middle school boys’ changing voice€¦ · middle school choral reading session blake leister...

Middle School Boys’ Changing Voice

Blake Leister West Running Brook Middle School, Derry, NH

[email protected]

What’s happening? Where am I?? Why me!?

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Who am I?

What do I do?

What will we do this morning?

Who are Middle School kids?

Boy’s Expanding Voice

Quality Middle School Repertoire

Behavior & Engagement and Recruitment & Retention

Action Research

Everything on www.wrbmsmusic.com/NHMEA2016

Introduction - stand up Verse 1 - shoulder rolls then arm circles Pre-chorus - stretch up, alternate arms Chorus - Breath arms (watch me) Verse 2 - torso twist then neck tilts Pre-chorus - stretch up, alternate arms Chorus - Breath arms Bridge/Rap - free stretch! Chorus - Breath arms Outro - rag doll

But first….let’s stretch!

Middle School kids are…

sponges impressionable

vulnerable observant FUNNY

underestimated eager

unaccountable quirky brilliant

oblivious lively

SPIRITED aloof

reachable

challenging confused

open minded surprising HONEST

opinionated forgetful energetic humorous dramatic

AWKWARD moldable

silly thoughtful

AWESOME

observant inconsistent CHANGING

forgiving dynamic volatile

UNIQUE weird

self-absorbed caring

frustrating surprising

EMOTIONAL impulsive

spontaneous

John Cooksey Stages

My teaching is based on research and techniques of:

John Cooksey Henry Leck

Duncan McKenzie Irvin Cooper Patrick Freer

Jenevora Williams

What does this look like in Middle School Choir?

20 of my boys on 9/22/15:

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 66th 7th

7th7th

7th

7th7th7th 7th 7th

8th

8th8th 8th

8th8th8th

8th8th

8th

What does this look like in Middle School Choir?

22 of my boys as of 3/18/16:

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6

6th7th 7th

7th

7th7th7th7th 7th 7th8th

8th8th 8th

8th8th 8th

8th 8th8th8th8th

Voice Expansion

Chart

Range check! What do we do?

Speak - count 1-20, quickly & with energy

• Find speaking pitch. This is where larynx is comfortable - lower end of range (less work).

• Lowest singing pitch will “usually” be a m3 below this

• Highest? Varies

Range check! What do we do?

Singing - simple warm ups on “ah”

• low - 5 note descending scale

• high - ascending 5th

Overall range determines voice stage (minus falsetto)

“Jackson” 6th Grade 12 years 4 months

“Bob” 7th Grade 12 years

10 months

“Jacob” 8th Grade 13 years 9 months

5 Brave Guys

“Josh” 8th Grade 13 years

10 months

“Rudy” 7th Grade 12 years 8 months

“Jackson”

6th Grade

12 years, 4 months

Speaking = A3

Speaking

“Jackson”

Speaking = A3

Low = G3

High = C#5 ++

Stage II - Midvoice

Singing

“Rudy”

7th Grade

12 years, 8 months

Speaking = Bb3

Speaking

“Rudy”

Speaking = Bb3

Low = G3

High = F#5 +

Stage 1 - Unchanged….but changing

Singing

“Bob”

7th Grade

12 years, 10 months

Speaking = B2/C3

Speaking

“Bob”

Speaking = B2/C3

Low = G2

High = F4

Breathy around Eb4

Stage V or VI - New/Developing Baritone

Singing

“Jacob”

8th Grade

13 years, 9 months

Speaking = A2

Speaking

“Jackson”

Speaking = A2

Low = F#2

High = D4

Stage VI - Developing Baritone

Singing

“Josh”

8th Grade

13 years, 10 months

Speaking = C#3

Speaking

“Josh”

Speaking = C#3

Low = A2/Bb2

High = Eb4

Stage V - New Baritone

Singing

“Jackson” 6th Grade 12 years 4 months

“Bob” 7th Grade 12 years

10 months

“Jacob” 8th Grade 13 years 9 months

“Josh” 8th Grade 13 years

10 months

“Rudy” 7th Grade 12 years 8 months

Stage II Stage V Stage V/VI Stage VI

So where do they sing…right now?Stage I

What do you notice?

Logistics - How? When?

• Range checks 2 or 3 times a year

• Take entire section into hallway for “boot camp” / “male bonding”

• Can check individually too

• What do the girls do? Rehearse!

Develop leaders & independent musicians!

Navigating the Expanding Voice

• Chart range and progress

• Boys are aware:

• know their stage & talk about what’s happening

• indicate when they switch octaves

• Boys help choose part and octave - IMPORTANCE of “octaves”

• Be careful with SAB lit. More about this later…

• Celebrate low and high!

What about the Middle School girls?

• Avoid categorizing into Soprano and Altos

• Divide into groups with balanced voice “sizes”

pick a melody, sing in groups of 4, divide!

• Switch parts A LOT - within a concert, rehearsal, song

Considerations for Quality Middle School Repertoire

Choose music that your STUDENTS and THEIR VOICES need. Not for a specific concert, event, or “theme”.

Be thoughtful about “SAB & 3-Part Mixed” voicing

Consider 2 or 3 part treble pieces (change octaves)

Use SAB and SSA versions of piece, then combine

&?

bb

bb

44

44

Part IPart II

Part III

F

FŒ œœ ˙̇

The tide

Freely, with ebb and flow (Œ = ca. 84)

Œ œ ˙œœ ..˙̇U

ris - es,œb .U̇Œ œœ ˙̇

the tide

Œ œ ˙bwwbU

falls,

wU

&?

bb

bb

Œ œœ œœ œœThe twi - light

5

Œ œ œ œ˙̇ ˙̇U

dark - ens,˙b U̇Œ œ œ œœ

the cur - lew

Œ œ œ œwwbU

calls;˙ U̇

&?

bb

bb

Œ œœ œœ œœbA - long the

9

Œ œ œ œœœb œœ œœ œœ

sea - sands damp andœ œ œN œwU

brown.

˙ u̇wbU

12 Quicken‰ jœœ œœ œœ œœUœœU

The trav - ’ler has - tens,

‰ Jœ œ œ œbU œU

&?

bb

bb

Quicken‰ jœœ œœ œœ œœ œœthe trav-’ler has - tens

13

‰ Jœ œ œ œb œ

Slowing.˙b œœbtoward the

˙ œ.˙ œb

˙̇bU Œ œ œ

town,

And the

Ó˙bU Ó

&

?

bb

bb

wNtide

Œ œ œ ˙And the tide

16

Œ œ œ ˙

œœ œœU Œ

œ œris -

ris - es,

es, and the

Óœb œU Ó

Slowing

˙U̇tide

Œ œ œ u̇and the tide

Œ œ œ œb œUwwU

falls.

falls.

wU

The Tide Rises

Words by HENRY WADSWORTH LONGFELLOW (1807–1882)Music by KIRBY SHAW

For 3-Part Mixed, a cappella

Performance Time: Approx. 1:00

Copyright © 2004 by KIRBY SHAW MUSICInternational Copyright Secured All Rights Reserved


Boys may need to change parts within a song

Text considerations - they LOVE a story or a “hook”

Diverse, valued musical concepts and skills - kids learn notes and rhythms fast!

Great piano accompaniment

Some examples of Quality Middle School Choral Pieces

Questions?

Behavior & Engagement for MS Boys & Girls

Ownership of space and rules

Physical activity and movement

Knowledge of vocal technique (growth and strength)

Competition and Games

Skill development

Behavior & Engagement for MS Boys & Girls

Real-life music and musical activities

Personal expression & self awareness - HUGE in MS

Social element - ENORMOUS in MS!

Performances? Grades? Festivals?

Recruitment & RetentionConnections with Elem and HS

Tutorial/Enrichment classes

After school opportunities

Band

Sports performances

Automatic “renewals”

Creative scheduling

“Bring a Buddy” day

Climbing Wall :)

Questions?

RESEARCHIt’s something you can do in your classroom!

Educational Action Research

- process of inquiry BY and FOR teachers used to improve and refine instruction

1. Select focus/topic

2. Clarify theories

3. Develop research questions

4. Collect data

5. Analyze data

6. Report results

7. Take informed action!

My Focus Topic

Collect MS boys thoughts about chorus and singing

To understand the culture, stereotypes, and opinions associated with singing and choir

Survey to non-chorus students

Question 1

6th - 18 (25%)

7th - 24 (33%)

8th - 30 (42%)

Total = 72

What grade are you in?

