Sailor’s Chorus from Wagner’s The Flying...

Sailor’sChorus

fromWagner’sTheFlyingDutchman

SecondaryMusicUnit:KS3

RoyalOperaHouseKS3DramaticSingingResource

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INTRODUCTIONThisresourcecontainsmusiclessonstructureideasandresourcesforaunitofworkcenteredaroundWagner’sSailorsChorusfromhis1843operaTheFlyingDutchman.Theunithasaseriesofsuggestedclassroomactivities(ideallyabout5-6hours)writtenforKS3secondarymusicstudentsinvolvingperforming,listening,creatingandarranging,andlinkstoadditionalonlineresources,whichwillfurtherenhancethelearningexperience.Asuggestedschemeofworkisincludedinthebackofthisresource.

Themainfocusoftheunitinvolvesdramaticsinging-havingthestudentsbecomethecharactersinthispartoftheopera,agroupofsailorsperformingaworksong.Thepieceispresentedinanumberofsectionsthatincludebodypercussioninterludesandprovidetheopportunitytoexperimentwithstructure.

AttheendoftheunittheclasswillhavepreparedaperformanceoftheirownarrangementofTheSailor’sChorusinspiredbythematerialscontainedinthisresource.

Thisunitincludes:

• Anarrangementsuitableforadolescentvoices�

• Listeningactivitiesbaseduponthisandotherexcerpts�

• Backgroundinformationontheopera�

• Linkstoaperformanceofthischorus�

• Simplepianoaccompaniment�

• Arangeofbackingtracksatvarioustempos�

• Acomposingchallengeforthestudents�

• Additionalclassroommaterialexploringseashantyworksongs

ACPDisofferedtoaccompanythismaterialfocusingonhealthy,dramaticsingingtechniquesfortheclassroomandallowingtimetotailorthematerialsintoaschemeofworkalignedtoyourstudent’sneeds.


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LESSONFOCUS

Everyvoiceisimportant.Singersareindividuals,whoasachoruscometogethertomakeawholelotofindividualcharacters.Inthisway,theydiffertoachoirwhichisconcernedwithblendanduniformityofsound.Inthisproject,weareconcernedwithdramaticsinging–wholebodysinging,wherethesingerislessconcernedabouttechniqueandfocussingupontellingastorybycreatingasceneandlivingtherolethattheyaresinging.Thisisaboutstudentssingingtogetherandhavingfunimmersingthemselvesintothesong.StudentswillstartwithanicebreakersingingactivitybaseduponthefamiliarseashantyWhatshallwedowiththedrunkensailor?andexcerptsfromtheSailor’sChorus.TheythenlearnthesonginfoursectionsandanadditionalarrangedbodypercussionsectionincorporatingthetraditionaltuneWhatshallwedowiththedrunkensailor?TocreatethebustleofasailingshiptheywilllearnanduseostinatopatternsbaseduponrhythmicphrasesfromtheSailor’sChorus.Oncetheyhavelearnttosingthepiecetheywillconsiderthedramaticcontext,howthesailorswouldbefeelingandactingastheyembarkonatriptoshore,havingworkedhardontheboatduringtheirvoyage.Considerhowthiswouldimpactonthewaytheysingit.Theymayevenconsiderhowitmightbestaged,whatthesailorswouldbedoingwhilstsingingandtheworktheymightmimethroughouttheinstrumentalsections.AftertheyhavemasteredtheirownperformanceoftheSailor’sChorusconsiderthetraditionsfromwhichthissortofsonghasevolvedandisbeingreplicatedbyWagner.ALIGNMENTTOKS3NATIONALCURRICULUMAIMSAllpupilswill:

• perform,listento,reviewandevaluatemusicacrossarangeofhistoricalperiods,genres,stylesandtraditions,includingtheworksofthegreatcomposersandmusiciansbylearningtosingandstudyingachorus,fromtheRomanticPeriodOperaTheFlyingDutchmanbyWagnerandcomparingthesewithtraditionalsailor’sworksongsofthe1800s

