Aleatoric and Program Music, an Introduction Using Thomas Duffy’s Snakes! as a Culminating Experience. Scott Laurain Saline Area Middle School Winter 2008
Context Analysis
School District Saline Middle School is located in the Saline Area School District. Saline Middle School houses seventh and eighth grade. Saline Middle School is predominately Caucasian (97%). Other ethnicities represented are Asian (2%), African American (1%), and Native American (>1%). The average spending per pupil is $8543. Saline Middle School has approximately 882 students. Saline is a growing community located between Ypsilanti and Ann Arbor. The population of Saline is approximately 8,817 as of July 2007. The average income of each household (in 2005) is $61,100. Classroom Factors The band room at Saline Middle School is very spacious, with plenty of room for each student. The room has a tiered format, and has four levels. The room features several safety precautions for potentially hearing damage. These precautions include; sound panels on the walls, 12+-foot ceiling, extra space on the sides of the room, and the entire room is carpeted. There are three exits in case of emergencies. There is one instrument storage room for the wind players, and one storage room for the percussionists. There are two rooms that serve as a place for instrument repair and as a music library. Attached to the band room is a hallway with four practice rooms for student use. Student Characteristics The majority of the students are very hard workers. 75% of the students received an A on their report card for the previous semester. There are no students that have any significant learning disabilities. There are several students that struggle playing their instruments, and thus have a negative attitude in class.
Implications for Instruction Since I do not have any students who have learning disabilities, I will not have to make any major changes to my lesson plans. However, I will need to make adjustments for different learning styles. One of the strengths of my unit is that I utilize several learning styles.
Rationale
Students: Have you ever wondered what a composer was thinking when they wrote a piece of music? Or have you ever thought a piece of music was telling a story? In this unit you will learn about program and aleatoric music. We will be learning and preparing Thomas Duffy’s Snakes. While learning this piece, we will create our own programmatic and aleatoric music, listen to recordings of other pieces, and discuss different musical techniques. When we are finished with this unit you will have a new appreciation for aleatoric and program music! Teachers: This unit covers aleatoric and program music. It reflects the State of Michigan and the National Standards for Music Education. This unit will include group activities, partner activities and individual work. These activities will include playing their instruments and composition. The planned activities will be designed to allow for varying abilities and learning styles.
Content Analysis
Michigan Arts Education Standards/Benchmarks I.M.2 Sing and play music representing diverse genres and cultures, with expression appropriate for the work being performed. II.M.4 Compose short pieces within specified guidelines. II.M.6 Use a variety of traditional and nontraditional sound sources and electronic media when composing arranging and improvising. III.M.1 Describe specific music events in a given aural example using appropriate terminology III.M.2 Analyze the uses of elements of musical in aural examples representing diverse genres and cultures. IV.M.1 Compare how the characteristics of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. National Standards for Music Education 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts.
Generalizations
Program music is a form of music that tells the listener a story. Focus Question: What can the musicians do to tell the musical story to their audience? Aleatoric music leaves a primary element of the composition to the determination of the performers. Focus Question: How do musicians determine how to play aleatoric music? Program and aleatoric music can provide the audience with a unique and enjoyable listening experience. Focus Question: How can you help the audience enjoy program/aleatoric music? Every instrument has multiple extended techniques Focus Question: What are some extended techniques for your instrument?
Concepts
Program music Aleatoric music Extended techniques Musical terminology Composer background Understanding of diverse musical genres Musical Independence
Facts
Program music is a form of music that tells a story. Program music is used to evoke emotions to the mind of the listener. Program music uses extended techniques in order to tell the story to the audience. Program music was first used in the Renaissance period. Film scores are considered programmatic music. Aleatoric music leaves a primary element of the composition to the determination of the performers. Aleatoric music can evoke emotions in the mind of the listener. When found in program music, aleatoric music is able to tell a story to the listener. Early aleatoric music was written by casting dice. Aleatoric music sounds different every time it is performed. Every instrument has multiple extended techniques. Students must learn extended techniques in order to correctly play program/aleatoric music. Several instruments can perform the same extended techniques.
Content Outline
I. Aleatoric Music A. Aleatoric music leaves a primary element of the composition to the determination of the performers. B. Individual performers play their parts at their discretion C. The conductor does not conduct, but they still control how the piece sounds and is played. Program Music A. Program music is a form of music that tells a story. B. Program music uses extended techniques and aleatoric music to tell its story. C. Program music must be played very musically in order to be effective. D. When played properly, program music evokes the listener’s emotions. Extended Techniques A. ½ valve murmur is a technique where a brass player presses their valves halfway down, and blows quietly into their horn. B. Glissando is a technique where the musician glides from one note to another. C. Briefly discuss other extended techniques for other instruments.
II.
III.
