MUSIC LEARNING COMMUNITY WEBSITE:
http://www.musiclearningcommunity.com/
ST. MICHAEL'S VOICE FOR LIFE
REQUIREMENTS, TASKS,  AND ACTIVITIES
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ST. MICHAEL’S EPISCOPAL CHURCH ORLANDO, FLORIDA


RSCM AMERICA

VOICE for LIFE


WORKBOOK SUPPLEMENT



1ST EDITION - 2016


NAME: _____________________________________


Incorporating:

RSCM VFL BOOKS

Music Learning Community Theory Games: http://www.musiclearningcommunity.com/

Melodia


GOAL

RESOURCE

Module A:

Using the voice well The singer understands the need for regular practice and:

Understands how to stand and sit while

singing, and demonstrates good posture in rehearsals and performances. GRP







These items are all taught, assessed, and passed by working with the Choir Director.


Complete:

LB Workbook p.4-6, and 11 GRP

Demonstrates good breath management by singing with an even tone.

Has found a comfortable register in which to sing and can demonstrate this by singing with even tone an ascending and descending scale of an octave.

Sings with clear diction, producing good pure vowels and clear consonants.

Can sing a verse of a hymn or song with clear diction and projection, good even tone and continuity between the notes of a phrase.

Module B: Musical skills and understanding

The singer has completed the theory section of the Light Blue workbook and demonstrates that he/she knows and understands:

The pitch names of the notes of the G clef staff and the F clef staff.

Complete: LB Workbook p. 14-16 GRP

Short history of writing down sound: Choir Director

MUSIC LEARNING GAMES

Keyboard Elements

> P-1A: LetterFly 1 / 2 / 3

Music Terms & Symbols

> Level P-1A: Alpha Order Up / Alpha Order Down

Pitch & Melody - Visual

> Level 1 / 2: Float a Note 1 / 2

> Level 1 / 2 / 3 / 4: Grand Staff Alphabet 1 / 2

> Level P-1A / 1 / 2: Jingle Notes 1 / 2

> Level 3 / 4: Note Flakes 1 / 2

> Level 3 / 4: Underwater Clef Hanger 1

> Level P-1A / 1: Page Turner Letters 1 thru 6

* HIGH SCORES ALL GAMES = PASS

The basic note values and their equivalent rests.

Complete: LB Workbook p.17-18 GRP

MUSIC LEARNING GAMES

Rhythm - Aural

> Level P-1A / 1: Rhythm Rally 1 / 1A / 2

> Level 1 / 2: Rhythm Regatta 1 / 2 / 3

> Level 1 / 2 / 3: Rhythm Rockets 1 / 2

> Level P-1A: Smiley & Friends - Rhythm 1

> Level P-1A: Steady As She Goes 1

Rhythm - Visual

> Level P-1A / 1: Meteor Match 1 / 1A / 2 / 3 / 4

> Level 2: Music Darts - Rhythm 4

> Level 2: Rhythm Math 1

> Level P-1A / 1 / 2: Rhythm Pop 1 / 1A / 2 / 3 / 4

* HIGH SCORES IN ALL “Rhythm-Visual” = PASS

The concept of scales and the pattern of the major scale. GRP

Complete:

LB Workbook bottom of p. 25, 26, & 27 GRP

MUSIC LEARNING GAMES

Intervals - Visual

> Level 2 / 3: Beat the Clock - Playing Intervals 1 / 2

> Level 2 / 3: Cannon Intervals 1

NOTE: high scores in all games required before meeting with Choir Director

To pass: work with Choir Director

The key signatures of C, F and G major. GRP

Complete: LB Workbook p.28-29 GRP

MUSIC LEARNING GAMES

Scales & Key Signatures

> Level 1 / 2: Cosmic Key Sigs 1

* HIGH SCORE = PASS

The concept of accidentals. GRP

Complete: LB Workbook p.30-31 GRP

MUSIC LEARNING GAMES

Keyboard Elements

> P-1A: LetterFly 4 / 5 / 6

NOTE: high scores in all games required before meeting with Choir Director

To pass: test with Choir Director

The concept of measures and time signatures (2/4, 3/4, 4/4, 2/2).

