Maracatu: Bailey Petersma For students in grades 7-8. Music of Northeast Brazil.

Size: px
Start display at page:

Download "Maracatu: Bailey Petersma For students in grades 7-8. Music of Northeast Brazil."

Transcription

1 Maracatu: Music of Northeast Brazil Bailey Petersma For students in grades 7-8

2 History Originating during the 19 th century, the rhythmic music known as maracatu is predominant in the cultural performances of the communities of Pernambuco, Brazil (Kettner 1). Pernambuco, one of Brazil s twenty-six states, is considered to be fairly diverse as it is home to a variety of ethnicities that include Portuguese, African, and the people of Brazil s Indian tribes (Brazil Demographics). Indigenous people primarily inhabited northeastern Brazil until the arrival of the Portuguese in 1500, led by explorer Pedro Cabral. Although this was the first area of Brazil to be discovered, most of the sailors and settlers were interested in developing trade and agriculture, and they did not share the territorial interests of the Spanish conquistadores that had explored the New World before them. Not long after their arrival, the Portuguese discovered that pau brasil (brazil wood) had tremendous value in Europe, sparking the beginning of trade between Brazil and Europe (Brazil History). As trade continued to develop, the Portuguese settlers began to grow sugar to supplement their agricultural expansion. As a result of this, countless Brazilian indigenous people as well as Portugal natives were enslaved to work in the sugar fields. This eventually led to relationships and marriages between the Indians and the Portuguese, beginning in Brazil the extensive ethnic diversity that still exists today (Brazil History). Slavery was common in Brazil until its abolishment in Prior to the abolition, a group known as the Reis do Congo ( Kings of Congo ) was present in Recife, Pernambuco s capital city (Kettner 3). This group came about as a means of maintaining unity among the African slaves, and it was led by one member who was

3 known as the Rey (King) do Congo. The duty of the Rey do Congo was to serve as a mediator between the Portuguese (and later, Brazilian) government and the slaves, as well as a mediator among the different cultures of Pernambuco (Metz). This allowed African practices to be maintained as long as they did not interfere with Catholicism (Crook, Brazilian 234). The Reis do Congo played perhaps the largest role in the development of maracatu. Their traditions included festivities to celebrate their heritage. During these festivals, one member of the group was crowned Rey do Congo. This festival included processionals and danced dramas, both of which incorporated African drumming and singing. The Catholic Church in Brazil eventually began to disapprove of the African processions, causing colonial authorities to ban African costuming from the festivities. This, however, only led the Reis do Congo to change their costuming to incorporate European-style clothing for their king, queen, and royal court (Crook, Brazilian 234). Over time, the various African ethnic groups in Brazil came to be known as nações (nations). Guerra Peixe, author of Maracatus do Recife, believes that the term maracatu developed as an iconic representation of the drumming that was present in the processions of the nações (Crook, Brazilian 235, Kettner 5). Another theory of the origin of the term maracatu comes from Mário de Andrade, who believed that maraca, an indigenous instrument, and catu, an indigenous word meaning beautiful, combined to create the term used today. Both theories are equally popular, and by some manner eventually led to the development of the term nações de maracatu (maracatu nations), which is the term that associated with the maracatu style of music today (Crook, Brazilian 235).

4 In the late nineteenth century, many people of Recife began to protest the maracatu groups, as they felt that the culture associated with these people was disruptive, obscene, and dangerous. This was largely due to the fact that, at that time, many felt as though drumming was an aggressive activity and the instruments used by the people of the nações de maracatu were savage. In reality, the aggressiveness and bold rhythmic feel are now part of the reason so many people today are attracted to the music known as maracatu (Crook, Brazilian 235).

5 Characteristics of Maracatu In the context of today s society, maracatu is performed primarily in the Pernambuco Carnaval that takes place in the days leading up to Lent. Because of the high theatrical involvement of maracatu music, it is mainly presented in performance settings for the purpose of entertainment. Until recently, however, maracatu was shunned during Carnaval due to its close association with African religions in Recife (Crook, Brazilian 237). While these objections have been mostly overcome today, the maracatu de baque virado (maracatu of the turned-around beat) is still strongly associated with the African history that is a part of northeastern Brazil. Maracatu de nação (also known as the aforementioned maracatu de baque virado) contains a theatrical aspect that reenacts the crowning of the Rey do Congo (Crook, Brazilian 237). Some performers of the maracatu de nação (the most common form of maracatu) dress to represent the royal court of the Reis do Congo, while the accompanying percussion group is dressed to represent the African slaves that were once present in Brazil. In most maracatus de nação, the Calunga (a doll) represents the African Nations. The Calunga doll symbolizes the power and unity of the African nations, and its use in maracatu today serves as a reminder of the people s African ancestors (Kettner 3). Maracatu music is considered to be secular, however it often has a deep emotional connection with many of the performers, who are typically those that have a strong sense of African identity. This is primarily due to the fact that the purpose of maracatu performances (aside from the entertainment factor) is to create awareness of

