APSU COURSES TK
APSU Courses Taught:
(Courses taught SPRING 2010 are in BOLD)
- Private Voice All Semesters
- German Diction for Singers Spring 2010
- Italian Diction for Singers Spring 2010
- French Diction for Singers
- Art Song Literature
- Opera Literature Fall 2008
- Music in America
- Directed Studies – Lance Morrow Diction
[scroll past VOICE SYLLABUS 2009/2010 for FRENCH DICTION SYLLABUS SPRING 2010, THEN AFTER FRENCH, SEE ITALIAN DICTION, THEN SEE GERMAN DICTION
INDIVIDUAL VOICE INSTRUCTION
FALL 2009/ SPRING 2010
MUSIC 1200, 1209, 3200, 5200 (CREDIT 1, 2, 3, or 4hrs) DR. T. KING
M/MC 322 VOX 221-7648 CELL 220-2853 E-MAIL KINGT@APSU.EDU
Mission Statement:
To produce vibrant, noble singers with secure vocal technique, good communication through excellent diction and appropriate moods, even tone throughout the voice, legato singing and well-crafted phrasing, strong musical skills, and an elegant artistic approach to the art of singing and stage craft.
ALL STUDENTS WILL SING EXERCISES AND WARM UPS FROM THE LIST.
GET A NOTEBOOK! GET A NOTEBOOK! GET A NOTEBOOK!
MUSIC 1200-1209
Instruction in proper breathing, pleasing tone quality, correct diction in all languages, strengthening musicianship, THREE songs memorized*, FIVE songs learned, songs in English or Italian, perhaps other languages, performing in voice lab (in public) TWICE, observe THREE lessons in the studio by Nov/Apr. 1, PRACTICE, TAKE CHARGE, SIGHT SING 30 MELODIES, ATTEND SEVERAL VOICE CONCERTS. [Students who have a varied background in music will follow another course of study in Music 1200. These students will work intensively on musicianship, music reading, style, and will memorize fewer songs. This course of study should last only one or two semesters at the most. If significant improvement is not achieved, another major should be considered.]
MUSIC 3200
Continued instruction in breathing, tone quality, diction, and musicianship, adding more advanced vocal techniques, range, and difficulty. FOUR songs memorized*, SEVEN songs learned, all FOUR languages represented, at least one opera or oratorio aria learned, perform in voice lab (in public) THRICE, observe THREE lessons by Nov/Apr. 1, PRACTICE, TAKE CHARGE, SIGHT SING 35 MELODIES, ATTEND SEVERAL VOICE CONCERTS. Give TWO voice lessons to a younger singer. (MUSIC 1209, 3200 for 1 hour credit 2 and 4)
MUSIC 5200
Continued instruction as above. FOUR songs memorized*, EIGHT songs learned, TWO opera or oratorio arias, perform THREE or FOUR times in public, take a very active role in voice lab in critique and encouragement, observe THREE lessons by Nov/Apr. 1, PRACTICE, TAKE CHARGE, SIGHT SING 40 MELODIES, ATTEND SEVERAL VOICE CONCERTS, offer extra help to younger singers, give THREE voice lessons to a younger singer.
*memorized means learned thoroughly, written translation & explanation, IPA of foreign languages, moods written in.
Students must read the ‘Code of Student Conduct’ in the new Student Handbook to understand what will be expected of them in the academic setting. NO FOOD, DRINK, MINORS IN CLASS. PLEASE TURN OFF CELL PHONES & BEEPERS. Arrive on time, ready to work. Any student who has a condition that may affect his/her academic performance in this class is encouraged to make an appointment to discuss this matter, and/or contact Disability Services, located in Clement 131, VOX 221-6230 VOX tty 221-6278 Please, no minors in class without permission.
1/2 hour lessons = 1/2 hour practice per day One hour lessons = one hour practice per day
Keep a journal of each day’s practice and progress. Suggested entries in the journal are:
sang exercises A-J, warmed up to Bb easily, still breathy, especially on [a] vowel, learned page 1-2 of Schubert, memorized all of Ives, still shaky on rhythms of Beethoven, practiced about 25 minutes, listened to a CD of Schubert songs, helped another singer in her practice and warm ups.
I will check the journal. Bring it, your music, your warm ups, etc to class EVERY LESSON.
I hope you will benefit by writing about your work & progress & even your failures! We will work through them together.
GRADES based on improvement, preparation, memorization, performance, eagerness to work, length of practice time, journal entries, attendance in lessons, labs, observations, and concerts .
PLEASE CONTACT ME IF YOU NEED TO MISS A LESSON. I WILL CONTACT YOU IF I NEED TO MISS. ALL LESSONS WILL BE MADE UP. GET A NOTEBOOK! The above schedule and procedures are subject to change in the event of extenuating circumstances.
JUNIOR RECITAL MUSIC 3950
Each student will present a 30-35 minute recital of varying languages and styles. Sing a hearing 3 to 4 weeks before the recital. A typical recital could consist of a Handel aria in English or Italian, a group of German Lieder and French chansons, a group of American and/or British song, and perhaps one operatic aria.
SENIOR RECITAL MUSIC 4930 30-40 minutes of music, otherwise similar to Junior Recital.
SENIOR RECITAL MUSIC 4950 45-50 minutes, four languages represented – at least three different musical styles, otherwise same as above.
GRADUATE RECITAL MUSIC 5930 60 minutes of music, four languages, several styles, one song cycle, advanced music presented, hearing 3 to 4 weeks before the recital.
LANGUAGE DICTIONARIES GERMAN PF 3640 FRENCH PC 2640 ITALIAN PC 1640 all in Reference
VOICE LABS BE THERE!!!
FALL 2009 SPRING 2010
SEP 22, OCT 15, NOV 17, DEC 10, 2009
JAN 26, FEB 25, MAR 18, APR 1, 2010
ALL AT 9:30-11 CONCERT HALL
RECITALS NICOLE PAU, MICHAEL DOZIER, JAY WILKINSON
PRACTICE IDEAS
1) physical warm ups, jog in place, roll head, wiggle fingers-hands-arms-shoulders, twist at waist, massage neck-mouth-jaw 2) hum, later oo 54321 in mid-range
3) yaw, yaw, yaw, yaw, yaw 54321 mid-range 4) yoh—- 1-8-1 slides or 8-1-8 or wider
5) meeyaw or meeyah on each pitch 54321 to low range
………………………………………8
6) The Lord is my Light 5… 531 to higher range 7) 13531 yoh to high range (yah)
see the list of specific exercises
Songbooks? WWW.TISBOOK.COM OR AMAZON.COM OR ABEBOOKS.COM OR HALINFO@HALLEONARD.COM
EFFECTIVE PRACTICE AND AN “A”
Well, first you have to go to a room and begin. Set a schedule. Put practice into your routine of classes, lunch, and practice times. Set aside blocks of time for practice. Try to find your fist pitch without the piano. You will find a pitch more easily if you think about it each day.
