The Arts: A Cntent Curse fr Teachers Seminar 3: Music Teacher s Packet Apprved fr Prfessinal Develpment Training by the Kentucky Department f Educatin. A KET prfessinal develpment wrkshp fr educatrs develped in partnership with the Institute fr Arts in Educatin and the Kentucky Center fr the Arts. Kentucky Educatinal Televisin, 1998
The Arts: A Cntent Curse fr Teachers Seminar 3: Music Intrductin t the Seminar Targeted Audience: Arts and humanities teachers, all levels In the third seminar in the series, Phyllis Free, an interdisciplinary artist specializing in drums and percussin, rhythm, and imprvisatin, prvides an verview f the elements f music and f the families f musical instruments. Appearing with Phyllis n the seminar is Gregry Acker, a musical cllabratr, artist-educatr, and instrument maker wh recently received a master s degree in ethnmusiclgy frm Wesleyan University in Cnnecticut. The seminar als features ftage f sessins Phyllis held at the Kentucky Institute fr Arts in Educatin at Murray State University in the summer f 1998. Abut This Teacher Packet In additin t the intrductin t the seminar, this packet includes an agenda fr the prgram, a brief bigraphy f the seminar presenter, an verview by Phyllis Free, and ther materials Phyllis has develped fr the seminar. Yu ll find mre details in the table f cntents n page 3. Seminar Frmat This 90-minute prgram was prduced n lcatin and in KET s studi. Any infrmatin needed fr participatin in the seminar is included in the videtape and/r this teacher packet.
Prfessinal Develpment Credit Stage f Participant Develpment: Practice/Applicatin The Kentucky Department f Educatin has apprved all KET Star Channels Seminars fr prfessinal develpment credit if schls r districts chse t include them in their prfessinal develpment plans. Districts r schls may chse t include preparatin and/r fllw-up time as part f prfessinal develpment. Fr example, if a teacher participates in ne 90-minute prgram and spends an additinal 30 minutes in related activities, he r she culd be awarded a ttal f tw hurs prfessinal develpment credit. Individual teachers wh wish t use these videtapes fr prfessinal develpment credit shuld check with their schl prfessinal develpment chair r with their district prfessinal develpment crdinatr. Prfessinal develpment can als be used t satisfy requirements fr the fifth year prgram. Cntact yur lcal university r the Divisin f Teacher Educatin and Certificatin at 502-564-4606 fr mre infrmatin. The Arts: A Cntent Curse fr Teachers (Music) 2
Packet Cntents Seminar Presenter 4 Seminar Agenda 5 Pre-View Ntes 6 Pre-View Questins 8 While viewing... (Scratch sheet fr ntes) 9 Pst-View Ntes 10 Actively Engaged Listening (Fllw-up Activity) 12 Yur Lcal Music Resurce Directry (Research) 16 Lessn Plan Attachment 17 Statewide Resurces 19 Understanding the Vcabulary in Music 20 Overview 25 References 26
Abut the Seminar Presenter Presenter Phyllis Free is an interdisciplinary artist specializing in drums and percussin, rhythm, and imprvisatin. She began her musical career as a rudimental drummer winning hnrs at sl and ensemble festivals, in marching bands, cncert bands, and rchestras. Her prfessinal career spans mre than 30 years as a perfrmer and recrding artist, appearing in venues ranging frm intimate club settings t natinal festival cncert stages. As a multiinstrument percussinist, her musical rts extend frm classical t jazz, flk t pp, R&B t rck and rll, mst frequently branching int riginal music and experimental imprvisatin. Phyllis backgrund includes a fine arts degree in speech-drama educatin, graduate studies in career develpment and special educatin, and mre than 25 years prfessinal experience in the arts in schls, scial service agencies, treatment centers, and recreatin and cmmunity centers. She is knwn fr her innvative and engaging interdisciplinary apprach in presenting integrated arts and music activities in schls and cmmunity prgrams, including staff training and prfessinal develpment wrkshps. She is an experienced artist-in-residence apprved by the Kentucky Arts Cuncil, Very Special Arts Kentucky, and Very Special Arts Indiana. She has als served as an artist-in-residence and prfessinal develpment trainer in varius prgrams spnsred by the Kentucky Center fr the Arts Educatin Department. Phyllis serves as a music instructr n the faculty f the Kentucky Institute fr Arts in Educatin and as an arts cnsultant and music strategies trainer fr the Kentucky Cllabrative fr Teaching and Learning and the Califrnia-based Galef Institute fr Educatin Refrm. Thrughut her career, the primary fcus f her wrk has been explring the therapeutic and educatinal benefits f artistic self-expressin and the pwer f the arts t address issues f scial and humanitarian cncern. The Arts: A Cntent Curse fr Teachers (Music) 2
