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Spring 2-1-2007

MUS 306.01: Choral Methods and Materials

Gary D. Funk
University of Montana, Missoula, gary.funk@umontana.edu

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 Choral Methods & Materials-Spring Semester 2007
Music 306/2 credits Dr. Gary D. Funk
Monday/Wednesday Office: Room 203
9:10-10:00 a.m. Phone: 243-2794
Room 218 E-mail: funkg@mso.umt.edu
Course Description
Choral Methods & Materials explores the real world of managing a choral program and teaching in the secondary public school choral
classroom.
Prerequisites: Upper division standing in music. Students must have either passed the UDRP or received prior permission, via
petition, from the Department of Music’s Faculty Executive Committee to enroll in this upper division course.

Materials: Provided by professor: handouts

Provided by student: red pencil for score marking, large 3-ring notebook, dividers

Texts: Teaching Choral Music. Don. L. Collins, Prentice-Hall, Inc., 1999.

The Robert Shaw Reader. Ed. Robert Blocker, Yale University, 2005.

Notebook: Each student will maintain a 3-ring notebook containing all course handouts, class notes, notes taken from assigned reading
and notable quotes selected from The Robert Shaw Reader. Using dividers, the notebook will be organized as follows:
Component 1: Philosophy of Music Education and acquiring a choral teaching position
Component 2: Managing a secondary choral music program
Component 3: Singing in the choral setting
Component 4: Organizing and rehearsing the choir.
Component 5: Collecting resources
Component 6: Class Notes
Component 7: Notes from assigned readings
Component 8: Collection of notable quotes selected from The Robert Shaw Reader
The notebook will be turned in by 12:00 noon on Monday, May 7.

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Final Examination: To assess the quality of each student’s comprehension of the material presented, assigned and discussed, a final
examination will be administered during finals week. See the Spring Semester Class Schedule for the time, date and
place of the examination.

Grading: Grading is based on level of participation in class discussions and activities (34%), assignments and notebook (33%),
and final examination (33%). Assignments need to be turned in by the prescribed deadlines. Because this is a class that
prepares students for the professional world, assignments must be typed unless otherwise specified.

Attendance Policy: Once the grade for the course has been determined by the above criteria, the final grade for the course may also be
affected by attendance. Because of the nature of the class, daily attendance is required. An absence is an absence.
Although absences are discouraged, a student may miss two classes without a grade penalty. But each absence beyond
two will drop the earned grade by one grade. If the earned grade for the course is a B, 3 absences = B; 4 absences = C;
5 absences = D; 6 absences = F. The class begins promptly at 9:10 a.m. Out of respect for the other students in the
class, it is important to be on time. Chronic tardiness will be dealt with via private conversation between the student
and the professor. If there are circumstances beyond the student’s control related to attendance or tardiness, the
students are advised to communicate directly with the professor. In the case of UM or Music Department activities that
require the student to be absent, please inform the professor in advance. Students are still responsible for the material
covered during any absences.

Course Objectives
Students will have an opportunity to:
… become aware that a personal philosophy of music education provides the foundation for building a choral program.
… approach enthusiastically the teaching of choral music.
… develop an increased commitment to promoting aesthetic growth in the school choir.
… experience growth in the efficient use of time in the choral rehearsal
… experience a freeing of personal inhibitions
… experience aesthetic responses to music through the teaching of choral music.
… experience an increased growth in personal musicianship.
… develop a desire for continued growth in the area of choral music education.
… gain confidence as a leader of music
… view rehearsing as teaching
… develop an appreciation for the relationship between organization and success
… examine one’s commitment to choral music and its role in music education.
… be willing to accept the value of outward expressions of the face, body, and voice as important medium through which
teachers provide inspirational experiences for choral students.

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Students will have an opportunity to:
… write a philosophy of music educaton
… compose an application letter
… write a personal resumé
… participate in a mock interview
… develop a daily schedule for the choral program
… set up a music programming chart
… write up an order for the music for a choir
… develop a syllabus
… discuss a choral library system
… prepare and rehearse choral music
… discuss the organizing of a choir for the first rehearsal
… explore different seating arrangements
… discuss vocal auditions
… discuss components of a first rehearsal
… discuss the methods of teaching a new piece of music
… demonstrate an ability to lead warm-ups from the piano
… discuss planning for daily rehearsals
… investigate the principles of good singing
… study choral diction and choral tone

Course Schedule
(Subject to adjustment as needed)
Philosophy of Music Education and acquiring a choral teaching position
Class Period Activity Materials Assignment
January 22 [m] Discuss syllabus Syllabus Read Chapter 3 (Collins) pp. 52-66
What is taught by music? Read Pt. IV (Blocker) pp. 1, 343-392
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 Blocker, pp. 406 and 409 & pp. 406-411

January 24 [w] “We seek first of all to Handouts on Read handouts

communicate something to Philosophy Begin to establish your philosophy
somebody which otherwise of Music Education by writing a draft.
may be incommunicable.”
Blocker, p. 394
Santayana: In Other Words
Notes from Sense of Beauty
By G. Santayana
Discuss Blocker reading
assignment.

