Category Archives: Most Pure Heart of Mary Schola Cantorum

St. Paul’s Choir School, Harvard Square

Choir Schools, Chorister Training, Most Pure Heart of Mary Schola Cantorum

Last week I mentioned that Having a Vision is critically important to my life as a church musician (or, as I like to refer to myself in front of my wife, a sacred musician), and that my vision must be informed by the mind and heart of the Church. Make no mistake, you will get nowhere without such a vision. Today I would like to share with you an incredible place where such a musician had a great vision, informed by the mind and heart of the Church.

In 1963, Dr. Theodore Marier founded St. Paul’s Choir School at St. Paul’s Catholic Church in Boston in response to De musica sacra (1958). What I find so interesting is that by opening himself to the Church’s vision for liturgical music, he founded such a school in the very same year that the Second Vatican Council Fathers were drafting and ratifying Sacrosanctum Concilium (read through paragraphs 112-116–Dr. Marier could have composed those lines himself). I guarantee you that the music those boys sing on a daily basis is just as important of a formator in their lives as the lectures and homilies given by their teachers and priests. I think that the St. Paul Hymnal is simply another fruit of such a vision. I also think St. Paul’s provide a blue print for us.

What I want to know is why doesn’t every Cathedral in the US work toward such a vision? Why can’t every parish implement such a vision? What, you don’t think they have the funds, the talent, the proper support? Who cares. The apostles were twelve of the biggest bunglers Christ could have chosen. St. Peter might have been the second worse, and he was made the Rock! Still, those men changed the entire course of history. Stop finding excuses and get started! If I can do it, that means ANYONE can! Just do it!

They Lied to Me in Grad School

Choir Schools, Chorister Training, Discipline, Most Pure Heart of Mary Schola Cantorum, Probationer Training

Alright, so perhaps it was a sin of omission instead of commission, but no one in graduate school ever told me that building (and I haven’t even gotten to maintaining) a world class choral program required advanced degrees in music, organ, voice, choir, conducting, child psychology, adult psychology, theology, liturgy, Latin, phonetics, economics and budgeting, fundraising (oh, I could write a book on that subject alone), event planning, computer science, PR and HR, conflict management as well as a host of other subjects. Sometimes it makes we want to chuck it all and pursue my other passion (farming), but the Holy Spirit keeps me here, and to be honest, I wouldn’t be happy any other way. So… I thought today I might share with you some things that I do on a daily basis to stay energized and keep returning to my job that really isn’t a job-it’s my passion.

1) Start your day ahead of the rest and put God first. I get up at 5 a.m. Yikes, that seems early, but I have learned it is better to let the day come to me rather than waking up to the day. One of the first things I do every morning is make my daily meditation and examen. Please don’t think I am anywhere near sainthood or even within sight of it, but I know that I have to keep priorities straight. To be honest, I can only get to daily Mass two or three times each week, but I really try never to miss my 30 minutes each morning with the Lord.

2) Family must come next. If our relationship with God comes first, our relationship with our family has to come next, even if that means we can’t provide music for every single function at church. I have gotten in heated arguments with co-workers (yes, in the Catholic Church) before who believe that sometimes it is necessary to let family life suffer a bit in order to take care of what needs to be done at church. I WILL NOT compromise on this issue and have let others know I will take the pink slip first. I don’t believe this will ever be necessary, but it is amazing how much your family appreciates you just knowing that you think this way. The second thinh I do with my family is make sure that each day I have meaningful time with my wife and each child. It is too easy to come home tired and mentally check out. Don’t do it! There will be time to sleep when you are dead.

3) You must have vision. You will never build a world class program, much less a solid one, if you don’t have a vision of what it is you want your choral program to ultimately be (and this needs to be thoroughly informed by the mind and heart of the Church). I don’t care if you feel like you are a great musician or not, decide to have the absolute best music program at your parish, then make a list of what you need to do to make that happen and by (the grace of) God-DO IT! It is better to aim high and miss than aim low and hit. Besides, you will draw more people to your vision if you yourself believe in greatness. If all you can do is complain that you don’t have enough singers, that your pastor doesn’t appreciate good music and that nobody appreciates your hard work, guess what, no one will join you and you will have put the nail in your own coffin.

4) Always keep learning. One of the reasons I get up so early is because that is the only way I can get lots of reading in on a daily basis. I usually am reading several books all at the same time (one always has to do with the practice of music). It is all too true that when most people begin a new job, they learn everything they need to know within their first year and then they coast until they get their next job. That would bore me to no end.

