Berklee College of Music

Bachelor of Music Music Education

COND-221
SP 2017
Choral Conducting for Music Education Majors
2 credits

Instructors Name: Faith Lueth

Mailbox: FB346 (e-mail preferred)
E-mail: flueth@berklee.edu
Phone: 617 747-8265
Office Location: Rm. 418, 22 The Fenway
Office Hours: Tuesday 2:00-3:00pm
Program Director: Dr. Cecil Adderley
______________________________________________________________________________

Essential Outcomes

1. Communicate and conduct yourself as a professional educator

2. Develop classroom management strategies

3. Develop & demonstrate best practice in teaching strategies

4. Demonstrate an understanding of effective choral conducting skills.

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 5.Subject Matter Knowledge (SMK) Requirements
Matrix
Music: Vocal/Instrumental/General, All Levels

Introducto Moderate High Assessmen

7.06: (20) Subject Matter Knowledge ry Level Level Level t
Requirements Introduced; Reinforced; Mastered;
Beginning / Developing/ Competent/
Developing Competent Skilled
(a) The following topics will be
addressed on the test of subject
matter knowledge:
2. Score reading and musical analysis
X Exam

6. Musical development in children Exam

and adolescents X
7. Introductory knowledge of choral Presentation
literature and conducting techniques X X ;
Exam
(b) The following topics shall be Exam
included in an approved program but X
will not be addressed on the test of
subject matter knowledge:
1. Singing skills and basic vocal production
X Presentation
2. Sight singing and music reading,
using standard notation X X Presentation

6. Choral methods for treble, changing, and

high school voices (Introductory Level) X X X Exam

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 Course Description
This course introduces fundamental beat patterns, basic conducting technique, phrasing and
articulation, and problems of tempo. Students discuss and study applicable terminology.
Additionally, students participate in lab sessions for choral application of classroom skills, which
are geared to the needs of public school music educators.

Measurable Objectives (covered throughout the course)

Upon successful completion of this course, students will be able to:
1. Demonstrate a command of conducting with clarity and economy of motion in all the conducting
beat patterns
2. Demonstrate skill in the gesture of conducting at various dynamic levels and in a variety of
styles (legato, staccato, marcato)
3. Conduct with a consistent tempo and appropriate musical expression
4. Demonstrate an understanding of silent score study
5. Demonstrate an understanding of the score and related use of the conducting gesture
6. Demonstrate an ability to lead a choral ensemble in a musical manner
7. Demonstrate the ability to conduct in changing meter
8. Demonstrate a command of when and how to cue appropriately
9. Demonstrate a command of the preparatory gesture as well as internal and final releases and
fermatas.
10. Model good vocal production and demonstrate an understanding of how to develop good choral
tone quality (unified vowels and good articulation, etc)
11. Sing with certainty his/her vocal part in the scores studied.
12. Know the assigned vocabulary associated with conducting.
13. Model good vocal production and demonstrate an understanding of how to develop good choral
tone quality
14. Sing with certainty in his/her vocal part in the scores studied

Course Materials
Music for Beginning Conductors: An Anthology for Choral
Conducting Classes by Dennis Schrock, published by GIA
Articles and handouts, as distributed or posted by instructor
3-ring notebook; colored pencils (red, blue, green and brown) and
highlighters for score study

Grading Criteria
A (93-100)
The student has demonstrated superior achievement. The student appears to have a superior
level of understanding of the course objectives and the methodology associated with each task.
A high level of understanding is regularly displayed, and errors are seldom present in any
assignments.
A- (90-92)
The student has demonstrated superior achievement. The student appears to have a superior
level of understanding of the course objectives and the methodology associated with each task.
However, some errors are present in select assignments.
B+ (87-89)