Below I list what you personally need to do
_____Attend all lessons or if you miss, arrange for an extra lesson.
_____Choose all songs needed for the semester.
_____Plan exact work on them.
_____Memorize enough songs
_____Learn how to sing all exercises
_____If you make up your own exercises, turn in for extra credit!!!!!!!!
_____memorize AND USE the chart of IPA symbols.
_____Observe other lessons, agreat way to learn technique without singing at the same time.
_____Take charge in the lesson. The lesson is for you. If you have no piece to offer, then work on technique and show your improvement. Do something. Don’t just wait for me to take charge. I already know how to do that. You begin to take charge!!!
Beginning to learn the song Always do these ideas in short sections, not the entire song at first.
A pronounce words with big vowels using inflection of tone–not in monotone speech B sight sing names of notes no rhythm C clap or snap or tap rhythm — no pitches D sing melody in rhythm -no words use loo, low, law, too, taw E sing the song full out (in sections) F sing sections of song from the end to the front G sing the song full out
NO SINGING (if sick, if hoarse, etc.) a translate the words, b write in the moods, c assign IPA sysmbols to extreme notes and to foreign language, d practice five moods, e pantomime song with full out gestures and facial expressions, f read about the composer in Baker’s Biographical Dictionary, g read about the composer on line, h list the composer’s dates, style and era, and list other representative works Show your personality in the lessons. Take Charge. Be a Diva (Divo) [a polite one!!]
KING STUDIO EXERCISES
STUDENTS WILL BE ABLE TO PERFORM THESE EXERCISES SUCCESSFULLY At the beginning of lessons, you choose 5 exercises to present. I will not teach you these notes.
[EXERCISES WILL BE DISTRIBUTED AT THE FIRST LESSON]
PHYSICAL EXERCISES especially needed if you ae singing early in the day!
Wind neck around. Move shoulders up & down. Twist at waist. Bend over & let blood flow to head. Let head roll forward to your chest, then gently push it forward with your hands until your chin rests on your chest. Stick tongue out very far to “make” & then immediately loosen tension (Yoga-Lion). Rotate shoulders, elbows, arms. Bend over like a rag doll.
BREATHING EXERCISES
Inhale, then hiss out smoothly & evenly. Feel hookup with abdominal muscles. At end of breath, do a “HSK” sound to give vitality & an abrupt stop. Roll out (up) breath as if you were rolling up a tube of toothpaste – from bottom to top. Hands behind head, inhale “through a straw,” then hands down & repeat. Inhale, count to 5 during exhale, then quick inhale, count to 10, 15, 20, etc.
SINGING EXERCISES
START WITH ANY OF THESE A,C,D’,G,H,I,M,Q,R,T,U,W,Z,BB,EE
A notice support of tone, vital inhalation A’ messa di voce for breath control
B to give same onset for both pitches B’ pulsated drill for support
C good 1st exercise in warming up, to get placement & focus & vital breathing
D tone too far back??, too swallowed?? try this D’ loosens tension in jaw
E same as D E’ breath control F focus & forward tone
G good 1st exercies, loosens tension & relaxes tongue (good when sick) H same as G
I to mix the best of dark & bright vowels J flexibility J’ flexibility, breath, & theory
K keep palate up K’ range & energy L focus & palcement & resonance space
M good 1st exercise, don’t change anything between low & high notes. Really slide.
N flexibility & range N’ breath control & range O & P men only range & ease of high notes
P’ head voice, feel dome effect
Q good 1st exercise, focus to mix best of dark & bright vowels, same as I
R loosen jaw, fluid, not heavy to start, lift on 1st note S same as R
T focus, don’t punch 2nd note, hear height in 2nd note U same as T U’ flexibility & range
V focus, range same as I & Q W good 1st exercise W’ even tone quality on all vowels
X focus & space, hear height in 2nd note
Y range, resonance space [α] on high notes needs little dark point to crown of hard palate
Z focus, hear height in 2nd note
AA evenness of tone throughout range, pull back with hand on 1st do BB scale, beauty, theory
CC tenor passaggio, height & space on top, prepare for 5th on 3rd note DD same as CC
EE good 1st exercise, focus FF evenness of tone, mix best of dark & bright vowels
GG natural minor and harmonic minor, theory HH range II breath
1. Always start in the middle range & work out to the ends of your range.
2. To get the tone out of the nose, hold your nose and sing “behind” it.
3. Whining gets one warmed up without singing too much. Use if you are tired or sick.
4. Hand or fist on stomach to be aware of support.
5. Hum & “chew gum” on a single pitch to begin a warm up.
6. Alternate [i] & [o] on a song melody to get the breath going on a phrase.
7. Let jaw just hang when singing. The genius part is the upper half of your face!
8. To find [α], line up fingers on cheeks & push them between teeth a little. Sing [a].
9. Keep rib “accordion” expanded while singing. Think of arms as wings.
10. No wrinkled forehead (it hardens soft palate).
12. Feel mask space, feel “cheeks” space, height & space on top.
F=TEETH H= SPIDER J=BICYCLE K=CAR JACK R=BABY TALK S=SOUR PUSS AA=ARPEGGIO ECHO
BREATHING IDEAS raise air pressure in lungs to get phonation. this is subglottal pressure (below the glottis)
intercostal lift, abdominal tuck, feeling of support under the tone with low muscular effort
balanced pressure of thoracic muscles of inspiration and abdominal muscles of expiration
Italian drill messa di voce (the putting of the voice) I like the measuring of the voice!
clavicular breathing=too high, thoracic breathing=still high, abdominal breathing=GOOD & low
areas of vocal technique
1 breath management (appoggio), 2 onset and breath renewal (attack and release), 3 velocity and legato (agility and sostenuto), 4 vowel tracking (vowel differentiation), 5 vowel modification, 6 voice classification, 7 voice registration (passaggi, female, male), 8 resonance balancing (formants of the singing voice), 9 laryngeal stabilization, 10 vibrancy (phenomenon of vibrato), 11 range extension and dynamic control, 12 guidelines for healthy voice production
THE ONE MINUTE SELF TEACHER Take one minute a few times a day to teach yourself what you want to learn. Most of what you learn happens outside the studio. 1 Set one min. goals. 2 Give one min. praising. 3 Use one min. recoveries.
