insinuating and agreeable manner than one would
|
|
- Pauline Fields
- 5 years ago
- Views:
Transcription
1 page in more insinuating and agreeable manner than one would have thought possible after the neglect of a century and his ballets are summoned from their spectral existence in newspaper hies and historical record. (Their life on these pages is more convincing, more credible, and certainly more welcome, than most of the miscarriages of artistic justice which parade themselves over today's stages as productions of Swan Lake or The Nutcracker.) Wiley has rescued them, and their creator, from the oblivion of misrepresentation and misunderstanding. How rare the achievement, and how worthwhile. And now, Professor Wiley, on to Petipa! Clement Crisp BALLETMUSIC FROM THE MANNHEIM COURT Part I: Christian Cannabich: Le rendesvous, ballet de chasse GeorgJoseph Vogler: Le rendezvous de chasse ou Les Vendantes interrompues par les chasseurs Edited by Floyd K. Grave Recent Researches in the Music of the Classical Era, Volume 45. AR Editions Inc., 1996 Part II: Carl Joseph Toeschi: Mars et Venus Christian Cannabich: Médée et Jason Edited by Nicole Baker Recent Researches in the Music of the Classical Era, Volume 47. AR Editions, Inc., 1997 of music from the Five volumes are projected in this series Mannheim court; they will provide for the hrst time full scores for ballets performed under the patronage of Carl Theodor; each edition will have an expert who has undertaken musical research of the period, and who is supported by theatre historians. Such an arrangement inevitably leads to unevenness. Part I is an edition of two hunting ballets (performed in 1769 and in 1772); it is a scholarly production with contributions from ili
2 although DANCE RESEARCH a team of researchers. As well as a fully edited score of the instrumentation, it indicates the richness of musical and theatrical sources and presents the context of each work and its performance. The background to the ballets is sketched by Sybille Dahms, who sets out clearly and succinctly the developments in dance and in the theatre during the second half of the eighteenth century. Particular stress is given to the initial lack of attention to ballet by the encyclopedists who did not include dance in their corpus of the arts (although ballet had become increasingly important and international in its scope); to the growing limitations of the BeauchampsFeuillet system of notation which seemed no longer adequate to reflect the more flexible approaches of choreographers; to the increasing significance of mime and gesture in ballet; and to the general impulsion for change and innovation all over Europe. Within this context, the role of music is shown to be crucial in the support it gave to gesture in a form which was becoming increasingly silent. It is surprising that Mannheim is only just receiving proper critical attention since conditions for opera and ballet at this court in the 1750s to the mid1770s were superb. Bibbiena's new opera house with its extraordinary stage machinery was opened in 1742; the orchestra was generously financed and renowned for its trained in flourished and an dynamic and harmonic effects; resident choreographers France and Italy (Bouqueton and Launchéry) Académie (created in 1762) promoted local talent; the court under the Elector Palatine Carl Theodor encouraged all kinds of theatrical activity and demanded frequent new works. The neglect is even more curious when one reflects that, despite fires and bombs, the texts of nearly all Bouqueton's ballets, for instance, survive much of their music is lost. The authors of this edition explain this lack of interest in a number of ways. For twenty years from 1758 to 1778 when the Elector moved his court to Munich Mannheim provided a focus inherited from France not only for the more static choreography (the work of Bouqueton) but also for the experimental work of Launchéry who, during his long career, composed more than fifty ballets and was visibly influenced by Noverre's predilection for action ballet. Tradition and experiment came to an abrupt end with the removal of the court; and ballet in the nineteenth century was to develop very differently. Thus, historians saw little justi 82
