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Books on the topic 'Choral leader'
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1
Connelly, Don. The song leader and congregational singing. Greenwood, IN: HBU Music, 2003.
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2
Mark, Jackson. The song leader: Teaching the church to sing. Schaumburg, Ill: Regular Baptist Press, 1991.
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4
You can have a children's choir: Create a joyful noise with children : a step-by-step guide for church leaders. Nashville, TN: Abingdon Press, 1988.
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5
Na ŭi hyŏngje Kim Hŏn-jŏng: Minju yŏnhap nojo yŏlsa p'yŏngjŏn. Sŏul: Maeil Nodong Nyusŭ, 2013.
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6
Garnett, Liz. Choral Pedagogy and the Construction of Identity. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.7.
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This chapter examines how theories of identity construction can usefully inform choral praxis. It starts with an outline of key concepts in theories of identity and how they can help us understand the processes by which choirs inculcate their members into their particular choral culture. It then examines three areas particularly salient for the choral leader. The first is the phenomenon of “non-singers”: how they emerge as a by-product of western cultural discourses, and what can be done to rehabilitate them. The second is the interpenetration of social and musical identity categories: how elements we may think of as “purely” musical are constructed in terms of wider social categories, including the habitus of the cultural environment, and the implications for how we frame the choral techniques we use. The third is the relationship between individual and group: how an ensemble establishes a corporate, supra-personal identity, and ways to facilitate this.
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Bonshor, Michael. The confident choir: A handbook for leaders of group singing. 2018.
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8
Ward-Steinman, Patricia Madura. Choral Pedagogy Responds to the Media. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.2.
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Pop choral music has changed during the 21st century due to the enormous popularity of contemporary a cappella and commercial network TV shows such as Glee, The Voice, The Choir, The Sing-Off, American Idol, and the Clash of the Choirs. Choir students watch these shows and are influenced by them in terms of vocal tone, repertoire, showmanship, and competitive spirit. What is the proper pedagogical response? Should the media shape/influence choral pedagogy, or should traditional pedagogy develop the pop-influenced singer? This chapter addresses these questions and includes viewpoints of choral teachers throughout the age and experience spectra—from first-year teachers who are very familiar with these shows to competition-winning show choir directors and leaders in the field of choral music who have witnessed the effects of these programs on choral interest, enrollment, attitudes, and achievement in school choral programs.
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Hicks, Michael. A Cultural Necessity. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039089.003.0006.
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This chapter discusses the activities of the Mormon Tabernacle Choir under Richard Condie's conductorship. On August 20, 1957, the First Presidency met to discuss who should replace Spencer Cornwall. They chose Newell Weight, a choral conductor at Brigham Young University, but he was on a two-year leave doing graduate work at the University of Southern California. Condie was appointed initially on a “limited” basis, but ended up directing the Choir for sixteen years. Not long after, Condie was accused of dropping old Choir members and installing in their places his University of Utah students. He was turning the Tabernacle Choir into “a university chorus.” This chapter considers Condie's rehearsal methods for the Choir, the Choir's recordings and its television appearances, domestic tours, and success in the areas of popular music and classical music. It also describes the Choir's identification with conservative Americanism as well as its dwindling reputation.
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Paul, Sharon J. Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.001.0001.
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In recent decades, cognitive neuroscience research has increased our understanding of how the brain learns, retains, and recalls information. At the same time, social psychology researchers have developed insights into group dynamics, exploring what motivates individuals in a group to give their full effort, or conversely, what might instead inspire them to become freeloaders. This book explores the idea that choral conductors who better understand how the brain learns, and how individuals within groups function, can lead more efficient, productive, and enjoyable rehearsals. Armed with this knowledge, conductors can create rehearsal techniques which take advantage of certain fundamental brain and social psychology principles. Through such approaches, singers will become increasingly engaged physically and mentally in the rehearsal process. This book draws from a range of scientific studies to suggest and encourage effective, evidence-based techniques, and can help serve to reset and inspire new approaches toward teaching. Each chapter outlines exercises and creative ideas for conductors and music teachers, including the importance of embedding problem solving into rehearsal, the use of multiple entry points for newly acquired information, techniques to encourage an emotional connection to the music, and ways to incorporate writing exercises into rehearsal. Additional topics include brain-compatible teaching strategies to complement thorough score study, the science behind motivation, the role imagination plays in teaching, the psychology of rehearsal, and conducting tips and advice. All of these brain-friendly strategies serve to encourage singers’ active participation in rehearsals, with the goal of motivating beautiful, inspired, and memorable performances.
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Harley, Arreon. The Gang Mentality of Choirs. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.25.
