Working with a new groupDate: April 24, 2012 Views: 1757
Hello everyone. I was curious to know som topics about the way I can quickly enhance group performance and listening.
I'm curently a student studying music education, and I am generally interested in beginning older students into music.
I am thinking that I would soon begin either a community group, or a group within the school with performing as an a cappella group. I would do this mainly bcause I love a cappella music, along with it being hard to find someone to accompany a small, infomal group.
I have ben asking around, and there has been quite some interest. I feel like I would be very interested in beginning this. My wondering about rehearsals would be how I can quickly increase their listening skills. I would assume that a lot of the group has had experience singing, though maybe not in a group without instruments bcking them up.
My original preliminary plan would be to introduce a little bit of sight reading into the beginning of rehearsals, just to held them hear intervals. I was also think of trying some techniques that involve blending, and working on the same vowel.
Does anyone out there have any clue as having ideas to help with the listening portion of the ensemble?
I understand that this group is curently fictional, but will become a reality soon after I begin to figure out some more specifics (this being one of them).
Any help is appreciated!
Replies (4): Threaded | Chronological
Liz Garnett on April 25, 2012 7:22am
Hello Gregory,
Sounds like your ideas are coming together. And in many ways listening develops a lot faster with a cappella singing, as people have to attend to each other rather than relying on a piano!
A couple of short blog posts that you might find useful are:
On blend: http://www.helpingyouharmonise.com/blend
On developing musical awareness: http://www.helpingyouharmonise.com/musical_awareness
Good luck with it all!
liz
on April 25, 2012 10:20am
Gregory: First, be sure about exactly what you mean by "a cappella" since it covers everything from 16th century Palestrina (and even Gregorian chant, come to think of it) to modern doo-wop! I suspect that you mean the latter, but the important thing is for YOU to know what you mean before you start recruiting.
My advice would be to put the music in front of them on paper, and then TEACH THE PARTS BY EAR! That's how everyone who reads music learned to do it. It's a gradual process that SHOULD have started in early elementary school, but too often does not. And I have NEVER known anyone to actually learn to read music by taking a so-called "sight singing" class (with apologies to the music theorists who actually think they are doing exactly that!).
I'd also suggest your getting in touch with student directors at other colleges and universities to discuss the ups and downs of running a student-led group, because they're quite different from what most of us are involved with. I was recently told that at this university we have 3 male, 3 female, and 3 mixed a cappella groups, all student-led, and all competing for membership with each other. But there's no point to reinventing the wheel if you can get good advice from experienced people at other schools.
All the best,
John
on April 25, 2012 10:50am
Gregory -
What exactly do you mean when you refer to blend? In my experience, that is a subjective term and can mean everything from rhythm to articulation to balance, and a variety of other topics as related to music-making.
Austen
on April 25, 2012 2:45pm
Hi, Austen. You've obviously never been involved in barbershop singing, where "blend" is defined in great detail (but not necessarily identically) for both men's and women's choruses for competition purposes. They come as close as humanly possible to an objective definition, so that everyone is judged on a level playing field.
The quick and dirty definition (although it is a negative one) is that in a good blend no individual voices stick out or call attention to themselves. The individual voices "blend" to create a whole that's greater than the sum of its parts. That's easy with a chorus of 200, very difficult with ensembles of 20 or fewer. The King's Singers is one excellent example with one voice on a part, Chanticleer with more than one. It's possible to get infinitely more detailed than that, but not really necessary. I had one lead voice in my barbershop chorus, for example, with a vibrato that sounded out of place and cost us points in competition. But it can be voice quality, intonation, volume, or anything else, not just inappropriate vibrato.
Balance, at least in my experience, is quite different, but equally important, and tends to be a matter of balance between sections, not individuals. And again, in barbershop judging it is treated separately from blend.
Perhaps it's like Louis Armstrong's response to someone who asked him to define jazz: "If you have to ask, you'll never understand!"
All the best,
John
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