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Relevant bibliographies by topics / Choral rehearsel

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Academic literature on the topic 'Choral rehearsel'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Choral rehearsel"

1

Beck, R. J., T. C. Cesario, A. Yousefi, and H. Enamoto. "Choral Singing, Performance Perception, and Immune System Changes in Salivary Immunoglobulin A and Cortisol." Music Perception 18, no. 1 (2000): 87–106. http://dx.doi.org/10.2307/40285902.

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In a naturalistic pre-post design, samples of saliva were collected from the members of a professional chorale during an early rehearsal (n = 31), a late rehearsal (n = 34) and a public performance (n = 32) of Beethoven's Missa Solemnis. As measures of immune system response, mean levels of secretory immunoglobulin A increased significantly, as a proportion of whole protein, 150% during rehearsals and 240% during the performance. Cortisol concentrations decreased significantly an average of 30% during rehearsals and increased 37% during performance. As measured through performance perception r

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Fredrickson, William E. "Effect of Musical Performance on Perception of Tension in Gustav Hoist's First Suite in E-flat." Journal of Research in Music Education 47, no. 1 (1999): 44–52. http://dx.doi.org/10.2307/3345827.

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The purpose of the study was to examine whether musicians who rehearse and perform a musical selection perceive tension in the music differently than do listeners who have not had the performance experience. Students ( n = 32) in a university wind ensemble rehearsed and performed Gustav Hoist's First Suite in E-flat. Within 2 weeks of the performance, participants listened to a recording of the first movement (“Chaconne”) of that performance while registering their perceptions of tension in the music using a Continuous Response Digital Interface (CRDI) dial. Another group of students ( n = 32)

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Nápoles, Jessica. "Teacher Talk and Perceived Teacher Effectiveness: An Exploratory Study." Update: Applications of Research in Music Education 35, no. 3 (2016): 5–10. http://dx.doi.org/10.1177/8755123315626228.

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The purpose of this study was to describe the perceptions of teachers, ensemble members, and outside observers when evaluating the effectiveness of rehearsals conducted with reduced amounts of verbal instruction. Preservice teachers led choral rehearsals employing Archibeque’s “rule of seven,” wherein instructions were delivered in seven words or fewer. Immediately following the teaching session, participants responded to the question: “What was your perception of this assignment and what did you notice about teaching effectiveness?” Outside observers responded to the same prompt. Findings ind

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Garrett, Matthew L. "An Examination of Critical Thinking Skills in High School Choral Rehearsals." Journal of Research in Music Education 61, no. 3 (2013): 303–17. http://dx.doi.org/10.1177/0022429413497219.

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The purpose of this study was to examine the relationship between time spent in nonperformance and critical thinking activities in high school choral rehearsals. Eighteen rehearsal observations were collected from public school music programs. Observed rehearsal behaviors were coded into three categories of nonperformance activity: lower-order thinking, critical thinking, and nonspecific activity. Results indicated that the mean rehearsal time spent in all nonperformance activities was 53.89%, with 45.96% focused on lower-order thinking skills, 6.36% in critical thinking skills, and 1.57% in n

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Davis, Anita P. "Performance Achievement and Analysis of Teaching during Choral Rehearsals." Journal of Research in Music Education 46, no. 4 (1998): 496–509. http://dx.doi.org/10.2307/3345346.

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Eighty-three rehearsals and four final performances of two high schools' beginning and advanced choruses were videotaped to identify rehearsal behaviors and to evaluate performance achievement in relation to performance preparation. Teacher academic and social instruction, student nonperformance response, rated (5-point scale) performance response with and without teacher verbal assistance, and teacher feedback were observed. Variables were measured in real time and converted to percentages of rehearsal time. Additionally, frequencies of teaching sequences were identified for each rehearsal. R

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Brendell, Janna K. "Time Use, Rehearsal Activity, and Student Off-Task Behavior during the Initial Minutes of High School Choral Rehearsals." Journal of Research in Music Education 44, no. 1 (1996): 6–14. http://dx.doi.org/10.2307/3345409.

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In this study, the use of rehearsal time during the initial minutes (i.e., the warm-up time) of 33 high school choral rehearsals was examined. Student attentiveness was also investigated during initial rehearsal activities. Trained observers used interval observation techniques in collecting attentiveness, rehearsal activity, and time usage data. Interobserver agreement averaged .93 for off-task, .88 for activity coding, and .85 for rehearsal timing. Conductors averaged 43.45 elapsed seconds prior to the first verbal statement to begin and 14 minutes 19 seconds prior to rehearsal of literature

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Guelker Cone, Leslie. "The Unaccompanied Choral Rehearsal." Music Educators Journal 85, no. 2 (1998): 17–22. http://dx.doi.org/10.2307/3399167.

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Dunn, Dwayne E. "Effect of Rehearsal Hierarchy and Reinforcement on Attention, Achievement, and Attitude of Selected Choirs." Journal of Research in Music Education 45, no. 4 (1997): 547–67. http://dx.doi.org/10.2307/3345422.

