MUED 376: Choral Music, Materials & Techniques

MIDTERM EXAM
Suggested Due Date: October 26, 2023

NAME M. Morris DATE 10/18/2023

GENERAL DIRECTIONS:
Help each other, share ideas, strategies, and definitions!

Part I: From O% to 100% in 10 Rehearsals of 30 Minutes:

One Suggested Sequence of Rehearsal Threads

Directions: YOUR VMRC PIECE!

 Take the piece you are doing for our VMRC Generations Choir and design a
full lesson sequence as indicated below, based on a 12-20- minute rehearsal.
 Modify each class as needed from this template. Add or delete activities and
chunks as needed.
 Do not do a Direct Instruction Script for this assignment, only outline the
activities and chunking that will complete each rehearsal thread.
 Be creative and include lots of kinesthetic and learning experiences.
 Please spend no more than 90 minutes on this exam!
 Please feel free to work with others on this exam! Share answers and ideas!
 Include 4 examples of winding for every rehearsal (NOT every activity!)

 Remember! Your ASCAM must be DONE to complete this assignment!

Structure, melodic, rhythm and harmonic tone sets, buzzwords and meaning,
composer intent, and anything else you need to put into the lesson plan!

Rehearsal 1 – “Hook” and introduction to the piece (rote introduction, and rote to
note in the music.)
 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: Minimize modeling and have students read parts for the hook.
o WF: Minimize modeling for text In time and only model round vowels
and cutoffs, not rhythms.
o WB: Spend more time modeling each part In smaller, one measure
chunks.
o WB: model the text in time and then model It In small 2 measure chunks.
Then, increase the chunk size.
Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Sing the hook, the melody, to the students.

Chunk 2: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are Bring a Torch introduction.

Transition statement: We will go top to bottom starting with the soprano part.

Time: (5/8/20) Activity 2: Hook mm. 1-8

Chunk 1: Soprano notes and rhythms for mm 1-8 on solfege, neutral syllable.
 Chunk 2: Alto notes and rhythms for mm 1-8 on solfege, neutral syllable.

Chunk 3: Tenor notes and rhythms for mm 1-8 on solfege, neutral syllable.

Chunk 4: Bass notes and rhythms for mm 1-8 on solfege, neutral syllable.

Transition statement: Let’s put it all together.

Time: (5/13/20) Activity 3: combine hook with body percussion

Chunk 1: Combine soprano and alto part while tenors and basses tap a steady beat in 3.

Chunk 2: Combine tenor and bass part while sopranos and altos tap a steady beat in 3.

Chunk 3: Combine all four parts while everyone taps a beat in 3.

Chunk 4: Combine all four parts while everyone taps a beat macro-1.

Transition statement: Amazing work let’s add some text to that.

Time: (5/18/20) Activity 4: Text in time

Chunk 1: Chanting A section verse 1.

Chunk 2: Chanting A section verse 2.

Chunk 3: Chanting B section verse 1.

Chunk 4: Chanting B section verse 2.

Transition statement: Have a seat and let’s debrief.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.

Chunk 2: What a productive first rehearsal. We learned all parts to the first eight measures,
and we learned the text to both verses for the first 2/3rds of the piece. Great work everyone and I
will see you tomorrow!

Rehearsal 2 – Section A - mapping melody, harmony and text

 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: Utilize sectional time for students to do Independent and group work.
o WF: Provide time for students to look at the A section so they can begin
to learn It before we begin.
o WB: Provide more vocal modeling and smaller chunks.
o WB: Spend more time Isolating parts before combining.
 Time: (3/3/20) Activity 1: Introduction, Rehearsal Threads and mapping

Chunk 1: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are mapping and harmony.
Chunk 2: list chunks or sections. Chunk 1 or section A is mm.1-8. Chunk 2 or section B is
mm. 9-16. Chunk 3 or section C is mm. 17-26.

Transition statement: Now that you have written in our mapping sections lets learn the rest of
the A section and utilize harmony to do so.

Time: (5/8/20) Activity 2: Soprano Alto harmony (tenors are sopranos and altos are basses).
Chunk 1: Model the soprano part. Chunk it up for call and response.

Chunk 2: Have sopranos sing their part while I model the alto part underneath.