Wrkshp Agenda Intrductin Musical elements Explring beat and rhythm Measures in meter Explring the territry f pitch, meldy, harmny, & frm Explring temp and dynamics Timbre and texture Families f instruments Putting it all tgether: Cmpsitin and perfrmance The Arts: A Cntent Curse fr Teachers (Music) 3
Pre-View Ntes What I already knw abut... Styles & Genres Beat & Rhythm Measures & Meter Pitch Meldy & Harmny Frm The Arts: A Cntent Curse fr Teachers (Music) 4
(Pre-View Ntes Cnt d) Temp What I already knw abut... Dynamics Timbre Texture Instruments 1999, Phyllis Free The Arts: A Cntent Curse fr Teachers (Music) 5
Preview Questins Sme things I really want t knw... 1.? 2.?? 3.??? 4.???? 5.????? 6.?????? 7.??????? 8.???????? 9.????????? Mre?????>>>>>>>>>>>>>>>>>>>>reverse side>>>>>>>>>>>>>>> 1999, Phyllis Free The Arts: A Cntent Curse fr Teachers (Music) 6
While viewing.... (Scratch sheet fr NOTES, IDEAS, BRAINSTORMS, and DOODLES) The Arts: A Cntent Curse fr Teachers (Music) 7
Pst-View Ntes New Knwledge, Insights, and Strategies fr Teaching Abut... Styles & Genres Beat & Rhythm Measures & Meter Pitch Meldy & Harmny Frm The Arts: A Cntent Curse fr Teachers (Music) 8
(Pst-View Ntes Cnt d) New Knwledge, Insights, and Strategies fr Teaching Abut... Temp Dynamics Timbre Texture Instruments Mre ideas?? >>>>>>>>reverse side>>>>>>>>> The Arts: A Cntent Curse fr Teachers (Music) 9
Fllw-Up Activity Musical Analysis Actively Engaged Listening Listen t a recrding f ne f yur favrite pieces f music any sng r instrumental cmpsitin, any style. Fcus n each f the elements f music as yu analyze the cmpsitin and perfrmance f yur selectin. Exercises See if yu can feel the pulse f the music. Tap yur feet in time with the beat. Pretend yu are the cnductr and cnduct the music with yur hand. Mve yur bdy r dance in rhythm with the music. Try cunting the beats in measures (grups) f tw, grups f three, grups f fur. Which feels the mst natural? Des the meter remain the same thrughut the piece r des it change? Are all the instruments r vices expressing the same rhythm r are there several different rhythms being expressed at the same time? What instruments are playing each rhythm? Use yur hand r vice t reprduce each rhythm pattern yu hear. What instruments d yu hear? Listen high. Listen lw. Listen at different levels in between. Are yu able t distinguish the sunds f mre and mre instruments as yu fcus yur listening n higher and lwer sunds? Make a list f all the instruments yu hear. Dn t frget t include the human vice as an instrument. D yu hear sme instruments r sunds that yu cannt identify? If s, hw can yu find ut what made the sund? The Arts: A Cntent Curse fr Teachers (Music) 10
Categrize the instruments yu hear int their apprpriate families f instruments brass, wdwinds, strings, percussin. Draw a quick sketch f ne f the instruments yu hear. If yu dn t knw what the instrument lks like, where can yu g t find ut? Pantmime playing ne f the instruments r singing alng with the recrding. Listen carefully fr when the instrument is playing, r when the vice is singing, and when it is silent. Try t match yur pantmime r lip-synching as clsely as pssible t the recrding. What instrument prduces the highest pitch yu hear? What instrument prduces the lwest pitch yu hear? Fcus n the main meldy f the cmpsitin. What instrument is prducing the sund f the meldy? Is the meldy expressed by the same instrument thrughut r d ther instruments take turns playing the meldy? What instruments are used t create the meldy mst ften during the sng r cmpsitin? Try humming the meldy. Listen t the rder f pitches used t create the meldy. As yu listen t the meldy, try drawing an imaginary line with yur hand in the air t shw hw the series f pitches mves up r dwn r remains the same frm ne nte t the next. Once yu have practiced this imaginary drawing f the meldy, create an actual drawing, graph, r painting which represents a picture f the meldy. Is the meldy always expressed the same way r d yu hear different variatins? What makes them different? Nw listen fr harmny and chrds. What instruments create the harmny and/r chrds? Hw ften d yu hear the chrds change? Try tapping with yur hand each time a chrd changes. If there is a harmny line that is made up f a series f single pitches that g alng with the meldy, see if yu can hum the harmny part. The Arts: A Cntent Curse fr Teachers (Music) 11
