choral speaking
TRANSCRIPT
Choral SpeakingChoral Speaking
What we are learning What we are learning today-today-
By the end of this lesson you By the end of this lesson you will be able to explain what will be able to explain what choral speaking is and apply choral speaking is and apply
it within a performance it within a performance context. context.
Choral Speaking-Choral Speaking-What is it?What is it?
Choral speaking is a Choral speaking is a performance technique performance technique which enables groups to which enables groups to
present oral presentations present oral presentations of poems and other texts.of poems and other texts.
Types of Choral Speaking-Types of Choral Speaking-
• RefrainRefrain
• Solo linesSolo lines
• UnisonUnison
• AntiphonalAntiphonal
• Line aroundLine around
• CumulativeCumulative
REFRAIN REFRAIN is one of the is one of the most common forms most common forms of choral speaking. of choral speaking.
One person reads the One person reads the narrative portion of narrative portion of the text while the the text while the
rest of the class joins rest of the class joins in the refrain.in the refrain.
SOLO LINES SOLO LINES is a type of is a type of choral reading where choral reading where
individuals read specific individuals read specific lines in appropriate lines in appropriate
places throughout the places throughout the group activity.group activity.
Example- Example- Refrain and solo lines: Refrain and solo lines:
Dance of the LeavesDance of the Leaves
Solo:Solo: The autumn leaves are The autumn leaves are dancing downdancing down
Refr:Refr: Dance, leaves, dance! Dance, leaves, dance!Solo:Solo: Leaves of crimson, gold, and Leaves of crimson, gold, and brown brown Refr:Refr: Dance, leaves, dance! Dance, leaves, dance!
Solo:Solo: Let the wind whirl you around, Let the wind whirl you around,Make a carpet for the ground,Make a carpet for the ground,
Soon you'll sleep without a sound Soon you'll sleep without a sound Refr:Refr: Dance, leaves, dance! Dance, leaves, dance!
UNISON UNISON calls for the calls for the whole group to read the whole group to read the
material together. material together. Additional sound effects Additional sound effects might be incorporated. might be incorporated.
Example- Unison:Example- Unison:Good nightGood night
Good night! Good night!Good night! Good night!Far flies the light;Far flies the light;But still the loveBut still the love
Shall flame above,Shall flame above,Making all brightMaking all bright
Good night! Good Night!Good night! Good Night!
ANTIPHON ANTIPHON calls for the class to calls for the class to be divided into two or more be divided into two or more
groups, with each group groups, with each group being responsible for a being responsible for a
certain part of the selection. certain part of the selection.
Example- Example- Antiphonal: Antiphonal: Baa, Baa, Black SheepBaa, Baa, Black Sheep
I. Baa, Baa, black I. Baa, Baa, black sheep,sheep,
Have you any wool?Have you any wool?II. Yes, sir, yes, sir,II. Yes, sir, yes, sir,
Three bags full.Three bags full.
LINE AROUND or LINE AROUND or
CHILD-A-LINE CHILD-A-LINE
Is more solo work where Is more solo work where each line is taken by a each line is taken by a different person in the different person in the
group.group.
Example- Example- Line around: Line around: Monday's ChildMonday's Child
1st child: Monday's child is fair of face,1st child: Monday's child is fair of face,2nd child: Tuesday's child is full of grace,2nd child: Tuesday's child is full of grace,3rd child: Wednesday's child is full of woe,3rd child: Wednesday's child is full of woe,4th child: Thursday's child has far to go;4th child: Thursday's child has far to go;
5th child: Friday's child is loving and 5th child: Friday's child is loving and giving,giving,
6th child: Saturday's child works hard for a 6th child: Saturday's child works hard for a living;living;
UNISION: But the child that is born on the UNISION: But the child that is born on the Sabbath daySabbath day
Is lucky and happy and good and gay.Is lucky and happy and good and gay.
CUMULATIVE CUMULATIVE choral reading or choral reading or speaking refers to a method speaking refers to a method where groups of voices or where groups of voices or
individual voices are added to individual voices are added to or subtracted from the choral or subtracted from the choral
reading, depending on the reading, depending on the message or the meaning message or the meaning
communicated by the communicated by the selection. selection.
CHORUS: There once was a grasshopperCHORUS: There once was a grasshopperSOLO SPEAKER 1:Who was in a party moodSOLO SPEAKER 1:Who was in a party moodCHORUS: She sang away the summer daysCHORUS: She sang away the summer days
And ate up all her food!And ate up all her food!GRASSHOPPER: Yo-hoo, that's me! GRASSHOPPER: Yo-hoo, that's me!
