Choral SpeakingChoral Speaking

What we are learning What we are learning today-today-

By the end of this lesson you By the end of this lesson you will be able to explain what will be able to explain what choral speaking is and apply choral speaking is and apply

it within a performance it within a performance context. context.

Choral Speaking-Choral Speaking-What is it?What is it?

Choral speaking is a Choral speaking is a performance technique performance technique which enables groups to which enables groups to

present oral presentations present oral presentations of poems and other texts.of poems and other texts.

Types of Choral Speaking-Types of Choral Speaking-

• RefrainRefrain

• Solo linesSolo lines

• UnisonUnison

• AntiphonalAntiphonal

• Line aroundLine around

• CumulativeCumulative

REFRAIN REFRAIN is one of the is one of the most common forms most common forms of choral speaking. of choral speaking.

One person reads the One person reads the narrative portion of narrative portion of the text while the the text while the

rest of the class joins rest of the class joins in the refrain.in the refrain.

SOLO LINES SOLO LINES is a type of is a type of choral reading where choral reading where

individuals read specific individuals read specific lines in appropriate lines in appropriate

places throughout the places throughout the group activity.group activity.

Example- Example- Refrain and solo lines: Refrain and solo lines:

Dance of the LeavesDance of the Leaves

Solo:Solo: The autumn leaves are The autumn leaves are dancing downdancing down

Refr:Refr: Dance, leaves, dance! Dance, leaves, dance!Solo:Solo: Leaves of crimson, gold, and Leaves of crimson, gold, and brown brown Refr:Refr: Dance, leaves, dance! Dance, leaves, dance!

Solo:Solo: Let the wind whirl you around, Let the wind whirl you around,Make a carpet for the ground,Make a carpet for the ground,

Soon you'll sleep without a sound Soon you'll sleep without a sound Refr:Refr: Dance, leaves, dance! Dance, leaves, dance!

UNISON UNISON calls for the calls for the whole group to read the whole group to read the

material together. material together. Additional sound effects Additional sound effects might be incorporated. might be incorporated.

Example- Unison:Example- Unison:Good nightGood night

Good night! Good night!Good night! Good night!Far flies the light;Far flies the light;But still the loveBut still the love

Shall flame above,Shall flame above,Making all brightMaking all bright

Good night! Good Night!Good night! Good Night!

ANTIPHON ANTIPHON calls for the class to calls for the class to be divided into two or more be divided into two or more

groups, with each group groups, with each group being responsible for a being responsible for a

certain part of the selection. certain part of the selection.

Example- Example- Antiphonal: Antiphonal: Baa, Baa, Black SheepBaa, Baa, Black Sheep

I. Baa, Baa, black I. Baa, Baa, black sheep,sheep,

Have you any wool?Have you any wool?II. Yes, sir, yes, sir,II. Yes, sir, yes, sir,

Three bags full.Three bags full.

LINE AROUND or LINE AROUND or

CHILD-A-LINE CHILD-A-LINE

Is more solo work where Is more solo work where each line is taken by a each line is taken by a different person in the different person in the

group.group.

Example- Example- Line around: Line around: Monday's ChildMonday's Child

1st child: Monday's child is fair of face,1st child: Monday's child is fair of face,2nd child: Tuesday's child is full of grace,2nd child: Tuesday's child is full of grace,

3rd child: Wednesday's child is full of 3rd child: Wednesday's child is full of woe,woe,

4th child: Thursday's child has far to go;4th child: Thursday's child has far to go;5th child: Friday's child is loving and 5th child: Friday's child is loving and

giving,giving,6th child: Saturday's child works hard for 6th child: Saturday's child works hard for

a livinga living

CUMULATIVE CUMULATIVE choral reading or choral reading or speaking refers to a method speaking refers to a method where groups of voices or where groups of voices or

individual voices are added to individual voices are added to or subtracted from the choral or subtracted from the choral

reading, depending on the reading, depending on the message or the meaning message or the meaning

communicated by the communicated by the selection. selection.

CHORUS: There once was a grasshopperCHORUS: There once was a grasshopperSOLO SPEAKER 1:Who was in a party moodSOLO SPEAKER 1:Who was in a party moodCHORUS: She sang away the summer daysCHORUS: She sang away the summer days

And ate up all her food!And ate up all her food!GRASSHOPPER: Yo-hoo, that's me! GRASSHOPPER: Yo-hoo, that's me!

