The Characteristics of Teacher-Directed Modeling Evidenced in the Practices of Three Experienced High School Choral Directors. Page: 49
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indicated segments of teacher instruction that were musically performed; in this
case, Kate sang the vocalise for the students, holding the octave to emphasize the
need to "float" the tone (See Appendix N).
In addition, I included some excerpts that might not be recognized. For
example, most directors mouth the text while their ensembles are singing, even
exaggerating certain words, like diphthongs, that have required special attention
in rehearsal. In an attempt to remind students of the correct way to sing the word,
directors silently model the pronunciation of the word as the students perform. I
observed Phil during the warm-up prior to the University Interscholastic League
Contest concert performance. His ensemble was going flat as they sang "O Vos
Omnes." To attend to the problem, Phil instructed the tenors to sing the [i]
vowels narrow and brightly. The following data is an excerpt from field notes
made during the performance:
Brightness on [i] is signaled by a toothy hyperbolic facial expression. The
[i] vowel he keeps wanting tall. He gestures to his jaw and shapes as they
sing.
Similarly, in Kate's conducting of a performance, I noted the following
observation:
Again--she points to her teeth and roof of mouth for placement. It is an
aspect of her teaching reinforced by reminding students of the modeled
production process, i. e., she does what they must do as they phonate/sing.49
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Grimland, Fredna H. The Characteristics of Teacher-Directed Modeling Evidenced in the Practices of Three Experienced High School Choral Directors., dissertation, December 2001; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3053/m1/56/: accessed April 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .