Tuesday, December 7, 2010

Teaching PreK and kindergarten

Hello friends and colleagues!

Life in the Netherlands is good so far and I'm happy to say that I have a job at an international school here in Maastricht.

Any ideas for teaching PreK and Kindergarten general music? I've never taught PreK and haven't taught kindergarten in awhile? Ideas? Thoughts? Resources?

Miss you guys!

Saturday, July 31, 2010

Challenges in Music Education Today - Class Discussion

July 26, 2010
Seminar in Music Education - Dr. Kaiser
Discussion and Brainstorming

"What are the greatest challenges in music education today?"
  • Music as aesthetic expression vs. utility
  • Advocacy (who decides?)
  • Budget
  • Focus (distracted time)
  • Relevance, standards and goals
  • Meaningfulness/Connections/Transfer(Behaviorists)
  • Future: leadership and visioning
  • Incorporating technology: flexibility and adaptability
  • Accountability (testing)
  • Demographics and diversity
  • Defining and identifying music as an art form
  • Professional cooperation for Advocacy

Tuesday, July 27, 2010

Questions for Authenticity

A Checklist for Evaluating Multicultural Materials

by Judith Cook Tucker, Publisher, World Music Press

Look for the following in any resource to be sure it is as authentic, accessible and practical as possible, while at the same time it respects the integrity of the culture.

* Prepared with the involvement of a culture bearer (someone raised in the culture). In many cultures, music and other arts are an integral part of every aspect of the culture, and need to be placed in context by an insider who has the depth of knowledge necessary to increase your understanding. (Their presentation may be assisted by a student of the culture.) Be sure to ask beforehand if they are willing.

* Biographical information about the contributor(s) including their personal comments about the selections

* Each piece/work should be set in cultural context, including the source, when it is performed, by whom, circumstances etc.

* The work should include historical/geographical background, maps, specific locale (not identified only by continent or ethnic group).

* Original language with pronunciation, literal translation, interpretation of deeper meanings/layers of meaning. In this way, if a singable translation or version is included, you know how it deviates from the actual meaning.

* Photographs, illustrations (preferably by someone from the culture)

* Musical transcriptions if at all possible. (Sometimes a skeletal or simplified transcription is best, but you'd be amazed at how many songs are presented with lyrics only.)

* Companion audio recording of all material in the collection featuring native singers or their longtime students, and employing authentic instruments and arrangements (There is no substitute for hearing the nuances and subtleties or styling and pronunciation. These cannot be written down and must be heard. In many cultures, learning music is primarily or entirely an oral/aural experience.)

* Games include directions

* No sacred materials (ritual, holy - this does not refer to hymns or spirituals) in a collection intended for casual school/community use. It is inappropriate in many cultures to use these out of context unless the tradition is your own and you can make any necessary alterations; e.g., among the Navajo, the songs of the Blessingway, Beautyway and Nightway chants ARE the ritual, and are not sung out of context without changes even by the Navajo. In many cultures, the singer of such songs would have spent a lifetime learning them, and would never use them casually. Use the guideline: If someone from the culture observed my group while I was teaching or performing this song, would they be offended?

Wednesday, July 21, 2010

Re: Laura's Rep List

Dear Laura,

Here's my advanced treble choir rep list from choral reh. techniques. Enjoy!



Advanced Treble Choir Repertoire List

“Ahe Lau Makani” by Princess Lili’uokalani, arr. by Stephen Hatfield, 3-part Treble with Guitar & Bass Guitar, Boosey & Hawkes, M-051-47215-4
• Set only against the guitar and bass guitar, this piece starts in unison before splitting into easy harmonies. Embraces sweet, gentle Hawaiian feel with guitar tuning, cross-rhythms, and scoops and slides. Moderate.

“Are You Ready to Fly?” by Mark Hayes, SSA, Roger Dean, 15/2436R-2
• This piece is a longer (23 pages!) interpretation of the whimsical powers of flying through the means of fairy tale. Piano accompaniment adds much to the fairly simple harmonies. Different sections combine to tell this story’s great morale. Moderately difficult.

“Ceremony of Carols” by Benjamin Britten, SSA, Boosey & Hawkes, M060014109
• Contains 13 Christmas Carols arranged for Treble voices (SSA) and Harp or Piano. Titles include - Procession, Wolcum Yole, There Is No Rose, That Yonge Child, Balulalow, As Dew in Aprille, This Little Babe, Interlude, In Freezing Winter Night, Spring Carol, Deo Gracias, Recession, Spring Carol. It would be possible to take This Little Babe, which is faster, out of the set and perform separately (OCTB5138). Moderate-Difficult.