Complete: LB Workbook p.19-21 GRP

MUSIC LEARNING GAMES

Rhythm - Visual

> Level P-1A / 1: Rhythm Writer 1 / 2 / 3

> Level P-1A / 1: Time Sig Blimp 1 / 2

* HIGH SCORES [+ work with Choir Director on 2-2 Time sig] = PASS

The basic dynamic markings (listed on page 32).

Complete: LB Workbook p.32-33 GRP

MUSIC LEARNING GAMES

Pitch & Melody - Aural

> Level P-1A / 1: Pick the Pattern Loud & Soft 1 / 2

Music Terms & Symbols

> Level P-1A / 1 / 2: Falling Symbols 1 / 2 / 3

> Level P-1A / 1: Music Darts 1 / 2 / 3

* HIGH SCORES IN ALL = PASS

During this time, when ready:

Complete the "Music basics" puzzles in the LB Workbook p.12 & 13 GRP


The singer can:

Complete: LB Workbook Preparation o n p.22, 23, 24 re Intervals GRP

Sing back a simple melody, which will be played twice. The key chord and tonic will first be sounded and the pulse indicated.

MUSIC LEARNING GAMES

Keyboard Elements

> Level P-1A: LetterFly 1 / 2 / 3

Pitch & Melody - Aural

> Level P-1A: High & Low

> Level P-1A / 1 / 2: Melody Match 1 / 2

> Level P-1A: Smiley & Friends 1 / 2

Tonal Memory & Playback

> Level 1: Musical Memory 1 (all) / 2

NOTE: high scores in all games required before meeting with Choir Director

To pass: test with Choir Director

Clap a simple rhythm. The pulse will first be indicated and the test played twice.

MUSIC LEARNING GAMES

Rhythm - Aural

> Level P-1A / 1: Faster, Slower, Same 1 / 2 / 3

> Level P-1A / 1: Manny’s Short & Long 1 / 2

> Level P-1A / 1 / 2: Rhythm Pix 1 / 2

> Level P-1A / 1: Rhythm Rally 1 / 1A / 2

> Level 2: Rhythm Factory 1 & 2

NOTE: high scores in all games required before meeting with Choir Director

To pass: test with Choir Director

Sing, unaccompanied, a one-octave major scale (ascending and descending). The key chord and tonic will first be sounded.

To pass: test with Choir Director

Tap the pulse of a passage of music with 2 or 3 beats per measure. The passage will be played twice. The second time the singer should tap the pulse stressing the strong beats, then say whether there are 2 or 3 beats per measure.

MUSIC LEARNING GAMES

Rhythm - Aural

> Level 2 / 3: Meter Match

NOTE: high scores in all games required before meeting with Choir Director

To pass: test with Choir Director

Clap or sing, on one note, a simple rhythm from sight.

ALL MUSIC LEARNING GAMES for “Clap a simple rhythm.....” above, apply here as well.

To pass: test with Choir Director

Sing a simple stepwise melody from sight on any vowel. The key chord and tonic will first be sounded.

MELODIA: First Series

> As many exercises as needed 1-108 - working with Choir Director

MUSIC LEARNING GAMES

Pitch & Melody - Aural

> Level 2/3/4: Melody Mayhem 1 / 2 / 3

> Level P-1A / 1: Melody Pix 1 / 2 / 3

> Level 1: Melody Puzzles 1

> Level 2 / 3: Pick the Pattern 1 / 2

> Level P-1A / 1: Storm Chasers 1 / 2 / 3

NOTE: high scores in all games required before meeting with Choir Director

To pass: test with Choir Director

MODULE C: Repertoire

The singer has completed the section on repertoire in the workbook

Complete: LB Workbook p.35-37 GRP

To pass: test with Choir Director GRP

MODULE D: Belonging to the choir

Amassed required points

Choir Director

Discussed what it means to be part of a choir, and how music impacts the singer, and the listener. GRP

Complete: LB Workbook p.38-41 GRP

Discussed and worked on with Choir Director

MODULE E: Christian Training

Passed goals on Christian Training Form

> Some items - GRP

This will involve: Choir Director

Clergy OR...

