.
There was a lot of chatter today. Bethany let it happen, but knew when to bring it back in. The group is very energetic, and excited in general. However, they are very talkative.
To bring the kids back, Bethany would chant, "Chh, chh, chh chh chh". The kids would echo and get quiet again.
Since this was the class back from break, she allowed the students to share a short story about what they did over break.
During this time, two students in the back of the class decided to listen to their ipod together. Eventually they did stop to pay attention, but Bethany did nothing to address it... or perhaps she didn't see it. However, this happened during my last observation, too.
Once the new music was passed out, the iPods/iPads, etc. went away without Bethany asking.The new piece is "Lean on Me" (SAB) Arranged by Alan Billingsley. She played a recording for the students. The song seems fun, especially the clapping part. The students seemed to be excited.
The guys are going to be on the baritone part. She told the 7th graders, "This will be perfect for you."
About 45 minutes into class, she turned to the white board and wrote both a treble clef and bass clef, and had the students circle the part they were going to sing.
Then she had them number the measures.
That was the end of class. I didn't see any singing today besides some warm-ups.
Monday, February 16, 2015
Choral Warm-Up Assignment
Haley Schmidt
Getting Ready for School!
Alarm goes off, and it’s time to get
up. Shake the body out, get out of bed, because it’s time to get ready for
school!
1.
Relaxation
a.
Mirror me
i. (Looking
in the mirror as you get ready)
ii. Scrunch
up various parts of the body for the class to mirror. Make faces so the
activity is fun and engaging.
iii. Examples:
lift up one shoulder, point the foot, put arm in the air.
iv. Get
the body moving.
v. Shake
it out at the end of the activity.
2.
Alignment
a.
After the class has relaxed their bodies, flop
the upper body over to face the feet.
i. Stand
shoulder-width apart.
ii. In
time with the teacher, slowly move up one vertebra at a time.
iii. Once
looking straight ahead, make sure posture is in singing position.
b.
Now you’re ready to go downstairs.
3.
Breathing
a.
There is breakfast on the counter
i. You
sit down at the table to find “Dino oatmeal” (?)
ii. You
take a moment to calm your excitement, then breathe in the smell of the
oatmeal, then out.
1.
Do this exercise a few times.
4.
Phonation
a.
Now it’s time to get to school!
b.
Driving a car
i. Vroom-vroom
ii. Motions
for driving the steering wheel, driving around the neighborhood, etc. Stick
hand out the window as if the hand is “surfing” in the air.
1.
On “oo” move the voice up and down.
5.
Sung Exercises
a.
Just in time for the first class of the day—choir
i. Bubbles
warm up.
1. 
ii.
1.
Ee, Eh, Ah, Oh, Oo (Optional hand motions)
2.
3.
Different consonants on the beginning (Mee, meh,
mah, moh, moo)
4.
Warm up moves up in half steps
5.
Consonants
iii. Descending
half-step patterns on wee—oo, wee—oo, wee—oo, wee—oo, wee.
1.
Start in A major, and go down by half-step (below
is in D major)
Structure in the Classroom
I believe structure in the classroom is important for students to feel safe and secure. In my opinion, the beginning and the end of class should have the same routine every day.
If I get the chance to be an elementary school general music teacher, I want to begin my class with a “Hello” song. If I taught a fifth grade choir or became a choral director, I would begin class with a warm-up routine. This way, every student would know it was time for class to begin.
When I was in high school, my choir director started the class off every day with attendance, then about ten minutes of announcements. By the time rehearsal began, he had already lost his students. I want to have my students begin with music. Always. A “Hello” song, warm-ups, listening exercises… something that involves music to get the class started. I want to learn from this and try to diminish the amount of time spent talking.
After the beginning of class routine, the next part of rehearsal is determined by how the group sounds. I would keep the rehearsal momentum moving, but how the rehearsal moves depends on what needs to be worked on.