“Comic Duet for Two Cats” attributed to Rossini, by de Pearsall, arr. Craig/Mason, 2-part, Plymouth Music, PCS 538
• Snippets of Rossini’s Otello make this hilarious duet about competing singing cats, which never fails to amuse the singers nor the audience. While only singing on a “Meow” there is a lot to work with, including the Italian opera melismatic style. Moderate.

“Da Pacem Domine” by Melchior Frank, arr. by Mary Goetze, 4-part, Boosey & Hawkes, M05146187-5
• A beautiful simple round from early Baroque/late Renaissance that is sung at the 5th, in parts I a+b, and II a+b. Could potentially double with a consort. Easy.

“The Drinking Gourd” arr. by Andre J. Thomas, 2-part, Heritage Music, 15/1564H-3
• Gospel-inspired accompaniment and arrangement of vocal parts gives this piece a new identity that is steeped in heaviness and yet is light. The end broadens into an impressive ending. Easy to moderate challenge, watch for intonation and sloppiness.

“El Monigote” Venezuelan Folk Song arr. by Diana V. Saez, SSAA a cappella, Roger Dean, 15/2317R
• A fabulous interpretation of a joropo, a form of music and dance in ¾ or 6/8 from Venezuela. Melody is set against voices imitating plucking of harps and percussive sounds. Melody also very nicely is distributed throughout the different sections. Moderate.

“Eletelephony”: text by Laura E. Richards, music by David L. Brunner, Unison, Boosey & Hawkes, OCTB 6532
• A fun, funky mixed meter piece that through composed musically depicts the humorous text. Moderate challenge in angularity of line and rhythmic interest.

“Exaudi! Lauduate!” by Beverly A. Patton, SSA, Roger Dean, 15/1401R
• An energetic piece with layered a cappella entrances. High F’s for all parts. D.S. al Coda, ABCA. Good use of contrasting sections. Moderately difficult.

“Fire” by Mary Goetze, SSA, Boosey & Hawkes, OCTB6482.
• A very fast take on a 13-year-old’s poem. It consists of several simple ostinato patterns, and the range is limited. Piano accompaniment difficult. The agitated section is set with a legato middle section before returning to the beginning interpretation. In Teaching Music Through Performance in Choir, v. 1. Moderate.

“Hamisha Asar” by Flory Jagoda, arr. by Nick Page, 3-part Treble, Boosey & Hawkes, M-051-47234-5
• A Ladino song in a klezmer mode, this festive song is in 7/8. The words and melody capture the spirit of “come to visit us, we will sing.” The words seem difficult at first, but repeat as not to be too difficult. Interestingly enough, it can be performed simultaneously with the SATB version. Moderately difficult.

“Hotaru Koi” by Ro Ogura, SSA a cappella, Theodore Presser, 312-4150
• “Ho, Firefly” is a traditional Japanese children’s song and in this arrangement utilizes a one-beat canon for most of the extremely short (1:40 minute) piece. The piece utilizes text painting to hear the fireflies fly around. Very interesting piece. Moderately difficult- difficult.

“J’entends le moulin” arr. Donald Patriquin, SS, earthsongs, W-10
• With percussion and an accomplished accompaniment part, this folksong is given a very fun arrangement. Fast, the French will need some time in rehearsal, especially with 9 verses of two-line couplets. In Teaching Music Through Performance in Choir, v. 1. Moderately difficult.

“The Lake Isle of Innisfree” by Eleanor Daley, SA divisi, Oxford University Press, W154
• Beautiful piano accompaniment makes this piece with its colorful harmonies reflect the exquisite poetry of Yeats. Challenging with sparing 3-parts, but most vocal harmonies are predictable. Moderate.

“The Log Driver’s Waltz” by Wade Hemsworth, arr. by Ron Smail, SSAA a cappella with coloratura soprano solo, Cypress Publishing, CP 1030
• A very fun arrangement of a cheeky Canadian new folk song. It contains lots of divisi and rhythmic challenges since the melody is supported mostly through the solo and the accompaniment is within the choir. Needs a very strong and dramatic colorature soprano solo, who is willing to have fun with the piece. Difficult.

“Now to Sleep”; text by Jim Schley, music by Paul Carey, 2-part Treble, Roger Dean, 15/2598R
• Very simple lullaby set in unison and then expands to two-part harmony. Setting of more difficult vocabulary interpolated with easy vocal harmonies against interesting piano accompaniment. Easy.

