band after covid - k-state
TRANSCRIPT
BAND AFTER COVIDDr. Shelley Axelson
WHAT WE DISCOVERED:
• Students responded very positively to improvisation
• Performances are a very important part of what we do, but we’ve gotten out of balance
• The focus should stay on EDUCATING and not just preparing for performances
• When we return to in-person learning, we should keep the variety of activities and remain mindful of the National Standards
NATIONAL STANDARDS
• 1. Singing, alone and with others, a varied repertoire of music. • 2. Performing on instruments, alone and with others, a varied repertoire of music. • 3. Improvising melodies, variations, and accompaniments. • 4. Composing and arranging music within specified guidelines. • 5. Reading and notating music. • 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. • 9. Understanding music in relation to history and culture.
ANCIENT VOICES BY MICHAEL SWEENEY
https://www.youtube.com/watch?v=gSn6jhmLos4
COMPOSITION
• Put students in groups of 4 • They compose an 8 measure composition (like the opening of Ancient Voices)• They can use percussion instruments? Or found items in their homes • They record via a Capella or Sound Trap
You choose top five entries and make those recordings available• Students listen to those five and vote for their top two • For the two they choose, they indicate why they chose them (See “Evaluation”)• For the three they no NOT choose, indicate what they would add or what they
thought was missing The winning composition is performed at the concert before Ancient Voices• After you explain the concept of aleatoric music to the audience
• Maybe add some ideas to the percussion at the beginning of Ancient Voices?
IMPROVISATION
Chose a rhythm from piece and limit to one or two notes• Use backing track
• Blues in Bb: https://www.youtube.com/watch?v=-ae_tBkCqeQ
Use chord progression from piece
Call and response• Start with them playing back exactly, then let them “answer” • Volunteers in class, everyone does as assignment
You can do simple improv during warm-up, in between pieces, at the end of rehearsal
EVALUATION• For this, we first need to teach them how to describe music (and not about how they
feel)
• Adjectives• Write in parts/score• Use them in rehearsal (“Start at the ‘spooky’ section,” “Trombones, let me hear your
‘ghost’ theme,” etc.)
• Use them to teach dynamics
• This can happen throughout rehearsal
• When you ask them to evaluate performances, be sure to sometimes include ensembles like them
• Listening logs are fantastic!
SUMMARY
• The goal is NOT to present every idea at once
• I would recommend starting with one element and experiment for a marking period
• Take time to find out what your students respond to and develop and adapt them for your kids