At the end of the class period, if I were an elementary school teacher, I would end with a “Goodbye” song. Above that age level, I would try to come up with a short routine for the end of rehearsal that is similar to the “Goodbye” song. Now, every student knows it was time for class to end.
Keeping this structure gives students a sense of security because they know what to expect. They will then have the room to grow as musicians and people.
If I get the chance to be an elementary school general music teacher, I want to begin my class with a “Hello” song. If I taught a fifth grade choir or became a choral director, I would begin class with a warm-up routine. This way, every student would know it was time for class to begin.
When I was in high school, my choir director started the class off every day with attendance, then about ten minutes of announcements. By the time rehearsal began, he had already lost his students. I want to have my students begin with music. Always. A “Hello” song, warm-ups, listening exercises… something that involves music to get the class started. I want to learn from this and try to diminish the amount of time spent talking.
After the beginning of class routine, the next part of rehearsal is determined by how the group sounds. I would keep the rehearsal momentum moving, but how the rehearsal moves depends on what needs to be worked on.
At the end of the class period, if I were an elementary school teacher, I would end with a “Goodbye” song. Above that age level, I would try to come up with a short routine for the end of rehearsal that is similar to the “Goodbye” song. Now, every student knows it was time for class to end.
Keeping this structure gives students a sense of security because they know what to expect. They will then have the room to grow as musicians and people.
An Effective and Rewarding Rehearsal
In my opinion, an effective and rewarding rehearsal begins with a teacher who is passionate. Passionate for teaching, music, and especially their students. This teacher is able to connect with their students, and care for them. I also believe that a safe environment is important, where students feel comfortable to be themselves, express themselves musically, and able to learn.
With this as a foundation, I believe other things can fall into place. These two things I think make the rehearsal more effective: Before class begins, planning is especially important. A teacher cannot be prepared without time to create a lesson plan. It is also important for the teacher to do minimal talking, and more singing. Sing the directions, and show the singers how you want the choir to sound.
For a rehearsal to be rewarding, it needs to be enjoyable for the teacher and the students. The students should leave the classroom feeling uplifted and accomplished. I know this will not always be the case. Making music is a wonderful feeling. I want my students to feel the connection between the notes and the emotions. I want them to experience and feel the music together.
I feel like these things combined make for an effective and rewarding rehearsal.
With this as a foundation, I believe other things can fall into place. These two things I think make the rehearsal more effective: Before class begins, planning is especially important. A teacher cannot be prepared without time to create a lesson plan. It is also important for the teacher to do minimal talking, and more singing. Sing the directions, and show the singers how you want the choir to sound.
For a rehearsal to be rewarding, it needs to be enjoyable for the teacher and the students. The students should leave the classroom feeling uplifted and accomplished. I know this will not always be the case. Making music is a wonderful feeling. I want my students to feel the connection between the notes and the emotions. I want them to experience and feel the music together.
I feel like these things combined make for an effective and rewarding rehearsal.
Wednesday, February 4, 2015
Observation #1
2/5/15
(I had typed up an entry for this first observation, but it didn't save. I'll try to remember as much as I can)
During my first observation, I noticed a lot of wonderful things. There were noticeable individual characteristics within the class: there were some students who spoke out with comments, and Bethany acknowledged them, but moved on. The class was a little on the chatty side, but Bethany knew how to get the class focused again.
The most noticeable part of my first observation was the warm-up routine. She began with stretching and told the class to "channel our inner gym class". She then told them to shake it out, to which a few students sang "Shake it Out". I smiled, thinking that I would've done the same thing at that age.
Bethany used fun and engaging warm-ups, which I think is crucial for middle-schools. One of the exercises was "Fe fah fe fah" (1, 5, 1, 5, 123454321). She also did "Bee bi bicki bi boo", which was a request.
Bethany played the left hand bass notes, and the right hand chords. I know it will be important for me to learn how to do this. I want to be able to play piano when my future students warm up.
She then asked the students to sing a scale on solfege with hand signals. I need to learn how to do the hand signs, because I think it is important to have the visual and kinesthetic reminder. She asked them to then do just the hand signs and audiate the pitches. I think audiation is so important! Not just in early childhood or general elementary, but at every age.