Youth Minister OR...

Christian Ed. Director



DARK BLUE LEVEL

GOAL

RESOURCE

Module A:

Using the voice well The singer understands the need for regular practice and:

Understands how to stand and sit well while singing, and demonstrates this

during rehearsals and performances without being reminded. GRP







These items are all taught, assessed, and passed by working with the Choir Director.


Complete:

DB Workbook p.4, 5, 7, 8, 13 GRP

Has developed the good breath management learnt at Light Blue level and demonstrates this by singing with a good even tone to the end of each line or phrase, and shows control of dynamics.

Understands where it might be

appropriate to breathe in a piece of music. GRP

Has developed the range of the comfortable register found at Light Blue

level and now sings with resonance. He/she has demonstrated this by singing an ascending and descending scale of an octave with resonance throughout.

Sings with clear diction, producing good, pure vowels and clear consonants.

Can sing a hymn, song, or psalm, in a comfortable register and with a range of up to an octave. Can sing a small portion (such as one verse) unaccompanied and maintain good intonation throughout.












Module B: Musical skills and understanding

The singer has completed the theory section of the Dark Blue workbook and demonstrates that he/she knows and understands:

The common note values and their

equivalent rests, including sixteenth

notes and dotted notes.


Complete: DB Workbook p. 14-16 GRP

MUSIC LEARNING GAMES

Rhythm - Aural

> Level 3 / 4: Downhill Rhythms 1 / 2 / 3

> Level 2 /3: Hot Air Rhythms 1 / 2

> Level 5: Random Rhythms 1

> Level 3 / 4: Rhythm Factory 3 / 4

> Level 3 / 4: Rhythm Finder 1

> Level 2 / 3: Rhythm Pix 3 / 4

> Level 2 / 3: Rhythm Regatta 4 / 5

> Level 5: Rhythm Riff

> Level 3 / 4: Rhythm Rockets 3 / 4 / 5

> Level 3 / 4: Surfin’ Rhythms 1 / 2

Rhythm - Visual

> Level P-1A / 1: Rhythm Writer 4 / 5 / 6

* HIGH SCORES IN ALL = PASS

May be discussed and worked on with Choir Director

The pattern of the harmonic minor scale and concept of the relative minor key. GRP

Complete: DB Workbook p.21-22 GRP

MUSIC LEARNING GAMES

Scales & Key Signatures

> Level 3 / 4: Evergreen Scales 3

> Level 1 / 2: Songbirds Major & Minor 1 / 2

> Level 5: Surfin ’Scales 1

* HIGH SCORE = PASS

May be discussed and worked on with Choir Director

ALL key signatures thru 7 sharps and flats (both major and minor). GRP

Complete: DB Workbook p.23-24 GRP

MUSIC LEARNING GAMES

Scales & Key Signatures

> Level 2: Cosmic Key Sigs 2

> Level 3 / 4: Key Sig Warehouse 1 / 2 / 3

> Level 2 / 3: Order Me Up 1 / 2

> Level 3 / 4 / 5: Key Sig Canoes 1 / 2 / 3 / 4

> Level 4: Key Sig Keynotes 1 / 2

> Level 3 / 4 / 5: Scale Family Picnic 3 / 4 / 5

> Level 5: Circle of Fifths 1 / 2

* HIGH SCORE = PASS

May be discussed and worked on with Choir Director

Intervals (unison, octave, major/minor second, major/minor third, perfect fourth, perfect fifth, major sixth, major seventh).

