Annotation and the coordination of cognitive processes in Western Art Music performance
|
|
- Christian Dominick Tate
- 5 years ago
- Views:
Transcription
1 International Symposium on Performance Science ISBN The Author 2011, Published by the AEC All rights reserved Annotation and the coordination of cognitive processes in Western Art Music performance Linda T. Kaastra Media and Graphics Interdisciplinary Centre, University of British Columbia, Canada This paper examines the role of performance annotations in coordinating Western Art Music (WAM) performance. Annotations are classified by their function in supporting cognitive and meta-cognitive processes of performance in relation to the printed score (visual salience, repair/correction, and anchoring). The classification supports theory in distributed cognition by demonstrating a clear functional relation between the annotated score and both internal and external performance processes. Keywords: music performance; distributed cognition; coordination devices; annotation; instrumental case study Cognition in ensemble performance is many-layered and multi-faceted, including processes that have internal and external, individual and group, cognitive and meta-cognitive components. This paper presents an analysis of annotations on a performance score drawn from a case study of ensemble performance in the Western Art Music (WAM) tradition. The observational case study consisted of nine videotaped rehearsals and a performance of Torû Takemitsu s Masque for Two Flutes ( ). A prior analysis of the conversation, body motion, and instrumental play revealed four domains of coordination in music performance (Kaastra 2008). This paper presents a detailed exploration of one of those domains, annotation, using theory drawn from the field of distributed cognition. For this analysis, every pencil mark on the rehearsal score has been studied in the context in which it was made, though only a summary of the analysis appears here. In the most comprehensive ethnographic study of music annotation to date, Winget (2008) collected over 25,000 annotations created by chamber and orchestral musicians at a range of skill levels. Through an examination of rehearsal scores and some accompanying interview data, she analyzed the
2 676 characteristics of the annotations, the purpose for making the annotations, and the knowledge required to use the annotations in context. She classifies annotations by mode (text, symbol, number) and function (technical, conceptual, technical-conceptual). This organization of the performance world is built upon the notion of the musical score as a standardized-type boundary object. The boundary object holds information in a standard form for communication across diverse communities. This implies a linear transfer of musical information from composer (conductor ) performer audience. The score is viewed as an object of communication, and the annotations are viewed as evidence of breakdowns or clarification in the communicative event. In order to delve more deeply into the cognitive processes of performing music, I propose studying the score as a coordination device rather than a communicative artifact. This shifts the unit of analysis from the contents of the score to the relation between the score and the performers. In this work, I am interested in how a mark is used in performance, rather than its abstract musical value. The emphasis on the dynamic interaction between the score and the performers comes from the field of distributed cognition (Hollan et al. 2000, Kirsh 2005), an area of research in cognitive science that extends the unit of analysis for cognitive activity beyond the brain of an individual to the functional relations between an individual and her tools and environment. From this systems perspective, the score is not just a storage device for musical content, but a persistent external representation (Kirsh 2010) functionally tied to cognitive processes in music performance. Thus, the annotations help to make the internal processes of performing (i.e. counting) easier, and they provide external visual anchors for placing expressive sound in the context of a live performance of the work. The implications of that shift of perspective are made clear in the discussion that follows. Finally, Winget s (2008) study demonstrated that skilled instrumentalists tend to annotate more than less-skilled players. This finding corresponds with Kirsh s (2010) theory that external representations increase and enhance cognitive processes by providing a persistent external representation of internal cognitive processes. The more advanced performer, this suggests, uses more external support because she is engaged in more complex performance activity. Based on these findings, we would expect to see many annotations on a performance score for a complex or novel piece of music like Masque. In fact, the first movement contains a total of 128 pencil marks. Out of 37 bars, only 11 are free of markings. The second movement contains a total of 65 pencil marks. Out of 40 bars, only 17 have no markings. I have classified the marks by their function in supporting cognitive processes of musical coordi-