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A structured rehearsal hierarchy involving a multiple-baseline design, implemented across six rehearsals, was used to measure performance improvement of seven musical concepts, while an experimental design nested within was used to examine the effect of teacher reinforcement on attentiveness, achievement, and attitude in choral ensembles. Two high school choirs (N = 60) received either task presentations, directions, student performance, and reinforcement (n = 31), or identical instruction with no verbal/facial reinforcement (n = 29). Forty choral performances were evaluated by three expert ju

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Demorest, Steven M. "Structuring a Musical Choral Rehearsal." Music Educators Journal 82, no. 4 (1996): 25–30. http://dx.doi.org/10.2307/3398913.

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Brunner, David L. "Carefully Crafting the Choral Rehearsal." Music Educators Journal 83, no. 3 (1996): 37–39. http://dx.doi.org/10.2307/3398978.

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Dissertations / Theses on the topic "Choral rehearsel"

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Root, Rachel Lorraine. "Choral rehearsal memory techniques /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/11251.

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Jenkins, Bonnie L. "Beautiful choral tone quality rehearsal techniques of a director." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4126.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 8, 2006) Vita. Includes bibliographical references.

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Petty, Robert Allen. "Evaluation of Procedures to Develop Selected Choral Rehearsal Skills with Undergraduate Choral Methods Students." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1384513025.

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Parent, Karen Augusta. "Applying Alexander Technique in the high school choral rehearsal." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31996.

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Developing healthy and coordinated vocal technique in adolescent singers is central to choral pedagogy. A singer's instrument is her body, and researchers of vocal pedagogy have increasingly explored the whole system's coordinated use in singing through bodymind awareness approaches such as Alexander Technique (AT). The purpose of my research was to examine the application of Alexander Technique in a high school choral setting to understand how a process of AT lessons in choral rehearsal may benefit students' vocal skills. Specifically, I investigated students' experiences of posture, b

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Minut, Bogdan A. "Applying Constantin Stanislavski's acting system to choral rehearsals." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536752.

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This research explores possible applications in choral rehearsals of techniques, methods, and theories of acting that were established by Russian actor, director, theoretician, and pedagogue Constantin Stanislavski (1863-1938). The parallel between the dramatic art and the art of choral music focuses on the discussion of the Stanislavski ‘system’ as described in detail in his ‘Acting Trilogy’ and other critical literature as well as on the use of psycho-technique by Romanian conductor Marin Constantin (b. 1925) and his Madrigal Choir of Bucharest. The introductory chapter presents the premises

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Banta, Courtney M. "THE PROCESS OF TEACHING VOCAL TECHNIQUES IN THE CHORAL REHEARSAL." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1335829757.

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Grimland, Fredna H. "Characteristics of teacher directed modeling evidenced in the practices of three experienced high school choral directors." Thesis, connect to online resource, 2001. http://www.library.unt.edu/theses/open/20013/grimland%5Ffredna/index.htm.

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Weiss, John R. "Vocal health in the choral rehearsal: Common ground for operatically trained singers, studio voice teachers and choral conductors." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290591.

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Recent research and experimentation by Johan Sundberg, Ingo R. Titze, Mirano Hirano, William Vennard, and many others have contributed greatly to the understanding of voice physiology and function. Nevertheless, much anecdotal evidence reveals that there are continuing vocal problems experienced by operatically trained singers in the collegiate choral rehearsal. Although previous research has dealt with these problems in various specialized ways, no study has attempted to integrate contemporary voice research with vocal pedagogy and choral methodology. This study will summarize the last thirty

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Jacobsen, Lesa Lynn. "Verbal imagery used in rehearsals by experienced high school choral directors : an investigation into types and intent of use /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136422.

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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 102-105). Also available for download via the World Wide Web; free to University of Oregon users.

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Stevens, Harvey Morris. "A teacher/action research study of student reflective thinking in the choral music rehearsal /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008454.

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Books on the topic "Choral rehearsel"

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Tarik, O'Regan, ed. Evoking sound: The choral rehearsal. GIA Publications, 2007.

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Willetts, Sandra. Beyond the downbeat: Choral rehearsal skills and techniques. Abingdon Press, 2000.

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Gordon, Lewis. Choral director's rehearsal and performance guide. Parker Pub. Co., 1989.

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Noble, Robert. The choral workbook series, evaluation copy. Bob Noble, 1995.

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The use of the international phonetic alphabet in the choral rehearsal. Scarecrow Press, 2012.

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Matthew, Mehaffey, ed. Choral ensemble intonation: Method, procedures & exercises. GIA Publications, 2001.

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Jothen, Michael Jon. Master strategies for choir: Ready-to-use resource material for the choir rehearsal. Hal Leonard, 2005.

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Telfer, Nancy. Singing high pitches with ease: Strategies & solutions for conductors, conductors-in-training & voice teachers. Kjos Music Press, 2003.

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Emmons, Shirlee. Prescriptions for choral excellence: Tone, text, dynamic leadership. Oxford University Press, 2006.

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Constance, Chase, ed. Prescriptions for choral excellence: Tone, text, dynamic leadership. Oxford University Press, 2005.