5) Make a list of what needs to be done (and I don’t mean things like answering email and cleaning your office) and do those things first. A long time ago I realized that I could sit in my office answering email all day long. Yes, I would have been busy, but with the wrong things. Every morning I make a list and put the things first that will help me build a better music program, things like taking time to learn music thoroughly, spending extra time with choristers who need help, or even recruiting new choristers and avenues of funding.

6) Strive for greatness. St. Irenaeus wrote that “the glory of God is man fully alive” and he was right. However, as a friend of mine who directs the music at the cathedral in Sioux Falls, SD, once told me, most people in the church do not appreciate greatness. The attitude of “do your best” has been used as the greatest excuse for bad music, and don’t think this hasn’t affected the New Evangelization. So… no matter what anyone else thinks (even if it is your pastor) strive for greatness and never look back!

Choir and Cantor?

Most Pure Heart of Mary Schola Cantorum, Music for the Liturgy

I realize that I am somewhat late in posting on Justice Antonin Scalia’s funeral, but I would like to share two observations. The first observation is a very simple one. If every Catholic funeral in the Ordinary Form were to show forth even a quarter of the noble beauty of Scalia’s funeral, or even if they were simply oriented toward our Heavenly Father as Scalia’s was, instead of focusing primarily on us “humankind,” the Faith in the United States would look very different. Having said that, I come to the second and actual reason for my post, the issue of the choir and cantor.

The role of both choir and cantor is to lead the congregation in singing. Okay, I understand that, but what I don’t understand is why some feel the need to have both leading the singing at the same time. The cantor often leads the congregation by himself, so why can’t the choir do the same. I have an assistant who helps me direct the choir. We often both direct the choir, but NEVER at the same time. Even if he and I were to direct exactly the same way (which would never happen), one of us would be superfluous. The same thing happens when the choir and cantor lead together, only in the end, the cantor will win over the choir because he/she is one large voice with a microphone. Not only that, but the cantor will win over the congregation. As I watched Scalia’s funeral, I loved listening to the Entrance Hymn, O God, Our Help in Ages Past. The choir and congregation sang it equally well, but there was always one big voice that I could never fully block out, that of the cantor. It was like listening to the most beautiful choir in the world, minus the one singer who decided to sing louder than everyone else in order to lead. I have been told before by “experts” that the reason to have a cantor lead even when the choir is singing is so the congregation will watch the cantor’s arms and know when to come in. Excuse me, but if we think that little of the mental capacities of our congregations, martyr me now, because there is no hope for the New Evangelization. Please, let the choir lead!

Learning Music and the Classical Trivium

Choir Schools, Chorister Training, Most Pure Heart of Mary Schola Cantorum, Probationer Training, Sight-Singing, Uncategorized

Last week I had the pleasure of rereading Dorothy Sayer’s The Lost Tools of Learning, which is one of the most lucid and well written overviews of the Classical Trivium (part of the larger liberal, or free, arts) I have ever come across. For readers unfamiliar with it, the Classical Trivium consists of three stages of study (which happen to align with the natural learning stages of children), namely the grammar, logic (or dialectic) and rhetoric stages, which are necessary to be thoroughly grounded in before one is able to move to the study of “subjects,” especially the Classical Quadrivium. Sayer’s argument is that while young people today learn all kinds of subjects (and can therefore fill cogs in society’s wheels), they never arrive at Truth. Perhaps this only goes to show my ignorance, but after reading the essay, it finally hit me that the stages of music learning dovetail nicely with the Classical Trivium. By way of explanation I will give a brief description of each “tool,” or stage, of the Classical Trivium.

In the first stage, Classical Grammar (up to somewhere around the 4th grade), the child engages the mechanics of language, specifically learning an inflected language such as Latin or Greek. Only by learning the structure of language in general can one ever hope to understand and communicate effectively in any language. Children in the Grammar stage also excel in the use of their faculties of observation and memory.

In the second stage, Classical Logic, or Dialectic (somewhere around the grades of 5 and 6), the child learns the “logical construction of speech,” focusing especially on “the beauty and economy of a fine demonstration or a well turned argument.”

During the final stage, Classical Rhetoric (beginning around the 7th or 8th grade), the student learns how to communicate effectively himself. Only when he is able to do this should he be allowed to dive into the specialized learning of subjects, by which time he will have learned that all knowledge and Truth are one (or perhaps we could write One).

