Voice, Direction and Song
Code: 106075 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500797 Early Childhood Education | OT | 4 | A |
| 2500798 Primary Education | OT | 4 | A |
Contact
- Name:
- Cecilia Gassull Bustamante
- Email:
- Cecilia.Gassull@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Joaquim Maria Vallvé Cordomí
Prerequisites
Certificate of elementary music or passing a proficiency test
Objectives and Contextualisation
TRANSLATION PENDING REVIEW
Get resources to acquire a good body attitude required in singing and musical direction .
Learn the fundamentals to sing with a natural voice that is both a good model for students .
Understand and interpret musical approach a wide repertoire of songs , traditional copyright.
To analyze and classify the songs from the musical point of view and structure.
Achieving technical bases choral conducting .
Competences
- Early Childhood Education
- Consider classroom practical work to innovate and improve teaching.
- Know and use songs to promote hearing, rhythmic and vocal education.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Work in teams and with teams (in the same field or interdisciplinary).
- Primary Education
- Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Acquire knowledge and skills and abilities in the expressive and perceptive dimension of voice, song, choral singing and conducting.
- Be able to sing and get groups to sing, listening to others and respecting each other.
- Be able to work in a team.
- Being able to sing and sing in groups, listening to others and respecting each other.
- Being able to work together.
- Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
- Propose viable projects and actions to boost social, economic and environmental benefits.
- Recognising the value of musical activities related to singing, song and conducting in educating the individual, and the fundamental role that it plays in school activities.
- They have acquired knowledge and skills and abilities in expressive and perceptive dimension of voice, song, choral singing and musical direction.
Content
TRANSLATION PENDING REVIEW
1. SIng
1.1. The natural voice
1.2. Body attitude. Gesture and sound
1.3. respiratory control
1.4. Vocal control: production, amplification and projection
1.5. Timbre, expressiveness and musical sensibility
2. The song
2.1. Repertoire of traditional Catalan songs, copyright and other countries
2.2. Songs for one voice, canons and songs two and three voices
2.3. Formal elements and structure of the song
2.4. Composition and accompaniment of songs
2.5. Criteria for the selection of repertoire and interpretation
3. The musical direction
3.1. body attitude
3.2. Gesture direction
3.3. Interpretation criteria
Methodology
The proposed teaching methodology and assessment may undergo some modification depending on the attendance restrictions imposed by the health authorities.
This is a fundamentally practical subject, with the support of the necessary theory, and the protagonist in the teaching and learning process is the student. Under this premise, the methodology of the subject has been planned, which complements the individual and collective practice around voice, song and gesture. The scheme is reflected in the table below.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Musical activities (singing and direction), in small groups and individuals. Simulation classes for the students to bring practical aspects of voice, song and address | 43 | 1.72 | 2, 3, 4, 1, 8 |
| Type: Supervised | |||
| Supervised tracking to guide the development of vocal learning songs and the art direction. | 30 | 1.2 | 1, 8 |
| Type: Autonomous | |||
| Analyzing songs, develop a songbook, direct songs and do a personal job on the voice and the body itself | 72 | 2.88 | 5, 1, 9, 7, 8 |
Assessment
to approve, the following must be taken into account:
- A minimum attendance of 80% is required
- According to UAB regulations, plagiarism or copying of any work will be penalized with a 0 as a grade for it.
- If during the performance of an individual work in class, the teacher considers that a student is trying to copy or is discovered some type of document or device not authorized by the teacher, the same will be graded with a 0, without recovery option.
In the event that the health authorities do not allow attendance, the evaluation activities will be online.
EVALUATION ACTIVITIES AND DATES OF EVALUATION AND EVALUATION OF THE SUBJECT
-
Joint evaluation of the music mention: the last week of classes
- Final written test: at the end of 1Q
- analysis sheet
- Practical group work: during the month of May
- song book
- Individual practical work
- Voice warm-up routine: month of December
- individual exercises carried out throughout the course
- Reassessment: in the month of June
Cross-cutting attitudes such as: participation, active listening, respect, cooperation and punctuality will also be taken into account.
Although different evaluative parts have elements of voice, song and direction, each of these areas has a weight in the final note of 33.3%. In order to pass the subject, all three areas must be passed as well as the individual parts of the assessment.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Final exam practice | 15% | 2 | 0.08 | 1, 9 |
| Joint evaluation of the music mention | 30% | 1 | 0.04 | 2, 4, 1, 9, 6, 7, 8 |
| Practical group | 10% | 1 | 0.04 | 3, 4, 5, 1, 9, 7, 8 |
| Practical individual | 45% | 1 | 0.04 | 4 |
Bibliography
Amades, J. Folklore de Catalunya. Cançoner. Barcelona:Selecta.
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Capmany, A. Cançoner popular. Barcelona: Ketres.
BONAL, M. D., MARTORELL, M. (1967). L'esquitx 1. 41 cançons per a infants. Barcelona:DINSIC.
Bonal, M. D., Martorell, M. (2000). L'esquitx 2: 39 cançons per a infants. Barcelona:DINSIC.
Bonal, M. D., Giménez, M. T. (2001). L'esquitx 3: 39 cançons per a infants. Barcelona:DINSIC.
De Vic, C. C. (1991). Les cançons del Cabirol.
Gassull, C, Godall, P, i Martorell, M. (2005). La veu. Orientacions pràctiques. Abadia de Montserrat.
Barcelona
Lips, H. (1989). Iniciació a la tècnica vocal. Lleida: Orfeó Lleidatà.
Maideu, J. (1998). Assaig: cançons i exercicis. Eumo.
Martorell, O. (selecció de l'antologia): Cànons d'ahir i d'avui, volum 1. Ed. MF. Barcelona. 1973 .
Martorell, O. (selecció de l'antologia): Cànons d'ahir i d'avui, volum 2. Ed. MF. Barcelona. 1979.
Sataloff, R. T. (1993). La voz humana. Investigación y Ciencia. 197:50-57.
Scotto di Carlo, N. (1991). La voz en el canto. Mundo Científico. 118:1074-1083.
Soler, J., Oltra, M. (1975). Cançons per al poble. No 1 i 2, D'infants. Barcelona:Claret.
Wagner, C., Crétinon, L., Raventós, M. (1966). Aprenguem a fer cantar: per a una pedagogia de la
direcció. Hogar del Libro.4
the bibliography takes into account the gender perspective
Software
- moodle of the UAB
- video and sound editor