Chunk 3: Altos sing their part with the sopranos.

Chunk 4: Focus on the importance of harmony and the close harmonies during mm. 2 and
mm. 6.

Transition statement: Tenors and Basses, it’s your turn!

Time: (5/13/20) Activity 3: Tenor Bass harmony (Sopranos sing tenor and altos sing bass).
Chunk 1: Model the tenor part. Chunk it up for call and response.

Chunk 2: Have tenors sing their part while I model the bass part underneath.

Chunk 3: Basses sing their part with the tenors.

Chunk 4: Focus on the importance of harmony and the close harmonies during mm. 2 and
mm. 6.

Transition statement: Let’s put it all together.

Time: (5/18/20) Activity 4: Putting it together

Chunk 1: Put the parts together and workshop if needed, focusing on blending and
audiation of the whole chord.

Transition statement: Have a seat and let’s debrief.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.

Chunk 2: What a harmony rich rehearsal! We learned all four parts of the A section and
really made that harmony into cake!
Rehearsal 3 - Review Section A and repeat it in all the sections that are the same
throughout the piece
 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: Do not review part by part, but rather put everything together at
once.
o WF: Ask students to determine similarities between section A and section
B.
o WB: Spend more time learning each part on solfege, a neutral syllable and
on text.
o WB: Chunk up the review so It Is easier to remember and understand.

Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are new and review!

Transition statement: Let’s get right to it and start with section A.

Time: (5/8/20) Activity 2: A section review

Chunk 1: Review soprano and alto part individually.

Chunk 2: Put them together.

Chunk 3: Review tenor and bas part individually.

Chunk 4: Put them together.

Chunk 5: Put all 4 parts together.

Transition statement: Lovely work let’s move on to the B section.

Time: (5/13/20) Activity 3: B section new

Chunk 1: Everyone learns the soprano part on solfege and a neural syllable.

Chunk 2: Everyone learns the alto part on solfege and a neural syllable.

Chunk 3: Everyone learns the tenor part on solfege and a neural syllable.

Chunk 4: Everyone learns the bass part on solfege and a neural syllable.

Transition statement: Let’s put it all together.

Time: (5/18/20) Activity 4: Putting the B section together- loop and layer

Chunk 1: Everyone sings the soprano part on verse 1 text.

Chunk 2: Everyone sings either the soprano or alto part on verse 1 text.
 Chunk 3: Everyone sings either the soprano, alto, or tenor part on verse 1 text.

Chunk 4: Everyone sings all four parts on verse 1 text.

Transition statement: Have a seat and let’s debrief.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.

Chunk 2: Such a wonderful new and review! You all remembered so much from our rehearsal
of the A section, and I hope we can retain that just as well in the B section we just learned.

Rehearsal 4 - B Sections - melody, harmony, and text

 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: Do not review part by part, but rather put everything together at
once.
o WF: Ask students to determine similarities between section B and section
C.
o WB: Spend more time learning each part on solfege, a neutral syllable and
on text.
o WB: Chunk up the review so It Is easier to remember and understand.

Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are B section Review and C section introduction.

Chunk 2: Before we begin let’s sing our well-remembered A section on a lip buzz to get us
connected to our support systems.

Transition statement: Now it’s time for B section review!

Time: (5/8/20) Activity 2: B section review

Chunk 1: Review soprano and alto part individually.

Chunk 2: Put them together.

Chunk 3: Review tenor and bas part individually.

Chunk 4: Put them together.

Chunk 5: Put all 4 parts together.

Transition statement: Lovely work let’s move on to the C section.

Time: (5/13/20) Activity 3: C section new

 Chunk 1: Everyone learns the soprano part on solfege and a neural syllable.

Chunk 2: Everyone learns the alto part on solfege and a neural syllable.

Chunk 3: Everyone learns the tenor part on solfege and a neural syllable.

Chunk 4: Everyone learns the bass part on solfege and a neural syllable.

Transition statement: Let’s put it all together.

Time: (5/18/20) Activity 4: Putting it all together.

Chunk 1: Everyone sings the soprano part on verse 1 text.

Chunk 2: Everyone sings either the soprano or alto part on verse 1 text.

