Episode 1: Let's Sing with Liz Cass
A fun, interactive voice and French culture lesson for people of all ages. Learn how to make glorious music with your entire being, just like the opera singers do.
Just bring yourself and wear comfortable clothes so you can be active.
Mezzo-soprano Liz Cass is an acclaimed opera singer, founder and Executive Producer of the award-winning LOLA (Local Opera Local Artists), and is the Executive Director of the Armstrong Community Music School. In addition, Ms. Cass serves as President of the Seagle Music Colony Alumni Association board, is Secretary of the Austin Classical Guitar board, and is a member of the KMFA Community Advisory Board.
In addition to her work with ACMS and LOLA, Ms. Cass enjoys a lively schedule of teaching, performing, and producing in collaboration with many arts organizations in Austin and beyond. Recent performance highlights include Giovanna in Rigoletto with Austin Opera, Schumann-Cass Cabaret for the Austin Chamber Music Festival, and mezzo soloist in Graham Reynold’s opera Pancho Villa; From a Safe Distance. Upcoming projects include concerts with LOLA at 4th Tap, Revel, Beerthoven, the Central Texas Philharmonic, and the full production of Peter Stopchinski and Terry Galloway’s Lardo Weeping with LOLA in 2021.
Visit their page for more information:
Grades K-5 | Music. Creative expression: Sing songs and play musical games, including rhymes, folk music, and seasonal music; sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups. Historical and cultural relevance: Sing songs or play classroom instruments from diverse cultures and styles, independently or in groups; move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement.
Middle School 1, 2, 3 | Music. Music literacy: Explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice. Creative expression: Perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture; perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques; perform independently and expressively a varied repertoire of music representing various styles and cultures. Historical and cultural relevance: Perform music that is representative of diverse cultures; describe music-related vocations and avocations.
High School 1, 2, 3, 4 | Music. Music literacy: Apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices. Creative expression: Demonstrate mature, characteristic sound appropriate for the genre; demonstrate psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques. Historical and cultural relevance: Identify music-related vocations and avocations; identify and describe the uses of music in societies and cultures.
High School 1 | Languages Other Than English. Elements of language(s): Engage in different types of language learning activities; compare and contrast aspects of other languages to English and the student's native language; and apply basic communication skills in the target language(s), including listening, speaking, reading, and writing. Understanding of cultures: Recognize the cultural products such as art, music, food, clothing, or other culturally related examples in selected regions or countries.