Sing a range of songs from different styles and periods that are technically and musically advanced
Continue the holistic approach to learning new pieces by:
- enabling learners to research background knowledge of style, period, etc.
- discussing the structure, harmonic language, etc.
- discussing the nature of the accompaniment in respect of the style and period of the
music, and its relationship to the text - ensuring that technical skills are applied to the musical context
- devising related listening exercises that support the learning and memorisation of key features of the music
- encouraging learners to explore alternative ways of interpreting pieces, taking into account their knowledge of genre and period, e.g. approaches to ornaments, cadences, phrasing and articulation, tone quality, etc.
- enriching learners’ understanding by structuring improvisations based on ideas from the pieces being learnt
- providing opportunities for self- and peer-evaluation, using criteria that have been devised by learners themselves
Many genres of music are traditionally learnt exclusively by ear. Where it would support learning, you may wish to create notation systems that are appropriate to your teaching context, e.g. word rhythms, symbols, numbers, or vocal sounds. However, this may not be necessary or desirable for all musics. Music passed on orally/aurally naturally evolves as it spreads and being fixed in notation can hinder this.
Continue to encourage learners to learn pieces independently of singing them in order to consider the overall character, the shape of phrases, subtleties of tempo, etc.
Continue to suggest appropriate practising strategies.
Encourage learners to communicate their feelings, within their knowledge and understanding of the style, with more freedom, conviction and independence.
It is essential for vocal teachers and learners to have regular access to a piano/keyboard at this stage.
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