 |
|
Publishers of products that lift, inspire, inform and entertain, to the LDS & general marketplace, since 1971.
 |
    |
  |
|
Best
Sellers m||m
Upcoming Projects m||m
Instructions for Authors
|
|
Teaching Choral Concepts--
|
||||||||||||||||||||||||||||||||||||||||||||||||
 |
|
 |
|
| Review |
|
When all the members of a choir understand these basic principles, the choir is firmly focused on choral and musical excellence. The lessons include an introduction, correct sitting posture, correct standing posture, the breathing mechanism, controlled breathing, voice-part classifications, vocal ranges, the reed-flute tone continuum, change-of-color points, audition preparation, objectives of vocal training, the singing mechanism, open throat, personal warm-up, care of the voice, vocal resonance, good singing tone, tone color, attacks and releases, effective practice, dynamic levels, extending vocal ranges, head resonance and head tone, humming, basic musical styles, correct phrasing, vocal flexibility, intonation, the phonetic alphabet, balance and blend, singing the vowels, diphthongs, articulation, enunciation, and pronunciation. This book, which has been sold for years to high school choral directors, is now being made available to provide valuable assistance to many who direct church choirs, community choruses, barbershop choruses, children's choirs, and other groups. It's also an extremely valuable tool for individuals who want to perfect their personal singing skills. |
|
|
|
Table of Contents |
|
Part I--THE MODEL PROGRAM EXPERIMENT 1. The Problem: Lack of an Organized Program for the Conceptual Teaching of Choral Principles, 15 Choral Music Classes Vary Widely in Goals, Objectives and Results,15 Conceptual Teaching Defined, 21 Student Performance Experience Lacks Correlation with the Teaching of Musical Concepts, 22 Objectives of the Study: Testing and Instructional Program Development, 24 Delimitations, 26 Hypothesis, 27 2. Methodology and Procedures Followed, 29 3. Description of Schools and Instructors Participating in the Model Program Experiment, 33 The Experimental Group, 40 Comparisons of Participating Teachers, 43 Comparison of Choral Experience of Participating Students, 43 4. Conceptual Teaching and Related Criteria for Development of Lessons for the Model Program, 47 Need for Specific Curricular and Lesson Objectives, 47 First Criterion: Ease of Teacher Preparation, 49 Second Criterion: Availability of Background Reference Material, 50 Third Criterion: Precise Definition of Learning Objectives, 50 Fourth Criterion: Precise Definition of Behavioral Objectives, 52 Fifth Criterion: Lesson Outlines Should Follow the Natural Order of Learning, 54 Sixth Criterion: Lesson Plans Should be Easily Followed, Meaningfully Stated and Consistent in Format, 55 Other Criteria, 56 5. Test Results and Evaluations of the Model Program, 58 The Testing Instrument, 58 Test Administration and Grading, 61 Pre-Test Results, 62 Post-Test Results, 68 Lesson Evaluation Form Summary, 75 Student Evaluation of the Model Program Lessons, 77 Summary of Test and Evaluation Results, 78 6. Summary of Results of the Study and Related Items, 80 Part II--THE MODEL PROGRAM FOR IN-REHEARSAL TEACHING OF CHORAL CONCEPTS Unit 1 Unit 1--Unit Objectives, 87 Unit 1--Teaching Schedule, 88 Unit 1--Quotations Related to Lesson Topics, 90 1. Introductions and Course Participation Commitment, 94 2. Correct Sitting Posture, 101 3. Correct Standing Posture, 107 4. The Breathing Mechanism, 114 5. Controlled Breathing, 123 6. Voice-Part Classifications, 134 7. Vocal Ranges, 139 8. The Reed-Flute Tone Continuum, 146 9. Change-of-Color Points, 151 10. Audition Preparation, 158 Unit 1--Notebook Checklist, 165 Unit 1--Review Ideas, 167 Unit 1--Review, 170 Notes, 176 Unit Two