STAR EDUCATION Student Outreach for school or local organization
|
|
- Harry Page
- 5 years ago
- Views:
Transcription
1 STAR EDUCATION Student Outreach for school or local organization Two On Tap A. MATINEE: - A 45-Minute mini-concert targeted to a large group of students the day of or the day after the scheduled concert. Specific # of Artists & Instrumentation: (2-3): Performers (Optional Pianist) Description of the Star Education Program: Two on Tap utilizes performance numbers from their critically acclaimed song-and-dance show to educate students about seven elements of music: pitch, tempo, dynamics, timbre, rhythm, melody, and harmony. Interactive examples of each element of music are shared with students, after which they are encouraged to analyze live song-and-dance performance to determine how the elements are demonstrated. History of tap dancing and context information on the Great American Songbook are woven into a comprehensive program that emphasizes fun and keeps the attention of students ages K-12. Although the content is most strongly suited to students between 1 st grade and 8 th grade, the show can be adapted to keep the interest of both older and younger students. A complete study guide (attached) facilitates pre- and post-show discussion on the topics presented. Technical Requirements: Standard PA system with four or more channels Hard Surface for dancing Piano (optional - can be done with tracks if preferred) B. MASTER CLASS: - A 45 Minute one-on-one opportunity with a small group of students. Specific # of Artists & Instrumentation: (2-3): Two Performers (Optional Pianist) Designed for students with a basic background in dance or who are currently in some kind of dance training Description of the Star Education Program: Tea for Two Outreach (suitable for dancers of all levels) provides students the opportunity to rehearse a softshoe routine in advance of the artists arrival utilizing comprehensive teaching videos. On day-of-show, the students and artists come together for a 45-minute afternoon rehearsal to fully stage the routine, and it is incorporated into the evening show to the delight of the audience. 42 nd Street Outreach (suitable for advanced dance students) focuses on tap technique and performance utilizing original Broadway choreography from the musical 42 ND STREET. Students have the opportunity to ask questions about audition technique, performing on Broadway, and other advanced topics suitable to those considering a career in performance. Technical Requirements: Hard Surface for dancing PA System with two channels preferred but not mandatory Piano (not needed for Tea for Two Outreach) but optional for 42 nd Street Outreach Initials: Date:
2 TWO ON TAPSM Study Guide
3 INTRODUCTION Two on Tap SM is the song-and-dance duo created by Broadway performers Melissa Giattino and Ron DeStefano. Combining intricate tap choreography, soaring live vocals, and unique musical arrangements of songs both traditional and modern, Melissa and Ron s crowd-pleasing variety show has been seen at performing arts centers, concert halls, and theatres across the United States as well as luxury cruise ships around the world. Two on Tap SM gives audiences a fresh look at a century-old art form, breathing new life into the classic song-and-dance style made famous by iconic pairs like Fred Astaire/Ginger Rogers and Mickey Rooney/Judy Garland. EDUCATIONAL OUTREACH: Learning Goals Both Ron and Melissa are deeply committed to education, with years of combined teaching experience in the classroom and dance studio. The educational mini-concert presented by Two on Tap SM uses live performance, interactive examples, and an engaging question-and-answer session to provide background and history on the art form of song-and-dance and to answer the question How can song-and-dance be used to understand seven fundamental components of music: tempo, dynamics, rhythm, pitch, timbre, melody and harmony? At the conclusion of the educational outreach, the students, at an age-appropriate level, will be able to: Identify seven fundamental components of music Classify and categorize examples of these fundamental components Differentiate variations within each fundamental component Analyze examples of different media (music, dance, etc.) to find examples of fundamental components As a resource for the educator, this study guide provides background to the development of song-and-dance within the larger context of American history and also introduces fundamental components of music and their distinguishing features. Feel free to explore these topics in conjunction with the educational outreach concert in order to allow the student audience to benefit more deeply from the program. ABOUT THE ARTISTS Melissa Giattino began her professional performing career at the age of 17 in the National Tour of A Chorus Line and hasn't looked back since. While appearing in the all-gershwin musical Crazy for You at the famous Walnut Street Theater in Philadelphia, Ms. Giattino auditioned for the Hal Prince/Susan Stroman production of Show Boat and soon found herself singing and dancing alongside an all-star cast on London's West End. Her talents as a true "triple-threat" performer eventually led her back to her home state of New York, where she made her Broadway Debut as an original revival cast member of the tap-dancing spectacular, 42nd Street. Her incredible talents have been featured as a member of the most well-known kick-line in history, the Radio City Rockettes, and she has assisted and dance-captained for some of the most famous tap choreographers in the