Peggy Bennett
Joanne Erwin
Jody Kerchner
John Knight
James Heron

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Choral Methods: MUED 206

Instructor: Dr. Jody L. Kerchner
Office Phone: 775-8267
E-mail: jody.kerchner@oberlin.edu

Course description:
An overview of singers' vocal development including analysis of common vocal challenges, study of pedagogical techniques in group settings, evaluation of vocal and choral literature and texts, construction of vocal interviews, and guidelines for performance at the elementary and secondary levels.  Laboratory experience required.  Prerequisites:  MUED 102.  Consent of instructor is required.  Enrollment limit 12.

Goals:
The primary aim of this course, in compliance with the Music Education Division mission statement, is to prepare students for the art of teaching music by developing students' excellence in education, musicianship, pedagogy, and scholarship.  MUED 206: Choral Methods is designed to give the pre-service music educator the opportunity to (1) become acquainted with elementary and adolescent singing voices, (2) encounter developmental issues that determine age-appropriate musical activities for singers of all ages, (3) become familiar with instructional  materials and resources for use in choral rehearsals, (4) become acquainted with vocal repertoire for elementary, middle, and high school students, and (5) become familiar with strategies for efficient choral singing. 

Objectives:  At the completion of this course, each student should be able to:

•     design and implement vocal interviews.

•     observe and describe the vocal sound of choral groups and of singers of various age levels.

•     select music appropriate for elementary, middle school, and high school singers.

•     organize repertoire for concert programming.

•     plan and conduct choral warm-ups

•     provide a thorough score analysis of a choral score

•     develop criteria for group and individual vocal assessment.

Materials: 

Bell, C. (Spring 2002). Enhanced rehearsal strategies for the undergraduate choral conductor.  Journal of Music Teacher Education, 11(2), pp. 22-27.

Cetto, E. & Dietrich, G. (May 2003). Aural theory training in the choral warm-up: A warm-up curriculum. Choral Journal, 43(10), pp. 19-25.

Conkling, S. (September 2000). Collaboration in the choral ensemble. Choral Journal, 41(2), pp. 9-15

**(REQUIRED TEXT) Cooksey, J. (2000). Working with the adolescent voice. St. Louis, MO: Concordia Publishing House.

Demorest, S. (December 1998). Integrating sight-singing into the high school choral rehearsal.  Choral Journal, pp. 55-58

Erwin, J., Edwards, K., Kerchner, J., Knight, J. (2002). Prelude to Music Education.  Englewood Cliffs, NJ: Prentice Hall.

Kerchner, J. (Dec. 2004). Singing visions: Metaphors for teaching students with visual impairments. Choral Journal, 45(5), 26-36.

Kerchner, J. (2003). Stepping off of the podium: Leveling the playing (and singing) field, chpt. 11. In S. Leong, Ed., Musicianship for the 21st century: Possibilities and trends. Perth, Australia: CIRCME.

Masterworks Press. (April 2003). Sight-singing catalog. Olympia, WA.

Music Educators National Conference. (1991). Teaching choral music: A course of study.  Reston, VA: Music Educators National Conference. 

Rao, D. (1993). We will sing! New York: Boosey & Hawkes.

Stamer, R. (May 2002). Choral ensembles for independent musicianship. Music Educators Journal, 88(6), pp. 46-53.

Stegman, S. (April 2000). Making music meaningful in the choral classroom. Choral Journal,  pp. 15-21.

Stollak & Alexander. (May 1998). The use of analogy in the rehearsal. Music Educators Journal, 17-21.

Welch, G. & Thurman, L. (Eds.).  (2000).  Bodymind & voice:  Foundations of voice education. Iowa City, IA: National Center for Voice and Speech. 

Wis, R. (October 1999). Physical metaphor in the choral rehearsal: A gesture-based approach to developing vocal skill and musical understanding. Choral Journal, pp. 25-33.

Zielinski, R. “Performance pyramid: building blocks for a successful choral performance.” Music Educators Journal, 90(1), pp.44-49.

**(REQUIRED)

—Music packet

—Materials/texts placed on E-Res (Password=”choral”)

—Mini Digital Video Cassette

—Additional materials, e.g., transparencies, markers, CD's, as needed.

Requirements:

1.  All written assignments must be typewritten, double-spaced, and well-written (correct grammar, spelling, syntax).

2.  Due dates are fixed. Written assignments and presentations are due at the time of the class meeting on the date they are due.

3.  Class presentations and observations will not be accepted after the due date.

4.  Punctual attendance and active participation are required. "Attendance" refers to regular classes, any field trips/observations, and special presentations by guests. "Participation" means a willingness to answer/ask questions both in and out of class and cooperative-learning sessions, a demonstration of preparedness, and an active role in discussion. 

Absence does not excuse you from meeting the due date for assignments and presentations. If you are unable to attend class, you are expected to notify the instructor. Two unexcused absences will lower your final grade by one letter grade. Absences thereafter will continue to lower your final grade by one letter grade.   

Grading:

Tentative Course Calendar