MUED 376: ​Choral Music, Materials & Techniques  

(M​2​ & T) 

Direct Instruction: Scripting Practice Sheet

Write out your script below. Practice as a group!

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Teacher: 1 (d,a,s,o)

1a) Good afternoon, choir. Today we are going to work on the fugal section of the
Hallelujah Chorus​. We have already looked at this before, but the goal for today is to
really be able to hear the different parts in the fuge and understand how it all fits in
together.

1d) Please open your scores and find rehearsal D.

Students 2. p/v/nv

2v) ​Students open to rehearsal D in score.

Teacher: 1 (d,a,s,o)

1d) We’re going to now run this section, stopping when we reach rehearsal E.

Students 2. p/v/nv

2p) ​Tutti choir sings this section.

Teacher: 3. a:s/r a:s/n or a: n OR d:s/r; d:s/n/ or d:n

3d:s) Thank you, choir. That was about 80%. Let’s see if we can get it to 90%.

(turn this feedback into a new 1)

Teacher: 1 (d,a,s,o)

1d) If we chant the text, it’ll be easier to hear how the parts fit together rhythmically.
Please echo me… (*model the text in a high voice for this section* … ​Aaanduh heee
shall reign fah evuh….)
Students 2. p/v/nv

2p) ​Students echo.

Teacher: 1 (d,a,s,o)

1d) Great. Now, as a choir, chant the text in rhythm on your own part for this section,
beginning at rehearsal D and ending at E again.

Students 2. p/v/nv

2p) ​Students chant text.

Teacher: 1 (d,a,s,o)

1d) Now that we have a better understanding of how the rhythms line up with one
another, let’s sing this section again.

Students 2. p/v/nv

2p) ​Students sing rehearsal D.

Teacher: 3. a:s/r a:s/n or a: n OR d:s/r; d:s/n/ or d:n

3a:sr) Beautiful, choir! I could tell you were really listening to the other parts and how
they fit with each other. I think this section is now at a 95%.

Teacher: 1 (d,a,s,o)

1a) This is the first fugal section in this piece, with more to follow.
1d) Let’s do a similar process and sing another fugal section. Please look at rehearsal F,
measure 69 in your scores. This fuge begins with the basses. Let’s sing this section and
stop on the third beat of measure 74.

Students 2. p/v/nv

2p) ​Students sing this section.

Teacher: 3. a:s/r a:s/n or a: n OR d:s/r; d:s/n/ or d:n

3a:sr) Nice job, choir! I heard the transfers you were making from what we did with
rehearsal D. The rhythms were very accurate, so let’s wind it forward and fix some of the
pitches.

(turn this feedback into a new 1)

Teacher: 1 (d,a,s,o)

1d) Let’s sing this section again but this time, sopranos, be a tenor. Altos, be a bass.

Students 2. p/v/nv

2p) ​Sopranos & tenors sing tenor, altos & basses sing bass.

Teacher: 1 (d,a,s,o)

1d) Great, now switch: sopranos and tenors sing soprano, and altos and basses sing alto.

Students 2. p/v/nv

2p) ​Sopranos & tenors sing soprano, altos & basses sing alto.
Teacher: 1 (d,a,s,o)
1d) Now, go back to singing your own part and let’s run this section one last time. Tenors
and altos, be sure to keep those G#’s high.

1s) You might find that pointing upwards as you sing them will help you, but be sure to
only do this during rehearsal or practice time, not during the performance.

Students 2. p/v/nv

2p) ​Students sing section again on their own parts.

Teacher: 3. a:s/r a:s/n or a: n OR d:s/r; d:s/n/ or d:n

3a:sr) Wonderful, choir! Those G#’s were nice and high. I’d say both fugal sections are at
a 95%; congratulations to you, as those are the toughest sections of the piece. Next
rehearsal, we’ll run the whole piece and spot check things. Thank you for a very
productive rehearsal!