business, including Tony Award winner Danny Daniels and Tony Award nominee Randy Skinner. Gifted with a beautiful voice as well, Ms. Giattino has starred in musicals on stages around the world, including the title role in the International Tour of Peter Pan, Fanny Brice in Funny Girl, Esther Smith in Meet Me in St. Louis, and Annie Oakley in Annie Get Your Gun. Ron DeStefano has garnered rave reviews and awards for his performances around the world, from the hottest cabaret venues of New York City to the lavish opera houses of Europe. Originally from South Florida, Mr. DeStefano spent his college years balancing classical vocal performance studies at Florida State University with professional musical theatre roles at Seaside Music Theater in Daytona Beach. Following graduation, he made his way to Manhattan, began auditioning for the Broadway stage, and only months later found himself making his international debut with the Tony-Award winning musical Evita. Since then, he has crisscrossed North America, singing and dancing at some of the most historic and well-reputed venues in the United States, including New York City's Lincoln Center (Babes in Toyland), Connecticut's Goodspeed Opera House (No, No, Nanette) and New Jersey's Paper Mill Playhouse (Rodgers and Hammerstein's Cinderella). Mr. DeStefano starred opposite Academy Award nominee Theodore Bikel in the National Tour of Fiddler on the Roof, and he has lent his lyric tenor to song-and-dance roles in many shows including 42nd Street, Anything Goes, and Sugar Babies. No stranger to the New York City nightclub circuit, he received the coveted Back Stage Bistro Award for his cabaret work and has multiple studio recordings to his credit.
4 PART ONE: What is SONG-AND-DANCE? According to the Merriam-Webster Dictionary, song-and-dance is simply a theatrical performance combining singing and dancing. However, as utilized by Two on Tap SM, song-and-dance is something even more special: a hybrid artistic medium that blends singing with tap dancing to create a multi-faceted and engaging style of performance. To fully understand the development of song-and-dance, it s important to uncover the history of tap dancing, one of the few uniquely American artistic performing styles. How did tap evolve as a unique dance style in the United States? Tap dance is an indigenous American dance genre that evolved over a period of some three hundred years. It began to emerge in the southern United States in the 1700s, initially appearing as a unique dance style spawned by a fusion of European and West African musical and step-dance traditions,. The Irish jig (a musical and dance form) and West African gioube (sacred and secular stepping dances) evolved into the American jig and juba. These in turn became fused into a form of dancing called jigging which, in the 1800s, was taken up by white and black minstrel-show dancers who developed tap into a popular nineteenth-century stage entertainment. Early styles of tapping utilized hard-soled shoes, clogs, or hobnailed boots. It was not until the early decades of the twentieth century that metal plates (or taps) appeared on shoes of dancers on the Broadway musical stage. It was around that time that jazz tap dance developed in parallel to jazz music, sharing many elements native to that style. Its absorption of Latin American and AfroCaribbean rhythms in the 1940s furthered its rhythmic complexity. In the 1980s and 1990s, new hip-hop rhythms in tap dance attracted a fierce and multi-ethnic breed of male and female dancers who continue to challenge and evolve the dance form, making tap the most cutting-edge dance expression in America today (from Tap Dance in America: A Very Short History by Constance Valis Hill). Which cultures dance styles contributed to the evolution of tap dancing? African Gioube/Juba dancing, a very quick and competitive dance involving intricate foot work, stomping, hand clapping, and slapping parts of the body. This style of dance is performed without any percussive footwear. English Lancashire clogging, a dance using percussive shoes. Early English cloggers nailed or tacked copper pennies to the undersides of their shoes to create a light clicking sound, and the triangular configuration used by these early dancers was the original inspiration for "three-screw" tap shoes (now the most commonly available tap shoe in dance stores). Irish freeform solo Sean-nós dancing, Irish stepdancing and stomp dancing, where the percussive sounds of other objects are used to enhance the percussion of the shoes and feet. Irish masters would often challenge each other to determine which was the best dancer in order to win students. Spanish Flamenco dancing. What interesting features found in tap dance have their roots in other forms? No formal structure: Unlike ballet with its codification of formal technique, tap dance developed from people listening to and watching each other dance in the street, dance hall, or social club where steps were shared and reinvented. Tap technique is transmitted visually, aurally, and with the body in a rhythmic exchange between dancers and musicians as in many of the African dance forms. Mimicry, also known in tap as stealing steps, is necessary for true mastery to occur. Improvisation: Like jazz music, tap dance has a large structured free-form component in which dancers create and showcase their own favorite combinations of steps. This type of improvisation, often referred in performance as a tap challenge, often utilizes trading fours, where each dancer gets a turn to perform his or her best steps over four measures of music.
5 Notable Song-and-Dance Stars Bill Bojangles Robinson Bill Bojangles Robinson ( ) was an iconic African-American tap dancer and actor best known for his Broadway and film roles. Born Luther Robinson, he started his career in vaudeville, a type of American variety entertainment in which different unrelated acts would be presented as part of a full schedule, or bill, of performances. He later starred in the enormously successful Broadway musical revue Blackbirds of 1928 (featuring his famous Stair Dance ). Robinson pioneered a new form of tap which moved away from the flat-footed style of his predecessors and emphasized a light, swinging style with elegant footwork. He went on to star in 14 Hollywood motion pictures, many of them musicals, and played multiple roles opposite child star Shirley Temple. His birthday, May 25 th, is now celebrated as National Tap Dance Day in the US. Fred Astaire and Ginger Rogers Fred Astaire (born Frederick Austerlitz; ) and Ginger Rogers (born Virginia Katherine McMath; ) partnered together as a song-and-dance team for RKO Radio Pictures from 1933 to 1939, during which time they made nine films. They revolutionized the Hollywood musical motion picture, introducing dance routines of unprecedented class and virtuosity set to songs created especially for them by the most popular composers of the day. Although Astaire had other notable dance partners during his long career (including his sister Adele and the extraordinary Eleanor Powell), Rogers is often credited as being his finest due to her unique combination of dancing skills, natural beauty, and exceptional ability as an actress and comedienne. Astaire and Rogers trademark style, incorporating elements of ballet, ballroom dance, and tap, elevated song-anddance to new heights during the period of their partnership. Ann Miller Ann Miller (born Johnnie Lucille Collier; ) was an American singer, dancer, and actress best known for her roles in Hollywood musical films in the 1940s and 1950s. Famed for her speed and agility, Miller was known as the fastest female tap dancer of her time a hoofer who could fit a dozen steps into a single second. In blockbusters like Easter Parade (1948), On the Town (1949), and Kiss Me, Kate (1953), her effervescent song-and-dance numbers wowed critics and audiences alike, and her specialty numbers in lesser-known movies often outlived the films in which they were featured. She often danced in the movies without a partner, and her flamboyantly glamorous appearance in her prime made her a standout onscreen and off. Gene Kelly Gene Kelly ( ) left stage and screen audiences breathless with his energetic, athletic dancing style, his good looks, and his charming personality. He was a staple of the Hollywood movie musicals of the 1940s and 1950s, singing and dancing (and creating choreography) in a number of different genres. He is credited with almost single-handedly making ballet commercially acceptable to film audiences, and a unique fusion of ballet and jazz technique with tap dance was his trademark style. No stranger to innovation, Kelly adopted the term cinedance (cinema + dance) to describe the concept of choreographing not only the dancers, but the camera movements in relation to the musical number; this technique is still used today in shows like Glee and Dancing with the Stars. His indelible artistry in the film Singin in the Rain is ranked as one of the best movie-musical performances in history.
