TD Vocal Curriculum and Music Theory Program
Vocal Curriculum Goals
Breathing
- Posture: to develop proper posture for singing through exercises involving physical conditioning, active body positioning, and mental alertness.
- Breath: to develop the cycle of inhalation-exhalation through exercises involving active use of the major breathing muscles.
- Breath support: to develop the coordination to create an energized air column and control of the exhaled breath when applied to vocal production.
- Registration: to develop a healthily-produced lower voice, a free upper voice, and a gradually sophisticated blending of both.
- Freedom: to develop the technique of singing with an open throat, with vertical mouth opening, unhinged jaw (down and back), and relaxed and forward tongue.
- Resonance: to develop techniques of enhancement of vocal resonance, including spatial awareness, focus, and projection of the voice.
- Uniform vowel colors: to develop the five Latin vowels as the basis of true legato singing.
Graded Objectives
Boys Training and Girls Beginning
Girls in GB generally are promoted to GI-1, though older girls may be advanced to GI-2. Girls entering GI-1 or 2 must be able to match pitch consistently.
Girls in GI-1 & 2 continue working in the Theory Book Volume 1, and some progress to Volume 2.
Boys Advanced and Girls Advanced
Performance expectations are higher for students in BA and GA. Music theory is integrated into rehearsals, but most work is expected to take place at home.
- Sing in unison (or simple rounds): match pitch with other singers and accompaniment and exercise good listening skills.
- Read a simple music score: name notes in the treble clef; identify symbols and simple note values.
- Develop good vocal habits: produce a natural, open tone; learn to breath properly from below the ribcage; practice good diction and vowel formation.
- Develop good choral singing habits: follow the conductor’s beat and cutoffs.
Girls in GB generally are promoted to GI-1, though older girls may be advanced to GI-2. Girls entering GI-1 or 2 must be able to match pitch consistently.
All children in the Beginning Groups learn musicianship and theory using a combination of visual aids, games, and ear-training. They receive a workbook, “Music 2000 – Classroom Theory Lessons” (Donald Moore) that builds upon theory concepts introduced during rehearsals. The workbook is self-paced, and is meant to be worked on at home and brought to choir rehearsal each week.
Girls Intermediate 1 & 2
Girls Intermediate 1 & 2
- Sing in unison and two parts: hold pitch against another part; listen to the interplay of melody and harmony.
- Read a more complex music score: identify more symbols and terms, including dynamic markings, note and rest values.
- Further develop good vocal habits: sing in the head voice without straining.
- Further establish good choral singing habits: concentrate on the conductor at all times; develop a sense of phrasing.
- Learn to recognize and sing a major scale pattern.
- Learn basic rhythmic concepts.
- Begin to learn written and aural concepts of melody, harmony, and intervals.
Girls in GI-1 & 2 continue working in the Theory Book Volume 1, and some progress to Volume 2.
Boys Advanced and Girls Advanced
- Sing in unison, and in two or three parts: sing a line independently; listen to the interrelationship of the voices. Singers are assigned to a voice part (soprano, mezzo, alto). This assignment may change as the child’s voice develops.
- Read a music score with confidence: integrate musical concepts learned earlier; continue learning symbols and terms; develop sight-reading skills.
- Practice good vocal technique: breath comfortably with good support and intonation; continue to work at voice placement and forward singing, or projection; begin to understand the physiology of the voice and feel how the body and breath work together to produce sound.
- Further establish good choral singing habits: maintain focus; learn about choir blend and balance.
- Learn to recognize, sing, and write major and minor scale patterns.
- Continue learning rhythmic concepts.
- Commence ear training: learn to identify aural intervals.
Performance expectations are higher for students in BA and GA. Music theory is integrated into rehearsals, but most work is expected to take place at home.
Music Theory
The study of music theory will enhance all areas of your child’s music education. However, while theory is important and a mastery of certain concepts is necessary for advancement, children, particularly at the beginning levels, should not be overly intimidated or overwhelmed by it. In the Training Department, the theory program is designed to complement a child’s overall musical development and to enhance understanding of the repertoire.
The Piedmont East Bay Children's Choir has adopted use of the combination textbook/workbook, “Music 2000 – Classroom Theory Lessons” (Donald Moore) for use in both the Training and Performing Departments. It was chosen because it offers a self-teaching format that enables children to study on their own. Explanatory text and examples accompany each lesson, followed by a series of written exercises.
