Music Theory and Sight-Reading Sequence for Level 3 Choirs

Abstract

Abstract This chapter expands students’ ability to think in sound and learn about more advanced rhythmic, melodic, and harmonic chord progressions in the choral ensemble. The sight-reading and music theory sequence is intended for varsity-level high school ensembles and auditioned collegiate groups. The chapter contains music theory teaching strategies for addressing more advanced rhythmic and melodic concepts and elements found in Romantic, 20th Century, 21st Century choral music. These teaching strategies can be used to expand students’ understanding of rhythm and melodic elements or can be used to instruct students about rhythmic or melodic elements that appear in choral music. The chapter also includes a section on how to approach teaching twentieth- and twenty-first-century repertoire. The final section focuses on developing a stylistic analysis of repertoire and harmonic hearing for all the major styles of music. Ideas are presented as to how to analyze and sing typical chord progressions found in choral music. Particular attention is paid to identifying suitable repertoire, including canons. The goal is to help choral students become more aware of the harmonic elements and implications in this repertoire and improve part-work skills.