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The student has demonstrated advanced achievement. The student appears to have an
advanced level of understanding of the course objectives and the methodology associated with
each task. Some errors are present, but infrequent and generally minor.
B (83-86)
The student has demonstrated advanced achievement. The student appears to have an
advanced level of understanding of the course objectives and the methodology associated with
each task. However, additional concentration could produce a higher level of achievement.
B- (80-82)
The student has demonstrated advanced achievement. The student appears to have an
advanced level of understanding of the course objectives and the methodology associated with
each task. Additional practice could produce a much more refined and consistent level of
achievement.
C+ (77-79)
The student has demonstrated average achievement. The student appears to have an average
level of understanding of the course objectives and the methodology associated with each task.
Errors appear to be of a larger magnitude in select assignments.
C (73-76)
The student has demonstrated average achievement. The student appears to have an average
level of understanding of the course objectives and the methodology associated with each task.
Errors appear in at least half all assigned material.
C- (70-72)
The student has demonstrated a basic level of achievement. The student appears to have a
basic level of understanding of the course objectives and the methodology associated with each
task. Few assignments are without problems.
D (60-69)
The student has demonstrated a below average/basic level of achievement. The student
appears to have a below average/basic level of understanding of the course objectives and the
methodology associated with each task. Most assignments contain flaws.
F (0-59)
The students appear to be unaware of the most basic understandings. The student does not
understand the course objectives and the methodology associated with each task. Most
assignments contain severe flaws.

Assessment Requirements
Discussions: Students should post discussion topics and consult
Inside Berklee Discussion Board when appropriate.
Portfolio: Students will prepare a portfolio of their best,
representative work.
Homework/Assignments/Quizzes: Students will be assessed on
the completion of homework (conducting assignments) and projects in a timely manner as
assigned by instructor. Additionally, students will be assessed by their preparation of their voice
part in the assigned choral scores. Students are expected to practice conducting outside of
class for assigned pieces or exercises. Weekly conducting assignments will be given and
evaluated. Quizzes will be given at the discretion of the instructor.

Grade Determination
50% Conducting assignments including written assignments
15% Class/lab participation engaged including discussions
35% Midterm and final exams

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Policy for Submitting Late Assignments: Assignments must be completed on the assigned date to
be considered for full credit. Late assignments will only be accepted through previous arrangement with
the professor in exceptional circumstances. Otherwise, work passed in late will result in a decrease in
grade. No assignment will be accepted after more than a week after the due date.

Policy for Submitting Assignments Electronically: Work may be submitted electronically at the
discretion of the instructor. No handwritten work is accepted. All written assignments must be typed: 1.5
spacing, 12-point font

Academic Honesty
Berklee College of Music insists on academic honesty. Unless the assignment explicitly is a
group project, all of the work in this class must be the students own work. The source of all
information in any written assignment must be cited properly, whether it is a quotation,
paraphrase, summary, idea, concept, statistic, picture, or anything else from any source other
than the students immediate knowledgeincluding the Internet. Writers give credit through
accepted documentation styles, including parenthetical citation, footnotes, or endnotes; a simple
listing of books and articles at the end of an essay is not sufficient. Plagiarismnot giving
proper credit to a source and thereby passing off another authors material or idea as the
students ownis a type of intellectual theft and deceit and cannot be tolerated in an academic
setting. Plagiarism may result in a failing grade for the assignment or course, and possible
dismissal from the College. It is the students responsibility to be aware of and abide by the
rules governing plagiarism, fraud, and cheating found in the College Bulletin under the section
"Honesty in Academic Work and in Scholarly and Professional Practice." Please speak with a
reference librarian, ask a teacher, or refer to a writing handbook if there are any questions about
what plagiarism is and how to avoid it. Websites that discuss types of plagiarism and how it can
be avoided through evaluation and proper documentation of sources include:

http://owl.english.purdue.edu/handouts/research/index.html
www.wisc.edu/writing/Handbook/Documentation.html
http://lib.nmsu.edu/instruction/evalcrit.html

Attendance Policy
Students are expected to attend all classes. This course is, by nature, participatory. Therefore,
attendance is essential to success in the course and is mandatory. Students are required to regularly
prepare readings and assignments for effective discussion and participation. Students may miss one
class without an effect on their grade. However, it is expected that any work covered in missed classes
be made up. Assuming that a student has an A in the class, further absences would result in the
following grades:
2 Absences: A-
3 Absences: B
4 Absences: C
5 Absences: D
6 Absences: F

Withdrawal Policy
Students may withdraw from this class by completing a Student-Initiated Withdrawal from a
Class form at the Office of the Registrar. The withdrawal form must be submitted to the Office of
the Registrar by Friday, April 7, 2017. If a student submits the withdrawal form by the deadline,

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s/he will receive a grade of W for the class. Withdrawing from a class cannot be done after the
deadline.

