Choral Pedagogy, Third Edition

Plural Publishing
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Choral Pedagogy, Third Edition, is the ideal text for voice teachers, choral conductors, church musicians, and professional and amateur singers who wish to develop strategies for lifelong singing. It concisely and clearly presents the principles of voice pedagogy from the perspective of both conducting and voice science in a user-friendly fashion, including helpful charts and simple anatomic diagrams. In addition, it offers teaching methods from history and philosophy, medical and voice science, and pedagogical concepts from active musical experts. Special attention is given to the needs of amateur singers and conductors. Topics covered include choral diction, posture and seating, rehearsal practices, and matters of vocal health.

For the third edition, the authors have completely revised the text, updating the medical information and expanding the exercises. They have also added three new chapters:

A chapter entitled "Singing in the 21st Century" that considers the vocal/choral demands of the choral repertoire being written in this century.A chapter on teaching young boys to sing written by Vic Oakes, the conductor of the Chattanooga Boys Choir.A chapter entitled "The Value of Lifelong Singing."

With its updates and additions, Choral Pedagogy, Third Edition, is a valuable resource for students of choral conducting, music education, church music, and choral singing. 

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About the author

Dr. Brenda Smith teaches studio voice, diction and vocal pedagogy at the University of Florida in Gainesville. She has been widely recognized for her contributions to the concept of lifelong singing through proper voice care. Dr. Smith is a lyric soprano with special interests in the recital and concert repertoire. In addition, Dr. Smith was translator, collaborator, and assistant to Dr. Wilhelm Ehmann and Dr. Frauke Haasemann, the pedagogues whose work in Germany and the United States developed the concept known as “voice building for choirs”. Dr. Smith works regularly as consultant, clinician, and conductor with amateur and professional choirs. She has been associated with the choirs of St. Ignatius Loyola, the Central City Chorus, and the Dessoff Choirs in New York City, the Mendelssohn Club of Philadelphia, the Cathedral Choral Society of the National Cathedral in Washington, D.C., as well as the choirs of the Epiphany Cathedral in Venice, Florida. As an active member of the National Association of Teachers of Singing and the American Choral Directors Association, Dr. Smith speaks as a resource for solo singers, voice teachers, and choral conductors.

Robert T. Sataloff, MD, DMA, FACS, is professor and chairman in the Department of Otolaryngology-Head and Neck Surgery and senior associate dean for Clinical Academic Specialties at Drexel University College of Medicine. He is also adjunct professor in the Department of Otolaryngology-Head and Neck Surgery at Thomas Jefferson University, the University of Pennsylvania, and Temple University; as well as on the faculty of the Academy of Vocal Arts. Dr. Sataloff is a professional singer and singing teacher and served as conductor of the Thomas Jefferson University Choir for nearly four decades. He holds an undergraduate degree in Music Theory and Composition from Haverford College, medical degree from Jefferson Medical College–Thomas Jefferson University, and doctor of musical arts in voice performance from Combs College of Music. He completed his residency in otolaryngology-head and neck surgery and fellowship in otology, neurotology and skull base surgery at the University of Michigan. Dr. Sataloff is chairman of the boards of directors of the Voice Foundation and the American Institute for Voice and Ear Research. He is editor-in-chief of the Journal of Voice and Ear, Nose and Throat Journal, associate editor of the Journal of Singing, and on the editorial boards of numerous otolaryngology journals. He has written more than 700 publications, including 40 books. His medical practice is limited to care of the professional voice and otology/neurotology/skull base surgery. 

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Additional Information

Publisher
Plural Publishing
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Published on
May 15, 2013
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Pages
344
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ISBN
9781597566063
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Language
English
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Genres
Music / Genres & Styles / Choral
Music / Instruction & Study / Voice
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Content Protection
This content is DRM protected.
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Read Aloud
Available on Android devices
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Eligible for Family Library

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As the landscape of choral education changes - disrupted by Glee, YouTube, and increasingly cheap audio production software - teachers of choral conducting need current research in the field that charts scholarly paths through contemporary debates and sets an agenda for new critical thought and practice. Where, in the digitizing world, is the field of choral pedagogy moving? Editor Frank Abrahams and Paul D. Head, both experienced choral conductors and teachers, offer here a comprehensive handbook of newly-commissioned chapters that provide key scholarly-critical perspectives on teaching and learning in the field of choral music, written by academic scholars and researchers in tandem with active choral conductors. As chapters in this book demonstrate, choral pedagogy encompasses everything from conductors' gestures to the administrative management of the choir. The contributors to The Oxford Handbook of Choral Pedagogy address the full range of issues in contemporary choral pedagogy, from repertoire to voice science to the social and political aspects of choral singing. They also cover the construction of a choral singer's personal identity, the gendering of choral ensembles, social justice in choral education, and the role of the choral art in society more generally. Included scholarship focuses on both the United States and international perspectives in five sections that address traditional paradigms of the field and challenges to them; critical case studies on teaching and conducting specific populations (such as international, school, or barbershop choirs); the pedagogical functions of repertoire; teaching as a way to construct identity; and new scholarly methodologies in pedagogy and the voice.
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