A small auditioned ensemble limited to twelve advanced singers performing 16th and 17th century madrigals, as well as appropriate selections from classical, romantic, and 20th century literature.
MUSI 135Madrigal Ensemble
Please note: This is not a course syllabus. A course syllabus is unique to a particular section of a course by instructor. This curriculum guide provides general information about a course.
I. General Information
II. Course Specification
Course Type
Program Requirement
General Education Competency
[GE Core type]
Semester Contact Hours Lab
45
Grading Method
Letter grade
III. Catalog Course Description
A small auditioned ensemble limited to twelve advanced singers performing 16th and 17th century madrigals, as well as appropriate selections from classical, romantic, and 20th century literature.
IV. Student Learning Outcomes
Upon completion of this course, a student will be able to:
- The ensemble objective is to learn and perform music with focus, commitment, and energy in the pursuit of choral excellence. The emphasis is on a soloistic approach to ensemble singing.
- Student learning objectives include:
- Students will learn appropriate ensemble techniques for a college choral ensemble.
- Students will learn vocal techniques that help establish healthy singing habits.
- Students will learn representative repertoire suitable for a small a cappella ensemble.
- Students will gain musicianship skills in both aural skills and sight singing.
- Students will gain knowledge and understanding of the historical background and common performance practice for repertoire studied.
V. Topical Outline (Course Content)
The content of this course is repertoire for small a cappella choir. Some repertoire is drawn from the standard repertoire for a chamber or madrigal group, while other selections fall under the umbrella of Contemporary Collegiate A Cappella (CCA) and incorporate several genres, including pop and jazz. As stated in the guidelines of the American Choral Directors Association,
"Choral repertoire for two year colleges is chosen not only on the basis of quality, but also on the potential for that repertoire to be: a) supportive of the potential of each choral singer to transfer to a four-year institution; b) challenging in some respect (aesthetically, technically, etc.) to promote growth in the singer and choir in a manner consistent with expectations for a four-year program; c) responsive to the diverse technical, aesthetic, and practical needs of non-music majors or community members involved in the two-year college program; d) strong in its ability to be valuable teaching pieces for the intellectual and emotional growth of a singer as a budding member of the wider choral community; and e) effective in reflecting the social milieu and needs for which a two-year program is frequently expected to be responsive." (http://acda.org/page.asp?page=twoyearcollegechoirlists)
Content for this course will be limited to vocal/choral works developmentally appropriate for college freshmen and sophomores and written for 1-2 singers per part. Again, in accordance with best guidelines as stated by the ACDA, "such works must in themselves encourage healthful, musical, intelligent, and beautiful choral singing in well-guided two-year college choral programs." (http://acda.org/page.asp?page=twoyearcollegechoirlists
VI. Delivery Methodologies
Required Assignments
Singing exams for each piece of performance repertoire. All of this work must be memorized. These exams test proficiency on part line, musical markings, and memorization.
2. Listening examples provide modeling and insight and assist in student learning outcomes.
3. Student performances. Dates for major performances are provided in the syllabus. The final exam for this course is the major concert at the end of each term.
Required Exams
Formative assessment: Periodic singing exams provide an opportunity to evaluate student growth and progress in a music ensemble. Singing exams provide an opportunity to evaluate students individually on elements including pitch and rhythmic accuracy, dynamic and stylistic accuracy, tone quality, and diction. These exams also provide an opportunity to gather feedback that the instructor uses to guide improvements in future rehearsals in progression toward performance. This feedback facilitates ongoing instruction of the ensemble as a whole, as well as differentiated instruction for individual students. Larger exams are given in the form of periodic public performances throughout the term.
Summative assessment: The final exam for this course is the major concert at the end of each term, as it most accurately measures the level of student learning achieved at the end of the term.
Required Text
There is no text for the course.
The department provides most of the instructional material. Each student is assigned a folder containing music for the semester. At the end of the academic term, the complete folder must be returned and the music in good condition.
Students must provide their own concert attire and follow the dress code set out in the syllabus.
Specific Course Activity Assignment or Assessment Requirements
Singing exams for each piece of performance repertoire. All of this work must be memorized. These exams test proficiency on part line, musical markings, and memorization.
2. Listening examples provide modeling and insight and assist in student learning outcomes.
3. Student performances. Dates for major performances are provided in the syllabus. The final exam for this course is the major concert at the end of each term.
Formative assessment: Periodic singing exams provide an opportunity to evaluate student growth and progress in a music ensemble. Singing exams provide an opportunity to evaluate students individually on elements including pitch and rhythmic accuracy, dynamic and stylistic accuracy, tone quality, and diction. These exams also provide an opportunity to gather feedback that the instructor uses to guide improvements in future rehearsals in progression toward performance. This feedback facilitates ongoing instruction of the ensemble as a whole, as well as differentiated instruction for individual students. Larger exams are given in the form of periodic public performances throughout the term.
Summative assessment: The final exam for this course is the major concert at the end of each term, as it most accurately measures the level of student learning achieved at the end of the term.