Unit Objectives and Outcomes
Michigan Fine Arts Benchmarks Unit Outcomes: Students Will: I.M.2 Sing and play music representing Learn and perform Snakes! diverse genres and cultures, with expression Perform a composition of their appropriate for the work being performed. creation for the class. II.M.4 Compose short pieces within specified Compose a piece of program or guidelines. aleatoric music. II.M.6 Use a variety of traditional and Learn how to manipulate their nontraditional sound sources and electronic instruments to make unique media when composing arranging and nontraditional sounds. improvising. Use nontraditional sounds in an improvisational setting. Use nontraditional sounds in a composition. Perform nontraditional sounds on a concert. III.M.1 Describe specific music events in a given aural example using appropriate terminology. III.M.2 Analyze the uses of elements of musical in aural examples representing diverse genres and cultures. IV.M.1 Compare how the characteristics of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. Be able to listen to a recording and discuss how certain sounds create a sound picture. Be able to state their opinion about a recording in a short response paper. Be able to express how certain sounds explain the story behind a piece of program music. Be able to discuss how aleatoric music can enhance program music. Be able to discuss how program music can evoke a certain emotional response from an audience. Be able to discuss how program music is closely related to visual art.
National Standards for Music Education 6. Listening to, analyzing, and describing music.
Unit outcomes: Students Will: Be able to describe how program music can affect the audience. Be able to discuss how aleatoric music can affect the audience. Be able to discuss how a composer uses aleatoric sections to enhance their composition. Be able to identify how certain extended techniques can enhance the enjoyment and understanding of a composition. Be able to state their opinion in regards to their like/dislike of aleatoric music, and give three pieces of evidence to support their opinion. Be able to determine what is considered program music. Be able to determine what is aleatoric music. Be able to discuss if a composers was successful in their attempt at using aleatoric sections. Be able to identify several aleatoric techniques. See the connection between program music and the visual arts. Be able to discuss music in a short written paper.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
Pre Assessment on Aleatoric and Program Music
1) What is program music? A) All music is program music B) Music that attempts to tell a story C) All music that has been written in the last 20 years. D) All marches 2) Which of the following pieces of music is considered program music? A) Star Spangled Banner B) First Suite in E Flat C) Flight of the Bumble Bee D) America the Beautiful 3) What is aleatoric music? A) Music where some elements of the performance is left to chance. B) Music that features a lot of syncopation. C) Music that attempts to tell a story. D) Vocal Music 4) One example of a technique used in aleatoric music is… A) Playing a scale B) Everyone in the band playing at once. C) An alto saxophone solo D) Multiple individuals playing the same part at different times and speeds 5) Snakes is an example of… A) Program Music. B) Aleatoric Music. C) Both A and B. D) None of the above. 6) What is a Glissando? A) An Italian side dish. B) A type of trombone. C) A dynamic marking. D) A glide from one pitch to another. 7) What is a ½ Valve murmur? A) A problem with a cars engine. B) Pressing the valves of a brass instrument halfway down, and blowing quietly into the instrument. C) A technique used to fix a broken brass instrument. D) Pressing the valves of a brass instrument halfway down, and blowing loudly into the instrument.
Pre Assessment on Aleatoric and Program Music (Answer Key)
1) What is program music? A) All music is program music B) Music that attempts to tell a story C) All music that has been written in the last 20 years. D) All marches 2) Which of the following pieces of music is considered program music? A) Star Spangled Banner B) First Suite in E Flat C) Flight of the Bumble Bee D) America the Beautiful 3) What is aleatoric music? A) Music where some elements of the performance is left to chance. B) Music that features a lot of syncopation. C) Music that attempts to tell a story. D) Vocal Music 4) One example of a technique used in aleatoric music is… A) Playing a scale B) Everyone in the band playing at once. C) An alto saxophone solo D) Multiple individuals playing the same part at different times and speeds 5) Snakes is an example of… A) Program Music. B) Aleatoric Music. C) Both A and B. D) None of the above. 6) What is a Glissando? A) An Italian side dish. B) A type of trombone. C) A dynamic marking. D) A glide from one pitch to another. 7) What is a ½ Valve murmur? A) A problem with a cars engine. B) Pressing the valves of a brass instrument halfway down, and blowing quietly into the instrument. C) A technique used to fix a broken brass instrument. D) Pressing the valves of a brass instrument halfway down, and blowing loudly into the instrument.
Pre-Assessment Evaluation
Students were given a paper and pencil pre-assessment that addressed them on three main objectives. These objectives include aleatoric music, program music, and extended techniques. They were given a rating of N, L, or S. N=No evidence of understanding, L=Limited Understanding, and S= substantial understanding. Program Music 0 examples = N 1 example = L 2 examples = S Aleatoric Music 0-1 examples = N 2 examples = L 3 examples = S Extended Techniques 0 examples = N 1 example = L 2 examples = S
Student Summary of Pre-Assessment Information Student Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Program Music Objective Aleatoric Music Objective N L L S N S S S L S L L L S N S S N S N S N L S S N N N L L S L L N N L L N L N N N N N N N L N N N Extended Techniques Objective L S S S L S S S S S S L L S N S S S S S S N L L L
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63
N S S S S S S S L N S S S N S S N S N N S S S S L N S S S S S S S S N S L S
L S L L S S S N L L N S N L N N N L N N L L N S N N L N N L N N N L L N N L
L S S S S S S S S L L L L N S S S S S L S S L S S S S S S S S S S L S L S S
Pre-Assessment Planning for Instruction
Objective/Outcome Students will answer two questions about program music. Pre-Assessment Strategy Students were given a pencil and paper assessment and were asked to answer two questions about program music. Zero correct answers is a N, one correct answer is a L, and two right is a S. Summary of Results 14 students had no understanding. 10 students had limited understanding. 39 students had substantial information. Implications for Instruction I feel that most of the students had a strong understanding of program music. I will spend less time on this topic.
Objective/Outcome
Pre-Assessment Strategy
Summary of Results
Implications for Instruction
Students will answer three Students were given a 34 students had no questions about aleatoric pencil and paper understanding. music. assessment and were asked 22 students had limited to answer two questions understanding about aleatoric music. 7 students had substantial Zero-one correct answers is information. a N, two correct answer is a L, and three right is a S.
I will need to spend the greatest amount of time on this topic. The students struggled with this topic, because they have not been exposed to aleatoric music in the past.
Objective/Outcome Students will answer two questions about extended techniques.
Pre-Assessment Strategy Students were given a pencil and paper assessment and were asked to answer two questions about extended techniques. Zero correct answers is a N, one correct answer is a L, and two right is a S.
Summary of Results 3 students had no understanding. 16 students had limited understanding 44 students had substantial information.
Implications for Instruction Almost all of the students had limited or substantial knowledge on this topic. I will spend the least amount of time on this topic.
Students of Special Concern There are 13 students for whom I have a special concern. The first six students received a perfect score on the pre-assessment. I will need to make sure I challenge these students so they do not become bored. The next student received an S, but also received two N’s. Another student received two L’s and a N. Four students received one L and two N’s. Finally one student received three N’s. I will need to focus on these students to help them learn the material in this unit. I may need to adjust my lesson plans for these six students. Student for Learning Analysis John (a pseudonym) is an average male student. He does not have an IEP, and has no academic disability. One reason that I have chose this individual is that he is a very shy student. He works hard, but does not like to take chances. I feel that he is a student that could easily fall through the cracks, and have no one notice that he is struggling. I plan to give him extra help so that he will be successful in the eventual goal of composition and performance in the classroom. Unit Overview Day 1
Brief introduction to program and aleatoric music. Direct
Day 2
Worksheet on Thomas Duffy and Snakes! Direct
Day 3
Listen to program music, and listening response paper. Indirect
Day 4
Full band aleatoric exercises. Cooperative
Day 5
Program music group exercise Cooperative
Day 6
Composition project introduction Sound effects Indirect
Day 7
Listening to program/aleatoric music. Direct
Day 8
Presentation of individual compositions. Indirect/Evaluation
Culminating Activity
At the end of this unit, the students will be able to write aleatoric and program music. They will use what they have learned about this genre of music to create their own composition. The students will be required to write and perform a 30 second composition. The composition must be programmatic or aleatoric in style. After their piece is written, the students will be required to play a live or recorded version of their composition for the class.
Day 1 Topic: Introduction to program and aleatoric music. (Direct) Duration: 30 minutes Purpose: This lesson will introduce the concept of aleatoric and program music to the students. This lesson is crucial for the success of the entire unit. The students will take a pre-assessment worksheet, and sight-read Snakes! Materials: Pre-assessment worksheet, pencils, instruments, music for Snakes! Music Education National Standards: Number 6. Listening to, analyzing, and describing music. Objectives: The students will gain an understating of the material that will be presented in this unit. The students will sight read Snakes! (A programmatic and aleatoric piece of music.) Assessment(s) of Objectives: I will see what knowledge the students have on programmatic/aleatoric music by giving them a pre-assessment worksheet. By sight-reading Snakes!, I will be able to observe which students understand the concepts that were presented in this lesson. Anticipatory Set: I will play a recording of Snakes! for the students.
Input: The material will be presented in a brief lecture. I will also ask questions of the students to engage them in the presentation. When we are discussing the sight-reading, the students will raise their hands to ask questions about their parts. Modeling: I will explain to the students how to play the aleatoric section. This explanation will include how to play their parts, and my conducting gestures. Checking for Understanding: At this point we will sight read the piece, and I will check to see if the students understand what they should be playing. Guided Practice: The students will have guided practice during the sight-reading process. Closure: I will do one complete run of the piece of music. Independent Practice/Assessment: The students will be required to practice their parts on their own at home. Adaptations: Since this will be my first lesson/pre-assessment, there will be no adaptations.
