A group of students in white tops and black skirts singing on risers on the Chapel stage.


The Cantabile curriculum reinforces rhythmic and melodic reading skills and explores a wide variety of music written for advanced treble choirs. Singers perform on both the fall and spring Girl Choir concerts, and in the Fox Valley community as opportunities arise.

Auditions for Cantabile are held in April for the following academic year. Please fill out our interest form to receive audition information next spring.

2018-19 Calendar

Cantabile 2018-19 Calendar


  • Suggested Reading Lists
    • To help girls better understand and connect with our concert theme of "We Raise Our Voices," we have posted two suggested reading lists on our Spring Semester Resources page: a list from the Academy of Malala-related books and a list from the Appleton Public Library of books including broader themes such as speaking out, defying expectations, and powerful women.
    • These reading lists are purely optional and meant to supplement the girls' learning.

Click the button below to download and print the Girl Choir Program Handbook.

Girl Choir Handbook


Homework to Prepare for Feb. 24
  • Personal Practice
    • Aure volanti - Next week is the last week with music. I found a recording I like better; listen here.
    • Family Tree - #1-34, memorize #35-end
    • Iraqi Peace Song - #1-59 memorized with correct phrasing
    • Ain't Gonna Let Nobody - memorize all
  • Reflection
    • ​What's a story of perseverance in your family? How has this shaped you?

Past Assignments and notes:

Homework to Prepare for Feb. 17
  • Personal Practice
    • Family Tree - #12-21: pitches, rhythms, and lyrics
    • Aure volanti - #56-end: pitches, rhythms, Italian
    • Iraqi Peace Song - pitches, rhythms, Arabic
  • Reflection
    • Re-ponder our discussions after reading this excerpt.

I Am Malala, page 146:

Then, at the end of 2008, Fazlullah’s deputy Maulana Shah Dauran announced on the radio that all girls’ schools would close. From 15 January girls must not go to school, he warned. First I thought it was a joke. “How can they stop us from going to school?” I asked my friends. “They don’t have the power. They are saying they will destroy the mountain, but they can’t even control the road.”
The other girls didn’t agree with me. “Who will stop them?” they asked. “They have already blown up hundreds of schools and no one has done anything.”
My father used to say the people of Swat and the teachers would continue to educate our children until the last room, the last teacher and the last student was alive. My parents never once suggested I should withdraw from school, ever. Though we loved school we hadn’t realized how important education was until the Taliban tried to stop us. Going to school, reading and doing our homework wasn’t just a way of passing time, it was our future.…
The Taliban could take our pens and books, but they couldn’t stop our minds from thinking.

  • What does education mean to you? 
  • If your educational tools were taken away from you, would you still have the drive to learn?
    • If so, how would you do this?
  • Are there ways that education is unequal today?
  • Are there people advocating to make education better in the US today?


Homework to Prepare for Feb. 10
  • Personal Practice
    • Aure volanti
    • Iraqi Peace Song
      • Familiarize yourself with #86-end. Keep practicing the sounds that you’re not familiar with.
    • Family Tree
      • Study dynamics and their impact on the story for #35-end.
  • Reflection
    • It is so easy to stand by and watch things happen to other people. Just reflect on this poem this week ad think about how you are doing with this challenging part of life.

A poem Malala’s father kept in his pocket written by Martin Niemöller, who had lived in Nazi Germany:

First they came for the communists,
And I didn’t speak out because I wasn’t a communist,
Then they came for the socialists,
And I didn’t speak out because I wasn’t a socialist,
Then they came for the trade unionists,
And I didn’t speak out because I wasn’t a trade unionists.
Then they came for the Jews,
And I didn’t speak out because I was not a Jew.
Then they came for the Catholics,
And I didn’t speak out because I was not a Catholic.
Then they came for me,
And there was no one left to speak for me.


Go see “He Named Me Malala” with your Girl Choir friends on Saturday (February 9th) at 10:00am at the Appleton Public Library!!


