Assessment Assessment for the Second Suite for Military Band in F Major will occur in three stages throughout the rehearsal of this piece.

Transcription

1 CMP Teaching Plan for Second Suite for Military Band by Gustav Holst Students must be exposed be exposed to standard, yet challenging, repertoire as part of their musical experience, for it is through an understanding of these canonic works that they will develop skills as players and musicians that will transfer to other musical situations and pieces. One such piece is Second Suite for Military Band in F Major by Gustav Holst. Written in 1911 but not performed until 1922, this piece has become a standard piece of band music and is a must have/play for any well rounded and talented ensemble. This challenging piece provides students exposure to a wide variety of musical elements including contrasting style, meter, rhythm, timbre, articulation, melodic/harmonic function, melodic sources, and music history. Assessment Assessment for the Second Suite for Military Band in F Major will occur in three stages throughout the rehearsal of this piece. Before The students will listen to a recording of this piece with the director both without and with music. The first listening will occur without music to allow the students to concentrate on listening to the piece. The students will be asked to discuss the different styles each movement/section of the piece is in. These descriptions can include, but are not limited to melody, meter, rhythm, forces (instruments), tempo, harmony, etc. Then the music will be handed out and each student will be asked to follow along in their music and lightly mark areas of interest or difficulty. Students will be asked to comment about the spots they marked. During The discussion of style will continue along with other issues such as intonation, blend, balance, articulation, harmonic/melodic function, and history of the piece. During rehearsal of the piece students will be asked to periodically write about stylistic difference in the movements. Students might possibly be asked to research a particular

2 movement or melody (such as Greensleeves which is used in the fourth movement). Students will, or course be assessed on their progress in playing the piece during rehearsals. After Following the performance of the piece (which will be recorded) the students will listen to the recording of the piece and be asked to write a reflection on not just the way it sounded, but on what they have learned as well as challenges in playing a piece such as this. Students will also be asked to comment on what they gained from the piece, whether or not they enjoyed it, and on what creates unity within a piece such as this that contains many different styles. Music Selection By studying this piece, students can understand how stylistic difference can be used with great success by a composer to generate certain moods, emotions, etc. These types of styles can also be explore by listening to other pieces of music that exemplify a particular style (such as the folk songs which many of the melodies in this piece are derived). Second Suite for Military Band in F Major is a wonderful piece because each movement is so varied in its style and melodic content and provides a challenge for the players. Every movement also provides for challenging solo and soli opportunities. This is an extremely challenging piece (Grade 5) and would be placed on a program with pieces that were easier to allow for maximum rehearsal time on this selection. Cost for this piece efficient at approximately $100 for the parts and score, however, most wellrounded high school band libraries probably already own this piece. Analysis Second Suite for Miltary Band in F Major consists of four movements centered around folk songs melodies and stylistic differences. These songs include Swansea Town (mvmt. 1), I ll Love My Love (mvmt. 2), Song of The Blacksmith (mvmt. 3), Greensleeves (mvmt. 4). Holst also writes beautiful melodies that he seamlessly weaves with these folk songs to create a truly unique musical experience. Articulation and

3 phrasing are of primary importance in this piece in order to bring out the stylistic differences between movements. Balance, blend, and timbre are also challenging as Holst s music utilizes different sections of the band (brass ensemble, woodwind choir, tutti) in different functions (melodic, harmonic, accompaniment, melody/countermelody, solo, and soli.) Both simple and compound meter are included in this piece. Movement one uses both 4/4 and 6/8. Movement two is in an expressive 4/4, while movement three is in a very challenging alternation of 4/4 and ¾. This movement, as well as the fourth (in a fast 6/8) present some interesting rhythmic challenges for both the player and conductor. A brief history and analysis is included in this version by the editor that outlines specific instrumentation issues within the piece. Outcomes & Strategies Outcome: The students will recognize contrasts in style between each of the four movements of Second Suite for Military Band in F Major. Discuss these differences in journals and written assignments and be prepared to share their thoughts with the class. List as many different characteristics of each movement and share these lists with the class to create a master list. Discuss techniques used by the composer that create stylistic contrast in this piece such as meter, rhythm, tempo, articulation, use of percussion, timbre, melodic structure, timbre, instrumental combinations (woodwind choir, brass choir, etc.) Learn proper techniques on their specific instruments that are consistent with the styles used in this pieces. Ex. Correct articulation for a march (mvmt. 1) or proper phrasing/dynamics for a hymn-like setting (mvmt. 2), etc.

4 Outcome: Students will be able to identify and understand the unique rhythmic characteristics of this piece. Write in their journals about rhythmic difficulties they encounter in practice and share these thoughts with the class. Compose a short rhythmic example of the types of rhythm and meter changes used by Holst in this piece. Students will write 4 measure in 4/4 and then switch to 6/8 and/or write alternating measures in 4/4 and ¾. Discuss the unique rhythmic characteristics and syncopation in movement three, especially the first section as well as the ending. Students will be asked to discuss what sorts of challenges these measure present. Ensemble timing will be highlighted and discussed here. Write and discuss the seamless combination of 6/8 and ¾ that Holst employs in the fourth movement when the Greensleeves melody enters in the Euphonium. Students will be asked to play examples of this section for the class. Rhythmic clapping/singing exercises will be used to further the understanding of how this complicated rhythmic idea works and sounds. Outcome: Students will be able to recognize their function throughout each section of the piece and play the music accordingly. Be asked to state their roll (melody, accompaniment, countermelody, etc) at various parts of the piece. A good example of this is movement 4 at rehearsal C. There is a melody, a counter melody, and a chordal accompaniment here. Students must know their individual roll and pay attention to phrasing, balance, and blend accordingly.

5 Write in their parts and discuss techniques for creating the correct balance, blend, and sound associated with the qualities of each function (melody, accompaniment, etc.) in this piece. Be asked to play within their sections (woodwinds, trumpets, brass, etc.) for the class in the correct style for a certain portion of the music. Outcome: Students will perform Second Suite for Military Band in F Major at a high musical level. Strategy: Students will assist the director in rehearsal by providing feedback for the ensemble and sections in the band and will be asked to assess what progress the group is making and what work needs to be done to bring the piece up to the standard set by both the students and the director.