Students have some time to work in their workbooks during most regular rehearsals. They may also work ahead at home at their own pace. Parents may assist their student, and are encouraged to do so. Please check on your child’s progress in the workbook just as you might check on their memorization of repertoire, and contact your child’s conductor or the Director of Training if you have questions or concerns. Mentoring is available to students who desire help.
The Piedmont East Bay Children's Choir has adopted use of the combination textbook/workbook, “Music 2000 – Classroom Theory Lessons” (Donald Moore) for use in both the Training and Performing Departments. It was chosen because it offers a self-teaching format that enables children to study on their own. Explanatory text and examples accompany each lesson, followed by a series of written exercises.
Students have some time to work in their workbooks during most regular rehearsals. They may also work ahead at home at their own pace. Parents may assist their student, and are encouraged to do so. Please check on your child’s progress in the workbook just as you might check on their memorization of repertoire, and contact your child’s conductor or the Director of Training if you have questions or concerns. Mentoring is available to students who desire help.
Repertoire
Training Department repertoire consists of folk and/or game songs from many cultures, spirituals and other sacred songs, classical art songs, and new or popular music. Foreign languages such as Italian, Spanish, Latin, and Hebrew may be introduced. All music is to be memorized for performance. The music faculty chooses a wide range of repertoire for the Training Department so students will be exposed to music from various cultures and different historical styles and periods.
Progress Evaluations and Reports
A singer’s progress is evaluated at the end of each semester. Evaluations usually occur in January and May. Generally, no special preparation is required. These evaluations enable a conductor to measure the development of a child’s musical and vocal skills and his or her grasp of music theory. The evaluations, along with conduct and attendance, serve as a basis for determining readiness for advancement or promotion, as well as eligibility for scholarship. A written progress report that includes a recommendation for the following semester’s placement is sent home toward the end of the semester.
Singers in Boys and Girls Advanced are generally notified in early spring if they are “on track” for promotion to Concert Choir at the end of the choir year, in June, to allow families to plan for the possibility of mandatory camp attendance in August. If you have any questions about your child’s evaluation or progress in general, please call the conductor of his or her group.
Singers in Boys and Girls Advanced are generally notified in early spring if they are “on track” for promotion to Concert Choir at the end of the choir year, in June, to allow families to plan for the possibility of mandatory camp attendance in August. If you have any questions about your child’s evaluation or progress in general, please call the conductor of his or her group.
Eligibility, Advancement, and Promotion
Promotions most frequently occur toward the end of the spring semester, though mid-year promotions are possible at all training levels. It is not unusual for a student to remain at any given level for two to four semesters before being advanced or promoted. Because training at each level builds upon concepts introduced earlier, it is essential for a child to be ready to take the next step before he or she is thrust into it.
While some music skills are quantifiable, most are not. Evaluating a child’s musical ability, vocal development, focus, and “readiness” for advancement or promotion is subjective. The conductor who is most familiar with a child’s rehearsal behavior and musical strengths makes this decision. As always, if you have questions or concerns about your child’s readiness for promotion, please contact the conductor or the Director of Training.
At the conclusion of progress evaluations in early spring, some children in Boys Advanced and Girls Advanced will be recommended for admission to the Performing Department. Not all will be considered ready. Membership in the Performing Department represents a huge step forward in skill level, commitment, and self-discipline. Advanced students who are not ready for promotion remain in the Training Department. Senior or veteran members are always expected to provide peer leadership to their group, and may be designated as mentors to less experienced members of the Choir.
While some music skills are quantifiable, most are not. Evaluating a child’s musical ability, vocal development, focus, and “readiness” for advancement or promotion is subjective. The conductor who is most familiar with a child’s rehearsal behavior and musical strengths makes this decision. As always, if you have questions or concerns about your child’s readiness for promotion, please contact the conductor or the Director of Training.
At the conclusion of progress evaluations in early spring, some children in Boys Advanced and Girls Advanced will be recommended for admission to the Performing Department. Not all will be considered ready. Membership in the Performing Department represents a huge step forward in skill level, commitment, and self-discipline. Advanced students who are not ready for promotion remain in the Training Department. Senior or veteran members are always expected to provide peer leadership to their group, and may be designated as mentors to less experienced members of the Choir.
Training Department:TD Overview | Performing Department |