Academic literature on the topic 'Chorale based music'

Much has changed in the choral rehearsal room over the past two generations, particularly in regard to the role the choral conductor assumes—or commands—in the rehearsal process. This chapter discusses the ever-evolving stereotypical roles of the conductor, while examining alternatives to traditional leadership models with particular emphasis on the encouragement of student engagement and peer-based learning. In addition to the facilitation of collaborative learning exercises, the chapter outlines a specific process of written interaction with the choral ensemble. This section is inspired by t

In this chapter, the authors focus on pedagogies, such as the theories of Lev Vygotsky and the active learning concepts of John Dewey, that contribute to the making of meaning, and the acquisition of meaningfulness by proposing a sociotransformative approach to choral pedagogy in the teaching of the expert chorister. Based on constructivist learning theories, and applying reciprocal teaching, this perspective centers on the conductor’s influence as they design opportunities for dialogic conversation, authentic activity, metacognition, and reflexivity. When skillfully integrated into the fabric

Thinking Outside the Voice Box: Adolescent Voice Change in Music Education is different from other books on voice change in that it encourages new and holistic ways of thinking about the female and male adolescent changing voice. It gives choral music educators (or anyone interested in the changing voice) the opportunity to step away from typical considerations of voice change and explore the experience within the bigger picture of adolescence. Female and male adolescent voice change are addressed at length, but special efforts have been made to bring new attention to female voice change to bo

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 kn

This chapter begins with a survey of the vast amount of European choral music Stravinsky was exposed to in his youth and his fascination with the sounds of language in the Russian Orthodox Church. This is followed by a survey of the many modern-era Masses based on historic models as well as a survey of the many Stravinsky compositions so based. The music of the Mass is discussed in terms of its neo-Gothic and neo-Renaissance attributes and its mirror formal structures. Performance practice issues address the cubist-like setting of text and its close relationship to the text setting of Francis

This chapter focuses on the rise of second-generation gospel choirs in Chicago. On July 6, 1959, Robert Anderson and Eddie Robinson sponsored the “Mountain of Gospel Music,” starring James Cleveland and the Voices of Tabernacle Choir from Detroit's Prayer Tabernacle Church, at the First Church of Deliverance. Cleveland's triumph with the Voices of Tabernacle turned him from “years of struggling” into a major gospel attraction. This chapter begins with a discussion of Chicago-based community choirs devoted to second-generation gospel music, including the Thompson Community Singers, the Wooten C

Within higher education, programmes in choral conducting are offered of varying kinds and at different levels, from dedicated programmes to single courses that are embedded in other music programmes. The choral practice field is varied; choral leadership is partly a generic music competence and partly a profession. The variety and social reach of the choral movement suggest that the educational offering in choral conducting should be manifold in type and quantity in order to supply the practice field with qualified conductors. n this chapter we take a renewed look at material from three previous studies: (1) a mapping of Scandinavian choral leader education, based on document analysis and interviews with tutors and newly graduated conductors; (2) a quantitative survey on choral conducting competencies, where more than 600 conductors in Norway, Sweden, and Germany participated; and (3) an interview study of twenty Norwegian choral conductors on their professional careers. Although the findings from these studies were salient enough, the implications for choral conducting education were not equally clear. The point of departure for this chapter is that this is due to a series of difficult trade-offs, and we ask the question: What dilemmas do we face when educating choral conductors, and how might we understand these in light of the composite data? The material is analysed by drawing on established pedagogic categories, Wenger’s theory of communities of practice (1998), Jansson’s competence model for choral conductors (2018), and Varvarigou and Durrant’s discussion framework for choral conducting (2011).

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.