Chunk 3: Everyone sings either the soprano, alto, or tenor part on verse 1 text.

Chunk 4: Everyone sings all four parts on verse 1 text.

Transition statement: Have a seat and let’s debrief.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.

Chunk 2: I love how you transferred your work from the A and B section new and review to
today’s lesson. We were so efficient and now we know the notes and rhythms for all three sections
of this piece!

Rehearsal 5 – Review B for corrections, link A and B Sections, singing long

Chunks, review for meaning and expression
 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: WF: Do not review part by part, but rather put everything together at
once.
o WF: Ask students to determine similarities between section B and section
C.
o WB: Spend more time learning each part on solfege, a neutral syllable and
on text.
o WB: Chunk up the review so It Is easier to remember and understand.

Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are Polish and Shine.

Transition statement: Time to do some cleaning.

Time: (5/8/20) Activity 2: Polish and Shine

 Chunk 1: Focus on inflections.

Chunk 2: Focus on all cutoffs.

Chunk 3: Focus on breathing and placement. Have students stand in a circle and look at each
other’s mouths for placement.

Chunk 4: Remind students of dynamics and phrasing.

Transition statement: Now, let’s connect each section.

Time: (5/13/20) Activity 3: Connections

Chunk 1: Sing through measures 7-10.

Chunk 2: Sing through measures 14-19.

Chunk 3: Sing through measures 1-11.

Chunk 4: Sing through measures 9-26.

Transition statement: Now that we have these transitions on lock, let’s run the whole piece! I
know you can do it!

Time: (5/18/20) Activity 4: Full run

Chunk 1: Students sign the whole piece with both verses.

Transition statement: Have a seat and let’s debrief.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.

Chunk 2: I am so proud of you all for you first full run today! We really cleaned up those
transitions, dynamics, cutoffs, and inflections.

Rehearsal 6 - What’s different or new? Sections C & D & perfecting tone

 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: have students decide the dynamic contrast, and experiment with It do
decide as a group what we like best.
o WF: Instead of chanting the text again, just sing each section right on tex.
o WB: After each dynamic marking Is written, have students sing that
section at that dynamic marking.
o WB: Play a game that will improve core support and tone production.
Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads
 Chunk 1: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are Tone and dynamics in section C.

Chunk 2: Quick breathing exercise to connect our bodies. Touch your toes and put your
hands on your back, feel your lower body expand. Once you feel connected to your low body, move
vertebrae and vertebrae, and transfer those feelings of expansion to your low body and ribs while standing.

Transition statement: Sweet, let’s polish that C section.

Time: (5/8/20) Activity 2: Polishing the C section

Chunk 1: mm. 16-17 and mm. 21-22 focus on cutoffs for both verses.

Chunk 2: Isolate and clean the large jumps in the bass section.

Chunk 3: Pair that with the harmony of the tenors.

Chunk 4: Rule of the steady beat, crescendo and spin through those tied notes.

Transition statement: Let’s add a little spice to this piece with dynamics.

Time: (5/13/20) Activity 3: Phrasing and Dynamics

Chunk 1: Section A: verse 1 mm. 1-8, Forte verse 2 mm. 1-8, piano

Chunk 2: B Section verse 1 mm. 9-16 mezzo forte verse 2 mm. 9-16, mezzo piano.

Chunk 3: C Section verse 1 mm.17-21 mezzo piano, mm. 22-26, forte verse 2 mm. 17-21,
piano mm. 22-26 pianissimo.

Transition statement: Now that we have written in our dynamics let’s do some diction transfer
from the first lesson.

Time: (5/18/20) Activity 4: Diction Transfer

Chunk 1: Section A 2nd verse- chanting at a piano, singing at a piano.

Chunk 2: Section B 2nd verse- chanting at a mezzo piano, singing at a mezzo piano.

Chunk 3: Section C 1st verse- chanting at a mezzo piano-forte, singing at a mezzo piano-
forte.

Chunk 4: Section C 2nd verse- chanting at a piano-pianissimo, singing at a piano-

pianissimo.

Transition statement: Have a seat and let’s debrief.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.
 Chunk 2: We made many transfers today back to the first lesson! We did lots of writing of our
dynamics that totally changed the mood of the piece and now the two verses sound completely
different!