ONE MINUTE GOAL SETTING (6 THINGS) I think about what I want to teach myself. I write goals in first person. I write goals briefly. I set definite time to reach goal. I imagine how good I feel as I achieve. I look at my behavior – Does it match my goal?
ONE MINUTE PRAISING (5 THINGS) Praise myself immediately. Tell specifically what I have done right (or approximately right). Tell how good I feel and pause to feel that success. Remind myself I am a good person. Encourage myself to continue this behavior. [Every day we do things right, but we fail to recognize our small successes.]
Apollo mission made it and landed precisely on target, BUT, it continually adjusted course. We succeed faster if we are adjusting immediately and constantly as we realize we are off course. Look closely at your behavior and to correct small errors as soon as possible.
ONE MINUTE RECOVERY (6 THINGS) Notice quickly if behavior does not match goal. Tell specifically what I did wrong. Be silent for a few seconds to feel the “fumble.” Remind myself that my behavior is not good, but I am still good. Do not defend my behavior. Change my behavior and recover.
PIP Perfect isn’t possible
the more often I have a good attitude, the more often I have a good day. “perpetual optimism is a force multiplier” – Colin Powell
Take direction and responsibility for your own life. Don’t wait for something to be perfect before the one minute praising. I know I am not my behavior. I can change whatever behavior I feel is bad for me because I always have my good self to draw upon. Now what does this mean in singing? topics: Breathing Vowels, focus, direction, placement Phrasing Languages, diction Musicianship Range Other?
Identify what topic you need as a goal. Begin. I will help you in EXACTLY what to do.
BREATH SUPPORT
POSTURE:
Stand in an upright position with chest (rib “accordion”) high and feet under shoulders. Imagine winged victory stance. Put extended open palm high on chest (to check).
INHALATION:
1) Breathe through nose** and mouth in a comfortable yawn motion with an open throat. 2) If throat is closed (UGH), you can “hear” intake of air. 3)Using yawn raises palate and allows jaw to hang. 4)Imagine you have on a “vest” of ribs. 5)As you inhale, the ribs should expand outward all around the body. 6)Keep in touch with your “breathing spot” (bottom of the sternum). 7)The diaphragm is attached to the bottom of the sternum. 8)As the rib “accordion” expands, the diaphragm goes down causing the lungs to fill and creating compression in the thoracic cavity – the “suspended” feel, the “full” feel. 9)Intercostal muscles between ribs are assisted by the rectus abdominus and oblique abdominals plus corresponding muscles in the back. 10) Lean forward and put hands on lower back at the ribs to feel expansion.
11) The expansion should be felt all around. 12)The muscles of inhalation are used to keep the ribs expanded (resist the collapse!!) which keeps diaphragm down & gives the “feel” of SUPPORT.
EXHALATION:
Learn to use a flexing motion of these muscles to keep expansion going in a dynamic manner. DO NOT “hold” or “fix” the breath in a static manner. “Flexing” is an “elastic” motion.
Never push the air, but rather “call on” or “pull on” the air.
Flexing motion helps to avoid tension.
Finally use “tucking” to help the air move to the tone.
An expanded rib “accordion” keeps diaphragm from going up and “pushing” air out.
Legs and lower torso give synergistic support.
FEEDBACK:
Place thumb on “breathing spot” and run fingers down towards navel.
Use elastic belt.
Lean against piano with a horizontal book between you and the piano.
Place hands on lower ribs, thumbs down,(side and back) to feel expansion.
Feel expansion during lip buzz.
Press thumb into the palm of the other hand.
DEVELOPMENT:
Use staccato exercises for energy. Exercise back muscles. Be aware of them. Use long legato exercises to practice “resisting the collapse.”
**Breathing throught the nose is an excellent tool for feeling expansion, but can be impractical in a fast piece or when a quick inhalation is needed.
VOICE CONTRACT sample
I WILL LEARN AND MEMORIZE THE REQUIRED NUMBER OF SONGS.
I WILL OBSERVE 3 LESSONS. I WILL PERFORM 3 TIMES IN LAB, RECITAL, OR MASTER CLASS. I WILL KEEP A JOURNAL OF PRACTICE AND PROGRESS.
I WILL TAKE CHARGE IN THE LESSONS. I WILL SIGHT SING THE REQUIRED NUMBER OF EXERCISES. I WILL BE ABLE TO SING ALL WARM UPS.
I WILL WORK ON (List specific technical things)
Each category below will be filled in by TK
OBSERVATIONS REPERTOIRE JOURNAL CHECK ABSENCES SIGHT SING #
TAUGHT LESSONS LABs SANG VOICE CONCERTS ATTENDED
Vocal Technique Tips KEEP THE STERNUM HIGH EXPAND THE RIB ACCORDION
TOOTHPASTE TUBE RESIST THE COLLAPSE KEEP THE TONE SPINNING
RESONANCE SPACE – VOWEL SIZES (CHURCH, NOT CHURCH BASEMENT – BELL OF THE HORN)
THE SINGING TONE ELEGANCE ENJOY – SEND A MESSAGE
INTERNATIONAL PHONETIC ALPHABET
(bright, forward)………………………………………………………………………………………………….. (dark, back)
[i] eat……………………………………… [y] du,für ……………….food [u]
(small) …………………………………………………………………………………………………………..(small)
[e]été,Seele ………….[Y] Glück ……….chose, Sohn [o]
…[I] it………………………… [ø] peu, schön …….look [U]
……[ε:]ate, Mädchen …[ə] je, ugh………………. boat [o]
(medium) ……………………………………………………………. (medium)
………..[ε] set …………………….[ô] Lord
…………….[æ] sat
……………….[a] lamb…. [œ] seul, Hölle [ɔ] taught
………………………..[α] father
………………………………………………..(large)
Underlined words are French and German examples.
◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊
◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊
◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊◊
AT THE END OF THIS ENTIRE SYLLABUS, FINE A CHECKLIST FOR COUNTING YOUR POINTS.
***French Diction for Singers***
MUS 4524 5524 1 hour credit
Spring 2010 MW 12:20-1:15 Room 232 King office M/MC 322 kingt@apsu.edu 221-7648 cell 931-220-2853 www.drthomasking.com FACEBOOK GROUP =KING FRENCH. Thomas King facebook has suggestions throughout the course. If you are on Facebook, check it out now and contact me to show you read it. If you are NOT on Facebook, please join now. It is an ideal way to communicate. There will be a class discussion group on Facebook. Students are REQUIRED to check e mail, web site, face book OFTEN for communication, details, assignments, etc.
