American Choral Directors Association 2017 National Conference A Life of Song The Hilton Minneapolis Ballroom Efe Minneapolis, MN a oe friday, March 10, 2087" 2 oC Music Literagy in the Elementary sais Rehearsal Clinician: Craig B. Knapp Rocky Poin? Public Schoo! District, Elementary Music Specialist Hofstra University, Adjunct Assistant Professor Metropolitan Youth Orchestra, Treble Choir Director E-mail: MrKnapp1@aol.com“Te land Wrure Mistaves are Mode” Music Literacy in the Elementary Choral Rehearsal Techniques from “Conversational Solfege” - Dr. John Feierabend - ae Publications Poke Song 1 MKOdWCe enon (sorte), jucade Dry ROL, Rercirrny ry YOK, (Poking PEM ; FANN Canfas ample: (FRR arr Fais Do Do “ Acadian Lullaby, Arranged by Susan Brumfield - BriLee Music, we q Step 1: Readiness - Rote Activity Ve x 1. Learn This Song > e icredteraprecenticopa leysrate\(cals| Daye * Students sing the song. y o : or yr 2: Conversational Solfege - Rote Activity . Knowing When Not To Sing ( ae (Yt Teacher asks class to $ PO het eL) attern” S with tonal syllables (patterns that include Do, Re, Mi). \ so oe Students repeat thé SSpecial pattern” with tonal syllables. Teacher sings many different patterns with tonal syllables an&‘télls students to repeat every pattern except the “special pattern.” Students’repeat every pattern except the “special pattern.” Student who mistakenly repeat the “special pattern” ~ Gsit down. * The last s Ya The Missing Link * Teacher sings a pattern with tonal syllables for the students to inner hear and memorize (patterns that include do, re, mi). (Ye Perk POMONA) Ohindurnrss, * Teacher sings the pattern again, leaving out one tone. (leave out Do, Re or Mi). * Students are asked to sing the tone that was left out.pes Human Piano (Rid WYO Or Wowwn-WP) Teacher divides class into groups and assigns each group a tone (Do, Re, Mi). * Teacher asks groups to sing the assigned tone when they are pointed to. Teacher “plays,” “Fais Do Do” on the human piano. Teacher “plays,” “Fair Do Do” on human piano with a Le individual student on each tone. 4. Who Sings What * Teacher divides class into two or more ve groups). * Teacher assigns each group a tone or bedt/{Do, Re, Mi). * Teacher sings patterns with tonal sylightes and groups sing only their tone or beat (phrasesdoF, * “ais Do Do” with tonal syllables). & Step 3 - Conversational Solfege - Dec@e Familiar 1. Spell This * Teacher sings or play$ tonal patterns with neutral syllables tena of, “Fais Do Do” with neutral syllables). + Students ee pattern back with tonal syllables. 2. Phrase by Phrasé” * Teachek.sings a song phrase by phrase with neutral syllables (phrases of, “Fais Do Do” with neutral syllables). + @Students repeat each phrase with tonal syllables. 3. Sing Aloud Only * Teacher sings patterns (or sections of familiar melody) with a neutral syllable, then asks students to sing only part of the pattern aloud and inner hear the rest. (phrases of, “Fais Do Do” with neutral syllables). Sing aloud only: > The first beat / The third beat » Do / Do and Re / Do and MiStep 4 - Conversational Solfege - Decode Unfamiliar 1. Rapid Fire * Teacher plays one tone at a time on the piano or other pitched instrument. * Have the class sing each tone immediately after it is played. Play the tones in random order. + Increase speed as students develop proficiency. A 2. Reverse * Teacher sings two tonal patterns: the first en) neutral syllables and the second one with ae syllables. + Students repeat the two patterns, sing re first one with tonal syllables and the second ay ewith neutral syllables. Step 5 - Conversational Solfege - Create 1. Drop and Add * Teacher sings a four- topipatter with tonal syllables (using Do, Re, Mi). * A student sings po ace s last two tones and adds two more tones? * The next student sings the previous student's last two tones andcadds two more. 2. simon ((\pp ) \ * TegcHer sings two tones with tonal syllables (start with Do, Re or Mi). e first student sings those two tones and adds one more tone. * The next student sings those three notes and adds one more tone. @ Rave Yar restore Yaw group echo earn PoinStep 6 - Reading - Rote 1. Read Patterns * Students look at notation projected onto SmartBoard with tonal patterns. * Students think each pattern while teacher sings the pattern for them, then the students sing each pattern aloud with tonal syllables. Step 7 - Reading - Decode Familiar 1. Read This Song * Teacher distributes the song ("Fais Do Do’! + Students think the first phrase, then sid? using tonal syllables. * Students continue thinking then 1 all additional phrases. 