Rehearsal 7 - Review what’s different (Sections C & D) or new and link to A

and B sections, if time, sing all the way through
 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: Implement more verses, such as the third verse, or sing the piece
while humming or on a loo.
o WF: Ask students to sing the piece In small secitons, one or two on each
voice part
o WB: Spend more time fixing Individual sections on solfege, noo's, and
text.
o WB: Stop after the first verse and just work the first verse.

Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are run, fix, run.

Chunk 2: Before we run let’s do some tuning and sing through the newest section, the C
section. Singing bowl exercise with the starting and ending chords.

Chunk 3: Sing through the C section with music, both verses

Transition statement: Great improvements everyone, let’s put the whole piece together.

Time: (5/8/20) Activity 2: Run

Chunk 1: Run the piece, both verses

Transition statement: Turn to measure 17.

Time: (5/13/20) Activity 3:Fix

Chunk 1: Landmark chords mm. 17, mm. 28, and mm. 8.

Chunk 2: Bass part jumps and skips.

Chunk 3: Tenor part moving line and alto part moving lines mm. 4 and 16.

Chunk 4: releases on words like son, sleeps, and hush.

Transition statement: Fist of 5 how confident do we feel? I see a lot of 5’s so we will run the
piece again!

Time: (5/18/20) Activity 4:Run

 Chunk 1: Run the piece again, both verses, reminding students of the improvements and
fixes made.

Transition statement: Have a seat and let’s debrief.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.

Chunk 2: This was an extremely productive rehearsal. We got to work on such small details
that will really make this piece shine during the concert. Get ready for tomorrow where we will
talk about meaning and breathing.

Rehearsal 8 - Sing all the way through, improving and perfecting tone and
adding reminders about meaning
 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: Have student leaders lead breathing exercises.
o WF: Ask student volunteers to stand in front of the choir while they sing
and physicalize with their face and body what the meaning Is to them.
o WB: Spend more time working the breath and allowing students to get
connected to their breath.
o WB: Provide time for students to take notes on the meaning and to do
research on the piece.
Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are meaning and breathing.

Chunk 2: Start with quick breathing exercises. In for 4, hold for 4, out for 7.

Chunk 3: tiered breathing with a shh exhale.

Transition statement: Awesome, now that we are connected to the breath, we will run the
piece.

Time: (5/8/20) Activity 2: Run

Chunk 1: Run both verses with music.

Transition statement: Not bad, now let’s talk about meaning.

Time: (5/13/20) Activity 3: Meaning _____________________

Chunk 1: Meaning: imagine this- it is the wee hours of the morning and you have just been
called upon to see the birth of a brand-new baby. There is a sense of exactment and joy in the
air, but we must contain it since the newborn is sleeping.
 Chunk 2: When I think of Bring a Torch, I also think about carrying each other. How can
we bring torches to each other. How can we uplift and support the signers around us.

Chunk 3: Ask students what this piece means to them. Who is Jeanette Isabella? What are
ways we can uplift one another?

Transition statement: Such inspiring comments everyone, let’s run the piece thinking about
in this joyous context.

Time: (5/18/20) Activity 4: Run/fix with meaning imbued

Chunk 1: Run the piece with the meaning, asking students to show the meaning
dramatically with their faces and bodies.

Chunk 2: Stop and fix if the meaning is not coming across effectively or if students are not
on their breath.

Transition statement: Have a seat everyone and let’s debrief for the day.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.

Chunk 2: Incredible work today. We spent a lot of time digging into the meaning and it really
changed the effect and joyfulness of this piece. I am so proud of the breathing work we were able
to accomplish, and we will continue to talk about this in rehearsal tomorrow.

Rehearsal 9 – Buzzwords to deepen expression, tone, and sophistication.

 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: Don’t have students look at the music before memorizing It or have
them look at the music for less time.
o WF: have students come up with buzzwords that have a deeper meaning
to them and share those with a partner.
o WB: Associate each verse with a movement so students can remember
each section and verse with a variety of kinesthetic movements.
o WB: Spend more time workshopping the piece, so the memorization
comes slightly later and Is more frontloaded.
Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning! Please take out Bring a Torch on page 2. Our rehearsal
threads today are Buzzwords and core engaged tone.