Day 2 Topic: Composer and composition information. (Direct) Duration: 20-25 minutes Purpose: This lesson will help the students gain an understanding of the composer, Thomas Duffy, and his composition Snakes!. This knowledge will help the students prepare the piece of music for the concert. Materials: Worksheet, pencil, computer with Internet access. Music Education National Standards: 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. Objectives: Be able to describe how program music can affect the audience. Be able to discuss how aleatoric music can affect the audience. Be able to discuss how a composer uses aleatoric sections to enhance their composition. Be able to identify how certain extended techniques can enhance the enjoyment and understanding of a composition.
able to determine what is considered program music. Be Assessment(s) of Objectives: The students will be given a worksheet to fill out. This worksheet will feature questions about the composer, his piece, and extended techniques Anticipatory Set: The musical warm-up will feature exercises that are related to Snakes!. These exercises will be in relation to aleatoric/program music. Input: I will be lecturing about the piece of music, but will be asking the students very specific questions. This way the students will be actively involved in my lesson, and I will not be talking for the entire time period. Modeling: I will show the students what websites they will need to complete this assignment, and where to find the information on the sites. Checking for Understanding: The students will then begin to complete the worksheet, and use the Internet to complete it. The successful completion of this worksheet will show me if the students have a proper understanding of the material. Guided Practice: The students will complete the assignment, and I will check the assignment to make sure the students were success in learning the material. Closure: I will allow a brief period of time ask any questions about the worksheet. If the students do not understand a question or where to find the information, they can use this time to ask me in front of the class. Independent Practice/Assessment: The worksheet mentioned above will serve as the assessment for this particular lesson. Adaptations: If a student does not have access to the Internet, I will provide them with time in class to do the assignment.
Please answer all of the questions on this worksheet. You will need to use a computer with Internet access. If you do not have it at home, come see Mr. Laurain and he will give you an alternate way to finish this assignment. The website which you should use are… www.duffymusic.com (Questions 1-4) http://www.essentialsofmusic.com/glossary/glossary.html (Questions 5-10) http://www.philharmonia.co.uk/thesoundexchange/the_orchestra/instruments/ (Question 12)
1. What instrument did Thomas Duffy play in college?
2. For which college is Duffy currently the director of bands?
3. Name one of the two individuals that Duffy studied composition with.
4. What year was Snakes! published?
5. What is the definition of aleatory?
6. Is Snakes! an example of aleatoric music?
7. What is program music?
8. Is Snakes! an example of program music?
9. What is a glissando?
10. What is a ½ valve murmur?
11. What kind of instruments can perform a ½ valve murmur?
12. What is one extended technique that your instrument can perform (please list your instrument)? Use the supplied link and click on your instrument on the left side of the screen. Euphoniums should choose the tuba link.
Please answer all of the questions on this worksheet. You will need to use a computer with Internet access. If you do not have it at home, come see Mr. Laurain and he will give you an alternate way to finish this assignment. The website which you should use are… www.duffymusic.com (Questions 1-4) http://www.essentialsofmusic.com/glossary/glossary.html (Questions 5-10) http://www.philharmonia.co.uk/thesoundexchange/the_orchestra/instruments/ (Question 12)
1. What instrument did Thomas Duffy play in college? Saxophone 2. For which college is Duffy currently the director of bands? Yale University 3. Name one of the two individuals that Duffy studied composition with. Karel Husa and Steven Stucky
4. What year was Snakes! published? 1990 5. What is the definition of aleatory? Music in which certain elements of performance (such as pitch, rhythm or form) are left to choice or chance. 6. Is Snakes! an example of aleatoric music? Yes 7. What is program music? Music that tells a story 8. Is Snakes! an example of program music? Yes 9. What is a glissando? Gliding from one note to another 10. What is a ½ valve murmur? Holding the valves halfway down, and blowing quietly through the horn. 11. What kind of instruments can perform a ½ valve murmur? Valve brass instruments 12. What is one extended technique that your instrument can perform (please list your instrument)? Use the supplied link and click on your instrument on the left side of the screen. Euphoniums should choose the tuba link. There will be different answers for every student
Day 3 Topic: Thomas Duffy listening response. (Indirect) Duration: 15 minutes Purpose: The students will learn to critically listen to a piece of music. This ability will help the students to learn future band and solo works. Materials: Recording of Thomas Duffy’s Butterflies and Bees, Worksheet, pencil Michigan Benchmarks: III.M.1 Describe specific music events in a given aural example using appropriate terminology. III.M.2 Analyze the uses of elements of musical in aural examples representing diverse genres and cultures. IV.M.1 Compare how the characteristics of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. National Standards: 8. Understanding relationships between music, the other arts, and disciplines outside the arts.
