Marching in the Light of God

Introducing African Hymnody

I recently asked a colleague what she knew about African hymnody, and she hesitantly replied, “Drums? Lots of drumming?” While African hymnody can invigorate worship with its vitality and soulfulness, many of us may know little about this rich musical tradition.

Africa’s worship music is inextricably linked to the continent’s long and tumultuous past. British and German missionaries flooded the land in the mid 1800s, bringing with them slow, isometric chorales in simple 4-part harmony. By the turn of the century, African music was gradually turning back to its roots, with more rhythmic interest and nods to the oral tradition of call-and-response. Modern African hymnody bears this heritage, and as the second largest continent, we encounter much variety and variation between different geographical regions.

What do we expect to find in African congregational song?

  1. African song hails from an oral tradition. We can expect repetition and refrains, which permit quick memorization. Oftentimes, a leader will sing a solo melodic line (call) and the congregation will respond in homophony (response).
  2. Rhythm is of utmost importance, and African musicians suggest that it is related to speech and dance, organically spiraling out of naturally occurring beats and patterns.
  3. Harmonies are simple, and modulations/tonicizations to other keys are not typical.
  4. Melodies are often derived from folk songs. They generally begin on higher pitches and descend, and oftentimes African music is hexatonic, utilizing 6 pitches of the implied scale.

How do we go about playing/singing African congregational song?

  1. In English hymnals, African texts are usually included and can be pronounced phonetically with relative ease. Due to the repetition inherent in these songs, congregations can pick up African texts quickly. Have a leader sing the call unaccompanied, and coach the choir to respond with the congregation.
  2. Instruments are requisite! You may have only a few drums at your disposal, but remember that our hands are also percussive instruments. Implementing several clapping patterns can be just as effective as a drum section. Melodic instruments such as strings and winds aren’t often used in African churches, so focus on instruments like bells, shakers, gourd rattles, xylophones, and drums.
  3. African hymnody is generally only accompanied by percussion. Teach a choir to lead and support congregational singing, and utilize percussion to keep the music moving. If you must use keyboard, utilize the piano and support with percussive chords. Always allow the leader to sing the call unaccompanied.
  4. African music thrives with rhythmic layering; you need at least two percussion instruments to create these vital layers. An easy way to think about percussion is to divide the beat into smaller divisions—rather than thinking about a dotted quarter note as part of a larger meter (e.g. 1 + 2 in 3/4 time), think about it simply as three eighth notes. Percussion highlights these smaller divisions. So, in 3/4 time, you have 6 eighth notes to fill. Perhaps the bell could simply play two equal dotted eighths per bar (effectively dividing the measure in 2), and the drums could create another layer with a simple pattern of eighth notes emphasizing beats 1, 2, and 3.

African music demands participation, encouraging congregational singing, dancing, and clapping. While many western parishioners may not break out into spirit-led dancing during African hymns, we can nonetheless encourage natural movement and use of the body through clapping and singing. Layering percussion instruments in simple patterns can encourage and enliven the congregation’s song.

While this article offers general suggestions on introducing African hymnody, there are many wonderful resources to consult. Tom Colvin’s hymnbook Come, Let Us Walk this Road Together (Hope, 1997) contains 43 African hymns with English translations; GIA’s two volumes of Songs of the World Church (ed. John Bell) contain many African songs as well. Additionally, the World Council of Churches (Geneva) has published many helpful resources for singing global music, including African Songs of Worship (ed. I-to Loh, 1986). Finally, Leading the Church’s Song (Augsburg, 1998) includes an invaluable chapter on faithfully performing African hymnody.

African congregational song is inspiring in its simple messages, straightforward theology, and rhythmic vitality. It can undoubtedly enhance our worship and link our churches with the rich legacy of African Christianity. As a global church, in all that we do let us march boldly in the light of God and sing a new song—Siyahamba!

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Melissa Plamann

Dr. Melissa Plamann was appointed university organist and assistant professor of music at Oklahoma City University’s Bass School of Music in 2010; she also serves as organist at Westminster Presbyterian Church in OKC. Plamann holds degrees in organ performance from Valparaiso University and Emory University, and she was awarded her DMA from Indiana University-Bloomington, where she studied with Drs. Larry Smith and Chris Young. She specializes in 20th- and 21st-century works, and she especially enjoys collaborative performances.

The Choir Rehearsal

Some of my conducting textbooks spend numerous pages on how to structure the choir rehearsal, covering a host of factors to consider. Personally, I don’t bother putting that much thought into it. It’s already all I can do to spend time getting to know the music and make musical decisions about it, let alone think about a detailed rehearsal structure. So I’ve resigned myself to simply what seems to work, which, for me, is this:

First, housekeeping. Thanking the choir for their music-making the previous Sunday, miscellaneous announcements, changes to the choir schedule, etc. I get this out of the way first so I can move immediately from warm-ups to the anthems we’ll be working on.

Second, warm-ups. Warm-ups are essential—they prepare the voice and body for singing and help relieve accumulated tension from the choir members’ work days.

Third, the music itself. In a 60-minute rehearsal (not counting warm-up time), I find I can get through 4-5 upcoming pieces. I almost always start with the piece coming up next on the schedule. Because we have worked on it the most by this point, it’s familiar and the most performance-ready—any rehearsing is simply clean-up of details. After this first piece, the other pieces will usually be rehearsed in the order they appear in the schedule, except when level of difficulty needs to be considered. If a piece is significantly harder and requires more rehearsal time, I’ll rehearse it next regardless of where it falls in the schedule. With more than one challenging piece, I will try to break them up with one of the easier pieces to give the choir a bit of a break in between.

After rehearsing all the other pieces, I will often do a final run-through of the piece for the upcoming Sunday so that it stays as fresh as possible in the choir’s minds. Then we close with a sung benediction and depart.

In all of this, efficiency is essential, and that means spending time studying the score because it informs how I teach the piece. If the piece has very tricky sections, I may focus on those first to make the most use of our rehearsal time—easier sections can be learned later. On the other hand, if the piece has repeated themes and sections, those can be taught first and all at once since when one section is learned, all the sections are learned; rehearsing what the choir already knows wastes their time and mine. And because we have limited time and much to accomplish, I live by this rule of thumb as a conductor: talk as much as necessary and as little as possible.

The flip side to all of this is that choir should be fun. In my opinion, church choirs are primarily small group ministry and therefore choir members need to be nurtured. Efficiency, musicianship, and learning are important but not if they come at the expense of fellowship and community. So when it comes to music excellence, I will take “good enough” over “perfect” any day if it means that, week after week, my choir simply loves making music together. If together we can both love the music-making and learn and grow, that’s a bonus. If the music sounds perfect but the choir merely shows up to rehearsals because that’s their job as a choir, then something is broken and needs to be fixed.

Or, to paraphrase the apostle Paul, if the choir can sing like angels but does not have love, it might as well be a noisy gong or a clanging cymbal—and no amount of rehearsing can fix that.

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Travis Beck

Travis Beck currently serves as Worship & Music Director at Immanuel Lutheran Church in Forest City, Iowa and as adjunct faculty at Waldorf College, also in Forest City. He earned a B.A. in Church Music from Wartburg College (Waverly, IA) and a Master of Sacred Music from Luther Seminary (St. Paul, MN). In addition to planning worship and directing choirs, he is an active performer in the community, accompanying for contests and performances and playing jazz and blues in local bands.

Working with Small Choirs: Part 2 — Other Resources

Think liturgical music for your choir. Arrangements of the psalms abound. Sing an appropriate psalm in addition to the appointed psalmody for the day. Opportunities for attendant music are the gathering, offering, and distribution of communion.

Psalm Settings for the Church Year from Augsburg Fortress contains various styles and arrangements from many different composers. There are different types of voicings available for the texts. Another excellent resource is Psallite – Sacred Song for Liturgy and Life – The Collegeville Composers Group. The cantor/choir books contain antiphons, descants, and simple part music, organized according to the three year Roman Catholic lectionary but the psalms are indexed and also organized by antiphon texts. There is a separate accompaniment book for each year.  Sing some Gregorian chant psalmody, accompanied by handbells punctuating phrases with tone clusters. Choirs can learn to sing and play bells at the same time.

Thomas Keesecker has set some of the texts suggested as Offering Canticles (Appendix E) from the book Keeping Time, the Church’s Years. Settings are for unison and two-part choirs. Contact him at www.facebook.com/Thomas.Keesecker.composer

When looking for worship music for small choirs begin with what you have. Look in your music library. Many SATB anthems work well singing only two of the lines. The most obvious is singing the soprano and alto line together, or the soprano and tenor lines. If you have instrumentalists available have them play the parts not being sung. Some pretty interesting and lovely arrangements can result from this method. Have a flute or recorder player? Have an instrument play the tenor line an octave higher than written as a descant. Obviously some anthems will work better than others. An instant anthem idea is to choose one of Bach’s Schübler Chorales and have the choir sing the chorale melody in unison with the organ accompaniment. Lovely music and arrangements can be the result.

Collections are a great resource if a majority of the pieces are suitable for your situation. Some selected collections that I have used with choirs are as follows:

Sing It Simply. 25 Congregational Hymn Accompaniments for Piano, Optional Guitar, Bass and Handbells by Thomas Keesecker. This collection is intended for unison singing, some with descants. Many hymns are in a lower key, with re-harmonizations that are different from most standard hymnals. All parts are reproducible.

Alleluia to Jesus – The Choral Music of Carl F. Schalk. Reproducible music of various voicings with a CD included. Contains both hymns and anthem music.