Question 2

Yes - 17 (24%)

No - 54 (75%)

NR - 1 (1%)

Do you consider yourself a singer?

Question 3

Never - 26 (36%)

Not very often - 21 (29%)

Sometimes - 15 (21%)

Very Often - 10 (14%)

How often do you sing?

Thoughts

64% sing to some degree

What is a “singer”?

Question 4

School - 3 (4%)

Home - 28 (36%)

Religious - 5 (6%)

Band - 0

Other - 17 (22%) • shower - 11 • car - 1 • By myself, drama club, whenever, steps - 1 each

NR - 25 (32%)

If you sing, where do you sing?

Thoughts

almost 1/2 sing at home!

Question 5

A friend - 11 (13%)

Group of friends - 8 (9%)

Family members - 6 (7%)

Other adults - 3 (3%)

By myself - 36 - (41%)

NR - 23 (26%)

If you sing, who do you sing with?

Thoughts

disinterest in group singing

Question 6

If you sing, what style(s) or type(s) of music do you sing?

Thoughts

how can “school music” relate better to the real world?

Question 7

Yes - 30 (42%)

No - 42 (58%)

Did you sing in elementary school music class or chorus?

Thoughts

Do boys “get away” with not singing?

What do they remember?

Bridge between elementary and MS

Question 8

Yes - 11 (15%)

No - 45 (63%)

Not sure - 16 (22%)

Do any of your male family members sing?

Thoughts

Male singing role models!

How do I bring them out from the woodwork?

Question 9

Name a male singer that you have heard sing.

Thoughts Again, role models Celebrities - unrealistic singing goals?

Questions 10 & 11

Only Girls - 4 (5%)

Mostly Girls - 14 (19%)

Both Girls & Boys - 48 (66%)

Mostly Boys - 1 (1%)

Only Boys - 3 (4%)

NR - 3 (4%)

Singing is an activity for…Only Girls - 12 (17%)

Mostly Girls - 27 (38%)

Both Girls & Boys - 29 (40%)

Mostly Boys - 0 (0%)

Only Boys - 1 (1%)

NR - 4 (6%)

Chorus is an activity for…

Question 12

Very interested - 1 (1%)

Interested - 0 (0%)

Slightly interested - 6 (8%)

Not interested - 63 (88%)

NR - 2 (3%)

How interested are you in singing in a chorus?

Question 13

Singing is feminine, girly

Issues with the music choice in chorus

Male singers could be/are teased and bullied

Boys don’t sing

Girls are better singers

Why do you think there are fewer boys in chorus than girls?Singing in chorus would be embarrassing

Boys issues with their changing voices inhibit singing

Singing in chorus is not cool

Boys have other interests

Question 14

A change in music choice would increase participation

They need more male role models

Bribes (money, homework pass, other incentives)

They need more encouragement and support

If their friends joined, they might too.

What do you think would encourage more boys to join chorus?

Thanks!

Questions?

Middle School Choral Reading Session

Blake Leister West Running Brook Middle School, Derry, NH

[email protected]! Please grab a packet and put music in this order:

1. Yonder Come Day 2. The Cuckoo 3. Rhapsody 4. When I Am Silent 5. Nine Hundred Miles 6. The Hands of Winter 7. Three Ways to Vacuum Your House - Part II 8. The Tide Rises 9. Yo Le Canto Todo El Dia 10. I’m Goin’ Up a Yonder 11. Oye

mailto:[email protected]?subject=

John Cooksey Stages

My teaching is based on research and techniques of:

John Cooksey Henry Leck

Duncan McKenzie Irvin Cooper Patrick Freer

Jenevora Williams

Part 1: Range = G-E (6th)

Part 2: Range = E-G (m3rd) Small ranges great!

Part 3: Range = G-C (4th)

Use as a warm up

Teach at beginning of year before range checks. “Which part works best for your voice?”

“Make it your own.”

