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..........