Directing Choral Ensembles (MUSC3160)

This Repertoire Folio and Program is submitted in two sections and these are to be uploaded to Blackboard. Part one weekly to Discussion Board and Part 2 submitted below before week 11.

Part one consists of seven (7) weekly submission to the Database on Blackboard Discussion of a work for choirs in a particular genre or style as listed below. You may vary the voicings from week to week (SATB, SSA etc) or may chose one voicing consistently through the seven submissions.

Part two is a selection of ten (10) works from the database (your selections and/or those of your peers) that collectively make up a repertoire folio for a choir of your choice. (see further details below)

PART ONE

You are to choose a recording of a work that is appropriate for each section on the following list. Your choice must be unique to the database on Blackboard discussion. Therefore if you select a work to upload to Blackboard Database and discover that another student has already added that selection to the database, you must choose a different work. 

Your upload should include;

1. Title,
2. Composer,
3. Name of Choir performing,
4. Voicings (eg SATB),
5. Video link,
6. score (if available), and
7. comment for choir this work is suitable for (eg Primary, High School, Beginner, Advanced etc). 

You must choose a recording available for all to view and upload the link to the database, and if a score is available (eg from www.cpdl.org) include the score to the data base.

Week 4 - One simple piece that demonstrates the quality of legato singing in any style for unison, SATB or SSA

Week 5 - One typical piece of Renaissance secular music suitable for a school choir (eg Primary, unison, SATB, SSA)

Week 5 - One typical piece of Renaissance sacred music suitable for your choir (eg Primary, unison, SATB, SSA)

Week 6 - An accompanied choral work (or cycle of pieces eg 10-20mins in total) able to be used in full or select sections suitable for SSA or SATB

Week 7 - A traditional folk song from any country arranged for choir (2 or more parts) suitable as a concert opener

Week 8 - A piece of Australian choral music that is NOT a folk song or an example of CCM or musical theatre

Week 9 - A piece of contemporary choral music NOT musical theatre, pop music or pop arrangement or song suitable as a concert closer

PART TWO

Week 11 - Program

As a choir conductor it is your job to choose the repertoire for the semester for your choir. Nominate the choir you are programming for, eg Primary, High School, SSA, SATB and their background.

You must now use the Database created by all students in the course from weeks 4 - 9, available on Blackboard discussion, and choose ten (10) pieces in the voicings suitable for your choir.

Your ten choices must make a suitable concert program and show the diversity of styles that your choir can sing. 

1. One of the pieces MUST be a submission from week 5 database (i.e. a longer work or section from a longer work).
2. You must choose from a minimum of four (4) different sections of the data base
3. You may use all seven (7) if appropriate for your choir and
4. Put pieces in an appropriate order that creates a cohesive program and flow for a concert.

Once you have chosen your repertoire, you must complete a conductor's preparation of each work, including

1. relevant background
2. rehearsal techniques
3. conductor’s notes for each piece; and
4. A complete program for audience members including program notes for each piece, order or works and any other information relevant to a program.

While the length of this response will vary depending on the complexity of the piece, or the need to explain its context, approx 100 words is envisaged for each response, and a total of 1000 words is therefore considered appropriate. Note any difficulties a work may present, any new or different techniques that may need to be learnt, and language translations if needed. 

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. 

Mid-Semester Conducting Assessment Task

Task Name: Practical Conducting Demonstration

Due: Week 4 Tutorial (in-class assessment)

Weighting: 20%

Length: 4–6 minutes (plus short Q&A if required)

Submission Format: In-class practical assessment + annotated score (submitted on Blackboard)

In this task, each student will conduct a section of a choral work (provided) with their tutorial group serving as the ensemble. The focus of this assessment is the presentation of foundational choral conducting techniques.

Students are expected to demonstrate:

• Clear and consistent beat patterns (duple, triple, compound as appropriate)
• Effective cueing and release gestures, including fermatas
• Basic gestures of interpretation, including dynamics, gradations of volume, and articulation
• A musical response to the sound of the ensemble, showing an ability to adapt conducting and rehearsal choices accordingly

Assessment Objectives

This task assesses your ability to:

• Communicate tempo and meter clearly using standard conducting technique
• Use visual gestures to convey phrasing, dynamics, and articulations
• Anticipate and support ensemble needs through cueing and cut-offs
• Adjust or reinforce elements of rehearsal strategy in response to the ensemble’s sound
• Lead a short, focused excerpt with appropriate musical expression and control

Required Materials

Students must bring:

• An annotated conductor’s score (submitted digitally on Blackboard prior to your tutorial)
• A clear rehearsal plan, which may be brief but must outline goals for the excerpt and how they will be addressed
• Prepared knowledge of the work to be conducted, including tempo, meter, entries, and expressive intent

Assessment Criteria

Your performance will be evaluated according to the following criteria:

1. Patterns and Gestures
2. Clear beat patterns, smooth transitions between meters, appropriate hand position, and posture
3. Cues and Cut-offs
4. Accurate, well-timed entries and releases, including expressive fermatas and ensemble preparation
5. Musical Understanding and Response
6. Expressive conducting aligned with the score; musical shaping of phrasing, dynamics, and articulation
7. Responsiveness to Ensemble Sound
8. Demonstrates awareness of choral sound and adjusts gestures or strategy appropriately during rehearsal

This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.