The instructor will not withdraw the student from the class for any reason (including absence) or
submit the form for the student. It is the students responsibility to withdraw from the course. If a
student withdraws from this class, s/he continues to be financially responsible for the class and
are not eligible for a tuition refund or replacement course. Students should be aware that
withdrawing from a class might affect scholarship, financial aid, and/or international student visa
status. If a student receives financial aid or veterans benefits, withdrawing may reduce his or
her eligibility for aid. If s/he is an international student, s/he may jeopardize his or her F-1 visa
status.

In case of doubt about their status and options, students should ask the instructor, department
chair, and/or the Counseling & Advising Center.

Important Dates
Deadline for add/drop: Sunday, January 29, 2017
Tuesday, February 21, 2017 Follow a Monday Schedule no class
meeting
Thursday, March 9 MMEA Conference Sheraton Boston no class
March 14, 16 Conducting Mid-terms
March 20-24, 2017 Spring Break
Thursday, April 6 NAfME conference online assignment-no class
meeting
Thursday, May 4 Conducting finals
Tuesday, May 9 Conducting finals
Thursday, May 11 MUED Proficiencies no class meeting

Support Services
ESL Tutors ext. 8186
College Writing Center ext. 8306, 8510
Counseling/Advising Center ext. 2310

Diversity Statement
Material and activities in this course support a commitment to understanding diverse cultures
and learning styles and abilities. This is accomplished through the use of repertoire from a
variety of cultures and through the use of multimodal learning activities.

Disclosure of Disability
Students with documented physical, learning, and/or psychological disabilities that qualify under
the Americans with Disabilities Act are offered assistance in obtaining necessary
accommodations to support a successful experience at Berklee. Students requesting
accommodations must initiate and maintain ongoing contact with a Disability Services staff
member in the Counseling and Advising Center. Disability Services staff can assist with
academic planning, scheduling adjustments, and support, as well as referral to outside
agencies, testing sites, and support groups. All accommodation requests must be made with a
two-week minimum notice to faculty. Disability Services staff are available in the Counseling and
Advising Center by appointment.

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Berklee Definition of a Credit Hour
For lecture and discussion courses, students earn one course credit for every 15 class contact
hoursone credit for one hour of class meeting time each week for 15 weeks. For lecture and
discussion courses at the graduate level, the expectation is that one hour of class time requires
at least three hours of out of class study. For ensemble and lab work, where repetition, practice,
and iterative learning are key, students earn one hour of credit for every 30 hours of in-class
time, or one credit for two contact hours each week for 15 weeks. Private instruction is delivered
as a 3-credit, 1-hour per week course for graduate students. Private instruction requires
significant weekly expectations regarding practice time and study outside of class.

Privacy
In compliance with the Family Educational Rights and Privacy Act of 1974, students must
authorize contact between faculty members and their parents/guardians. Students will be
notified via email and asked to reply in that format or in writing to grant this authorization if a
parent/guardian contacts the instructor.

Miscellaneous Information
Students are expected to check their Berklee email and the course website frequently throughout the
semester for course announcements and information. Students will receive several supplemental
pieces in public domain. Students will use ipads at various points in class for facilitating learning and
recording. Periodically students will be asked to record themselves on specific pieces and submit to the
Dropitto.me box:
http://www.dropitto.me/flueth
Password: fluethdrop
Naming convention: last name_piece

Course Outline
Week 1 Introduction to class; Information sheet
Jan 24,26 Text overview
Check Inside Berklee class site often
Gesture of conducting and non-verbal communication; voice placement
Internet resources; ACDA; choralnet; FREE music @ cpdl!
Role of the conductor; preparatory gesture; facial expression
Intro to What They see is What you Get
Assignment: pg 26 All Through the Night
Week 2 Four pattern; internal and final releases; dynamics; Benchmark video- All Through the
Night
Jan 31, Feb 2 Three pattern; internal and final releases; dynamics
Introduction to score study
Discussion: What They See is What You Get
Assignment: Due Tuesday, Feb 2
Reflection paper: How does the look/stance/gesture of the conductor affect the choir?
Did anything in the video surprise you? What direct correlations between look and sound
did you see? Name two things that YOU will work on in YOUR conducting as a result of
what you learned in the video and how you plan to implement that.
Assignment for Thursday Feb 9 (online) - submit a video to dropitto.me (see
directions above) of your conducting page 26 All through the night.

