In Hong Kong most of the school choir rehearsal focuses mainly on developing chorister’s choral singing techniques. As a common practice choral director lacks of intent to connect choristers to the context of the selected choral literature. A tradition notion of choral director is of a mentor, who is expected not only to prepare choristers to meet the musical and choral demands through the rehearsal process, but to provide choristers a deeper understanding of the selected choral literature in different dimensions. However, very often, choral director will achieve this through simple verbal explanation, to deliver the meaning of the lyrics, or historical background of the choral literature in the choral rehearsal process. Drawing upon reviewed literature, this kind of practice has caused a fragmentation of the learning process in context and choral singing techniques; and may eventually decrease chorister’s performance power. Therefore, this study aims to provide a platform, to investigate how the use of selected drama exercise may eliminate the fragmentation for the enhancement of the chorister’s performance power. This paper reports on a case study that was carried out by the first author in a secondary school from 2010-2011. In this study qualitative research method were employed: the data collection included field notes taken, structured interviews transcripts (interviewees will be included teachers, students and choral experts), observations, videotaping, and artifact collections. Evaluation and modification of the drama exercise was carried out continuously throughout the research process. Selected drama exercises were designed and co-operated into the rehearsal process. Findings of this study reveal that positive impact were shown on the implication of drama exercise for raising the quality of choral learning and teaching, and ultimately for enhancing the chorister’s performance power. Observation and field notes data also supported that drama exercise can facilitate choristers to build concentration and cooperative power between choristers, and to improve their choral diction. In the semi-structured interview choristers reflected that drama exercise could facilitate them to understand the context of the selected choral literature and encourage them to share their perceptions about the piece with others throughout rehearsal and performance process. Through the application of the drama exercises, choristers are stimulated to explore and to integrate their voice, body, emotions, thoughts, and imagination in a holistic approach to enhance their performance power.
|Publication status||Published - 2012|