Vocal Ensemble

Sylvie Desouches
  • Sylvie Desouches

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  • Biography

HistMusic Listening #4: Whitacre: Lux Aurumque

Eric Whitacre (b. 1970) wrote "Lux Aurumque" in 2000. Listen to the NON-VIRTUAL CHOIR version for your homework. Link is below. Here is the text in Latin with the English translation.

Lux,                                                           Light,
Calida gravisque pura velut aurum           warm and heavy as pure gold
Et canunt angeli molliter                           and angels sing softly
modo natum.                                            ​to the new-born babe.

 

WRITTEN RESPONSE - DUE FRIDAY FEB 12

Use Copland’s three levels of listening as a guide ... and/or use some of these questions as prompts:

  • What emotional reaction, questions or thoughts does the piece evoke in you?
  • How does the composer keep your interest?
  • What is the composer trying to convey, evoke or challenge?
  • What did you hear differently during your second listening?
  • What elements stand out to your ear?  How are these elements used?
  • How are specific instruments highlighted?
  • What kind of overall structure do you hear?

TYPE it up, 1 page, double spaced.
TITLE --> Listening #4: Eric Whitacre, "Lux Aurumque," 2000 
Write your NAME at top corner

You may email me your homework by 8 am the day it is due:  sdesouches@chicagowaldorf.org

​LINK TO THE MUSIC

https://www.youtube.com/watch?v=0j2JRcC6wBs

HistMusic Listening #3: Shaw: Partita for 8 Voices

Caroline Shaw composed the enigmatic Partita for 8 Voices in 2012. In 2013, she became the youngest ever winner of the Pulitzer Prize for Music for Partita for 8 Voices (also nominated for a Grammy for Best Classical Composition). She will make her solo violin debut in 2015 with the Cincinnati Symphony (MusicNOW). She is a also one of the eight singers in Roomful of Teeth, the vocal group that premiered the piece. Shaw was born in 1982.

WRITTEN RESPONSE - DUE WEDNESDAY FEB 10

Listen to movements #1, #2 and #4. Movement #3 is optional (and really cool).

Use Copland’s three levels of listening as a guide ... and/or use some of these questions as prompts:

  • What emotional reaction, questions or thoughts does the piece evoke in you?
  • How does the composer keep your interest?
  • What is the composer trying to convey, evoke or challenge?
  • What did you hear differently during your second listening?
  • What elements stand out to your ear?  How are these elements used?
  • How are specific instruments highlighted?
  • What kind of overall structure do you hear?

TYPE it up, 1 page, double spaced.
TITLE --> Listening #3: Caroline Shaw, "Partita for 8 Voices," 2012 
Write your NAME at top corner

You may email me your homework by 8 am the day it is due:  sdesouches@chicagowaldorf.org

​LINKS TO THE MUSIC

http://carolineshaw.com/hear/partita-for-8-voices/

HistMusic Listening #2: Crumb: Black Angels

George Crumb composed Black Angels in 1970 in reaction to the Vietnam War. A handout about this piece, the composer and some of its music notation was given in class. Crumb was born in 1929 and is still alive today.

WRITTEN RESPONSE - DUE MONDAY FEB 8

Listen again to the entire piece (all three sections) with the handout in front of you so you are aware of what the composer is focused on in the different sections.

Add to your initial response. Use Copland’s three levels of listening as a guide ... and/or use some of these questions as prompts:

  • What emotional reaction, questions or thoughts does the piece evoke in you?
  • How does the composer keep your interest?
  • What is the composer trying to convey, evoke or challenge?
  • What did you hear differently during your second listening?
  • What do you hear?
    • What elements stand out to your ear?
    • How are these elements used?
    • How are specific instruments highlighted?
    • What kind of overall structure do you hear?

TYPE it up, 1 page, double spaced.
TITLE --> Listening #2: George Crumb: Black Angels, 1970 
Write your NAME at top corner

You may email me your homework by 8 am the day it is due:  sdesouches@chicagowaldorf.org

​LINKS TO THE MUSIC

Live performance to watch and listen:  http://tinyurl.com/Black-Angels-performed-live

Kronos Quartet recording to listen only: http://tinyurl.com/Black-Angels-recording

HistMusic Listening #1: Reich: Different Trains

First movement of Different Trains by Steve Reich. Reich composed this piece in 1988. A handout about this piece was given in class. 

WRITTEN RESPONSE - DUE THURSDAY FEB 4

We listened to the piece in class and jotted some thoughts down with Copland's three ways of listening in mind:

  1. Sensuous plane – listening for the sheer pleasure of the sound; listen without thinking
  2. Expressive plane – listening for any expressive meaning or feeling in the music
  3. Sheerly musical plane – notes themselves, manipulation, structure, form, tone color

Listen again to the entire movement (see links below). Add to your initial response. Use questions below as prompts; or, if you prefer a more open ended approach, use only Copland’s three levels of listening as a guide.

  • What emotional reaction does the piece evoke in you?
  • What questions or thoughts come to mind?
  • How does the composer keep your interest?
  • What is the composer trying to convey, evoke or challenge?
  • What did you hear differently during your second listening?
  • What do you hear?
  • What elements stand out to your ear?
    • How are these elements used?
    • How are specific instruments highlighted?
    • What kind of overall structure do you hear?

 

  1. TYPE up your written response to the piece, making it coherent.
  2. No longer than 1 page, double spaced.
  3. TITLE your page --> Listening #1: Steve Reich: "Different Trains I. America - Before the War," 1988 
  4. Write your NAME at top corner
  5. You may email me your homework by 8 am the day it is due:

LINK TO THE MUSIC

Use good speakers or headphones.

https://www.youtube.com/watch?v=1E4Bjt_zVJc

11th Grade Vocal Ensemble - Course Description

Vocal Ensemble is both a performance-driven chamber choir focused on the rehearsal and performance of choral and vocal music, and a supportive environment to try new things, experiment with improvisation, and have fun creating music together. The class places emphasis on vocal development, independence in part-singing, stylistic understanding, and performance technique. Time is spent on reinforcing and developing an understanding of musical notation and conducting patterns.