Extreme Pop Show Makeover

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<ul><li><p> TCDA Convention 2014 Tescille Riser, Krimmel Intermediate, Klein ISD General Contractor Architect Deborah Barrick, Union Grove MS, Killeen ISD General Contractor Michael Madrid, Saint John Vianney Designer Rob Phillips, Clear Springs HS, Clear Creek ISD Electrician Carisa Niemeyer, Forest Meadow JH, Richardson ISD Host </p><p>The Architect Logistics Blueprint (plan): </p><p> Build a formula that fits you and your students Rehearsals solfege break, learn all music in 10-13 rehearsals Documents keep the same documents every year and update for efficiency Stage Grids every student has a place to stand for every song. Pencil, color coded (parts, classes), no ink </p><p>Foundation (event ticketing): Ticketed events cut out ineligible students creates incentive to be eligible, and displaces the behavior issues Middle School Pop Show - $5-7; High School $7-10 </p><p> Complimentary tickets given to incoming students for the next school year (recruiting) General Cash Admission at the door no printing or distribution of actual tickets Reserved Seating presale only, seats tagged on the night of the show, delegate to a parent Fundraiser? Yes. Pays for good sound, sound engineer, lighting, simple props, etc. Benefit? Yes, give back to community cause </p><p>Development (week of the show details) #1 Priority VOLUNTEERS parents for rehearsals, HS students for performance #2 Priority Rehearsals fail to plan, plan to fail. Keep momentum upbeat and moving forward. #3 Priority Independent Practice pop show is the one performance where the director is not seen, it is </p><p>completely student led. The grade is based on each students and each groups ability to independently perform for an audience. </p></li><li><p>The General Contractor Themes &amp; Programming </p><p>Color Palette (theme considerations): Broad, yet specific Relevant A tradition/alumni song </p><p>Hardware (music): Voicing </p><p> Combining Choirs - Put 6th grade boys with the 6th grade girls and sing SAB - Join Varsity Boys and Girls to do a more complex SATB - Put 6th 8th grade boys together for a song (recruitment!) </p><p> Add harmonies to SA or TB music for more advanced choirs Use unison lines as solo parts in 2, 4, or 8 measure phrases In-between solo groups </p><p> Length 4-7 minutes per choir medleys are a great option Alter a longer medley by omitting a song or two Perform only one section of a much larger medley </p><p> Style Perform mostly upbeat pieces </p><p>Design Plan (theme ideas): Broadway (staple, used in 3-year rotation) Decades (staple, used in 3-year rotation) Motown Legends Disney Movies </p><p> British Invasion Beatlemania Patriotic TV Land Texas! Jazz </p><p>Contractors Favorites (by theme) </p><p>Broadway: Good Morning, Baltimore, Huff, SSA, Hal Leonard* Grease A New Broadway Medley, Brymer, SAB, Hal Leonard* Transylvania Mania, Huff, SSA, Hal Leonard Jersey Boys Choral Highlights, Brymer, TTB, Hal Leonard Newsies (Choral Highlights for TB Choir), Huff, TB , Hal Leonard Annie (Choral Highlights), Strouse/Emerson, 2-part, Hal Leonard Sit Down, Youre Rockin the Boat, Loesser/Brymer, SATB, Hal Leonard </p><p>Decades: It Dont Mean a Thing (If It Aint Got That Swing), Ellington/Emerson, SAB, Hal Leonard* Seventies Gold (Medley), Billingsley, TTB, Hal Leonard* Baby, Im in Love, Shaw, SSA, Hal Leonard Do Wah Diddy Diddy, Emerson, TB, Hal Leonard Dancin to the Sixties, Emerson, 2-part, Hal Leonard </p></li><li><p>Motown: Whatd I Say: A Tribute to Ray Charles (Medley), Shaw, SATB, Hal Leonard* On Stage with The Temptations, Billingsley, TTBB, Hal Leonard I Heard It Through the Grapevine, Brymer, 2-part, Hal Leonard ABC, Emerson, 2-part, Hal Leonard </p><p>Legends: Queen of Soul (A Salute to Aretha Franklin), Emerson, SSA, Hal Leonard Ive Been Everywhere, Althouse, TTBB, Alfred Music Shake, Rattle and Rock!, Emerson, SAB, Hal Leonard Proud Mary, Shaw, SSA, Hal Leonard </p><p>Disney: Disney Classics (Medley), Billingsley, 2-part, Hal Leonard* Around the World with Disney (Medley), Billingsley, 2-part, Hal Leonard The Lion Sleeps Tonight, Funk, TBB, Alfred Publishing Disney Movie Showstoppers, Huff, 