Listening nw fr frm, ntice whether there are distinct sectins, where the meldy r chrd prgressin (series f chrds that is repeated as a sectin) changes. Labeling the first identifiable sectin A, the next (different) ne B, etc., see if yu can chart the frm f the piece frm beginning t end (i.e., ABABBA r ABCBA, etc.). Hw wuld yu describe the timbre f ne f the instruments yu hear? Hw wuld yu describe the timbre f ther instruments yu hear? See if yu can cmpare and cntrast the timbres f three different instruments r vices yu hear in the recrding. Create a list f descriptive wrds that culd be used t describe the texture f a piece f music. Using this descriptive language, what wrds wuld yu select t describe the texture f this piece f music yu have selected? Is it the same thrughut r des it change as the piece prgresses frm beginning t end? What creates the texture r changes in texture in this perfrmance? Hw wuld yu describe the temp f this selectin? Is it fast, slw, mderate? Steady r changing? If it changes, describe hw it changes as the music prgresses frm beginning t end. If yu have a metrnme, experiment t find temp settings t match (as clsely as pssible) the temp(s) f yur selectin. D yu ntice any changes in the dynamics as the music prgresses frm beginning t end? Listen t the piece nce again frm the beginning and draw a graph f any changes in vlume ludness t sftness (quietness) and vice versa. The Arts: A Cntent Curse fr Teachers (Music) 12
What style r genre wuld be mst apprpriate t categrize this selectin? Where wuld yu lk fr it in a recrd stre r a music catalg? If yu were wrking in a recrd stre r creating a music catalg, are there sme ther categries r ways yu wuld chse t crss-reference this recrding? Which radi statin in yur lcal area wuld be mst likely t air this recrding? Why? Overall, hw des this piece f music make yu feel? What wuld yu say it s abut? Des it hld sme special meaning fr yu, persnally? What d yu like abut it? Is there anything abut it yu dn t particularly like? The Arts: A Cntent Curse fr Teachers (Music) 13
Fllw-Up Activity Research Yur Lcal Music Resurce Directry Invlve clleagues and students in a grup prject t survey all musical resurces available fr yu t draw upn in yur effrts t incrprate music int yur classrm curriculum in all subject areas. Start by brainstrming categries and specific listings and use survey findings t create a resurce file that is as extensive and specific as pssible. Include cassette and CD recrdings, CD-ROMS, music-related bks, news and magazine clippings, sheet music, musical instruments, peple wh are knwledgeable abut music nt just teachers r perfrmers but als peple invlved in ther music-related vcatins wh wuld be willing t visit yur schl (i.e., recrding technicians, radi DJs, instrument sales, etc.). D nt limit the number f categries r listings. Be sure t include the surce fr each listing. Surces may range frm the schl library, t the cmputer lab, t individuals, students, families, etc. Have students get parents t help list all available resurces they culd bring frm hme t share with the class lists f CDs r cassettes, musical instruments, bks, sheet music, family members knwledgeable abut music, perfrmers, etc., in which case the individual student wuld be listed as the surce. Have students finish the prject by cmpiling, categrizing, and editing, t create and/r publish a cmplete file r directry f resurces available fr yur classrm. Describe in advance what frmat r technlgy can be used s that the cntent f the directry can be cnstantly updated and maintained frm year t year. The Arts: A Cntent Curse fr Teachers (Music) 14
Lessn Plan Attachment (reprducible) Cnnecting... Elements f Music Acrss the Curriculum... Music Cncept/Fcus (check all that apply) Styles & Genres Beat Rhythm/Pattern Measures/Meter Pitch Meldy Harmny/Chrds Frm Temp Dynamics Timbre Texture Instruments Other Other Cntent Area (check ne) Mathematics Language Arts Scial Studies Science PE/Recreatin Other Thematic Unit: Lessn/Activity: I will incrprate music int this lessn by... (general ideas) The Arts: A Cntent Curse fr Teachers (Music) 15