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Choirs function very similarly to street gangs in that they have the power to radically transform lives, especially those of poor at-risk youths. Adolescents join gangs for the same reason adults join a choral community—to meet their needs. Often in the inner city, neither the familial unit nor the schools and community centers can provide the holistic solutions necessary to meet students’ needs, forcing them to go elsewhere. This chapter examines ways that choirs fulfill those needs, showing how several choral programs provide and/or supplement four basic needs according to the hierarchy of needs of Abraham Maslow (namely physiological, safety, love/belonging and esteem) and lead adolescents to a healthy and constructive place of self-actualization. Most importantly, this chapter explores how and why choral music has the power to transform lives of disenfranchised youths, preparing them for higher education and lives that contrast with their upbringing.
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Deahl, Lora, and Brenda Wristen. Maximizing Reach and Power. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190616847.003.0006.
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Chapter 6 explores strategies that will mitigate the most ubiquitous problem faced by pianists with small hands: dealing with large chords, broken chords, arpeggios, octaves, and other extended shapes that cannot be refingered or redistributed between the hands. The need for speed or power is a complicating factor. This is an area of concern because performance arts medicine practitioners have offered anecdotal evidence that playing with the hand extended for long periods of time can lead to injury. Strategies to maximize the reach and power of small-handed pianists are explored, including facilitating large reaches, dividing or rolling chords, releasing notes, using rotation for power, taking advantage of skeletal support, playing staccato chords and octaves, grouping notes into larger gestures, and omitting and revising notes.
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Thomas, Martin. Europe, the War, and the Colonial World. Edited by Nicholas Doumanis. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199695669.013.32.
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The fact that we know the end points of formal colonial rule may lead us to forget that, for those involved, the process appeared less determined and more contingent. It is deceptively easy to trip over the supposed ‘milestone’ of the Second World War, ascribing undue influence to a failing capacity or will to rule among the colonial powers themselves. Such generalizations leave no room for agency among colonized peoples themselves and dismiss both rulers and ruled as essentially homogenous, almost preprogrammed to behave stereotypically as reactionaries or revolutionaries. Recognizing these interpretive problems, political analysts of European decolonization are now more divided over the extent to which the Second World War prefigured the end of European colonial rule. Much of the evidence for a strong causal link is powerful. By 1950 the geopolitical maps of eastern, southern, and western Asia were markedly less colonial. The justificatory language for empire was also different, evidence of the turn towards a technocratic administrative style that would soon become the norm in much of the global South. If basic political rights were frequently denied within dependent territories, a stronger accent on improved living standards gave imperial powers something with which to muffle the rising chorus of transnational criticism against colonial abuses. For all that, the concept of the Second World War as a watershed in the end of empires should not be accepted uncritically. This chapter explores the reasons why.
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Nicholls, Simon, Michael Pushkin, and Vladimir Ashkenazy. The Writings of Skryabin. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863661.003.0002.
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An introduction by Boris de Schloezer gives the genesis of the final text in the section, the Preliminary Action, and explains its relation to Skryabin’s projected life-work, the Mystery. Section I: an effusion of Orthodox religious feeling from teenage years. Sections II-VII: Around 1900, an expression of rejection of God in the face of disillusion is followed by the text of the choral finale of the First Symphony, declaring faith in the power of art. An unfinished opera libretto, symbolic in narrative, expressing belief in Art’s power to seduce and persuade. Three notebooks develop a world view in which the world is the result of the self’s creative activity. The creation of art and of the universe are identical. There is a higher self, identical with divinity. Forgetfulness of individuality leads to freedom and universal consciousness. Section VIII: The literary poem written during the composition of the symphonic Poem of Ecstasy summarises the scenario developed in the notebooks. Life starts with the desire to create, delight in creative play meets opposition, the creative goal is achieved and disappointment sets in. The process is repeated until it is realized that the struggle is itself joyful and self-affirmation is achieved. Section IX: The text of the Preliminary Action is symbolic in structure. Primal Male and Female Principles emerge; the Female is identified with Death. Life arises from the union of energies. Struggle and bloodshed follow. The conclusion is an impulse towards unification, the synthesis of experience and dematerialisation. Both the complete first draft and the incomplete revision are included.
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Saito, Yuriko. The Aesthetics of Laundry. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199672103.003.0005.
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As one of the most mundane aspects of daily life, laundry rarely garners aesthetic attention. However, this practical chore turns out to contain numerous aesthetic considerations beyond ensuring hygiene and cleanliness. Furthermore, the aesthetics of laundry is not limited to the sensuous appearance of the laundered items. The activity of laundering also has aesthetic dimensions, including bodily engagement, imaginative camaraderie with women across cultural and historical boundaries, satisfaction with the tangible expression of love for the family, and appreciation of the outdoor environment when hanging laundry. Finally, the consequences of the aesthetics of laundry extend beyond personal experiences. Namely, the appearance of clothing is often regarded as a reflection of one’s moral character, and the ‘eyesore’ effect of outdoor laundry hanging leads to its prohibition in some communities in the United States.
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Caps, John. First Cadence. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036736.003.0008.
