Professional Documents
Culture Documents
Katherine Felthauser
National Standards Students will sing, alone and with others, a varied repertoire of music. Students will perform on instruments, alone and with others, a varied repertoire of music.
Enduring Understanding Singing can help students transfer notes onto their instrument.
Performing on an instrument takes a lot of understanding of many concepts as well as higher order skills. This helps students multi- task while being able to express them. Composers use notation to express what ideas for their music they have. Students need to read notation in order to understand what has to be done. Analyzing a piece of music can adjust and quicken the learning process of a piece.
Essential Questions How can singing benefit a band with their ability to reproduce a proper tone? Why should students learn how to properly play their instrument?
5.1.1
Why is it important 6.1.1, 6.1.2 for students to understand and analyze a musical performance of a piece? When given the Why should students 7.2.1, 7.2.2, 7.3.2 opportunity to analyze know what their own vocabulary to use, and performance, they feel how should they more like their own apply this to their own teacher. performances? History and culture How does the time 9.1.1, 9.1.2 play a huge roll in period or program for music. Folk songs are music adjust how a a good way to piece is played? understand what each culture went through.
When planning a curriculum, it is important to remember why music? Music has been correlated to academic success and connections between people. I believe that music is a very important part of life. That is a bold statement, but what I mean by life is not just generally band or choral music. I just mean music as music; whether that is something on the radio or music from an African tribe. This curriculum lays out nine weeks for a high school band that is lucky enough to meet every day for an hour. One of my goals is for the students to really dig into and understand the music that is being played beyond what the notes are on the page. Personally, I can connect better to music when I can understand its history or the story provided. It makes the process of learning and playing more special when I can connect to the piece. I hope through this curriculum laid out that I can give the students the materials needed to connect to the piece in their own special way. Music needs to be a part of school life because it gives the students to connect to something in a more special way than they can in a math or science.
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Tone Quality
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Connections of Notes
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Accuracy of Rhythms:
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Overall Tone Quality:
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Write a short (five sentences) description of the performance. Use some of the music vocabulary provided throughout discussions. Be creative!
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Accuracy of Rhythm:
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Tone Quality:
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Phrasing:
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Total: /40
Activities Play through a warm up and then tune woodwinds and brass Rehearse The Jolly Earl of Chomondeley focusing on rhythm, pitch accuracy, tone quality Rehearse Ayre for Eventide focusing on rhythm, pitch accuracy, tone quality Rehearse The Fiefs of Wembly focusing on rhythm, pitch accuracy, tone quality Analyze the movements focusing on sections of melodic material that repeats Record each rehearsal session
Materials Score for Three Ayres from Gloucester by Hugh M. Stuart Dry erase board and marker Projector to display repeated melodic materials
Recording device
Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding will occur during discussion of what material seems to be repeated
Objectives The learner will: Perform three movements from Three Ayres from Gloucester with accurate pitches and rhythms, good tone production, correct dynamics and musical phrasing Sight read all three movements of English Folk Song Suite by Ralph Vaughan Williams with as much rhythm and pitch accuracy as possible Perform My Bonny Boy in the second movement of English Folk Song Suite with accurate pitches and rhythms, good tone production, and correct dynamics Perform Green Bushes in the second movement of English Folk Song Suite with accurate pitches and rhythms, good tone production, and correct dynamics Identify repeated melodic lines throughout each movement of English Folk Song Suite Learn concert F, Eb, Bb scales with accurate pitches, good tone quality, and smoothness between the notes
Activities Play through a scale based warm up and then begin tuning the woodwinds and brass Use theory to teach the new scales for the week Rehearse larger sections of Three Ayres for Gloucester focusing on phrasing, dynamics, tempo, rhythm and pitch accuracy, and begin working on expressive qualities Rehearse movement one of English Folk Song Suite with accurate pitches and rhythms, good tone production, and correct dynamics
Practice the concept of 6/8 versus 3/4 using different rhythmic patterns being clapped, played, and sung Teach the folk songs presented in English Folk Song Suite movement two and discuss how these folk songs represent cultures and nationalistic ideas Transition from singing to rehearsing My Bonny Boy and Green Bushes, on instruments, with accurate pitches and rhythms, and good tone production Indentify which instruments have the melody in different sections Record rehearsal to adjust every week the speed of rehearsal
Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Dry erase board and marker Projector to show music for the folk songs
Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding of scales will occur throughout the daily warm up Informal assessment of musical understanding occurs during the discussion of melody trade off Informal assessment of singing will occur through the group sound during the folk song presentation
Facets of Understanding: Explanation. Students understand what notes are to be played in each scale because of knowledge gained through theory study. Interpretation. Students understand the folk songs in a way that adjusts the way the melodic material is played when presented during English Folk Song Suite. Empathy. Students will understand the story behind the folk songs and realize that a folk song is a nationalistic tradition. This will adjust the way the tune is being played.
