mus 344: teaching of instrumental music
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MUS 344: Teaching of Instrumental Music. Literature Selection 3. Recap of Greek Folk Song Suite. Q-Factor: what is your number for this piece? Grid Analysis: structure and elements? Ostling : what are your recommendations?. Ostling (1978). - PowerPoint PPT PresentationTRANSCRIPT
MUS 344: Teaching of Instrumental Music
Literature Selection 3
Recap of Greek Folk Song SuiteQ-Factor: what is your number for this piece?Grid Analysis: structure and elements?Ostling: what are your recommendations?
Ostling (1978)How does GFSS measure-up based upon these
questions?Form: structure, framework• Is there contrast and repetition? (“music is the
same or it is different”)Scoring: Instrumentation• Is it effective? Is there contrast?Creativity• Is it interesting and unique? Cliché?Style• Consistent style? Good quality throughout?
Variety of colors?
MUS 344: Teaching of Instrumental Music
Concert Programming 1 – Content Strategies
Length of ConcertsTypical problems• Too short• Too long – the marathon concert
Recommended length• 60-75 minutes (number of
groups, transitions)• Check with parents and
administrators for help
Variety and ContrastContent• For you, the students, and the
audience• Entertain and educate
Tempo• Typical for all fast and one slow• Change from piece to piece• Avoid 2 consecutive slow pieces
Variety and ContrastDuration of pieces• Elementary pieces are usually
too long• Follow a long piece with a short
piece• Avoid 2 consecutive long pieces
Key signatures• Concert B-flat or limited
accidentals are typical• Why not play a variety?
Variety and ContrastNumber of movements• Don’t need to play all
movements• Logical progression (e.g., end on
fast)• Consider relative durations• Separate multi-movement pieces
Contemporary versus traditional• Number of generations in
audience• Introduce symphonic repertoire
and music that students experience regularly
Variety and ContrastForm and structure• Avoid concerts of all the same type of
music (e.g., overtures)• Embed skills and development of
conceptsMulti-cultural• Know your community• Comprehensive musicianship and
cross-curricular opportunitiesColor or orchestration: not all tutti; expose
all sections, promoting development; solos?
Difficulty ConsiderationsBalance among your selectionsEasy selections• Accuracy achieved more quickly• More time to work on other selections
Selections matching current ability• Judge based on the majority of the
class• Focus is on ensemble skill and
refinementOne piece that challenges• Develop skills, might not be perfect• Play multiple times; grow with the
piece
Special EventsTheme concerts• Patriotic, school anniversaries,
holiday concerts• Community events; performance
requestsGuest soloists (who can be a guest artist?)• Provides contrast• Audience appeal• Promote the program• Provides a model• Ensemble accompanying skills
Starting a ConcertStart with an easy piece• Eases students in; nervousness• Is this a first concert for some
students?Lively and energetic: gets audience’s
attention (march?)Something students enjoyNot too long
Ending a ConcertClimax of the concert• Make it memorable
Consider pop music arrangement• Marches• Medleys
End with a “wow”• Sousa: always leave them wanting for
more
Remainder of the ProgramIncrease and decrease intensity• Light to serious• Long to short• Fast to slow• Tutti to solo/soli; different
instrumentationSecond selection• Most serious, challenging, endurance• Audience still has fresh ears
Soloist to end first half or entire concert?
Additional ConsiderationsThink about concert as a whole, not individual piecesBe thoughtful and creative• Move pieces around while planning• Faculty band• Combine bands• Parents and administrators
Must consider students, teacher, and audience
Balance of education and entertainment
MUS 344: Teaching of Instrumental Music
Concert Programming – Units, Scheduling, Planning
Units of Study – Time Between ConcertsImpact on teaching
• Long term planning – daily planning• Type of performances• Comprehensive musicianship• Assessment schedule
Number of rehearsals• Standardized testing, final exams, snow days,
emergencies, holidays, illness (teacher and students)
Concerts (Plan each spring – early!!)• 9 to 12 week cycles• 2 to 4 per year
Concert Scheduling ConsiderationsSchool Calendar
• Sports, vacations, quarters vs. semesters, staff development, block vs. traditional
• What are typical events during the school year?Day of the week?
• Not Wednesdays or Sundays? (know your community)
• Not Mondays or Fridays• Tuesdays, Thursdays, and Saturdays
Before or after a contest?• Use concert as warm-up (before)• Use contest comments as learning opportunity
(after)
Content of a Unit of StudyConcert preparationComprehensive musicianship – curriculum?SightreadingAssessment
Preparing for a PerformanceSmaller Segments
• 1-week plans, 2-week plans, full cycle plansRepetition
• Within day, day-to-day, within cycleFramework
• Plans reflect each segment size (1, 2, 8-week)• Plan extra time, just in case you need it!• Plans are more specific within smaller plan
segments• What happens the week after the
concert/contest?• Goals?• Don’t be afraid to modify the plan according to
needs
For MondayInstrumentation assignment is dueRead scheduling resources from CompassLiterature groups?