Homework to Prepare for Feb. 3
  • Personal Practice
    • Family Tree
      • #59-end pitches, rhythms, lyrics
    • Iraqi Peace Song
      • #60-85 pitches, rhythms, lyrics
    • Aure volanti
      • #40-55 pitches, rhythms, Italian
      • This is all new stuff, so if you’re still not up to par on #6-34, you’ve got your work cut out for you this week.
  • Reflection
    • Malala and the Grandmother in “Family Tree” had to leave their homes. Can you relate? Find the name and story of a female who is having to do this today. (I will collect these)
Homework to Prepare for Jan. 27
  • Personal Practice
    • Iraqi Peace Song
      • 9-39 pitches, rhythms, and Arabic
    • Aure volanti
      • #6-34 pitches, rhythms, and Italian for your part
    • Family Tree
      • #47-58 pitches, rhythms, and lyrics for you part
  • Reflection
    • Mozart’s Lacrimoso Son Io talks about the sadness someone feels about losing someone they idolize. Many idolize MLK and Malala. Who is someone you idolize? What is a song you associate with this person?
Homework to Prepare for Jan. 20
  • Personal Practice
    • Iraqi Peace Song
      • #43-59: Solidify pitches, rhythms, and phrases. Be sure half notes are getting their full value.
    • Aure Volanti
      • Use Italian guide to write in and prepare all pronunciations. See attached.
    • Family Tree
      • #47-#58: Improve your accuracy on the pitches for Fa and Si in the Mezzo/Alto melody. Then, study and prepare Soprano 1’s relationship to the melody in the second staff - rhythmically and harmonically.
  • Reflection
    • “In lullabies, the cultures of the earth meet each other. Or rather from this common starting-point they grow into diversity.” (from inside cover) Your assignment is to interview two people, both of whom should be people who you have some disagreements with or different beliefs. Here’s what I need turned in for each interview next week.
      • How do you know this person?
      • How is this person different from you? What do you disagree on?
      • What are some lullabies this person knows?
      • What are their memories or associations with these songs/melodies?
      • What commonalities did you find with this person?
Homework to Prepare for Jan. 13
  • FELC Gratitude Performance Logistics
    • ​Warm-ups begin at 10:15am
    • Come in uniform
    • Rehearsal after the service will take place from 11:30am to 12:30pm
    • O Music repetition specifics
      • 1 - unison
      • 2 - all parts in this order: Soprano 2/Mezzo + Alto + Soprano 1, the whole way through
      • 3 - S2/M: all, A: first two phrase, S1: just first phrase (end on "sing)
    • Ah, come c'est chose belle repetition specifics
      • 1 - unison
      • 2 - 2-part round (side closest to Ms. Ashton starts)
      • 3, 4, 5 - all parts in this order: Alto + Soprano 1 + Soprano 2/Mezzo
        • Sing everything three times
        • Altos and Soprano 1s drop out after your last "chantez"
        • Soprano 2s/Mezzos hold the "-tez" of "chantez" to end the song


  • Personal Practice
    • Practice is learning your own part at home using healthy, proper posture and technique while building a deeper, more individual connection with the repertoire.
    • Family Tree
      • Pick up to #47-58: Prepare lyrics, pitches, and rhythms for the melody in the “Treble II/Treble III” (second staff down)
    • Iraqi Peace Song
      • #43-49: Prepare pitches, rhythms, and phrases.
    • Aure Volanti
      • #6-17 Prepare pitches and rhythms
  • Reflection
    • ​What does this mean to you? This reflection will be turned in next week.
    • "I raise up my voice – not so I can shout but so that those without a voice can be heard. We cannot succeed when half of us are held back."



2018-19 Dress Rehearsal and Concert Dates

Tickets for the March 23 concerts will be available through the  Lawrence University Box Office starting March 4.

Dress Rehearsals
Friday, December 7, 2018 3:45-6:30 p.m.
Lawrence Memorial Chapel
Friday, March 22, 2019 3:45-6:30 p.m.
Lawrence Memorial Chapel
Saturday, December 8, 2018 2:00 and 7:00 p.m.
Lawrence Memorial Chapel
- 7:00 p.m. concert will be available
to view online via Livestream.
Saturday, March 23, 2019 2:00 and 7:00 p.m.
Lawrence Memorial Chapel
- 7:00 p.m. concert will be available
to view online via Livestream.

2019-20 Girl Choir Auditions

Click here to view the audition dates for the 2019-20 season.

Choir Materials

  • Cantabile singers must bring a three-ring binder and two sharpened pencils to every rehearsal. They are expected to complete weekly assignments, compiled in the Announcements section of this page.
  • Music is the property of the Academy. 
  • Singers new to the program will receive a tote bag that becomes theirs.
  • Additional or replacement bags can be purchased through the Academy office at the cost of $10 plus tax.

Concert Uniform

  • Singers will need to purchase a white uniform top. 
  • Singers new to Cantabile who were not in Arioso must purchase a uniform black skirt or pants.
  • Singers who already own a skirt may choose to be fitted for and purchase the uniform pants or continue to wear the skirt they already own.
  • Singers will need to provide black pantyhose and black closed-toed, flat-heeled dress shoes. 
  • Post-style earring for concerts are acceptable, no hoops.
  • Hair accessories must be small and the color of the hair. Hair must be its natural color. 

Electronics Policy

Cell phones, iPods, electronic readers, and other electronic devices are strictly prohibited during ensemble rehearsals and back stage during concerts.   If a family emergency takes place during a rehearsal or concert, please contact the ensemble manager.

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