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Additionally, in the traditional rehearsal, the teacher is the primary, if not the only, source of student learning, which implies the teacher must have proficiency in the language and appropriate techniques and strategies for teaching it. If choral directors are to extend themselves to attempt unfamiliar languages and styles, the development of appropriate resources and support will undoubtedly be necessary in order to pave the way.

Although a number of methods (e.g., phonetic transcription, graphic symbols, imagery) have been presented in choral conducting texts and other related literature, it seems apparent that teacher modeling and student recitation and imitation are the primary techniques used in the choral rehearsal. There is no evidence that teachers employ or prefer a system or methodology concerning ensemble diction.

Generally, teachers are very interested in world musics literature; however, they feel prevented by a lack the resources in which to adequately prepare to teach ethnic/ multicultural styles and unfamiliar foreign languages. If teachers are to stretch beyond the experiences and training of their college preparation, it appears that better resources and materials and appropriate models of interpretation and performance are necessary to support teaching world musics repertoire.

Choraldiction&World MusicsLearning Modules

The highly positive response to the potential use of computer instruction in foreign language diction indicates that teachers are ready to incorporate technology, either into their own preparation or for both their own teaching and individual student learning. Participants in this study are positive concerning the use of computer technology as an instrument for choral music teaching and learning.

The next phase of research in this area may involve the development and refinement of the online and computer curriculum as a pedagogical tool, refinement of the format in order to resolve issues regarding computer instruction uncovered during the pilot investigation, and exploration concerning the possibility for interactive instruction. Beyond the further development of online computer modules, a continued effort is necessary to make feasible the independent management of online modules so that teachers may be able to create and maintain websites with content that meets the needs of their particular choral curriculum.

Bibliography

Chase, S. M. (2002). Secondary choral music educators’ training, experience and current practice concerning foreign language diction and world musics repertoire (Doctoral Dissertation , Florida State University, Tallahassee, FL, 2002).