Now to the question of how this relates to the learning of music. I have found that at a young age, which we will term the Grammar Stage of Music, children love to sing all kinds of simple, but well constructed folk songs, hymns, chants, etc. Most of them can easily be trained to sing in the head voice and they find joy in learning about notes, rhythms, solfege and even singing simple two and three part rounds. The Kodaly method of teaching music works extremely well during this stage. Around the 4th grade children transition to what I will call the Dialectic Stage of Music, at which time they are ready to begin singing simple motets and anthems and have no difficulty analyzing this music, or even the works of the great composers. Children should also begin improvising their own short melodies and rhythms at this time. By the end of this stage they are capable of singing much of the intermediate four part repertoire (where children sing the upper two parts) of the Common Practice Period. When they enter junior high, which I will term the Rhetorical Stage of Music, they should be tackling the more difficult four to eight part music (again, where the children sing the upper parts) and delving into serious music composition. If you don’t believe this can be done, just look to the choir schools. I witnessed it myself at the Madeleine Choir School. Of course it is true that not every student, or even the majority of students, will be composing serious music by the age of 14 or even deciding to go into the field of church music. On the other hand, we will never inspire a new generation of great Catholic musicians, so sorely needed at this time, if we don’t open their eyes to the “Lost Tools of Learning Music” and point them to the One to Whose praises we hope to sing for ever in the Heavenly Jerusalem.

A New Composition

Most Pure Heart of Mary Schola Cantorum, Music for the Liturgy

Several months ago I posted about Colin Mawby and his time at Westminster Cathedral as Master of Music and director of the cathedral’s world famous men and boys choir. I included information he had sent me several years prior, so Jeff Ostrowski asked if I had received Mawby’s permission to include his remarks. I told Jeff he had given me permission at the time, but decided it wouldn’t hurt to ask him again. I am grateful for Jeff’s prodding, because in the midst of my conversation with Mawby over the post, he told me he would love to compose a work for my parish’s children’s choir (The Children of the Most Pure Heart of Mary Schola Cantorum) should I ever want him to. I told him of our upcoming trip to Rome and said we would love to premier one of his works in the Eternal City. A great priest/friend of mine agreed to pay the commission, and we decided on the text of the Ave Maria, since our parish is under Our Lady’s patronage. Within two weeks Mr. Mawby sent me the finished score, set in five parts (SSATB), and I passed it out to the choir—and they loved it! As one of the high school boys in the choir put it, “this is the piece that every other composer wishes he had written.” The work vacillates between D minor and D major, and is very contemplative in nature. Every time I listen to it, I find myself present at that historic moment when St. Gabriel uttered the words “Ave, gratia plena” to a young Galilean women so totally absorbed in prayer, that the Eternal Word pitched His tent in her and dwelt in her very body.

So… Jeff, thank you for a little extra prodding. Not only did the world gain a beautiful new piece of sacred music, but the choristers of our parish are able to contemplate the Incarnation in a new light. They are also excited to meet Mr. Mawby, who emailed me two weeks after he sent me the music saying he had already purchased his plane ticket and would see us in Rome!

 

Probationer Lesson Plans

Choir Schools, Chorister Training, Most Pure Heart of Mary Schola Cantorum, Probationer Training, Sight-Singing

In case you are interested, I thought I would post my entire set of lesson plans (here) I use for training our Probationers, who are generally children in the 3rd and 4th grade with very little (if any) musical training. I am leaving the lessons exactly as they are simply because I don’t have enough time to go through and clean them up right now. Also know that I always plan for more than I have time for, so I don’t always get to everything set for one lesson. I work with the Probationers for an entire year, so I have plenty of time to extend a lesson over two weeks, focus on music for the Christmas program or make allowance for any number of interruptions that might befall us. For the most part, you should be able to follow them, but if you have questions, please feel free to email me.

The Art of Breathing

Choir Schools, Chorister Training, Discipline, Most Pure Heart of Mary Schola Cantorum, Probationer Training

In my previous post, I wrote about the three main goals I have for new choristers during their first month of rehearsals:”1) to ingrain a healthy vocal technique in the students (while getting rid of any unhealthy singing habits they have picked up), 2) to teach proficiency in solfege (only the diatonic notes of the scale) and finally, 3) to teach a proficiency in reading basic rhythms (eighth note through whole note, no dot) and their corresponding rests.” Today I would like to talk about the first goal.