Objectives: Be able to listen to a recording and discuss how certain sounds create a sound picture. Be able to state their opinion about a recording in a short response paper. Be able to express how certain sounds explain the story behind a piece of program music. Be able to discuss how aleatoric music can enhance program music. Be able to discuss how program music is closely related to visual art. Assessment(s) of Objectives: The students will complete a worksheet while listening to the recording. Anticipatory Set: I will play a recording of Thomas Duffy’s Butterflies and Bees. Input: After a brief introduction, the students will get all of their information from the recording. While listening to the recording, they will answer the questions on their worksheet. Modeling: I will quickly explain to the students how to answer the questions on their worksheet. I will give the students a set of sample answers, so they understand what is expected of them. Checking for Understanding: This assignment is entirely based on the student’s opinion of the recording that is played. There are no right and wrong answers. I will be checking to make sure that the students put thought into their opinions, and will check to make sure they can support their opinions with solid reasons. Guided Practice: Once the explanation of the assignment is complete, the students will participate in this exercise in class. Closure: I will explain to the students why it is important to critically listen to music. I will also encourage them to critically listen to at least one piece of music a day. Independent Practice/Assessment: While listening to the recording the students will complete their worksheet. I will then grade their papers based on well-reasoned opinions. No one will be marked down if I do not share in his or her opinion. I feel this exercise will help them understand how a composer writes programmatic/aleatoric music. Adaptations: If students are absent, I will need to have a separate time for them to listen to the piece. If a student has a learning disability, I will also need to find time for them to listen to the piece a second or third time.
Thomas Duffy Listening Response Questions
1) This piece of music is a piece of program music. What do you think this piece of music is about? List at least three possible themes for the piece. 2) Pick one of your three themes, and draw a picture of what the piece of music sounds like. (You will not be graded on how well your picture looks like.) 3) Do you think this piece of music is aleatoric? Give at least one reason to support your opinion.
Day 4 Topic: Full band aleatoric exercises. (Cooperative) Duration: 10 minutes Purpose: This lesson will help the students gain a better understanding of different aleatoric techniques. This lesson will also help the students prepare Snakes! for the concert. Materials: Musical instruments Michigan Benchmarks: II.M.6 Use a variety of traditional and nontraditional sound sources and electronic media when composing arranging and improvising. Objectives: Learn how to manipulate their instruments to make unique nontraditional sounds. Use nontraditional sounds in an improvisational setting. Assessment(s) of Objectives: Every student will be using a different extended technique. When all of these techniques are combined, they will create aleatoric music. To make sure that every one understands what they
are supposed to be doing, I will start with small groups of people. Eventually the entire band will be using their extended techniques at the same time. Anticipatory Set: In my opinion this entire exercise will be engaging for the students. I am concerned that students may get slightly out of hand, so I am not planning an additional exercise to excite the students. Input: By this point in time the students will know several extended techniques for their instruments. I will give a set of brief instructions, and then the students will be actively participating as a large group/ensemble. Modeling: I will play a few example extended techniques on my saxophone, and have a few students’ model techniques. Checking for Understanding: After the exercise is completed, I will ask the class a few questions. I will be interested in getting their opinions in regards to the exercise. I will also be interested to see if they felt it was music, or just noise. Guided Practice: This exercise will be a form of guided practice for the students. Closure: I will talk with the students about how aleatoric music is truly music, and is not “noise”. Additional comments will be made based off of the reaction of the students in the class. Independent Practice/Assessment: I will encourage the students to continue to study extended techniques. These techniques will be beneficial to them for the composition project. Adaptations: I will have to sit down with any students who may be absent, and have them play a few techniques for me. I will not need to make any other adaptations, because this assignment will be based off of participation.
Day 5 Topic: Program music discussion (Cooperative) Duration: 20 minutes Purpose: This lesson will help the students understand how composers create program music. This understanding will help the students perform Snakes! on the concert. Materials: Pencil and paper, recording. Michigan Benchmarks: III.M.1 Describe specific music events in a given aural example using appropriate terminology. National Standards: 7. Evaluating music and music performances. Objectives: Be able to listen to a recording and discuss how certain sounds create a sound picture. Be able to determine what is considered program music.
Assessment(s) of Objectives: The students (in groups of 2-3) will have to write down several ideas for program music, and a technique they would use to create the program music. Anticipatory Set: I will play a recording while the students are working on this assignment. Input: The only material that the students will need is a set of brief instructions. Through the last several lessons, the students will have all of the information that they will need to complete this assignment. Modeling: I will give the students a brief example of a piece of program music, and a technique that I will use to create the program music. Checking for Understanding: The students will write down their ideas, and I will check to make sure they have a correct understanding of using musical ideas/techniques to create program music. Guided Practice: I will monitor the student groups as they work on this assignment. If they have any questions or problems, they will be able to ask me for assistance. Closure: I will wrap up the lesson by telling the students that they have taken the first step towards becoming composers. I will also encourage them to continue to brainstorm ideas for their composition project. Independent Practice/Assessment: The students will need to continue to brainstorm program music ideas for their composition project. Adaptations: If a group has difficulty coming up with ideas I can give them more time to complete the assignment.
