Reinvigorating the Remote Learning Choir:
Ideas for making online learning meaningful and efficient Matthew C. Lee Choir Director, John P. Stevens High School matthew.lee@edison.k12.nj.us
As I was reading the “NJ September-Ready Arts Education” document from artsednj.org, it re-dawned on me that every teacher in the state has had to figure out how to make their music classes meaningful while staying connected. Below I have brainstormed a few things that I will be trying this Fall, provided that school is either a hybrid model or entirely online. When students are made responsible for their own learning, real growth can be achieved. This is by no means meant to apply to everyone in every situation; you may choose to modify or completely change the ideas listed below.
IDEA A: Learning Repertoire in Chunks and Layers Have you or someone you know attempted to put together a virtual choir video, only to find that students are breathing where they’re not supposed to, singing the incorrect notes and/or rhythms, and not singing very musically? Didn’t you ever wish you could address the musicianship of their music making in a meaningful, thorough, yet efficient way? In this approach to learning repertoire online, students are given the chance to take responsibility for their own proficiency and understanding of the music. Below are suggested steps, and can take place over the period of a few weeks. Rinse and repeat for different segments and pieces. Step 1 - Sing a short excerpt of the piece with accurate notes and rhythms (neutral syllable, solfege, or count singing) along with the practice track TEMPO
Step 2 - Sing the same excerpt with accurate notes and rhythms AND correct diction, modeled after teacher instruction video Video Step 3 - PERFORM with accurate notes, rhythms, diction, AND phrasing; including word stress, dynamics, and cut offs as indicated on the prepared score and as discussed over Zoom Rehearsal and/or a conducting/ modeling video, depending on whether or not you are meeting in person with students. Step 4 - After a discussion about the expression and message of the piece that you have chosen, students are now assigned a video in which they prepare their “virtual choir” submission using all of the guidelines that they have worked on in the previous steps. Sometimes, asking for videos from students can be like pulling teeth; you can complete these steps small group Zoom meetings. If this is not possible due to technology, students can send in recordings using their phone. Assessment piece: Pass/Fail; Randomly spot check student work (give feedback when possible). After 3-4 cycles: Have students peer-review their small segments, or ask section leaders or responsible choir members to review the people in their voice part. This approach can also be applied to a solo line of repertoire. Let’s say that in September you aren’t ready to have them learn a 4-part harmony piece just yet. You’d rather focus on getting them to sing accurate notes, rhythms, using good singing diction and demonstrat24
OCTOBER 2020
