•Research and Writing –
•Transfers (everything relates to everything – at the beginning of class)
•Can serve as informal assessments, checking for student understanding, and fulfill common core state standards – help with rehearsal planning
•Examples of implementation:
“Today, we worked on…”
“What is a canon?”
”Why did a composer use this specific articulation?”
“What does this piece of music mean to you?”
•Think Critically –
•Reflection/Assessment within ensemble -
•How does my specific part fit into the context of the choir?
•Example: How does the note the tenor is singing fit into the chord?
•Analyzing aurally and theoretically (possibly meeting mathematical CCSS)
•Am I sticking out, or am I listening louder than I sing?
•Research and Reading –
•Historical and cultural context of a song
•Composer’s background / poet’s background – what were they going through when they wrote the piece/poem at hand?
•What was going on in the composer’s home country (politics, change in leadership, wars, illnesses, famine, etc).
•What is the “big picture” (how is the culture reflected in the piece)?