N.B. Workbook states Intervals of unison thru P5 done in LB - there is no such goal, though it is in the book.

Complete: LB Workbook p.22-24 &

DB Workbook p.17-19 GRP

MUSIC LEARNING GAMES

Intervals - Aural

> Level 1 / 2: Catch the Coconut 1 / 2 / 3 / 4

> Level 1 / 2: Climbing High 1

> Level 2 / 3: Climbing Higher 1

> Level 3 / 4: Hearing Harmonic Intervals 1

> Level 2 / 3 / 4: Interval Aces 1 / 2 / 3 / 4

> Level 3 / 4: Interval Aliens 1 / 2 / 3

> Level 2 / 3/ 4: interval Arcade 1 / 2

> Level 2: Interval Slide 1

> Level 2 / 3 / 4: Sticky Stockings 1 / 2

Pitch & Melody - Aural

> Level 3 / 4: Pitch Detective 1 / 2

Intervals - Visual

> Level P-1A: Alpha Steps & Skips 1 / 2 / 3

> Level P-1A / 1: Step Right Up 1 / 2 / 3

> Level P-1A / 1: Undersea Intervals 1 / 2

> Level 2 / 3 / 4: Canon Intervals 1 / 2 / 3 / 4

> Level 2 / 3: Interval Rockets 1

> Level P-1A / 1 / 2 / 3: Interval Surprise 1 / 2

> Level 2 / 3 / 4 / 5: Note Flakes Diat. Int. 1 / 2

* HIGH SCORE = PASS

May be discussed and worked on with Choir Director

The concept of a chord, the construction of a triad and the difference between major and minor triads.

Complete: DB Workbook p.25-27 GRP 

MUSIC LEARNING GAMES

Chords/Harmony - Visual

> Level 2 / 3 / 4: Beat the Clock - Playing Triads 1 / 2 / 3 / 4 / 5

> Level 2 / 3 / 4: Floating Triads 1 / 2

> Level 2 / 3: Triad Launch 1 / 2

Chords/Harmony - Aural

> Level 2 / 3: Hearing Triads 1

> Level 3 / 4: Tropical Triads 1

> Level 2 / 3: Tumble Triads 1 / 2

NOTE: high scores in all games required before meeting with Choir Director

To pass: meet with Choir Director

The commonly used performance directions listed on page 28. GRP

Complete: DB Workbook p.28-29 GRP

MUSIC LEARNING GAMES

Rhythm - Visual

> Level 2 / 3 / 4: Falling Symbols 4 / 5

* HIGH SCORES [+ work with Choir Director on other Perf. Dir.] = PASS

The Singer can:

Sing back a short melody. The key chord and key note will first be sounded and the pulse indicated. The melody will be played twice.

MUSIC LEARNING GAMES

Tonal Memory & Playback

> Level 1 / 2 / 3: Musical Memory 3

> Level 3 / 4: Musical Memory Challenge 1

To pass: test with Choir Director

Clap back a simple rhythm. The pulse will first be given and the test played twice.

MUSIC LEARNING GAMES

Review: LB “Clap a simple rhythm” games

To pass: test with Choir Director

Identify a triad as major or minor on hearing it played twice.

Review: “The concept of a chord” above.

To pass: test with Choir Director

Look at two measures of music and: i) name the key (up to 3 sharps or flats, major keys only); ii) name the pitch of the first note in their own vocal part; and iii) on hearing the chord, sing the first note.

Review: “ALL key signatures” above.

To pass: test with Choir Director

Sing an interval above a given starting note (unison, octave, major/minor second, major/minor third, perfect fourth, perfect fifth, major sixth, major seventh).

Review: “Intervals” above.

