41 lesson 15
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41 lesson 15 Presentation Transcript

  • 1. Lesson 15 ROUND Objectives: After doing though this lesson you should be able to; 1. define round. 2. discuss some suggestion teaching round. 3. develop pleasurable activity. NEXT CONTENTS PREVIOUS 13 14 Lesson 16 17
  • 2. INTRODUCTION
    • At one time or another you must have witnessed or heard about the performance of the Vienna Boy’s Choir. They sing so beautifully that often the listener feels he is almost transported to heaven when watching them perform. Yet, their conductor makes a minimum of movements. In fact, at times he does not oven conduct but accompanies them on the piano instead. As they perform the observer notices that each boy knows exactly what to do. What is the secret of their success? It is, excellent musicianship acquired through proper vocal and musical training under the guidance of their conductor and music teachers.
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  • 3.
    • To be able to conduct with artistry therefore, one must train his group properly before the performance. The conductor must study the music very well analyzing its form, style, phrasing, dynamics, tempo etc. and then train his group vocally and musically to follow him in interpreting the music. Conducting (therefore) is defined as the art of leading a group in the interpretation of a composition. This is done by using hand and other bodily movements with the appropriate facial expression.
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  • 4.
    • A conductor must first of all provide leadership, so that there will be unity of ensembles. He does this by indicating the beats which is a point in time. The movements between beats. Except for special purposes, he had never stops still but keeps some movements going between every beat. Let us take up the methods usually followed in indicating the beats.
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  • 5.
    • 1. One in a measure. One straight down for each bar. This is used for or quick tempo.
    • 2. Two in a measure: Down, up. This is used for or in quick tempo.
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  • 6.
    • 3. Three in a measure. Down, right, up. This is used for moderate of slow or fast.
    • 4. Four in a measure: down, left, right up. This is used for moderate or slow.
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  • 7.
    • 5. Six in a measure: Left, left, left, right, right, right.
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  • 8. STEPS IN CONDUCTING
    • Introduction – Play the introduction if there is any. If there is none, a gently rolled chord or the singing of the motive will do. Before singing the motive, find the correct pitch of the first note with the help of the pitch pipe.
    • Preparatory beat – Raise the baton or the hands. This is just like saying “Ready”.
    • Preliminary beat – before singing, the singers must be given time to take a breath. This is indicated by the preliminary beat which is generally the beat the attack.
    • Attack beat – This is the count on which the singers start singing or doing the next phrase after breathing or pausing.
    • Release beat – at the end of a phrase or section a release beat is given which means or pause.
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  • 9. INTERPRETATION IN CONDUCTING
    • Helen Quach, the internationally famous woman conductor she won the administration of the Filipinos by her performances with the Manila Symphony Orchestra to her, conducting is providing the psychological leadership in bringing about the desred interpretation. She has the music in her mind, when she conducts and interprets this with clear artistically dynamic and dramatic movements. Her manner of considering has in most instances a hypnotic effect upon the orchestra and the audience.
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  • 10.
    • What are some interpretative movements in conducting? Here are few suggestions.
    • 1. Long, broad, sweeping beats mean strong, full tones conveying confidence, dramatic moments, majesty, etc.
    • 2. Slight and short beats means soft and light tones denote playfulness, joy, etc.
    • 3. Heavy beats indicate determination, passion.
    • 4. Beats with hands near the body means care, caution, restrain.
    • 5. Palms downward has a subduing influence
    • 6. Palms upward with lifting movements mean power.
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  • 11. VOICE CLASSIFICATION
    • In teaching choruses, it is important for one to know how to classify voices, so that each singer may be properly assigned. There are two things to consider in classifying voice. They are:
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  • 12.
    • TIMBRE – What is the general tonal character? Two voices may be able to sing the same high or low tones but still be differently classified because they differ greatly in quality or timbre.
    • The kinds of women’s voices from the highest to the lowest are:
    • 1. Soprano – The tone is lighter in character, less somber and frequently more flexible.
      • Coloratura
      • Mezzo soprano
      • Lyric
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  • 13.
    • 2. Alto or Contralto – The tone is richer and fuller.
    • The kinds of men’s voices from the higher to the lowest ARE:
        • Tenor
        • Baritone
        • Bass
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  • 14.
    • B. RANGE – The following are the practical ranges that may be expected from high school and college choirs.
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  • 15.
        • 1. Soprano
        • 2. Alto
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  • 16.
          • 3. Tenor
          • 4. Bass
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