Students will have an pprtunity t hear, see and/r experience and students will create, cmpse, and/r perfrm fcusing n using reinfrcing the develpment f the fllwing skills and cnnecting the cncept f in. (specific plans) Supplies/Equipment/Materials Needed: Outside Resurces: The Arts: A Cntent Curse fr Teachers (Music) 16
Statewide Resurces The Kentucky Arts Cuncil 1-888-883-2787 (http://artscuncil.ky.gv) Cntact Jhn Benjamin, the Arts in Educatin Prgram Directr, t get prgram guidelines, grant applicatin frms, and infrmatin abut arts in educatin prgrams which prvide matching funds t help pay fr artists-in-residence. Specifically mentin AIR (artist-in-residence) spnsrship and TIP (teacher incentive prject) grants. Cntact Lri Meadws and ask fr infrmatin abut the Kentucky Onstage fee-subsidy prgram, which will prvide matching funds fr yu t bring prfessinal artists included in the KAC Directry f Perfrming Artists t perfrm in yur schl r cmmunity. Very Special Arts Kentucky 1-502-564-4970 (http://www.vsaartskentucky.rg/) VSAK is designed t give schls the pprtunity t prvide experiential learning thrugh the arts fr children with and withut disabilities in an inclusinary setting. Cntact Mary O Neal, prgram directr, and ask specifically fr infrmatin abut the VSAK Arts Inclusin Award Prgram as well as Very Special Arts Festivals and ther prgrams fr which matching funds are available. Kentucky Center fr the Arts 1-502-562-0100 (www.kentuckycenter.rg) Kentucky Institute fr Arts in Educatin and Arts Academies In tw-week summer seminar/wrkshps, the Kentucky Institute fr Arts in Educatin prvides teachers with creative experiences in music, drama, visual arts, dance, and creative writing. In-service r graduate credit available thrugh the University f Luisville, Mrehead State University, r Murray State University. The Arts Academies are ne-week wrkshps in tw art disciplines that take place in six different regins f Kentucky during the summer. Cntact Debbie Shannn, Directr f Educatin, fr infrmatin abut the Kentucky Institute fr Arts in Educatin (KIAE), Arts Academies, and ther prfessinal develpment prgrams as well as the Arts-in-Educatin Shwcase and Resurce Directry, the bus subsidy prgram which prvides funds t help pay fr transprtatin f students t the Kentucky Center fr perfrmances, and a variety f ther prgrams available t educatrs, schls, and the cmmunity. The Arts: A Cntent Curse fr Teachers (Music) 17
Understanding the Vcabulary in Music Style In music, a term used fr the cmpser s manner f treating the varius elements that make up a cmpsitin the verall frm, meldy, rhythm, harmny, instrumentatin, etc. as well as the perfrmer s manner f presenting a musical cmpsitin. Genre A class r categry f artistic endeavr having a particular frm r cntent. Frm Musical structure, that is, the way the elements f music are put tgether. Beat The pulse f the music. The unit used t measure musical time, ften indicated by the mvement f the cnductr s hand r the tapping f ne s ft in time t the music. Rhythm The rganizatin f sunds and silence within the beats f the music. The Arts: A Cntent Curse fr Teachers (Music) 18
Pattern In music, a cmbinatin f sunds repeated in the same sequence. Meter The rganizatin f beats int measured grups f equal duratin. In musical transcriptin, the number f beats per measure is indicated by the tp number f the time signature, i.e., there are three beats t the measure in 3/4 time, fur beats t the measure in 4/4 time, etc. The bttm number f the time signature indicates the value f a nte that receives a full beat, i.e., in bth 3/4 and 4/4 time, a quarter nte is used t indicate a full beat. In 6/8 time, fr example, beats are cunted in grups f six, with an eighth nte representing a full beat. Measure The music that ccurs within each rganized gruping f beats. In musical transcriptin, measures are indicated by vertical bar lines, which separate the ntes written alng the hrizntal lines f the musical staff int grups f beats f equal duratin. Therefre, a measure f music is smetimes referred t as a bar. Pitch The highness r lwness f a musical tne, determined by the frequency f the sund waves being prduced. Frequency, the number f cmplete vibratins per secnd (f a string, air clumn, drum head, r ther sund-prducing agent), is measured in cycles per secnd, r hertz. The Arts: A Cntent Curse fr Teachers (Music) 19