The period from 1877 to 1889 was dominated for Sullivan by his collaboration with W.S. Gilbert, with whom he wrote ten highly successful comic operas on an almost annual basis. He found the partnership increasingly frustrating, if highly lucrative. Away from the theatre, he wrote a dramatic cantata about an early Christian martyr, The Martyr of Antioch (1880), and a sacred cantata, The Golden Legend (1886), based on the poem by Henry Longfellow, which was performed more than any other choral work apart from The Messiah in the closing decade of the nineteenth century. In 1880, Sullivan took up the conductorship of the prestigious Leeds Festival which gave him a chance to conduct significant sacred works, including the first ever complete performance in Britain of Bach’s B Minor Mass over which he took considerable pains. An address on music which he gave in Birmingham in 1888 touches on his own faith and reveals his Biblical knowledge and deep attachment to church music. His own contributions to the Savoy operas on which he collaborated with Gilbert also reveal much about his spirituality.

The commission that was one of the greatest tributes to Barber’s career turned out to be his nemesis. Antony and Cleopatra, written for the opening of the new Metropolitan Opera House at Lincoln Center in New York, was handicapped by the inflated Franco Zeffirelli production, with its problematic paraphernalia, including camels and goats and a malfunctioning pyramid, which eclipsed serious evaluation of the music. This chapter narrates how the opera based on Barber’s favorite Shakespeare play came to life, how he handpicked the major characters ̶—Leontyne Price for Cleopatra and Justino Díaz for Antony ̶—and how these artists devoted themselves to the literature and history of their roles. Although Barber’s work here was no less brilliant, the critics felt that the failure of the opera was due to overproduction, with an infusion of mechanical and technical failures. After the premiere, Barber boarded the SS Constitution for Europe. Over the next decade, he devoted his energies intermittently toward a revision of the opera in collaboration with Menotti. In 1975, four performances of the more intimate version with increased lyric meditation were presented at the Juilliard School. Critical reviews of a production at the Spoleto Festival in Italy after Barber died gave much attention to the musical strengths of the opera, with uniform appreciation of Barber as a master of orchestra and choral writing. Performances followed in Chicago, New York, and Philadelphia.

The article is devoted to one of the areas of military pedagogy – cadet education. It describes the features of forms and methods of educational work in the Petrovsky Poltava Cadet Corps (1840-1919) – the first military educational institution in the Ukrainian provinces of the Russian Empire. The main activities of the Petrovsky Poltava Cadet Corps were: general and special military. General education provided the study of a wide range of subjects (the law of God, Russian language and literature, foreign languages, mathematical sciences, natural history, physics, chemistry, cosmography, geography, history, legislation, drawing, calligraphy), as well as religious, moral, aesthetic, physical, labor education, contributed to the intellectual development of cadets, the formation of honor and dignity, agility and endurance, instilled noble behavior. Pupils were also taught music (music theory, playing musical instruments, choral singing, secular work and spiritual music). Special military (military sciences, military-physical, military-training) was aimed at mastering the basics of military affairs, practical skills and the formation of the strength of spirit necessary for the military to perform its duties to protect the state. In the first twenty years of the institution's activity, the military element was the main one in the training of cadets, and its basis was considered to be military training. It practiced at least 6 hours a week and spent the same amount of time on fencing and gymnastics. The foundations of military affairs were laid during the mastering of courses artillery, fortification, tactics and military topography. The factual material presented in the article proves that the forms (lessons, additional classes, subject groups, independent work, control test, exams, excursions, stay in the summer camp) and methods of educational work in the Petrovsky Poltava Cadet Corps contributed to the formation of a comprehensively developed personality of the cadet, devoted to military affairs and the state. One of the methods of education in the Petrovsky Poltava Cadet Corps was the method of training. The implementation of this method primarily contributed to the formation and rooting in the cadets of one of the most important in their future work traits such as discipline. Cadets were also taught to read (independent and group). It included: conversations, reading of works of classics, pedagogical situations, educational reading of periodicals with the subsequent discussion. The functioning of cadet corps and lyceums with enhanced physical training in modern Ukraine, based on the principles of cadet education, is the basic basis for the formation of highly qualified officers of the Armed Forces of Ukraine. Thus, recourse to the experience of military pedagogy is relevant.