MUED 376: Choral Music, Materials & Techniques

(M2 & T)
Direct Instruction: Scripting Practice Sheet

Write out your script below. Practice as a group!

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***Let’s pretend in theory that this ensemble has already done ETP and solfege work on
this piece and can pretty solidly sing the pitches on text and just needs to solidify
entrances and rhythms, and do some phrasing work. 

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

1s. Good morning! I hope you all had a wonderful break and are feeling rested and
focused!

1d. Everyone please open to measures 10-18 of *insert song title* and chant your part on
text!

Students 2. p/v/nv

2v. Choir chants measures 10-18 on text.

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

1d. Now, let’s add our pitches and sing on text together at measure 10—tenors and altos,
watch those tricky rhythms and entrances!

Students 2. p/v/nv

2p. Choir sings measures 10-18.

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

3a:s/r. Nice job bringing the rhythms and pitches together—tenors and altos, those
staggered entrances and rhythms were correct and clear! That’ll help us

(turn this feedback into a new 1)

Teacher: 1 (d,a,s,o)
1a. In measures 10-18, altos and tenors had the tricky entrances, but in measures 19-27,
sopranos and basses now have the staggered entrances. Please chant your own parts
starting at measure 19!

Students 2. p/v/nv

2v. Choir chants measures 19-27.

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

1o. I really want a snack right now. What time is lunch? Anyone know? Anyways, we
should probably sing at measure 19 now on text.

Students 2. p/v/nv

2p. Choir sings measures 19-27 on text

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

1d. Let’s sing that again and really solidify those soprano and bass entrances—make sure
you’re subdividing in your head!

Students 2. p/v/nv

2p. Choir sings measures 19-27 on text

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

3a:s/r. I could tell that you were all subdividing mentally, those entrances and rhythms
were so clear!

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

1d. Now going back to measure 10, let’s sing all the way to measure 27 on text and listen
to how those entrances hand off the melody between parts.

Students 2. p/v/nv

2p. Choir sings measures 10-27 on text

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

3d:s/r. Did you hear that the moving melody was a little choppy as it was handed to a
new part? We want it to sound seamless, as if it is one part singing the line.

(turn this feedback into a new 1)

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

1d. To make our melody more seamless, make sure you are holding out your notes to the
proper beat and not cutting off too early! Let’s sing that again with that in mind.

Students 2. p/v/nv

2p. Students sing measures 10-27 again, with focus on holding final notes for full value.

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

1d. Good counting! Now, when your part receives the melody, please point with your
finger and drive your arm forward slowly—this will help you feel the phrasing of the
melody! At measure 10 again!

Students 2. p/v/nv

2nv. Students use physical gestures to phrase

2p. Students sing measures 10-27.

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

1d. Now sing this one more time, remembering that flow and drive we just worked on!

Students 2. p/v/nv

2p. Choir sings measures 10-27 with phrasing and rhythmic accuracy.

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

3a:s/r. You integrated everything we worked on today so well, and I could really feel the
melody line driving. Great work!