Unit 2--Unit Objectives, 177 Unit 2--Teaching Schedule,178 Unit 2--Quotations Related to Lesson Topics, 180 11. Objectives of Vocal Training, 183 12. The Singing Mechanism, 190 13. Open Throat, 200 14. Personal Warmup, 209 15. Care of the Voice, 215 16. Vocal Resonance, 227 17. Good Singing Tone, 236 18. Tone Color, 244 19. Attacks and Releases, 251 20. Effective Practice, 258 Unit 2--Notebook Checklist, 264 Unit 2--Review Ideas, 266 Unit 2--Review, 269 Notes, 276 Unit Three Unit 3--Objectives, 277 Unit 3--Teaching Schedule, 278 Unit 3--Quotations Related to Lesson Topics, 280 21. Dynamic Levels, 285 22. Extending Vocal Ranges, 291 23. Head Resonance and Head Tone, 299 24. Humming, 305 25. Basic Musical Styles, 312 26. Correct Phrasing, 319 27. Vocal Flexibility, 325 28. Intonation, 330 29. Introduction to the Phonetic Alphabet, 339 Unit 3--Notebook Checklist, 345 Unit 3--Review Ideas, 347 Unit 3--Review, 350 Unit Four Unit 4--Unit Objectives, 357 Unit 4--Teaching Schedule, 358 Unit 4--Quotations Related to Lesson Topics, 360 30. Balance and Blend, 364 31. Singing the Vowels, 370 32. Diphthongs, 377 33. Articulation, 383 34. Enunciation, 389 35. Pronunciation, 395 Unit 4--Notebook Checklist, 400 Unit 4--Review Ideas, 402 Unit 4--Review, 404 Supplementary Materials Appendix I--The Testing Instrument, 409 Appendix II--Lesson Evaluation Form, 424 Appendix III--Student Evaluation of the Model Program Lessons, 425 Appendix IV--Basic Library, 427 Bibliography, 432 LIST OF TABLES Table 1. Participating Teachers Compared by Educational Attainment, 44 2. Participating Teachers Compared by Years of Teaching Experience, 44 3. Years of Participation in School Choral Programs, 45 4. Distribution Data for Years of Participation in School Choral Programs, 46 5. Schools Ranked by Average Total Years of Choral Participation, 46 6. Summary of Means of Pre-Test Scores by Total Sample and Sex, 62 7. Ranked Summary of Pre-Test Scores on Seven Categories, 63 8. Schools Ranked by Means of Pre-Test Scores, 64 9. Schools Ranked by Means of Pre-Test Scores (Paired Sample), 66 10. Summary of Total Pre-Test Scores by Total Group and Sex (Paired Sample), 67 11. Significance Between Pre-Test Means for Experimental and Control Groups (Paired Sample), 67 12. Significance Between Pre-Test Means by Categories for Experimental and Control Groups (Paired Sample), 67 13. Schools Ranked by Means of Post-Test Scores (Paired Sample), 69 14. Difference Between Pre-Test Mean and Post-Test Mean Scores, by School (Paired Sample), 69 15. Significance Between Means of the Difference Between Pre-Test and Post-Test Scores for Experimental and Control Groups (Paired Samples), 70 16. Significance Between Means of the Difference Between Pre-Test and Post-Test Scores by Categories for Experimental and Control Groups (Paired Sample), 70 17.Summary of Means of Post-Test Scores by Total Sample and Sex (Paired Sample), 71 18.Ranked Summary of Experimental Group Post-Test Scores on Seven Categories (Paired Sample), 71 19.Ranked Summary of Control Group Post-Test Scores on Seven Categories (Paired Sample), 72 20.Comparison of Post-Test Scores of Experimental Schools (Paired Sample), 73 21.Significance Comparisons Between Pre-Test and Post-Test Means for Control Schools (Paired Sample), 74 22.Post-Test Scores for Experimental Schools (Expanded Sample), 75 23.Summary of Lesson Evaluations, 75 24.Student Evaluations of the Model Program Lessons, 77 |
|
|
| Order Information |
|
|
||||||||||||||||||||
Horizon Publishers
& Distributors, Inc., 191 N. 650 East, Bountiful, UT 84010-3628
Telephone: (801) 295-9451; Fax: (801) 298-1305; Toll Free: 1-866-818-6277
E-mail: Service07@HorizonPublishersBookstore.com
All pages copyright by Horizon Publishers & Distributors, Inc., 2007
Last Update: June 2007