A set of collections called A Choir Book for Easter; A Choir Book for Lent, etc., edited by Paul R. Ladd, Jr. This is a series with individual books for the seasons of Advent, Christmas, Lent, Easter and General use. Contains unison, two and three equal voices; two, three, and four mixed voices, accompanied and a cappella settings. There are often two or more different settings of the same piece. 

The New Gloria Deo: Music for Small Choirs, Volume One by Aaron David Miller.

The New Gloria Deo, Volume Two by Thomas Keesecker.

Augsburg Choirbook for Women. Unison, 2-part, 3-part, and 4-part treble voices.

Five Hymns by Heinz Werner Zimmermann.

Treasures in Heaven. Music for Two-Part Mixed Choirs by K. Lee Scott.

Assembly Required, Set 1: Service Music for Choir and Assembly. Choir/Cantor and Assembly.

Assembly Required, Set 2: Service Music for the Easter Vigil.

The Augsburg Easy Choir Book, Volume 1: Music for the Church Year. Unison and two-part mixed. Augsburg Fortress.

The Augsburg Easy Choir Book, Volume 2: Music for the Church Year. Unison and two-part mixed. Augsburg Fortress.

A choir director working with a small choir functions in the role of a cantor of the Church, leading the people’s song.

“The cantor uses whatever musical resources are available, using them in a manner appropriate to the talents of those serving and the needs of the people who are served.” -from “The Role of the Cantor” poster – Association of Lutheran Church Musicians (ALCM)

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Linda Kempke

Linda Kempke is a retired Associate in Ministry of the Evangelical Lutheran Church in America and currently Region 1 President of the Association of Lutheran Church Musicians. She is the cantor at Lutheran Church of the Good Shepherd in Brooklyn, OH. Linda holds degrees from the Baldwin-Wallace Conservatory of Music, Berea, OH and Trinity Lutheran Seminary, Columbus, OH.

Choirs with Limited Resources: Part 1 – The Hymnal as a Resource

So you have a choir of 12 or 8 or 5 or all women and one male. The list of variations could go on. What are you, as director, to do about it?  Carl Schalk has said “The smaller parish can be an exhilarating place for worship and church music, but it requires creativity and resourcefulness.”  (Cross Accent, Journal of the Association of Lutheran Church Musicians,  “Getting More for Less”, November 2012).  Now read the same phrase substituting “smaller choir” for “smaller parish.”

Begin with available resources – and be aware of what you have. The function of the choir is to support and enrich the song, the voice of the people, the gathered assembly. The choir also brings richness and variety by singing and leading portions of the liturgy that they rehearse – psalms and acclamations, new musical settings. If, on a Sunday morning, your choir has eight voices and your congregation has eighty, – you have the potential for an eighty-eight voice choir! Now use your creativity.

Your hymnal is the first and best choir resource. It is a rich treasury of liturgical and worship materials of varying kinds. Begin with a hymnal and let it become your personal resource. Take your hymnal with you as you attend conferences, hymn festivals and workshops. Write down musical ideas and thoughts, hymns sung in canon, etc. Any idea, no matter how small, can spark a new idea for your use.

Hymns

Vary the presentation of hymns but use them sparingly, making sure are they are consistent with the spirit of the hymn. A few ideas, old and new, which are good to review are:

1.  Alternatum – Vary the singing of stanzas by groups, choir, solos, men, women, etc., – especially on hymns with many stanzas.

2.  Vary the voicing – women on melody, men on tenor or bass part; men on melody and women on alto.

3. Think about the tune and text and how both work together. I once set the text of “What a Friend We Have in Jesus” to the tune TON-Y-BOTEL/EBENEZER. The text takes on a totally different character and turned out to be a charming choir anthem.

Hymns/texts new to congregation

The addition of global music in recent hymnals adds another dimension to worship and the opportunity for the choir to teach and to lead. Musicians Guide to Evangelical Lutheran Worship, is an excellent guide for musicians containing essays on styles, practices and interpretations of varying styles of hymnody.  The guide offers suggestions for accompaniments and rhythmic patterns for hand percussion instruments. Leading the Church’s Song is a practical introduction to leading congregational song in a variety of musical styles and with various instrumental accompaniments. An audio CD is included, which helps to master different styles of hymnody. Your choir “anthem” for the day can be the presentation of an unfamiliar hymn. Add some hand percussion as appropriate. And remember – there is NOTHING wrong with unison singing. Sung well, unison singing is just as difficult as four-part music.

Hal Hopson’s The Creative Church Musician Series is a series which addresses the use of choirs, instruments, handbells, organ, and piano in worship. The Creative Use of Choirs in Worship especially offers ideas for choirs, including handbell punctuation and ostinato patterns, Orff instruments, descants, canons, part voicing, and varied accompaniments.

Don’t forget the obvious – the wealth of material in Taizé (use the children also); call and response patterns (refrains and verses); hymns in tandem, and hymn concertatos.