Day 6 Topic: Introduction to composition project. Part one of a three-part lesson. (Indirect) Duration: 40 minutes Purpose: This lesson will introduce the culminating assignment for the unit. The students will be given their rubric, and have the project explained to them. Materials: Project Information and Rubric, instruments needed to create sound effects. Michigan Benchmarks: II.M.4 Compose short pieces within specified guidelines. II.M.6 Use a variety of traditional and nontraditional sound sources and electronic media when composing arranging and improvising. Objectives Compose a piece of program or aleatoric music. Use nontraditional sounds in a composition.
Assessment(s) of Objectives: The students will be assessed by their final composition project/performance. Anticipatory Set: I will compose a four-measure piece in class. This piece will be in a minor key. Input: I will present the material with a lecture and with a visual demonstration on the board. I will also use a variety of items to create different special effects. Modeling: My composition will also serve as a demonstration to the students of how to work on their projects. I will also demonstrate different sound effects for them on different musical instruments. Checking for Understanding: The students will help me create my composition. I will ask them for their opinions and use their opinions to compose my piece of music. Guided Practice: The students will play an active role in completing my in class composition. This exercise will give the students some experience at creating a composition. Closure: I will begin discussing what we will learn in the next lesson. This way the students will continue to get excited about the project. Independent Practice/Assessment: The students will begin to work on their composition. They will be assessed on their final composition and performance. Adaptations: If a student is having difficulty writing music, I will be available to give extra help. Also extra “instruments” for sound effects, will be available for the students to use.
3rd Marking Period composition project
In English class, you learn to write your thoughts with words. We have been exploring different aspects of music all year and would now like you to explore expressing your thoughts with notes. As a musician, you must always be telling a story when you play your instrument. Now is your chance to write a story with music. Your final project will be graded on the following: Organization of final composition
- title / instrumentation / composer are all listed - 2 copies created (1 for performers and 1 for directors) Quality of performance Craftsmanship and Creativity of composition Effectiveness of the piece – how well did it tell your story? The “behind the scenes” look at your project in paragraph form This project is due WEDNESDAY, MARCH 12 th, 2008
Name:_________________________________________________________________________ Band:________________________ Composition Project Grading Rubric Organization: 2 4 6 8 10 Composition includes: o Title o Instrumentation (what instruments are required) o Composer o Band A or B Composition showed planning and organization Composition was handed in on time 2 copies were turned in – one for performers, one for directors Quality of Performance 2 4 6 8 10 Composition sounded polished and practiced Performance was played as written (dynamics etc.) Performance sounded confident Composition was at least 30 seconds long Craftsmanship and Creativity 2 4 6 8 10 Composition looked neat and showed quality craftsmanship Composition utilized various techniques learned in class Composition showed creativity and thought Effectiveness of the piece 2 4 6 8 10 Composition effectively portrays title There is a clear connections between how your piece sounds and the story or theme you are depicting Behind the Scenes Look 2 4 6 8 10 A paragraph explains the thought process behind your composition and answers the following questions: 1) Why did you choose to portray your theme like you did? 2) What specific elements / techniques did you use in depicting your theme? 3) Is there any other information you could share to help in understanding your final product better? Extra Points for Excellent Craftsmanship / Creativity / Extra Effort 2 4 6 8 10 TOTAL (out of 50 points): ___________ 2 = Didn’t do this. 4 = Thought about it and tried a little. 6 = Did an OK job on this part. 8 = Did a good job. 10 = Did an excellent job.
Day 7 Topic: Listening to and discussing program and aleatoric music. Part two of a three-part lesson (Direct) Duration: 40 minutes Purpose: During this lesson students will listen to several recordings of program and aleatoric music. These recordings, along with class discussion, will give the students ideas for their composition. Materials: Recordings of several programmatic and aleatoric pieces of music. Michigan Benchmarks: III.M.1 Describe specific music events in a given aural example using appropriate terminology. III.M.2 Analyze the uses of elements of musical in aural examples representing diverse genres and cultures. National Standards:
6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. Objectives Be able to listen to a recording and discuss how certain sounds create a sound picture. Be able to express how certain sounds explain the story behind a piece of program music. Be able to discuss how aleatoric music can enhance program music Be able to describe how program music can affect the audience. Be able to discuss how aleatoric music can affect the audience. Be able to discuss how a composer uses aleatoric sections to enhance their composition. Be able to identify how certain extended techniques can enhance the enjoyment and understanding of a composition. Be able to determine what is considered program music. Be able to determine what is aleatoric music. Be able to discuss if a composers was successful in their attempt at using aleatoric sections. Be able to identify several aleatoric techniques. Assessment(s) of Objectives: The students will be assessed by their final composition project/performance. Anticipatory Set: I will compose a four-measure piece in class. This piece will be in a major key. Input: The students will be listening to several recordings in class. These recordings will help the students gain ideas for their composition project. Modeling: My composition will also serve as a demonstration to the students of how to work on their projects. Checking for Understanding: The students will help me create my composition. I will ask them for their opinions and use their opinions to compose my piece of music. Guided Practice: The students will play an active role in completing my in class composition. This exercise will give the students some experience at creating a composition. Closure: I will answer any questions that the students may have in regards to the composition project. Independent Practice/Assessment: The students will begin to work on their composition. They will be assessed on their final composition and performance. Adaptations: If a student is having difficulty writing music, I will be available to give extra help. Also extra “instruments” for sound effects, will be available for the students to use.
