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

1s. Good morning, everyone! I hope everyone had a fabulous weekend. It’s time to jump
back into some music!

1d. Everyone, please open *piece* to measure 16-28. Let’s review the rhythms by
chanting on text.

Students 2. p/v/nv

2v. Choir chants measures 16-28.

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

1d. Let’s run that section once again, singing this time! Sopranos, be sure to pay attention
to the rhythm at mm 17.

Students 2. p/v/nv

2p. Choir sings mm 16-28.

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

3a:s/r: Wonderful job everyone! You very clearly enunciated the staggered entrances
throughout the phrase, and the tenors sang that jump perfectly! This will lead us well into
the next few measures.

(turn this feedback into a new 1)

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

1a. In the previous example, the tenors had some complicated leaps. In mm 29-35, the
altos and basses have the trickier notes. Sing through your parts at mm 29 while I play the
alto and bass parts.

Students 2. p/v/nv

2p. Choir sings mm 29-35

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

1o. Beautiful job! This piece really reminds me of my college choir; when we sang this
piece, the tenors sure struggled, but you all are getting it very quickly!
Let’s repeat that section one more time to make sure it’s locked down.

Students 2. p/v/nv

2p. Choir sings mm 29-35.

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

1d. Now, let’s sing through the short “ooh” section from mm 36-40.

Students 2. p/v/nv

1v. Students sing mm 36-40.

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

3a:s/r: It was very clear that you were listening to each other’s parts while singing
through your own. The tuning and rhythms were spot on!

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

1d. Now, let’s move back to mm 16 and sing all the way through to mm 40!

Students 2. p/v/nv

2p. Choir sings mm 16-40 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 everyone notice the transition between mm 35-36 was a bit disjointed? Make
sure to carry the phrase all the way through to create that seamless transition we want.

(turn this feedback into a new 1)

Teacher: 1 (d,a,s,o)
1d. To make these sections link together, let’s sing from mm 34-37, and be sure not to
take a breath in that spot!

Students 2. p/v/nv

2p. Students sing through mm 34-37, focusing on their held out notes.

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

1d. That’s more like it! When we move through this section now, use your finger to push
your note forward into the next phrase. This will make the sound more fluid.

Students 2. p/v/nv

2nv. Students use their hands to move through the phrases.

2v. Students sing through mm 34-37.

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

1d. Fantastic job. Now, let’s run through the whole thing again to lock in what we just
worked on!

Students 2. p/v/nv

2p. Choir sings through mm 16-40 with better phrasing and fluidity.

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 all did some beautiful work on this piece today. The meaning of the text is
really shining through with that phrasing, and the piece sounds very seamless! Amazing
job!