Transcript Writing about music Teaching students to write

YOUR TRAINERS
Jeffrey Jamner, DMA
Senior Director of School Programs,
The Kentucky Center for the
Performing Arts
Carole Mullins, NBCT
Instructional Specialist
Kentucky Valley Educational Cooperative
The Kentucky Center for the Performing Arts © 2014
HCTC Greater Hazard Area Performing Arts Series
presents
STUDENT ASSEMBLY PERFORMANCE
Monday, March 23rd at 1:00 PM
(Snow Date, Tuesday, March 24th)
The Forum in Hazard, KY
Featuring From the Top alumni
musicians and stand-out regional music
students in a performing a fun, lively,
program of classical music.
Tickets: $3 per student
Reservations: 606-487-3067 or
800-246-7521 ext. 73067 or
[email protected]
GOALS – STUDENTS WILL:
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Understand that music is an expressive language
Talk about and write about music and musical performances using descriptive
language about the music, the emotions it expresses and evokes, and the quality of
the performances.
Understand terminology specific to music including the ELEMENTS of music and
QUALITIES of musical performances.
Learn the components expected in a journalistic review of a concert.
Listen actively to a classical music performance and use a worksheet for as a prewriting aid.
Write a music review for an authentic audience about a From the Top educational
outreach concert.
Recognize specific connections to the Kentucky Core Academic Standards, KDE
Program Reviews and 21st Century Learning Skills in Literacy.
WORDS DESCRIBING FIREWORKS DISPLAY
Brilliant
Colorful
Thrilling
Explosive
Loud
Thunderous
Exciting
Beautiful
Fun
HOW DID YOU FEEL DURING FIREWORKS SHOW?
Thrilled
Excited
In Awe
Bored
Scared
Happy
WORDS DESCRIBING MUSIC EXAMPLE 1
15-year-old pianist Derek Wang from Needham, Massachusetts, performs
Toccata in D minor, Op. 11, by Sergei Prokofiev (1891–1953).
Music Example 1 http://www.fromthetop.org/show/tacoma-wa-288/
WORDS DESCRIBING MUSIC EXAMPLE 2
9-year old Elizabeth Aoki performs the opening of Sarasate Introduction
and Tarantelle, Opus 43, accompanied by Christopher O’Riley
Music Example 2 (play first minute only)
http://youtu.be/jZjFYjr7S5c?list=PL3RZso5g88LJ3fbSUV1dxAYG62mmb_3MC
SPECIALIZED MUSIC VOCABULARY
virtuoso
a performer with great technical ability
dynamics
loudness and softness
articulation
connected and disconnected notes
Opus (op.)
work, piece, composition -- used in titles
acoustics
quality of sound in a room or concert hall
tone
the quality of sound from the instrument (or voice if singer).
Tone can be beautiful, harsh, pale, etc.
MORE MUSIC VOCABULARY:
FOR TWO OR MORE PERFORMERS
ensemble
A group of performers
ensemble
Togetherness
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Click here for music example of good ensemble
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Click here for music example of poor ensemble
solo
single line, or melody line
intonation
playing in tune
balance
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Click here for music example of good intonation:
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Click here for music example of poor intonation:
relative loudness and softness within the group
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Click here for music example of good balance:
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Click here for music example of poor balance:
Ask students to think of the music
review as a newspaper article report
about the concert!
“In a persuasive essay, you select the most
favorable evidence, appeal to emotions,
and use style to persuade your readers.
Your single purpose is to be convincing.”
(Kinneavy and Warriner, Elements of Writing, 1993)
INSTRUCTIONAL STRATEGIES:
WHAT EVERY REVIEW NEEDS TO INCLUDE
Who? Name of performer or performers
What? What kind of music did they play? Example: a piano recital.
Full titles of pieces.
When? When did it take place?
Where? Where did it take place? Example: at The Forum in Hazard,
Kentucky.
How? How did the performer play? How did the critic respond
to it?
How did the audience respond? What specifics
can you give
about the music and its performance to
explain these responses (supporting evidence).
MORE ABOUT “WHAT” IN THE REVIEW
The critique should include the full titles of the pieces
performed.
For example: “The pianist played Prokofiev Toccata in D
minor, Opus 11.”
The critique should also include description of the music.
This is where we apply those adjectives to describe what
we hear and experience.
MORE ABOUT “HOW” IN THE REVIEW
How well did the performer play?
Go beyond “I liked it.” Explain if this was a good
performance or not and why?
Also - what emotions or images did the musical
performance inspire in the listener?
For more advanced writers:
You can ask them to write about the context of this
concert, such as having a concert featuring From the Top
young artists who play at a professional level in our part
of the state, and what it means to include top young music
students from the region in the performance.
OTHER SUGGESTIONS
Pre-Writing activities can also include pairing or grouping students for
conversations about the music. Challenge them to go beyond “I liked this piece.”
Ask them to talk about what they liked about it.
Show them some examples of classical music reviews in newspapers such as the New
York Times and analyze the components of these reviews. Show examples of
student reviews. Ask them to circle Who, What, When, Where and underline How.
Also, talk with them about audience etiquette, and about jotting down notes quietly
for their reviews – perhaps between performers.
Include a scoring rubric for the students. This may be a good opportunity for music
teachers and English/Language Arts teachers to collaborate on assessment of
written work about music.
LOOKING AT A REAL REVIEW
A STRUCTURE YOUR STUDENTS CAN USE
Depending on the writing level and age of your students you can
make more suggestions as needed about the structure of the review:
Paragraph 1 – Intro (who, what, when, where)
Paragraph 2 – First Piece: Prokofiev Toccata
Paragraph 3 – Second Piece: Sarasate Introduction and Tarantelle
Paragraph 4 – Final Piece…
Paragraph 5 – Closing paragraph – can include audience response
WORKSHEET EXAMPLE
HOW DOES THIS LESSON HELP
TO MEET KENTUCKY STANDARDS?
• Kentucky Core Academic Standards for:
• Arts/Humanities
• English/Language Arts
 Writing
 Vocabulary
 Language
 Speaking and Listening
• Kentucky Program Reviews:
 Arts/Humanities
 Writing
A College and Career Readiness ANCHOR
STANDARD is a skill that high school graduates
should have in order to be ready for entry into
the world of work or postsecondary education.
http://www.pbs.org/wgbh/fromthetop/video/season-2/212.php
Sonata for Trumpet and Piano
Kent Kennan
I. With strength and vigor
Kyla Moscovich, trumpet
Christopher O’Riley, piano
String Quartet No. 3 in D Major
Felix Mendelssohn
IV. Presto con brio
Colburn School Honors String Quartet
Description
Kennan Sonata
Mendelssohn
Emotions
Quality
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Work on revision process in
writing by providing formative
assessment for drafts of review.
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Publish reviews in school
newsletter & website
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Create a writing contest with
prizes
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Sharing reviews with parents
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Display reviews at school and
share exemplary reviews with
From the Top and The Kentucky
Center staff.
FEEDBACK
Please take the post-Webinar Survey at:
https://www.surveymonkey.com/r/WWB8SLQ
To receive a certificate of participation in this Webinar, please
contact Abbie Combs at [email protected]
Jeffrey Jamner
[email protected]
Carole Mullins
[email protected]