Standard 1a
Singing, alone and with others, a varied repertoire of music: Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory.
The teacher helps students prepare works for an informal school concert. Both soloand small-ensemble literature are performed by students in the choral program. The teacher provides guidance in the selection of a varied repertoire that will demonstrate theproficiency of the students without taxing the voices over the duration of the rehearsalsand eventual performance. Soloists and group members are responsible for learningabout the background of their piece (i.e., the historical or cultural context of the composition, special musical effects it contains, and the meaning of the text).
The teacher acts as a facilitator to make sure that the information developed from thestudents' research is reflected in the performance of the piece. To do this, the teachermonitors at least one short rehearsal with each student or student group, during whichthe students perform the piece and explain the reasons for their musical decisions. Theteacher helps the students correct any problems.
The concert is open to the students' peers outside the choral program (and, possibly, toparents or other guests). It is also attended by all other students in the choral program,who provide a knowledgeable audience. In the class period following the concert, thestudents evaluate each other's performances. At the beginning of the discussion for eachpiece, the performers share their understanding of the work; the focus then centers onhigh points of the technical presentation and the appropriateness of each interpretation.
The instructional activity is successful when:
- The students perform competently, confidently, and with appropriate expression
Excerpted from Teaching Examples: Ideas for Music Educators.
| Provided in partnership with NAfME |