Since it was the week before the concert, their pieces were quite polished. Bethany had to work on only a few notes and tempo issues. She asked them to sing full, and with volume. She worked on annunciating the words and making the text clear.
"Stretch up, when lower arms come down, that's where the chest should be". That is a great reminder on how the posture should be.
I really enjoyed watching Bethany rehearse with the middle-schoolers. I can't wait to observe more classes, teach a few warm-ups, and eventually run a rehearsal!
Repertoire
-- BriLee Publications is a good place to look.
-- http://www.choralnet.org/list/resource/1939
-- http://www.choralnet.org/list/resource/1911
http://kodaly.hnu.edu/collection.cfm
Pieces:
My book from Haiti!! Use these melodies. They are melodic lines. Great for elementary.
Songs of a Rainbow Nation-- Alexander L'Estrange
Two-Part:
(Perhaps for elementary/middle school)
-- http://www.choralnet.org/view/221669
Winter Song - Alice Parker
The Winter's A Drag Rag - Natalie Sleeth
There's Nothing Like A Song - Natalie Sleeth
Middle School:
Dance, Dance, Dance--Donnelly arr. Strid (uptune)Skylark and Nightingale--Rossetti/Snyder Something Told the Wild Geese--Field/PorterfieldPenny Lane--Lennon/
Others:
SSA: She Sings... Amy F. Bernon.
Earth Song-- Frank Ticheli. This is great for SATB. Wonderful sounds. The dissonances are fantastic. High School. SATB.He Kehau-- Lila Flood. 4-part setting--Sangeet. Great melody. Hawaiian. Great for different text. Hope is the thing with feathers
Freedom is coming (More songs from a Rainbow Nation) Alexander L-Estrange. Great!!
http://www.boosey.com/shop/prod/Hatfield-Stephen-La-Lluvia-SSA-percussion/598343
Mark Patterson's pieces:
The Silence and the Song
This Shall Be for Music
Life Has Loveliness
All The Earth Sing Forth - Bach/Hopson CGA889
Al Shlosha D'varim
http://acda.org/page.asp?page=jrhighmiddleschoolchoirlists
Other ideas:
4-6th grade:
"Caterpillars Crawl" [SA, piano]
"Children Go Where I Send Thee" [SA (mostly unison), piano, soprano/tenor
soloist]
"A Palette To Paint Us As We Are" [SA, piano]
"Those Who Wish To Sing Always Find a Song" [SA (includes a three part
canon), oboe, piano]
"Before the Bread" [SSSS canon (may also be sung in 2 or 3 parts)]
For detailed information about these and other choral titles by Elizabeth
Alexander,
1) visit http://www.elizabethalexander.com (Click on "Choral Music" and
"Music for Children's and Intergenerational Choirs") AND / OR
2) Request a free choral catalog and complimentary perusal copies of scores
directly from the composer, at alexander(a)clarityconnect.com
Hear My Words by Stephen Paulus
Prayer of St. Richard of Chichester by Louis White (pub. Oxford)
Fairest Lord Jesus by Richard deLong
Can you Count the Stars by Jonathan Willcocks
Hashivenu, Hebrew Round arr. Doreen Rao (Boosey & Hawkes)
Come My Way, My Truth, My Life, from 5 Mystical Songs by Vaughan Williams
(unison, but the key change & rhythm on last verse present a challenge)
Let All the World in Every Corner Sing (I think it's Lang, in 2 parts)
all things bright and beautiful by rutter
Polly Murray
Founder/Artistic Director
ChildrenSong of New Jersey
http://www.ChildrenSong.org
pmurray(a)jersey.net
THE HILLS OF ARIRANG (Braz)
THERE IS MUSIC (Crescenz)
Both published by Hinshaw Music
Only a Couple Fishes--- Elizabeth Alexander
"Goin' Up an Yonder"
"Fire" Mary Goetze
"Old Joe Clark" Mary Goetze
"Letter from an girl to the world" Andrea Ramsey (have them sing it tomorrow)
"Ancient City" by Paul Jardan
"Windy Nights" by Cynthia Gray
"We're the Men" by jay althouse
"Shine on me" by rollo dilworth
-- http://www.choralnet.org/list/resource/1939
-- http://www.choralnet.org/list/resource/1911
http://kodaly.hnu.edu/collection.cfm
Pieces:
My book from Haiti!! Use these melodies. They are melodic lines. Great for elementary.