6 African heritage, the enslavement that Afro-Brazilians went through, and the discrimination and inequality that is still faced in Brazil today (Crook, Brazilian 237). Some of the maracatu music is notated, but the majority of these notations have been transcribed by outside listeners. Most of the rhythms and vocal parts are taught by rote; the maracatu groups that perform are so large that newcomers can learn simply by being immersed in the ensemble. A description of a maracatu procession that took place in Recife in 1666 states: After some four hundred men and one hundred women attended mass, they elected a king and a queen, they marched through the streets singing and reciting verses that they themselves improvised, preceded by atabaques, trumpets, and tambourines (translated by Crook, Focus 26). There are two main parts to the music of maracatu de baque virado: singing and drumming. Some of the singing is improvised, while some is taught through call-andresponse, but many of the texts used in maracatu describe the African past of the Afro- Brazilians and emphasize the freedom that they achieved and strive to maintain. One of the most popular songs of maracatu nação describes the coronation of the Reis do Congo: Nagô, Nagô Nossa raina já se coroou Nosso rei que veio de Mina Nossa rainha já se coroou [Nagô, Nagô Our queen has already been crowned Our king who came from Mina Our queen has already been crowned] (Crook, Brazilian 237)

7 The chorus, or coro, of maracatu consists of numerous singers and dancers, the majority of which are often female. The members of the ensemble are all dressed in attire that imitates the Portuguese royal court of the early 1600s (Crook, Focus 93). The royalty consists of the Rei (King), Rainha (Queen), Príncipe (Prince), and Princesa (Princess). Other roles of the maracatu nação include: Damas do Paço: Maid of the Court; played by two females; carry Calunga doll Damas do Buquê: Maid of Flowers; carries a bouquet of artificial flowers Damas Da Corte: Maid of the Court; carries the Goblet Embaixador: Ambassador; man chosen to carry the flag, dressed as nobleman Porta-Estandarte: additional carriers of the flag Pajens: hold the tails of the royal robes Escravo: dressed to represent the African slaves; carries Umbela (umbrella that protects the King and Queen) Lanceiros: Lancer; group that carries lances to protect the maracatu nation All of these characters make up the coro of a maracatu nação (Kettner 5). Crook s translation of Pereira da Costa s famous description of the maracatu creates a vivid image of what is typical within a maracatu procession: The procession begins with a standard bearer flanked by guards, followed by two rows of beautifully adorned women with turbans of ribbons of various colors, small mirrors and other accessories, representing, in the middle of these rows, various characters, who carry religious fetishes a wooden rooster, a stuffed alligator, and a doll in white clothing with a blue veil; and soon after this, formed into lines, come the dignitaries of the court, ending the procession are the king

8 and the queen. These two characters, displaying the royal insignia, such as crowns, scepters, and full capes held up by servants, march under a large parasol and [are] protected by guards (Crook, Focus 99). The tonalities and harmonic structures found in Western music differ greatly from those of maracatu. While some maracatu songs revolve around what could be considered a tonal center, the majority of the songs do not follow any of the harmonic structure that is common in Western music. The melody lines of maracatu have definite contour; most of the melodies start lower, moving upward and then returning to what can be considered a home tone (Maracatu Nações Cambinda Estrela, Encanto Da Alegria, Estrela Brilhante, Estrela Brilhante De Igarassu, Porto Rico). Maracatu follows a similar form and structure among each ensemble in which it is performed. Each song begins with a soloist (often male) singing a call to the ensemble, after which the ensemble responds. The response is sung in unison, however less emphasis is placed on the precision of intonation, as most of the singers in the coro are townspeople with little other musical experience. After a few call and response exchanges, the percussion instruments join the coro, beginning with simple rhythmic patterns that gradually become more complex (Maracatu Nações Cambinda Estrela, Encanto Da Alegria, Estrela Brilhante, Estrela Brilhante De Igarassu, Porto Rico). Because drumming is such an integral part of maracatu, there are numerous types of instruments that are used within maracatu ensembles. The variety in percussion instruments, and therefore timbres, allows the complex rhythms to be played together while still maintaining a balance within the ensemble. The following instruments make up what is known as the orquestra, or the percussionists within the ensemble: The

9 gonguê, a large bell, acts as the clave does in Cuban music, tying the rhythmic parts together. Although maracatu ensembles (or nations, as they are sometimes called) are quite large, there is usually only one gonguê player. Another bell instrument is known as the agogô, consisting of two bells (one high-pitched, one low-pitched) stacked on top of each other (Crook, Brazilian 237, Kettner 6). The alfaia is similar to a large bass drum, and is also known as the bombo or tambor. These drums are traditionally made from a hollowed-out tree trunk known as Macaíba, and exist within the ensemble in three different sizes: marcante: the largest drum, used to solidify the rhythm; meião: the mid-sized drum, used to play a more complex variation of the main rhythm; and repique: the smallest drum, used to play the most complex solo variations within a song (Crook, Brazilian 237, Kettner 6). The caixa, a snare drum made of metal or wood, plays a variety of complex rhythms that add character to the song. A second, smaller type of snare drum known as the tarol is sometimes used to accompany the caixa, but it is never played as the primary snare drum within a song (Crook, Brazilian 237, Kettner 6). The abé is a hollowed-out gourd with a beaded skirt (known as the shekeré in Cuba and Africa) that is used to provide a light, steady pulse throughout the song. A similar instrument known as the ganzá or mineiro is a long metal tube filled with tiny stones or beans, and it is thought to be the predecessor to the abé (Crook, Brazilian 237, Kettner 6). The aforementioned instruments are all types of percussion that are commonly found in maracatu, however the assortment of instruments used on a piece can vary between maracatus de nação. The gonguê, alfaias, caixa, and abé are found in all