To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.

Ensemble Leadership

Task Name: Rehearsal Conducting Demonstration

Due: Week 11, 12, or 13 (in-class practical assessment)

Length: 20 minutes per student

Submission Format: In-class conducting + annotated score and rehearsal plan submitted via Blackboard

Weighting: 30%

In this final practical assessment, you will conduct a rehearsal of a designated choral work with your tutorial group. This task is designed to assess your ability to lead a choral ensemble with technical clarity, musical responsiveness, and appropriate rehearsal strategies.

Each student will be allocated a week and a work in advance:

• Week 11: Set Me As a Seal Upon Your Heart – René Clausen
• Week 12: Do not Stand at My Grave and Weep – Joe Twist
• Week 13: Crossing the Bar – Graeme Morton

You are responsible for:

• Preparing the rehearsal, including a written rehearsal plan
• Conducting from an original score (a copy must be annotated)
• Arranging and rehearsing with an accompanist if required

Assessment Focus

You will be assessed on your ability to:

• Use beat patterns and/or conducting gestures appropriate to the chosen work
• Demonstrate accurate cues and cut-offs, including effective use of fermatas and expressive releases
• Demonstrate a strong musical understanding of the score through your conducting and rehearsal strategies
• Respond in real-time to the sound of the ensemble, adjusting your approach to address musical needs
• Execute a structured, goal-oriented rehearsal plan with effective pacing and clear outcomes

Required Materials

Submit the following on Blackboard prior to your tutorial:

• A conductor’s score annotated with cues, phrasing, and interpretive details
• A brief rehearsal plan outlining the musical goals, technical challenges, and strategies for rehearsal

Important Notes

• You must conduct from a legally purchased copy of the score
• The rehearsal should focus on shaping musical outcomes, not simply running the piece
• You must ensure your preparation allows you to demonstrate a range of conducting and rehearsal skills
• You may rehearse only an excerpt or section of the piece, depending on complexity and length

This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.

To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.

Academic Research Essay – Historical Conducting Practices

Task Name: Comparative Essay: Conducting Across Historical Styles

Length: 2,000 words

Due: Week 13

Weighting:  30%

Submission Format: Word document (submitted via Turnitin/Blackboard)

Referencing Style: APA or Chicago

In this academic essay, you will compare the planning, rehearsal strategies, and gestural techniques required of a modern conductor preparing choral works from one of the following historical pairings:

• Option A: Renaissance vs Baroque
• Option B: Classical vs Romantic

You will explore the stylistic, cultural, and practical expectations of conductors working with repertoire from each era. This may include aspects such as the historical performance context, instrumentation, vocal forces, notation, articulation, tempo flexibility, and expressive priorities appropriate to each style.

You must support your discussion with examples from scores, links to recorded performances, and academic research on historical conducting practices. The goal is to form a critical understanding of how a conductor must adapt their approach to serve the musical style and performance practice of each period.

Your essay should include:

• A brief introduction outlining the works or styles chosen and why they are relevant for comparison
• A historical and stylistic overview of each period, especially relating to vocal and choral performance
• A discussion of conducting technique and gesture suited to each style (e.g. patterns, use of baton or hands, articulation, tempo management, etc.)
• Considerations for rehearsal planning and score preparation for each era
• The conductor’s role in realising interpretative choices, ensemble balance, and historically informed performance
• All scholarly sources must be cited appropriately

Assessment Criteria

Your essay will be assessed on the following:

1. Depth and accuracy of research into historical, stylistic, and technical aspects of rehearsing and conducting
2. Critical comparison between the two periods, showing insight into challenges and solutions
3. Relevance and clarity of examples (e.g. score extracts, rehearsal strategies, performance recordings)
4. Structure, clarity, and academic writing style
5. Correct and consistent referencing using APA or Chicago style

Formatting Guidelines

• Word count: 2000 words (±10%)
• Font: Calibri 12 pt
• Spacing: double-spaced lines
• Margins: Normal (2.54 cm all sides)
• Include a title page with your name, student ID, and essay title
• Include a footer with your name, student ID, and essay title
• Submit as a Word document with your surname in the filename
• Statement acknowledging any use of AI

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.