3 performed fication in considering a period whose innovations seemed to have led nowhere and whose social and political raison d'etre had disappeared. The musical sources are comprehensively studied by Paul Corneilson and Eugene K. Wolf. They explore the variety of surviving material which can be traced in manuscripts, old copies of scores, printed text books, opera librettos and in contemporary arrangements of the dance tunes; in assessing the value of this wide range of sources, both scholars are careful to point out the pitfalls involved in presenting modern editions. Cannabich ( ) was a prolific composer for the theatre; his hunting ballet and its music are presented and analysed here, and the principal characteristics of his style are identified: the tonal unity in the succession of short dance movements; intermovement of instrumental and similarity; and the remarkable variety orchestral sonority Vogler ( ) was more ambitious; his hunting ballet was longer with a richer vocabulary and harmonic quality; he attempted greater diversity in movement composition where the tonal are paths much more adventurous. Mood dominates and gesture is evident from the musical writing. Although it is unwise reflected in to draw parallels that are too exact, we can see Cannabich the tight control and tendency to closure typical of Bouqueton's choreography, and in the more wayward and flexible compositions of Vogler, we recognise the impulse towards the unexpected and innovation that were characteristic of Launchéry's ballets. This edition is to be welcomed for its serious, scrupulous and scholarly presentation; its caution in interpreting complex surviving material; its understanding of the difficulties of attribution; and, above all, for having made accessible musical texts from a period and from a court that clearly offers extensive opportunities for future research. The reader is made to feel a participant in the excitement of ongoing work and in our reshaping views of a neglected area. Part II: this volume 2 ofthe set is constructed to stand on its own, in the Mars although the text is illuminated by the information provided initial volume. It publishes the music of two grand ballets et Venus (1766, choreographed by Bouqueton) and Médée et Jason (1772, choreographed by Launchéry) between the 83
4 DANCE RESEARCH acts of Mayo's opera Alessandro nell'indie and J. C. Bach's Temistocle respectively. The spectacles were, of course, lavish affairs lasting up to five hours and the ballets played a crucial role in enlivening the occasion especially as Mayo's opera merely alternated arias and long passages of recitative. The short introduction gives a glimpse of Carl Theodor's opulent court, introduces his theatre built to seat 2,000 spectators and to accommodate as many as 100 performers on stage, and offers biographical information on the two composers. Both men were versatile and both exploited the potential of the Mannheim orchestra, including in their compositions many typical 'features' such as crescendi and sudden alternations betweenforte and piano. Cannabich's busy career is outlined: his numerous symphonies and chamber pieces, and the significance of his compositions for at least 30 ballets is underlined. In his music for Médée et Jason, he was much more ambitious than in his earlier work (perhaps a consequence of his collaboration with the more inventive Launchéry), and the introduction to this volume provides an in his melodic inventiveness sightful analysis of his style, highlighting and the textual variation which he achieved in a work that had an overture and twentyseven movements. His manipulation of the orchestra was very successful in the way he varied textures and timbres and in his use of wind instruments. Although Carl Joseph Toeschi ( ) was as prolific with more than sixty symphonies to his name and thirty ballets, his musical style was less innovative. The analysis shows his compositions for Mars et Venus (an overture and thirtytwo numbers) be to sweet, melodious and full of charm. Each movement has a distinctive tune which is developed simply in short, regular phrases with an uncomplicated harmony, and key relations ensured similarity across the movements. In addition to full musical scores for both ballets, the original French libretti are printed here with good English translations alongside. It is a pity that the transcriptions of these texts are so inaccurate: accents are haphazardly placed and many anglicisms occur in both spelling and construction betraying a fragile knowledge of French. The volume ends with a critical report which attempts to line the music up with the action and comments on the solutions adopted when there are discrepancies in the sources. These editions are undoubtedly valuable for music, theatre and 84