2. Stop and Go * While reading, “Fais Do Desescer asks student to: > Alternate measures-Singing aloud and inner hearing. ’ ge Sing only bea? and inner hear the others. Sing only Quarter notes and inner hear the others. Sing onlyDo and inner hear the others. Sing:@Verything but inner hear Do. 3. Antiphonal Reading * Teacher divides the class in two or more sections and assigns each section to sing only: ~'> Specific measures (2 groups and alternate measures) > Specific beats (2 groups - beats 1&2 and beat 3) > Specific tones (3 groups - Do, Re, Mi). vvvv4. Lower the Curtain + Students read a song ("Fais Do Do") using tonal syllables. + Students identify the highest tone in the melody. + Students sing the melody again and “lower the curtain” over the highest tone each time it occurs (inner hearing that highest tone). A * Students sing the melody again lowering the curtain. further by inner hearing the two highest notes.) + Students continue inner hearing one more tone from highest to lowest with each repetition. \ The first beat / The first and third beats > Do / Do and Re / low Sol auth pattern back with tonal syllables.Step 4 - Conversational Solfege - Decode Unfamiliar 1. Rapid Fire * Teacher plays one tone at a time on the piano or other pitched instrument. = Have the class sing each tone immediately after it is played. Play the tones in random order. * Increase speed as students develop proficiency. _, 2. Reverse nN) + Teacher sings two tonal patterns: the first one, With neutral syllables and the second one with topal syllables. oS + Students repeat the two patterns, singingtthe first one with tonal syllables and the second onfe’with neutral syllables. KD Step 5 - Conversational Solfege - Create 1. Drop and Add Q + Teacher sings a four-tone-pattern with tonal syllables (using Do, Re, Mi, Fa, Sal, La, low Sol). + A student sings the teacher's last two tones and adds two more tones? + The next student sings the previous student's last two tones andcadds two more. 2. Simon OU * Teacher sings two tones with tonal syllables (start with tow Sol, Do). +The first student sings those two tones and adds one more tone. * The next student sings those three notes and adds one more tone.Step 6 - Reading - Rote 1. Read Patterns + Students look at notation projected onto SmartBoard with tonal patterns. + Students think each pattern while teacher sings the pattern for them, then the students sing each pattern aloud with tonal syllables. A Ny Step 7 - Reading - Decode Familiar A 1. Read This Song v Teacher distributes the song ("Seagull, Segguli”) Students think the first phrase, then sing using tonal syllables. * Students continue thinking then singihg all additional phrases. Ge 2. Stop and Go , + While reading, “Seagull, Seagull”, teacher asks student to: 2 > Alternate measures singing aloud and inner hearing. | > Sing only béut 1 and inner hear the others. Sing onlyquarter notes and inner hear the others. Singcotily low Sol and inner hear the others. > Sing’everything but inner hear low Sol. 3. Antiphonal’Reading + Teather divides the class in two or more sections and @a8signs each section to sing only: > Specific measures (2 groups and alternate measures) > Specific beats (2 groups - beats 1&2 and beats 3&4) > Specific tones (5 groups - Do, Re, Mi, Fa, low Sol). Vv vv4. Lower the Curtain Jas. ney Tid is Lows gh. Students read a song (“Seagull, Seagull”) using tonal syllables. + Students identify the highest tone in the melody. + Students sing the melody again and “lower the curtain” over the highest tone each time it occurs (inner hearing that highest tone). A + Students sing the melody again lowering the a further by inner hearing the two highest note + Students continue ier hearing one more fone highest to lowest with each repetition. + Students inner hear the entire song crete sing aloud from memory. “J x Step 8 - Reading - Decode Unfamiliar . 1. Solfege War , * Using two tone charts, onesstudent stands by each chart. One student points sto a tone and the other continues to sing thatstone while pointing to a tone on their chart for the other student to sing. Students alternate giving’each other a new tone while holding the tone the.other is showing. Source: Dr. John Félerabend, The Hartt School, University of Hartford, GIA Publicatiohs, Inc., Chicagov y vy ovvvvvvy v vvVY vty Recommended Resources Doreen Rao - We Will Sing! - Boosey & Hawkes Edward Bolkovac/Judith Johnson ~ 150 Rounds for Singing and Teaching = Boosey & Hawkes Henry Leck - Vocal Techniques for the Young Singer - Colla Voce Music, Inc. \ Henry Leck/David Frego - Creating Artistry Through Movement," Daleroze Eurhythmics in the Choral Setting - Hal Leonard 9) Jean Ashworth Bartle = Lifeline for Children’s Choir Directors! Gordon V. Thompson Music Noe John Feierabend - Conversational Solfege - GIA pale John Feierabend - Pitch Exploration Pathways ~ GI Sa ications ‘John Feierabend - Pitch Exploration Stories - GI ‘Publications John Feierabend - The Book of Canons - GIA Publications John Feierabend - The Book of Echo Songs < GIA Publications Kenneth Phillips - Teaching Kids to Sing ~ Schirmer Books Mary Goetze/Angela Broeker/Ruth Boshkoff - Educating Young Singers -MJ Publishing Paul Nesheim/Weston Noble Publishing Company ‘ Rodney Eichenberger/Andre Thomas - What They See Is What You Get = Hinshaw Music Inc. ‘ Rollo Dilworth ~ Chgic*®Gilders - Hal Leonard Rollo Dilworth/EmilCrocker - Choir Builders for Growing Voices ~ Hal Leonard Ge Timothy Seelig ~ Quick Fixes (Prescriptions for Every Choral Challenge) - Shawnée Press Timothy"Seelig - The Perfect Blend - Shawnee Press Timothy Seelig - The Perfect Rehearsal - Shawnee Press Var Blarcom - Choir Room Posters - Curtis Music Press Christy Elsner - Gadgets for Great Singing - Shawnee Press DeAnna Venable - Good Rules for Singing ~ Plank Road Publishing Lee Gwozdz - Singing FUNdamentals, Toys That Teach — World Library Publications es ~ Roger Dean The next time you have a rehearsal, ask your students to write down and complete the following thought, “When I sing, I feel...”