You are on page 1of 10

Computer Lab Day

Content and Achievement Standards


Media use in the orchestra classroom

Class Goals and Objectives

Teach students about the importance of using media as a tool in music. o International Music Score Project Library o You Tube Materials
Computer Lab Comparison chart dynamic contrast other comments

articulation Recording 1

stylistic tempo

Recording 2

recording 3 (sizing is off on this, but this is an example)

Procedures
1. Students will be assigned to their small ensembles 2. Students, while in the computer lab, will look up their parts for their ensemble on www.imslp.org 3. Students will use www.youtube.com to find three recordings of their pieces 4. students will compare the three performances by writing what they like and what they dont like about them, articulations, tempos, dynamic contrast, bowings, and style

Assessment of Goals and Objectives


Students will turn in their comment charts for the teacher to review.

Follow up Lessons
Future lesson will include a sight-reading session for all ensembles. _________________________________________________________________________________________________ Sight Reading

Content and Achievement Standards


Playing on various instruments alone and with others

Class Goals and Objectives Strong warm up involving listening across the ensemble Review good strategies for sight reading Sight read quartets and trios

Materials

Baton Scores o Ravel F Major quartet first movement o Tchaikovsky Quartet in D Major 3rd movement o Beethoven's String Trio Op. 9 no. 3 in c minor o Tartini Trio Sonata in G Major

Procedures
5. Students will warm up by playing a scale as a round listening for the chord changes and intonation across the ensemble 6. Students will review good strategies for sight reading and learning piece a. S.T.A.R.S. i. Key Signature ii. Tempo iii. Accidentals iv. Rhythms/Repeats v. Style b. Hens Pecking Order 3. Students will split into their groups in different parts of the room a. instrument room b. student practice rooms c. main classroom 4.Students will sight read their piece as a group

Assessment of Goals and Objectives


Assessment will be informal as the teacher will walk about, observing each of the sight-

reading sessions ________________________________________________________________________ Half Way Performance Day

Content and Achievement Standards


Performing alone and with others, a varied repertoire of music Evaluating musical performances Understanding music in relation to history and culture

Class Goals and Objectives

Teach students about the different styles of music and Encourage students to listen and give constructive comments
Scores Students Peer evaluations

Materials

Procedures
7. Students will be reminded of Hens pecking order and of the different levels of performance ready 8. Students will be given 5 minutes to warm up as an ensemble 9. Students will perform their piece (in its current state) Groups will go by order time periods of their pieces 10. students will fill out peer evaluations in relation to Hens Pecking order while they are listening to help each group understand what needs work and what is really nice. 11. Students will each give 2 facts or interesting details about the style, composer, or time period of their piece

Assessment of Goals and Objectives


As the students play, the teacher will make note of trouble spots or stylistic characteristics that can be fixed. This lesson is intended as a mid unit assessment for the teacher to gauge what the students need to do in order to perform this in the future

Follow up Lessons

A follow up lesson would include a checklist for each group of what they are doing very well and what needs some work. The teacher will make her way around to each group to help guide practice and set attainable, short-term goals. _________________________________________________________________________________________________ The Class After the Final Performance

Content and Achievement Standards


Listening to, analyzing, and describing music Evaluating music and musical performances Understanding relationships between music, the other arts, and disciplines outside the arts.

Class Goals and Objectives

Teach students the importance of self evaluation Teach students about creative, positive self evaluation

Materials
4 blank poster boards construction paper glue scissors paint markers performance recording audio playback equiptment

Procedures
12. 13. 14. 15. 16. Students will listen to a recording of the concert they just gave. Students will create a poster sized art project that describes their performance in a positive light While listening to recordings of peer groups, students will create a smaller sized picture or project Students will hang four displays in the hall- one for each piece students will discuss how they felt listening to themselves, what they liked about the performance, and what they may do differently next time

Assessment of Goals and Objectives


Students will be evaluated on their participation in the activities and theteacher will evaluate through listening and guiding discussion

Follow up Lessons
Future lessons will involve a new unit!

About this Unit Literature My original idea was to take my class and choose a series of chamber music pieces for my students. I used J.W. Pepper's resource of the solo ensemble repertoire list with levels marked and chose my pieces from there. I thought it would be a good idea if I could expose my students to a varied repertoire including composers from different time periods. This is important because students need to learn about how, over the centuries, music has evolved. All of the pieces that I have found are available on IMSLP and have multiple recordings on websites such as youtube, spotify, and NAXOS. This will help fulfill my technology/research aspect to my curricular unit My first piece is Trio Sonata in G Major by Giuseppe Tartini (1692-1770) this is a non-traditional string trio that calls for two violins and a cello. This piece is well suited for an upper-medium level ensemble and has the opportunity to teach about continuo and styles of the Baroque. Balance may be an issue for the cellist in this ensemble. http://108.21.221.88/imslp/files/imglnks/usimg/2/21/IMSLP37293PMLP82884-Two_Sonatas__Giuseppe_Tartini_.pdf The second piece represents the classical era with Ludwig van Beethoven's String Trio Op. 9 no. 3 in c minor. This piece calls for a violin, viola, and cello. It would be nicely suited for an early to middle advanced group. There are some great techniques in dynamics that really can help the ensemble grow. http://javanese.imslp.info/files/imglnks/usimg/5/57/IMSLP57970PMLP102967-String_Trio_No.3__Op.9.pdf For the third piece, I have chosen the Scherzo from Tchaikovsky's D Major Quartet. This is a quartet that string players hear of often because of the beautiful melody in the second movement-Andante Cantabile. This movement would be appropriate for a medium level advanced group because of the first violin part it may be challenging, but it also calls for strong communication between players to make crisp sound and entrances. I believe this will also be a good representation of the Romantic era. http://petrucci.mus.auth.gr/imglnks/usimg/b/bb/IMSLP06032-

