Presentation on theme: "Pitch Is A Specific Address… NOT A ZIP CODE!!!!!!!!!"— Presentation transcript:
Pitch Is A Specific Address… NOT A ZIP CODE!!!!!!!!!
I Think We Can All Agree… THIS IS A PUG
King Henry VIII?
Dress Them Up However You Want To, But They Are Still Dogs!
“Intonation problems tend to fall into two fundamental categories: physiological and psychological.” Physiological – Way that singers produce the tone Psychological – How singer hears tone before they sing Wine, Thomas, “Check Your Intonation,” The Choral Journal, (April 2004):
“The majority of intonation problems stem from faults in vocal technique. This is mentioned to dispel one of the biggest myths regarding intonation: one with good ears does not always sing in tune…The biggest mistake choral conductors make is attributing a problem with intonation to ‘singers' understanding of a pitch, rather the production of it.” Skelton, Kevin D, “Choral Intonation,” The Choral Journal, (September 2005):
Vowels – Open vs Closed – Tongue, Jaw, Lips – Modification Vowel/Placement/Production Closed (front) Closed (back) i e a o u LipsTongue Open
Breath Often lack of energy or commitment – ‘Quality’ of exhalation Posture Vocalisms – Tongue Trills/Lip Flips – ‘V’ Gestures/Movement – Twirl or Belly Slaps – Shake The Monkey – Fire Feet
Placement/Registration Typical Issues – Fuzz, lack of resonance – Pressed/Chesty/Heavy – Swallowed Funny Hum – Funny Hum Text “It Is A Fa Fa Fa Day” Top Down – falsetto or [tri-u]
“Engaging and connecting the mind’s ear to the vocal process is critical to developing independent singers with good intonation.” Johnson, Eric A & Klonoski, Edward, “Connecting the Inner Ear and the Voice,” The Choral Journal, (October 2003):
Audiation – Multiple keys!!!?? – Imaginary Rehearsal Multiple Keys – Nursery Rhymes Twinkle (C) Mary (Bb) Row Row (D) My Bonnie (G) Stop Playing The Piano!
Change Keys – Sing a monophonic line and modulate gradually – Change the key of the piece – might fix your problem! Overtones – Nasal [i] – [si – e – a] ‘Shaw 16’ Chords – Root, 5 th, 3 rd
Building the chord
Building the chord 1. Root 2. Fifth
Building the chord 1. Root 2. Fifth 3. Third
Building the chord 1. Root 2. Fifth 3. Third 4.Added tones
Choristers must posses “knowledge of musical and expressive concepts pertaining to intonation and well-tuned singing, particularly the establishment of a systematic approach to music reading” Grant, Joe, “Improving Pitch and Intonation,” The Choral Journal, (December 1987): 5-9.
Literacy Don’t train your kids to be mocking birds! – Teach them to read! Inhibitions – Fear of being wrong Culture of ‘testing’ If I don’t play it for them? – “No, but we can read it together!” – Raise your hand if you perceive you’ve made a mistake
Literacy Probing Questions – Was it correct? – What was wrong? How was it wrong? – Too High? Too Low? Etc. – How might we fix it? Basics – Direction – Step vs leap – Kids will get dangerously close!!!!! – Just take the time to talk about it
Literacy Try and teach/incorporate a little theory – Scales, intervals, chords – Teach them the vocabulary Error detection General rehearsal idea – CORNERS – Give them responsibility Solfege is your friend! – Hand-sign solfege can be your BEST friend!
Scales (paired with solfege also) – Major – Minor – Chromatic – Whole Tone – In Combination???!!!! – Round??? Call & Response – Neutral syllable – Solfege – Solfege – Interval – Neutral Syllable – Interval Literacy
Literacy - Solfege Moveable Do La Based Minor Hand-signs – Assessment Visual – may not sing it but you see it Writing similar – cognitively get it, just can’t perform – Range of Motion A singers ‘button?’
Literacy - Solfege In the Air First Patterns – Descending minor 3 rd – Arpeggio – Scales – Do, mi, re, fa, mi, sol, etc – Do, do re do, do re mi re do, etc ‘skip’ a note Make it a game – Do, re do, mi, do fa, do sol, etc
Literacy - Solfege Transfer to written page – NO STAFF – Circles first (whole notes) Stack thirds New chord next to it Add ‘lines’ ‘spread’ them out (scale) – Key Signatures WAY later!! Farthest Flat is Fa Last Sharp is Ti
Literacy - Solfege Write Solfege Into Score – It’s Ok!! Resources – John Armstrong the-sea.html the-sea.html ml ml
Literacy - Solfege More Resources – Masterworks Press American Folk Songs 371 Bach Chorales Palestrina Motets – – Choral Net
”It wasn’t raining when Noah built the ark.” ~ Howard Ruff (financial advisor)~ “Your present circumstances don't determine where you can go; they merely determine where you start.” ~ Nido Qubein (President of High Point Univ) ~ REMEMBER!!!
Takes Longer – Slow And Steady Wins The Race!!!! – Better in long run Incorporate into your teaching/rehearsal style Be discerning – Every publisher has something they are ‘willing’ to sell you! IT WILL PAY OFF!!!!!! “I hated every minute of training, but I said, 'Don't quit. Suffer now and live the rest of your life as a champion.” ~ Muhammad Ali ~
“Don't judge each day by the harvest you reap but by the seeds that you plant.” ~ Robert Louis Stevenson (author: Treasure Island) ~
“Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good teaching as knowing my students and my subject. -Parker Palmer from “The Courage to Teach”
When You Look Into the Mirror, What Do You See? Are you teaching and developing skills, independence, and LITERACY? – Or simply ‘pounding’ parts? What do you’re students deserve to see?
Thank You! Ryan Beeken Indiana University Of Pennsylvania
Just Give Them The Pug! BUT MAKE IT A GOOD ONE!