Multicultural Column dr. shannon Chase Multicultural Chair

Issues & Practices in Choral Music: Multicultural Repertoire

The issue of foreign language diction is extremely important to choral directors, particularly during this time of heightened awareness to cultural diversity and increased access to multicultural choral repertoire. Performing multicultural literature frequently involves the dual task of teaching a language unfamiliar to director and student, as well as interpreting music representative of an unfamiliar style or performance tradition.

While repertoire representing world languages and music traditions is readily available, the task of presenting an authentic interpretation of foreign language and multicultural style may require conductors to exceed the limits of their own training and experience. The development of teaching methodologies for ensemble diction has received little to no attention. One factor that likely prohibits some choral music educators from attempting unfamiliar literature is inexperience or lack of training in singing and teaching foreign language diction.

Research concerning current teaching practice suggests that teachers generally lack experience and training in language diction and its techniques (Dahlman, 1992; Epp, 1993; Pan, 1997; Pence, 1994). Previous studies that have examined repertoire selection have not been concerned with the practices relating to the selection of multicultural literature in unfamiliar foreign languages and/or styles practices (Dahlman, 1992; Davis, 1970; Epp, 1993; Forbes, 1995; Ogdin, 1981; Reames, 1995). No previous study has examined vocal training, diction training, and experience learning and teaching ethnic/multicultural styles as factors contributing to the issues and practices concerning world musics repertoire in the choral curriculum.

A choral music survey entitled “Issues and Practices in Choral Music: Foreign Language Diction and World Musics” has been developed in order to investigate Oregon choral music educator experiences and practices concerning the pre-paration and performance of multi-cultural choral repertoire.

The survey instrument developed for the present study is guided by the following questions:

1. Is there a relationship between teacher vocal training and the selection of foreign language texts and world musics repertoire?

2. Is there a relationship between teacher diction training and the selection of foreign language texts and world musics repertoire?

3. Is there a relationship between teacher training in ethnic/multicultural styles and the selection of world musics repertoire? What factors, if any, prevent teachers from teaching world musics?

4. Concerning teaching foreign language diction and world musics repertoire: a) What experiences and resources do choral music educators value? b) What experiences and resources are currently available to choral music educators? c) What experiences and resources would choral music educators most like to add to their current resources?

5. What factors and musical criteria contribute to the selection of foreign language and world musics repertoire?

6. What methods and techniques do teachers currently employ to teach foreign language diction in the choral rehearsal?

7. What are teacher responses to a proposed choral diction and world musics module?

The “Choral Music Survey” is posted on the OMEA website. Your participation in this project is very necessary and greatly appreciated! It is my goal to share the results of this study by publishing them in the spring 2004 volume of the Oregon Music Educator. If you teach a choral music ensemble in a secondary (6 - 12) choral setting, please visit the OMEA website to participate. Your experience and ideas are vital to the success of this project. Thank you!

Bibliography

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

University, Tallahassee, FL, 2002).

Dahlman, H. N. (1992). The effect of choral program size, teacher experience, and teacher education level on selection of high school choral music literature (Doctoral dissertation, University of Missouri, Kansas City, MO, 1991).

Dissertation Abstracts International, 52 (10), 3551A.

Epp, G. W. (1993). Relationships among selected director characteristics and secondary choral directors’ use of non-English texts. Dissertation Abstract International, 54 (03A), 0855. (UMN No. AAG93-20549)

Forbes, G. W. (2001). The repertoire selection practices of high school choral directors. Journal of Research in Music Education 49 (2), 102-121.

Ogdin, P. K. (1981). An analysis of criteria by which secondary choral teachers select course content. (Doctoral dissertation, Northern Arizona University, 1981). Dissertation Abstracts International, 41 (10A), 4323.

Pan, Y.W. (1997). The effect of phonetic instruction on performance of liturgicalLatin diction for middle school mixed choirs. Dissertation Abstracts International, 58 (02A), 0410. (UMN No. AAG97-21151)

Pence, S. M. (1993). The effect of live versus videotape instruction on high school singers’ French diction skill. Dissertation Abstracts International, 54 (11), 4024A. (UMN No. AAG9409424)

Reames, R. (1995). Literature, music education, and characteristics of selected Virginia beginning high school choirs. (Doctoral dissertation, Florida State University, Tallahassee, FL, 1995) Dissertation Abstracts International, 56 (05), 0013A.