3 INTERNATIONAL SYMPOSIUM ON PERFORMANCE SCIENCE 677 nation in relation to a printed score: visual salience, repair/correction, and anchoring. MAIN CONTRIBUTION A musical score, from the point of view I am taking in this article, is not just a storage device for musical information. It holds links to cognitive processes required for performance. Viewed this way, every aspect of the printed page signals some process or state through which performance is coordinated. The most obvious link from the score to an internal cognitive process lies in the numerical indications for subdivisions of the beat. The rhythms (especially in Mvt. 1, Continu) are very uneven, the tempo is constantly shifting, and the pulse is deliberately obscured. Each measure has a different time signature ( 2 /8, 5 /16, 5 /8, etc.), and within each measure, subdivisions of the beat layer duple and triple and sometimes quintuple (or other uneven) counts between parts. Numerical cues indicate how uneven divisions of the beat should be counted (e.g. 3, 5, 6, 7, 5:4, 3:2). A 3 over a combination of notes indicates a triplet subdivision (see Figure 1). A 5:4 over a sixteenth note rest, one eighth note, and two sixteenth notes indicates that there are five sixteenths to be counted in the space of four (bar 8 not shown). These precise numerical cues establish a link between the internal process of counting and the external coordination of sound. Indeed, every aspect of the score can reveal a connection between a performance process and the page. Masque is a precisely notated, very detailed example of modern Western Art Music. Every note has an indication for articulation, dynamics, timbre, and shape (as well as, of course, pitch and rhythm). The likelihood of this score being memorized is small, solidifying its role as a persistent external representation. A classification of performance annotations I observed each annotation as it was made in the rehearsals, including the playing, stoppage of play, and conversation that accompanied each mark. I then classified the marks based on the reason they were used. The annotations fall into three categories: Class 1: Visual salience Class 2: Repair/correction Class 3: Performance anchors The first group of annotations make existing aspects of the score more visually salient for performance. These include widening dynamic wedges
4 678 (top of staff, bar 20 in Figure 1), adding existing markings (e.g. dynamics, tempo) to the second staff, circling something, or translating a verbal cue into English. The intent behind these marks is not to revise the content of the music but to assist the performers in accomplishing a performance goal already indicated in the score. Only nine such marks appear on the rehearsal score for Masque. The second group of annotations repairs or corrects some aspect of the score, or a cognitive process implied by the score. For example, bars 20, 23, and 32 are presented with time signatures that are uneven: 3½ /8, 2½ /8, and 2½/8. The uneven time signatures appear to require subdivision at a unit below what is written. To correct the undesired outcomes from counting in such a lop-sided manner, the flutists revised the measures to 7 /16, 5 /16, and 5 /16, respectively. For the purposes of making music, it is much easier to count in equal units to 7 than to count to 3 and add a half-beat. The flutists revised the score to indicate the required subdivision. Other Class 2 annotations include verbal cues that try to mitigate negative performance outcomes. For example, go indicates keep moving in a passage that has a tendency to slow down; SLOW in block letters serves as a red flag to slow down; note names written in an attempt to prevent note errors; and words like fast, slower, more time, accel. molto (+ wavy line) all try to drive the musical activity away from natural outcomes that were determined to be undesirable by the flutists. The third group of annotations I call, performance anchors because they hold and link internal and external performance processes. This group comprises the vast majority of annotations on this score, due to the rhythmic complexity of the music. Beat marks were used extensively in early stages of rehearsal. The marks form a visual click track so that the flutists can see (while they count, listen, and play) how the beats line up. Other anchors include triangles to indicate the count in an uneven bar (e.g. 7 /16 with a triangle over the last part indicates count). In addition, arrows are used to coordinate motion or pitch. For example, curved arrows over the end of the staff means that the flow of the music should continue into the next line. Straight arrows indicate motion (forward=faster; backward=slower) or pitch (up or down). Not surprisingly, most Class 3 annotations are symbols, although some of these symbols are also accompanied by words (e.g. go ). This annotation combines marks from Classes 2 and 3. While this article presents only a summary of the annotations, it may be helpful to view a few heavily annotated bars from the score. Figure 1 presents an excerpt of the score that shows some annotations from all three categories. Note the expanded dynamic wedge in bar 20 (Class 1), the revised time sig-
