The sample essay on Choral Reading deals with a framework of research-based facts, approaches and arguments concerning this theme. To see the essay’s introduction, body paragraphs and conclusion, read on.
Recitation Reading Aloud Dr. Catherine W. Cordeiro Aims:When you have finished completed the reading you should be able to: See the difference between singing and recitation Features of recitation Types of recitation Planning the recitation Pre – task: 1. Is singing the same as reading aloud? 2. Do you think reading aloud is important? 3. Do you need listeners for this activity? 4. Does reading aloud mean “being able to just recognize and read the words on the page? 5. Look up the meaning of the words ‘singing’ and ‘recitation’ in a dictionary.
Features of Reading aloud recitation : Being able to read well, is a skill which one can develop, keeping a few things in mind. Haven’t you ever wished that you could read aloud better? Brain storming : When do the audience listen and enjoy what you read aloud to them? To read anything aloud well you must understand what you are reading. Understanding is not just recognizing the words! You must also understand what the author meant to say / express. Task Read the following poem ‘Sea Fever’, then think about the following questions : 1. What kind of mood does the poem create?
How does the rhythm of the poem help to create this mood? 2. Do you think the title of the poem is a good one? Share your answers with your partner and then with the whole class. Sea Fever I must go down to the seas again, to the lonely sea and the sky, And all I ask is a tall ship and a star to steer her by; And the wheel’s kick and the winds song and the white sail’s shaking, And a gray mist on the sea’s face and a gray dawn breaking. I must go down to the seas again, for the call of the running tide Is a wild call and a clear call that may not be denied;
And all I ask is a windy day with the white clouds flying, And the flung spray and the blown spume, and the sea gulls crying. I must go down to the seas again, to the vagrant gypsy life, To the guil’s way and the whale’s way where the wind’s like a whetted knife; And all I ask is a merry yarn from a laughing fellow-rover, And quiet sleep and a sweet dream when the long trick’s over. John Masefield Task : Listen and follow the poem silently as it is being read aloud. Features : When one really understands a passage / poem, one should be able to express its meaning. Expression is important.
One can express excitement, boredom, grouchiness, happiness, weariness, simply by the way you speak. Reading aloud expressively also means being able to produce the sounds correctly and clearly. Reading to a group : When one reads to an audience. One must be able to get the thought, mood across to the listeners. The writer gives the words but the meaning is given by the reader. Suggestions for Better Reading Aloud : Know the through meaning before you start reading Read slowly and clearly enough so that everyone can hear you Breathe as naturally enough. Do not rush.
Hold your book correctly. Not to far away or down below. Be relaxed as you read. Enjoy your reading. Look up occasionally. If there are amusing parts wait for the laughter to stop before you start again. Choral Reading and its Types : Poetry and must of prose should be read aloud for full appreciation. One has to imagine the sounds in a poem when it is being read silently. Task : Try reading these lines silently and then orally. Out Written He drew a circle that shut me out- Heretic, rebel, a thing to flout, But Love and I had wit to win: We drew a circle that took him in. (Edwin Markham)
The sounds in the poem give it much of its beauty. Task : Read the poem above again, this time with everyone reading together at a time. This is called choral reading. Doing things together is fun. This is one reason why girls and boys big and small love choral reading. They derive much fun when they read well together, when they read as one person. Choral reading is a delightful way to help children interpret and share prose and poetry. Before the class actually starts reading a selection together, they must think about its meaning and how they can use their voice as an artist’s tool.
They must think about the rhythm and sound of each line or sentence…. noting which words they need to stress and where pauses most naturally fall. This type of reading helps the class to enunciate clearly and to vary the volume, tempo, and quality of their voices for special effects. Choral reading is rewarding in many ways. Not only is it a creative and enjoyable activity, but it helps them learn to plan and work together. Students who are shy tend to lose thirir shyness and speak out in the safety of the group. They learn the importance of co-operation as they take turns to blend their voices in group response.
Types of Choral Reading : 1. Refrain 2. Line-a-child 3. Antiponal 4. Unison Refrain : This type of reading is natural for a poem that contains a refrain. Usually the whole group says the refrain and one person speaks the other lines or the group can speak the lines, and one or two people the refrain. Line–a–child : In this type of reading, a number of lines are read in solo manner, each by a different child. Chosen parts of the poem are spoken by the group in unison. Each child having a solo part must watch his cue, as in dramatics, so as to speak his line promptly when his turn comes.
This type works well with poems which have three or more characters. Antiphonal : This type of reading brings light and heavy voices into play against each other. It dramatizes a poem that contains dialogues, questions and answers. Or other elements giving contrasts. From the nature of the poem the class can decide which lines should be spoken by heavy voices and which by light. Unison : This is actually the most difficult type of choral reading. It requires students to stay together for a longer period of time. One can have this type of recitation for poems which have little change of moods and no dialogue.
It tries to blend all kinds of voices in a suitable rhythm, volume, and tone. It is best to use this type of reading for a class that has little experience in choral reading. Poems for practice : Scythe song All:Mowers, weary and brown and blithe, What is the song methinks ye know. Endless over-work that the Scythe Sings to the blades of grass below? Scythes that swings in the grass and clover, Something, still, they say as they pass; What is the work that, over and over, Sings the Scythe to the flowers and grass? Girls:Hush, ah hush, Boys:the Scythes are saying
Girls:Hush, and heed not, and fall asleep! Hush, Boys:They say to the grasses swaying, Girls:Hush, Boys:They sing to the clover deep! Girls:Hush- Boys:‘tis the lullaby Time is singing- Girls:Hush, and heed not, for all things pass, Hush, ah hush! Boys:and the scythes are swinging All:Over the clove, over the grass! OPPORTUNITY Solo:This I beheld, or dreamed it in a dream: Girls:There spread a cloud o fdust along a plain And beneath the cloud, or in it, Boys: raged A furious battle, and men yelled, and swords Shocked upon swords and shields. A prince’s banner
Wavered, then staggered backward, hemmed by foes. Solo:A craven hung along the battle’s edge, And thought, Girls: “Had I a sword of keener steel- That blue blade that the king’s son bears, -but this Blunt thing -! ” Solo: He snapt and flung it from his Hand, And lowering crept away and left the field. Boys:Then came the king’s son, wounded, sorre bestead, And weaponless, and saw the broken sword, Hilt-buried in the dry and trodden sand, All:And ran and snatched it, and with battle shout Lifted afresh, he hewed his enemy down, And saved a great cause that heroic day.