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FA ’18: MUED 376

A.S.C.A.M. Rehearsal Guide Template
Suggested BEST ORDER: I. IV. II. V. III. & then Final Questions

A.S.C.A.M =
Audiation Decisions
Singing Decisions
Conducting Decisions
Analysis Decisions
Marked Score Decisions

I. Auditation Decisions:
Discography: Summary of important recordings and
performances, with notable comparisons:
Title of Piece Version 1 Version 2: Version 3: Version 4:
The first noel David Dan Mormon Christ
Chase Forrest Tabernac Church,
Arrangem Arrangem le choir Dublin
nt: ent
Tempo qtr 84 76 92
note=10
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Key D D C D
S tyle SATB SATB SATB SATB
Ballad Ballad Ballad Hymn
Type of soloist n/a n/a n/a many in
each
section
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Type of Piano Orchest Orchest Organ

instruments
and ra ra
cello
S olo n/a n/a n/a n/a
ornamentation
Choral S tyle SATB, SATB, SA and Soloists
mostly mostly TB and
heterop heterop section unison
honic honic s, with
mostly SATB
unison
Golden Mean Climax Decepti Key A
at ve change capella
“Born cadenc section
is the e after
king” 2nd to
last
chorus

My Favorite Sound is: Reverent, emotional- mormon tabernacle

I will achieve it with _tall____vowels

I will achieve it with ______middle________placements

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I will achieve it with ________________rules

I will achieve it with _____hymn_______style

Other notes…
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II. Singing Decisions

Sound: Breathing-every 4 bars

Placement
Vowels and modifications
Consonants-not too present except in bigger moments
Type of blend
Preferred balance-melody comes out
Vibrato-small amount

Interpretative IPA
Decisions: Translations
Word Stress
Phrasing and Breathing

Emotional Buzz words

Coloration: Placement

Soloists: Kind and type- none

Kodaly Considerations:

Tone set:
Tone set defined: (pentatonic, modal, diatonic, chromatic)
diatonic

Rhythmic set:
Rhythmic set defined:
Counting system: 3/4

Developmental strategy:

Prepare
Present
Practice
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III. Conducting Decisions: big/small, in/out, up/down

What does my Level 1 look like in this piece?

(My kinesthetic set-up, my Laban dimensions [time, weight & space], effort actions &
feelings, marked in the score)

A. My improvement goal for Level 1 Kinesthetic is:   

tension free posture in a serious piece 

What does my Level 2 look like in this piece?

(My somatic facial affect, my emotional connection to the piece and my facial affect, my
mouth shape and my vowel shaping, my Laban dimensions [time, weight
& space], effort actions & feelings, marked in the score)

B. My improvement goal for Level 2 Somatic is:   

peaceful conducting, joyful expression 

What does my Level 3 look like in this piece?

(What are my beat patterns, my cues, my levels, my word stress, my releases, my size of
gesture, my entrances, my melded gestures, my eye tracking, etc., and how
do I execute them, my Laban dimensions [time, weight & space], effort
actions & feelings, marked in the score)
and what do my Rainbow Lady drawings look like?)

 
C. My improvement goal for Level 3 Technical is:   
Help to feel in one and focus on the important beats so it gently rocks. 

What does my Level 4 look like in this piece?

(When do I move out of the “patterns” and how, and WHY, my Laban dimensions [time,
weight & space], effort actions & feelings, marked in the score) and what
do my Rainbow Lady drawings look like?)

D. My improvement goal for Level 4 Informed is:   

Recognize climactic points in the piece created by the overwhelming 
joyful and peaceful sound. 
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Is Movement or Choralography needed, and if so, how do I deliver it?

IV. Analysis Decisions

Everything you study in order construct and develop an aural image of the piece and to
build a fluid, transparent, informed interpretation of the piece.

Historical Aspects: Composer – history and considerations

History of the Piece, date

Performance Practice elements

Program Notes

Theoretical Aspects: Analysis – Structural/Phrasal – (see Template)

Analysis – Chordal – (see Template)

Kinesthetic Aspects: DRAWINGS on Rainbow Lady Template

V. Marked Score Decisions

Score Preparation: Prepared Edition – Do I make a prepared edition

for the choir?

Study Score – What is included in my study score?

Dynamic ideas and diction reminders, tough spots marked

Conductors Score – What is included in my concert

score?

~FINAL QUESTIONS~
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Do I see my A.S.C.A.M. decisions in my gesture?

Do I hear my A.S.C.A.M. decisions in the sound and

performance of my choir?