5 INTERNATIONAL SYMPOSIUM ON PERFORMANCE SCIENCE 679 Figure 1. Rehearsal score bars from Movement 1, Continu, of Takemitsu s Masque for Two Flutes ( Editions Salabert France, used by permission). nature and arrow (Class 2), the short and long beat marks, and triangle (Class 3). IMPLICATIONS This classification of annotations supports the notion of the score as a persistent visual representation (Kirsh 2010). Perhaps the most persuasive case comes from Class 3, the Performance Anchor. The flutists used beat marks to line up their parts in the early stages of rehearsing the work. The flutists used the marks to coordinate the main beats and to coordinate their subdivision between beats, bridging internal and external coordination domains. Similarly, the wider dynamic wedge (see Figure 1) is not a revision of the composer s intention, but a signal to perform the dynamics. While Classes 1 and 3 support the notion of the annotated score as a persistent visual representation linking internal and external domains of coordination, Class 2 annotations more obviously link metacognitive processes (i.e. of monitoring, repairing, and/or correcting performance outcomes) with a mark on the score. The arrow in Figure 1, for example, is a reminder to push the tempo. The flutists will monitor the tempo and make adjustments to their performance of it based on the presence of the arrow. The beat marks, on the other hand, allow the flutists to anchor the flow of notes as they work through the passage. In the dress rehearsal, the flutists forgot the performance score and used a substitute score with no annotations. I observed a noticeable increase in the volume of bodily gestures in that rehearsal (Kaastra 2008). The flutists also reported that they were more attentive to the other cues that they used to coordinate performance in that rehearsal. Therefore, we cannot say, for example, that the beat marks were solely responsible for coordinating the
6 680 rhythms in the performance of Masque, but we can say that they present one layer of coordination within a domain. WAM performance is coordinated by a combination of counting, marking, listening, watching, and moving. Instrumentalists attend to multiple cognitive processes and representational systems, sometimes leaning more on one than another, depending on the needs for performance. Future work will continue to compare cognitive processes between domains (e.g. annotation and gesture) to further examine the coordination of cognitive processes in music performance. Address for correspondence Linda T. Kaastra, Media and Graphics Interdisciplinary Centre, University of British Columbia, FSC Building, 2424 Main Mall, Vancouver, British Columbia V6T 1Z4, Canada; lkaastra@magic.ubc.ca References Hollan J., Hutchins E., and Kirsh D. (2000). Distributed cognition: Toward a new foundation for human-computer interaction research. ACM Transactions on Computer- Human Interaction, 7, pp Kaastra L. (2008). Systematic Approaches to the Study of Cognition in Western Art Music Performance. Unpublished doctoral thesis, University of British Columbia. Kirsh D. (2005). Metacognition, distributed cognition and visual design. In P. Gardenfors and P. Johansson (eds.), Cognition, Education, and Communication Technology (pp ). Mahwah, New Jersey, USA: Erlbaum Associates. Kirsh D. (2010). Thinking with external representations. AI and Society, 25, pp Winget M. A. (2008). Annotations on musical scores by performing musicians: Collaborative models, interactive methods, and music digital library tool development. Journal of the American Society for Information Science and Technology, 59, pp
Headings: Annotations. Music literature. Content analysis. Information sharing. Information resources -- Use studies. Marginalia
Lindsay J. Conway. Content Analysis of a Choir s Score Annotations: Characterizing Annotations and Assessing a Coding Scheme. A Master s Paper for the M.S. in Library Science degree. November, 2014. 66
More informationOLCHS Rhythm Guide. Time and Meter. Time Signature. Measures and barlines
OLCHS Rhythm Guide Notated music tells the musician which note to play (pitch), when to play it (rhythm), and how to play it (dynamics and articulation). This section will explain how rhythm is interpreted
More informationEssentials 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 informationThe roles of expertise and partnership in collaborative rehearsal
International Symposium on Performance Science ISBN 978-90-9022484-8 The Author 2007, Published by the AEC All rights reserved The roles of expertise and partnership in collaborative rehearsal Jane Ginsborg
More informationIntermediate Concert Band
Grade Level: 10-12 Course #: 4168 Length: Full Year Credits: Two Diploma: Core 40, Academic Honors Prerequisite: Beginning Concert Band COURSE DESCRIPTION: Intermediate Concert Band This is an intermediate
More informationChapter 2: Beat, Meter and Rhythm: Simple Meters
Chapter 2: Beat, Meter and Rhythm: Simple Meters MULTIPLE CHOICE 1. Which note value is shown below? a. whole note b. half note c. quarter note d. eighth note REF: Musician s Guide, p. 25 2. Which note
More informationPlainfield Music Department Middle School Instrumental Band Curriculum
Plainfield Music Department Middle School Instrumental Band Curriculum Course Description First Year Band This is a beginning performance-based group that includes all first year instrumentalists. This
More informationNortheast High School AP Music Theory Summer Work Answer Sheet
Chapter 1 - Musical Symbols Name: Northeast High School AP Music Theory Summer Work Answer Sheet http://john.steffa.net/intrototheory/introduction/chapterindex.html Page 11 1. From the list below, select
More informationMusic. 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 informationMusic Theory 4 Rhythm Counting Second Chances Music Program
Counting Eighth Note Triplets and Rests What is a Triplet? Music Theory 4 Rhythm Counting Second Chances Music Program The term triplet refers to a series of three notes that are played in the space of
More informationAP Music Theory Assignment
AP Music Theory Assignment First Week Quiz: On the first week of school in September, there will be a quiz on the topics listed on the following pages. Doing well on the quiz will require some summer review,
More informationStandard 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 informationAssessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation.