Required Text: Diction for Singers Joan Wall
Suggested: electronic collection of materials
Strongly suggested: French dictionary with IPA pronunciation guide
FYI: French Dictionary in the library PC 2640 in the reference section.
UNDERGRADUATE OBJECTIVES:
PRONOUNCE THE LANGUAGE CORRECTLY, WHILE SPEAKING AND WHILE SINGING.
PERFORM (SINGING AND RECITING) SEVERAL TIMES TO DEMONSTRATE SKILLS ACQUIRED IN THE LANGUAGE.
SUCCESSFUL COMPLETION OF WRITTEN AND ORAL QUIZZES THROUGHOUT THE SEMESTER TO INSURE STUDENTS’ KNOWLEDGE AND MASTERY OF THE MATERIAL.
COLLECT FRENCH REPERTOIRE TO PERFORM.
GRADUATE OBJECTIVES: (see undergraduate above, plus those below)
Students will collect materials to teach diction courses for singers.
Students will collect techniques for teaching pronunciation (in any language).
GRADES:
Grades will be based on attendance, willingness to work, class work, homework, and the accumulation in a notebook (or on disk) of assignments turned in ON TIME. Anyone missing more than three classes will receive a lower grade. Anyone missing more than six classes should consider dropping the course.
Students must read the ‘Code of Student Conduct’ in the new Student Handbook for an understanding of what will be expected of them within the academic setting. NO FOOD, DRINK, MINORS IN CLASS. PLEASE TURN OFF CELL PHONES & BEEPERS. Arrive on time, ready to work. Any student who has a condition that may affect his/her academic performance in this class is encouraged to make an appointment to discuss this matter, and/or contact Disability Services, located in Clement 131, VOX 221-6230 VOX tty 221-6278
The numbers in brackets [ ] = points for the semester. 90_100 = A, 80_89 = B, 70_79 = C, lower? Solid work = full points Less than solid work = fewer points
α α ə õ è é ç œε̃ ε ø ê əô â ç ä ö ü ù ŋ œ ø Z S α
CALENDAR TRACK 1
WEEK 1 Book and corrections, Get TK Booklet, explain Track 1, Track 2
Track 1 = new diction students, attend all classes, Track 2 = French and/or Diction experience
Anyone in Track 2 may come to class more often AND may switch to Track 1 at any time.
MISSING CLASS WILL MEAN MISSING POINTS. ATTEND CLASS REGULARLY.
Attend any voice recitals to listen for diction, and especially French Diction.
WEEK 1 Book, correct it, see pp. 3,4 [3] hand recorder [2]
Write out full IPA chart, 17 vowels (glides, nasals) and 17 French word examples [6]
Common verb list page 2000_O, study it and record it for [3] (you need your hand recorder or computer)
WEEK 2 Watch Blanche Neige GR 550 B56, 23 minutes and/or Carmen
M1500 B625 c383, 151 min. and/or Shirley Verrett Carmen & Samson excerpts M1497 V84, 60 minutes
Listen to Tape 2000_I in class, speak, pronounce, listen, [5] choose Song #1
PLEASE MEET WITH ME INDIVIDUALLY IN WEEK 1 AND/OR WEEK 2 (15 minute session) [6]
This private session evaluates what you need and/or want from this class. Missing this session means you are NOT serious about the course. NO HOMEWORK FIRST 3 WEEKS. WORK WILL BE COMPLETED IN CLASS. You may do extra work. Get ahead. Listen to recordings. Watch videos. Meet with me more often.
WEEK 3 Write Song #1 in class (text, IPA, translation)
WEEK 4 Listen to 30 minutes of a Video [or YouTube] (Daughter of Regiment, Dialogue of Carmelites, Faust, other?) OR ALL of Carmen aria MET video THREE times. Write 10 French words you heard and be prepared to pronounce them in class. Bring in Video words [3] QUIZ #1 [3] Finish Song #1 Listen to Dalila aria (video). Begin IPA for the aria.
WEEK 5 Finish IPA for Dalila, Turn in Recording [5] Present Song #1 [10]
Presenting a Song means to have a corrected copy of the French words, the IPA, and the translation. Be ready to sing some of the song and have 4 song sheet handouts for the class.
WEEK 5 QUIZ #2 [3] Present Song #1 Turn in next recording [5]
WEEK 6 Choose Song #2 & #3. You should have 53 points. You need 100 = A
WEEK 7 Type Song #2 and #3
WEEK 8 Finish typing Song #2 and #3 Finish IPA and translations
WEEK 9 Listen to Presentations. Present Song #2 [10] Remember, be thorough, be prepared.
WEEK 10 Quiz #3 [3] Quiz #4 [3]
WEEK 11 Catch up Day Quiz #5 [3]
WEEK 12 Write the IPA for Dalila [2] 80 points by now.
WEEK 13 Write Song #4 Present Song #3 or #4 [10] Review for Final [5] Final[10
The numbers in brackets [ ] = points for the semester. 90_100 = A, 80_89 = B, 70_79 =C, lower? Solid work = full points Less than solid work = fewer points
CALENDAR TRACK 2
Attend any voice recitals to listen for diction, and especially French Diction.
WEEKS 1, 2, 3, 4 Book, TK Booklet and corrections, explain Track 1, Track 2
Track 1 = new diction students, attend all classes
Track 2 = French and/or Diction experience.
Anyone in Track 2 may come to class more often AND may switch to Track 1 at any time.
GET YOUR HAND RECORDER OR HAVE COMPUTER POSSIBILITIES TO RECORD.
The entire idea of self motivation and completing the course “on your own” and early means that you MUST hand in assignments on time! If your assignments are late, you will be moved to Track 1 which meets EVERY Monday and Wednesday EVERY WEEK. It is your choice! SEVERAL STUDENTS HAVE TRIED TRACK 2. SOME DID WELL, SOME DID LESS WELL. (If you need reminding of assignments, if you procrastinate, if you have trouble with self motivation, please ask for my help AND/OR follow Track 1 instead!)