6 PART TWO: Seven Elements of Song-and-Dance In the Two on Tap SM educational mini-concert, Ron and Melissa demonstrate how song-and-dance contains seven fundamental elements. These terms can be used to discuss not only the musical, or song, component of song-anddance, but the tapping as well! Below is a resource containing more information and background on these seven fundamental elements of music as well as some classical and popular listening examples so the student audience can deepen their understanding of this classification system. (NOTE: Many scholars differ on which elements are the most fundamental, so we ve chosen our favorite seven basic elements to include in our discussion here.) 1. RHYTHM RHYTHM is the element of time in song-and-dance. When you snap your fingers or tap your toes to a song, you are keeping time or keeping the beat, which is another way of saying you are following the structured rhythmic pulse of the music. There are few important aspects of RHYTHM: Duration: how long a sound (or silence) lasts Meter: beats arranged into recognizable accent patterns (groups of 2, 3 or 4 beats, for example) Two on Tap SM creates RHYTHM with their voices AND their feet. By singing and dancing in waltz-time, in march-time, in short bursts, or in sustained phrases, Ron and Melissa showcase many different types of rhythms in their performances. LISTEN: the unmistakable ONE-two-three waltz of Johann Strauss Jr. s Tales of the Vienna Woods LISTEN: the rousing one-two pulse of John Phillip Sousa s Stars and Stripes Forever march 2. TEMPO How fast or slow a piece of music is played is called its TEMPO. Sometimes measured via beats per minute (BPM) and sometimes just described via a feel (for instance, Steady Rock for a pop song or the Italian Andante, meaning at a walking pace ), TEMPO can affect how a piece of music makes a listener feel. In many Two on Tap SM musical numbers, the tempo changes from moment to moment within the same song, turning what was a sweet and tender love ballad into an exciting high-speed tap dance! LISTEN: the wild and crazy tempo changes contained within the Isley Brothers party favorite Shout LISTEN: the contrasts between slow and fast in Hungarian Dance No. 5 by Johannes Brahms 3. DYNAMICS All aspects of music that relate to the level of loudness fall under the general element of DYNAMICS. The terms used to describe dynamic levels are often in Italian (arranged here from soft to loud): pianissimo, piano, and mezzo-piano (meaning very quiet, quiet, and moderately quiet ) mezzo-forte, forte, and fortissimo (meaning moderately loud, loud, and very loud ) In performance, Two on Tap SM uses DYNAMICS to make each piece varied and interesting. Similar to the way Ron and Melissa use their voices, tap dancing can be loud, soft, and everything in between! LISTEN: the dramatic louds and softs (and everything in between!) within Stravinsky s Rite of Spring LISTEN: the wonderful dynamic changes between different sections of Queen s Bohemian Rhapsody
7 4. PITCH PITCH describes the perception of a frequency of a sound, or more simply, how high or low something sounds to our ears. In modern Western music, pitches are organized into a twelve-tone chromatic scale and given names (for example A flat or C sharp ) to relate them to one another. Any specific PITCH and its corresponding RHYTHM can be written using a musical note. Most instruments, including the human voice, are designed to produce various pitches, and tap shoes are no exception. Fun Two on Tap SM fact: the front part of the tap shoe (the ball ) usually produces higher pitches while the back (the heel ) creates pitches that are lower! LISTEN: the different vocal pitches demonstrated by Peruvian songbird Yma Sumac in Malambo No. 1 LISTEN: the amazing highs/lows on the trumpet demonstrated in Allen Vizzutti s Carnival of Venus 5. TIMBRE TIMBRE (pronounced TAM-ber ) refers to the characteristics of any particular sound. It s basically the fundamental element that allows us to distinguish the sounds made by one instrument from another even when the pitches and loudness are the same. Often, the words used to describe TIMBRE come from the world of visual arts ( bright vs. dark sounds, or brash vs. smooth ). There are many different components that make up a sound s individual timbre, including: tone: the balance of high and low frequencies in a sound attack: how suddenly or smoothly a sound begins decay: how suddenly or smoothly a sound ends sustain: the way the loudness of the sound varies over time How can you tell the difference between a flute and a piano playing, even when they re producing the same pitch? TIMBRE! LISTEN: the various timbres found in Benjamin Britten s The Young People's Guide to the Orchestra LISTEN: the differences in timbre between Luciano Pavarotti s and Plácido Domingo s Nessun dorma 6. MELODY When musical notes are placed in sequence to create something the listener perceives as a single satisfying musical idea, it s called a MELODY. Sometimes referred to as the tune of a piece of music, the MELODY serves as the main focus of any song and is the primary means of communication from a composer to his or her audience. The melodic contour, or shape of a melody, can rise and fall with small steps between pitches (conjunct motion) or with great leaps (disjunct motion). Most of the songs performed by Two on Tap SM are from a group of pieces known as the Great American Songbook. Written from the 1920s through the 1950s and principally created for Broadway and Hollywood musicals, these popular songs are full of extremely memorable melodies that have endured the changing tastes of many generations. In fact, the recent studio album Cheek to Cheek finds classic crooner Tony Bennett singing duets from the Great American Songbook with pop sensation Lady Gaga! LISTEN: the disjunct motion in the melody of America s National Anthem The Star Spangled Banner LISTEN: the beautiful conjunct melody featured in Ludwig van Beethoven s Ode to Joy
8 7. HARMONY Melodies are substantial enough to be music on their own, but they often sound too sparse and simple without accompaniment. Many composers solve this problem by adding HARMONY, or notes that can be played behind, beneath, above and around the melody notes in order to provide a framework and context. Whereas melody can be thought of as the horizontal element of music, HARMONY is the vertical element, utilizing stacks of simultaneous notes called chords. These chords rely on combinations of pitches that create alternating feelings of dissonance (tension) and consonance (resolution) to give a piece of music greater emotional power. In every Two on Tap SM performance, Ron and Melissa enjoy using HARMONY to blend their voices (and feet!) together, sometimes in unusual and unexpected ways. LISTEN: the haunting Flower Duet for two sopranos from Léo Delibes opera Lakmé LISTEN: the entwining harmonies in Extreme s pop hit More Than Words QUESTIONS FOR DISCUSSION & REVIEW 1. What is song-and-dance? How did tap dance develop in America? Which dance styles of other cultures contributed to the evolution of tap dance? What elements of tap dancing are rooted in other dance styles? Who were some notable song-and-dance stars of the mid-twentieth century and how did they differ in style and technique? FOR ADVANCED DISCUSSION: Which immigration patterns in American history may have directly affected the evolution of tap dance? How did the social structures present in the United States in the late 1800s and early 1900s most likely contribute to the formation of this unique dance style? 2. What are seven fundamental elements of music? How are these elements represented in particular musical examples? In what different ways can various musical examples be grouped according to these elements? How can your favorite song be described using these fundamental elements? How can tap dance be described using fundamental elements of music? FOR ADVANCED DISCUSSION: Which other elements are used by some scholars to describe music? Why are there different academic opinions as to which elements are the most fundamental? Which other world dance forms could be described using fundamental elements of music?
Tap Dance. By Nellie Fagan
Tap Dance By Nellie Fagan What do you picture when you think of Tap Dancing? Definition: a type of theatrical dance in which the performer s shoes are fitted with metal taps on their heels and toes,
More informationThe Elements of Music. A. Gabriele
The Elements of Music A. Gabriele Rhythm Melody Harmony Texture Timbre Dynamics Form The 7 Elements Rhythm Rhythm represents the element of time in music. When you tap your foot, you are moving to the
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 informationMR. TAPS. Mr. Taps has displayed his unique talent in schools, colleges, conventions, theaters, charities, corporate events and more!
MR. TAPS Teacher Notes I. BACKGROUND INFORMATION ABOUT THE PERFORMANCE The program traces the history of tap dance from the days of vaudeville to the present day with demonstrations of vaudeville, soft
More informationMusic Study Guide. Moore Public Schools. Definitions of Musical Terms
Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:
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 informationLargo Adagio Andante Moderato Allegro Presto Beats per minute
RHYTHM Rhythm is the element of "TIME" in music. When you tap your foot to the music, you are "keeping the beat" or following the structural rhythmic pulse of the music. There are several important aspects
More informationDanville 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 informationST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20
ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to
More informationK-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 informationLisa Hallen. Mr. Pecherek MUS
Lisa Hallen Mr. Pecherek MUS 1000-02 On Sunday, September 21, 2014 the Illinois Valley Symphony Orchestra (IVSO) presented a Pops Concert in the Princeton High School Auditorium. The IVSO is conducted
More informationMusic 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 informationPRESCHOOL (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 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 informationElements of Music. How can we tell music from other sounds?
Elements of Music How can we tell music from other sounds? Sound begins with the vibration of an object. The vibrations are transmitted to our ears by a medium usually air. As a result of the vibrations,
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 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 informationSTRAND 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 informationMusic 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 informationMusic Theory: A Very Brief Introduction
Music Theory: A Very Brief Introduction I. Pitch --------------------------------------------------------------------------------------- A. Equal Temperament For the last few centuries, western composers
More informationInstrumental Music II. Fine Arts Curriculum Framework
Instrumental Music II Fine Arts Curriculum Framework Strand: Skills and Techniques Content Standard 1: Students shall apply the essential skills and techniques to perform music. ST.1.IMII.1 Demonstrate
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 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 informationGrade 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 informationGrade 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 informationMusic 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 informationKindergarten: Peer Gynt- Grieg Babes in Toyland- Herbert The King and I- Rodgers Carnival of the Animals- Saint Säens. 1 st Grade
2016-17 Classroom Music Curriculum Scope and Sequence Kindergarten: Musical Elements Tuneful Singing Beat Motions High vs Low Pitch Slow vs Fast Tempi Loud vs Soft Dynamics Short vs Long durations Smooth
More informationLyndhurst High School Music Appreciation
1.1.12.B.1, 1.3.12.B.3, 1.3.12.B.4, 1.4.12.B.3 What is? What is beat? What is rhythm? Emotional Connection Note duration, rest duration, time signatures, bar lines, measures, tempo connection of emotion
More informationIronClad. 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 informationBite-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 informationTheater. The Preparatory Center for the Performing Arts Spring 2017 Schedule of Classes The Spring Semester begins on Tuesday, January 31st.
The Preparatory Center for the Performing Arts Spring 2017 Schedule of Classes The Spring Semester begins on Tuesday, January 31st. The Spring semester is a 16-week program that runs from January 31 until
More informationMontana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
More informationNorth Knox K-12 Music Curriculum
North Knox K-12 Music Curriculum April, 1999 Program Outcomes Possess basic music literacy. Appreciate music and be able to evaluate music and history and music and other arts. Understand the interrelationship
More informationBRICK 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 informationInstrumental Music III. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music III Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music III Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music III Instrumental
More informationGrade 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 informationInstrumental Music I. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music I Instrumental
More informationMusic Fundamentals. All the Technical Stuff
Music Fundamentals All the Technical Stuff Pitch Highness or lowness of a sound Acousticians call it frequency Musicians call it pitch The example moves from low, to medium, to high pitch. Dynamics The
More informationCROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12
CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth
More informationWoodlynne School District Curriculum Guide. General Music Grades 3-4
Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration
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 informationGreenwich 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 informationMusic 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 informationVersion 5: August Requires performance/aural assessment. S1C1-102 Adjusting and matching pitches. Requires performance/aural assessment
Choir (Foundational) Item Specifications for Summative Assessment Code Content Statement Item Specifications Depth of Knowledge Essence S1C1-101 Maintaining a steady beat with auditory assistance (e.g.,
More informationASSESSMENT Validation to Revise Curriculum & Instruction. INSTRUCTION Means to the End Product, How You Teach
TIME FRAME [By Date/We ek/mont h] STANDARD OR BENCHMARK Q1-4 25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and soft dynamics; high and
More informationspecialneedsinmusic.com Goals and Objectives for Special Needs and Other Students
specialneedsinmusic.com Goals and Objectives for Special Needs and Other Students The music activities outlined here are drawn from my classroom experience and are compatible with the New York State Learning
More informationFeel free to call or with any questions you may have. PTWonline.com
PERFORMERS THEATRE WORKSHOP www.ptwonline.com PTWstars@gmail.com 973-327-2250 PERFORMERS THEATRE WORKSHOP Fall 2018 Spring 2019 Semester (September 22 May 19) Night of Scenes and Songs: Sunday, December
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 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 informationConcise Guide to Jazz
Test Item File For Concise Guide to Jazz Seventh Edition By Mark Gridley Created by Judith Porter Gaston College 2014 by PEARSON EDUCATION, INC. Upper Saddle River, New Jersey 07458 All rights reserved
More informationConnecticut State Department of Education Music Standards Middle School Grades 6-8
Connecticut State Department of Education Music Standards Middle School Grades 6-8 Music Standards Vocal Students will sing, alone and with others, a varied repertoire of songs. Students will sing accurately
More informationNorman 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 informationLa Salle University MUS 150 Art of Listening Final Exam Name
La Salle University MUS 150 Art of Listening Final Exam Name I. Listening Skill For each excerpt, answer the following questions. Excerpt One: - Vivaldi "Spring" First Movement 1. Regarding the element
More informationASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation
COURSE: Chorus GRADE(S): 6 UNIT: Criteria for Performance and Evaluation #6 Listening to, analyzing and describing music #7 Evaluating music and music performance #9.1 Production, Performance and Exhibition
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
More informationInstrumental Music II. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music II Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music II Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music II Instrumental
More informationGENERAL 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 informationIveson Primary School Year 1 Subject - Music
Year 1 Subject - Music Singing - linked to Magical Me topic focus - character and body songs Take part in singing, accurately following the melody. Follow instructions on how and when to sing. Make and
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 informationCurriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student analyze
More informationCURRICULUM 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 informationCurriculum 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 informationCOURSE OF STUDY UNIT PLANNING GUIDE SUBJECT GRADE LEVEL: 6-8 PREPARED BY: MUSIC DEPARTMENT TEACHERS
COURSE OF STUDY UNIT PLANNING GUIDE FOR: SUBJECT GRADE LEVEL: 6-8 PREPARED BY: MUSIC DEPARTMENT TEACHERS JACQUELINE BELLO, VICE-PRINCIPAL SUPERVISOR OF MUSIC AND ART JULY, 2018 DUMONT, NEW JERSEY BORN
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 informationCapstone Project Lesson Materials Submitted by Kate L Knaack Fall 2016
Capstone Project Lesson Materials Submitted by Kate L Knaack Fall 2016 "The Capstone class is a guided study on how curriculum design between the two endorsements is interrelated." Program Advising Guide.
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 informationContent 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 informationMUSIC COURSE OF STUDY GRADE
MUSIC COURSE OF STUDY GRADE 1 2008 COURSE DESCRIPTION: Throughout the school year, the first grade students will acquire an appreciation for music as well as grasp primary skills, concepts and knowledge
More informationMUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results
MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results Elementary General Music Lisa Judkins and Loretta Koleck Fifth Grade Course Title Teacher(s) Grade Level(s) Course
More informationCOURSE 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 informationCARLISLE AREA SCHOOL DISTRICT Carlisle, PA Elementary Classroom Music K-5
CARLISLE AREA SCHOOL DISTRICT Carlisle, PA 17013 Elementary Classroom Music K-5 Date of Board Approval: June 21, 2012 CARLISLE AREA SCHOOL DISTRICT PLANNED INSTRUCTION COVER PAGE Title of Course: _General
More informationCATHOLIC EDUCATION OFFICE Archdiocese of St. Louis
CATHOLIC EDUCATION OFFICE Archdiocese of St. Louis Cardinal Rigali Center 20 Archbishop May Drive St. Louis, Missouri 63119-5738 314-792-7300 314-792-7350 (fax) www.archstl.org August 2009 Dear Principals,
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 informationDiocese of Richmond Consensus Curriculum for Music
Diocese of Richmond Consensus Curriculum for Mission Statement The mission of the Office of Catholic Schools is to assist the Bishop in his mandate as Teacher of the Catholic Faith, by establishing a climate
More informationOverview of Content and Performance Standard 1 for The Arts
Overview of Content and Performance Standard 1 for The Arts 10.54.28.10 Content Standard 1: Students create, perform/exhibit, and respond in the arts. LEARNING EXPECTATIONS IN CURRICULUM BENCH MARK 10.54.2811
More informationIndiana s Academic Standards MUSIC
Indiana s Academic Standards MUSIC Indiana Academic Standards for Table of Contents Introduction Standards what are they? Why are they necessary? Quality Education: A Description Standards at the National
More informationLoudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning
Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety
More informationLEVEL TWO. Please consult our website for the schedule of fees.
LEVEL TWO Length of the examination: Examination Fee: Co-requisite: 20 minutes Please consult our website for the schedule of fees. www.conservatorycanada.ca None. There is no written examination co-requisite
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 informationGCSE Music. Revision Guide
GCSE Music Revision Guide Useful Links for Examples http://gfs-music.com - Useful hints and tips on exam techniques http://gcse-music.co.uk - Lots of hints, tips and audio examples that you can practice
More information5 th Grade General Music Benchmarks
5 th Grade General Music Benchmarks A: Singing 1: Match pitch in an extended range [octave], sing with appropriate timbre, diction, and posture, maintain a steady tempo. 2: Students sing expressively demonstrating
More informationCONTENT AREA: MUSIC EDUCATION
COURSE TITLE: Music, General/Grade K CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: KINDERGARTEN COURSE DESCRIPTION: COURSE TITLE: MUSIC, GENERAL COURSE NUMBER: 53.00100 COURSE LENGTH: YEARLONG PREREQUISITE(S):
More informationThe students express speaking and singing voices by singing songs and playing games.
Anchor: The student will sing/play an instrument using a varied repertoire of music. M.1.1. Differentiate between the speaking and singing voice. M.1.2. Echo vocally and/or instrumentally rhythm, tempo,
More informationStafford 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 informationMusic Appreciation UNIT 1: INTRODUCTION TO MUSIC APPRECIATION. Core
Core introduces students to the history, theory, and genres of music, from the most primitive surviving examples through the classical to the most contemporary in the world at large. The course is offered
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 informationVisual 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 informationMUSIC Hobbs Municipal Schools 6th Grade
Date NM State Standards I. Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. A. K-4 BENCHMARK 1A: Sing and play instruments
More informationTitle Music Grade 4. Page: 1 of 13
Title Music Grade 4 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 4 Grade(s) 04 Location Nixon, Jefferson, Kennedy, Franklin
More informationAUSTRALIAN MUSIC LEGENDS LINE UP FOR ARTS CENTRE MELBOURNE S MORNING MELODIES 2016 PROGRAM
AUSTRALIAN MUSIC LEGENDS LINE UP FOR ARTS CENTRE MELBOURNE S MORNING MELODIES 2016 PROGRAM Colleen Hewett, Athol Guy and Mitchell Butel set to entertain at MELBOURNE THURSDAY 11 FEBRUARY 2016 Australian
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 informationTHE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music
THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children
More informationGreenwich 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 informationPrerequisites: Audition and teacher approval. Basic musicianship and sight-reading ability.
High School Course Description for Chamber Choir Course Title: Chamber Choir Course Number: VPA107/108 Curricular Area: Visual and Performing Arts Length: One year Grade Level: 9-12 Prerequisites: Audition
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 informationMusic Appreciation UNIT 1: INTRODUCTION TO MUSIC APPRECIATION. Core
Core is a streamlined course that introduces students to the history, theory, and genres of music, from the most primitive surviving examples, through the classical to the most contemporary in the world
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 informationLESSON 1: COURSE OVERVIEW Study: Why Study Music? Learn about the various components of music study, including history, theory, and performance.
Core is a streamlined course that introduces student to the history, theory, and genres of music, from the most primitive surviving examples, through the classical to the most contemporary in the world
More informationSAMPLE TEST AND KEY (MUSIC SELECTIONS UPDATED EACH YEAR; THIS IS FROM )
A+ Music Memory Answer Sheet 7th & 8th Grade PILOT Contestant Number Score Composer Major Work Selection 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. A+ Music Memory 7th & 8th
More informationLesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?
Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
More information