It's true, it's true. It's true, it's true. I ate up all my food!I ate up all my food!
CHORUS: Hey grasshopper Gal!CHORUS: Hey grasshopper Gal!Hate to burst your bubbleHate to burst your bubble
There’s a moral to this taleThere’s a moral to this taleYOU’RE headed straight for trouble!YOU’RE headed straight for trouble!
GIRL'S CHORUS: When winter came she realizedGIRL'S CHORUS: When winter came she realizedShe’d made a big mistakeShe’d made a big mistake
She hadn’t saved a thing to eatShe hadn’t saved a thing to eatAnd how her tummy achedAnd how her tummy ached
Example- Cumulative: The Example- Cumulative: The GrasshopperGrasshopper
GRASSHOPPER:I haven’t saved a thing to eatGRASSHOPPER:I haven’t saved a thing to eatAnd now my tummy aches!And now my tummy aches!
CHORUS: Hey grasshopper Gal!CHORUS: Hey grasshopper Gal!Hate to burst your bubbleHate to burst your bubble
There’s a moral to this taleThere’s a moral to this taleYOU’RE headed straight for trouble!YOU’RE headed straight for trouble!
BOY'S CHORUS: The ants who lived next door to herBOY'S CHORUS: The ants who lived next door to herHad planned ahead, in factHad planned ahead, in fact
Had worked throughout the summer heatHad worked throughout the summer heatTo store up food out backTo store up food out back
ANT QUARTET: Did you ever, did you everANT QUARTET: Did you ever, did you everMeet a group of ants so clever?Meet a group of ants so clever?CHORUS: Hey grasshopper Gal!CHORUS: Hey grasshopper Gal!
Hate to burst your bubbleHate to burst your bubbleThere’s a moral to this taleThere’s a moral to this tale
YOU’RE headed straight for trouble!YOU’RE headed straight for trouble!
Choral Speaking Choral Speaking ElementsElements
Elements-Elements-
• VOICE QUALITY / SOUNDSCAPES VOICE QUALITY / SOUNDSCAPES
• MOVEMENT MOVEMENT
• PITCH PITCH
• POWERPOWER
• TEMPO / RHYTHM TEMPO / RHYTHM
VOICE QUALITY / SOUNDSCAPES VOICE QUALITY / SOUNDSCAPES The ability to combine the light, The ability to combine the light, medium, and dark voices in the medium, and dark voices in the
group (using these groups for their group (using these groups for their natural basic sounds and/or natural basic sounds and/or
combining them for special effects combining them for special effects i.e. soundscapes). The ability to i.e. soundscapes). The ability to communicate, through voice, communicate, through voice,
reactions to thoughts or emotions. reactions to thoughts or emotions.
MOVEMENT MOVEMENT Ability to use gesture, Ability to use gesture, choreography, or other choreography, or other movement to enhance movement to enhance
communication and better communication and better express meaning. express meaning.
PITCH PITCH Pitch refers to the variations of Pitch refers to the variations of the voice on the musical scale the voice on the musical scale
(high and low voices).(high and low voices).
POWER POWER Ability to use volume, force, or Ability to use volume, force, or
loudness as emphasis in appropriate loudness as emphasis in appropriate places to better express feeling and places to better express feeling and meaning. A power build should be meaning. A power build should be
related to the elements of a related to the elements of a sentence and/or growing emotion. sentence and/or growing emotion.
TEMPO / RHYTHM TEMPO / RHYTHM Tempo refers to the rate of speed Tempo refers to the rate of speed
at which a reading progresses. The at which a reading progresses. The ability to balance the rhythm of a ability to balance the rhythm of a
piece and the tempo of piece and the tempo of performance. Tempo should relate performance. Tempo should relate to the central "beat" of the poem.to the central "beat" of the poem.
Homework- due in Wed 31Homework- due in Wed 31stst OctOct
In your books write the story of ‘Red In your books write the story of ‘Red Riding Hood’ using only 20-25 lines / Riding Hood’ using only 20-25 lines /
sentences.sentences.
You can use either narration lines or You can use either narration lines or character lines or a mixture of both.character lines or a mixture of both.
Hey diddle-diddle,Hey diddle-diddle,
The cat and the fiddle,The cat and the fiddle,
The cow jumped over the The cow jumped over the moon.moon.
The little dog laughed to see The little dog laughed to see such funsuch fun
And the dish ran away with the And the dish ran away with the spoon.spoon.