Correct the book pp. 176,177,178,179 new IPA symbols, have your book with you [3]
Record 202 é (closed e), 212-213 o (closed o), 184-185 mixed vowels, 187-190 nasal vowels [6]
Record Common verb list p. 2000_O [3]
Write IPA chart French only (17 vowels, glides, nasals and examples) [6]
Record Tape 2000_I [5]
Record another Tape, ask TK [5]
Video or YouTube [3] Blanche Neige, Carmen, Shirley Verrett
Listen to Dalila and write out the IPA. [2]
Record Song #1, speaking AND singing [10]
PLEASE MEET WITH ME IN WEEKS 1,2,3 three times [3] [3] [3] IF YOU MISS THESE MEETINGS, YOU MUST CHANGE TO TRACK 1. You should have 54 points by now.
WEEKS 4, 5, 6, 7 Full Song Sheet #2 [5], Full Song Sheet #3 [5], Full Song Sheet #4 [5]
Meet with me once in WEEK 4, 5, or 6 By WEEK 6 you should have 69 points.
Come to class WEEK 6 Present songs = Sing two of your songs, and analyze them and explain them to the class. Give handouts (4 copies needed) of your song sheets. [5] [5]
Come to class WEEK 10 and 11. Take Quizzes (five of them!!) [3] each
You may take any quiz a second time if needed. Your points will now equal 94, enough to pass the class with an A and NOT take the final. IF, by this time, you have not completed at least 90 points, you must come to class regularly and must take the final exam. The final counts 10 points and may (?) be enough to help your grade.
***Graduate Students ( Track 1 or Track 2): As a group, divide and complete the IPA for all Duparc songs and Fêtes Galantes I and II, Chansons de Bilitis of Debussy. Check accuracy for all Fauré songs already completed. Turn in your part of this work by WEEK 5. Turn in all corrections by WEEK 9
Each one review the French Diction Book List and make notes about the logic, the accuracy, the ease of explanations in each book. Decide how you personally would teach diction, using any, some or all of these texts. Make an appointment in WEEK 7 (15 minutes) to speak with TK about your findings
Track 2 To prove you are ready, design an IPA chart for English using at least 12 different vowel sounds. Arrange them in a half circle in a logical manner, bright to dark, closed to open, etc. Give an example rhyming word for each vowel. Hint: For more variations of “a,e,i,o,and u,” remember that the letter r after a vowel in English often “colors” the pronunciation of that vowel. Here’s a start
[i]……………………………………………………………………………………..[u]
……………………………………………..[α ]
These three given vowels are the cornerstone for all IPA charts. The symbols are taken from Italian spellings. ([i] always closed [α] always open [u] always closed )
αəõèéαçœε̃εøêôâçäöüùŋœ αəõèéαçœε̃εøêôâçäöüùŋœ ə ø Z S αəõèéαçœε̃εøêôâçäöüùŋœ
αəõèéαçœε̃εøêôâçäöüùŋœ αəõèéαçœε̃εøêôâçäöüùŋœ ə ø Z S αəõèéαçœε̃εøêôâçäöüùŋœ
Dalila Aria from Samsom and Dalila Massenet Marilyn Horne
Mon Coeur s’ouvre à ta voix comme s’ouvrent les fleurs Aux baisers de l’aurore!
Mais, ô mon bienaimé pour mieux sécher mes pleurs, Que ta voix parle
encore! Dismoi qu’a Dalila tu reviens pour jamais, Redis à ma tendresse
Les serments d’autrefois ces serments que j’aimais! Ah! réponds à ma
tendresse, Versemoi, versemoi l’ivresse! Réponds à ma tendresse……
FRENCH DICTION BOOK LIST FOR GRADUATE ASSIGNMENT
Title, author, useful pages for pronunciation and clarification of the language, sometimes sample pages to show how pronunciation is explained (or not)
Collins Pocket French Dictionary – Cousin intro, sample p. 147, sounds of French 514-519, verbs 509-514
Pons French-German German-French Dictionary – Weis/Mattutat pronunciation guide viii, sample p. 326-327, half way through vii-viii
Cassell’s French-English English-French Dictionary – Baker/Manchon (fifth edition 1951) vi, x-xxiii (verbs), sample p. 438-439
Diction for Singers – Wall (all languages) 1-6, French 175-179
Pronouncing Guide to French, German, Italian, Spanish – Jones, Smith, Walls 5-17, Also see Hip Pockets for French
Larousse’s Dictionary French-English English-French – Dubois, Keen, Shuey xv, half way through iii-ix, sample p. 152
New Pocket Pronouncing Dictionary of French and English – Mendel vii-viii, sample p. 186-187
Cassell’s A New French and English Dictionary - Boïelle/Payen-Payne (1903) vii-viii, xii-xix, sample p. 330
The Singer’s Manual of German and French Diction – Cox intro 1-6, 52-55, exercises in adjacent vowel sounds 59-60, Bibliography 63
Phonetics and Diction in Singing Italian, French, Spanish, German – Adler 3-11, 48-49 (48-99)
Diction – Moriarty v (my voice teacher’s comments about diction) xi-xiii, 5-24, 25-101, 166-173, American Traps 218-219, Bibliography 254-255, index of sounds 258-263
A Handbook of Diction for Singers – Adams 115-125, Bibliography 173-174, index of sounds 177-180
THE STORY OF LANGUAGE Mario Pei The sounds of language 85-94
BELOW FIND A CHECK LIST FOR COUNTING YOUR POINTS THROUGHOUT THE SEMESTER.
POINTS FOR FRENCH DICTION
Own Dictionary 3
Own Book & make corrections 4
IPA chart 6
Common verbs 3
In class recording 5
Video words 3
Meet with TK 6
Quiz #1 3
Recording A 5
Song #1 10
Quiz #2 3
Recording B 5 total 56
Song #2 10
Quiz #3 3
Quiz #4 3
Quiz #5 3
IPA project 2 total 77
Song #3 10
Review 5
Final exam 10
Grand total 102
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Italian Diction for Singers
Spring 2010 MUS 4522/5522
1 credit hour, Mon,Wed 12:20-1:20 M/MC 232
DR. T. KING M/MC 322 VOX 221-7648 CELL 220-2853 KINGT@APSU.EDU
www.drthomasking.com also has this syllabus.
Thomas King facebook has suggestions throughout the course. If you are on Facebook, check it out now and contact me to show you read it. If you are NOT on Facebook, please join now. It is an ideal way to communicate. There will be a class discussion group on Facebook. Students are REQUIRED to check e mail, web site, face book OFTEN for communication, details, assignments, etc.
Required Text: Diction for Singers by Joan Wall
Strongly suggested: Italian dictionary [3] FYI: Italian Dictionary in the library PC 2440 reference section.
TK will furnish hand held recorders for assignments. There will be a deposit collected.