10 traditional and non-traditional maracatus de nação. The agogô, ganzá, and tarol, however, are instruments that are not always found in maracatu groups. The inclusion of these instruments often varies based on the number of members of the maracatu nation, as well as the type of song that is being played (Kettner 6). The highly percussive nature of maracatu creates a steady pulse that carries throughout the music. Maracatu is felt in four beats per measure, as the rhythmic patterns played by the orquestra are written in measures with four beats in each. Phrases are felt either every two or four measures, varying based on what is being sung by the coro (Maracatu Nações Cambinda Estrela, Encanto Da Alegria, Estrela Brilhante, Estrela Brilhante De Igarassu, Porto Rico).

11 Works Cited "Brazil Demographics Profile 2010." Index Mundi. Web. 17 Feb < This website provides information about the current demographics of Brazil, allowing the reader to form an idea of the population specifics of the country. "Brazil History." Geographia - World Travel Destinations, Culture and History Guide. Web. 17 Feb < This site provides the reader with information about the history of northeastern Brazil, beginning with its colonization in the 1500s and continuing up to presentday events. The site is a good resource for background information about Brazil s history and culture, however it does not go very in-depth in its content. Crook, Larry. "Chapter 14: Turned-Around Beat." Brazilian Popular Music & Globalization. Ed. Charles A. Perrone and Christopher Dunn. Gainesville: University of Florida, Print. Chapter 14 of this book provides the reader with an extensive amount of information about the history and culture of maracatu. It discusses the instrumentations used within the music, as well as its origin and the performance aspects. Crook, Larry. Focus: Music of Northeast Brazil. 2nd ed. New York: Routledge, Print.

12 This book provides some basic information about maracatu, however the majority of the sections on this culture relate to the impact that maracatu has had on society. The maracatu-related portions of this book would be good resources for teachers who wish to further explore the cultural implications of the maracatu music and nations. Kettner, Scott. Maracatu. First ed. Kettner, Print. Scott Kettner s book about maracatu is a great resource for those who are interested in learning the basics of the maracatu style of music. It is accompanied by a CD with examples that correlate to written transcriptions in the text. It also provides instructions and tips for learning to play the basic rhythms of maracatu. Map. Webster's Online Dictionary. Web. 18 Feb < This map highlights the state of Pernambuco, where maracatu is highly prevalent. Maracatu Nação Cambinda Estrela MP3. This set of recordings is from a maracatu nação known as Cambinda Estrela. The recordings were obtained from Michael Mixtacki, and are authentic recordings of maracatu music. Maracatu Nação Encanto Da Alegria. Pequena Longa Historia MP3.

13 The maracatu nação Encanto Da Alegria is another example of authentic maracatu music. The recordings were obtained from Michael Mixtacki. Maracatu Nação Estrela Brilhante. Maracatu Estrela Brilhante Do Recife MP3. Estrela Brilhante is an authentic maracatu nação. This album was obtained from Michael Mixtacki. Maracatu Nação Estrela Brilhante De Igarassu. 180 Anos. MP3. The maracatu nação Estrela Brilhante De Igarassu is another example of authentic maracatu music. The recordings were obtained from Michael Mixtacki. Maracatu Nação Porto Rico. MP3. This collection of recordings is from an authentic maracatu nação in Puerto Rico. The recordings were obtained from Michael Mixtacki. Maracatu procession. Digital image. Projetofuá.com. Web. 20 Feb < This image depicts a typical maracatu processional found in Brazil. Metz, Jerry D. "Cultural Geographies of Afro-Brazilian Symbolic Practice: Tradition and Change in Maracatu De Nação." Latin American Music Review 22 Mar Highbeam Research. Web. 18 Feb <

14 This essay discusses the history of maracatu and how it came to be a style of music. The author, having been to Brazil, gives a first-hand account of the traditions he saw and the way the maracatu music was performed. Additionally, he describes the symbolism used within maracatu ensembles and the impact that these symbols have on the performers. Mixtacki, Michael. "Information about Maracatu." Personal interview. 17 Feb Michael Mixtacki is a graduate student of Indiana University and has had extensive experience studying the culture and music of northeastern Brazil. He spent the summer of 2010 studying under fellowship in northeast Brazil, learning the area s music and ways of life. He has also studied under Michael Spiro, world percussion professor of Indiana University.

Flynn Center Presents. Carnival Caravan

Flynn Center Presents. Carnival Caravan Flynn Center Presents Carnival Caravan Welcome to the 2017-2018 Student Matinee Season! Today s scholars and researchers say creativity is the top skill our kids will need when they enter the workforce

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,

More information

Abanico Timbale pattern used to setup figures and to open and close sections. Spanish word for fan.

Abanico Timbale pattern used to setup figures and to open and close sections. Spanish word for fan. Abakwa A secret male society in Cuba. The abakwa is also a polyrhythmic 6/8 pattern that is usually played with sticks on a wooden surface or on the side of a drum. It can also be incorporated into one

More information

(Source:

(Source: Spirits Across the Ocean: Yoruban and Dahomean Cultures in the Caribbean Brought by the Slave Trade A Smithsonian Folkways Lesson Designed by: Joseph Galvin Indiana University, Bloomington (Source: http://media.smithsonianfolkways.org/liner_notes/hart/hrt15020.pdf)

More information

By Jack Bennett Icanplaydrums.com DVD 14 LATIN STYLES 1

By Jack Bennett Icanplaydrums.com DVD 14 LATIN STYLES 1 1 By Jack Bennett Icanplaydrums.com DVD 14 LATIN STYLES 1 2 ~ INTRODUCTION TO PERCUSSION INSTRUMENTS ~ CUBAN INSTRUMENTS CONGAS: the congas are staved wooden or fibre glass shells with tension screwed

More information

Florida Performing Fine Arts Assessment Item Specifications _Intermediate_Elementary_1_Responding

Florida Performing Fine Arts Assessment Item Specifications _Intermediate_Elementary_1_Responding Florida Performing Fine Arts Assessment Item Specifications 5013090_Intermediate_Elementary_1_Responding FRONT MATTER - ELEMENTARY Stimulus Attributes Response Attributes Written questions should be at

More information

Standard 1 PERFORMING MUSIC: Singing alone and with others

Standard 1 PERFORMING MUSIC: Singing alone and with others KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2

More information

Indiana Music Standards

Indiana Music Standards A Correlation of to the Indiana Music Standards Introduction This document shows how, 2008 Edition, meets the objectives of the. Page references are to the Student Edition (SE), and Teacher s Edition (TE).

More information

AN INTRODUCTION TO PERCUSSION ENSEMBLE DRUM TALK

AN INTRODUCTION TO PERCUSSION ENSEMBLE DRUM TALK AN INTRODUCTION TO PERCUSSION ENSEMBLE DRUM TALK Foreword The philosophy behind this book is to give access to beginners to sophisticated polyrhythms, without the need to encumber the student s mind with

More information

An Introduction to Sega: The Music and Dance of Mauritius

An Introduction to Sega: The Music and Dance of Mauritius OpenStax-CNX module: m29609 1 An Introduction to Sega: The Music and Dance of Mauritius Catherine Schmidt-Jones This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution

More information

HUMANITY S BEATS: HOW RHYTHMS REPRESENT PEOPLE AND PLACE

HUMANITY S BEATS: HOW RHYTHMS REPRESENT PEOPLE AND PLACE HUMANITY S BEATS: HOW RHYTHMS REPRESENT PEOPLE AND PLACE ESSENTIAL QUESTION How does the beat of popular music reflect the histories of multiethnic populations and places? OVERVIEW At different times in

More information

World Music. Music of Africa: choral and popular music

World Music. Music of Africa: choral and popular music World Music Music of Africa: choral and popular music Music in Africa! Africa is a vast continent with many different regions and nations, each with its own traditions and identity.! Music plays an important

More information

Bite-Sized Music Lessons

Bite-Sized Music Lessons Bite-Sized Music Lessons A series of F-10 music lessons for implementation in the classroom Conditions of use These Materials are freely available for download and educational use. These resources were

More information

Grade 6 Music Curriculum Maps

Grade 6 Music Curriculum Maps Grade 6 Music Curriculum Maps Unit of Study: Form, Theory, and Composition Unit of Study: History Overview Unit of Study: Multicultural Music Unit of Study: Music Theory Unit of Study: Musical Theatre

More information

Grade Level Music Curriculum:

Grade Level Music Curriculum: Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party

More information

Teacher: Adelia Chambers

Teacher: Adelia Chambers Kindergarten Instructional Plan Kindergarten First 9 Weeks: Benchmarks K: Critical Thinking and Reflection MU.K.C.1.1: Respond to music from various sound sources to show awareness of steady beat. Benchmarks

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: CHORAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing

More information

Visual Arts, Music, Dance, and Theater Personal Curriculum

Visual Arts, Music, Dance, and Theater Personal Curriculum Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3

More information

Music at Menston Primary School

Music at Menston Primary School Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and

More information

Archdiocese of Washington Catholic Schools Academic Standards Music

Archdiocese of Washington Catholic Schools Academic Standards Music 6 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - PERFORMING MUSIC: Singing alone and with others Students sing a variety of repertoire expressively with attention to breath control, pitch,

More information

SUBJECT VISION AND DRIVERS

SUBJECT VISION AND DRIVERS MUSIC Subject Aims Music aims to ensure that all pupils: grow musically at their own level and pace; foster musical responsiveness; develop awareness and appreciation of organised sound patterns; develop

More information

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8 Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8 2013-2014 NPS ARTS ASSESSMENT GUIDE Grade 8 MUSIC This guide is to help teachers incorporate the Arts into their core curriculum. Students in grades

More information

NCEA Level 2 Music (91275) 2012 page 1 of 6. Assessment Schedule 2012 Music: Demonstrate aural understanding through written representation (91275)

NCEA Level 2 Music (91275) 2012 page 1 of 6. Assessment Schedule 2012 Music: Demonstrate aural understanding through written representation (91275) NCEA Level 2 Music (91275) 2012 page 1 of 6 Assessment Schedule 2012 Music: Demonstrate aural understanding through written representation (91275) Evidence Statement Question with Merit with Excellence

More information

Greenwich Music Objectives Grade 3 General Music

Greenwich Music Objectives Grade 3 General Music All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.

