Chapter 6-Vocal-Technique Curriculum Flashcards
What does singing contribute to the a) education of the student and b) overall academic program?
1) For the individual student, singing is a comprehensive art.
2) It includes other basic areas of the curriculum: math, science, social studies, languages, and physical education.
3) For the overall academic program, singing comprehensive nature serves as a foundation for unified and comprehensive curriculum.
What is the rationale for the inclusion of singing in the music curriculum?
(Seven points)
1) Singing is a basic means of human expression.
2) Singing fulfills the human need to transmit both thoughts and feelings in a form that augments speech alone.
3) Song permits people to experience life as others have found it and share themselves with others in an expression that transcends the physical and psychological boundaries of life.
4) Through the singing of songs people are able to express themselves in a captivating form.
5) Song is a powerful communicator, especially among the young.
6) Singing is a learned behavior; it’s not some type of gift bestowed only upon a talented few. Children and adolescents can be taught to sing, and each person has the right to learn to sing in order that he or she may experience the joy of music as an active participant.
7) The music curriculum provides for the development of singing as an important area of instruction for all young people.
The study of singing involves learning in what three domains?
What types of learning do each of these domains represent?
The process of singing involves the three major forms of learning:
1) Cognitive (Knowledge)
2) Psychomotor (skills), and
3) Affective this (feelings and attitudes).
Instruction in singing challenges students to grow in knowledge, to explore their feelings, and to learn expressive means of communicating thoughts and emotions.
Why should instruction in singing begin early?
What are the likely consequences of early education that does not include singing?
Is a complex skill; it requires time to develop the coordination of both the psychological and the motor responses needed for successful vocal production.
Therefore, instruction in singing begins early in the career of the student when other basic skills are being cultivated.
Early confidence in singing lays the foundation for a successful music education.
Discuss ways in which vocal techniques are being taught as to:
a) the number of techniques to be taught per year in the normal sequence,
b) the two ways the techniques may be used,
c) the need for ample repetition in pacing, and
d) the ideal implementation schedule for introducing the techniques.
In 1st through 12th grade, 15 exercises should be taught to vocal students each year. This represents one new exercise approximately every other week.
The two ways of teaching vocal techniques to students are: 1) using the vocal techniques as a METHOD and
2) using the vocal techniques as an APPROACH.
The ideal implementation schedule is: Do not spend too much time on anyone technique, and keep a variety in your planning. It is not necessary to do all of the exercises you plan for a session all at one time. In fact, it is better if you spread the exercises through out the class time.
No more than five or six minutes per class should be spent on vocal technique at the elementary level.
This method is not meant to be a comprehensive music program: it is a comprehensive production technique program, which is only a part of the total music curriculum. Spending too much time on vocal techniques will be boring for the students.
For the high school choral program no more than 15% of the total rehearsal time should be spent on vocal production.
Describe the vocal-technique experience as to:
a) standing versus sitting position,
b) record-keeping,
c) two important directives, and
d) the amount of time to be spent on vocal-technique development at the elementary and high school levels.
Student should stand to practice vocal techniques unless directed by the teacher.
Teacher should keep a record of each vocal so that all of the of the techniques are covered in a logical and sequential manner.
Directives: 1) Do not spend too much time on anyone technique, 2) It is better if you spread the exercises through out the class time.
Amount of time spent: At the elementary level only five or six minutes should be spent on vocal techniques and at the high school level no more than 15% of the period should be spent on vocal technique.
What attitude must the instructor stress from the beginning when teaching vocal skills?
Why?
?
What are the five main areas of vocal technique presented in the method part of this text?
Define each of these areas.
1 Respiration Goals
2 Phonation Goals
3 Resonant tone production Goals
4 Diction Goals
5 Expression goals
Define Respiration Goals (three)
(For each of the five main parts of the methodology, state each of the sub areas, and be able to summarize the goal for each.)
Respiration goals include:
1 Posture Development-The student will develop the technique of proper posture, through exercises involving physical conditioning (stretching and limbering), active body positioning, and mental alertness.
2 Breathing Motion- The student will develop the techniques of correct breathing motion (the cycle of inhalation-exhalation), through exercises involving active use of the major breathing muscles.
3 Breath Management-The student will develop the technique of breath management, through exercises involving the support (energized air column) and control (slow emission of air) of the exhale breath when applied to vocal production.
Define Phonation Goals (three)
(For each of the five main parts of the methodology, state each of the sub areas, and be able to summarize the goal for each.)
Phonation goals include:
1) Lower adjustment-the student will develop the technique of lower-adjustment (register) voice production through exercises involving vocal clarity, placement, and projection.
2) Upper adjustment-the student will develop the technique of upper adjustment (register) voice production as a means to finding and strengthening the upper adjustment for singing, through exercises involving vocal clarity, placement, and projection.
3) Adjustment coordination-the student will develop the technique of vocal-adjustment coordination middle register, C1 to C2 through exercises involving the vocal clarity, placement, balance, and projection.
Define Resonant Tone Production Goals (three)
(For each of the five main parts of the methodology, state each of the sub areas, and be able to summarize the goal for each.)
1) Vocal Resonance-the student will develop the technique of vocal resonance through various exercises involving freedom, focus, and projection of the voice.
2) Uniform Vowel Colors-the student will develop the technique of uniform vowel colors for resonant singing, through exercises that involve shaping the vowel track, increasing resonance, and achieving legato movement.
3) Vocal Coordination-The student will develop the technique of vocal-register coordination through various exercises involving pitch exploration and accuracy, register definition and coordination, increased resonance, and flexibility.
Define Diction Goals (three)
(For each of the five main parts of the methodology, state each of the sub areas, and be able to summarize the goal for each.)
1) Track freedom-The student will develop the technique of singing with an open throat, through vocal-track conditioning exercises involving the relaxation and flexibility of the vocal articulators.
2) Word Pronunciation-the student will develop the technique of singing with accurate and intelligible word pronunciation, through exercises involving both enunciation of vowels and articulation of consonants.
3) Consonant Articulation- The student will develop the technique of singing with distinct articulation of consonants, through exercises involving flexible, rapid, and often exaggerated use of the vocal articulates.
Define Expression Goals (three)
(For each of the five main parts of the methodology, state each of the sub areas, and be able to summarize the goal for each.)
1) Phrasing- The student will develop technique of expressive phrasing, through exercises involving the development of musical line as it relates to musical structure and overall musical performance.
2) Dynamic and Tempo Variation- The student will develop techniques both dynamic and temporal variation through exercises involving degrees of loudness – softness and fastness – slowness.
3) Agility and Range Extension- The student will develop techniques of both agility and range extension through exercises involving increasing articulation demands (syllabic, pneumatic, melismatic) over a gradually increasing vocal range.
Why should evaluation of vocal technique be a contributing factor to a student’s grade in music?
The purpose of evaluation for grade is to measure and record (musical) vocal achievement.
The second reason is to share the results of the evaluation with the student and the parents so that the child’s achievement is acknowledge.
Why is it important that the vocal-music teacher be able to articulate clearly rational for the inclusion of singing into the music curriculum?
A clearly articulated rationale gives shape and meaning to what is planned and demonstrates to the administration and the community that singing is important in the music curriculum.
