Effects of teaching experience and culture on choral directors’ descriptions of choral tone

In this study we examine the effects of experience and culture on choral teachers’ description of choral tone across a range of genres. What does a “good” choral music performance sound like? Is there an objective standard of performance excellence, or is beauty in the eye of the beholder? In teacher preparation programs, choral directors in the United States have been taught to identify and teach particular, culturally-bounded standards of choral tone in their students. Choral directors evaluate their students’ voices along two dimensions: health and appropriateness. They discern and describe whether the student’s musical instrument—their voice—is producing sound in a healthy and non-damaging way. They also judge whether the style of their sound is appropriate for the music they are singing. However, teacher preparation programs do not provide common standards or lexicon for describing tone. This may increase implicit bias of individual directors, and inadvertently exacerbate ethnocentrism and harm students’ self-perception. Using a computational text analysis approach, we evaluate the content of open-ended survey responses from teachers, finding that the language used to describe and rate choral performance varies by experience, and by the choral selection (e.g., whether it is a traditional Western or non-Western song). We suggest that regularizing the terminology and providing common training through professional organizations can minimize potential bias and generate more systematic, precise use of qualitative descriptors of health and appropriateness, which will benefit students and teachers.

Vocal Pedagogy in the Choral Rehearsal

One of the primary endeavors of choral conductors is the facilitation of good choral tone, which is largely dependent upon the vocal technique of the individual singers. This chapter examines principles of historical vocal pedagogy, discussing their correlation with modern scientific research, and present suggestions for practical implementation of specific techniques in choral rehearsals. The chapter discusses four primary areas of vocal pedagogy in choral rehearsals: first, the significance of laryngeal position in choral singing; second, principles of resonance in singing and their impact on the choral sound; third, a discussion of breath support in choral singing; and fourth, principles of phonation and vocal production for singers in a choral setting. Each of these four discussions contain practical suggestions for the application of specific practices and exercises that will strengthen the vocal technique of choral singers.

Recent recordings of plainchant

The latest entry in the traversal of Graduale Novum 1, the AISCGre edition of restitutions of Mass Propers, arrived too late for last year's roundup of new recordings (no. 1 in the list below). It offers the Propers for the eleventh to the fifteenth Sundays in Ordinary Time. The title, ‘Gustate et Videte’, comes from the incipit of the communion for the fourteenth Sunday. The chants are sung in the best semiological interpretation with superb choral tone. The notes are interesting for a wry explanation of the lack of correspondence between the new liturgical calendar and the old. The first four sets of Propers on this disc match the fifth to the eighth Sundays after Pentecost, but the last set come from the tenth Sunday after Pentecost (with the exception of the communion). Because of the imprecatory introit of the ninth Sunday after Pentecost, averte mala inimicis meis . . . disperde illos, this set was passed over. The editors of the 1970 Roman Missal, on second thought, decided, upon reaching the sixteenth Sunday of the Year, to restore the missing chants (except the communion) to that service, while removing the offending lines in favour of another verse from the same psalm. (As the Graduale Triplex shows, the text of the introit escaped the tampering.) At this moment, EOS has three more CDs awaiting issue by three of the directors who have contributed earlier discs to the series. The second volume of Graduale Novum is expected to be published in 2017.

Beautiful choral tone quality rehearsal techniques of a director

What is beautiful choral tone quality? What effective rehearsal techniques might be found if a successful high school choral director could be observed and interviewed? The primary goal of this study was to discover the strategy and technique used by a successful high school choral director to achieve a beautiful choral tone quality in his ensembles. This case study revealed that the participant, Matt (pseudonym), had outlined five basic areas of technique that affect beautiful choral tone quality. These areas are posture, breath control, tone quality or resonance factors, vowels, and vocal freedom. This study also found that Matt developed a strategic plan and process in teaching these skills. The data further revealed that his philosophy and method of teaching were contributors to his success. The participant had defined his "ideal" choral tone quality and his philosophy involved not only developing vocal excellence but developing the whole person. Matt stated that tone quality is affected by both. The results of this study should help to enlighten choral directors, vocal instructors, and the music education field in general on how one can conduct successful choral rehearsals that will bring about a beautiful choral sound.