Students perform in four concerts per school year and have the opportunity to participate in Solo and Ensemble. ![]() These classes discuss the adolescent voice in a way that helps students understand the physiological changes happening to their voices and places them appropriately in the choir for maximum success. Students in these classes are given challenging, yet appropriate repertoire designed to teach proper vocal technique and help the young singer find success in the choral classroom. Currently, there are three choirs at WMS: 6th Grade Mixed Choir, 7th and 8th Grade Boys’ Choir, and 7th and 8th Grade Girls’ Choir. Woodmore Middle School offers comprehensive choral experiences for 6th, 7th, and 8th grade students. Schools with directors previously identified as outstanding were removed from the list, leaving a total of 1,041 schools (P.sub.2 1041). Nycz has specialized in the process of the adolescent voice change and has presented on this subject at both the Ohio Music Education Association and American Choral Directors Association Professional Conferences. Nycz holds a Bachelor of Music Education from Otterbein University in Westerville, Ohio and a Master of Music Education with a Choral Music Education Specialization from Bowling Green State University. Tracey Nycz has been teaching in Northwest Ohio for 16 years and is currently in her 12th year of teaching choir at Woodmore Middle School and High School. Taking the time to do this the first year really allows me to speed things up when they return in 7th and 8th grade.Mrs. I do this because I really want to reinforce the basics of solid vocal technique, and music literacy before moving on. Moving forward into the new semester, I generally stick to a similar format with sixth grade classes. ![]() Beware homophony with 6th graders, and only use it is really hard for them to hear and hold together at first!)Īt least one piece should be a "tone builder," meaning you can really focus on creating solid, beautiful toneĪlso, don't forget to give your students opportunities to perform solos! OK, here is my actual formula (drum roll, please):Īt least one piece that gives them experience singing in 2-part (stick with easier pieces that use partner melodies, rounds, or only use 2 part splits in sections.not the entire song. Spiritual, with a slightly different vocal technique than the other pieces. Great for teaching beginning ears part independence. Moves from unison to 3 parts, but easily accessible since all parts are independent melodies. Lots of great opportunities to work on beginning and ending consonants for a list of All-State choral repertoire from 1967-present. Sherri PorterfieldĢ-part, with some sections partnering, and some in homophony Elementary Choruses for a combined list of All-State conductors and repertoire from 1967-present. Slower tempo, great for tone building and focus on pure vowelsĮasy to learn, so students experience quick success.Ģ-parts, with some partner song-like sections, and some homophony That way, you can see how the pieces I chose reflect back on the formula itself: Before I go more in depth, let's start with the actual concert repertoire (and some bullet points about why I chose each) that my 6th graders performed in the video above. ![]() You can cover multiple rules in one piece, just depending on what works best for you and your students in the moment. While I don't always stick to these rules hard and fast, keeping them in mind generally helps me insure that I'm covering all of the bases I want to cover with my beginners.
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