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Book chapters on the topic "Choral rehearsel"

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Labuta, Joseph A., and Wendy K. Matthews. "The Choral Rehearsal." In Basic Conducting Techniques. Routledge, 2017. http://dx.doi.org/10.4324/9781315621593-15.

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Rosenbaum, Harold. "Running Rehearsals." In A Practical Guide to Choral Conducting. Routledge, 2017. http://dx.doi.org/10.4324/9781315164281-7.

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"THE CHORAL REHEARSAL,." In Basic Conducting Techniques. Routledge, 2015. http://dx.doi.org/10.4324/9781315664743-21.

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Paul, Sharon J. "Score Study—Look at Your Fish!" In Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.003.0009.

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This chapter explores various methods for thoroughly learning a score. Although not the focal point of this book, having a well-prepared score before stepping onto the podium will provide better opportunities to design engaging and productive rehearsals. Each broad category of score study (such as text, time, architecture, harmony, etc.) includes sample brain-compatible rehearsal strategies. The chapter concludes with a consideration of frequently asked questions regarding how best to prepare a score for rehearsals and performance. Topics include methods for marking a score, how much or how little to listen to recordings, use of the International Phonetic Alphabet, and how to introduce a new score to your ensemble.

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Paul, Sharon J. "Fooling Father Time." In Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.003.0002.

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This chapter discusses varied methods for achieving what psychologist Mihaly Csikszentmihalyi calls “flow,” the feeling that all members of a team are working smoothly and effectively together. In order to achieve flow in rehearsal, instructions must be delivered clearly and efficiently. Based on music education research and the author’s many years of experience, this chapter examines the mechanics of giving short and cogent instructions. It further explores lessons from thin-slicing research about the importance of one’s tone of voice when delivering instructions and the impact of non-verbal behaviors. Conductors can benefit from research on interleaving, which involves taking advantage of spaced practice and the mixing of learning activities when structuring rehearsals. The chapter further examines how rehearsal efficiency will increase when conductors understand the primacy/recency effect, the phenomenon that people remember best what happens first in a learning episode, and they remember second best what happens last.

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Paul, Sharon J. "It’s All in Your Mind." In Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.003.0007.

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This chapter explores strategies to maintain student focus in a world of ever-shrinking attention spans. The author examines the use of mindfulness as a rehearsal tool both to encourage sharpened attention, and to reenergize a lagging rehearsal. The chapter looks at research that supports mindfulness as a significant strategy to improve focus and skillfully deal with distractions, which can thereby yield benefits to rehearsal engagement and enjoyment. This chapter also explores the importance of maintaining a positive atmosphere in rehearsal, and ways educators can avoid unintentionally creating an environment of learned helplessness, the situation where students’ repeated, perceived failures discourage future efforts. It discusses how maintaining a high level of focus, positivity, and creative flow in rehearsal will more likely result in concert performances that reflect these qualities as well.

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Paul, Sharon J. "Problem Solving." In Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.003.0001.

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This chapter examines how to design rehearsal strategies that take advantage of the brain’s natural tendency to learn efficiently through problem solving. After a brief discussion of the science of learning, this chapter offers pragmatic exercises and ideas to increase singer engagement through the embedding of problem solving throughout the rehearsal process. Areas explored include how to begin rehearsal with a problem to solve, encouraging autonomous decision-making from your singers, experimentation with tuning forks, and teaching your students to self-monitor. It also looks at ways to allow for singer analysis and experimentation, create provisions for follow up, incorporate reflective exercises, use the Socratic method, and utilize collaborative problem-solving techniques in rehearsal.

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"REHEARSAL PLANNING FOR MIDDLE SCHOOL CHOIRS." In Becoming a Choral Music Teacher. Routledge, 2010. http://dx.doi.org/10.4324/9780203868423-11.

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Paul, Sharon J. "The Write Choice." In Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.003.0008.

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This chapter examines the use of writing as a tool for learning and retention in the choral rehearsal. Writing ensures a level of participation in analytical exercises not guaranteed during discussions, where students can easily disengage without notice. This chapter also notes the opportunity that writing can afford to the more introverted students, or those less likely to speak up to share their insights. The author suggests numerous ways to incorporate writing into various points of a rehearsal, such as during the opening minutes, at midway points, as exit cards at the conclusion, those occasions when singers need to sit out, or as journal entries written during or outside of rehearsal. No matter the type of writing activity, whether reflective, predictive, analytical, or summative, the chapter investigates exercises that keep students mentally engaged, encouraging creative and active participation in rehearsal.

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Paul, Sharon J. "Yearn for the Sea." In Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.003.0011.

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This chapter concludes the book with a range of advice and reminders for the conductor/educator. These recommendations include guidance about professional behavior, how to cultivate a growth mindset, effective approaches to taking over a choral program from a colleague, and the imperative to reach out for professional support and assistance when necessary. The author examines the importance for conductors to reconnect daily with the passion that first drew them to their chosen field. Finally, the chapter draws inspiration from a letter written by a fifteen-year-old who credits acquiring the joy of discovery in all learning through her experiences as a choral musician.

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Reports on the topic "Choral rehearsel"

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Pedersen, Gjertrud. Symphonies Reframed. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481294.

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Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of

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