5 dance historians; it will be important, however, that future volumes ensure the full scholarly scrutiny evident in Part I, across all sources both textual as well as musical. Margaret M. McGowan TERPSICHORE AT LO UISLEGRAND: BAROQUE DANCE ON THEJESUIT STAGE INPARIS Judith Rock Saint Louis, 1996,212 pp. A lucidly written and readable history ofjesuit ballet in France is most welcome. Judith Rock knows the sources well and her text the motives of its defended their interest conveys the feel of a vanished time as she explores behind jesuit interest in drama and Louis XIV's recognition significance. Jesuits had always fiercely in drama (and ballet) as providing their pupils with the kinds of skills required to perform well in that important theatre of the world the court. Learning speeches, knowing how to deliver them, controlling gesture, moving elegantly and with assurance, were essential tools for the successful courtier. These intricate operations were admired at court and taught in the College. The book provides a survey of the dance in Paris from 1660 to 1762, the year when the Society ofjesus was expelled from France. The background to the nature of ballet at the time, its aesthetic aims and structures, its forms, themes and movements are given through the words and opinions of Claude Francois Menestrier, the first major historian of the dance, and ajesuit. His books Des Ballets anciens et modernes and Des Representations en musique had little to say about the technical side of dancing and the author of Terpsichore has found little evidence before Beauchamps and Feuillet to reveal how ballet was conceived and performed, and in what respects it differed from ballroom dancing. Although musical sources (principally Philidor), libretti, iconographical evidence, letters, memoirs, journals and newspapers are used to build up the picture, the accent is on the subject matter of the ballets performed 85
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 informationInstrumental Music Curriculum
Instrumental Music Curriculum Instrumental Music Course Overview Course Description Topics at a Glance The Instrumental Music Program is designed to extend the boundaries of the gifted student beyond the
More informationTRUMPET CONCERTO IN E flat 3 rd MOVEMENT by HAYDN
Secondary 10 PIECES PLUS! TRUMPET CONCERTO IN E flat 3 rd MOVEMENT by HAYDN TEACHER PAGES TRUMPET CONCERTO IN E flat, 3 rd MOVEMENT BY JOSEPH HAYDN http://www.bbc.co.uk/programmes/p034pp7f CONTEXT Haydn
More informationSUBJECT 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 informationGrade HS Band (1) Basic
Grade HS Band (1) Basic Strands 1. Performance 2. Creating 3. Notation 4. Listening 5. Music in Society Strand 1 Performance Standard 1 Singing, alone and with others, a varied repertoire of music. 1-1
More informationDUNGOG HIGH SCHOOL CREATIVE ARTS
DUNGOG HIGH SCHOOL CREATIVE ARTS SENIOR HANDBOOK HSC Music 1 2013 NAME: CLASS: CONTENTS 1. Assessment schedule 2. Topics / Scope and Sequence 3. Course Structure 4. Contexts 5. Objectives and Outcomes
More informationDepartment Curriculum Map
Department Curriculum Map 2018-19 Department KS3 Subject Specific Skills Students will build on their previous knowledge and skills through performing, composing and listening. They should develop their
More informationTHE VALUE OF. Analysis, Documentation, and Research.
THE VALUE OF MOVEMENT NOTATION Carl Wolz Introduction Movement Notation is as old as history itself. Some early cave paintings were records of a successful hunt; Egyptian tomb paintings presented gestures
More informationChapter 11. The Art of the Natural. Thursday, February 7, 13
Chapter 11 The Art of the Natural Classical Era the label Classical applied after the period historians viewed this period as a golden age of music Classical also can refer to the period of ancient Greece
More informationFive Points of the CMP Model
Five Points of the CMP Model Excerpted from Chapter 10: CMP at a Glance Shaping Sound Musicians: An innovative approach to teaching comprehensive musicianship through performance GIA Publications, Inc.,
More informationPKUES Grade 10 Music Pre-IB Curriculum Outline. (adapted from IB Music SL)
PKUES Grade 10 Pre-IB Curriculum Outline (adapted from IB SL) Introduction The Grade 10 Pre-IB course encompasses carefully selected content from the Standard Level IB programme, with an emphasis on skills
More informationHow to Write about Music: Vocabulary, Usages, and Conventions
How to Write about Music: Vocabulary, Usages, and Conventions Some Basic Performance Vocabulary Here are a few terms you will need to use in discussing musical performances; surprisingly, some of these
More informationVCASS MUSIC CURRICULUM HANDBOOK
VCASS MUSIC CURRICULUM HANDBOOK Victoria s Premier School for the Training and Education of Talented Young Dancers, Musicians, Theatre and Visual Artists 2017 COURSE CONTENT MUSIC PROGRAM YEARS 7, 8 &
More informationPart IV. The Classical Period ( ) McGraw-Hill The McGraw-Hill Companies, Inc. All rights reserved.