It's true, it's true. It's true, it's true. I ate up all my food!I ate up all my food!

Example- Cumulative: The Example- Cumulative: The GrasshopperGrasshopper

GRASSHOPPER:I haven’t saved a thing to eatGRASSHOPPER:I haven’t saved a thing to eatAnd now my tummy aches!And now my tummy aches!

CHORUS: Hey grasshopper Gal!CHORUS: Hey grasshopper Gal!Hate to burst your bubbleHate to burst your bubble

There’s a moral to this taleThere’s a moral to this taleYOU’RE headed straight for trouble!YOU’RE headed straight for trouble!

BOY'S CHORUS: The ants who lived next door to herBOY'S CHORUS: The ants who lived next door to herHad planned ahead, in factHad planned ahead, in fact

Had worked throughout the summer heatHad worked throughout the summer heatTo store up food out backTo store up food out back

ANT QUARTET: Did you ever, did you everANT QUARTET: Did you ever, did you everMeet a group of ants so clever?Meet a group of ants so clever?CHORUS: Hey grasshopper Gal!CHORUS: Hey grasshopper Gal!

Hate to burst your bubbleHate to burst your bubbleThere’s a moral to this taleThere’s a moral to this tale

YOU’RE headed straight for trouble!YOU’RE headed straight for trouble!

Choral Speaking Choral Speaking ElementsElements

Elements-Elements-

• VOICE QUALITY / SOUNDSCAPES VOICE QUALITY / SOUNDSCAPES

• MOVEMENT MOVEMENT

• PITCH PITCH

• POWERPOWER

• TEMPO / RHYTHM TEMPO / RHYTHM

VOICE QUALITY / SOUNDSCAPES VOICE QUALITY / SOUNDSCAPES The ability to combine the light, The ability to combine the light, medium, and dark voices in the medium, and dark voices in the

group (using these groups for their group (using these groups for their natural basic sounds and/or natural basic sounds and/or

combining them for special effects combining them for special effects i.e. soundscapes). The ability to i.e. soundscapes). The ability to communicate, through voice, communicate, through voice,

reactions to thoughts or emotions. reactions to thoughts or emotions.

MOVEMENT MOVEMENT Ability to use gesture, Ability to use gesture, choreography, or other choreography, or other movement to enhance movement to enhance

communication and better communication and better express meaning. express meaning.

PITCH PITCH Pitch refers to the variations of Pitch refers to the variations of the voice on the musical scale the voice on the musical scale

(high and low voices).(high and low voices).

POWER POWER Ability to use volume, force, or Ability to use volume, force, or

loudness as emphasis in appropriate loudness as emphasis in appropriate places to better express feeling and places to better express feeling and meaning. A power build should be meaning. A power build should be

related to the elements of a related to the elements of a sentence and/or growing emotion. sentence and/or growing emotion.

TEMPO / RHYTHM TEMPO / RHYTHM Tempo refers to the rate of speed Tempo refers to the rate of speed

at which a reading progresses. The at which a reading progresses. The ability to balance the rhythm of a ability to balance the rhythm of a

piece and the tempo of piece and the tempo of performance. Tempo should relate performance. Tempo should relate to the central "beat" of the poem.to the central "beat" of the poem.

Hey diddle-diddle,Hey diddle-diddle,

The cat and the fiddle,The cat and the fiddle,

The cow jumped over the The cow jumped over the moon.moon.

The little dog laughed to see The little dog laughed to see such funsuch fun

And the dish ran away with the And the dish ran away with the spoon.spoon.

ShakespeareShakespeare

• The term ' Hey diddle diddle'  can be The term ' Hey diddle diddle'  can be found in the works of Shakespeare and found in the works of Shakespeare and was a colloquialism used in much the was a colloquialism used in much the same vein as  "hey nonny no" which same vein as  "hey nonny no" which can be found in traditional English folk can be found in traditional English folk ballads. The original title was  'High ballads. The original title was  'High Diddle Diddle' but this has been altered Diddle Diddle' but this has been altered to 'Hey Diddle Diddle' over the years to 'Hey Diddle Diddle' over the years with changes to the English language. with changes to the English language.