“Old Abram Brown” by Benjamin Britten, SSAA, Boosey & Hawkes, OCTB1787
• The final composition in a set of twelve entitled Friday Afternoons, this piece is an eerie dirge setting of a single melodic line, sung initially in unison but primarily in canon. There is an octave leap that will require some work. In Teaching Music through Performance in Choir, v. 1. Easy.

“Pergolesi Suite” ed. by Doreen Rao, 2-part Treble, Boosey & Hawkes, OCTB6703
• From Stabat Mater, this two-movement piece starts with unison or a solo before splitting into two-parts. The first movement is “Inflammatus et accensus” which is very Baroque in texture with terraced dynamics. The second movement,
“Quando corpus,” starts largo with layered entrances, and then becomes presto with the cascading “Amen” sequence. Difficult piano accompaniment. Moderate.

“Radiant Sister of the Day” by David L. Brunner, 2-part Treble, Boosey & Hawkes, 48019153
• An uplifting setting of Percy Bysshe Shelley’s text, this song has playful rhythms and an “undercurrent of pulsation”. Difficult in passages due to unexpected notes and mixed meters. Splits into 3 parts, then 4 parts at the enthusiastic ending. Moderately Difficult

“The Rose” by Jeffrey Cobb, 2-part Treble, Roger Dean, 15/2449R
• Though appearing child-like at first in text and simple folksong-like melody, Mr. Cobb conveys how adult the text is through a countermelody in the accompaniment. Starts and ends unison, with easy harmonies in the middle. Easy.

“Som W Stawie Rybecki (Fish in the Pond)” by Stanislaw Wiechowicz, ed. Richard Zielinski, SAA a cappella, Roger Dean, 15/2318R-5
• From a larger collection, this first Polish Folk Song from his Three Polish Folk Songs for Treble Voices is set as a slow, in three, and melancholy Polish folk dance. The alto line starts as an ostinato, until the top two voices go into harmony and the lower alto has a rhythmic grounding. Moderately difficult.

“Thula S’Thandwa” Zulu Lullaby, arr. by Nick Page, 2-part Treble (divisi), Boosey & Hawkes, 48004873
• Three simple variations on a lovely Zulu lullaby first starts with a running piano accompaniment, then 3 against 2 (similar to mbira rhythms), and then ends with a countermelody. Alternates between Zulu and English, and dynamics add interest. Moderate.

“There Is Love in a Song” by Stan Spottswood, Three-part Treble, Roger Dean, 15/2600R
• Exuberant song that speaks to the students due to text and music. Rhythmic groove and easy harmony make the text come alive. “People everywhere can know the joy of music.” Moderate.

“V’eirastich Li L’Olam” by Valerie Shields, 2-part Treble, Boosey & Hawkes, M-051-47353-3
• Slow lyrical piece in Hebrew, with repeating words set differently throughout. Very expressive in tempo, dynamics, and vocal range. Good supportive piano accompaniment. Moderately difficult.

“Vivaldi for Treble Choirs- Selections from Magnificat” ed. by Janet Galvan, Unison/2-part, Roger Dean, 15/1474R-3
• Two movements, “Et Exultavit” and “Esurientes” combine to make this suite. The first movement is allegro and unison, and the second movement is allegro and 2-part. Melismas abound in this very dance-like Baroque piece. Could potentially supplement with cello and continuo. Easy.

“Waltzing with the Moon”: text by Vachel Lindsay, music by Paul Carey, Unison, Roger Dean, 15/2589R
• A fascinating text painting musical whole with three movements: “The Moon’s the North Wind’s Cooky,” “Euclid,” and “What the Rattlesnake Said.” Elements of bitonality, mixed meter, jazzy blues waltz, and snakey whispers. Moderate.

Women's choir repertoire

Hi all!

I'm in the process of picking out some women's choir material for this coming semester, and I though I would pick your brains! I would love to hear any suggestions you all have. The group is the Marist College Singers, and I'd say they sing as a very good high school-beginning to intermediate collegiate group. There are enough women, and they hold their parts well enough to sing up to SSAA (although we sang one piece that had even more divisions than that).

Thank you thank you!
Laura

Tuesday, July 13, 2010

The difference makers

Hello Vision 2010ers:

This is terrific -- my true hope is that you and all of your peers keep this type of sharing and visioning alive, and in doing so, that you become the change makers and the future of music education and "our community" (ala. Vision 2050 and beyond -- you are conduits for future generations)!

:-)  KK

Sunday, July 11, 2010

Greetings

Hello everyone!
Thanks to Laura D. for inviting me in!
I'd love to get a project going that discovers the nutrition in V2020
Anyone have any ideas?