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I. DESCRIPTION
Prerequisite: MUS 1101, 1102, 1103. Surveys choral music representing historical forms, eras, and styles. Emphasis on literature appropriate for choirs 5-12. Consideration given for balance in programming. May be repeated for credit 1 time. Class not open to: Freshman, Sophomores.
**Students with disabilities need to contact Disabled Student Services in the Center for Learning to request academic accommodations. Disabled Student Services sends Disability Verification Letters out to all your professors indicating the appropriate accommodations for the classroom based on your disability.
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II. GOALS AND OBJECTIVES
To prepare students to:
1. Understand the historical and formal perspectives of choral literature.
2. Make informed choices in selecting literature for a variety of choral ensembles.
3. Use various resources to assist in acquiring quality music literature; including publishers, library, retail, etc.
4. Acquire a basic core of literature to use when preparing for choral concerts.
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III. TEXT and SUPPLIES
None required, but the following are suggested texts for reference:
Garretson, Robert. L. Choral Music: History, Style, and Performance Practice. Englewood Cliffs, NJ: Prentice-Hall. 1993.
Jeffers, Ron. Translations and Annotations of Choral Repertoire. Volume I: Sacred Latin Texts. Corvallis, OR: earthsongs. 1988
Robinson, Ray and Winold, Allen. The Choral Experience. NY: Harper's College Press. 1976.
Robinson, Ray, ed. Choral Music: A Norton Historical Anthology. NY: W. W. Norton. 1978.
Ulrich, Homer. A Survey of Choral Music. NY: Harcourt, Brace, Jovanovich. 1973.
In lieu of textbook purchases, certain purchases are required. Please see projects for details.
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V. PROJECTS
1. Listening/reading assignments:
A) In Class: Compete in-class listening as presented by instructor.
B) Out Of Class: Find examples (from recordings, sheet music, collections, etc.) of the various choral forms discussed in class (works different than those covered in class) and compile a repertory list.
Minimum of 30 different works representing at least 10 different forms and all eras;
when listing multiple works of the same form, make sure different eras are mentioned (i.e. avoid listing only the Renaissance for motets).
Include a variety of levels of difficulty for use in different circumstances (i.e. perhaps some accessible to junior high school, high school, church, college, professional, etc.).
Each report will be a full page. You may use the supplied form (Repertoire Evaluation.pdf) or design one of your own. Report:
1) Title and date of composition
2) Composer, dates, country of origin, and stylistic era
3) Type of work (i.e. motet, madrigal, etc.)
4) Text details (language, source, etc.)
5) Forces used (voicing, instrumentation, etc.)
6) Level of difficulty and appropriate use (including textual appropriateness)
7) Annotation/Evaluation of work (i.e. quality, if you liked it, when and where you could perform it, etc.)
2. Examine the choral pieces given you by the instructor. Evaluate them on their style, appropriateness, text content, quality, etc.
3. Own choral octavos (single copy sheet music) representing a variety of styles and groups. This collection must:
- include at least thirty-five (35) titles that you have researched and purchased, not from music reviewed in class.
- be clearly marked with your name in ink.
- be in a file box or something similar and organized as the core of your personal single copy file.
The way it is organized is up to you, however, utilize ideas discussed in class.
5-10 should be from public domain sources (as discussed).
However, no more than 10 can be from these public domain sources.
These titles can be used in repertory lists from Project No. 1.
4. Select an octavo (sheet music) choral work and purchase enough copies to distribute to the class. This is NOT to be from public domain sources. Each person will get to keep the copy selected by students. Be prepared to explain your choice and prepare a 5 minute presentation on the work. Use the criteria provided for the repertoire reports from Project 1, B.
5. Join ACDA (The American Choral Directors Association).
6. Experience and report on at least 2 choral concerts this term and evaluate the literature in terms of appropriateness and quality. Express your interest in the literature and whether you would perform any of it and why or why not. Two pages per event.
This can be met in two ways:
a) Attend live choral concerts, each a minimum of one hour length.
b) Purchase (with documentation) a choral CD and review contents (one CD equals one concert).
- However, you should not do two CDs in place of both live concerts.
-literature from a CD purchase may be used in Project No. 1, but literature from a concert cannot unless you have a copy of the music.
7. Notebook
At the end of the term, each student is to turn in a notebook containing (in this order):
A. Handouts and notes from class sessions.
B. All projects in the above order.
C. Any other pertinent materials you wish to include to impress your instructor.
D. You must pick-up your notebook after grading before a final grade will be issued.
8. Exams
There are no exams in this course.
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