Day 8 Topic: Presentation of composition projects. Part three of a three-part lesson. (Indirect/Evaluation) Duration: 40 minutes Purpose: This lesson will show the students understanding of aleatoric and program music. This is the final culminating lesson in the unit on aleatoric and program music. Materials: Students will need to bring in a copy of their composition. They will also need to bring in a recording of the piece or perform the selection live. Michigan Benchmarks: I.M.2 Sing and play music representing diverse genres and cultures, with expression appropriate for the work being performed.
II.M.4 Compose short pieces within specified guidelines. Objectives: Perform a composition of their creation for the class. Compose a piece of program or aleatoric music. Assessment(s) of Objectives: The students will be assessed by their final composition project/performance. Anticipatory Set: The students will be performing their compositions either live or on a recording for the class. Input: The students will be presenting their work to the class. Checking for Understanding: I will be able to determine each students understanding of the material by their composition and their performance. Guided Practice: The students will play an active role in completing my in class composition. This exercise will give the students some experience at creating a composition. Closure: I will encourage the students and thank them for their hard work. I will also encourage them to continue listening to programmatic and aleatoric music. Independent Practice/Assessment: The students will turn in their completed composition. They will be assessed on their final composition and performance. Adaptations: Students will have the option to perform their composition by performing live or making a recording. Recording devices will be made available if the students do not have a recording device.
Post Assessment on Aleatoric and Program Music
1) Write a definition for program music.
2) Which of the following pieces of music is considered program music? A) Flight of the Bumble Bee B) National Anthem
C) Second Suite in F D) Stars and Stripes Forever
3) Write a definition for aleatoric music.
4) One example of a technique used in aleatoric music is… A) Playing a whole note B) Everyone in the band playing the same note for different durations of time. C) Everyone in the band playing at the same time. D) A bass drum solo 5) Why is Snakes an example of Program Music?
6) Why is Snakes an example of Aleatoric Music?
7) Name an extended technique, and explain how it is preformed.
Post Assessment on Aleatoric and Program Music
1) Write a definition for program music. Music that attempts to tell a story
2) Which of the following pieces of music is considered program music? A) Flight of the Bumble Bee B) National Anthem C) Second Suite in F
D) Stars and Stripes Forever
3) Write a definition for aleatoric music. Music where some elements of the performance is left to chance.
4) One example of a technique used in aleatoric music is… A) Playing a whole note B) Everyone in the band playing the same note for different durations of time. C) Everyone in the band playing at the same time. D) A bass drum solo 5) Why is Snakes an example of Program Music? It tells a musical story about snakes. Different musical choices make the audience imagine snakes.
6) Why is Snakes an example of Aleatoric Music? Once the ½ valve murmur section begins, the rest of the piece is left up to chance.
7) Which of the following is an extended technique? A) Playing a scale B) Knowing how to play your part C) Playing a half valve murmur D) A saxophone solo
This answer will be different for every student. The student will need to name a valid technique, and then properly explain how to use the techniques.
Post Assessment Evaluation
Students were given a paper and pencil post assessment that addressed them on three main objectives. These objectives include aleatoric music, program music, and extended techniques. They were given a rating of N, L, or S. N=No evidence of understanding, L=Limited Understanding, and S= substantial understanding. Program Music 0 examples = N 1-2 example = L 3 examples = S Aleatoric Music 0 examples = N 1-2 examples = L 3 examples = S Extended Techniques 0 examples = N 1 example = S
Student Summary of Post Assessment Information Student Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Program Music Objective Aleatoric Music Objective S L S L S L L S S S S L S L S S L S S S S S S S L S S S S L S S S S S S S S S L L L L S S S S S S L S L L L S S S S L S S S S S L S S S S S S S Extended Techniques Objective S S S S S S S N S S S N S S S S N S S S S S S S S S S S S S N S N S S S
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63
S S L S L S S S L S L L S S S S S L S S S S S S S S S
S S S S L S S S S S L S S S S S S S S S S S S S S S S
S S S S N S S S S S S S S S S S S S S S S S S S S S S
Post Assessment Planning for Instruction
Objective/Outcome Post Assessment Strategy Summary of Results 0 students had no understanding. 15 students had limited understanding. 48 students had substantial information. Students will answer three Students were given a questions about program pencil and paper music. assessment and were asked to answer three questions about program music. Zero correct answers is a N, one-two correct answer is a L, and three right is a S.