UNDERGRADUATE OBJECTIVES:
STUDENTS WILL LEARN TO PRONOUNCE THE LANGUAGE CORRECTLY, IN SPEECH AND IN SONG.
STUDENTS WILL CONTINUE TO LEARN THE IPA SYMBOLS.
EACH STUDENT WILL BE REQUIRED TO PERFORM SEVERAL TIMES TO DEMONSTRATE SKILLS ACQUIRED IN THE LANGUAGE.
STUDENT WILL SUCCESSFULLY DEMONSTRATE THEIR KNOWLEDGE BY TAKING QUIZZES THROUGHOUT THE SEMESTER. QUIZZES WILL BE WRITTEN AND ORAL.
GRADUATE OBJECTIVES: (All undergraduate objectives above PLUS)
The student will begin to collect materials to teach diction courses for singers.
The student will begin to collect techniques for teaching pronunciation (in any language).
GRADES:
Grades will be based on attendance, willingness to work, class work, homework, and the accumulation of assignments turned in ON TIME. Anyone missing more than three classes will receive a lower grade. Anyone missing more than six classes should consider dropping the course.
Students must read the ‘Code of Student Conduct’ in the new Student Handbook to understand what will be expected of them in the academic setting. NO FOOD, DRINK, MINORS IN CLASS. PLEASE TURN OFF CELL PHONES & PAGERS. THERE WILL BE NO TEXTING IN CLASS. Arrive on time, ready to work. Any student who has a condition that may affect his/her academic performance in this class is encouraged to make an appointment to discuss this matter, and/or contact Disability Services, located in Clement 131, VOX 221-6230 VOX tty 221-6278 Please, no minors in class.
The Calendar schedule below is subject to change due to unforeseen circumstances.
PLEASE TURN OFF CELL PHONES AND BEEPERS. THERE WILL BE NO TEXTING IN CLASS.
The numbers [ ] = points for the semester. 90-100 = A, 80-89 = B, 70-79 = C, lower?
Solid work = full points Less than solid work = fewer points
CALENDAR TRACK 1
The class schedule is subject to change due to unforeseen circumstances.
Jan 21 Book and corrections, explain Track 1, Track 2
Track 1 = new diction students, attend all classes Track 2 = Italian grammar and/or Diction experience. Anyone in Track 2 may come to class more often AND may switch to Track 1 at any time. MISSING CLASS WILL MEAN MISSING POINTS. ATTEND CLASS REGULARLY.
Jan 21 Bring Book, correct it, see pp. 3, 4 [4] Write out full IPA chart, 7 vowels (+ glides) and word examples [6] Common verb list, study it and record it for [3] I will provide handheld recorders. $25 deposit for these.
Jan 26 Watch some of Italian video or DVD. Notice vowel sizes and vowel purity. Listen to Italian recording in class, speak, pronounce, listen. [5] Choose Song #1
Jan 28 Write Song #1 in class (text, IPA, translation)
JANUARY 26 PLEASE ATTEND THE CURTIS RAYAM RECITAL
PLEASE MEET WITH ME INDIVIDUALLY IN JANUARY (15 minute session) [6] This private session helps me evaluate what you need from this class. Missing this session means you are NOT serious about the course. NO HOMEWORK in January. ALL WORK WILL BE COMPLETED IN CLASS. You may do extra work. Get ahead. Listen to recordings. Watch videos and DVD’s. Meet with me more than once in January.
Feb 2 assignments Listen to 30 minutes of a Video or DVD – THREE times. WRITE 5 Italian words you heard and be prepared to pronounce them in class.
Feb 4 Bring in Video words [3] QUIZ #1 on IPA and glides [3]
Feb 9 Finish Song #1 turn in
Feb 11 Listen to TK’s chosen aria (video/youtube). Begin IPA for the aria.
Feb 16 Finish IPA for TK aria. Turn in Recording [5] Present Song #1 [10]
Presenting a Song means to have a corrected copy of the Italian words, the IPA, and the translation. Be ready to sing some of the song and have 4 song sheet handouts for the class.
Feb 18 QUIZ #2 [3] Present Song #1
Feb 23 Turn in next RECORDING [5] Present song #1
Feb 25 Choose Song #2 and #3.
You should have 56 points by now. You are working for 100 = A
Mar 2 Type Song #2 and #3
Mar 4 Finish typing Song #2 and #3 Finish IPA and translations
Spring break We all need it!
Mar 16 Present and Listen to Presentations.
Mar 18 Present and Listen to Presentations
Mar 23 Present Song #2 [10] Remember, be thorough, be prepared.
GO TO VOICE RECITALS. LISTEN FOR ITALIAN & OVERALL GOOD DICTION
Mar 25 Present Song #2
Mar 30 Quiz #3 [3]
Apr 1 Quiz #4 [3] No Fooling!!!
Apr 6 Catch up Day
Apr 8 Quiz #5 [3]
Apr 13 Write the IPA for TK’s other chosen aria [2] 80 points by now.
Apr 15 Write Song #4 Present Song #3 or #4 [10]
Apr 20 Present Song #3 or #4
Apr 22 Catch up day
Apr 27
Apr 29 Review for Final [5]
May Final [10]
CALENDAR TRACK 2
The numbers [ ] = points for the semester. 90_100 = A, 80_89 = B, 70_79 =C, lower?
Solid work = full points Less than solid work = fewer points BOLD = come to class on those days
Jan 21 explain Track 1, Track 2.
Anyone in Track 2 may come to class more often AND may switch to Track 1 at any time.
Track 1 = new diction students, attend all classes Track 2 = Italian and/or Diction experience.
The entire idea of self-motivation and completing the course “on your own” and early means that you MUST hand in assignments on time! If your assignments are late, you will be moved to Track 1 which meets EVERY Mon and Wed, EVERY WEEK. It is your choice! SEVERAL STUDENTS HAVE TRIED THE TRACK 2. SOME DID WELL, SOME DID LESS WELL. (If you need reminding of assignments, if you procrastinate and have trouble with self-motivation, please ask for my help AND/OR follow Track 1 instead!)
Jan 21 Bring Book, correct it, see pp. 3, 4 [4] Write out full IPA chart, 7 vowels (+ glides) and word examples [6] Common verb list, study it and record it for [3] I will provide handheld recorders. $25 deposit for these.
