The ability to bring meaning to music notation without the assistance of an accompanist playing choral parts is a requisite skill on a musician's journey to self-reliance and full artistic expression. Despite its importance, high performance expectations pose a challenge for choir directors to allocate discrete rehearsal time to music reading skill development. Consider for a moment an embedded music reading system that facilitates choristers' ability to read their choral octavos; a process that develops rhythm and tonal musicianship and gives choristers the tools they need to learn music on their own. This bookintroduces an adaptable, literature-based choral music reading approach that empowers young singers with music literacy skills that point beyond the choral rehearsal and encourage independent and group music making for a lifetime.
Autorentext
Jennifer Scott Miceli, Ph.D. is Director of Music Education and Long Island Sound Vocal Jazz at LIU Post in Brookville, NY, where she also serves as Department Chair. Founding Director of Belle Voci Intergenerational Women's Choir, Miceli is an experienced conference presenter maintaining an active guest conducting and choral adjudication schedule. A flutist and a singer, she lives in Huntington, New York with husband, James, and two dogs, Chi and Gertie.
Inhalt
Foreword
Acknowledgements
A Literature Based Approach
Bringing Meaning to Notation
Assessment
Skill Building Model
How To Use This Teacher's Guide
1. The Sally Gardens
2. Marienwürmchen
3. Celtic Cradle Song
4. Ej, Lásko, Lásko
5. Who Can Sail?
6. Dodi Li
7. The Drunken Sailor
8. Old Joe Clark
9. Arirang