MUED 376: Choral Music, Materials & Techniques

(M2 & T)
Direct Instruction: Scripting Practice Sheet

Write out your script below. Practice as a group!

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Teacher: 1 (d,a,s,o)

1d. Please take out Deep River and a pencil!

1a. Our rehearsal goals are to map out the song and learn the intro and Coda.
1s. No talking.
1o. I’m so happy to be here with you all today!

Students 2. p/v/nv

2p. *the students map out the song

2v. *the students repeat the layout of the song back to me
2nv. *students sit at the edge of their seats when they are ready*

Teacher: 1 (d,a,s,o)

1d. Repeat after me!.

1a. Model the solfege and hand sign (tone sets for A in a box)

Students 2. p/v/nv
2p. The students repeat after me using solfege.
2v. A student asks me what the solfege hand sign for “sol” is.
2nv. They match their hand signs with mine

Teacher: 3. a:s/r a:s/n or a: n OR d:s/r; d:s/n/ or d:n

3a:s/r. Your vowels were very round while singing the solfege.

(turn this feedback into a new 1)

Teacher: 1 (d,a,s,o)
1d: Let’s transfer these round vowels (1a) into A in a box, measure 1, on solfege (1d).
1s: Please sit at the edge of your seats!
1o: Thank you for sitting up so quickly!

Students 2. p/v/nv

2p: The entire ensemble sings A in a box.

2v: How would you like us to cut-off measure 9?
2nv: Ensemble nods heads in agreement to the question asked.

Teacher: 1 (d,a,s,o)
1d: Repeat after me!
1a. Model the solfege and hand sign (tone sets for Coda in a box)
1s: Get your hands ready for the hand signing!
1o: Lunch is right around the corner!

Students 2. p/v/nv
2p: The students repeat after me using solfege.
2v: The students ask me to repeat “do te la la le.”
2nv: The students nod their heads when they audiate the notes correctly.

Teacher: 1 (d,a,s,o)
1d: Beginning at measure 33, coda in a box on solfege.
1a: Transfer those tone sets into your singing.
1s: Let’s stand up!
1o: Give it your all! :)

Students 2. p/v/nv
2p: The students sing the coda.
2v: Will you review the bass solfege two measures after the coda?
2nv: Students raise their hands if they made a mistake in a section.

Teacher: 3. a:s/r a:s/n or a: n OR d:s/r; d:s/n/ or d:n

3an: Great job!

Teacher: 1 (d,a,s,o)
1d. Let’s sing A and the coda on text! Please flip to measure 1.
1a. Transfer the solfege that you learned for both of these sections into the text.
1s. Shoulders back and breathing low!
1o: We have lunch after this!

Students 2. p/v/nv
2p: The ensemble sings A and the coda on text.
2v: Will you review the tenor soprano two line in the coda?
2nv: On a scale of 1-5 students who me how well they know A and the coda.
Teacher: 3. a:s/r a:s/n or a: n OR d:s/r; d:s/n/ or d:n
3d:s/u: Sopranos, make sure that you are breathing low in order to really go for the G in
the coda!

(turn this feedback into a new 1)

Teacher: 1 (d,a,s,o)
1d. Let’s transfer this low breathing in to A’ in a box, measure 9.
1a. Our goals are to learn the notes and rhythms of A’ and B. Tenors and basses, please
say the rhythm on ta ti beginning at m. 9 while hand singing the solfege. Sopranos and
altos sing your parts in your head and hand sign the solfege.
1s. Sitting on the edge of your seats.
1o. Use the food you just ate a fuel to keep singing!

Students 2. p/v/nv
2p. The students follow 1a.
2v. The students say the rhythms on ta ti.
2nv. Watch the student’s hand signs to make sure they are audiating the notes correctly.

Teacher: 1 (d,a,s,o)
1d. Please flip to measure 25.
1a. Let’s sing our parts on solfege.
1s. Remember to breath low.
1o. Open your ears to the people around you and listen to each other.

Students 2. p/v/nv
2p. The students complete 1a.
2v. Listen for students correct solfege.
2nv. Watch for looks of confusion in case the transfer from the first A’ to the second A’
was difficult for them.

Teacher: 1 (d,a,s,o)
1d. Let’s move onto the B section.
1a. Everyone please chant their own rhythm on ta ti while doing your solfege hand signs.
1s. Remember, in order for us to get as much accomplished, I need your full focus and
attention, so hold your neighbors accountable and make sure your aren’t talking.
1o. Let’s concur these challenging rhythms!

Students 2. p/v/nv
2p. Students complete 1a.
2v. Students as a question about the rhythm.
2nv. Watch the students solfege while changing the rhythm.

Teacher: 3. a:s/r a:s/n or a: n OR d:s/r; d:s/n/ or d:n

3a:s/n: Thank you all for your full focus and attention! We have officially learned the
rhythm for this section because of your attentiveness and hard work!