Title of Unit: Choral Concert Performance Preparation Repertoire: Simple Gifts (Shaker Song). Adapted by Aaron Copland, Transcribed for Chorus by Irving Fine. Boosey & Hawkes, 1952. Level: NYSSMA Level
More informationFormative Assessment Plan
OBJECTIVE: (7.ML.1) Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. I can continue to improve my tone while learning to change pitches while
More informationMissouri 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 informationdrumlearn ebooks Fast Groove Builder by Karl Price
drumlearn ebooks by Karl Price Contents 2 Introduction 3 Musical Symbols Builder 4 Reader Builder 1 - Quarter, Eighth, and 2 Beat Notes 5 Reader Builder 2 - Quarter and Eighth Note Mix 6 Rudiments Builder
More informationWestbrook Public Schools Westbrook Middle School Chorus Curriculum Grades 5-8
Music Standard Addressed: #1 sing, alone and with others, a varied repertoire of music Essential Question: What is good vocal tone? Sing accurately and with good breath control throughout their singing
More informationUNIT 1: QUALITIES OF SOUND. DURATION (RHYTHM)
UNIT 1: QUALITIES OF SOUND. DURATION (RHYTHM) 1. SOUND, NOISE AND SILENCE Essentially, music is sound. SOUND is produced when an object vibrates and it is what can be perceived by a living organism through
More informationATSSB Bb clarinet (revised February 2016) Artistic Studies Book I from the French School David Hite/Southern Music
ATSSB Bb clarinet (revised February 2016) Artistic Studies Book I from the French School David Hite/Southern Music Year A Page 26, No. 24 A minor Quarter note = 54 60 Play from the beginning through measure
More informationADVANCED STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO LA, DO SOL, FA MI SOL MI TI, DO LA, DO SOL, DO Pitch SOLFEGE: do re
More informationCOURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5)
COURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5) UNIT: Preliminary Physical Concepts 9.1 Production, Performance and Exhibition of Music UNIT OBJECTIVES: 1. Students will demonstrate
More informationBefore I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.
TMEA ALL-STATE TRYOUT MUSIC BE SURE TO BRING THE FOLLOWING: 1. Copies of music with numbered measures 2. Copy of written out master class 1. Hello, My name is Dr. David Shea, professor of clarinet at Texas
More informationInternational School of Kenya
Creative Arts High School Strand 1: Developing practical knowledge and skills Standard 1.1: Sing, alone and with others, a varied repertoire of music 1.1.1 1.1.2 Sing band repertoire from many sources
More informationMUSIC IN TIME. Simple Meters
MUSIC IN TIME Simple Meters DIVIDING MUSICAL TIME Beat is the sense of primary pulse how you would tap your toe Beat division is simply how that primary beat is divided in 2 s (Pine Apple Rag) or 3 (Greensleeves)
More informationThird Grade Music. Curriculum Guide Iredell-Statesville Schools
Third Grade Music Curriculum Guide Iredell-Statesville Schools Musical Literacy Essential Standard: 3.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy
More information3rd Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationGeneral Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
More informationRHYTHM. Simple Meters; The Beat and Its Division into Two Parts
M01_OTTM0082_08_SE_C01.QXD 11/24/09 8:23 PM Page 1 1 RHYTHM Simple Meters; The Beat and Its Division into Two Parts An important attribute of the accomplished musician is the ability to hear mentally that
More information4th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationPlaying 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 informationOskaloosa Community School District. Music. Grade Level Benchmarks
Oskaloosa Community School District Music Grade Level Benchmarks Drafted 2011-2012 Music Mission Statement The mission of the Oskaloosa Music department is to give all students the opportunity to develop
More informationGreenwich Public Schools Orchestra Curriculum PK-12
Greenwich Public Schools Orchestra Curriculum PK-12 Overview Orchestra is an elective music course that is offered to Greenwich Public School students beginning in Prekindergarten and continuing through
More informationIndiana 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 informationBLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music Chamber Singers
BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music Chamber Singers ORGANIZING THEME/TOPIC FOCUS STANDARDS SKILLS UNIT 1: Establishing the Ensemble and performance of choral literature Time Frame:Approximately
More informationCourse Outcome Summary
Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding
More informationCALIFORNIA Music Education - Content Standards
CALIFORNIA Music Education - Content Standards Kindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music Students
More informationIntroduction to Performance Fundamentals
Introduction to Performance Fundamentals Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate
More information5 th GRADE CHOIR. Artistic Processes Perform Respond
5 th GRADE CHOIR Chorus is an embedded component of the 5 th grade music curriculum in which all grade five students participate. The ensemble provides a culminating experience where nearly all performing
More informationStandard 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 informationCopyright 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 information2nd Grade Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
More informationMusic. Curriculum Glance Cards
Music Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow
More informationThird Grade Music Curriculum
Third Grade Music Curriculum 3 rd Grade Music Overview Course Description The third-grade music course introduces students to elements of harmony, traditional music notation, and instrument families. The
More informationI) Blake - Introduction. For example, consider the following beat.
I) Blake - Introduction For those of you who have been anxiously anticipating that part of the curriculum where we re actually playing some grooves and fills, well, here we are. Let s begin by first establishing
More information8 th Grade Concert Band Learning Log Quarter 1
8 th Grade Concert Band Learning Log Quarter 1 SVJHS Sabercat Bands Table of Contents 1) Lessons & Resources 2) Vocabulary 3) Staff Paper 4) Worksheets 5) Self-Assessments Rhythm Tree The Rhythm Tree is
More informationGENERAL 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 informationKNES Primary School Course Outline Year 2 Term 1
KNES Primary School Course Outline Year 2 Term 1 Music Term Overview Feel the pulse: Exploring pulse and rhythm This Unit develops children s ability to recognize the difference between pulse and rhythm
More informationI) Documenting Rhythm The Time Signature
the STARTING LINE I) Documenting Rhythm The Time Signature Up to this point we ve been concentrating on what the basic aspects of drum literature looks like and what they mean. To do that we started by
More informationChamber Orchestra Course Syllabus: Orchestra Proficient Joli Brooks, Jacksonville High School, Revised August 2016
Course Overview Open to students who play the violin, viola, cello, or contrabass. Instruction builds on the knowledge and skills developed in Stringed Orchestra. Students must register for Chamber Orchestra
More informationRegister for your audition at Questions: or
Greater Twin Cities Youth Symphonies 2019 20 Audition Details: PERCUSSION Register for your audition at www.gtcys.org/auditions. Questions: 651-602-6803 or katie@gtcys.org AUDITION DETAILS All GTCYS auditions
More informationComputer Coordination With Popular Music: A New Research Agenda 1
Computer Coordination With Popular Music: A New Research Agenda 1 Roger B. Dannenberg roger.dannenberg@cs.cmu.edu http://www.cs.cmu.edu/~rbd School of Computer Science Carnegie Mellon University Pittsburgh,
More informationEnsemble Novice DISPOSITIONS. Skills: Collaboration. Flexibility. Goal Setting. Inquisitiveness. Openness and respect for the ideas and work of others
Ensemble Novice DISPOSITIONS Collaboration Flexibility Goal Setting Inquisitiveness Openness and respect for the ideas and work of others Responsible risk-taking Self-Reflection Self-discipline and Perseverance
More informationTable of Contents. Lesson Page Material Major Scales (Up to 4 flats/sharps) Key Signatures
Table of Contents Lesson Page Material 1 Review of Level 3 4.1 4 Major Scales (Up to 4 flats/sharps) Key Signatures 4.2 13 Order of Sharps and Flats Naming Key Signatures 4.3 18 Compound Time (9/8; 12/8)
More informationNorth Jersey School Music Association
Elementary Region I Honor Band Festival Saturday, May 4, 2019 9:00am 4:00pm South Orange Middle School (Directors meeting begins at 8:15am ) Director Instructions The NJSMA eighth annual Elementary Honors
More informationBefore I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.
TMEA ALL-STATE TRYOUT MUSIC BE SURE TO BRING THE FOLLOWING: 1. Copies of music with numbered measures 2. Copy of written out master class 1. Hello, My name is Dr. David Shea, professor of clarinet at Texas
More informationStudents who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:
MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently
More informationINTERMEDIATE STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la
More informationAlexander County Schools
Alexander County Schools 2012-2013 Unit: Introduction to the Toolbox Learning to Read (Dick and Jane 1 st Primer) Common Core and/or Essential Standards: Apply the elements of music and musical techniques
More informationTeacher: 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 information5 th Grade BAND. Artistic Processes Perform Respond. Fairfield s Band Program Ensemble Sequence
5 th Grade BAND Band is offered to all 5 th grade students. Instruments offered are: Flute, Oboe, Bb Clarinet, Eb Alto Saxophone, French Horn in F, Bb Trumpet, Trombone, Baritone Horn, and Percussion.
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 7 8 Subject: Concert Band Time: Quarter 1 Core Text: Time Unit/Topic Standards Assessments Create a melody 2.1: Organize and develop artistic ideas and work Develop melodic and rhythmic ideas
More informationMusic Curriculum Kindergarten
Music Curriculum Kindergarten Wisconsin Model Standards for Music A: Singing Echo short melodic patterns appropriate to grade level Sing kindergarten repertoire with appropriate posture and breathing Maintain
More informationTeaching Total Percussion Through Fundamental Concepts
2001 Ohio Music Educators Association Convention Teaching Total Percussion Through Fundamental Concepts Roger Braun Professor of Percussion, Ohio University braunr@ohio.edu Fundamental Percussion Concepts:
More informationThe Keyboard. the pitch of a note a half step. Flats lower the pitch of a note half of a step. means HIGHER means LOWER
The Keyboard The white note ust to the left of a group of 2 black notes is the note C Each white note is identified by alphabet letter. You can find a note s letter by counting up or down from C. A B D
More informationFifth Grade Music. Curriculum Guide Iredell-Statesville Schools
Fifth Grade Music Curriculum Guide Iredell-Statesville Schools Musical Literacy Essential Standard: 5.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy
More informationInstrumental Performance Band 7. Fine Arts Curriculum Framework
Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1
More informationBefore I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.
TMEA ALL-STATE TRYOUT MUSIC BE SURE TO BRING THE FOLLOWING: 1. Copies of music with numbered measures 2. Copy of written out master class 1. Hello, My name is Dr. David Shea, professor of clarinet at Texas
More informationWest Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations
Curriculum Foundations Important Ideas & Understandings Significant Strands Significant Skills to be Learned & Practiced Nature of the Human Experience Making connections creating meaning and understanding
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016
Grade Level: 7 8 Subject: Intermediate Band Time: Quarter 1 Core Text: Time Unit/Topic Standards Assessments Create a melody 2.1: Organize and develop artistic ideas and work Develop melodies and rhythmic
More informationTapping to Uneven Beats
Tapping to Uneven Beats Stephen Guerra, Julia Hosch, Peter Selinsky Yale University, Cognition of Musical Rhythm, Virtual Lab 1. BACKGROUND AND AIMS [Hosch] 1.1 Introduction One of the brain s most complex
More informationSaint Patrick High School
Saint Patrick High School Curriculum Guide Department: Music Grade and Level: 9-12 Class: Honors Choir Term (Semester or Year): Year Required Text: Music scores are provided by the school Additional Resources
More informationTEST 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 informationAudition and Placement Preparation Master of Arts in Church Music School of Church Music Southwestern Baptist Theological Seminary
Audition and Placement Preparation Master of Arts in Church Music School of Church Music Southwestern Baptist Theological Seminary During orientation, each student entering the School of Church Music will
More informationStudent-led Rehearsal Project Rubric
Student-led Rehearsal Project Rubric Lesson Plan Completed with Meaningful & Accurate Content Piece Info & Goal Name 5 Musical Elements All boxes completed thoughtfully on rehearsal plan All terms & symbols
More informationDesign considerations for technology to support music improvisation
Design considerations for technology to support music improvisation Bryan Pardo 3-323 Ford Engineering Design Center Northwestern University 2133 Sheridan Road Evanston, IL 60208 pardo@northwestern.edu
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 informationUnderstanding Subcaptions & Divisional Expectations 2017
Understanding Subcaptions & Divisional Expectations 2017 Preface Understanding the Sub-Caption Elements Understanding the elements that are being adjudicated is of primary importance when designing a show,
More informationGrade 4 General Music
Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationPASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Elementary Music - Grade Five
Throughout the year students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. Perception Objective 4 5.1 THE
More informationDepartment of Teaching & Learning Parent/Student Course Information. Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12
Department of Teaching & Learning Parent/Student Course Information Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12 Counselors are available to assist parents and students with course
More informationGrade 4 General Music
Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationImproving Piano Sight-Reading Skills of College Student. Chian yi Ang. Penn State University
Improving Piano Sight-Reading Skill of College Student 1 Improving Piano Sight-Reading Skills of College Student Chian yi Ang Penn State University 1 I grant The Pennsylvania State University the nonexclusive
More informationGrade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More information5th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationMirror neurons: Imitation and emulation in piano performance
International Symposium on Performance Science ISBN 978-2-9601378-0-4 The Author 2013, Published by the AEC All rights reserved Mirror neurons: Imitation and emulation in piano performance Cristine MacKie
More informationMusic 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 informationSecond Grade Music Course Map
Grade Music Course Map 2012-2013 Course Title: Grade Music Duration: One year Frequency: Daily Year: 2012-2013 Text: Share the Music Grade edition McGraw Hill Publishers Other materials: Sight-Sing a Song,
More informationKINDERGARTEN-CURRICULUM MAP
CREATING Anchor Standard 1: Generate and conceptualize artistic ideas and work. Imagine: Generate musical ideas for various purposes and contexts. Enduring Understanding: The creative ideas, concepts,
More informationElementary Music Curriculum Objectives
Kindergarten Elementary Music Curriculum Objectives K.1 Perception. The student describes and analyzes musical sound and (A) identify the difference between the singing and speaking voice; and (B) identify
More informationLESSON 1 PITCH NOTATION AND INTERVALS
FUNDAMENTALS I 1 Fundamentals I UNIT-I LESSON 1 PITCH NOTATION AND INTERVALS Sounds that we perceive as being musical have four basic elements; pitch, loudness, timbre, and duration. Pitch is the relative
More informationStudents will be able to echo tonal patterns. echo rhythmic patterns. echo combined tonal and rhythm patterns.
5 th Grade Instrumental Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative
More informationPERFORMING ARTS Curriculum Framework K - 12
PERFORMING ARTS Curriculum Framework K - 12 Litchfield School District Approved 4/2016 1 Philosophy of Performing Arts Education The Litchfield School District performing arts program seeks to provide
More informationMUSIC CURRICULUM GUIDELINES K-8
DIOCESE OF LANSING MUSIC CURRICULUM GUIDELINES K-8 FINE ARTS PHILOSOPHY The Fine Arts curriculum provides a holistic approach to education which incorporates many aspects of the core curriculum and should
More informationBeat - The underlying, evenly spaced pulse providing a framework for rhythm.
Chapter Six: Rhythm Rhythm - The combinations of long and short, even and uneven sounds that convey a sense of movement. The movement of sound through time. Concepts contributing to an understanding of
More informationSENECA VALLEY SCHOOL DISTRICT CURRICULUM
SENECA VALLEY SCHOOL DISTRICT CURRICULUM Course Title: Course Number: 0960 Grade Level(s): 9 10 Periods Per Week: 5 Length of Period: 42 Minutes Length of Course: Full Year Credits: 1.0 Faculty Author(s):
More informationMiddle School Intermediate/Advanced Band Pacing Guide
Middle School Intermediate/Advanced Band Pacing Guide 2018-2019 1 st Nine Weeks 2 nd Nine Weeks 3 rd Nine Weeks 4 th Nine Weeks Rhythm: sixteenth, triplet Major scales: All 1 octave Rhythm: dotted eighth
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 information6th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationRhythm What s Not on the Page
6/16/2016 Rhythm What s Not on the Page Lisa S. Schwarzkopf lisa4bass@hotmail.com HCNW June 2016 1 Time Signatures 4 / 4 Time also called Common Time (C): 4 = Beats per Measure 4 = Quarter Note equals
More informationEnd of Key Stage Expectations - KS1
End of Key Stage Expectations - KS1 The Interrelated Dimensions of Music Pulse (duration) - steady beat Rhythm (duration) - long and short sounds over a steady beat Pitch - high and low sounds Tempo -
More information