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?