The primary task of music ministry, regardless of church size, should be to help the congregation give voice to its worship.                                    

The choir with only a few voices is still an opportunity for rich worship and praise. The limits of size does not necessitate a limitation of spirit or ministry or potential. It is the privilege of church musicians – whether with a dozen or a thousand tongues – to lead the people in worship and praise of God. Do it in joy and with expectation, assured that God hears the song of each tongue.

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Linda Kempke

Linda Kempke is a retired Associate in Ministry of the Evangelical Lutheran Church in America and currently Region 1 President of the Association of Lutheran Church Musicians. She is the cantor at Lutheran Church of the Good Shepherd in Brooklyn, OH. Linda holds degrees from the Baldwin-Wallace Conservatory of Music, Berea, OH and Trinity Lutheran Seminary, Columbus, OH.

Instant Anthem 1.0

Maybe the choir’s scheduled to sing on Rally Day and you only get one rehearsal the week before…
Maybe it’s that first Sunday after Epiphany and half the choir can’t make it out of their driveways…
Maybe it’s a Sunday where nothing in the library fits and you’ve spent the choir’s budget already…

Whatever it is, you need an anthem and you need one fast!  Easy—create one from the hymnal. Here’s a laundry-list of options for inspiration. Mix and match (or come up with your own!) to make your Instant Anthem.

The Basics

  • All men sing unison on a stanza.
  • All women sing unison on a stanza.
  • Sopranos and Tenors unison on melody, Altos and Basses unison on another part.
  • Altos and Basses unison on melody, Sopranos and/or Tenors sing alto or tenor line as descant
  • Altos on melody, Sopranos sing alto line an octave up.
  • Tenors and Basses on melody, Altos and/or Sopranos sing alto line.
  • Basses on melody, Tenors on own part, Altos and/or Sopranos sing alto line.
  • Soloist on melody, choir hums their parts.
  • Tenors and Sopranos switch parts, Altos and Basses stay on their own parts.
  • Divide the stanza into four equal phrases (if possible).  Have all sections on their own parts; Sopranos begin the stanza, then add another section on each phrase.

Advanced Techniques

  • Got a children’s choir? Alternate stanzas antiphonally, or have them sing one of the other parts as a descant.
  • Try a stanza a la William Billings—split your tenor and soprano sections in half. Half the Sopranos sing the tenor line in their octave, and half the Tenors sing the soprano line in their octave.
  • Is the tune pentatonic? Give choir members Orff instruments, handbells, or chimes and have them play the appropriate notes randomly on a stanza. Or give instruments to random congregation members!
  • Is it a chant melody? Insert a peal of handbells between phrases.
  • Can the tune be sung in a round? Do it on one of the stanzas.
  • Is the tune printed in the hymnal with other harmonization? Have the choir sing an alternate harmonization for one of the stanzas.
  • Add a C instrument like flute, oboe, or violin and double any of the parts.
  • For chants or global/multicultural hymns, have a soloist sing the first stanza in the original language.
  • Does the stanza talk about birds? Have a soloist whistle the melody while the choir sings parts.
  • Is the tune global/multicultural? Give your choir members some claves and shakers.
  • Does the stanza talk about stars? Play a windchime throughout, or use the organ’s Zimbelstern.
  • Does the stanza talk about rain? Play a rainstick throughout.

Consider devoting a whole choir rehearsal or a few minutes of several choir rehearsals to trying one or more techniques so that your choir is acquainted with them before the need for an instant anthem arises. Many of these techniques would also work just as well to embellish any of the congregational hymns on a given Sunday. Experiment and see what works for you. The sky’s the limit!

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Travis Beck

Travis Beck currently serves as Worship & Music Director at Immanuel Lutheran Church in Forest City, Iowa and as adjunct faculty at Waldorf College, also in Forest City. He earned a B.A. in Church Music from Wartburg College (Waverly, IA) and a Master of Sacred Music from Luther Seminary (St. Paul, MN). In addition to planning worship and directing choirs, he is an active performer in the community, accompanying for contests and performances and playing jazz and blues in local bands.

Music … and Silence

There are two important silences whenever a piece of music is offered, whether in church or the concert hall.  The first silence precedes the music; it can be as short as a heartbeat, or as long as the conductor decides.  This silence is for “anticipation and preparation”, as everyone gets ready for the music to come.  The music then grows from the silence.  When the music has ended, there is another important silence, the “receiving” silence.  In this short pause, the audience can sometimes be heard to inhale as they receive the music and its meaning, and choose what to do next.  Clap?  Hold still and quiet, savoring the moment?  The receiving silence calls upon the listeners to make a decision.

As musicians, we know a lot about silence, yet we are not always comfortable with it.  Do we fear silence?  Are we afraid of what we will find there?  In 1 Kings 19, Elijah goes to stand on Mount Horeb to witness the Lord passing by.  You know the story: the Lord was not in the wind; the Lord was not in the earthquake; the Lord was not in the fire.  But after the fire came a sound of sheer silence – and the Lord spoke to Elijah in that silence.   Before any words, before any sounds, God is present.

