The Characteristics of Teacher-Directed Modeling Evidenced in the Practices of Three Experienced High School Choral Directors. Page: 90
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modeling the incorrect Feb. 3 0:25:03 34 Altos, right there, again. Careful
sound not to hoot. (He mimics the ways
they just sang. It is hyperbolic.)
verbal instruction 35 Just a good "oh". Let me hear the
altos. Tenors, people in glass
houses... Altos...
Ex. 58
Process Model
Example 59 below was identified as a process model. The basses had
failed to sing the correct pitch. Phil outlined a process by which they could find
their note thus modeling a behavior for enhancing reading skills. While
demonstrating the process, Phil also provided a sung model.
demo and verbal Feb. 29 0:08:06 7 (Singing the same phrase, the
instruction basses still are not low enough.
Phil goes to the basses and sigs
their pitch with them as they hold.)
Bass, you're still not low enough.
demo and verbal Feb. 29 0:08:10 8 (He rehearses their approach to the
instruction if process note.) Look at it as the cm chord.
(He sings the cm chord in arpeggio
for them.) Okay, everybody on
"most."
Ex. 59
Striving to correct intonation on the descent from tonic to the leading tone,
Phil asked his students to sing a portion of their melodic line on solfege syllables.
Phil identified this process stating that he had modeled a repetitive pattern that
appears in this piece so that transfer may occur when the pattern appears in other
musical selections. Phil's instructional purpose may be termed as process model.use solfege to fix
incorrect notes or
intonation4-Apr 0:19:00 76 What are those 3 notes. (liv-ing
thing.) What syllables are those?90
I I I I I I
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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/m1/97/: accessed April 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .