Question of the Week

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Question 14. 1) How do you approach teaching a piece in a foreign language? 2) How do you approaching teaching minor in sight-reading?

Your Name: Sherry Clark
Your Email Address: sclark@hhs.nwsc.k12.ar.us
Type your answer here: 1) To begin a foreign language piece, first we decide on the key of the piece and write scale numbers for each part. We rehearse the parts individually on the numbers until each section can sing their part on the numbers with all parts played, then we start putting parts together two at a time still on the numbers, adding parts until they can perform the entire piece together, on the numbers, parts together. We study the language separately, focusing on pronunciation rules in that language, with a lot of 'repeat after me', and also definitions so they know what they are saying. Then we go back to individual parts and put the words on the music, paying special attention to the rhythmic pronunication of the words.We start building the parts back together again, this time singing in the language. When they can do all parts together on the language we start adding the accompaniment and stylistic interpretation.
2)To sing a song in a minor key, we discuss the two aspects of the key signature: major and minor. We find the relative minor by stepping down the sixth tone of the scale using the same key signature. Then sing the minor form of the scale, noting that the half steps are now between the 2nd and 3rd tones, and the 5th and 6th tones. We study two forms of minor, pure and harmonic with the raised 7th.

Your Name: john ferren
Your Email Address: jferren@centurytel.net
Type your answer here: I try to teach them the English first. If not, we learn the words first.

Your Name: Dawnelle Fincher
Your Email Address: dfincher@fayar.net
Type your answer here: 1. I speak a phrase and have them repeat it. If I have any questions about pronunciation, I don't hesitate to ask colleagues.
2. I use "la" based minor.

Your Name: Rhonda Hawley
Your Email Address: rhondahawley@cox.net
Type your answer here: Foreign Language: For pronunciation use the IPA. If necessary consult an expert or a credible recording. I've learned that just because "we sang it that way in college" doesn't necessarily mean it's correct. So, do the research. Provide the students with a literal translation (not just the one the arranger/editor supplied.) Underline nouns and syllables to be stressed.

Minor sight-reading: We use "la" based minor. Alter tones re (ri), fa (fi), sol(si), la (le/li) as necessary. I've worked with "do" based minor. It was really confusing to me.

Your Name: Lucas S.
Your Email Address: whitevillechoirdirector@hotmail.com
Type your answer here: I approach teachin foreign language pieces by teaching my students the "sounds" of the words, rather than how they are written. And for minor, I demonstrate how it should sound until my choir members understand and memorize the piece.

Your Name: Rachel Pinto
Your Email Address: rachel.pinto@yahoo.com
Type your answer here: 1. In AR, sometimes English is a foreign language, so I will start teaching the phoenetic alphabet mid-spring semester. I've not done this in my 1.5yrs so we'll see how it goes.

2. I will be interested in hearing everyone's response, b/c I've yet to do this as well. I'm trying to decide between relative and parallel approach. Theory-wise, relative always made more sense to me, but it may not to them.

Your Name: Stephanie Rowe
Your Email Address: ssexton@mail.bic.k12.ar.us
Type your answer here: 1) First we practice speaking the foreign language. We speak them over and over. I try to find the phoenetic spelling of each word so that it is easier to read. We practice the actual notes on a vowel sound or on numbers till we know it well enough to add the words. It worked really well for some of our Christmas music that is in German and Latin.