More information

IronClad. Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC

IronClad. Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC IronClad Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC History Sean O Loughlin (b. 1972) grew up in Syracuse New York. His career began to take shape with the help of the Vice President of

More information

GENERAL MUSIC 6 th GRADE

GENERAL MUSIC 6 th GRADE GENERAL MUSIC 6 th GRADE UNIT: Singing The student - Establishes Singing Voice differentiates between singing and speaking voice participates in class singing - Matches Pitch sings in unison sings alone

More information

Playing Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette

Playing Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody

More information

GENERAL MUSIC Grade 3

GENERAL MUSIC Grade 3 GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading

More information

Coming Soon! New Latin Styles. by Marc Dicciani

Coming Soon! New Latin Styles. by Marc Dicciani Coming Soon! New Latin Styles by Marc Dicciani A brand new book and CD of more than 60 pages containing both traditional and contemporary drumset patterns of select Afro-Cuban and Brazilian styles Featured

More information

MTP Music Year 3 The Environment (3 weeks) Humans (3 weeks)

MTP Music Year 3 The Environment (3 weeks) Humans (3 weeks) Music National Curriculum Key Stage 2 Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising

More information

Music Curriculum Map

Music Curriculum Map Date August September Topic Structure in the Arts - Rhythm Notes Rests Musical Notation Styles Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests Time signatures Bar

More information

The Art of Jazz Singing: Working With The Band

The Art of Jazz Singing: Working With The Band Working With The Band 1. Introduction Listening and responding are the responsibilities of every jazz musician, and some of our brightest musical moments are collective reactions to the unexpected. But

More information

Medieval and Renaissance

Medieval and Renaissance First Name: Last Name: Class Period: Medieval and Renaissance Middle Ages: c. 500 1450 Renaissance: c. 1450 1600 Life in the Medieval: (please match) Clothing Peasant Male, Peasant Female, Noble-Woman,

More information

Construction of jazz drum vocabulary based on Brazilian rhythms.

Construction of jazz drum vocabulary based on Brazilian rhythms. Construction of jazz drum vocabulary based on Brazilian rhythms. Luis Mora Matus Jazz Drums 05-03-2012 1 Construction of jazz drum vocabulary based on Brazilian rhythms. Name: Luis Daniel Mora Matus Date:05-03-2012

More information

STRAND I Sing alone and with others

STRAND I Sing alone and with others STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The

More information

Avo Randruut, director

Avo Randruut, director Saturday, May 20, 2017 8:00 p.m. African Ensemble Avo Randruut, director DePaul 800 West Belden Avenue Chicago Saturday, May 20, 2017 8:00 p.m. DePaul Metal, Skins and Wood: Experimental and Traditional

More information

Music Curriculum Glossary

Music Curriculum Glossary Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts

More information

LEVELS IN NATIONAL CURRICULUM MUSIC

LEVELS IN NATIONAL CURRICULUM MUSIC LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness

More information

LEVELS IN NATIONAL CURRICULUM MUSIC

LEVELS IN NATIONAL CURRICULUM MUSIC LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness

More information

SAIF Final Report for Keith Lienert (2012) Scholarly Activity & Creative Endeavor: Study of Afro-Cuban Percussion and

SAIF Final Report for Keith Lienert (2012) Scholarly Activity & Creative Endeavor: Study of Afro-Cuban Percussion and SAIF Final Report for Keith Lienert (2012) Topic: Scholarly Activity & Creative Endeavor: Study of Afro-Cuban Percussion and Music Abstract: The study of Afro-centric music is an intrinsic study into the

More information

Indiana Music Standards

Indiana Music Standards A Correlation of to the Indiana Music Standards Grade One This document shows how, 2008 Edition, meets the objectives of the Indiana Music Standards. Page references are to the Big Book (BB), Electronic

More information

inside CUBA VIBRA! THE NEW VICTORY THEATER / NEWVICTORY.ORG/SCHOOLTOOL INSIDE BEFORE EN ROUTE AFTER

inside CUBA VIBRA! THE NEW VICTORY THEATER / NEWVICTORY.ORG/SCHOOLTOOL INSIDE BEFORE EN ROUTE AFTER A behind-the-curtain look at the artists, the company and the art form of this production. COMMON CORE STANDARDS Speaking and Listening: 1; 3 Language: 1, 4; 6 NEW YORK STATE STANDARDS The Arts: 4 ELA:

More information

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education Grades K-4 Students sing independently, on pitch and in rhythm, with appropriate

More information

CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm

CURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and

More information

Chapter 1 Heating Up!

