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Choral Literacies and Skills for the Performing Artistic Process

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Choral Literacies and Skills for the Performing Artistic Process Choral Literacies and Skills Assessment for LEVEL-BASED DEVELOPMENTAL MARKERS Ensembles and Students VOCAL TECHNIQUE MUSICIANSHIP Tonal Technique Breath Technique Artistry Music Reading VOCAL FACILITY RESONANCE ENSEMBLE SOUND BREATH MANAGEMENT RHYTHM AND TEMPO EXPRESSION AND ARTISTRY RHYTHM AND MELODY, INTERVALS AND INDEPENDENCE INTONATION DYNAMICS DICTION ARTICULATION AND VOWELS AND BALANCE Effort, Airflow, Efficiency, Onset Precision, Clarity, Expression Style, Form, Expression MUSICAL MARKINGS AND AUDIATION LEVEL OF LITERACY Range, Agility, Clarity, Divisi • Shaping vowels with space, basic • Ensemble sound develops through • Singing range determined by age, • Clear intonation in unison • Good posture with low, expanded muscles • Singing with contrasting dynamics • Pronouncing words together • Contrasting articulation with text and • Singing rhythmically together • Singing with energy, body involvement, • Meter: 2/4, 3/4, 4/4. • Melodic Reading: Step-wise and vowel uniformity is introduced. vowel uniformity and “matching vowel.” gender, vocal quality, and speaking voice, singing develops. for breathing is introduced and develops. is introduced and develops. is introduced and develops. effort is introduced and develops. is introduced and develops. and facial expression to convey mood • Note Values: Whole, half, quarter. pentatonic melodies, unison. often a 6th to a 10th in all voice parts. introduced and develops. Expression • Resonance introduced as “tall” vowels, • Ensemble sound is most successful • Listening skills develop through • Breathing together and energizing the • Forte and piano develops, • Vowel clarity reflects singers’ body • Quick and sustained, light and heavy • Demonstrates physical sense of pulse • Tempo: Andante – Moderato (72–120). • Intervals: Whole step, minor 3rd, Level varies by age, body awareness, energy, 1 opening up inner resonating spaces. with [i, u, o, a]. • Stepwise melodies and simple intervals understanding how vowel uniformity voice are introduced and develop. contrasting dynamics between songs awareness of LEVEL 1 Resonance enunciation are introduced. when coached. perfect 4th and 5th, major scale • Musical Markings: Adagio, Allegro, sung clearly at a moderate tempo. More affects pitch. or between major sections within a and Vowels. and confidence. introduced. • Body awareness of jaw, lips, tongue • Ensemble sound occurs most easily • Expansive, low breath is reinforced, • Clarity of articulation varies as result • Simple rhythms can be sung accurately, p, mp, mf, f. ENTRY-LEVEL introduced and develops. when all singers sing in light mechanism. challenging passages can be coached. • Singers recognize being “in tune” as clavicular breathing is common. song is introduced. • Consonant clarity varies by age, body of text and volume. syncopation and simple multicultural • Expressing the mood of a song with • Key Signatures: None to two sharps general changes of dynamic and • Resonance is most easily developed • Ensemble sound inconsistent due to • Unison, simple counterpoint introduced with pentatonic and simple melodies. • Singers demonstrate consistent breath • Maintaining ensemble sound in awareness, or primary language. rhythms can be taught by rote. or two flats. SINGERS articulation as determined by text is with [i, u, o, a]. heavy mechanism singing or difficult and develops clarity, e.g., partner songs • Common pitch issues due to effort most often in short, loud passages. contrasting dynamics is introduced. • Enunciating consonants at onset and offset • Rhythmic inconsistencies common, • Chord Tones: Two-part “chords” OF ALL AGES or canons. introduced and develops. • Light and heavy mechanism, or or “head” vowels [ε, æ, etc.] inconsistent vowels, register, • Breathing in appropriate places, such • Inconsistencies in resonance often of phrases at louder dynamics develops. precision is affected by age, body built on pentatonic scale degrees. • Form is demonstrated by contrasting and “chest” resonance is introduced. • Stepwise and pentatonic melodies sung or scooping, can be coached. as ends of words, or with punctuation occur during changes of dynamic. • Internal consonants often lack clarity. awareness, dynamics, diction, and formal elements with dynamics and with clarity at moderate tempi. is introduced. • Crescendo and decrescendo are articulation. • Sings mostly in “head” voice, articulation, e.g., verses, refrains, and • Close parallel harmonies and minor introduced and demonstrated. • Basic count singing is introduced. or light mechanism. major sections. dissonance can be inconsistent. • Resonance often inconsistent due • Body movements help singers to vowel space, or heavy