Part IV The Classical Period (1750-1820) Time-Line Seven Years War-1756-1763 Louis XVI in France-1774-1792 American Declaration of Independence-1776 French Revolution-1789 Napoleon: first French consul-1799
More informationThe Classical Period-Notes
The Classical Period-Notes The Classical period lasted from approximately 1750 1810. This was a fairly brief period but contains the work of three of the greatest composers of all time. They were... Joseph
More informationRomantic is a term used to describe the music and art that was created from about 1810 to 1900.
1810-1900 Romantic is a term used to describe the music and art that was created from about 1810 to 1900. Romantic composers aimed to express more emotion in their music and looked for a greater freedom
More informationKey Assessment Criteria Being a musician
Key Assessment Criteria Being a musician The key assessment criteria for music have been devised in such a way that they can be applied in all settings, regardless of the agreed programme of study. These
More informationMUSIC FOR THE PIANO SESSION FOUR: THE PIANO IN VICTORIAN SOCIETY,
MUSIC FOR THE PIANO SESSION FOUR: THE PIANO IN VICTORIAN SOCIETY, 1830-1860 As mentioned last week, today s class is the second of two on piano music written by the generation of composers after Beethoven.
More informationBAROQUE MUSIC. the richest and most diverse periods in music history.
BAROQUE MUSIC the richest and most diverse periods in music history. WHEN? Approximately from 1600 to 1750 WHEREDOESTHEWORD BAROQUE COME FROM? There are two hypothesis Baroque(french)= whimsical Barroco
More informationMUSIC APPRECIATION CURRICULUM GRADES 9-12 MUSIC APPRECIATION GRADE 9-12
MUSIC APPRECIATION CURRICULUM GRADES 9-12 2004 MUSIC APPRECIATION GRADE 9-12 2004 COURSE DESCRIPTION: This elective survey course will explore a wide variety of musical styles, forms, composers, instruments
More information6 th Grade Instrumental Music Curriculum Essentials Document
6 th Grade Instrumental Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction August 2011 1 Introduction The Boulder Valley Curriculum provides the foundation
More informationKey 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 informationOntario Ministry of Education Curriculum Expectations
Women s Hall of Fame: Teacher Resource Ontario Ministry of Education Curriculum Expectations Grade Eight: The Arts Strands: Dance Drama Music Visual Arts The following Grade Eight Ontario Ministry of Education
More informationSAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 12
SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely
More informationName: Class: Date: ID: A
Name: Class: _ Date: _ Final Exam Multiple Choice Identify the choice that best completes the statement or answers the question. 1. The two principal centers of nineteenth-century ballet were France and:
More informationKey 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 informationUNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MUSIC
UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MUSIC SESSION 2000/2001 University College Dublin NOTE: All students intending to apply for entry to the BMus Degree at University College
More informationMusic (MUSIC) Iowa State University
Iowa State University 2013-2014 1 Music (MUSIC) Courses primarily for undergraduates: MUSIC 101. Fundamentals of Music. (1-2) Cr. 2. F.S. Prereq: Ability to read elementary musical notation Notation, recognition,
More informationVisual and Performing Arts Standards. Dance Music Theatre Visual Arts
Visual and Performing Arts Standards Dance Music Theatre Visual Arts California Visual and Performing Arts Standards Grade Seven - Dance Dance 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding
More informationEdexcel A Level Syllabus Analysis
M USIC T EACHERS.CO.UK the internet service for practical musicians. Edexcel A Level Syllabus Analysis Mozart: Piano Sonata in B-flat K333, first movement. 2000 MusicTeachers.co.uk Mozart: Piano Sonata
More informationMusic in the Baroque Period ( )
Music in the Baroque Period (1600 1750) The Renaissance period ushered in the rebirth and rediscovery of the arts such as music, painting, sculpture, and poetry and also saw the beginning of some scientific
More informationMUSIC FOR THE PIANO. 1. Go to our course website, 2. Click on the session you want to access
MUSIC FOR THE PIANO Welcome to Music for the Piano. The cover illustration for this first session is a 1763 painting of the Austrian violinist Leopold Mozart, his seven-year-old son Wolfgang, and his twelve-year-old
More informationExam 2 MUS 101 (CSUDH) MUS4 (Chaffey) Dr. Mann Spring 2018 KEY
Provide the best possible answer to each question: Chapter 20: Voicing the Virgin: Cozzolani and Italian Baroque Sacred Music 1. Which of the following was a reason that a woman would join a convent during
More informationLEVELS 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 informationLEVELS 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 informationSecond Grade Music Curriculum
Second Grade Music Curriculum 2 nd Grade Music Overview Course Description In second grade, musical skills continue to spiral from previous years with the addition of more difficult and elaboration. This
More informationBMUS(HONS) Programme at a glance
BMUS(HONS) Programme at a glance Updated 9 January 2018 BMus(Hons) Students All the information in this document is relevant to students on the BMus(Hons) programme. Prospective applicants are encouraged
More informationBLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory
BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory ORGANIZING THEME/TOPIC FOCUS STANDARDS FOCUS SKILLS UNIT 1: MUSICIANSHIP Time Frame: 2-3 Weeks STANDARDS Share music through
More informationCurriculum Overview Music Year 9
2015-2016 Curriculum Overview Music Year 9 Within each Area of Study students will be encouraged to choose their own specialisms with regard to Piano, Guitar, Vocals, ICT or any other specialism they have.