• learntosingandtousetheirvoices,tocreateandcomposemusicontheirownandwithothersbyperformingandarrangingtheirownversionsoftheSailor’sChorusandanotherworksong

• usetechnologyappropriatelytorecordandnotatetheircompositions• understandandexplorehowmusiciscreated,producedandcommunicated,

includingthroughtheinter-relateddimensions:pitch,duration,dynamics,tempo,timbre,texture,structureandappropriatemusicalnotationsthroughastudyoftheworkscontainedinthisunit.


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LEARNINGOUTCOMES-studentsPerforming:

TodevelopsingingskillsandsingingconfidenceasamemberoftheclasschorusPerformtheSailor’sChoruswithanunderstandingofcontextandhowtoconveydramathroughsinging

Performanceofbodypercussionandostinatopatternsfromthiswork Learningadditionaltraditionalworksongs Performingtheclass’ownarrangementoftheSailor’sChorusandworksongsArrangingandcomposing:

CreatinganarrangementoftheSailor’sChorususingthematerialprovided,andcriticallyevaluatingtheirmusicalchoicestorefinetheircomposition

Writinganarrangementofatraditionalworksongoranoriginalworksong.Listening:

ToaprofessionalrecordingoftheSailorsChorusandansweringquestionsaboutthemusicComparingdifferingperformancesoftheSailor’schorustodevelopcriticallisteningskills

WARMUPAswithanyactivity,itisimportanttowarmupthevoicemusclebeforesinging.Learnthesetonguetwisterexercisesadjustingthestartingpitchtothevoicerangesinyourclass:Startwithatonguetwister:SisterSusiewenttoseaToseethesea,yousee.Theseashesawwasasaucysea,Asortofsaucyseasawshe.Aboxofbiscuits,Aboxofmixedbiscuits,Andabiscuitmixer.MyBonnieLiesovertheOcean

Mybonnieliesovertheocean,mybonnieliesoverthesea.Mybonnieliesovertheocean,obringbackmybonnietome!

• Startthegamesittingonchairswit• Singthesongslowlyensuringthestudentsknowthewords• EverytimeawordstartingwithBissungstudentssitorstand


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Thenmoveontopitchedactivitiesthatstarttogetthestudentssingingtogether

a) Ascendingthescalesingingoneachpitchthefollowingwordsquicklyandclearly(i.e.gettingthemouthsarticulatingandnotmumbling)

b) Usingthediaphragmtopumpoutthefirstthreewordsandthenholdingthe“m”ofrumtryingtomakelipsbuzz.

Astheygetthehangofthisstudentsshouldonthemofrumdoaglissandoupandoutanoctaveandbacktothestartingpitch.

c) Movingchromaticallyupordownthescale

DRUNKENDUTCHMANICEBREAKER


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Teachthethree-partwarmupbelowPart1isthetraditionalfolksongWhatshallwedowiththedrunkensailor?Part2isthefirstsectionoftheSailor’sChorusPart3isbasedupontheopeningofsectionCoftheSailor’sChorusLearneachofthesepartsandthendividetheclassintothreegroupsandassignoneparttoeachgroup.

Oncethestudentsareperformingthisasaround,addasimple4beatbodypercussionaccompanimentsuchas:

q ry Q q stampchestclap


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PERFORMINGLearneachofthesectionsoftheSailor’sChorus,eitherbyroteorpractisingsightsinging.Notethatapianoreductionoftheorchestralaccompanimenthasbeenmadeforteacherusehowever,thereisalsoaseriesofbackingtrackrecordingsaccompanyingthisresourcewhichfreestheteacheruptodirectthelessonifpreferred.CONTEXT:TheSailorshavebeenatseaforalongtimeandarenowabouttoleavetheirworkandgoenjoysomeleave(freetime)onland.Theyarereallylookingforwardtotimeofftheboatawayfromtheirwork.Thinkaboutthisasyousingthesong.

SectionA

SectionB

SectionC


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SectionDNBYoumightwanttostartlearningthissectionatbar40

Eachsectionisplayedataslowerlearningspeedontheaccompanimentrecordings,asamelodyaloneandatperformancetemposothereareavarietyofaccompanimentstochoosefromifyoudonothaveapianistavailable.BelowaresomepatternsextractedfromtheSailor’sChorus,withtheadditionofrhythmsfromourDrunkenSailorwarmup:


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Transferthelayerstopercussioninstrumentstocreateanaccompanimenttothesong.Experimentwithlayeringupgraduallyandmixingandmatchinglayers.Youcouldeventryhavingthesailorsperformthemincanon,antiphonallyorinindividualworkinggroups.NotethatthismaterialcouldbeusedasanintroductiontotheSailor’sChorus,oraninterludeinthemiddleofyourarrangement.

DevelopingaperformanceOncethestudentsaresingingconfidently,itistimetostartexperimentingwithastructure.

• SectionAandSectionBcanmakeagoodintroduction–pianoonly• Youcouldaddrhythmicpatternsabovethiswhichcouldbespoken,orplayedon

percussioninstruments(pitchedorunpitched)• SectionAisnotrepeatedintheoriginalbutworkswellifrepeated.

Ontherepeat,additionalvocalpartscouldbeadded• ‘DrunkenSailor’workswellwhensungabovesectionAandSectionB,withsome

smallmodification(asinthescore).ItshouldbesunginDminor• SectionCismoreharmonicallyinteresting–andtherhythmicpatternswould

workbesthereduetothechangingharmonies• SectionAcouldbesungagainattheendtogoodeffectasacoda

Asaclassexperimentwithdifferentcombinationsofthesongandcreateaperformancestructure.ADDINGSOMEDRAMAInordertogetintothecharacters,eachsingerneedstoconsiderthecontextandwhattheircharactermightbedoingatthispointinthesong.Considerthefollowing.

• Howcanyoushowanaudiencethatyouaresailorsinyouractions,posture,interactionanduseofprops?

• Thesailorsarehavingarecessfromtheirdutiesastheboathaspulledintoshore.Howwouldtheybefeeling?Howwouldtheyshowthisintheiractions?

• Whatsortofactionsmightworkingsailorsbedoing?• Asitisasongwithastrongrhythm,itsuggestsstrongrhythmicactionsmightbe

suitable.Tryarangeofactionsthatcanbedonewhilesingingandperhapsmorevigorousmovementswhichcanbedonewhiletheinstrumentalinterludesplay.

• Howmightthegroupsofsailorsbeplacedaroundaship?• Howcanthisbeappliedtotheplacementofthesingersonastage?


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WORDSHEETTheSailorsChorusfromTheFlyingDutchmanbyWagnerSectionASailormanleaveyourwatch;Sailormanjoinourthrong!Ho,He,Je,Ha!Tietheanchorropetightlyandhurryalong!(count4beatsrest)SectionBFearlessofthewavesourheartycrewMerrilythehourstonightwillpassEverybodylovesagirlortwo,Baccyforhispipeandbrandyforhisglass!SectionCHussassahe!Letthewindblow,Areweafraid?Nomylads,no!HussassaHe!Hurricaneslashingus,thundercloudsflashing,yoho!SectionDSailormanleaveyourwatch;sailormanjoinourthrong!Ho,He,Je,HaSailormancomedrinkwithusWillthewindblow?No,mylads,no!Yohoho,hohoho,yohoho,hohohoHo!Ho!Ho!Ho!Comedownanddrinkwithus!

