Graduation Speech : Phonetic Alphabet

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[My students know/have the prerequisite skills to succeed in this learning segment where the central focus is IPA (International Phonetic Alphabet). These prerequisite skills are the experience of singing a varied repertoire in multiple languages and being able to maintain their individual part pitches while singing with others in lyrics, solfege syllables, or neutral syllables. While their singing communicates words with clarity in many cases, students are still learning to maintain specific vowel integrity when singing in Ecclesiastical Latin or Spanish. throughout a song. There is a tendency to revert to English sounding vowels in words such as “invisibilium” where the vowel [i] should sound as ee and the vowel [u] should sound as oo. At times, I will hear students sing this word as ihn-vih-zih-bih-lih-am, which is incorrect. This learning segment takes into consideration the fact that some students enrolled in 8th and 9th grades are not as proficient in choral singing as the 10th, 11th, and 12th grade students. The 8th and 9th grade students are still learning to sing with pure vowel sounds. Therefore the learning segment starts from “scratch” with exercises that help students physically feel and recognize vowel formation and sound, progressing in small increments towards the goal of identifying and applying IPA vowels to singing (Duke, 2012). My students with IEP/504 plans are still learning to maintain vowel integrity when singing with others in Ecclesiastical

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