More informationMusic Assessment Key Stage 3. Moving towards next step: A (creating and evaluating) Developing at that step: C (remembering and understanding)
Music Assessment Key Stage 3 Moving towards next step: A (creating and evaluating) Secure at that step: B (applying and analysing) Developing at that step: C (remembering and understanding) Step 1 You
More informationOregon Bach Festival Discovery Series Mozart Coronation Mass 2006
Oregon Bach Festival Discovery Series Mozart Coronation Mass 2006 From the Thomaskirche in Leipzig we go to a beautiful cathedral in Salzburg. It is at the end of the 18th Century, and Mozart is still
More informationKansas State Music Standards Ensembles
Kansas State Music Standards Standard 1: Creating Conceiving and developing new artistic ideas and work. Process Component Cr.1: Imagine Generate musical ideas for various purposes and contexts. Process
More informationSecondary Music Responding Item Specifications
Secondary Music Responding Item Specifications NOTE: The contents of this item specifications document were developed under a grant from the U. S. Department of Education. However, those contents do not
More informationLearners will practise and learn to perform one or more piece(s) for their instrument of an appropriate level of difficulty.
OCR GCSE 9-1 MUSIC (J536) Examination date (Listening) 4 th June 2019 This is a checklist of topics you need to know for your Music exam. Listening exam 6 th June 2018 For each topic indicate your level
More informationChapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter B. Middle School, Adopted 2013
Middle School, Adopted 2013 117.B. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter B. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter B issued
More informationIntroduction to Instrumental and Vocal Music
Introduction to Instrumental and Vocal Music Music is one of humanity's deepest rivers of continuity. It connects each new generation to those who have gone before. Students need music to make these connections
More informationDIVISION OF ART AND DESIGN BACHELOR OF FINE ARTS DEGREE IN ART AND DESIGN WITH A CONCENTRATION IN ART
College of Fine and Applied Arts DIVISION OF ART AND DESIGN The objectives of the Division of Art and Design are two-fold. First, the Division is responsible for educating students at the highest level
More informationI mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten
I mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten Assessment for Each Part of the Unit Upper KS2 and KS3 (ages 9-14) In this document, each activity is levelled
More informationVOCAL MUSIC CURRICULUM STANDARDS Grades Students will sing, alone and with others, a varied repertoire of music.
Standard 1.0 Singing VOCAL MUSIC CURRICULUM STANDARDS Grades 9-12 Students will sing, alone and with others, a varied repertoire of music. The Student will 1.1 Demonstrate expression and technical accuracy
More informationSAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12
SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely copied,
More informationSource: Anna Pavlova by Valerian Svetloff (1931) Body and Archetype: A few thoughts on Dance Historiography
I T C S e m i n a r : A n n a P a v l o v a 1 Source: Anna Pavlova by Valerian Svetloff (1931) Body and Archetype: A few thoughts on Dance Historiography The body is the inscribed surface of events (traced
More informationThe French Horn * Catherine Schmidt-Jones. 1 Introduction
OpenStax-CNX module: m11617 1 The French Horn * Catherine Schmidt-Jones This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 Abstract An introduction to
More informationEdited and translated by David K. Wilson. Bloomington: Indiana University Press, Review by Kris Worsley, Manchester
Georg Muffat on Performance Practice: the texts from Florilegium Primum, Florilegium Secundum, and Auserlesene Instrumentalmusik. A new translation with commentary Edited and translated by David K. Wilson.