SONGSTRUCTURENotethattheaccompanimentrecordingsofthefullsongareintheformat:AB(astheIntroduction)AABCD


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AccompanimentversionsSectionA

SectionB


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SectionC


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SectionD


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LISTENINGNowlistentoanoperachorusofprofessionaldramaticsingersperformthiswork:Audiovideorecordinghttps://www.youtube.com/watch?v=wE1NyYT31TwBelowisalinktotheRoyalOperaHouse’sPerformanceoftheSailor’sChorushttps://www.youtube.com/watch?v=oxEbQgfx8a4&feature=youtu.beLISTENINGQUESTIONS

• Asthispieceisnotastand-alonesong,butachorusfromwithinalargerpieceofcontinuousmusic,thecomposerneedstocreateaconvincingmusicallinkfromthepiecebeforeintotheSailor’sChorus.Thereareactuallytwominutesofsingingbeforethechorusstartthissong.Nowyouknowthesong,considerhowthecomposerhascreatedhisintroduction.Whatideasfromthesonghavebeenusedandhowhavetheybeenusedinthisintroduction?

• Whenthechorusstartssingingdescribethetimbre(qualityorcolour)ofthemusicalsounds(orchestraandvoices).

• Whatarethewordsaboutanddoesthemusicreflecttheirmeaning?How?• Lookatthemelodyanddescribehowitisconstructedidentifyinganddescribing

compositiondeviceslikephrase,contour,key,useofmotifandcadence.• AsyoulistentothepieceidentifythestructureoftheoperachorususedbyWagner,

usingthesectionsABCD.• Whatmusicaldifferencescanyoufindbetweenthedifferentsections?• Doyounoticethatdifferentsectionsrequirethechorustousetheirvoicesslightly

differently?Whatchangescanyouhear?• Howdoestheorchestrasupportandworkwiththevoices?

Recordaperformanceofyourarrangementandthencomparethetwoversions

• Howdotheversionsdiffer?• Whatarethestrengthsandlesssuccessfulaspectsofeachperformance?• Whatcanyoudotoimproveyourversion?

SCOREREADINGIfyoufeelitisappropriate,studentscanfollowthescoreexcerptfromtheoperaastheyanswertheabovequestions(includedintheresourceasaPDF)togivegreatermusicaldepthtotheiranswersbymakingspecificreferencetotonality,pitch,harmonyandidentifyingsupportingmusicalexamplesfromthescore.


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CONSIDERTHEWIDERCONTEXTWORKSONGSThereisalongtraditionofpeopleusingsingingasatechniqueforunifyingphysicalmovementwhileworking.Investigatethefollowing:

1. Whatisaworksong?

2. Whydoworkerssingworksongs?Aretheyparticularlyusefulforspecifictypesofjobs?

3. Whydoyouthinksailorssangsomanyseashanties?Readthisinterestingarticleon19thcenturylifeofasailor:http://www.artofmanliness.com/2008/09/23/the-10-manliest-sea-shanties/

4. Whatarethemusicalcharacteristicsofagoodworksong?(considerrhythm,beat,tempo,tuneandstructureinyouranswer)

5. Whatworksongsdoyoualreadyknow?Trycomposingaworksongforcleaningthewhiteboardorsomeotherclassroom“work”

BACKGROUNDMATERIALShantiesmaybedividedintoseveralroughcategories:• Long-dragshanties:Sungwhenajobofhaulingonaropewasexpectedtolastalong

time.Usuallyonepullperverse,togivethemenachancetorest.Examples:"BlowtheManDown.AfamousRussianequivalentistheVolgaBoatman’sSong,whichwassungbylandpartiespullingbargesalongtheriver."

• Short-drag(or"handoverhand")shanties:Sungwhenajobofhaulingonaropewas

expectedtobequick.Twoormorepullsperverse.Examples:"HaulAway,Joe,""DrunkenSailor."