mechanism connect physicality to the mood i.e., “chest” voice. and sound desired. • Resonance develops by discovering • Ensemble sound develops • Singing range determined by age, • Listening skills develop through • Good posture, and low, expansive • Varied dynamics from song to song • Clarity of enunciation, projection, • Basic articulation develops, • Rhythmic clarity develops through • Creating a unique style for each piece • Meter: 2/4, 3/4, 4/4, cut time • Melodic Reading: Step-wise and inner resonating space, relaxed jaw & through vowel uniformity and gender, vocal quality, and speaking voice. listening to selves and others. breath develops and becomes consistent. develop, p–f. and body awareness of articulators e.g., detached / legato, heavy / light, unified diction. with dynamic, tempo, articulation, and (symbol and 2/2), 6/8. pentatonic melodies, introduction shaping mouth. matching vowel shape. Range often a 6th to a 12th, expands with • Intonation consistent in middle voice • Low, expansive breath without downward • Crescendo and decrescendo developed. introduced and develops. quick / sustained. • Inner pulse introduced. text develops. • Note Values: Whole, half, quarter, of 3rds, 4ths, and 5ths in melody, Level • Resonant space is introduced, e.g., tall, dome, age and experience. unison and two-part canon or simple 2 • Ensemble sound demonstrated with LEVEL 2 vowels. Inconsistencies pressure at the beginning of a song, or • Vowel clarity reflectsLEVEL 2 • Various types of accents introduced, • Word stress / un-stress is introduced. eighth, simple dotted notes and or lofted, lifting soft palate, inner smile, etc. • Varied dynamics from phrase to phrase • Ritardando and Accelerando are in slow passages, cadences, and • Stepwise melodies, slow to moderately occur with challenges of text, diphthongs, a major section of a song develops. Resonance and Vowels. e.g., staccato, marcato. syncopation. counterpoint, dotted notes. • Vowel uniformity is consistent with is introduced and develops. introduced. • General mood of poetry is understood, with vowels [i, e, a, o, u]. fast tempi, and intervals of 3rds, 4ths, range, and dynamics. • Intervals: Whole step, half step, ELEMENTARY & [i, e, a, o, u] in middle register, expands • Low, expansive breath for individual • Dynamics mp–mf demonstrate • Consonant clarity is developed, • Legato singing is introduced, often • Rhythms more complex than 8th note demonstrated by varied musical elements. • Tempo: Andante – Allegro (72–132) with age and experience. 5ths sung clearly. minor 3rd, major 3rd, perfect 4th, MIDDLE SCHOOL • Ensemble sound inconsistent in • Unison, partner songs, simple phrases is introduced. LEVEL 2 Resonance and Vowels. especially at onset and offset of inconsistent as affected by text, patterns can be coached. • Form demonstrated by contrasting • Musical Markings: Adagio, Andante, • Treble voices sing mostly in “head voice,” rhythmic or fast-moving sections • Unison, partner songs, and simple counterpoint can be sung with clarity phrases, at louder dynamics. dynamic, and developing LEVEL 2 perfect 5th, major scale sung with • Balanced tone, with light effort and • Dynamic extremes may affect • Ensemble sings together but rushing musical elements, e.g., dynamics Moderato, Allegro, Rit(ardando), or thin folds. due to text, register use, or individual counterpoint sung with clarity. Part of pitch. Individual tuning issues due Breath Management. Kodály hand signs. EMERGING HIGH relaxed movement of air is encouraged. resonance and pitch, with piano • Consonants before the beat and or dragging is common. of verses or phrases, and finding Accel(erando), pp–ff, Cresc(endo) • Mixing into “chest voice,” heavy mechanism, singer’s volume. independence in passages with register use, volume, or scooping, • Key Signatures: None to three sharps SCHOOL • Imbalanced tone may result in breathy p, breathy and forte pressed. internal consonants introduced. • Articulation affected by text a “climactic moment” in each piece and Decresc(endo), Accent mark >. or thick folds, introduced. close parallel harmonies or minor can be coached. • Count singing at LEVEL 1 is possible. or three flats, minor key introduced. • Ensemble sound and balance affected pressed f, poor intonation, decreased • Breath plan determined by text and volume. is introduced. • Voices in transition sing with a relaxed dissonance develops. CHURCH / COMMUNITY airflow, light effort, and emphasize by personnel, repertoire, register, and • Tuning homophonic passages legato, et al. and poetry is introduced. • Most of the choir demonstrates facial • Chord Tones: Two- to three-part tessitura. • Some compositions in three or four or close harmonies is inconsistent, chords, major and minor root position, “head voice” as low notes appear. • Ability to sustain longer phrases, breathe • Non-English language
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