In today’s world of traffic and construction noise, shopping mall music and television, silence is very noticeable.   We have grown so accustomed to sounds that we may have forgotten: silence is communication, too.  Sometimes, the silence makes us feel we need to make a choice – what do we do next?  This can be especially true in our worship services.

We are not the first to feel the weight of silence in worship.  Catholic monks, who served as the choir during worship services in the 13th century, noticed that the congregation had trouble paying attention during the silence as the lectionary was brought to the place where it was to be read.  Apparently, it was quite a long walk!  The monks added an extra piece of music to the service at this point, known as a conductus, to keep the worshippers awake.

In our worship today, we still use music to cover actions: as people come in to be seated, as offering is collected and brought forward, as the table is prepared for communion, as worshippers commune.  There are many words spoken – for instruction and ritual.  But where do we use silence?  Every Sunday, we have a few members who arrive early to enjoy the silence of our worship space.  We have some silence at the time for confession and some very short silences in our prayers.  There is a longer silence as the musicians go to the communion table.

Maybe we need more silence.  Just like music, worship is an offering that benefits from pauses that allow those who are gathered to “come up for air”.   We need a little more silence to “anticipate and prepare”, to open our hearts and minds for worship – not just the music, but the spoken words, too.  A few more “receiving” silences, that get us ready to accept the gift of God’s grace and prepare to make decisions because of that grace, would also be welcome.  We need a chance to meet God in the silence, and hear his voice.

Sound the Bamboo!

Introducing Asian Hymnody

As we attempt to honor our global multiculturalism, church musicians are often apprehensive when approaching music from other cultures. In particular, many able musicians are intimidated by the prospect of Asian languages and the musical traditions that underscore them.

Asian music is incredibly diverse, spanning from Indonesia to Taiwan, gamelan orchestras to bamboo flute choruses. Its hymnody is rich with soaring, lyrical melodies, and the texts abound with beautiful symbolism. Our churches can be greatly enhanced by introducing this musical tradition. Despite its diversity, there are some overarching characteristics that can guide us in faithfully presenting Asian hymnody.

What do we expect to find in Asian congregational song?

  1. The melody is of supreme importance. It is often cyclic, swelling to a climax and cascading to a low point. The melody is shaped by the text, which often contains powerful symbolism as it describes the natural world. These expressive melodies encourage monophonic singing, and we must try to dispel our notions of Western harmonic functions. With melody at the forefront, harmonies are not implied in Asian music, and they are generally not structural.
  2. Asian music is transcribed from an oral tradition, replete with ornaments such as grace notes and slides. The rhythmic pulse is flexible, with all other musical elements yielding to the flow of the melody.
  3. Oftentimes, Asian music employs pentatonic or tetratonic collections, as well as equidistant scales of five or seven notes.

How do we go about playing/singing Asian congregational song?

  1. Most English hymnals include phonetic pronunciations of Asian texts. A common symbol in this music is the slash sign ( \ or / ), which can be attached either to the front or back of a note. This indicates a vocal slide to or from the note, respectively. We also encounter grace notes, which should be performed gracefully and unhurriedly. Oftentimes, a final “m” or “n” sound can be sustained for the duration of a note.
  2. Employ instruments! A melody instrument can introduce or reinforce the all-important melodic line, and simple percussion will greatly enhance this musical tradition. Traditional Asian instruments include bamboo flutes (but, flutes of any material will do) and the erh-hu, a two-stringed instrument (viola or cello substitute well). Stringed instruments are particularly appropriate, as they can produce the aforementioned characteristic slides. Gongs, cymbals, and chings (small cymbals) can add texture, and finger cymbals or triangle are perfectly acceptable stand-ins! Using a ching at the end of each full phrase is simple and effective in lending authenticity to this musical style.
  3. When using a keyboard instrument, remember that Asian accompaniments are sparse. We will do well to momentarily forget our Western notions of harmonic progressions, cadences, and chorale-style homophony! Consider highlighting the melody, utilizing arpeggios, playing in pentatonic or equidistant scales, or using open fifths for support.

The achingly beautiful melodies and deep symbolism of Asian hymnody can certainly enhance worship and enrich our congregational repertoire. I have given just a few suggestions for introducing this musical tradition, and there are several good resources that can provide further instruction. Leading the Church’s Song (Augsburg Fortress, 1998) contains a chapter on leading Asian hymnody, with specific suggestions for accompaniment styles, percussion patterns, and more. The invaluable hymnbook Sound the Bamboo (1990) contains numerous accessible Asian hymns, thanks to the groundbreaking work of Asian church musician and ethnomusicologist Dr. I-to Loh.

In all that we do, let us not be afraid to cultivate our musical traditions by lifting up new songs to God!