• Capstan(alsocalled"stampandgo")shanties:Raisingtheanchoronashipinvolved

windingtheropealongagiantwinch,turnedbysailorswalkingaroundit.Capstanshantiesareanchor-raisingshanties.Theyaretypicallymorelyrical,orlessrhythmicthanothertypesofshantiesbecausetherewasnopullingrequiredand,unlikemanyothertypesofshanties,frequentlyhaveafullchorusinadditiontothecall-and-responseverses.Examples:"RioGrande,""JohnBrown'sBody”.

• PumpingShanties:Allwoodenshipsleak.Therewasaplaceinthecargoareainships

wheretheleaked-inwaterknownasbilge,wouldcollect.Bilgewaterhadtobe


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pumpedoutfrequently;onperiodshipsthiswasdonewithatwo-manpump.Manypumpingshantieswerealsousedascapstanshanties,andviceversa,particularlyaftertheadoptionoftheDowntonpumpwhichusedacapstanratherthanpumphandlesmovedupanddown.Examplesinclude:"StrikeTheBell,""ShallowBrown,""Lowlands."

CreativeChallenge1.LearntheworksongHaulAwayJoe(onthenextpage)andexperimentwithdifferentindividualsandgroupsperformingtheleaderandresponserolls.2.Createyourown,smallgrouporclassarrangementofthisoranotherworksongofyourchoice.TrytovarythearrangementwithadditionalaccompanimentideasinasimilarwaytotheSailor’sChorusandnotateyourideassothatotherscanreplicateyourversionofHaulAwayJoeandyoucanrememberyourpieceforperformance.3.Oncethistaskiscompleteandyouarehappywiththeresults,performandrecordthepieceasagroupofsailors.Compareeachperformanceanddiscussthe“dramaticsinging”ofeachgroup.EXTENSIONTheSpinningChorusisachorusoriginallywrittenforfemalevoices,whoareonstageworkingintheirwayspinningyarnanddreamingabouttheirmenawayatsea.Lookattheattachedarrangementofthescoreandcompletethefollowingtasks.

1. Listenfollowingthelink2. Learntosingthesong3. Studythescoreanddeviseasetofquestionsthatexaminetherelationshipbetween

themusicandthewordstoaskyourfellowclassmates


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HAULAWAYJOE

Thissongisinacallandresponsestyle.Asoloistorgroupofsoloistsandtherestoftheensemblerespondwiththepartsinbold.NowwhenIwasalittleboyan’somymothertoldme,‘Wayhaulaway,we’llhaulaway,Joe!ThatifIdidnotkissthegalsmelipswouldallgrowmouldy.‘Wayhaulaway,we’llhaulawayJoe!‘Wayhaulaway,thegoodshipnowisrollingJimmy!‘Wayhaulaway,we’llhaulawayJoe!LouiswasthekingofFrancebeforetherevolution‘Wayhaulaway,we’llhaulawayJoe!Andwhenhegothisheadcutoff,itspoilthisconstitution‘Wayhaulaway,we’llhaulawayJoe!SongGameSitinatightcirclewithkneestouchingIna4beatostinatodo:

a) Touchlightlythekneesofthepersontoyourleftb) touchyourkneesc) touchlightlythekneesofthepersononyourleftd) clapandshout“Hey!”

Considerchallenginggroupstomakeuptheirownlyricsforanotherverse.


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TheFlyingDutchman6lessonschemeofworkLessonOne:TheDramaticVoice&SeaShanties

Aims• toexplorevariousvocalcoloursand‘playing’withthevoice• toestablishgoodvocaltechniqueandknowledge • tobeginexploringseashantiesandworksongs

5mins FirstTouch Watchashortvideoaboutseashantiesandworksongs

15mins Starter PhysicalWarm-upRhythmCallandresponseexerciseusingbodypercussionIntroducethevoicetechnique-feelingthelarynx‘SisterSuziewenttosea’exerciseCallandresponseindifferentcharacterssingingontheonenote

