Opinions expressed represent those of the person who posted them. All entries are posted as per the original author. Thanks to all who responded!
| Your Name: Carol Gray-Hutto Your Email Address: grayc@clinton.k12.ar.us Type your answer here: I consider the vocal abilities of the parts, whether we can try SSA or must do SA. I try to find music that will be interesting or pleasing to the singers. I choose music I will enjoy working on. Having an accompanist has always been a problem for me, so that is also a consideration: how HARD is the accompaniment, because I have to play it during the initial learning process. It would be nice to do 'harder' music, but it seems things I expect to be easy for singers proves not to be so, so I usually have my 'sites' set pretty low. I choose 4 songs for each group, and then see what 'goes well' and focus on those for contest. These are all reasons it's hard to declare our CPA selections so early. Six years to go, and then maybe someone else will have more success building a choral standard of excellence here. Our choirs are mostly made up of kids who don't fit in elsewhere, and I seldom have the privilege of working with 'the cream of the crop'....... I'm always thankful when I am blessed with some of the smarter kids (it happens occasionally), but mostly I try to make a place where the 'mis-fits' can have someplace TO 'fit' and to MATTER. Therefore, CPA results are important, but helping them have as good as possible an experience in which they learn to work together and make progress is more important. |
| Your Name: Rhonda Hawley Your Email Address: rhondahawley@cox.net Type your answer here: Aside from the obvious mentioned above, (which is missed by many)I consider the following: 1. What musical skills will students learn by working on the piece? 2. Composer? 3. Is the selection of lasting/historic/cultural value? 4. Text. Does the text offer any literary value 5. Will the selection stretch the singers both vocally and intellectually without being an "over-programming" mistake. |
| Your Name: Carol Heavin Your Email Address: carol.heavin@lrsd.org Type your answer here: Something challenging but still acessible to my students. I want to stretch them not discourage them. I think they need to perform music that they can feel good about and not worry that they may not match up with other schools on difficulty. |
Your Name: Thomas Rickman If I start sightreading the music in January, I don't want it to be performance ready until a day or two before CPA. -Music that will help me address perceived weaknesses in each group. Every year and every group is different. You must be aware of specific problems, and pick music you can use to solve them. -Diversity I want to keep the students interested and broaden their horizons. I also want to expose them to foreign languages and period styles. |
| Your Name: Rebecca Riggs Your Email Address: Rebecca.Riggs@sssd.k12.ar.us Type your answer here: I try to select a good variety of music, not all slow, not all old or new. I try to include at least one classic (as opposed to contemporary) composer. I also usually try to include at least one non-English piece. |
| Your Name: Annette Rushing Your Email Address: annette.rushing@sbcglobal.net Type your answer here: My students at White Hall Junior High enjoy pieces with fun rhythms. Also, they seem to enjoy the faster tempos in music. I work many hours to choose the correct music for each group. Choosing the correct music is an important aspect to successful choirs. |
| Your Name: stephanie rowe Your Email Address: ssexton@mail.bic.k12.ar.us Type your answer here: We are not going to CPA this year as I will be out on maternity leave, but it would definitely be mostly based on voicing. Specifically the range of each part as well as the size of the leaps between pitches and the dificulty of individual chords. I would also consider the piece itself as far as enjoyment for the students singing it as well as the musical merit of it. |
| Your Name: Tom Street Your Email Address: tomstreet@arkcda.org Type your answer here: I always looked for pieces that complimented one another and were not too similar; Contrasting tempo, style period, etc. To me one of the purposes of a cpa program is to demonstrate versatility in teaching and in performance. |
| Your Name: tinan Your Email Address: tinan@searcyschools.org Type your answer here: WOW- what a question! I first think of who I will have or might have- if it is a strong bass section then I know there are certain pieces that will work for us, etc. I do not like to do pieces for CPA that contain solos- it is choral singing. I try to find literature that not only contrasts style and period but also contrasting keys. (My favorite key for young male groups is GM.) I rarely do anything in FM because it seems to be difficult to maintain pitch center. I try to do a language piece in my older groups - I have done a German piece with my 9/10 boys. In all literature I try(try is probably low key-will is probably a better word) to do substantive text. Even in madrigal balletti you can find good text with "falala" choruses. For all voicings I want each part to have interesting lines and not just 5 or 6 six notes from the harmonic texture. I also try to recognize my own tendencies to lush land and intentionally find something with some rhythmic vibrancy. |
| Your Name: Katy White Your Email Address: kwhite@cacmustangs.org Type your answer here: I like to consider also the "personality" of the group and what they would enjoy singing and presenting to an audience. This doesn't always happen :) but I also like a themed program. |
| Your Name: amanda harrison Your Email Address: aharrison@lions.k12.ar.us Type your answer here: I attempt to choose music which has significant historical/composition elements. I also attempt to combine a homophonic piece and a polyphonic piece, as well as paying attention to varied rhythmic themes and tonal "attitude". In other words, I try to make an interesting, educational program. |
| Your Name: Clint Pianalto Your Email Address: cpianalto@sdale.org Type your answer here: I pick for group first then I look to see fast slow/ key diffenreces and Accapella |