To pass: test with Choir Director

Tap the pulse of a passage of music in 2. 3 or 4 time. The passage will be played twice and on the second playing the singer should tap the beat and stress where the strong beat falls. They should then state the time.

Review: LB “Tap the pulse”

To pass: test with Choir Director

Clap, or sing on one note a rhythm. including dotted notes, from sight.

Review: “The common note values”

To pass: test with Choir Director

Sing from sight a short melody on any vowel, showing an awareness of dynamic level. The key chord and keynote will first be sounded and the pulse indicated. The set piece may be in any key up to 3 sharps or slats and include dotted note values and leaps of all intervals learnt at this level.

MELODIA: First Series

> As many exercises as needed 109 thru end, G clef or F, depending on voice

Second Series

> At least the 1st page to demonstrate 2 part singing

Third Series

> At least 2-3 pages to reinforce concept of accidentals

Series Five

> The singing of octaves, M/m 6ths, 5ths, 4ths, M/m 3rds, and M/m 2nds

Module C. Repertoire

The singer has completed the section on repertoire in the workbook and taken test.

Complete: DB Workbook p.30-32 GRP

To pass: test with Choir Director GRP

Module D: Belonging to the choir

Amassed required points - includes grading on demonstrating ability to be a leader to newer members in the choir.

Choir Director

Discussed what it means to be part of a choir, and how music impacts the singer, and the listener.

Complete: DB Workbook p.33-39 GRP

Discussed and worked on with Choir Director

GRP

MODULE E: Christian Training

Passed goals on Christian Training Form

> 1 item - GRP

This will involve: Choir Director [1 item]

Clergy OR...

Youth Minister OR...

Christian Ed. Director

 



Module A: Using the voice well

The singer understands the need for regular practice and:

Understands the need for good posture;

as second nature, consistently stands and sits well in rehearsals and performances.














These items are all taught, assessed, and passed by working with the Choir Director.


Complete:

RED Workbook as needed/desired

p.4 thru 16 GRP

Understands the basic mechanics of breathing.

Has developed good breath management and demonstrates this through a good even tone and control of dynamics.

Understands where it is appropriate to breathe in the music, and why, and understands how to achieve the effect of no breathing in a piece or phrase using staggered breathing as part of the choir.

Understands the basic mechanics of sound production.

Understands the different registers of the voice and how to access them.

Has developed the range and resonance of the voice, and has demonstrated this by singing an ascending and descending scale of at least an octave on any vowel, with resonance throughout, being aware of placing the sounds correctly and avoiding a break in the resonance.

Understands the need for clear diction and how to use diction appropriately according to the style of music being performed, and demonstrates this in rehearsals and performances.

Understands the difference between solo and choral singing and contributes to the overall sound while blending the voice with the ensemble as a whole.

Has sung accurately and musically a carefully prepared short solo or solo line in a service, concert or similar public event.

 





Module B: Musical skills and understanding

The singer has completed the theory section of the Red workbook and demonstrates

that he/she knows and understands:

The names of pitches in the treble and bass clefs, including those on ledger lines.

Complete: RED Workbook p. 17-18 GRP

Review: as needed LB items for “pitch names of the notes of the G clef staff and the F clef staff”

MUSIC LEARNING GAMES

Pitch & Melody - Visual

> Level 2 / 3 / 4: Jingle Notes Ledgers 3 / 4 (reviewing Jingles Notes in Levels P-1A thru 2, games # 1 & 2, could be useful)

To pass: test with Choir Director GRP

Time values of notes and rests, including tied notes.

Complete: RED Workbook p. 19 GRP

Review: as needed LB & DB items for “note values and their equivalent rests...”

MUSIC LEARNING GAMES

Rhythm - Visual

> Level 1 / 2: Rhythm Pop 3 - in particular, deals with ‘tied notes’

To pass: test with Choir Director

All key signatures

Review: as needed DB items for “ALL key signatures....”

To pass: test with Choir Director GRP

Compound time signatures.