Tne & Nte The wrds tne and nte are ften used interchangeably t refer t any sund f definite pitch. Hwever, in ther cntexts, tne is als cmmnly used t describe the quality f the sund, whereas nte is cmmnly used t refer t the written symbl fr the sund, designating the duratin as well as the pitch f the sund. Meldy A successin, r sequence, f single musical sunds. Meldy is determined by the intervals between the pitch f each tne and the next whether it is relatively higher r lwer (and the degree t which it is higher r lwer), r whether the pitch f the next nte remains the same as the ne befre it. The duratin f each nte in the sequence (which cmprises the rhythm) is als ften assciated wit the cncept f meldy; hwever, nce a meldy is familiar, it may be recgnizable even when the rhythm is altered. Harmny The simultaneus cmbinatin f tw r mre tnes. Chrd A grup f three r mre tnes sunded at the same time. The Arts: A Cntent Curse fr Teachers (Music) 20
Temp The rate f speed at which the music is perfrmed, custmarily measured by the number f beats per minute. Dynamics The specific r changing degrees f ludness r sftness in which the music is perfrmed, determined by the amplitude f the sund waves being prduced. Degrees f ludness are measured in decibels. Timbre (Tne Clr) The unique quality f sund prduced by an instrument r a vice. When a sund is prduced, what we nrmally identify as the pitch f the nte is actually the fundamental pitch, the sund that is created by the ludest, mst intense frequency. Hwever, at the same time, the instrument is als prducing a series f higher frequency vibratins, in mathematical increments, called vertnes r harmnics, which are sunded with less intensity. Timbre is determined by the unique blend f harmnics (vertnes) sunded alng with the fundamental pitch, and their relative ludness. Texture The characteristic f music created by the cmbined layers f sund. The Arts: A Cntent Curse fr Teachers (Music) 21
Families f Instruments Please nte: It is a cmmn miscnceptin that instruments may be classified in this system accrding t the materials frm which the instruments are cnstructed, as implied by the names f the categries. Nt s. Fr example, there may be wdwind instruments made f brass (i.e., saxphne) and percussin instruments with strings (i.e., pian). This system f categrizatin, cmmnly used in Western-Angl traditins, is nt based upn the materials used in the cnstructin f the instrument. It is based instead upn the methd by which the sund is prduced in playing the instrument. It may be f interest t yur students t nte that ther systems f instrument classificatin may be used in ther wrld cultures and/r in the field f ethnmusiclgy i.e., aerphnes, chrdphnes, membranphnes, and idiphnes. Percussin Sund is prduced by striking, hitting, r by parts f the instrument striking against each ther, causing the material t vibrate (i.e., drums, shakers, xylphnes, acustic pian). Brass Sund is prduced by the vibratin f air as it is buzzed thrugh the lips f the player int the muthpiece (i.e., trumpet, trmbne, digerid). Wdwinds Sund is prduced by blwing air int the muthpiece f the instrument t set a clumn f air int mtin (withut buzzing the lips ) (i.e., flute, sda bttle) r causing a reed r reeds set int the muthpiece r pip f the instrument t vibrate (i.e., clarinet, be, pipe rgan). Strings Sund is prduced by the bwing, plucking, r strumming f strings, setting vibratins f the strings int mtin. The Arts: A Cntent Curse fr Teachers (Music) 22
Overview text by Phyllis Free Thrughut ur histry as a human race, music-making has played an indisputably vital rle in shaping, hnring, celebrating, and sustaining the cultural traditins f peple arund the glbe. The infinite variety f styles, genres, and musical frms we experience in the wrld f music tday, and in ur daily lives right here in Kentucky, represents thusands f years f cultural migratin, technlgical inventin, and musical exchange. But what d all these different frms and styles f music have in cmmn? Music is ften referred t as the universal language... and that implies that there is a basic vcabulary f cmmn elements. If we begin by thinking f each f these elements as variables in the creatin and expressin f music prviding us with