15mins MainActivity TeachDrunkenDutchman• StartwithWhatshallwedowithadrunkensailor?’• Addtheother2lines• Layerallthemelodiesoverthetopofoneanother

15mins Groupwork LookatthebodypercussionaccompanimenttoDrunkenDutchmanSplittheclassintogroupsandtasktocomposeandrehearseasimplebodypercussionpiecetofitwiththesongs.Addsome(orall)bodypersuasiontotheDrunkenDutchman

10mins Finisher FullclassperformanceMyBonneyliesovertheocean’game

LessonTwo:IntroducingtheSailorsChorus

Aims:• todevelopvocaltechnique-exploringdifferentvocalregisters• tobegintoexplorethemusicoftheSailorsChorus

5mins FirstTouch ListentoarecordingofDrunkenSailororsimilarseashanty

15mins Starter PhysicalWarm-upYohohoexerciseAhoymeheartiesRecapDrunkenDutchman

15mins MainActivity BeginSailorschorusStartwithSectionA,thensectionC(learnSectionBiftime)

15mins Groupwork Splittheclassinthreeandtaskthemwithcomingupwithactionsofsuitable‘worksong’movementstodoalongsideeachtune.Gettheclasstoperformtooneanotherandteacheachotherthemovements


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LessonThree:It’sfromanopera!

Aims• Todevelopourknowledgeofdramaticsinging• TocontinuetolearntheSailorsChorus• TobegintoexplorethecontextofWagner’sopera

5mins FirstTouch WatchtheROHperformanceoftheSailorschorus

15mins Discussion Listeningquestionsfrombooklet

10mins Warmup PhysicalWarmupRevisitSisterSuzieactivitylookingatdifferentcharactersfromthesceneYohoholaughingwarmup(fromsectionD)

15mins MainActivity ReviseSectionsACIntroduceB(ifnotalready)withactionsfromlastlessonTeachsectionDstartingfromb41

10mins Finisher SingthroughthewholesongMyBonneyliesovertheocean’game

LessonFour:Creativechallenges

Aims• tolookatthestructureofSailorsChorus• tocomposeingroupsrhythmicostinati

5mins FirstTouch Watchashortvideoaboutseashantiesandworksongs

15mins Starter PhysicalWarm-upRhythmCallandresponseexerciseusingbodypercussionIntroducethevoicetechnique-feelingthelarynx‘SisterSuziewenttosea’exercise• Callandresponseisdifferentcharacters• Begintointroducesingingonasinglenote

15mins MainActivity SingthroughtheSailorsChorus-concentrateondictionanddramaticintentPickoutrhythmsfromthemusicandturnintobodypercussionLayerthreeoffourrhythmsonethetopofoneanotherasawholeclass

15mins Groupwork Createyourownostinatofromrhythmsinthetextinsmallgroups.TryandnotaterhythmsandtransferthemintobodypercussionSharebackanygroupsthatcompletethetaskgrouptogroup.

10mins Finisher Putthedifferentrhythmstogetherasawholeclass


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LessonFive:TheFlyingDutchman-addingdrama

Aims• todelvefurtherintotheFlyingDutchmanstory• tolookatstructuringthefinalperformance• tobegintoexplorestagingandcontextoftheSailorsChorus

5mins FirstTouch WatchBrynTerfelvideo

15mins Starter PhysicalWarm-upRhythmCallandresponseexerciseusingpatternsfromtheSailorsChorusAddDrunkenSailoroverthetopofBodyPercussion

10mins MainActivity SingthroughSailor’sChoruswithaccompanimentinfullstructure

20mins Groupwork ContinueandfinishgroupactivityfromlastlessonORWorktogetherasaclasstostructureafullperformanceofthepiece

10mins WholeClasswork Putbodypercussiontogetherasawholeclass(potentiallyaddchanting)tocreateaworkscene

LessonSix:Puttingitalltogether

Aims• tocreateafullperformanceofourwork• toexplorestagingandcharacterisationofthescene• toevaluateourlearning