January 29 (m) “What do you believe is so Revise and finalize philosophical statement.
important about music that Read Collins Ch. 16 pp. 443-445
you have decided on this
career, that you, anyone and/
or schools should be involved
in it at all?”
Continue discussion of Pt. IV of
Blocker book.

January 31 Collect philosophical statements Application materials Respond to the “circumstance” below by writing
Discuss application components. a letter of application and a resumé.
“In the application process, you Read Collins Ch. 16 pp. 447-452 (application)
January 31 (cont.) represent yourself in writing by
the professionalism with which
you organize your material, the
language you choose and the
thoughtfulness with which you
express you r passion about music.”
Discuss Ethics section from Collins book.

The circumstance: You are graduating from The University of Montana in May of 2007 with a BME degree. You learn that the ideal choral
position has opened up. The deadline for submitting all of the materials is Monday, February 5, 2007. The job description reads as follows:

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 Position: High School Choral Director
Starting Date: September 3, 2007
Rank & Salary: Entry level instructor; $30 K annual salary
The School: Imaginary High School is a brand new high school; student body of 1200 students evenly distributed over the
four grade levels (9-12).
Duties: 1) Develop and administer the choral program;
2) Assist the administration in setting up a choral curriculum;
3) Work closely with the band and orchestra directors to develop a comprehensive music program;
4) Develop a budget that will provide the necessary supplies and equipment to initiate the choral program;
5) Work closely with the teachers in the grade schools and middle schools;
6) Recruit students into the program;
7) Participate in music festivals and contests;
8) Conduct a spring tour;
9) Work closely with the theater departments in establishing the tradition of producing an annual musical.
Qualifications: Bachelor of Music Education degree from an accredited institution of higher education
Application: Send letter of application, official transcripts, resumé/curriculum vita and philosophy of music education
statement, along with three letters of reference to: Bob Parnell, Principal, Imaginary High School, 111 Dream
Lane, Heavenly Heights, Montana, 59000. DEADLINE: 9:10 a.m. January 5, 2007.

Class Period Activity Materials Assignment

February 5 (m) Collect resumé and letter of applic. Interview questions. Prepare for the interview.
Discuss the interview and how to Draft a list of answers to questions you anticipate.
prepare for it. Review Ch. 16 (Collins) p. 447-452 (application)
Preparation will allow you
to concentrate and focus so
that you can present yourself
as a competent and poised
candidate.

The circumstance: You have received a phone call from Mr. Parnell, the Principal at Imaginary High School. He compliments you on your
application and indicates that he has included you among the finalists for the choral position. He invites you to come to an interview
scheduled for Wednesday, February 7, 9:10 a.m. in Music Room 218.

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February 7 (w) Mock interview. Read chapter 17 (Collins) p. 456-469 (material)
You have to get a job! Make a list of supplies, materials and equipment
you will recommend for Mr. Parnell for
purchase for the new choral program

The circumstance: Our interviewer today is responsible for, among many other things, the recruiting, interviewing and hiring of new faculty
for the school system. He will be conducting an interview with you today and will ask you some direct questions critical for determining the
person to whom a contract will be offered. At the end of the interview, you are offered the job on the spot. You accept. He asks you to submit
a list of material and equipment that you feel will be necessary to begin a successful choral program at Imaginary High School.

February 12 (m) Discuss Chapter 17 (Collins ) P.A. system handout Develop a list of choral groups/meeting time.
p. 456-469 Read Collins pp. 146-163 (choir types)
Turn in list of items you wish
to submit to Mr. Parnell.
Discuss next assignment:
How many choirs? When shall they meet?
Which choirs? Age levels? Rationale?
How you respond to this project will reflect your philosophy of Music Education.
Managing a Secondary Choral Music Program
The circumstance: Mr. Parnell calls you and asks you to determine how many choral groups you anticipate, what grade levels might be
involved in each choir, which of them will be auditioned, the size of each ensemble and when during the day the choirs would meet according
to the schedule below:
Time Period Lunchtime Choir
8:00 Period 1
9:00 Period 2
10:00 Period 3
11:00 Period 4
12:00-1:30 Period 5 12:00-12:30 A Lunch
12:30-1:00 B Lunch
1:00-1:30 C Lunch
1:30-2:30 Period 6
2:30-3:30 Period 7

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Class Period Activity Materials Assignment
February 14 (w) Discuss rationale for Choral Schedules Repertoire Criteria Read Collins pp. 359-368 (criteria)
Submitted. Sacred Repertoire
Criteria for selecting repertoire.
You need to be able to justify your
repertoire selections based on
why it is that you feel music is
an important subject for students
to study.