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Melissa Plamann

Dr. Melissa Plamann was appointed university organist and assistant professor of music at Oklahoma City University’s Bass School of Music in 2010; she also serves as organist at Westminster Presbyterian Church in OKC. Plamann holds degrees in organ performance from Valparaiso University and Emory University, and she was awarded her DMA from Indiana University-Bloomington, where she studied with Drs. Larry Smith and Chris Young. She specializes in 20th- and 21st-century works, and she especially enjoys collaborative performances.

Good Diction: Start With Your Youngest Singers

Children have an incredible capacity to mimic sounds, so there is no reason why shaping good vowel sounds and giving detail to some consonants should wait until children are in upper elementary school. I have become a firm believer that we should model our best diction and be intentional about teaching and reinforcing good diction with our youngest choristers. I introduce diction awareness to my PreKindergarten singers the first day of rehearsals in August. We make choir fun, but infuse good diction training throughout everything we sing:  warm-ups, singing and counting games, hymns, anthems.

Good choral diction does not just happen. It must be properly modeled, taught, and reinforced. The earlier we expect good diction, the sooner we hear it and the more it becomes ingrained in our children’s choral sound.

Where to start?  What to do?

  • Are you a good vocal model? Record yourself singing one of the children’s anthems and be honest. Are your vowels tall? Do you sing ending or internal R’s? Do you sing the second part of a diphthong too early? Ask a colleague to evaluate. Be ready to make corrections in your own diction. What the children hear is what you get!
  • How does your choir sound now? Record your choir and listen with a discerning ear. I have discovered vowels that, to my ears during rehearsal, sounded fine, but when listening to a recording sounded less than desirable. Example:  the “ah” in Gloria sounded more “uh” than “ah”. We have modified it so that we think a darker “aw” to get the desired “ah” vowel.

Which vowels and consonants should we address with young singers?

  • Begin with AH – as in ought, OO - as in moon or you, and the ending R - as in sister (sistuh). Your goals are to encourage openness within the child’s mouth and to train good listeners. Correct AHs OOs and Rs are easy to see and create.
  • Pure OH – as in Deo, short E – as in let, inner R – as in Lord (Lawd), and consonants. One must be careful when encouraging young singers to give attention to beginning and ending consonants. Exaggerations accompanied by some emphatic head movement usually occur!  Use discretion when asking for more air on beginning K, P, H and ending K, T, P, D.

Which visual images help children understand and correct these important sounds?

AH as in ought

  • Alligator jaws:  use your whole arms to mimic large alligator jaws opening up to sing “AH”
  • Tennis ball w/ mouth and eyes: Make your own tennis ball with a slit cut into it for a mouth or purchase the FUNdamentals Toy Box by Lee Gwozdz (includes this, and many, great teaching toys). Squeeze the ball to show a dropped jaw for the perfect “AH.” After the giggles, they will get it.
  • Flat/Tall vowels created with the palm of your hand: Place palm flat (parallel to the floor) in front of your mouth. Twist so palm is perpendicular to the floor, thumb on top, eyebrows raised, to demonstrate space inside the mouth.
  • Hands on cheeks: Ask singers to gently place the back of their palms on their cheeks, creating a tall AH. Keep the palms in place throughout a song.

OO as in moon or you

  • Drinking Straw: pretend your index finger is a straw. With lips in the OO shape point ‘the straw’ to the lips (not in the mouth!) as if to make room for a straw.
  • Pull the sound out of your mouth: While singing a continuous OO pretend to pull the OO out of the mouth, extending the arm.
  • Owls and wolves: hoot like an owl, howl like a wolf. Use these sounds rhythmically in warm-ups or at transition times in rehearsals.

Ending R as in sister (sistuh)

  • Learn a song with lots of ending R’s: Love, Love, Love by the Brokerings is the perfect song with the phrase, mother, father, sister, brother. Demonstrate properly when teaching. Draw an R on a dry erase board or paper and cross it out with one slash. Write out mother, father, sister, brother and invite the children to find the ending R’s; draw a slash through each one. This is possibly the easiest diction problem to fix. Your young singers will become “R Detectives!”

Internal R as in Lord (Lawd)

  • Demonstrate the difference in singing the internal R and then removing it with the word Lord. Our goal is to always keep the mouth tall on the inside, but when we sing that R our mouth closes on the inside and the tongue fills the mouth. When we remove the R something magic happens between the singers’ mouths and the listeners’ ears…the R is magically heard! Be diligent about correcting R’s. Over time your singers will automatically sing ending and internal R’s correctly.

Pure O as in Deo (no diphthong)

  • Sing simple songs and liturgical phrases in Latin and Spanish, creating the pure vowel sounds, especially the O’s. Singing these languages properly helps English vowels. Also, singing in foreign languages at a young age removes the fear of doing so later. Be very careful to model the correct pronunciations the first time the song is introduced. If you are unsure, check with someone who knows.