Any key - D and E work well

A favorite of my students! Especially 8th

1. Yonder Come Day - arr. Judith Cook Tucker

http://cdn.jwpepper.com/covers/5234422.jpg

unison opening

low C’s in opening melody can be changed to E’s if necessary

m. 11 - limited range for all parts

At m. 23:

soprano part works well for stages 1, 2, and 5

alto part works well for stages 2, 3, 4?

baritone works well for stages 5 & 6

great for rhythm and articulation

m. 31 - awesome spot to feature new baritones

descant at end great for stage 4

2. The Cuckoo - American Folk Song, arr. Robert I Hugh

http://cdn.jwpepper.com/covers/10070876.gif


3. Rhapsody - Rollo A. Dilworth


great composer for MS

text by Boston poet

CAREFUL! Baritone range = G# to D - only comfortable for stages 3 & 4

Fun articulations

A few close harmonies for the upper parts

m. 25 - baritone note!

incredible piece for expression, wonderful text and “story”

not all sections work well for changing voices in stages 3 & 4, they may need to rest

m. 17 - 24 and 37-45 are good for 3 & 4

break up into small group sections that fit their voices

teach harmony first

4. When I am Silent - Joan C. Varner


American Folk Song

Excellent “story” to inspire thinking and wonder

SA(C)B arrangment but there are others

Soprano part - stages 1, 2

Alto part - stages 2, 3, 4

Baritone part - stages 4, 5, 6

Features all sections, solo opportunities

Dramatic dynamics & expression

5. 900 Miles - arr. Philip E. Silvey



Really only works for baritones in stages 4 & 5 (maybe 3 & 6?)

Low C’s could be brought up an octave

Excellent imagery & text painting

Dramatic!

pg. 5 - Sop & Bar in unison. Alto - 1 note but tricky!

pgs. 6/7 - suspensions! Students love these 2 pages

Sing last part on an F instead of whisper???

Unique winter piece

6. The Hands of Winter - Mark Hayes & John Parker


7. Three Ways to Vacuum Your House-II - Stephen Hatfield

A challenge piece!

Reggae groove with tonalities and scales from Brazil and Lebanon

3 parts allow for various voicing

Treble 1 - bigger range

Treble 2 - E to B - good for stages 1, 4, 5, 6

Treble 3 - A to E - good for stages 2, 3, 4

may need to have boys switch parts for last 2 pages

complex rhythms but based off of patterns


SAB - Alto part works for stages 2/3, Baritone stage 3/4 (range of a 6th)

A cappella, so adjust the key! Could even do SSA if transposed to Key of D…

Text is in our 7th grade lit. curriculum

Great for getting them to watch you & building ensemble

Low range for girls…

“Implied” dynamics - not written, shape of phrases

Learn on solfege? Sing at concert both ways?

8. The Tide Rises - Kirby Shaw


awesome challenge piece - dissonant harmonies and complex rhythms

Treble 1 range of a 6th - G/F# to E - good for stages 1, 3, 4

Treble 2 range of a 7th - B to A(C) - good for stages 2, 6, 5?

m. 33 & 49 - boys may need to switch parts

have girls switch at some point too

3rd harmonies can be tricky

great accompaniment - need strong player!

9. Yo Le Canto Todo El Dia - David Brunner


Recording by the American Boy Choir - great conversation starter

4 part treble but it can work with Stage 3, 4, 5 baritones…

One idea that has worked: • pg. 1 - solo, small group • pg 2. chorus - baritones join all (8vb) or sing soli • pg. 3 - girls only as S/A echoes • pg. 4-5 - baritones take top line melody (8vb), girls split 3 ways • pg. 6 - baritones take bottom melody (8vb), girls on top

10. I’m Goin’ Up a Yonder - Walter Hawkins, arr. Martin Sirvatka


SSA • S1: Range = D-E Stage 1, 4? (8vb) • S2: Range = D-C Stages 1, 2, & 4, 5 (8vb) • A: Range = Bb-G Stages 2, 3, & 6 (8vb)

Fun, fairly easy Spanish that is set well (syllabic stress)

Page 6 - ranges for all parts shrink. Good place to have them experiment with other parts

Some interesting/tricky rhythms to work out - pg. 7, m. 32

Percussion - great rhythmic practice for all

11. Oye - Jim Papoulis


Thanks!

Questions?

Everything on www.wrbmsmusic.com/NHMEA2016

http://www.wrbmsmusic.com/NHMEA2016

middle school boys’ changing voice€¦ · middle school choral reading session blake leister...

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