Objective/Outcome
Pre-Assessment Strategy
Summary of Results
Students will answer three Students were given a questions about aleatoric pencil and paper music. assessment and were asked to answer three questions about aleatoric music. Zero correct answers is a N, one-two correct answer is a L, and three right is a S.
0 students had no understanding. 12 students had limited understanding. 51 students had substantial information.
Objective/Outcome
Pre-Assessment Strategy
Summary of Results
Students will answer one questions about extended techniques.
Students were given a 6 students had no pencil and paper understanding. assessment and were asked 0 students had limited to answer one question understanding. about extended techniques. 57 students had substantial Zero correct answers is a N, information. one correct answer is a S.
Summary Statement for Student Learning
The results from my post-assessment shows that student learning took place during my unit. Results from all three objectives increased from the pre-assessment. The first objective tested student knowledge on program music. On the pre-assessment, 14 students had no understanding of the topic, 10 students have limited understanding, and 39 students had substantial understanding. After teaching this unit the students scored much higher on this objective. 15 students had a limited understanding, and the other 48 students had substantial understanding. There were no students who had no understanding of program music. The second object tested student knowledge on aleatoric music. On the pre-assessment, 34 students had no understanding of the topic, 22 students have limited understanding, and 7 students had substantial understanding. After teaching this unit the students scored much higher on this objective. 12 students had a limited understanding, and the other 51 students had substantial understanding. There were no students who had no understanding of program music. The final objective tested student knowledge on extended techniques. On the pre-assessment, 3 students had no understanding of the topic, 16 students have limited understanding, and 44 students had substantial understanding. After teaching this unit the students scored much higher on this objective. 6 students had a no understanding, and the other 57 students had substantial understanding. There were no students who had no understanding of program music. On the pre assessment six students received two or more N’s. An additional student received two L’s. On the post assessment there were no students that received two or more N’s. Also only seven students received two L’s.
On the pre-assessment six students received a perfect score. On the post-assessment 37 students received a perfect score. Over half of the students have a substantial knowledge on the entire unit.
Individual Analysis
John (a pseudonym) showed substantial progress through this unit. On the pre-assessment John showed limited knowledge on the first objective, no understanding on the second objective, and substantial understanding on the third objective. On the post assessment he showed substantial understanding on all three objectives. Throughout this unit, John completed all of his work and turned it in on time. His work was always of a high quality. His played the baritone saxophone on Snakes! During exposed musical sections his playing reflected the shyness of his personality. As the preparation for the concert progressed, he began to play out more. John did a great job of explaining his composition project to the class, and running the rehearsal. I was very impressed by how hard John work during this unit.
Reflection and Self Evaluation
Students showed substantial gains in all three objectives. The students made their largest increase on the aleatoric music objective. I was impressed with the students gain in this objective. This topic can be difficult to understand, and most high school students do not understand it. I used several different types of activities in this unit. I feel that these different assignments helped the students gain an understanding of the material. The students had to learn and perform a piece of program/aleatoric music. This allowed me to talk about the topic, and have them be able to apply their knowledge first hand. They had to write down their opinions of a piece of music. They had to search the Internet for information about the composer. Finally they had to take all of the knowledge that they had acquired and create their own piece of music. This allowed me to see who had really learned the material, and could properly explain it. One of the problems that I had with my unit was the Internet search. If I ever do a Internet search again, I will give the students a shorter period of time to complete the assignment. Two of the websites were changed during the period of time when the assignment was given. The answers to two of my questions were removed. In the future I will check the websites on a daily basis. That way I can inform my students if websites have changed that same day. The other thing that I would change is that I would make the students show me their work on the composition project before it was do. The students had a two-week period to complete this assignment. In the future I will have them turn in their work one week into this assignment. This way I can make sure that they are completing their assignment, and are on the right track. This will prevent the few students that either did not turn in an assignment, or turned in poor assignments.
Overall, my unit was a success. The students had fun learning Snakes!, and did a great job at the concert. They worked hard, and learned about program and aleatoric music. Almost every student improved from the initial assessment. I was also impressed by the quality of the students work on the composition project. I think that this is a unit that I will use again in the future.
Teaching Materials
Musical instruments Conductor’s score Individual musical parts for each student A Contemporary Primer by Sydney Hodkinson Blank copies of the notation chart from A Contemporary Primer Blank staff paper Computer Overhead projector Copy machine Paperclips Copies of all of the assignments
References
Hodkinson, Sydney, A Contemporary Primer. Merion Music Inc., Bryn Mawr PA., 1973 http://www.k-state.edu/musiceducation/teachingunits/Snakes/SnakesStudentGuide.htm http://www.philharmonia.co.uk/thesoundexchange/the_orchestra/instruments/ http://www.essentialsofmusic.com/glossary/glossary.html http://www.duffymusic.com/index.html http://city-saline.org/business-development http://www.greatschools.net/schools.page?district=648&state=MI