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 Email a reflection of your conducting addressing stance, gesture, clarity, economy of
motion, legato gesture, internal and final cutoffs.

Week 3
Feb 7,9
Online assignments due (Reflection of video; conducting video pg 25
Review of conducting in 3 and 4, preparatory gesture, internal and final releases.
Hashivenu; Non Nobis Domine; Dona Nobis Pacem, pp. 26, 27,28, 29, 102

Week 4 Changing voice; marking the score; two pattern; vocabulary

Feb 14,16 Marking the score #2; phrasing concepts; expressive gestures: dynamics, tenuto, subito
piano, syncopation; cueing
Add pp. 30, 32, 33 in text; cueing on 2nd beat; mark breaths, dynamics, word stress
Conducting in 2 pp. 35, 36; c 102, p. 105 (#71) conducting in 1
Feb 16 Body, Mind, Spirit, Voice

Week 5
Feb 21 Follow Monday schedule no class
Feb 23 Review of pieces assigned
Shaping the choral sound and solving problems: diphthongs/triphthongs
Developing choral tone; influence of gesture on tone
The fermata; pick-up entrance; functions of the left hand; pp. 130, 136,144
Cueing Sheet
Conduct from Cue Sheet; conduct music thus far and write a self-assessment

Week 6
Feb 28, pp.34, 35, 36; entrance on beat other than 1; pp 41-45, pp 48, 50
March 2 Review of pieces assigned

Week 7
March 7 Review of material assigned
Beginning with beats other than downbeat
Tempo alterations, composers intent
March 9 No class mtg; MMEA Conference Sheraton Boston

Week 8
March 14,16 Mid-Term, vocabulary terms

Week 9 Berklee Spring Break

March 21, 23

Week 10 Intro to changing meters;

March 21, 23 Changing meters; compound meters; asymmetric meters; subdivisions; clefs;cues
In complete beats; Morning has Broken in 9/4 (handout); Fa Una Canzona
(handout);
Lullay My Liking pp. 97
Beginning between the beats pp. 55, 56, 58, 61, 68, 70

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Week 11 Problems of conducting with various instrumental ensembles; Extended Beat patterns
March 28,30 pp. 77, 80-81, 84,85, 86, 87, 88
Mixed meters pp. 89, 90, 126, 144
Cueing independent voices pp. 170, 150, 162
Review of Conducting assignments, video taping

Week 12 Review of Conducting assignments, video taping; self-assessment

April 4,6

Week 13
April 11,13
Review of Conducting assignments, videotaping; conducting Master Class

Week 14
April 18 No class meeting MUED Recital
April 20 Conducting Final review and self-assessment

Week 15
April 25, 27 Conducting Final review
Week 16
May 2 Conducting review
May 4 Conducting Finals; final assessment

Week 17
May 9 Conducting Finals
May 11 MUED proficiencies NO class meeting

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 CONDUCTING RUBRIC

Name______________________________________________

Piece:

Eye Contact __________

Understanding of character/style of music __________

Knowledge of musical score __________

Pattern clarity __________

Preparatory beats __________

Cut-offs (internal/final) clear and in style __________

Gesture in character/style of piece __________

Timing & clarity of Cues __________

Posture __________

Appropriate dynamics __________

Presence/confident manner __________

Appropriate/steady tempo __________

Familiarity with each voice part __________

Facial Expression __________

Economy of motion __________

Plane of conducting appropriate __________

Gesture promotes musicality, phrasing __________

Consistent 3
Sometimes 2
Rarely 1
Never 0

Comments:

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