Skill-building:
Review and combine skills from previous weeks--e.g. scale with steady beat or different note values; half-step/whole step exercise with dynamics, Diction/IPA with tonal patterns from music, etc. Everybody be creative!
Compere--1st and 2nd phrases of French this week. Use IPA as much as possible
Schooldays--Both parts together this week
Stand in that River--will sing with TCC kids at International Dinner
Music Alone Shall Live--review. make sure notes are held full value.
Pythagorean Round--review melody and skips. Try in a round--careful of notes held full value and rests on strong beat
Housekeeping: Take up yellow Schedule reporting sheets
2 comments:
East - did assignment from last week. The girls did well clapping on the correct beat. As expected, faster worked well, slower tripped them up, but led into discussion about subdivision.
All on B1 - had hard time re-learning Amfalula Tree since soprano is in their head, but by the last time through, a few began to be consistent.
Schooldays divisi a little confusing for those with the printed words - assigned them to highlight their words - same with Amfalula for those who had photocopied music. those with originals I told them to mark the lines in pencil
Can't believe it, but we ran Music Alone & Pythagorean as rounds. The notes may have not been correct, but they kept the tempo and we ended correctly. We will work diction next week.
didn't get to Eli, Eli this week.
ran Stand in that River and it was a cakewalk. The girls remember it from camp so it was a breeze.
North - ran some skills for warmup, but didn't get to refresh IPA.
Compere put to the side until we get standard IPA for the song - we need to be all teaching the same sounds
Schooldays - taught and sang the two parts - I are catching on to the held notes and cut-offs, II worked hard at spitting out the words. All together need to be more consistent with length of notes at ending.
Stand in that River - we sang through all three verses and worked out kinks (si-ster, se-crets, where soon) I've got in my notes that we are transposing to E flat - is that correct? At both N & E, we sang in C, but will change next week if that is the case.
Also - neither choir has sung the B section: can that just be TCC?
Music Alone - working on legato singing and long phrasing. Break after -sky, connect first Music Alones, breath before "never to die".
Round - both N & E, picked out what they thought was hard and spot checked/trained - used as example of how they are to practice at home
ran as round an they did okay. doing good to notice where there are 2 rests as opposed to one with the half note.
Wouldn't know yellow reporting sheet if it bit me and no one turned in or mentioned anything about them. Are these the absence notifications mentioned at the family meeting?
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