Short E as in let

  • ALLELUIA!  The perfect word, yet in the South we can add multiple syllables by just saying ‘lay’ instead of ‘leh.’ Place your index finger in front of your mouth and give your singers a direction for each syllable: AL – finger straight up and down (tall AH), LE – finger points sideways, like you are brushing your teeth side to side, LU – the straw, point finger into mouth (lips forward, making room inside), IA – finger straight up and down again (tall). Keeping the index finger directly in front of the mouth reminds singers about good position of the mouth and lips, and especially encourages a non-diphthong LE on the second syllable.

Beginning and Ending Consonants

  • Encouraging crisp consonants may encourage young singers to overemphasize, occasionally adding a head nod for good measure, so be careful what you ask for! Just making them aware of the consonant sounds is a good start. Place a flat palm in front of your face and show them how air should hit your hand when pronouncing a strong T, P, K or H. When they get older, they will be able to successfully add crisp consonants without it being comedic!

How often will you have to correct your singers’ diction? OFTEN and FOREVER! It is consistency that makes the difference. Always be a good model, even if only singing numbers or nonsense syllables. Find ways to make reinforcement fun by creating warm-ups from your anthems and using a variety of silly voices to speak the words correctly (a Mrs. Doubtfire or Julia Child voice perfectly places voices in the head and improves vowels). Over time your singers will be critical listeners and automatically sing with beautiful diction needing only slight reminders.

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Karol Kinard Kimmell

Karol Kinard Kimmell, a life-long Lutheran, is Director of Youth & Children's Music at All Saints' Episcopal Church in downtown Atlanta, directing four singing choirs (PreK - 12th grade) and three ringing choirs (4th grade - Adults). Karol serves as co-director and clinician at the summer music experience, Lutheridge (NC) Music Week (20 years). She serves on the faculty of the Choristers Guild Institute, a 3-year certification program for children's church choral directors, and has recently accepted the co-director's position for the CG Institute. Karol was on the task force and faculty for ALCM's Young Lutherans Sing. She attended Wittenberg University and Lenoir-Rhyne University, graduating from LRU with a music education degree/organ. She sang in the NYC Riverside Church Choir in the 1980's and the Atlanta Bach Choir and Atlanta's Baroque Camarati in the 1990's. She received training in Orff Schulwerk, KinderMusic, and Rhythmically Moving. Karol has presented for GA ACDA, ALCM, Augsburg Fortress, and Choristers Guild, directed the NC All State Elementary Chorus (2009), and led children's choirs at various summer music camps: Massanetta Springs, Lutheridge, Bonclarken, and Mabel Boyter Choir Camp.

Sending Forth: Tips for a Successful Youth Choir Tour, Part 2

This is the second half of a two-part series on planning a successful Youth Choir Tour. This segment addresses places to sing and serve, daily details and how to make the experience meaningful for all involved.

Places to Sing and Serve

A key component of your tour will be leading worship and/or performing. Begin by finding a church that will host you in their Sunday morning worship. Make sure that the repertoire your group can sing is a good fit for their worship style and take time to communicate with the pastors and music staff at your host church to ensure a successful collaboration. For additional singing opportunities, find out if there is a Vacation Bible School in the area the week you are traveling. Or, maybe there is a church that provides a concert series you could participate in.

Retirement homes offer an obvious concert opportunity, but try to include some additional interaction with the residents. Try a game of bingo or other recreation to help connect the youth to the residents. Preschools, daycamps, community shelters, prisons and senior centers might also offer opportunities. If you can add a service component along with your singing, the experience becomes even more meaningful for all involved.

Just be sure that each place you choose will result in a positive experience for your singers. If you have choir of 12 singers trying to fill a large worship space, they may leave feeling defeated. Singing outside, at a shopping mall or providing background music at a loud event may initially sound appealing, but often proves to be a less than satisfying experience for all involved.

Daily Details

Your planning should include a detailed itinerary for youth and chaperones. Every meal should be planned and it should be clear if youth are expected to bring money for certain meals. You need to plan times and a place for daily rehearsal, worship, and devotionals. Include some planned recreation time each day, sightseeing activities where appropriate, and a limited amount of free time.  You want your youth to have enough time to ‘power down’ and not feel rushed from one event to the next, but you don’t want to be  so unstructured that they have time to get into trouble (a fine line!). It’s also nice to give your chaperones some time to relax so that they are fresh to help you along the way.  Two things I include on every tour are a couple of extra hours on check-in day (it always seems to take longer than you think to get checked into rooms and deal with any issues that may come up) and an easy morning in the latter part of the trip. Teenagers inevitably seem to run sleep-deprived on these trips and they will appreciate a later morning to catch up.