February 19 (m) No Class

February 21 (w) Discuss where and how to order music? Choralnet See Collins Appendices A-E (lit)

Class Period Activity Materials Assignment

February 21 (cont.) Discuss syllabus components Multicultural resources Read Collins pp. 467-469 (library)
The syllabus is a contract between Youth repertoire Select a class and prepare a
you and your students. Class C syllabus for the course.
Montana H.S. repertoire
All State Choir repertoire
Choral Journal

February 26 (m) Organizing the choral library cards, boxes, files, methods Read Collins pp. 344-347 (audition)
Collect Syllabus Read Collins p.357-359 (classifying voices)
See Collins pp. 348-357 (seating charts)
Determine what you need to do to
Begin the year with excitement

Singing in the Choral Setting

Class Period Activity Materials Assignment
February 28 (w) In-class auditions Audition form Develop an audition form and audition
Remember that it takes quite somebody.
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 a bit of courage to come and
sing an audition. Your students
are willing to do that just to
sing in the choir.

March 5 (m The first week of school Read Collins pp. 106-119 (adolescent)
Auditioning Read Collins pp. 121-142 (changing voice)
Placing voices
Seating options
Folders
Music
Syllabi
Seating Chart
It is important that you are well-organized. It shows your students that you expect them care.

March 7 (w) Basics of Singing Dealing w/singing Read Collins p. 189-206 (adolescent voice)
To be an effective choral director Vocal devel.-Telfer
you need to know the fundamentals
of singing.

March 2 (w) Basics of Singing Adolescent Female-Gackle Read Collins p. 211-231 (singing technique)
JH Male Voice – Cooksey Read Blocker pp. 5-11 & pp. 37-44

March 12 (m) Discuss Blocker readings Read Blocker pp. 12-16 & pp. 96-118
On building a choir (diction/articulation)

March 14 (w) Discuss diction/articulation Warm-ups Practice warm-ups so they can be easily
Blocker pp. 12-16 & 96-118 Children’s Choir-Leck played at keyboard.
Read Blocker pp. 60-66, 68-71, 72-81

Organizing and Rehearsing the Choir

The remainder of the semester will be devoted to the discussion and practice of rehearsal methods.

Class Period Activity Materials Assignment

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March 19 (m) Discuss warm-up, rhythm, tempo Read Blocker pp. 82-95
Phrasing, text, pitch as presented (count singing)
In Blocker text pp. 60-66, 68-71, 72-81

March 21 (w) Watch Shaw Video Video equip. Read Collins pp. 368-377
(score preparation)
Read Blocker pp. 51-59
(Rehearsal Preparation)

March 26-30 Spring Break

Class Period Activity Materials Assignment

April 2(m) Discuss score preparation and marking Teaching schedule. Read Collins pp. 68-86, 404-419
Anticipating musical problems/conducting (discipline)
Read Blocker pp., 17-32
Begin process of finding a piece
of music that you will teach the
class to sing.

April 4 (w) Discipline/Motivation Scherchen: On Conducting Read Collins pp. 385-395

Social Loafing – Stocker (teaching new piece)
Motivation – Kaptein Blocker pp. 44-46 (new music)
Continue searching for a piece
choral music you will teach the
class.

April 9 (m) Teaching a new piece of music Select a piece of music from
Discuss readings the choral library that you will
teach the class in 10 minute blocks+
5 minute discussion.

April 11 (w) 9:10-25 Brittany

9:25-40 Caitlin
9:40-55 Cassie

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April 16 (m) 9:10-25 Christina
9:25-40 Emily
9:40-55 Eric

April 18 (w) 9:10-25 Holly

9:25-40 Kerra
9:40-55 Maggie

April 23 (m) 9:10-25 Michael

9:25-40 Paul
9:40-55 Willi

April 25 (w) 9:10-25 Rebecca

9:25-40 Emily
9:40-55 Kerra

April 30 (m) 9:10-25 Christina

9:25-40 Maggie
9:40-55 Rebecca

May 2 (w) 9:10-25 Cassie

9:25-40 Brittany
9:40-55 Willi

May 2 (m) 9:10-25 Paul

9:25-40 Michael
9:40-55 Caitlin

May 4 (w) 9:10-25 Eric

9:25-40 Holly
9:40-10:00 Discussion of Final Examination

Finals Week
May 7 Notebook turned in with material organized via dividers as indicated in this syllabus.

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See Spring Semester Final Examination covering reading, handouts and class discussions
Course schedule

Academic Misconduct and the Student Conduct Code: All students must practice academic honesty. Academic misconduct is subject to an
academic penalty by the course instructor and/or disciplinary sanction by the University. All students need to be familiar with the Student
Conduct Code. The Code is available for review online at: www.umt.edu/SA/VPSA/Index.cfm/page/1321

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