Instructional Guidelines
Choral music programs are intrinsically performance-oriented. However, when all the foundational objectives of the choral program are achieved, the students receive a broad-based musical education. In order to achieve the foundational objectives the following instructional guidelines should be employed.
The teacher should:
- Ensure that the concert choir (as opposed to the vocal jazz ensemble, show choir or musical theatre) constitutes the basis for the delivery of the Choral 10, 20, 30 program.
- Use repertoire of artistic merit at all levels. A great deal of fine choral music of the Western tradition is connected inextricably to the Christian faith. Teachers should not suppress this vast treasury of music, but rather search for and incorporate significant choral literature from various faiths, traditions and cultures.
- Use music literature and recordings from a wide range of historical and cultural contexts.
- Strive to realize the artistic potential of students at all stages. It is the striving for artistic quality that is of paramount importance.
- Guide students to the expressive nature of music by involving them in making interpretive decisions, reflecting on the consequences of those decisions, and engaging their musical imaginations.
- Bring a thorough knowledge of the vocal score to the classroom and use sensitive and expressive conducting techniques.
- Incorporate learning activities designed to improve the choir's technical skills as a means to enhancing musical expressiveness.
- Encourage students to develop as individuals, in addition to developing ensemble goals.
- Ensure that performances and activities serve as a means to achieving the educational goals of the program.
- Ensure that the three components (critical/responsive, creative/productive, cultural/historical) are taught in an integrated and contextual manner, rather than in an isolated or fragmentary manner.
- Involve students in a wide range of musical pursuits, such as conducting, composing, listening and researching in addition to their involvement in performance-oriented activities.
- Establish a musical climate that reinforces listening and critical thinking skills throughout all music learning.
- Guide students in their listening experiences. Students should listen to tapes of their performances with a view to identifying specific problems regarding pitch and rhythm accuracy, diction, balance, etc. As a result of listening to a tape of their
own choral work, students may suggest strategies for correcting problems at subsequent rehearsals.
- Ensure that the concert choir is the nucleus of all vocal music activities at the high school. Ideally, additional opportunities should be provided for students to participate in an array of vocal music experiences (e.g., chamber choir, vocal jazz choir, musical theatre, show choir, solo performances, etc.).
- Engage students in creative musical activities such as improvising and composing.
- Establish a learning environment that is founded on the teacher's commitment to the musical development of each student and to attaining high standards of choral artistry.
- Encourage students to participate in a variety of musical activities and seek opportunities to expand their levels of musical skill, understanding and appreciation. They might attend workshops and summer choir camps, study privately, participate in Saskatchewan Music Educators Association Honour Choir, attend concerts, listen to recordings, etc.
- Employ educationally sound methods of evaluation that address the goals of the Choral 10, 20, 30 program.