Chapter 1 Heating Up! Chapter 1 Heating Up! (1) Identifying East Africa (pp. 1-2) Eastern Africa stretches from parts of Sudan as far south as parts of Mozambique, from the coastal and Indian Ocean islands to as far west as

More information

Developing the Young Jazz Band Percussionist: Percussion Set-Ups and Sound Choices

Developing the Young Jazz Band Percussionist: Percussion Set-Ups and Sound Choices Developing the Young Jazz Band Percussionist: Percussion Set-Ups and Sound Choices by Marvin Sparks, Jr. This article is a guide to developing the young percussionist in a jazz/popular music performance

More information

MUSIC DEPARTMENT. Full year Prerequisite: Audition Grade level: An AHD fine arts course or a Core 40 elective

MUSIC DEPARTMENT. Full year Prerequisite: Audition Grade level: An AHD fine arts course or a Core 40 elective MUSIC DEPARTMENT ADVANCED CHORUS - CHORALAIRES: This is an auditioned show choir for alto - soprano singers. This is a co-curricular class with expectations of participation outside of the school day.

More information

Grade One General Music

Grade One General Music Grade One General Music The standards for Grade One General Music emphasize the language and production of music. Instruction focuses on the development of skills in singing, playing instruments, listening,

More information

Standard 1: Singing, alone and with others, a varied repertoire of music

Standard 1: Singing, alone and with others, a varied repertoire of music Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady

More information

Moccasin Madness! Navajo and Apache Moccasin Game Songs A Smithsonian Folkways Lesson Designed by: Heather Jaasko-Fisher University of Puget Sound

Moccasin Madness! Navajo and Apache Moccasin Game Songs A Smithsonian Folkways Lesson Designed by: Heather Jaasko-Fisher University of Puget Sound Moccasin Madness! Navajo and Apache Moccasin Game Songs A Smithsonian Folkways Lesson Designed by: Heather Jaasko-Fisher University of Puget Sound Summary: Moccasin Game songs of the Navajo and Mescalero

More information

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional

More information

Year 7. Topic 1: The Elements of Music. End of Year Expected. pg. 1

Year 7. Topic 1: The Elements of Music. End of Year Expected. pg. 1 Year 7 Topic 1: The Elements of Music Name: Class: End of Year Expected Grade pg. 1 Music Department Rules 1) Line up quietly in a straight line outside the classroom. 2) When you are told to by your teacher

More information

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM ILLINOIS LICENSURE TESTING SYSTEM FIELD 212: MUSIC January 2017 Effective beginning September 3, 2018 ILLINOIS LICENSURE TESTING SYSTEM FIELD 212: MUSIC January 2017 Subarea Range of Objectives I. Responding:

More information

SCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing

SCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing Massachusetts Standards for 9-12 Topics TEXTBOOK No textbook is used in this course 1.1 Sing independently, maintaining accurate innation, steady tempo, rhythmic accuracy, appropriately-produced sound

More information

Contest and Judging Manual

Contest and Judging Manual Contest and Judging Manual Published by the A Cappella Education Association Current revisions to this document are online at www.acappellaeducators.com April 2018 2 Table of Contents Adjudication Practices...

More information

A Level Music. Model student answers

A Level Music. Model student answers A Level Music Model student answers Pearson Edexcel Level 3 Advanced GCE in Music (9MU0) First teaching from September 2016 First certification from 2018 Issue 1 Contents About this exemplar pack... 2

More information

Music Appreciation Final Exam Study Guide

Music Appreciation Final Exam Study Guide Music Appreciation Final Exam Study Guide Music = Sounds that are organized in time. Four Main Properties of Musical Sounds 1.) Pitch (the highness or lowness) 2.) Dynamics (loudness or softness) 3.) Timbre

More information

Music Department Page!1

Music Department Page!1 Music Department Page!1 AH Understanding Music Listening Concepts Name Melody / Harmony Page!2 Words in this section describe what is happening in the melody or tune. The melody can be decorated in various

More information

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student

More information

Songs, Dances, and Games Inspired by AFRICA

Songs, Dances, and Games Inspired by AFRICA Songs, Dances, and Games Inspired by AFRICA Arts Express 2018 Jennifer Purdy jennifer_purdy@byu.edu The continent of Africa covers 20% of the Earth s total land area and has a total population of about

More information

Analyses and Prose of Native American Music. context. This is especially true of people groups whose music revolves around sacred

Analyses and Prose of Native American Music. context. This is especially true of people groups whose music revolves around sacred 1 Analyses and Prose of Native American Music Musical analysis of any kind is incomplete without reference to historical and societal context. This is especially true of people groups whose music revolves

More information

Chapter 1: When Music Began

Chapter 1: When Music Began Chapter 1: When Music Began Chapter 1: When Music Began No one knows for sure when music began, but the historical record shows that it has been a part of mankind s existence since at least 1,000 b.c.