More informationGreeley-Evans School District 6 High School Vocal Music Curriculum Guide Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music
Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music To perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of
More informationGrade Level 5-12 Subject Area: Vocal and Instrumental Music
1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short
More informationClassical Time Period
Classical Time Period 1750-1825 Return to Greek ideas General Characteristics Expanded middle class Conflict between classes Age of the enlightenment-used reason to reform society Patronage system-support
More informationKey Terms. Chapter 12. Classical Timeline. Late 18th Century. The Enlightenment. Emperor Joseph II. Prelude: Music and the Enlightenment
Chapter 12 Prelude: Music and the Enlightenment Key Terms Enlightenment Repetition Rococo Cadences Divertimento Sonata form Opera buffa Minuet Classical style Rondo Classical orchestra Theme and Classical
More informationPreview Only. Legal Use Requires Purchase. Editor s Note. Pronunciation Guide
2 Edir s Note Jean Baptiste Lully (16321687) was a leading musician in France during the Baroque era and the ounder o French opera. Born in Florence, Italy, Lully was taken Paris early in his lie where
More informationHINSDALE MUSIC CURRICULUM
HINSDALE MUSIC CURRICULUM GRADE LEVEL: 9-12 STANDARD: 1. Sing, alone and with others, a varied repertoire of music. Knowledge & Skills Suggested Activities Suggested Resources & Materials a. sing with
More informationBINGO. Divide class into three teams and the members of each team with one of the three versions of the Bingo boards.
BINGO Copy information cards onto cardstock paper, or glue them on to 3x5 cards. Divide class into three teams and the members of each team with one of the three versions of the Bingo boards. Supply beans
More informationA History of Western Music
A History of Western Music 9 th Edition J. Peter Burkholder Donald Jay Grout Claude V. Palisca Chapter 22 Instrumental Music: Sonata, Symphony, and Concerto Instruments and Ensembles Mid-to-late-eighteenth-century
More informationGrade 10 Fine Arts Guidelines: Dance
Grade 10 Fine Arts Guidelines: Dance Historical, Cultural and Social Contexts Students understand dance forms and styles from a diverse range of cultural environments of past and present society. They
More informationExemplar for Internal Achievement Standard. Music Level 2
Exemplar for internal assessment resource Music for Achievement Standard 91271 Exemplar for Internal Achievement Standard Music Level 2 This exemplar supports assessment against: Achievement Standard 91271
More informationMUSIC PERFORMANCE: GROUP
Victorian Certificate of Education 2003 SUPERVISOR TO ATTACH PROCESSING LABEL HERE STUDENT NUMBER Letter Figures Words MUSIC PERFORMANCE: GROUP Aural and written examination Friday 21 November 2003 Reading
More informationCourse Overview. Assessments What are the essential elements and. aptitude and aural acuity? meaning and expression in music?
BEGINNING PIANO / KEYBOARD CLASS This class is open to all students in grades 9-12 who wish to acquire basic piano skills. It is appropriate for students in band, orchestra, and chorus as well as the non-performing
More informationMu 101: Introduction to Music
Attendance/Reading Quiz! Mu 101: Introduction to Music Instructor: Dr. Alice Jones Queensborough Community College Spring 2018 Sections H2 (T 2:10-5), H3 (W 2:10-5), L3 (W 5:10-8) Reading quiz Repetition,
More informationCourse Descriptions Music MUSC
Course Descriptions Music MUSC MUSC 1010, 1020 (AF/S) Music Theory. Combines the basic techniques of how music is written with the development of skills needed to read and perform music in a literate manner....