Making the Experience Meaningful

You have worked hard to plan a great trip and you’ve conquered a thousand details to get everyone there. Make sure that you take some time for everyone to find greater meaning in what you are doing. Talk about the worship services you participate in and compare those with your home church. What was better? What did they miss? How can you improve your own worship at home? Take time to analyze the teamwork that happens on your trip and the musicianship that is built. How can that strengthen your choir in the coming year? Consider having your older youth mentor the younger ones throughout the trip to build those connections. Use the texts of your songs as a basis for worship and devotion. Challenge your singers to strengthen their prayer life and become more spiritually centered during your time together.  Finally, don’t forget to share some of the great stories and experiences of your youth choir tour with your congregation when you get home so they can help celebrate the good work your youth are doing.  Blessings to you as you embark on Youth Choir Tour!

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Mark Patterson

Dr. Mark Patterson is a nationally acclaimed composer, conductor and teacher. He is the Director of Music at Salisbury Presbyterian Church in Midlothian, Virginia, where he leads a comprehensive music program for adults, youth and children. Mark received his PhD in Music Education with an emphasis in Choral Conducting from Texas Tech University and Master of Music and Bachelor of Arts degrees from the University of Texas at Austin.
He is frequently invited to conduct honor choirs and choral festivals across the United States and is often asked to lead workshops for choral directors. Dr. Patterson’s compositions comprise a rich variety of styles for the sanctuary and the concert hall. Currently he has over 200 choral works in print as well as a solo piano collection, various musicals and choral compilations, and several volumes of vocal solos. Mark has been a consistent winner of the ASCAP Award in Composition for over ten years.

Sending Forth: Tips for a Successful Youth Choir Tour, Part 1

If you are fortunate enough to lead a youth choir, then the words “youth choir tour” may have been uttered to you at some point. These words may have come from a hopeful youth, an overly anxious parent, or that pesky, subliminal voice that urges each of us to keep trying new things to enhance and develop our music programs. These words may fill your heart with fond memories, or they might incite deep fear: “Is our group really ready to go on the road?” you may ask. In this two-part series, I will share some insights into planning a successful youth choir tour.

Define Your Purpose

First, you must ask yourself, “Why are we doing this?” I believe every facet of our program deserves this simple reality check from time to time. Is your youth choir tour  a recruitment tool? A reward for their hard work during the year? A mission opportunity? A music-centered team building experience? Whatever the purpose, you need to answer this question for yourself and your program first, because, chances are, you will have to defend it a time or two as you make your plans.

Plan Early

After clarifying your purpose, you need to select your tour dates approximately one year in advance. This will give you enough time to plan the details and will put your youth and parents in the best position to plan on joining you. Today’s youth lead busy lives. Summer camps, part-time jobs, internships and vacations are often planned many months in advance. Meet with your other church staff and your music leadership team to avoid conflicts with any church activities and consult your area school calendars too. Once you’ve selected your dates, communicate this to your youth and parents. There is no perfect date free of all conflicts, but I have found that if you stick with a consistent window of time each year, (i.e. the last week in August, or the first week after school is out) parents and youth will begin to build that into their own planning. If this is your first trip, consider planning a 3-day excursion to a destination that is 2-3 hours away. Center your activities in one or two locations so you spend more time singing and enjoying other activities rather than commuting. With one successful tour under your belt, you can always expand it to 4-5 days the following year.

Book the “Big Three”

Transportation, Lodging and Unique Special Events are the three things you need to nail down first. Are you taking a bus, plane, train, rental vans, or private transportation? Establish a rough itinerary and get quotes if there are several bus companies or airlines that travel the route you need.  Will you stay in a hotel, college dorm or sleep in a church gym somewhere? Explore all options that fit within your desired budget and get some of your potential chaperones to help weigh the options. While you certainly want to keep costs down, keep in mind that you and your choir will need a good night’s sleep in order to be able to perform decently and enjoy the time together. (My number one rule of youth choir tour: If the director is not happy, no one is happy!) Finally, if there is a special event that is the centerpiece of your trip (i.e. singing at the Dodger’s game or performing at the National Cathedral) you need to secure that at the very beginning of your planning.

Coming in Part 2: Places to sing and serve, daily details and making the experience meaningful.

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Mark Patterson

Dr. Mark Patterson is a nationally acclaimed composer, conductor and teacher. He is the Director of Music at Salisbury Presbyterian Church in Midlothian, Virginia, where he leads a comprehensive music program for adults, youth and children. Mark received his PhD in Music Education with an emphasis in Choral Conducting from Texas Tech University and Master of Music and Bachelor of Arts degrees from the University of Texas at Austin.
He is frequently invited to conduct honor choirs and choral festivals across the United States and is often asked to lead workshops for choral directors. Dr. Patterson’s compositions comprise a rich variety of styles for the sanctuary and the concert hall. Currently he has over 200 choral works in print as well as a solo piano collection, various musicals and choral compilations, and several volumes of vocal solos. Mark has been a consistent winner of the ASCAP Award in Composition for over ten years.