Complete: RED Workbook p. 20 GRP

Review: as needed LB & DB items for “note values and their equivalent rests...”

MUSIC LEARNING GAMES

Rhythm - Visual

> Level 3 / 4: Rhythm Pop 5

NOTE: high scores in this game required before meeting with Choir Director

To pass: test with Choir Director

The characteristics and names of major, minor and perfect intervals up to an octave.

Complete: RED Workbook p. 21-23 GRP

Review: as needed DB items for “Intervals...”

MUSIC LEARNING GAMES

Intervals - Aural

> Level 4 / 5: Interval Aliens 4

NOTE: high scores in this game required before meeting with Choir Director

To pass: test with Choir Director



 



The notes of major and minor arpeggios in all keys.

Complete: RED Workbook p. 27 GRP

Review: as needed DB items for "The concept of a chord...."

To pass: test with Choir Director

The frequently used performance directions listed on pages 28 and 29.

Complete: RED Workbook p. 28-29 GRP

To pass: test with Choir Director

Sing back a melody. The key chord and key note will first be sounded and the pulse indicated. The melody will be played twice.

Review: as needed DB items for “Sing back a short melody....”

To pass: test with Choir Director

Sing a one-octave major or minor arpeggio, unaccompanied, ascending and descending.

The key chord and note will first be indicated.

Work on this topic together with “The notes of major & minor arpeggios....” above.

To pass: test with Choir Director

The singer has read and understood the music theory in Module B and can:

Look at a short excerpt of music and: i) name the key (major or minor): ii) name the pitch of any note in the first chord; and iii) on hearing the first chord, sing any of its notes in their vocal range at the request of the choir director.

Work on this topic together with “ALL key signatures....” above.

To pass: test with Choir Director

Sing any major, minor or perfect interval up to an octave above a given starting note.

Work on this topic together with “The characteristics and names of major, minor and perfect intervals...” above.

To pass: test with Choir Director

Tap the pulse of a passage of music in simple or compound time. The passage will be played twice and on the second playing the singer should tap the beat and stress where the strong beat falls. The singer should then state whether the passage is in 2, 3 or 4 time.

Review: as needed LB “Tap the pulse”

To pass: test with Choir Director

Sing from sight a simple song or anthem with words, with awareness of dynamics, phrasing and expression. The key chord and key note will first be sounded. The set piece may be in simple or compound time, in any key up to five sharps or flats, and include dotted and tied notes.

To pass: test with Choir Director








 



Module C: Repertoire

The singer has completed the section on repertoire in the workbook and knows how to take a piece of music and:

Find out who wrote the music and when (e.g., which period or century).






Complete: RED Workbook p.30-32

To pass: work with Choir Director -

including taking the

Repertoire Test

Find the source of the text (e.g., the Bible, a poem, a prayer).

Discuss in simple terms the relationship between the music/texts mood using some basic musical analysis (learned from Module B).

Find some simple information about the life of the composer (e.g., family, job).

Find out whether the piece was originally composed for a particular event, or commissioned and/or written with a certain individual or group in mind

Turn this information into program notes.

MODULE D: Belonging to the choir

The singer:

Is committed, reliable and punctual, always informing the choir director before being absent.





Amassed required points - includes grading on demonstrating ability to be a leader to newer members in the choir.

Choir Director

Leads other singers by example with attendance, singing and behavior in rehearsals and services/concerts.

Understands the difference between solo and choral singing.

Helps the less-experienced singers in the choir without causing fuss or distraction.

MODULE E: Choir in context

The singer has completed the three topics on pages 34–39

Topic 1: The wider community

Complete: RED Workbook p.34-39

Discussed and worked on with Choir Director

Topic 2: The roots of your choir

Topic 3: Music in worship




 



MODULE E: Christian Training

Passed goals on Christian Training Form

This will involve:

Clergy OR...

Youth Minister OR...

Christian Ed. Director