an unlimited menu f chices in an infinite variety f cmbinatins then we begin t understand hw it is nt any ne element, but the unique cmbinatin and interplay f these elements, these musical chices, which determines the unique character and quality f any given cmpsitin r perfrmance... and ultimately distinguishes it frm all thers. Here in Kentucky, we are frtunate t have an incredibly rich and culturally diverse variety f musical resurces t draw upn in ur wrk as educatrs. The mre we take advantage f pprtunities t braden ur wn musical experience, the mre musical knwledge we will have t share with ur students in all areas f the curriculum. N matter where we cme frm r where we g, music is an integral part f ur daily lives and culture. Music is ultimately an expressin f the human spirit. It is an experience that resunds in the sul. As we wrk, as educatrs, t integrate music int the culture f learning in ur classrms, it is imprtant t remember that regardless f what style f music we listen t, regardless f what kind f music resunds mst fully in the sul f each individual student, the basic elements f the art frm are the same. By hnring ur wn and ur students musical tastes and preferences, we will begin t nurture the spirit f creative expressin... and hpefully, by ding that we will give all students the pprtunity t braden their musical interest and t cultivate their special gifts. The Arts: A Cntent Curse fr Teachers (Music) 23
References Used fr Prgram Cntent and Vcabulary Ammer, Christine. Harper Cllins Dictinary f Music. HarperCllins Publishers, 1991. Chate, Kaplan, and Standifer. New Dimensins in Music. American Bk Cmpany, 1972. Gage, Jhn and Free, Phyllis. EarthHeart Activity Guide. Jhnette Enterprises, 1998. Hart, Mickey. Drumming at the Edge f Music. HarperCllins Publishers, 1990. Seller, Mick. Sund, Nise & Music. Shting Star Press, 1995. Stein, Jess, Editr. The Randm Huse Dictinary. Randm Huse, Inc., 1980. Watsn, Derek, Cmpiler. Dictinary f Musical Qutatins. Wrdswrth Editins Ltd., 1994. Als Cnsulted: Selected publicatins cmpiled by arts cnsultants/music strategies trainers frm The Galef Institute Kentucky Cllabrative fr Teaching and Learning. The Arts: A Cntent Curse fr Teachers (Music) 24
Music Resurces Available frm KET Instructinal Televisin Yu can learn abut the prgrams listed belw and ther prgramming available frm KET by searching ur nline Instructinal Vides Catalg at www.ket.rg/itvvides/. Mst prgrams are accmpanied by Web-based resurces such as Web sites r dwnladable teachers guides. Electrnic Field Trip t the Kentucky Opera This 30-minute field trip fr students in grades 6-9 takes viewers t Luisville fr a behindthe-scenes lk at the prductin f the American pera Susannah. Explring the Wrld f Music Designed fr high schl students, this 12-part Annenberg/CPB series explres hw music and culture are interrelated. Hymndy f Earth This hur-lng KET prgram, suitable fr grades 5-12, features the petry f Wendell Berry set t music by Malclm Dalglish and perfrmed by a chrus f yung peple. Muntain Brn: The Jean Ritchie Stry Muntain Brn dcuments the life f Jean Ritchie f Viper, Kentucky, a pivtal figure in the flk music revival that tk place in the mid-twentieth century (suitable fr grades 7-12). Mrs. Cabbble s Cabse This series f 28 15-minute prgrams, aimed tward primary students, encurages active participatin in a variety f musical experiences designed t teach basic music cncepts. Old Music fr New Ears This KET-prduced series f 22 15-minute prgrams intrduces students in grades P-8 t a brad range f music and cultures. Richard Davis n Jazz Aimed at an audience frm grade 5 thrugh adults, this six-part series, hsted by Richard Davis, intrduces viewers t the elements f jazz, its histry, and its instruments. Sing Out fr Freedm The Freedm Singers traveled the U.S. in the 50s and 60s spreading the civil rights message. This KET prductin features a 1993 perfrmance in Luisville (grades 7-12). The 2003 Great Kentucky Gspel Shut Out This ne-hur prgram fr students in grades 8-12 shwcases a 2003 cmpetitin featuring 25 gspel chirs frm acrss Kentucky. Editr s Nte: KET1 and KET2 ften air Kentucky and natinal musical perfrmances. T learn abut evening prgramming, check in Visins, KET s prgram guide (available at the back f Kentucky Mnthly magazine) r g t Watch n the KET Web site, www.ket.rg. The Arts: A Cntent Curse fr Teachers (Music) 25