Jan 26 Watch some of Italian video or DVD. Notice vowel sizes and vowel purity. Listen to Italian recording in class, speak, pronounce, listen. [5] Choose Song #1
Jan 28 Write Song #1 in class (text, IPA, translation)
JANUARY 26 ATTEND CURTIS RAYAM RECITAL
PLEASE MEET WITH ME INDIVIDUALLY IN JANUARY (15 minute session) [6] This private session helps me evaluate what you need from this class. Missing this session means you are NOT serious about the course. NO HOMEWORK in January. ALL WORK WILL BE COMPLETED IN CLASS. You may do extra work. Get ahead. Listen to recordings. Watch videos and DVD’s. Meet with me more than once in January.
Track 2 people Do this assignment** on the first day to prove you are ready for track 2!
**Design an IPA chart for English using at least 12 different vowel sounds.
Arrange them in a half circle in a logical manner, bright to dark, closed to open, etc.
Give an example rhyming word for each vowel.
Hint: For more variations of the famous a,e,i,o,and u, remember that the letter r after a vowel in English often “colors” the pronunciation of that vowel.
Here’s a start
[i]…………………………………………………… [u]
……………………………. .[α]………………………
These three given vowels are the cornerstone for all IPA charts. The symbols are taken from Italian spellings. ( [i] always closed [ α ] always open [u] always closed) λ
Feb 2 assignments Listen to 30 minutes of a Video or DVD – THREE times. WRITE 5 Italian words you heard and turn them in to me..
Feb 4 Bring in Video words [3] QUIZ #1 on IPA and glides [3], Finish Song #1 turn in
Feb 9 Finish Song #1 turn in
Feb 11 Listen to TK’s chosen aria (video/youtube). Begin IPA for the aria.
Feb 16 Finish IPA for TK aria. Turn in Recording [5] Present Song #1 [10]
Presenting a Song means to have a corrected copy of the Italian words, the IPA, and the translation. Be ready to sing some of the song and have 4 song sheet handouts for the class.
Feb 18 QUIZ #2 [3] Present Song #1
Feb 23 Turn in next RECORDING [5] Present song #1
Feb 25 Choose Song #2 and #3.
You should have 56 points by now. You are working for 100 = A
Mar 2 Type Song #2 and #3
Mar 4 Finish typing Song #2 and #3 Finish IPA and translations
Spring break We all need it!
Mar 16 Present and Listen to Presentations.
Mar 18 Present and Listen to Presentations.
Mar 23 Present Song #2 [10] Remember, be thorough, be prepared.
GO TO VOICE RECITALS. LISTEN FOR ITALIAN & OVERALL GOOD DICTION
Mar 25 Present Song #2
Mar 30 Quiz #3 [3]
Apr 1 Quiz #4 [3] No Fooling!!!
Apr 6 Catch up Day
Apr 8 Quiz #5 [3]
Apr 13 Write the IPA for TK’s other chosen song [2] 80 points by now.
Apr 15 Write Song #4 Present Song #3 or #4 [10]
Apr 20 Quiz #5
Apr 22 catch up day
Apr 27
Apr 29 Review for Final [5]
May Final [10] Total 102
BELOW FIND A CHECK LIST FOR COUNTING YOUR POINTS THROUGHOUT THE SEMESTER.
POINTS FOR ITALIAN DICTION
Own Dictionary 3
Own Book & make corrections 4
IPA chart 6
Common verbs 3
In class recording 5
Video words 3
Meet with TK 6
Quiz #1 3
Recording A 5
Song #1 10
Quiz #2 3
Recording B 5 total 56
Song #2 10
Quiz #3 3
Quiz #4 3
Quiz #5 3
IPA project 2 total 77
Song #3 10
Review 5
Final exam 10
Grand total 102
********************************************************
#######################################
GERMAN DICTION FOR SINGERS
MUS 4523/ MUS 5523
1 hour credit Spring 2010 DR. T. KING office M/MC 322 221-7648 cell 220-2853 kingt@apsu.edu www.drthomasking.com CLASSROOM 232 Mon/Wed
Required Text: Diction for Singers Joan Wall suggested: Hand held recorder
Strongly suggested: German dictionary FYI: German Dictionary in the library PC 1640 reference
UNDERGRADUATE OBJECTIVES: UNDERSTANDING THE DICTION RULES SPECIFIC TO GERMAN & DEMONSTRATING THESE RULES THROUGH SPEECH AND SONG
THERE WILL BE SONG PRESENTATIONS THROUGHOUT THE SEMESTER TO SHOW THE STUDENT’S MASTERY OF IPA, A PARTICULAR SONG AND PRONUNCIATION.
THERE WILL BE QUIZZES THROUGHOUT THE SEMESTER TO CHECK THE STUDENT’S KNOWLEDGE OF THE MATERIAL. QUIZZES WILL BE WRITTEN AND ORAL. STUDENTS MUST BE ABLE TO PRONOUNCE THE LANGUAGE CORRECTLY, WHILE SPEAKING AND WHILE SINGING.
GRADUATE OBJECTIVES: (see undergraduate above)
The student will begin to collect materials to teach diction courses for singers.
The student will begin to collect techniques for teaching pronunciation (in any language).
GRADES: Grades will be based on attendance, willingness to work, classwork, homework, and the accumulation of assignments turned in ON TIME. Anyone missing more than three classes will receive a lower grade. Anyone missing more than six classes should consider dropping the course.
There will be two tracks (courses of study) for this class. Anyone choosing Track 2 must be able to work independently & with self-motivation. Anyone choosing Track 2 who loses self-motivation WILL change to Track 1. Track 2 = has had German grammar and/or a diction class of any language.
Track 1 = anyone who is new to German and to diction study.
Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected of them within the acadmic stetting. THERE WILL BE NO FOOD, DRINK, MINORS IN CLASS. PLEASE TURN OFF CELL PHONES AND BEEPERS.
Arrive on time and be ready to work. Any student who has a condition that may affect his/her academic performance in this class is encouraged to make an appointment with me to discuss this matter, or with the Coordinator of Disability issues, who is located in Clement 131, VOX 221-6230 VOX TTY 221-6278 The professor reserves the right to change parts of this syllabus, should warranted circumstances arise.
Fuller Explanation for German Diction TRACK 2
Buy the book. Buy a German dictionary. Get one of my hasnd held recorders.
Correct the book = Read my corrections and enter them in your book.
Record ch, ch, ä, é (German closed e), o (German closed o), ö, ü, = record yourself speaking ch, ch p. 140 Compare and contrast, 141 compare and contrast, 141 Speak.
ä 149 Read aloud and second Read aloud.
é (German closed e) 150 only the second Read aloud 151
Compare and contrast, read aloud. o (German closed o) 154 Read aloud, compare and contrast
ö 155 Read aloud and second read aloud.
