MUED 376: Choral Music, Materials & Techniques (M2 & T)

Developing Choral Excellence Through Teaching and Performance:

TASK ANALYSIS - musical
(Use the back to list/graph: What is involved (musical elements and learning outcomes
that we discussed in class) in what order, and what degree of IMPORTANCE?)

NAME____Kayla Centaure________________________________________________
CHOIR: (REAL OR IMAGINARY)__Scelto______________________________
Weighting Order Tasks
(Strong, med, weak)

_Strong 10 artistic performance by musically independent choir

_Strong 9 Meaning, Personal connection

_Strong 8 Text analysis, Stage presence

_Strong 7 Transferring rules into music, Expression

_Strong 6 Tuning, Memorization

_Strong 5 Sight Reading

_Strong 4 Tone, Intonation

_Strong 3 Literacy

_Strong 2 Solfege, Rhythm

_Strong 1 Pitch matching, Breathing

 I chose the order I did from the view of a choral director working with students

who have never sung before or who have very little musical experience. Pitch matching

and breathing are the foundation of any good singer and any issues in this level would

result in students not having success during the later levels. Next is the solfege and

rhythm level. These musical ideas build upon the first level and lend themselves to

making the next level, literacy, easier due to the transfers that can be made between

solfege and reading music. Music literacy is fairly self-explanatory, however it is a level

that is often taken for granted or ignored. Students can always be improving upon their

musical literacy skills through more challenging pieces of music and shorter studying

time for each piece. Tone, intonation, and sight reading again go hand in hand with the

previous levels. They build off one another and teach students to be more musical and

thoughtful in their music making. Sight reading is also a foundation that all students need

to solidify in order to be successful when trying out for district, state, and honors choirs

as well as in the future when they may join outside ensembles or major in music at

university.

The sixth, seventh, eighth, and ninth levels all have to do with creating meaningful music

and having musical interpretations of each piece performed. These levels teach students

to be critical thinkers, to transfer musical knowledge from one piece to another, and to

make personal decisions based on what the composer has written and what the director

has asked for. They all lend themselves to making each choral piece a unified celebration

of the work that has gone into learning each piece.