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Writing? In Music? Patty Welch West Irondequoit Central School District Why I am here… Why you are here… Your classroom goals Thinking! Performing is an audio record of thinking-Writing is a visual and perhaps more private record of thinking Think.

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writing in music

Writing? In Music?

Patty Welch

West Irondequoit Central School District

slide2
Why I am here…
  • Why you are here…
slide3
Your classroom goals

Thinking!

Performing is an audio record of thinking-Writing is a visual and perhaps more private record of thinking

slide5
Common Sense: Your goals need to be embedded in your activities.
  • You choose concert literature to reflect the musical goals for your students.
  • Choose writing activities that do the same.
  • It’s only “busy work” in your classroom if you allow it to be.
why write
For Students:

Practice communicating!

A Chance to communicate with you!

Balance!

A step toward multi-tasking

Writing is proof of thinking!

For You:

Proof of thinking!

Objective!

See another side of your students!

Great reference point for your teaching!

A Chance for individual attention

Why Write?
design
Design
  • Valuable- will it make their performance stronger?
  • Planned
slide8
MonthDay/DateTimeEvent

Program Notes

November Tuesday, 14th 7:30pm CB/SB Performance I.H.S. aud

Concert Reflection

January Fri-Sat, 12th& 13th TBA County Solofest at Nazareth

Fri-Sat, 19th & 20th TBA County Solofest at Brighton

February Tuesday, 27th 7:00pm Band Mania I (groups TBA)

Peer Evaluation

Wednesday, 28th 7:00pm Band Mania II (groups TBA)

Peer Evaluation

Music Therapy

April Tuesday, 3rd CB only MCCC Performance

Thursday, 5th SB only MCCC Performance

Fri-Sat, 27-28th TBA NYSSMA solofest

May Wed. 16th 7:30pm SB Performance I.H.S. aud

Year end reflection

Sat-Sun, 19-20 TBA Toronto

Adjudication

Monday 7:30pm CB Performance I.H.S. aud

Year end reflection

Sunday 27th 5:30pm Memorial Day Parade

slide9
September:

Counting/rhythm focus

October:

Vocabulary intro

Model rehearsal plan

Sight reading- evaluations

Solo auditions

Solo Fest sign up

November:

Vocab quiz

Program notes assignment

Concert reflection

December:

X-tra curr. Christmas

Sight reading- guided/graded

January:

Peer Rehearsals

Composition beginning

Sight reading- guided/graded

February:

Upperclass Review

Music History-Medieval, Renaissance

Sight reading- graded

March:

Music History-Baroque, Classical, Romantic

Sight reading- graded

Music Therapy-prepared questions

In class Music Therapy Guest

April:

Music History

20th Century

Sight reading- graded

May:

Sight reading- graded

Review History

Concert reflection

Guest Composer-prepared questions

Composition

Composition Reflection

Year End Reflection

1st Marking Period

1 Instrument specific

2 Rhythms/counting

3 Concert Literature

4 Vocabulary

5 Music/sightreading

2nd Marking Period

6 Sight Reading Ensemble Music

7 Theory- clefs/ledger lines

8 Intervals

9 Improvisation (I IV V V7 I)

10 ABA Form/motives

11 Composition Beg/Sight Reading

12 Composition Beg/Playing Exams

3rd Marking Period

13 Upperclass Composition

Freshmen History

14 Medieval

15 Renaissance

16 Baroque

17 Classical

18 Romantic

19 20th Century

20 Music/Sightreading

4th Marking Period

21 Portfolio Listening Lit

22 Portfolio Performance Lit

23 Composition/Sightreading

24 Composition

25 Review

26 Playing Exam/Sight reading

design10
Design
  • Valuable- will it make their performance stronger?
  • Planned
  • Complimentary
  • Flexible
  • Not necessarily original
  • Utilizes various styles
  • Sets up students for success
rehearsal plan
Rehearsal Plan

Concert/Symphonic Band

Rehearsal Plan

  • Alone-Listen to assigned piece.
  • Alone-List problem spots in music. [everyone date and write in next page notebook]
  • Big Group-Compare lists and determine top 3-5 items that need to be addressed in rehearsal (How much needs to be done by the group and how much needs to be addressed by the ensemble in rehearsal? Maximize your time!). [everyone date and write in next page notebook]
  • Big Group-Break into groups of 2-3 people and assign sections of the piece so that the entire piece is addressed.
  • Small Group-Design a rehearsal based on your section of your piece. (How do parts need to be broken down to fix them? How do you keep everybody busy, so no one gets bored and still gets work done?). [everyone date and write in next page notebook]
  • Big Group-Design the entire rehearsal, including a warm-up that might help prepare for what you have to do (ie. A scale in the key of your piece, rhythmic exercises using rhythms from the piece, tonguing exercises, etc.). [everyone date and write in next page notebook]
  • Big Group-Decide roles. At all times during the rehearsal, there will be someone guiding Mrs. Welch through the rehearsal and 1-2 people up front listening and evaluating whether the changes are being made appropriately- this will rotate as we get to the sections that each small group has worked on.
  • REHEARSE! Each piece will be given 1-2 rehearsals, depending on progress made.
  • At the end of the rehearsals, you will be asked to write a short paragraph on what did and did not work, with suggestions for improvement.
design12
Design
  • Valuable- will it make their performance stronger?
  • Planned
  • Complimentary
  • Flexible
  • Not necessarily original
  • Sets up students for success
  • Utilizes various styles
  • Avoids the mundane
  • Thought provoking
grading
Grading!

Consider:

  • How much time you can devote to grading each paper
  • Not grading everything
  • Grading for credit
  • Use rubrics that are simple and easy to use

The rubric used to score your assignment is as follows:

5= includes all of the criteria below

4= includes three of the criteria below

3= includes two of the criteria below

2= includes one of the criteria below

1= includes none of the criteria below, but does use proper grammar and spelling

0= includes none of the criteria below, and does not use proper grammar and spelling

The Criteria:

Writing includes composers name and basic biographical information (ie. birth/death, residence)

Writing includes information about the inspiration for the composer to compose the piece (stories/anecdotes)

Writing includes information about form: Are there musical ideas that are repeated? How do the different sections of the band play a role in this? The writer should give the listener something specific to listen for.

Includes photocopy of one page from extra source used

  • Keeping it reasonable for the marking period/your deadlines
slide14

Contact Info:

Patty Welch

Patty_welch@westiron.monroe.edu

Ph#336-0778

(contact info also found in School Music News

on County Presidents page for Monroe County)