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Repertoire & Resources - Children's Choirs

young singers to learn and memo- rhythms of the vocal line are more should be introduced early and prac-
rize. The additional elements of a advanced with tied and syncopated ticed often. Consider implementing
largely stepwise melodic line with notation. The added element of an varied exercises that increase vocal
supportive accompaniment that accompaniment that does not dou- independence throughout the year,
doubles the melody throughout cre- ble the vocal line requires that stu- such as rounds, call-and-response
ate a piece that young students can dents become more independent in melodies, ostinato exercises, and
easily master, without sacrifi cing their rhythm and pitch. This chal- short partner songs. These can be in-
quality (Figure 1). lenging piece is quite short and very tegrated into warmups or peppered
Once an ensemble is somewhat approachable for an intermediate el- throughout a rehearsal to break up
experienced performing full-length, ementary ensemble wishing to pur- more intensive work. Part-singing
strophic works, a conductor may sue a vocally more complex piece, exercises such as rounds are useful
desire to introduce unison choral while still singing in unison (Figure throughout a child’s choral educa-

songs with more variations. Errol- 2). tion and are not defined solely by
lyn Wallen’s I am looking at a map of Prepping a choir for harmon- their usefulness in learning to sing
the world displays this with little to no ic singing is a journey and is not in harmony. As choral educator and
repetition of melodic material. The achieved overnight. Necessary skills prolifi c author Robert L. Garretson

58 CHORAL JOURNAL June/July 2021 Volume 61 Number 11