The Characteristics of Teacher-Directed Modeling Evidenced in the Practices of Three Experienced High School Choral Directors. Page: 79
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singing the incorrect 4-Apr 61 (They sing.) You went "hand"
sound (sung bright, spread, mimicry.)
demo/model 4-Apr 62 (He sings "hand" like he wants
them to. They sing.)
Ex. 20
In addition, instruction in aspects of musicianship including dynamics, pitch, and
articulation were demonstrated when Phil modeled the vowel, word, or phrase in
need of modification by singing.
Phil identified examples of his singing as a model for dynamic
interpretation in songs. In example 21 below, Phil sang the text with a controlled
and subtle crescendo. His verbal introduction to the correct rendition hinted of
the need for volume and nuance that would be onomatopoeia, suggestive of the
meaning of the word. Note, however, that the ideal model was preceded by an
exaggeration of what was incorrect. Example 22 uses humor in incorrect singing
followed by a demonstration of the correct approach to stress the importance of a
legato treatment of a phrase. A dynamic modification created the phrase
continuation.
verbal instruction and Feb. 29 0:06:15 4 What's the word you're singing
modeling the incorrect there? Love. (he sings forte:) I
sound love. Does that sound like love? I
love the evening (sung with an
intense, subtle cresc.). Color the
word to make it sound like the
meaning of the word. All right?
Here we go.
Ex. 2179
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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/m1/86/: accessed April 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .