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MUED 376: Choral Music, Materials & Techniques


MIDTERM EXAM
Suggested Due Date: October 26, 2017 - midnight

NAME______________Lindsey Bross DATE_10/20/17

Part I: From O% to 100% in 10 Rehearsals of 15 Minutes:


One Suggested Sequence of Rehearsal Threads

Directions:
 Take the piece you are doing for VMRC and design a full lesson
sequence as indicated below, based on a fifteen-minute rehearsal.
 Modify each class as needed from this template. Add or delete
activities and chunks as needed.
 Do not do a Direct Instruction Script for this assignment, only
outline the activities and chunking that will complete each
rehearsal thread.
 Be creative and include lots of kinesthetic and learning
experiences.
 Please spend no more than 40 minutes on this part of the exam
 Please feel free to work with others on this exam! Share answers,
help each other, share ideas, strategies and definitions!

Rehearsal 1 – “Hook” and introduction to the piece (rote introduction,


and rote to note in the music.)

Time: (3/3/15) Activity 1: Introduction and Rehearsal Threads and Feeling the rhythm

Chunk 1: Welcome Good Morning VMRC! The piece we will be working on


today is:__Riu Riu Chiu __ My rehearsal threads today are: Feeling the rhythm
and catching the tune!

Chunk 2: Demonstrate whole rhythm of melody (solo part)

Chunk 3: Demonstrate first part and have them echo (tapping or speaking
rhythm)

Chunk 4: Demonstrate second part and have them echo (tapping or speaking
rhythm)

Transition statement: That last rhythm repeats, so let’s move on to catching that
tune!

Time: (3/6/15) Activity 2: Catching the Tune

Chunk 1: Sing whole melody (solo part)

Chunk 2: Demonstrate first part and have them echo (solfege or neutral)
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Chunk 3: Demonstrate second part and have them echo (solfege or neutral)

Chunk 4: Repeat any of the above steps if necessary.

Transition statement: Let’s sing through the whole melody! (They then sing
through the whole melody)

Time: (0:30/6:30/15) Activity X: Learning Summary

Chunk 1: Today with put the rhythm and the melody together of this piece. You
all now know the structure of our piece! From here we’ll be adding in the spice
of harmony to the music we already know. Thanks everyone!

Rehearsal 2 – Section A and B - mapping melody, harmony


Time: (3/3/15) Activity 1: Introduction and Rehearsal Threads and Mapping the Piece

Chunk 1: Welcome: Good Morning VMRC! Please turn to pages 8 and 9 in


your music folder. My rehearsal threads today are: mapping out the piece and
journeying through it!

Chunk 2: Have choir write in music where A and B and B prime sections are.

Transition statement: Although B and B prime look similar, as we get into the
music, we will see that they differ slightly.

Time: (5/8/15) Activity 2: Journeying through the piece – A Section

Chunk 1: Everyone be a soprano for the A section on a neutral syllable! (model


if necessary and have echo for all these parts, as well as hand signs and solfege
for added levels of challenge if they feel up to it)

Chunk 2: Everyone be an alto for the A section on a neutral syllable!

Chunk 3: Everyone be a tenor for the A section on a neutral syllable!

Chunk 4: Everyone be a bass for the A section on a neutral syllable!

Transition statement: Before we move to the B section, let’s put it all together

Time: (5/13/15) Activity 3: Journeying through the piece – B Section

Chunk 1: Everyone be a bass for the B section on a neutral syllable!

Chunk 2: Everyone be a tenor for the B section on a neutral syllable!

Chunk 3: Everyone be an alto for the B section on a neutral syllable!


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Chunk 4: Everyone be a soprano for the B section a neutral syllable!

Transition statement: We’ll save B prime for next time, but you basically
already know it! Let’s sing through the B section, and be mindful of
those entrances!

Time: (1/14/15) Activity X: Learning Summary

Chunk 1: Today we solidified the structure of the piece and its harmony. B
prime will be easy to put together next rehearsal, and once we have the notes,
we’ll have fun putting the words to it!

Rehearsal 3 - Review Section A and B and sight-read B prime; work on


text
Time: (3/3/15) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning VMRC! Please turn to page 8 and 9 in


your music folder. My rehearsal threads today are: Reviewing, continuing, and
putting the words to it!

Chunk 2: We sing through A and B sections.

Chunk 3: We repeat A and B sections just for solidification, and then we


continue through B prime sight reading.

Transition statement: For a first reading of the B prime section, you all are
sounding pretty darn wonderful! Let’s focus on and refine that section.

Time: (5/8/15) Activity 2: Continuing with B prime

Chunk 1: Everyone be an alto on a neutral syllable! (repeat parts if necessary


for note clarification)

Chunk 2: Everyone be a soprano on a neutral syllable!

Chunk 3: Everyone be a bass on a neutral syllable!

Chunk 4: Everyone be a tenor on a neutral syllable!

Transition statement: Let’s layer all those parts together!

Time: (6/14/15) Activity 3: Speak through text

Chunk 1: Speak through text in chunks with no rhythm.

Chunk 2: Review patting rhythm on own parts.


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Chunk 3: Speak through text in chunks with rhythm on own parts (patting
rhythm if they want to)

Transition statement: Let’s give the words a test run on the notes!

Time: (0:30/14:30/15) Activity X: Learning Summary

Chunk 1: Today we got through the entire piece! It is really shaping up,
everyone! Now that we have the words and music under our belt, we can refine
our emphases on them and look at the meaning of the piece!

Rehearsal 4 – Meaning and expression


Time: (5/5/15) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning VMRC! Please turn to pages 8 and 9 in


your music folder. My rehearsal threads today are: feeling and expressing the
meaning

Chunk 2: Walk through translation of A section and figure out emphasizable


words.

Chunk 3: Go through A section with specific focus on diction.

Chunk 4: Repeat A section and give emphasizable words emphasis.

Transition statement: Let’s transfer what we just worked on to both the B and B
prime sections!

Time: (5/10/15) Activity 2: B sections words and meaning

Chunk 1: Walk through translation of B and figure out emphasizable words

Chunk 2: Go through B and B prime sections with specific focus on diction (fix
anything that needs to be fixed).

Chunk 3: Repeat B and B prime sections with more of a focus on emphasizable


words.

Transition statement:

Time: (3/13/15) Activity 3: Putting it all together

Chunk 1: What feeling does this piece convey overall? Discussion

Chunk 2: Let’s think about those things while we sing, and think about the
translation as well while we sing. Conduct with me to help cement the feeling
of the music kinesthetically into our bodies!

Transition statement: This is really starting to take shape and take wing!
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Time: (0:30/13:30/15) Activity X: Learning Summary

Chunk 1: Today we started to get more into the meaning of the music, and the
text is sounding beautiful and confident! Next time we’ll round out the tone and
think about some words that we can write in to imbue the Spanish with even
more meaning!

Rehearsal 5 - Sing all the way through, improving and perfecting tone and
adding reminders about meaning - buzzwords
Time: (7/7/15) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning VMRC! Please turn to pages 8 and 9 in


your music folder. My rehearsal threads today are: Rounding sound and
buzzwords!

Chunk 2: Sing all the way through once.

Chunk 3: Talk about backspace and diaphragm. Do a few exercises to activate


both.

Chunk 4: Run through again with added awareness and activation of backspace
and diaphragm.

Transition statement: Your sound is so much richer with those little changes!
The depth of sound is matching the depth of our understanding of the piece!
Talking about the meaning of the piece, let’s add in some buzz words!

Time: (7/14/15) Activity 2: Buzz words!

Chunk 1: What are buzz words? Explanation

Chunk 2: Discussion of what buzz words we think of when we think of this


piece, based on translation, A, B, and B prime sections.

Chunk 3: Give a few minutes for people to write down in their music their buzz
words.

Chunk 4: Sing through with technique additions as well as buzz words.

Transition statement:

Time: (0:30/14:30/15) Activity X: Learning Summary

Chunk 1: Today we really focused on how we physically and mentally make the
sound as beautiful and as rich with meaning as we can! All we have to do now is
just practice running it! Thanks everyone!

Rehearsal 6 - Run Fix Run


Time: (5/5/15) Activity 1: Introduction and Rehearsal Threads
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Chunk 1: Welcome: Good Morning VMRC! Please turn to pages 8 and 9 in


your music folder. My rehearsal threads today are: run fix run!

Chunk 2: Running the piece

Chunk 3: Providing feedback, maybe an offtopic that transfers to the fixing.

