Professional Documents
Culture Documents
A.S.C.A.M =
Audiation Decisions
Singing Decisions
Conducting Decisions
Analysis Decisions
Marked Score Decisions
I. Audiation Decisions
II. Singing Decisions
III. Conducting Decisions
IV. Analysis Decisions
V. Marked Score Decisions
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I. Audiation Decisions:
Discography: Summary of important recordings and
performances, with notable comparisons:
Tempo Quarter Note = 126 Quarter Note = 75 Quarter Note = 85 Quarter Note = 90
Key F Major Ab Major Db Major G Major
Style A relaxed swing, Jazz Slow, Moodful Emotional More Choral than Jazz
Type of soloist N/A Female Soloist Female Soloist N/A
Type of Choir, 4 voice parts Solo voice with orchestra Solo voice with piano Choir, 4 voice parts
instruments
Solo N/A N/A N/A N/A
ornamentation
Choral Style SATB N/A N/A SATB
Golden Mean 1:45 within the video 2:24 within the video 1:52 within the video 1:28 within the video
Sound:
o Breathing is on the breath, always together not syncopated from each
other.
o Placement is always forward within the backspace never from the throat.
o Vowels are nice and tall – this is Jazzy so try to match a brighter sound.
o Consonants are soft but still crisp enough to be heard.
o Blend is crucial for this piece, must listen to each voice part carefully.
o Must hear the melodies from the sopranos and altos so tenors and basses
may be lighter.
o Vibrato is NOT needed, straight tone for a piece like this.
Interpretative IPA Decisions:
o English text – must use those beautiful open vowels.
o Word Stress on the end of each phrase.
Soloists:
o NO SOLOISTS.
Kodaly Considerations:
o Tone set: Find each tone set for every phrase .
o Type: F Diatonic Major with chromatic pitches.
o Rhythmic set: Find each rhythmic set for every movement.
o Type: Simple Quadruple.
o Counting system: Count within each beat, internalize.
o Developmental teaching strategy: Sight-read each voice part all together
one at a time (present each part), then practice your own part (practice),
then perform (present).
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III. Conducting Decisions: big/small, in/out, up/down
I will need to make sure that I am relaxed and within alignment so I can conduct
with ease and not tense up when conducting online.
This song is all about appreciating who you are as an individual, so a presence of
hope and joy can go a very long way for the facials within my conducting and
expressions while teaching.
For this level, I will make sure that every single gesture and action taken within
my lesson is for a purpose and not an accident.
N/A
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:
- Words & Music by Fred Rogers.
- Arranged by Paris Rutherford.
- From the popular television series Mister Rogers’ Neighborhood.
- This particular score takes an emphasis on Jazz.
Theoretical Aspects:
- Structure has an Intro followed by an ABA’C then another Intro
followed by an A”C’ with a Coda.
- Some chords borrow from other keys to emphasize the elements of jazz
within the piece.
Score Preparation:
1. Prepared Edition – Do I make a prepared edition for the choir?
a. While showcasing tone sets and rhythm, I will have prepared
presentations about how to teach those concepts from this piece.
2. Study Score – What is included in my study score?
a. I will make sure to have within my score of this piece the structural
analysis, the areas where it could be most complicated for students to
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learn, and any pitches that are chromatic and writing ways to help
students reach those notes with ease.
3. Conductors Score – What is included in my concert score?
a. I will make sure to have notated within my score the structural analysis
I came up with for the piece, along with the different cues I want to
give for breathing and coming in. I also will include the different
levels of the rainbow lady and dynamic markings I would like to
use/have within this piece.
~FINAL QUESTIONS~