Wilkes University

Syllabus MUS 119-419: Vocal Performance Class

Fall 2020

Instructor: Leesa Levy

Office Hours: via appointment by zoom only
Contact Information: Email is best – leesa.levy@wilkes.edu
Home phone: 570-390-7698
Cell phone: 570-677-0490
Course Materials: Please include the material from class as a separate section in your lesson
notebook. This should be well-organized and complete.

I. Course Purpose and goals:

Objectives:
This is a lab course designed to enhance the study of vocal performance for students
enrolled in voice lessons. The primary focus of the class is to develop performance
readiness, critical listening skills, and communication techniques that will enable the
students to improve their own pedagogical self-diagnostic skills.

Secondary focuses of the class are to allow each student a venue for performing both
"works in progress" and "performance ready" repertoire, and to improve their critical skills
in listening and observation. Through the student's personal experience with these
endeavors, their observation of other performer's repertoire studies, and their interaction
in a lab setting, it is hoped that each student will grow in the following learning outcomes:

1. An applied knowledge of the vocal apparatus and how it operates.

2. The pedagogical effects of certain vocal production mannerisms and their resulting
sounds.
3. A better understanding of how to enhance certain vocal production techniques for a
more positive outcome and stylistic variation.
4. A broader understanding of potential music theater repertoire for particular voices and
character types and repertoire style.

II. Course Philosophy and Policies

A. Attendance is expected at ALL studio classes.
Please refer to the Wilkes University student handbook for class attendance policy.
Acceptance of the excuse is at the discretion of the instructor.
Absences and tardiness may impact the student's grade for the course.

B. Class Performance
All students taking applied lessons as part of their degree plan are required to attend Studio
Class.
Each student should bring ALL the selections (s)he is studying to each session.
Each student shall be prepared to sing a selected work according to the schedule given by
the instructor. (Please be aware that this schedule may be modified as the semester
proceeds due to unforseen circumstances.)
Each student shall have a song investigation form completed and emailed to the instructor
when that song is scheduled to be presented for credit. Failure to do so will result in
a loss of 3 points from that performance grade. Song investigation forms may not be
 turned in after the performance for credit. Each song may be presented only once
for credit purposes.
Each student shall be prepared to present a written or verbal critique on fellow students'
performances at each session in a digital manner. Well-written critiques will add
points to the student's grade.
Extra or unscheduled performances will add points to the student's grade.

III. Assessment
A. Performance Component:
1. Due to the limited amount of time that each student has with the accompanist,
every minute in studio class counts.
2. All students should be prepared to perform each week. Each scheduled
performance is graded. Extra class work benefits the student's grade.
3. The student's performance will be adjudicated based on:
Breath management; pitch and rhythmic accuracy; diction and accuracy of text; tone
color and resonation; vocal freedom/ ease of phonation and projection; musicality
and phrasing; stylisticaly appropriate use of the voice; posture/poise/energy;
projection of the mood/meaning/emotion of the work; dramatic effect.
4. No songs may be repeated for a grade.
5. Students may earn extra points for performing on an unscheduled basis in class:
one point per performance
6. NO student should sing a piece for a scheduled class performnce without having
first practiced it with the accompanist.

B. Written Component:
Each student should take notes on the performance of selections presented by
other class members. Thoughts about the selection itself, what voice or character
type it would fit, stylistic elements required for performance, its appropriateness for
audition purposes, time necessary for preparation, etc. may be added to the entry
for further credit.

A completed "Finding Your Character Type" activity/assignment shall also be

included in the journal as part of the grade and updated each semester the
course is taken. Students at the sophomore level and above should have a
completed version of this in their journal.

C. Final Assessment:
Performance: Three scheduled graded performances – each performance is worth
20 points for a total of 60 points. Unscheduled performances add 1 point to
the student's grade.
Written: Song Investigations are 4 points each for a total of 12 points.
The Performance Class section of the students notebook is worth 2 points
Critiques of class members and song notes are worth 1 point each for 24
points total. Two critiques are due each class. Each critique needs to
be of a different singer.
Up to 4 points may be achieved through song notes and unscheduled class
performances.

GPA points will be awarded based on the following chart and guidance from the
University Administration:
Accumulated points Quality of Work GPA
93% - 100% Outstanding quality 4.0
87% - 92% High quality 3.5
80% - 86% Good quality 3.0
71% - 79% Satisfactory quality 2.5
62% - 70% Acceptable quality 2.0
51% - 61% Minimum quality,
below graduation standards 1.5
50% and below Unacceptable quality,
below graduation standards 1.0

Please be aware that students' performances are graded based on the level of instruction
that they are currently at in their voice studies. Students in upper levels of voice study
should expect to be critiqued in a more detailed and dramatic fashion than students in the
lower levels of voice study. The same is true of the written work submitted for a grade.
Upper level students should be able to demonstrate a more detailed understanding of vocal
production and vocal literature and style, with a corresponding ability to communicate this
level of understanding in a written form. This includes citations of works used for the Song
Investigation assignments.