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This chapter details the start of Mancini's musical evolution in the 1960s. If the word cadence can be defined as the notes or chords that resolve a melody, or at least lead to a new development, then this next transitional period in Mancini's career can be seen as his first cadence. It was the first sign of real evolution since he had come into his own as a jazz-pop film composer, demonstrating not only a contemporary enrichment of the harmonies and instrumental blends he had learned in the big band era, but also a broadening of the dramatic architecture of his orchestral writing into scores that were not just collections of admirable tunes and isolated film scenes but more cohesive compositions as well. Something was stirring. It is only speculative to connect this maturity in Mancini's writing to any one event in his personal life. Nevertheless, it was also at this time that his father, Quinto, died suddenly of a heart attack at the age of nearly seventy.
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Wüstholz, Gisbert, and Clemens Fuchs, eds. Arithmetic and Geometry. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691193779.001.0001.
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This book presents highlights of recent work in arithmetic algebraic geometry by some of the world's leading mathematicians. Together, these 2016 lectures—which were delivered in celebration of the tenth anniversary of the annual summer workshops in Alpbach, Austria—provide an introduction to high-level research on three topics: Shimura varieties, hyperelliptic continued fractions and generalized Jacobians, and Faltings heights and L-functions. The book consists of notes, written by young researchers, on three sets of lectures or minicourses given at Alpbach. The first course contains recent results dealing with the local Langlands conjecture. The fundamental question is whether for a given datum there exists a so-called local Shimura variety. In some cases, they exist in the category of rigid analytic spaces; in others, one has to use Scholze's perfectoid spaces. The second course addresses the famous Pell equation—not in the classical setting but rather with the so-called polynomial Pell equation, where the integers are replaced by polynomials in one variable with complex coefficients, which leads to the study of hyperelliptic continued fractions and generalized Jacobians. The third course originates in the Chowla–Selberg formula and relates values of the L-function for elliptic curves with the height of Heegner points on the curves. It proves the Gross–Zagier formula on Shimura curves and verifies the Colmez conjecture on average.
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Flaherty, Martin S. Restoring the Global Judiciary. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691179124.001.0001.
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In the past several decades, there has been a growing chorus of voices contending that the Supreme Court and federal judiciary should stay out of foreign affairs and leave the field to Congress and the president. Challenging this idea, this book argues instead for a robust judicial role in the conduct of U.S. foreign policy. The book demonstrates that the Supreme Court and federal judiciary have the power and duty to apply the law without deference to the other branches. Turning first to the founding of the nation, the book shows that the Constitution's original commitment to separation of powers was as strong in foreign as domestic matters, not least because the document shifted enormous authority to the new federal government. This initial conception eroded as the nation rose from fledgling state to superpower, fueling the growth of a dangerously formidable executive that today asserts near-plenary foreign affairs authority. The book explores how modern international relations makes the commitment to balance among the branches of government all the more critical and considers implications for modern controversies that the judiciary will continue to confront. At a time when executive and legislative actions in the name of U.S. foreign policy are only increasing, the book makes the case for a zealous judicial defense of fundamental rights involving global affairs.
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Fletcher, Nicholas. Movement disorders. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0926.
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Almost any neurological disorder can produce a disorder of movement but the ‘movement disorders’ include the akinetic rigid syndromes, hyperkinesias, and some tremors. It can sometimes seem, especially with the use of videotape recordings, that diagnosis of movement disorders is mainly a matter of correct visual recognition. Such an approach is not recommended and can lead to mistakes unless, as in other areas of medicine, the history is considered first and the physical signs second. Obvious examples include the family history in Huntington’s disease, developmental history in dystonic cerebral palsy, and neuroleptic drug treatment in patients with tardive dyskinesia. In addition, a single disorder may give rise to several different types of involuntary movement. For example, Huntington’s disease may give rise to an akinetic rigid state, chorea, myoclonus, tics, or dystonia. Patients with Parkinson’s disease taking levodopa may show different types of movement disorder at different times of the day.In akinetic rigid states the diagnostic issue will be whether the patient has idiopathic Parkinson’s disease or one of the other Parkinsonian syndromes. With involuntary movements, the first step in diagnosis is to classify these as dystonia, tics, tremor, chorea, or myoclonus. It must be remembered that involuntary movements are merely physical signs, not diagnostic entities, and that they do not always occur in a pure form; for example, patients with dystonia may have additional choreiform movements or tremor. If more than one form of abnormal movement seems to be present, the diagnosis should be based on the most obvious one. The next step is to decide on the cause of the movements and at this stage the diagnosis must be based upon an accurate and complete history as noted above.The movement disorders are often associated with abnormalities of the basal ganglia and, to some extent, vice versa. This is not entirely correct. Disturbances of basal ganglia function certainly have profound effects on movement with the development of bradykinesia, rigidity, tremor, or the various forms of dyskinesia. However, it is not correct when considering the pathophysiology of movement disorders to regard the basal ganglia as an isolated movement control centre. In fact, they are an important but poorly understood component of a much wider motor system. It is also important to remember that the basal ganglia are involved in the processing of limbic and other cognitive processes which may also be disturbed by basal ganglia dysfunction.