More informationDEC 7-31 / ACADEMY OF MUSIC GEORGE BALANCHINE S THE NUTCRACKER SUPPORTED BY
DEC 7-31 / ACADEMY OF MUSIC GEORGE BALANCHINE S THE NUTCRACKER SUPPORTED BY SYNOPSIS GEORGE BALANCHINE S THE NUTCRACKER The Nutcracker is set in late 18th century Germany in the home of the wealthy Stahlbaum
More informationMusic Self Assessment Tracker
Music Self Assessment Tracker Purpose of study Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop
More informationRE: ELECTIVE REQUIREMENT FOR THE BA IN MUSIC (MUSICOLOGY/HTCC)
RE: ELECTIVE REQUIREMENT FOR THE BA IN MUSIC (MUSICOLOGY/HTCC) The following seminars and tutorials may count toward fulfilling the elective requirement for the BA in MUSIC with a focus in Musicology/HTCC.
More informationCurriculum and Assessment in Music at KS3
Curriculum and Assessment in Music at KS3 Curriculum Statement: Music Music is a more potent instrument than any other for education. - Plato Powerful Knowledge in Music Music can be separated into three
More informationTEST 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 informationHANDEL TO HIP HOP GRADE 6. THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618
HANDEL TO HIP HOP GRADE 6 THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 BOE Approval Date: August 29, 2016 Michael Nitti Revised: Music Teachers Superintendent In accordance with The Ewing
More informationMusic. Music Instrumental. Program Description. Fine & Applied Arts/Behavioral Sciences Division
Fine & Applied Arts/Behavioral Sciences Division (For Meteorology - See Science, General ) Program Description Students may select from three music programs Instrumental, Theory-Composition, or Vocal.
More informationSkill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow
Borough Green Primary School Skills Progression Subject area: Music Controlling sounds Take part in singing. Sing songs in ensemble following Sing songs from memory with Sing in tune, breathe well, pronounce
More informationAnalyzing and Responding Students express orally and in writing their interpretations and evaluations of dances they observe and perform.
OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS FINE ARTS CHECKLIST: DANCE ~GRADE 10~ Historical, Cultural and Social Contexts Students understand dance forms and styles from a diverse range of
More information7. Collaborate with others to create original material for a dance that communicates a universal theme or sociopolitical issue.
OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS FINE ARTS CHECKLIST: DANCE ~GRADE 12~ Historical, Cultural and Social Contexts Students understand dance forms and styles from a diverse range of
More informationGCSE Music First teaching: 2016 First assessment: 2018
GCSE Music First teaching: 2016 First assessment: 2018 Specification overview Unit 1: Performing (35% of qualification) Internally assessed, externally moderated. Minimum of 4 minutes for all performances
More informationAdvanced Placement Music Theory
Page 1 of 12 Unit: Composing, Analyzing, Arranging Advanced Placement Music Theory Framew Standard Learning Objectives/ Content Outcomes 2.10 Demonstrate the ability to read an instrumental or vocal score
More informationThe French Horn. Catherine Schmidt-Jones. 1 Introduction
OpenStax-CNX module: m11617 1 The French Horn Catherine Schmidt-Jones This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 Abstract An introduction to and
More informationLiterature & Performance Overview An extended essay in literature and performance provides students with the opportunity to undertake independent
Literature & Performance Overview An extended essay in literature and performance provides students with the opportunity to undertake independent research into a topic of their choice that considers the
More informationSunday, April 30, :00 p.m. Mika Allison. Certificate Recital. DePaul Concert Hall 800 West Belden Avenue Chicago
Sunday, April 30, 2017 1:00 p.m. Mika Allison Certificate Recital DePaul Concert Hall 800 West Belden Avenue Chicago Sunday, April 30, 2017 1:00 p.m. DePaul Concert Hall PROGRAM Paul Hindemith (1895-1963)
More informationMANOR ROAD PRIMARY SCHOOL
MANOR ROAD PRIMARY SCHOOL MUSIC POLICY May 2011 Manor Road Primary School Music Policy INTRODUCTION This policy reflects the school values and philosophy in relation to the teaching and learning of Music.