I find it interesting to watch each new student standing in the choir room immediately before we begin the first rehearsal. Each one is breathing from his diaphragm in the most normal and healthy way possible, but as soon as we begin to sing, the weirdest things begin to happen. Shoulders raise and tighten, the mouth opens and tightens, the jaw juts forward and the neck muscles begin to bulge, and all I asked of them was to take a breath. Nothing is ever easy! I imitate the children so they can see how silly they look. After the giggles have died down, I have them lie on the floor with one hand on top of their stomachs and ask them to breath normally. No deep breaths or shallow breaths, just breathe. Most of them are able to breathe normally in the prone position and feel the rise and fall of their stomachs. The key is getting each child to become aware of what happens during relaxed breathing. I ask them to feel what is happening to their stomachs? What is happening to the shoulders (their shoulders should simply be relaxed)? Ultimately, the only thing necessary is for the stomach to fill up with air like a balloon and then to exhale. Finally, I ask for them to stand up and replicate good breathing in a standing position. This does not happen automatically, but must be worked on for 5-10 minutes at the beginning of every rehearsal. I use a number of techniques employed by Frauke Hausemann, who was a legendary vocal coach at Westminster Choir College. I would recommend her book (co-authored with Wilhelm Ehmann) entitled Voice Building for Choirs. I have also found the RSCM Voice for Life to contain useful information regarding vocal training. If there are only two concepts you are able to instill in a child in the early stages regarding breathing, they would be 1) fill and empty the stomach with air just like a balloon (don’t use the chest) and 2) keep the shoulders down and relaxed.

Teaching New Singers

Choir Schools, Chorister Training, Discipline, Most Pure Heart of Mary Schola Cantorum, Probationer Training, Sight-Singing, Uncategorized

Chorister rehearsals are currently underway and the children are working on some exciting repertoire. At the same time, I am in the middle of auditions for new choristers (probationers) and looking over plans for their weekly rehearsals. As I have posted before, we are in the process of integrating the Schola Cantorum into our parish school, so the new students will be receiving a solid music education in the school as well. Still, I like to cover (or re-cover) all of the basics with the boys and girls. I thought I would share my goals for the lessons and some general lesson plans in hopes that they might be of benefit.

Because of current time restraints, I meet with the probationers only once a week, for two hours immediately after school (yes, a number of shorter rehearsals would be better, but this is how it is). I first take them to the gym for 10 minutes to run out pent up energy from being in a seat most of the day. During the rehearsal, I make sure that no one exercise lasts more than 8-10 minutes, otherwise I loose them quickly. I also give them a 10 minute break in the middle of the rehearsal when they can eat their snacks and talk. This is the basic overall outline of each class.

In the first month of rehearsals (4), I have only three main goals: 1) to ingrain a healthy vocal technique in the students (while getting rid of any unhealthy singing habits they have picked up), 2) to teach proficiency in solfege (only the diatonic notes of the scale) and finally, 3) to teach a proficiency in reading basic rhythms (eighth note through whole note, no dot) and their corresponding rests. There are other musical items the students learn in the first month, but those are only secondary to these three goals.

Next week I will give a basic outline of how I approach the teaching of the three main goals.

Should Children Have to Audition?

Choir Schools, Chorister Training, Discipline, Most Pure Heart of Mary Schola Cantorum, Probationer Training, Sight-Singing

When I first began a children’s choir, long before our parishes’s current Schola Cantorum was born, I took any child who came to me (quite frankly, I needed all the kids I could get). That year was such a nightmare (for a whole host of reasons) that I contemplated shutting down the whole enterprise. In the end I pushed forward and things SLOWLY got better, though I still took everyone who came, regardless of ability or desire.

Several years later I attended my first conference on the training of the child chorister at St. Thomas in New York. Someone in our group asked Dr. John Scott, the choirmaster, how recruiting was going for the choir for the following year, and Scott replied that he was a little concerned because only 8 boys had auditioned and he had only accepted 4 of them (boys who wish to join the Choir of St. Thomas have a pre-audition before they are even allowed to formally audition). It was then that I realized one of the reasons why their choir was so good. Not only did the boys have incredible and inspirational training, they also entered with a high natural aptitude and desire to learn and make music. Admittedly, most parishes have neither the musical nor financial resources to put together such a program, but I firmly believe there is a proper balance between this and the usual “any child can join” policy that exists in the typical parish children’s choir. If you only have time to run one children’s choir with one weekly practice, it is difficult to balance your time between bringing some of the singers up to speed while trying to challenge those who want it, all while dealing with behavior issues from children who don’t really want to be at rehearsal. I would propose the following: begin an “informal” audition to 1) look for a child’s ability to match pitch and determine his general musical aptitude, 2) determine his desire to sing in your choir and finally 3) make sure the child is free from any physical vocal deformities that would make singing of such music impossible.