More information

(Approved September 13, 2012) AN ACT

(Approved September 13, 2012) AN ACT (H. B. 509) (No. 221-2012) (Approved September 13, 2012) AN ACT To declare the second Saturday of November of each year as the Plena Day in Puerto Rico, in order to extol the folkloric and cultural value

More information

Key Skills to be covered: Year 5 and 6 Skills

Key Skills to be covered: Year 5 and 6 Skills Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,

More information

COURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL 3-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS

COURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL 3-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL 3-5 PREPARED BY: MUSIC DEPARTMENT TEACHERS REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August

More information

Danville Public Schools Music Curriculum Preschool & Kindergarten

Danville Public Schools Music Curriculum Preschool & Kindergarten Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform

More information

Content Map For Fine Arts - Visual Art

Content Map For Fine Arts - Visual Art Content Map For Fine Arts - Visual Art Content Strand: Fundamentals Art I Art II Art III Art IV FA-VA-I-1 Identify and define elements and principles of design and how they are used in composition. FA-VA-I-2

More information

ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE. Department of Catholic Schools 2007

ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE. Department of Catholic Schools 2007 ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE Department of Catholic Schools 2007 Curriculum Guidelines for Music Archdiocese of Portland, Oregon The Department of Catholic

More information

Greenwich Music Objectives Grade 2 General Music

Greenwich Music Objectives Grade 2 General Music All students are required to take general music one hour per week. The annotations (e.g. *6c,*1d) in the curriculum are based on the National/Connecticut Standards. For example, *6c indicates content standard

More information

MUSC 100 Class Piano I (1) Group instruction for students with no previous study. Course offered for A-F grading only.

MUSC 100 Class Piano I (1) Group instruction for students with no previous study. Course offered for A-F grading only. MUSC 100 Class Piano I (1) Group instruction for students with no previous study. Course MUSC 101 Class Piano II (1) Group instruction for students at an early intermediate level of study. Prerequisite:

More information

The music of the United States reflects the country s multi-ethnic population through a diverse array of styles.

The music of the United States reflects the country s multi-ethnic population through a diverse array of styles. INTRODUCTION The music of the United States reflects the country s multi-ethnic population through a diverse array of styles. It is a mixture of music influenced by West African, Irish, Scottish, Mexican

More information

Music Guidelines Diocese of Sacramento

Music Guidelines Diocese of Sacramento Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and

More information

Tonality Tonality is how the piece sounds. The most common types of tonality are major & minor these are tonal and have a the sense of a fixed key.

Tonality Tonality is how the piece sounds. The most common types of tonality are major & minor these are tonal and have a the sense of a fixed key. Name: Class: Ostinato An ostinato is a repeated pattern of notes or phrased used within classical music. It can be a repeated melodic phrase or rhythmic pattern. Look below at the musical example below

More information

Grade 2 Music Curriculum Maps

Grade 2 Music Curriculum Maps Grade 2 Music Curriculum Maps Unit of Study: Families of Instruments Unit of Study: Melody Unit of Study: Rhythm Unit of Study: Songs of Different Holidays/Patriotic Songs Unit of Study: Grade 2 Play Unit

More information

MUSIC DEPARTMENT MUSIC PERSPECTIVES: HISTORY OF POPULAR MUSIC A/B /656600

MUSIC DEPARTMENT MUSIC PERSPECTIVES: HISTORY OF POPULAR MUSIC A/B /656600 MUSIC DEPARTMENT All courses fulfill the Fine Arts Credit. All music classes must be taken for the entire academic year. Many Music Classes may be taken for repeated credit. MUSIC PERSPECTIVES: HISTORY

More information

Music Approved: June 2008 Fillmore Central Revision: Updated:

Music Approved: June 2008 Fillmore Central Revision: Updated: A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Music Approved: June 2008 Fillmore Central Revision: 2007 2008 Updated: Curriculum Committee: Kate Zrust Todd Cook Amy Fraser Ben Kaye-Skinner

More information

62. Mustapha Tettey Addy (Ghana) Agbekor Dance (for Unit 6: Further Musical Understanding)

62. Mustapha Tettey Addy (Ghana) Agbekor Dance (for Unit 6: Further Musical Understanding) 62. Mustapha Tettey Addy (Ghana) Agbekor Dance (for Unit 6: Further Musical Understanding) Background information and performance circumstances Agbekor Dance is a war dance which originates with the Ewe

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: INSTRUMENTAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

MUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION

MUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION MUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION Music Strands Developing practical Knowledge in Music Developing ideas in Music Communicating and interpreting

More information

Missouri Educator Gateway Assessments

Missouri Educator Gateway Assessments Missouri Educator Gateway Assessments FIELD 043: MUSIC: INSTRUMENTAL & VOCAL June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Music Theory and Composition 0001 0003

More information

Essentials Skills for Music 1 st Quarter

Essentials Skills for Music 1 st Quarter 1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I

More information

Teaching Music International Perspectives Andy Gleadhill. MUSIC EXPO MANCHESTER

Teaching Music International Perspectives Andy Gleadhill. MUSIC EXPO MANCHESTER Teaching Music International Perspectives Andy Gleadhill MUSIC EXPO MANCHESTER 2018 Www.andygleadhill.co.uk GETTING TO KNOW YOU RAP MY NAME IS... I COME FROM... I M IN TO... AN' GETTIN DOWN mm

More information

Medieval! Renaissance Music

Medieval! Renaissance Music Medieval! and! Renaissance Music 500-1600 Life in the Middle Ages Peasant Male, Peasant Female, Noble-Woman, Nobleman, Monk, Nun Life in the Middle Ages: Homes Most homes were damp, cold, and dark. Windows