Tchaikovsky_-_String_Quartet_No1_in_D_Major_Op11.pdf The last piece that I have chosen at the moment is the first movement of Maurice Ravel's F major string quartet. This piece is grouped as a medium-advanced piece. I believe that technically it may be, but as far as listening it may not be. The harmonies found in this piece represent the modern era and where music is going in the present. The harmonies in this quartet really make for a growing experience with intonation. http://petrucci.mus.auth.gr/imglnks/usimg/a/ad/IMSLP01617-Ravel__String_Quartet__Score_.pdf Study Guide Terms Baroque Era o Musical time period from1600-1750. The word "baroque" comes from the Portuguese word barroco, meaning misshapen pearl, this was a negative description of the ornate and heavily ornamented music of this period. Classical Era o Musical time period from 1750-1820. The best known composers from this period are Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig van Beethoven. Romantic Era o 1815-1910 The Romantic movement was an artistic, literary, and intellectual movement that originated in the second half of the 18th century Impressionist Era o 1875-1935. a movement mainly in France, which appeared in the late nineteenth century and continued into the beginning of the twentieth century from 1875 to 1925. Similarly to its precursor in the visual arts, musical impressionism focuses on a suggestion and an atmosphere Basso Continuo o Basso continuo parts, almost universal in the Baroque era (1600 1750), provided the harmonic structure of the music Melody o often consist of one or more musical phrases or motifs, and are usually repeated throughout a song or piece in various forms Accompaniment o describes the composed music, arrangement, or improvised performance that is played to back up the soloist Trio Sonata o A trio sonata is written for two solo melodic instruments and basso continuo making three instruments

Sonata Form

http://www.dailykos.com/story/2011/06/09/983721/-ThursdayClassical-Music-OPUS-42-The-Kreutzer-Sonata-by-Beethoven# string quartet o composed of two violins, a viola, and a cello

Skills Should you take the repeats if when you take a D.C. al Fine? o no What time period is your ensemble from? Name three composers of the Baroque o Bach o Sammartini o Telemann o Handel o Scarlatti When tuning a chord in a chamber piece, which instrument provides the foundation? o Lowest sounding instrument name 2 forms of chamber music communication o eye contact o breathing Learning Goals 1. Students will learn to use multimedia as a resource within the realm of music. This includes the used of public domain access libraries such as IMSLP.org and the use of music listening tools such as youtube, spotify, and NAXOS 2. Students will learn about communication and small ensemble work through experience and guided exercises on small ensemble communication

3. Students will learn about different types of evaluation and the advantages and disadvantages of both and will be given the means to explore self evaluation skills that are positive and constructive for themselves. 4. Students will learn about different time periods in music and the characteristics that make the time period unique. Time Frame This unit will last 5 weeks for an ensemble that meets on a block schedule (every other day) for 90 minute classes Week 1 (TR)-Lab Day/sight reading Week 2 (MWF)-Rehearsal with 20-minute warm-up/group exercise Week 3 (TR)-Reheasrsal with 20-minute warm-up/ group exercise and Half Way Performance Day Week 4 (MWF)- Rehearsal following goals set during Half Way Performance Day with 20-minute warm-up/ group exercise short quiz Friday as group exercise Week 5-(TR) Dress rehearsal during class concert after school. Thursday-Post concert evaluation day.

Assessment Assessment will be partially based off of the students' participation in the first activity. They will turn their charts to the teacher for grading. Each group will grade each other via a small ensemble group rubric. Each member will fill out a rubric for his or her fellow chamber musicians. There will also be a short quiz on terms that we discuss in class. All of the material will be addressed in the warm-up/ group exercise time.

Related Reading I chose to read the article The Importance of High-Quality Literature from the NAFME journal. This article offered some insight to repertoire selection for any ensemble a few things were mentioned that really struck me. It is always in the back of our head that we need to incorporate the National Standards into our lessons, and one of the teachers interviewed in this article discussed that she always chooses her repertoire based on if they include the national standards or not. That is one way to be sure you hit everything. Somewhere, the article says that your literature for the year IS your curriculum for the school year. This was the second thing that resonated with me. Recently i have learned that curriculum has different meanings and one of them is in relation to your long and short-term goals. These kinds of goals can be achieved in a performance-based ensemble, and you can still teach your students a great deal through their participation. The article also discussed the variety of repertoire that you should use. That is so huge. Your students will find music that they like on their own, but there is such a great opportunity to broaden their horizons by assigning music that is of all different genres. Not only will this expose students and their concert goers, but it will also help them grow as musicians with learning about different characteristics of different genres of music. This article really summed up why repertoire choice is so important for teachers.