Transition statement: Let’s get into the music a little bit.

Time: (5/10/15) Activity 2: Fix

Chunk 1: Go through soprano line, fix what needs it.

Chunk 2: Same as Chunk 1 but for alto.

Chunk 3: Same as Chunk 1 but for tenor.

Chunk 4: Same as Chunk 1 but for bass.

Transition statement: Let’s put it all back together! Remember to also keep the
beauty in your tone and the clearness in your diction!

Time: (3/13/15) Activity 3: Run

Chunk 1: Run through piece again.

Chunk 2: Give any last reminders.

Transition statement: I’m loving how quickly everyone fixes the minor
mistakes! I am so excited to perform this with you all.

Time: (1/14/15) Activity X: Learning Summary

Chunk 1: Throughout our entire rehearsal process, we’ve had fun learning not
only some fun harmonies and tricky entrances, but also Spanish! In addition,
we’ve imbued the piece with our understanding of it through a beautiful tone
quality and buzz words. I am so proud of all that you all have accomplished
through these past few weeks, and I’m so excited to celebrate all that we have
done in the concert!

Any extra rehearsals?


Digging deeper, working on tone, breathing, meaning, expression,
sophistication

Part II: PHILOSOPHY STATEMENTS LIST


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Directions: Pick 10 out of the 20 philosophy statements below and define them
in 1-3 sentences. Please spend no longer than 20 minutes on this portion of the
exam.
Philosophy Statement Definition
97% of what you teach is who you are. Much of teaching is balancing the social and the
academic. We are all social beings, and because
of this, most of what we do in the classroom
involves our socialness, and who we are in that
realm, even though we are conveying knowledge
through our academic side. When we teach, we
also reveal our inherent biases, which are part of
who we are.
Be the Music. This is something we not only need to tell
ourselves but that we also need to tell our
students. In order to convey the message of the
music, we need to embody the music. In order to
make others feel, we need to feel. Music is a
great communicator, but without a voice, it does
not exist. We need to act as its voice, and in
order to do that we have to understand it first.
Controlling the environment that in turn controls Our culture is a cyclical process. It shapes us,
us. and we in turn shape it, which in turn shapes us,
etc. By making active, deliberate choices in the
way we set up our environment and culture in
our classroom from day one, we set in motion a
never-ending process of cultural growth.
We just need to make sure that we’re activating
and growing a good culture.
Creating the culture that in turn creates the
community.
Cultivate FLOW and the culture will GROW! Flow is a transcendence of human limitations
through music, for us. When we experience flow,
we experience it somehow independently of
others and also yet together, as a part of the
feeling of ensemble. When we truly are an
ensemble, the culture of our choir grows
naturally from there.
Curricularize the social and deliver highly Utilize the transferability of everything to
effective music curricula. connect, engage, and inspire your students in the
music.
Everything is related to everything. No matter the discipline, there is always a way to
transfer information and knowledge from one
place to another.
If it is meant to be, it is up to me.

JAHEES? SHRED’M!

Learning occurs at the intersection of the


academic and the social.
Meet your students where they ARE, not where In order to connect with your students, you have
you think they should be. to work with them. In order to work with them,
you have to know what they need, and where they
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are. If you don’t, everyone will be disappointed.


Every student deserves the attention they need to
help them grow as a person and as a musician,
whatever that means.
Positives come and go, negatives accumulate.

The Concert is the Celebration of What Has The music gets made at every step of the way. It
Already Happened. is not saved for the concert. The concert is the
product, the journey of rehearsals and practicing
is the process.
What is your agenda?

When you know better, you do better.

Wherever you go, there you are.

Who am I to judge? As a teacher, I am also a student. As a student, I


am also a teacher. I am always learning new
things all the time, regardless of my position.
Because of that, there is no room for judgment.
Our class is learning and teaching together.
Who claps for you? We need others. When life gets rough, knowing
that we have people cheering us on can make all
the difference in how we conduct ourselves. If we
have people clapping for us, we have the energy
and ability to clap for others, and so on and so
forth, until everyone is clapping for everyone. If
one person is changed, the entire world is
changed, because that one person is part of the
world. Lifting them up lifts others up and in
doing so, helps lift us up as well.
Who do you want to be when you grow up?

You don’t know what you don’t know!