2-part, Hal Leonard High School Musical (Choral Medley), Snyder, 2-part, Hal Leonard </p><p> * Contractors Overall Top Pick </p><p>The Designer Choreography Basic Steps (movement plan): </p><p> Determine the style of the song. The style of the dance should be determined by the style of music. Is it upbeat or a ballad? Is it Jazz, 70s, 50s? </p><p> Dissect the structure of the song. (i.e. 8 measures of 8 counts followed by a dance break: 16 measures of 8 counts) or (verse 1, chorus, verse 2, chorus, bridge, chorus) </p><p> Always keep your students dancing abilities (or lack thereof) in mind. Work with what you got! It is okay to challenge your group but be realistic. Better to keep it simple and precise than difficult and sloppy Golden rule: The larger the number of performers on stage for a song, the simpler the dance steps </p><p>should be. Who has dance training? Who moves well? Who will struggle? Any costumes that will help/hinder the dance skills? </p><p> Choose music for a choreographed Pop show with tempos in mind. It is difficult to stage a ballad all the time. Remember that most kids will audition on solos that are VERY SLOW! You need variety in your choral </p><p>selections. Be mindful of medleys that end with a slow songyou want to end BIG! </p><p> Follow My Lead (hiring a choreographer) Be sure that the choreographer understands that the faces MUST be out to the audience! Some dance </p><p>teachers struggle with this concept. Choreography should not inhibit the singer! Select dance captains (preferably drill team, cheerleaders) who can help assist in teaching the class when the </p><p>choreographer is not available. Video tape the actual instruction of the dance. It helpful if music is already learned before you start choreography Be PATIENT! What seems simple for you may be very tricky for the students. AMPLE TIME: GO SLOW TO GO FAST! </p></li><li><p> Re-use movements and patterns if possible especially in the chorus/refrains Spacingmake sure everyone can be seen in windows. Be FLEXIBLE! Have a plan A, B, C, and sometimes D! Be ready to adapt to a new plan FAST! </p><p>The Electrician Sound </p><p>Plug Plan (what goes where): Microphones plug them into the channels. Label your microphones so you know which mic is being used! </p><p>If mics are powered (choir mics, etc.) use phantom power. CD player/iPod, etc. plug them into stereo channels or the CD/Tape In Instruments, computers plug into LINE IN. Use the LOW CUT. Stage monitors plug into AUX 1. Easy way is to daisy chain into one send. Main speakers MAIN OUT. </p><p>Power Plan (volume levels): Turn everything on! Make sure all your gains are turned all the way to the left. Then Pull Mains up to zero. Start with channel 1. Pull the fader up to zero. Have someone talking/singing into the microphone while you </p><p>slowly turn the gain to the right. When you reach your optimal sound, move to the next channel. Once all levels have been set, leave the gains alone. Next move to the monitors. Make sure any AUX faders are up, then adjust each channels AUX sends. </p><p>Remember, these are not affected by the faders. EQ any choir mics you may have. Be patient, and warn your kids that feedback will happen. </p><p>Performance Plan (concert details): Show them how to sing into the mic Talk on the microphone and move the mic around while you speak to </p><p>give the kids an idea of how important it is to use the mic properly. With solo mics Adjust the fader as needed for your kids. Feedback? Tell the singer to get closer to the mic. One kid per mic, if possible. Remind your kids that the mics are always on, and will pick up anything they say or do backstage. I can tell </p><p>you plenty of embarrassing stories, most involving wireless mics. If your choir mics give you feedback, keep working with the EQ or pull them down. Your acoustic environment </p><p>changes when you add kids, props, decorations, audience members, etc. and may cause some unexpected issues. Remind your kids that the choir mics are there only to add to their sound, but they must create the sound themselves! </p><p> No spitting into the mic (say check instead of test into your mic) No stepping on any floor mics </p></li></ul>