A Tool for Rebuilding
The Independence Hierarchy for Developing Singers by Sandy P. Hinkley, PhD
T
Throughout the pandemic, choral educators have faced
Step 1: Sing a Melody
the choral classroom. These gaps in face-to-face instruc-
stage, beginning with pitch-matching. Pitch-matching
many challenges, including inconsistent attendance in
tion have resulted in the need for much skill remediation, particularly in students’ ability to maintain
part-singing independence. Part-singing independence is
a fundamental skill in choral singing and one for which choirs are held accountable at formal music assessments. Consequently, teachers may find they need to shift more instructional time toward the rebuilding of this skill. This rebuilding will likely require different choices in
repertoire, with a more carefully structured presentation of part-singing, particular with changing voices. The
Independence Hierarchy for Developing Singers (Bowers,
2008) offers a pedagogical tool to aid in this process, as it incorporates Kodály’s sequential concepts for teaching harmony (Choksy, 1981), but with adaptations made for
developing voices (see Figure 1). This hierarchy is also unique in that it provides a step-by-step method in which
to deconstruct and teach choral repertoire for part-singing mastery. Following is a detailed discussion of each step, with choral repertoire examples and resources included.
22 F l o r i d a
Music Director
The first step of the Independence Hierarchy is a three-tiered
itself is a complex process that involves perception, discrimination recall, and adjustment (Joyner, 1969). To increase the likelihood of pitch-matching success, specific phrases within pieces may be assigned to changing voices and uncertain singers. Pieces that work well using this
“phrase method” have short phrases (two to four mea-
sures) with limited ranges (a fifth or smaller). Singers in all developmental stages can then be assigned to the phrase(s) in which they successfully match. The second stage of this step is to begin building vocal tone. Pedagogical concepts
such as breath management, vowel formation, diction,
inner lift, and resonance should be introduced at this time. Repertoire with easily sung melodies and less complex rhythms will allow singers the opportunity to develop these concepts more readily. The third stage of this step is to teach the “rules” of music (see Figure 2). These rules
are performance practice habits that can be transferred
from piece to piece, thus increasing rehearsal efficiency Continued on page 24