Activities Perform a scale based warm up and tune the woodwinds and brass Perform Three Ayres from Gloucester accurately without breaking to rehearse sections with the band accurately reproducing ideas worked on previously Perform the first movement of English Folk Song Suite with accurate pitches and rhythms, dynamics, tempos, musical phrases, and expression Rehearse the third movement of English Folk Song Suite focusing on accurate pitches and rhythms, good tone production, and correct dynamics to assist phrasing Teach the melody of Blow Away the Morning Dew and have the students recreate the melody on instruments Repeat the same for High Germany in the third movement of English Folk Song Suite Test the students on the concert Bb, F and Eb scales Record the rehearsals and scale performances to accurately score and rehearse
Assign a playing test over Three Ayres from Gloucester, dependent upon whomever has the melody/ important accompaniment
Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Dry erase board and marker Recording materials
Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of singing occurs during the learning of the folk songs Formal assessment occurs during the scale playing tests
Facet of Understanding: Application. I, as a director, use my knowledge gained in conducting class to help guide the students in a way that musical expresses the phrasing of each piece.
Activities Do a scale based warm and tune the woodwinds and brass Use theory to teach the new scales for the week
Rehearse larger sections of English Folk Song Suite focusing on transitions between the movements; as well as accurate pitches and rhythms, dynamics, tempos, expression, and good tone production Pass out note cards with A,B,C, and Coda; have the students listen to a recording of this piece Teach The Tree so High to the band with accurate pitches and rhythms and then have them recreate that on their instruments Perform larger sections of English Folk Song Suite that focus more on connecting sections to section or movement to movement Listen to recordings of Overture for Winds and write down difficult sections, contrasting sections, and star similar sections Perform playing test on Three Ayres from Gloucester as assigned in a previous class
Materials Score for English Folk Song Suite Score for Overture for Winds Recordings of Overture for Winds Dry erase board and marker Note cards Speakers
Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding of scales will occur throughout the daily warm up Informal assessment of understanding of form will occur when the students hold up the note cards while listening Informal assessment of singing will occur during the performance of the vocal section Formal assessment of performing occurs during the playing test over the assigned material of Three Ayres from Gloucester
Activities Do a scale based warm up and then tune the woodwinds and brass Do one run through of Three Ayres from Gloucester and record the run through Run through the movements of English Folk Song Suite with small breaks in between and also record this Rehearse sections of Overture for Winds focusing on accurate concepts that have been worked on previously Test the students on concert C, Ab, and Db Perform a playing test over the assigned sections of English Folk Song Suite Assign playing test over Overture for Winds, dependent upon whomever has the melody/ important accompaniment
Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Score for Overture for Winds Recording device
Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble The formal assessment of the scales will be the same as the previous assessment process Formal assessment of performing occurs during the playing test over the assigned material of English Folk Song Suite
Activities Perform a scale based warm up focusing on previously learned scales using accurate pitches, good tone quality, and smoothness between the notes; and then tune Use theory to teach the new scales for this week Record a run through of Three Ayres from Gloucester with the band being aware of concepts previously learned Record a run through of English Folk Song Suite with the band being aware of concepts previously learned Rehearse large sections of Overture for Winds with accurate pitches and rhythms, good tone quality, expression, and good musical phrasing as decided in the previous class Perform playing test over the assigned section of Overture for Winds
Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Score for Overture for Winds Dry erase board and marker Recording device
Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding of scales will occur throughout the daily warm up Formal assessment of performing occurs during the playing test over the assigned material of Overture for Winds
Activities Perform a scale based exercise and tune the woodwinds and brass Watch recordings of Three Ayres from Gloucester and English Folk Song Suite and take notes of the mistakes and good things done through each piece Perform Overture for Winds and record Perform concert G,D, and A from memory with accurate pitches, good tone quality, and smoothness between notes for a playing test Use theory to learn the new scales for the week
Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Score for Overture for Winds
Dry erase board and marker Recording device Speakers Rubric for assessment
Assessment Student assessment occurs when listening to their performances using a teacher provided rubric Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding of scales will occur throughout the daily warm up
Facet of Understanding: Perspective. A students perspective changes, so the idea of what is good and what is bad, changes from student to student. A teacher provided rubric will assist in student understanding.
Activities Perform a scale based warm up and tune the woodwinds and brass Watch and evaluate previous performances of Overture for Winds Run the concert order; Three Ayres from Gloucester, English Folk Song Suite, and Overture for Winds Test the concert B and E scales
Materials Score for Three Ayres for Gloucester Score for English Folk Song Suite Score for Overture for Winds
Assessment Student assessment occurs when listening to their performances using a teacher provided rubric Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble
Activities Warm up with a scale based exercise and tune the woodwinds and brass Rehearse concert material in the performance stage Practice entering and exiting the concert stage Rehearse with good concert etiquette Perform a concert with all the good qualities as discussed throughout the semester
Materials Score for Three Ayres for Gloucester Score for English Folk Song Suite Score for Overture for Winds Concert stage
Assessment Informal assessment of performing occurs during the performance of the concert
Facet of Understanding: Self- Knowledge. I know that I myself struggled with being able to sit still in high school, so I need to adjust the way we rehearse to keep the students active.