More information

Kandinsky Inspired. Latin Infused. Rhythm Sculptures

Kandinsky Inspired. Latin Infused. Rhythm Sculptures Kandinsky Inspired Latin Infused Rhythm Sculptures Bailes Hispanos Tradicionales (Traditional Hispanic Dances) 1) Salsa Said to have originated in the Caribbean, Salsa is one of the most entertaining and

More information

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM ILLINOIS LICENSURE TESTING SYSTEM FIELD 143: MUSIC November 2003 Illinois Licensure Testing System FIELD 143: MUSIC November 2003 Subarea Range of Objectives I. Listening Skills 01 05 II. Music Theory

More information

PERFORMING ARTS COURSES AT CASTLE HIGH SCHOOL

PERFORMING ARTS COURSES AT CASTLE HIGH SCHOOL PERFORMING ARTS COURSES AT CASTLE HIGH SCHOOL BEGINNING CONCERT BAND (L) 702/702-2 Beginning Concert Band is made up of instrumentalists who have completed 7th and 8th grade band. The band plays at 5-6

More information

Concept: Folk Music National Standard(s): 9 State Standard(s): 9.2 Lesson Essential Questions: Why is folk music important to our American heritage?

Concept: Folk Music National Standard(s): 9 State Standard(s): 9.2 Lesson Essential Questions: Why is folk music important to our American heritage? Curriculum Map Topic: American Music Days: 10 days, 40 minutes each once per class Course: Music Subject(s): General Music Grade(s): 6 th grade Key Learning(s): American music is important to our heritage.

More information

Melbourne Symphony Orchestra Meet the Orchestra: Big Bang!

Melbourne Symphony Orchestra Meet the Orchestra: Big Bang! Teacher s Pack by Fraser Trainer, Oliver Cox and Owen Gunnell This May, the will present a brand new, action-packed children s concert featuring some of the most fantastic orchestral music. The program

More information

2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination

2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination 2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination Question 1 Describes the structure of the excerpt with reference to the use of sound sources 6 Demonstrates a developed aural understanding

More information

Chapter 4 Origins of Jazz -originated from pop music styles of the 1800s -blended to satisfy social dancers

Chapter 4 Origins of Jazz -originated from pop music styles of the 1800s -blended to satisfy social dancers Chapter 4 Origins of Jazz -originated from pop music styles of the 1800s -blended to satisfy social dancers 3 trends caused the birth of jazz: 1) Improvisation -liberties with melodies & accompaniment

More information

Music Curriculum Map Year 5

Music Curriculum Map Year 5 Music Curriculum Map Year 5 At all times pupils will be encouraged to perform using their own instruments if they have them. Topic 1 10 weeks Topic 2 10 weeks Topics 3 10 weeks Topic 4 10 weeks Title:

More information

KINDERGARTEN GENERAL MUSIC

KINDERGARTEN GENERAL MUSIC MELODY K.M.1 K.M.2 K.M.3 K.M.4 KINDERGARTEN GENERAL MUSIC Demonstrates high and low sounds. Demonstrates upward and downward patterns. Recognizes melodic patterns in song materials. Participates in singing

More information

6 th Grade Band including Beginning Band

6 th Grade Band including Beginning Band 6 th Grade Band including Beginning Band 6 th grade Concert Band is a full year class. The full ensemble will rehearse a minimum of twice per week. Students electing Band/Chorus will rehearse during the

More information

Unit 2: RENAISSANCE MUSIC, MODERN MUSIC IN THE 1960 s (part I) and EUROPEAN FOLK MUSIC

Unit 2: RENAISSANCE MUSIC, MODERN MUSIC IN THE 1960 s (part I) and EUROPEAN FOLK MUSIC Unit 2: RENAISSANCE MUSIC, MODERN MUSIC IN THE 1960 s (part I) and EUROPEAN FOLK MUSIC 1. RENAISSANCE MUSIC 1.1. INTRODUCTION : HISTORY, SCIENCE, SOCIETY, ART Activity 1 : Fill in the gaps with these words

More information

MUSC 100 Class Piano I (1) Group instruction for students with no previous study. Course offered for A-F grading only.

MUSC 100 Class Piano I (1) Group instruction for students with no previous study. Course offered for A-F grading only. MUSC 100 Class Piano I (1) Group instruction for students with no previous study. Course offered for A-F grading only. MUSC 101 Class Piano II (1) Group instruction for students at an early intermediate

More information

BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM

BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE

More information

Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National

Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National Music (504) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES Profile: Music

More information

Stafford Township School District Manahawkin, NJ

Stafford Township School District Manahawkin, NJ Stafford Township School District Manahawkin, NJ Fourth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board

More information

TMEA April 11, 2014 Memphis Convention Center, L4 3:00pm

TMEA April 11, 2014 Memphis Convention Center, L4 3:00pm Creativity, Improvisation, and World Music with instruments commonly found in your band room Directors Clinic Presented by: Dr. Julie Hill PAS President-Elect Associate Professor of Music Percussion Coordinator

More information