15mins Starter PhysicalWarm-up“MyBonnieliesovertheocean”RecapvocalwarmupsandpreparethesongGooveranyparticularissues

30mins MainActivity Workthrough‘addingsomedrama’sectionThinkaboutstructureRehearseandrefinethesceneRecorditsotheclasscanlookattheirperformanceanddosomepeerevaluation

15mins Finisher EvaluateourperformanceandlearningfromtheprojectFinishwithanyfavouritesinginggames


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SuggestedSchemeofWork–Advancedgroup Presentedas6onehourlessonsLesson1 Lesson2 Lesson3 Lesson4 Lesson5 Lesson6Intrototheunit*Dutchmanstory-gettingintocharacterJoinachorusofsailors

Considerwhataworksongisanditspurpose.Howdoesthisdiffertoopera(dramatic)singing?

FocusuponarrangingaclassversionofSailor’sChorusforperformance

ApplytheideasontheSailor’sChorustoanotherarrangement

Whatisdramaticsinging? Performing

WarmUpLearntheDrunkenDutchman

WarmUpTonguetwisterSailingonashipYohoHo

WarmUpLearnAhoymehearties

BodypercussionexerciserevisionVocalwarmup

Warmups:SailingonashipYoHoHoDramawarmup

Warmupallowthestudentstochoosetheirfavourites

SectionAtheme*learnthe8bartune*Performwithpiano*notatewordrhythms*Howmightyoumanipulateyourvoicetosoundlikeasailor?

Revisethesongfromyesterday*performwithoutreadingwords

LearnthebodypercussionactivityRemindstudentsaboutthepurposeofworksongsandcreatemovementtoaccompanytheostinatopatterns

DiscussthestructureusedinyourarrangementsofSailor’sChorus

ReviseandrefineyourarrangementoftheSailor’sChorus.Considerthedramaticdeliveryofyoursongandhowyouwill“stage”yourperformance

Rehearseyourarrangements,consideringthepurposeofthesong,itscontextanddramaticsingingstyle

RepeatprocesstolearnpartsB,CandD*replacerhythmnotationwithpitchshapeofcomparingthedifferentmusicalsections*putthewholepiecetogetherandperformwithpianoaccompaniment

DiscusstheroleofsinginginthelifeofasailorLearnseashantyHaulAwayJoeConsiderhowsailorswouldhaveuseditasatoolforworkingandimitatesomesailorworkasyousing.

IngroupsorasaclasscreateanarrangementofSailor’sChorus,decidingwhatstructureyouwilluse.*EncouragegroupstoexperimentwithoptionsUseavailabletechnologytorecordyourideas

ApplythistoanarrangementofHaulAwayJoeoranotherworksong.Whatnewmaterialmightyourgroupaddtothiswork?Useavailabletechnologytorecordyourideas

WatchtheROHversionoftheperformanceandanswerthequestions.FindotherversionsoftheSailor’sChorusonlineandcomparethedramaticinterpretationandthemusicalfeaturesoftheperformances.

PerformandfilmbothyourarrangementofSailor’sChorusandofyourchosenfolksong.Filmit,butalsodeliveryourperformancetoaliveaudienceandseehowyourstandardsrise.

RecordyoursingingofthosesectionsListeningtoROHversion.Whatdifferencesdoyouhear?Whatideasmightyouapplytoyourclassperformance?

Listentotherecordingofachorussingingandcompletethequestionsprovided.

Performthefinalproduct,allowingtimeforreflectionaboutitsstrengthsandweakness.

Presentyourarrangementstotherestoftheclass.

Discusshowyoumightenhancetheclassperformance.

Compareyourfinalperformancewiththeonemadeinlesson1.Evaluatehowwellyourclasshascreatedandperformedyoursceneandthewaysinwhichtheirsinginghasdeveloped.

Sailor’s Chorus from Wagner’s The Flying...

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