Songs of a Rainbow Nation-- Alexander L'Estrange
Two-Part:
(Perhaps for elementary/middle school)
-- http://www.choralnet.org/view/221669
Winter Song - Alice Parker
The Winter's A Drag Rag - Natalie Sleeth
There's Nothing Like A Song - Natalie Sleeth
Middle School:
Dance, Dance, Dance--Donnelly arr. Strid (uptune)Skylark and Nightingale--Rossetti/Snyder Something Told the Wild Geese--Field/PorterfieldPenny Lane--Lennon/
Others:
SSA: She Sings... Amy F. Bernon.
Earth Song-- Frank Ticheli. This is great for SATB. Wonderful sounds. The dissonances are fantastic. High School. SATB.He Kehau-- Lila Flood. 4-part setting--Sangeet. Great melody. Hawaiian. Great for different text. Hope is the thing with feathers
Freedom is coming (More songs from a Rainbow Nation) Alexander L-Estrange. Great!!
http://www.boosey.com/shop/prod/Hatfield-Stephen-La-Lluvia-SSA-percussion/598343
Mark Patterson's pieces:
The Silence and the Song
This Shall Be for Music
Life Has Loveliness
All The Earth Sing Forth - Bach/Hopson CGA889
Al Shlosha D'varim
http://acda.org/page.asp?page=jrhighmiddleschoolchoirlists
Other ideas:
4-6th grade:
"Caterpillars Crawl" [SA, piano]
"Children Go Where I Send Thee" [SA (mostly unison), piano, soprano/tenor
soloist]
"A Palette To Paint Us As We Are" [SA, piano]
"Those Who Wish To Sing Always Find a Song" [SA (includes a three part
canon), oboe, piano]
"Before the Bread" [SSSS canon (may also be sung in 2 or 3 parts)]
For detailed information about these and other choral titles by Elizabeth
Alexander,
1) visit http://www.elizabethalexander.com (Click on "Choral Music" and
"Music for Children's and Intergenerational Choirs") AND / OR
2) Request a free choral catalog and complimentary perusal copies of scores
directly from the composer, at alexander(a)clarityconnect.com
Hear My Words by Stephen Paulus
Prayer of St. Richard of Chichester by Louis White (pub. Oxford)
Fairest Lord Jesus by Richard deLong
Can you Count the Stars by Jonathan Willcocks
Hashivenu, Hebrew Round arr. Doreen Rao (Boosey & Hawkes)
Come My Way, My Truth, My Life, from 5 Mystical Songs by Vaughan Williams
(unison, but the key change & rhythm on last verse present a challenge)
Let All the World in Every Corner Sing (I think it's Lang, in 2 parts)
all things bright and beautiful by rutter
Polly Murray
Founder/Artistic Director
ChildrenSong of New Jersey
http://www.ChildrenSong.org
pmurray(a)jersey.net
THE HILLS OF ARIRANG (Braz)
THERE IS MUSIC (Crescenz)
Both published by Hinshaw Music
Only a Couple Fishes--- Elizabeth Alexander
"Goin' Up an Yonder"
"Fire" Mary Goetze
"Old Joe Clark" Mary Goetze
"Letter from an girl to the world" Andrea Ramsey (have them sing it tomorrow)
"Ancient City" by Paul Jardan
"Windy Nights" by Cynthia Gray
"We're the Men" by jay althouse
"Shine on me" by rollo dilworth
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