Transition statement: Take out a pencil and we will go over our buzzwords.

Time: (5/8/20) Activity 2: Naming of buzzwords

 Chunk 1: A section verse 1: Measure 1- running.
Verse 2: measure 1-softly.
Please feel free to write any other words that help you evoke the emotions presented on the
page.

Chunk 2: B Section verse 1: measure 8- calling.

Verse 2: measure 8- joyful.
Please feel free to write any other words that help you evoke the emotions presented on the
page.

Chunk 3: C Section verse 1: measure 16- beautiful.

Verse 2: measure 16-hush.
Please feel free to write any other words that help you evoke the emotions presented on the
page.
Transition statement: Now that we have written in our buzzwords let’s run the piece from
back to front.

Time: (5/13/20) Activity 3: run sections back to front

Chunk 1: C section, both verses- difference between beautiful and hush.

Chunk 2: B section, both verses- difference between calling and joyful.

Chunk 3: A section, both verses- difference between running and softly.

Transition statement: Take a final look at section A and in 30 seconds we will sing it
memorized.

Time: (5/18/20) Activity 4: Memorization

Chunk 1: A section memorized, both verses.

Chunk 2: Run B section, look at it, run B section again memorized, both verses.

Chunk 3: Run C section, look at it, run C section again memorized, both verses.

Chunk 4: Run whole piece verse by verse, first with music, then memorized.

Transition statement: That was quite the challenge, let’s take the last 2 minutes of class to
reflect on what we’ve worked on today.

Time: (2/20/20) Activity 5: Learning Summary

Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert, and what they can bring to the table next rehearsal.

Chunk 2: I am so proud of you all! You worked on impacting the meaning of the piece with
buzzwords, you ran sections with buzzword changes, and you memorized both verses of the piece.
Great work and I will see you tomorrow for our final rehearsal!
Rehearsal 10 - Run Fix Run
 Include 4 examples of winding for every rehearsal (NOT every activity!)
o WF: model without explanation and have students pick up on the stylistic
choices you are making.
o WF: Let students determine Emphasized sylables Indidvidually and then
share with the class.
o WB: Spend more time fixing and implementing the use of solfege.
o WB: Use music for the first run and for the second run have the
buzzwords written on the board.
Time: (3/3/20) Activity 1: Introduction and Rehearsal Threads

Chunk 1: Welcome: Good Morning! The piece we will be working on today.

is: Bring a Torch, Page 2! Our rehearsal threads today are: Run fix run and how is this different?

Chunk 2: Take a quick look at our buzz words from last class, “running, calling, beautiful,
softly, joyful, hush, seeping.”.

Transition statement: Let’s run the piece memorized with these buzzwords in mind.

Time: (5/8/20) Activity 2: Run

Chunk 1: Run the piece, mouthing starting words for phrases of both verses.

Transition statement: Great blend everyone, look at system three measure five.

Time: (5/13/20) Activity 3: Fix, inflection and verse variation

Chunk 1: Fix inflection of Ah vs. Hush. Let’s make the first verse forte and more joyful and
the second verse quitter and sleepier, like we are singing to sleeping Jesus.

Chunk 2: Just because we are quiet doesn’t mean we can’t support. Discuss ways to support
while singing piano and improve diction. Sing an example on mm. 15-20.

Chunk 3: Discuss the verse variation and what words we would like to emphasize as a group
(e.g. Run, calling, beautiful, sleeps, etc.).

Chunk 4: Take one last look at the music and stand.

Transition statement: Let’s give this one more run memorized thinking about our forte v.s
piano dynamics.

Time: (5/18/20) Activity 4: Run!

Chunk 1: Run the piece, both verses, taking into consideration eye contact and pattern size.

Transition statement: Lovely work everyone, air high fives all around.

Time: (2/20/20) Activity 5: Learning Summary

 Chunk 1: Discuss what students feel they excelled at, what are they proud of in preparation
for our winter concert.

Chunk 2: I am so proud of you all for running the whole piece memorized, making minor but
significant changes, and enacting those changes during our final run. Great job and I will see you
tonight for our performance!