More informationELMWOOD PARK PUBLIC SCHOOLS GENERAL MUSIC GRADE 6 STATEMENT OF PURPOSE
STATEMENT OF PURPOSE Students will develop aesthetic awareness of the elements of music. Students will examine ways in which composers utilize harmonic structure in the creation or arrangement of notable
More informationExploring Our Roots, Expanding our Future Volume 1: Lesson 1
Exploring Our Roots, Expanding our Future Volume 1: Lesson 1 Brian Crisp PEDAGOGICAL Overview In his introduction to Gunild Keetman s Elementaria, Werner Thomas writes about Orff-Schulwerk as an approach
More informationVisual & Performing Arts
LAUREL SPRINGS SCHOOL Visual & Performing Arts COURSE LIST 1 American Music Appreciation Music in America has a rich history. In American Music Appreciation, students will navigate this unique combination
More informationGCSE Music Composing and Appraising Music Report on the Examination June Version: 1.0
GCSE Music 42702 Composing and Appraising Music Report on the Examination 4270 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors. All
More informationQualification Accredited. GCSE (9 1) Scheme of Work MUSIC J536. For first teaching in Three year scheme of work. Version 1.
Qualification Accredited GCSE (9 1) MUSIC J536 For first teaching in 2016 Three year scheme of work Version 1 www.ocr.org.uk/music GCSE (9 1) Music GCSE (9 1) MUSIC Composing and performing activities
More informationMusical Theatre. New Course Proposal. Status: Elective
Musical New Course Proposal School: Laramie High School Grade levels: 10-11-12 Department: Music Prerequisite: None Status: Elective Projected class size: 15-25 Projected number of sections: One Rationale
More informationExpressive arts Experiences and outcomes
Expressive arts Experiences and outcomes Experiences in the expressive arts involve creating and presenting and are practical and experiential. Evaluating and appreciating are used to enhance enjoyment
More informationA-LEVEL Music. MUS2A Mark scheme June Version 1.0: Final Mark Scheme
A-LEVEL Music MUS2A Mark scheme 2270 June 2016 Version 1.0: Final Mark Scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of
More informationSIBELIUS ACADEMY, UNIARTS. BACHELOR OF GLOBAL MUSIC 180 cr
SIBELIUS ACADEMY, UNIARTS BACHELOR OF GLOBAL MUSIC 180 cr Curriculum The Bachelor of Global Music programme embraces cultural diversity and aims to train multi-skilled, innovative musicians and educators
More informationHigh School Choir Level III Curriculum Essentials Document
High School Choir Level III Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction August 2011 2 3 Introduction The Boulder Valley Secondary Curriculum provides
More informationGRADUATE PLACEMENT EXAMINATIONS MUSIC THEORY
McGILL UNIVERSITY SCHULICH SCHOOL OF MUSIC GRADUATE PLACEMENT EXAMINATIONS MUSIC THEORY All students beginning graduate studies in Composition, Music Education, Music Technology and Theory are required
More informationPeter Johnston: Teaching Improvisation and the Pedagogical History of the Jimmy
Teaching Improvisation and the Pedagogical History of the Jimmy Giuffre 3 - Peter Johnston Peter Johnston: Teaching Improvisation and the Pedagogical History of the Jimmy Giuffre 3 The growth of interest
More informationWould Bach be Hip with HIPP?
Would Bach be Hip with HIPP? JORDAN HENDERSON WRITER S COMMENT: The choice of topic for this paper came out of a very, very broad list of possible topics in Professor Jeffrey Thomas s History of Johann
More informationMusic Learning Expectations
Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom
More informationDISTRICT 228 INSTRUMENTAL MUSIC SCOPE AND SEQUENCE OF EXPECTED LEARNER OUTCOMES
DISTRICT 228 INSTRUMENTAL MUSIC SCOPE AND SEQUENCE OF EXPECTED LEARNER OUTCOMES = Skill Introduced NOTE: All skills are continuously developed throughout each grade level after being introduced. LEARNING
More informationI. Students will use body, voice and instruments as means of musical expression.
SECONDARY MUSIC MUSIC COMPOSITION (Theory) First Standard: PERFORM p. 1 I. Students will use body, voice and instruments as means of musical expression. Objective 1: Demonstrate technical performance skills.
More informationThe Classical Period (1825)
The Classical Period 1750-1820 (1825) 1 Historical Themes Industrial Revolution Age of Enlightenment Violent political and social upheaval Culture 2 Industrial Revolution Steam engine changed the nature
More information