Regarding pitch and musical aptitude, I only want to know if the child has the capacity to match pitch and to learn (I don’t care if he has never had a music lesson in his life). It is easy enough to present some simple music concept the child doesn’t know and see if he catches on. You will find that most children will have no problem matching pitch and learning simple music concepts.

The second thing to look for, the desire of the child to sing in a liturgical choir, is of the utmost importance. To be honest, this is more important than a child’s natural aptitude for learning music. If you have a chorister who loves to sing and will work his hardest, you have a keeper. I have several home schooled students in our choir who, without my knowledge, decided to sing Elgar’s Ave verum corpus as a communion motet for our city’s monthly Mass for the home schooled community. By pure chance I happened to attend the Mass, and was impressed and proud when they sang it a cappella (they didn’t have an accompanist) and in two parts (and did a great job!). Those kids bring the same pluck and desire to every rehearsal. It makes for a fun rehearsal.

Lastly, I listen for any physical vocal issues that might keep a child from singing, which, to be honest, are very rare. I have only encountered this with two children in my career. I once worked with a young grade school student who wasn’t able to sing a range of more that five notes (he also had difficulties speaking in general), while another child, who was able to sing a wide range at first, lost much of it over the course of a couple of years (he was no where near the age of voice change). His parents took him to the doctor, who discovered a nodule approaching the size of a tennis ball on his vocal chords. After this was removed the child could sing normally again.

It is sometimes difficult not to admit a child to the choir (again, this doesn’t happen often), but I explain to parents that not only am I looking for a child who is a good fit for the choir, I also want the choir to be a good fit for the child. The process is a two way street.

Choir School Ingredients (Part II)

Choir Schools, Chorister Training, Most Pure Heart of Mary Schola Cantorum, Music for the Liturgy, Probationer Training, Sight-Singing, Uncategorized

Last week I wrote about the ingredients of a choir school, or choral foundation, at the heart of which is the goal of creating a liturgical choir worthy of the name. I wrote that the creation of a school is not the end goal, rather, the creation of the choir is. Still, I believe that the school can be an immense help toward our goal, because it allows for daily rehearsals, instruction in music theory, liturgy, theology and most importantly, a more regular schedule of singing for the Liturgy, whether for Holy Mass or the Divine Office. I want to briefly touch on what I feel is necessary for a school of this kind.

First, you need both a pastor and music director who understand that the Liturgy is both the source and summit of the Christian life. How often we hear this phrase thrown about, yet never understood. We will not make the Liturgy the source and summit of our lives by conforming it to the world. It is the other way around. Of course, music plays a large role in the liturgy because of its intimate nature with the sacred text. Gregorian chant and polyphony, both recommended by the Second Vatican Council should be understood to form the foundation of a solid choral program.

Secondly, you need a principal who is at least supportive of the desires of the pastor and director of music and allows the time necessary during the school day to build such a choral program. I think some of the contention between principals and school music programs comes from the fact that most children in our parochial schools can’t sing a major scale, much less know what it is, after 8 years of music instruction. If I were a principal and saw a music program failing my pupils, I wouldn’t mind getting rid of it. However, if I saw my students were having fun singing and moving in groups, learning how to sight-sing and play instruments and then singing to a professional standard at school Masses, I would be much more inclined to give everything I could to make such a program happen in my school. I think many principals would agree.

Thirdly, you need a music teacher who loves and inspires children, has a thorough grounding in voice, music theory, teaching and who is a professional musicians. This is not the time to hire someone of good will, but who doesn’t have the skills. I remember reading once that Kodaly didn’t so much care who was in charge of symphonies and opera houses, he was more concerned with who was teaching in the schools, because that would determine the future state of music in his nation.

Lastly, it goes without saying that you need children for your program and a school provides that much easier than trying to coax and round up children from various area schools. If you create a culture of great music in your parish school, most students will want to take part. Then you don’t really have to recruit!