ü 157 Read aloud and second read aloud.
Record short and irregular word lists = pronounce the IPA correctly for words too short to have rules.
Write the IPA chart with 16 German vowel symbols, and an example German word for each.
Record Tape A = listen to Tape A a few times, then record yourself using the handy sheet provided. Pronounce each word or group of words TWICE in a row.
Record Tape B = listen to Tape B a few times, then record yourself. (Same as above TWICE)
Video = Choose a video (Fidelio, Flute, Nacht, Ludwig, Rosenkavalier) Watch 30 minutes of it, listening carefully for sung German (or spoken). Make a list of 10 words from the video. OR Watch Eva Marton sing the Tannhäuser aria 3 times!, and fill in the IPA on the handy sheet provided.
Listen to Dein = listen and watch, fill in the IPA on the handy sheet provided.
Record Song #1 = Choose your first song, write out IPA and translation, speak it on tape, each phrase TWICE, AND sing it on tape.
Meet with me three times = meet with me three times
Full Song Sheet #2 = turn in second song, text, IPA, and translation.#3 ditto #4 ditto
Present songs = Have a corrected copy of the German words, the IPA, and the translation. Be ready to sing some of the song and have 4 song sheet handouts for the class.
There will be five quizzes given in late March and early April.. You may take any quiz a second time to increase your points, if needed.
By now (April 15) you should have 94 points and an A!
Fuller Explanation for German Diction TRACK 1
Buy the book. Buy a German dictionary.
Come to class EVERY DAY
Correct the book = Read my corrections and enter them in your book.
Cassette = bring it
Write the IPA chart with 16 German vowel symbols, and an example German word for each.
Record short and irregular word lists = on tape, pronounce the IPA correctly for words too short to have rules.
Listen to Tape A = we will work on it in class
Please meet with me = please meet with me
Video = Choose a video (Fidelio, Flute, Nacht, Ludwig, Rosenkavalier) Watch 30 minutes of it, listening carefully for sung German (or spoken). Make a list of 5 words from the video.
OR Watch Eva Marton sing the Tannhäuser aria 3 times! AND bring these words to class.
There will be five quizzes given. You may take any quiz a second time to increase your points, if needed.
Turn in Tape A = listen to Tape A a few times, then record yourself using the handy sheet provided. Please pronounce each word or group TWICE, one after the other.
Present songs = Have a corrected copy of the German words, the IPA, and the translation. Be ready to sing some of the song and have 4 song sheet handouts for the class.
Quiz #2
Turn in Tape B = listen to Tape B a few times, then record yourself. (same as above, TWICE)
Persent Song #2, Quiz #3, Quiz #4, Quiz #5
Listen to Dein = listen and watch, fill in the IPA on the handy sheet provided.
Present Song #3 and/or #4
Review for Final = discussion and practice tests in class.
Final = Final
By now you should have accumulated 105 points for an A!
Track 2
Book = 3
cassette = 1
Record ch, etc = 6
record short and irregular words = 4
IPA chart = 6
Tape A =5
Video =3
Dein and IPA = 2
Song #1 sing, speak, present = 10
Meet w/ TK 3 times before Feb 20 = total 9
Song #2 = 5
Song #3 = 5
Song #4 = 5
any extra credit, master class, concerts, etc.(Sooter, Martin, Anhalt, Bailey, Rapp, McNamara, Lowery, Bullock, OTHERS???) could be as much as 6 points
64 total by FEB 29 with any EC? up to 70?
THEN between March 11-April 15
Tape B =5
Present Song #2 = 5
Present Song #3 = 5
Quizzes March 25, 27, April 1, 3, 8 3 points each, total = 15
This would add up to 94+ by April 15, ENOUGH FOR AN A!
If you haven’t reached this much by April 10, you must take the *final OR
be satisfied with your grade on April 10 (lower than 90?, lower than 80?)
*(Final counts =10)
Where do you stand?
Track 1
Book = 3
cassette = 1
record short and irregular words = 4
IPA chart = 6
Listen to TAPE A in class =5
Record Tape A =5
Tape B =5
Video =3
Quiz #1 March 30 = 3
Quiz #2 April 4 = 3
Song #1 sing, speak, present = 10
Meet with TK in January = 6
any extra credit, master class, concerts, etc., could be as much as 6 points
54 total by FEB 29 with any EC? up to 60?
THEN between March 11-April 22
Present Song #2 = 5
Quizzes #3, #4, #5 (April 1, 3, 8) 3 points each, total =9
Dein and IPA = 2
Present Song #3 OR #4 =5
This would add up to 75 by April 22.
Review for Final = 5
Final exam = 10
easily (with an Extra Credit or two) enough to make an A!
Where do you stand?
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
See future course syllabi for other areas See resource materials for diction, IPA symbols, sample recordings of the language, etc.
AUSTIN PEAY GENERAL DESCRIPTION belowAustin Peay is Tennessee’s designated comprehensive liberal arts institution and supports and promotes an atmosphere that is unusual at a public university. In ways similar to those of a private institution, Austin Peay nurtures learning and personal growth through small classes, close student/faculty interaction, and personal attention by the support staff. The university respects the voice and value of every member of its learning community. Students, faculty, and staff from throughout the world enrich the liberal arts experience. This rich variety of thought and life experience fosters a deeper understanding of our own and other cultures.
The liberal arts core provides for all students a broad, multicultural foundation in literature, the arts, history, mathematics, and the natural and behavioral sciences. Graduate programs serve the needs of the region and provide advanced experiences for students preparing for doctoral studies. The graduate programs demand a superior level of academic achievement requiring scholarship, independent judgment, academic rigor, and intellectual honesty. (CONCERT HALL, MUSIC/MASS COMM. BUILDING with Bösendorfer Imperial Grand) Centers of Excellence in the Creative Arts and Field Biology as well as Chairs of Excellence provide unique learning opportunities. The university enriches the traditional instructional program through close interaction with the surrounding community. The university provides programs, services and facilities that contribute significantly to the intellectual, economic, social and cultural development of the region. Austin Peay remains committed to the education of a non-racially identifiable student body and promotes diversity and access without regard to race, gender, religion, national origin, age, disability or veteran status.
Vision Statement: Austin Peay State university , as a community of learners focusing on the academic, aesthetic and personal development of its students, aspires to become nationally recognized as an excellent comprehensive liberal arts university that contributes significantly to the intellectual, economic, social and cultural life of the region.
Blog at WordPress.com. | Theme: Pool by Borja Fernandez.
Entries and comments feeds.
