The following music reading sequence will be taught everyday in every choral music class.
Sequence of Learning Choral Music
(Courtesy of Mr. Pat Banks, Choral Director at Paschal High School)
[with corresponding applications of TEKS - Texas Essential Knowledge and Skills for Fine Arts]
I. Discuss the
history, form, melodic, and harmonic analysis of the composition
A. To classify
the composition historically [(c)1ABC, (c)5ABCD]
i. Overview
similar styles of composition including some of the following
a. Cultural
implications
b. Related
society issues
c. Political
issues
d. Religious
issues
ii. Listen to
recording of similar styles of composition
B. To identify
specific patterns of composition[(c)1C, (c)3C]
i. Identify
like/different phrases
ii. Identify
like/different sections
C. To identify
melodic and harmonic problems [(c)1AB, (c)3C]
i. Write in
measure numbers
ii. Begin the
audiation process by marking syllable-letters
a. Write in
every note, if necessary
b. Write in
alterations and wide skips if the students can identify the other notes at
sight
II. Speak and
sign the pitch syllables [(c)1AB, (c)3AC]
A. To monitor
accuracy in marking or identification
B. To develop
aggressiveness in participation
i. Speak and
sing single vocal lines, one at a time
ii. Speak and
sing two or more lines together, depending on the structure of the music
III. Speak
rhythmic numerical beats [(c)1AB, (c)2A, (c)3ABC, (c)4A]
A. To monitor
accuracy in rhythm
i. Keep a steady
beat
ii. Speak single
vocal lines, one at a time
iii. Speak two or
more lines together
B. To identify
and solve difficult or problematic rhythmic patterns
i. Use rhythm
charts
ii. Use rhythm
slides
iii. Write a
rhythmic analysis of each voice part
C.
To teach musicality
i.
Mark and speak phrasing
ii.
Speak dynamics
iii.
Speak the expressive notations of the music
iv.
Mark and speak breathing locations
IV. Speak and
sign the pitch syllables in rhythm. [(c)1AB, (c)2A, (c)3ABC]
VI. Sing pitch syllables with correct rhythm and expressive qualities.[(c)1AB, (c)2A, (c)3ABC, (c)4A]
VII. Sing on a common vowel sound.[(c)1AB, (c)2A, (c)3ABC, (c)4A]
A. To establish a timbre
B. To focus on
the performance style of the composition
i. Tee’s and
Tah’s for fast rhythmic sections
ii. Doo’s and
Doh’s for slow rhythmic sections
VIII. Discuss the
language of the text in context with the historical period, style, and genre. [(c)1ABC, (c)5ABCD]
A. To understand
the historical, style, and cultural heritage
i. Overview the composer’s
life
ii. Discuss any
other compositions with similar musical or cultural aspects
iii. Listen to a
recording of a similar composition
iv. Listen to a
performance of the music
a. Compare
common characteristics
b. Compare
different characteristics
B. To classify
genres, styles, or periods of music
i. English Text
a. Mark and then
speak the following:
1. Exploded and
imploded consonants
2. Location of
beginning and ending consonants
3. Pure vowel
sounds
4. Diphthong
analysis
5. Modified
vowel sounds
6. Appropriate
syllabic stress
b. Read in
rhythm using musicality markings
ii. Other
languages
a. Read the
translation of the text
b. Follow 1-6
above
c. Read in
rhythm using musicality markings
X. Perform the composition in small and large groups. [(c)1ABC, (c)2ABC, (c)3BC, (c)4AB, (c)6ABC]
A. To provide feedback response to the performance of the composition
i. Sing and
record the music for an audience
ii. Listen to the
recording
a. Evaluate the
appropriateness , quality, and effectiveness of the performance
b. List verbal
and written constructive suggestions for improvement
1. Phrasing
2. Part-writing
3. Balance
4. Blend
5. Word Stress
6. Accents
7. Diction and
articulation
B. To provide
creative expression
i. Select
various students to conduct/direct the composition.
