Scribd
Upload
36 views3 pages

From Repertoire To Learning Objectives To Standards: Making The Connection

This document provides information on the musical piece "Blue Ridge Saga" including the composer, learning objectives, national standards addressed, skills developed, challenges within the piece, and strategies to address those challenges. The learning objectives focus on demonstrating understanding of changing time signatures and dynamics within an ensemble setting. The national standards relate to understanding how compositional elements impact performance and analyzing musical structures. The challenges include transitions between time signatures and balancing parts, and strategies suggest practicing sections at slower tempos and adjusting dynamics.

Uploaded by

Reese M
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
36 views3 pages

From Repertoire To Learning Objectives To Standards: Making The Connection

This document provides information on the musical piece "Blue Ridge Saga" including the composer, learning objectives, national standards addressed, skills developed, challenges within the piece, and strategies to address those challenges. The learning objectives focus on demonstrating understanding of changing time signatures and dynamics within an ensemble setting. The national standards relate to understanding how compositional elements impact performance and analyzing musical structures. The challenges include transitions between time signatures and balancing parts, and strategies suggest practicing sections at slower tempos and adjusting dynamics.

Uploaded by

Reese M
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

From Repertoire to Learning Objectives to Standards: Making the Connection

Repertoire – Title and Composer:


Title Blue Ridge Saga

Composer or Source James Swearingen

Learning Objective(s):
Objective The student will…
 Demonstrate an understanding of switching time signatures (2/4,
4/4, 3/4, and 6/8) through performing transitions with accuracy.
 Analyze the character (Dynamics, instrumentation, tempo, and
articulation) of the sub-sections of the song in order to make each
sub-section not have the same musical approach.
 Demonstrate an understanding of triple and duple meter through
performing 2/4- and 6/8-time signatures at a consistent tempo.
 Apply their knowledge of dynamics in an ensemble setting in order
for the melody to be clearly heard over the harmonies.

National Standard(s) Addressed:


Artistic Process National Standard
MU:Pr4.3.E.IIa - Demonstrate how understanding the style, genre, and
context of a varied repertoire of music influences prepared and improvised
performances as well as performers’ technical skill to connect with the
audience.
MU:Pr4.2.E.Ia - Demonstrate, using music reading skills where appropriate,
how compositional devices employed and theoretical and structural aspects
of musical works impact and inform prepared or improvised performances.
MU:Re7.2.E.IIa - Explain how the analysis of structures and contexts inform
the response to music.
MU:Re8.1.E.Ia - Explain and support interpretations of the expressive intent
and meaning of musical works, citing as evidence the treatment of the
elements of music, contexts, (when appropriate) the setting of the text, and
personal research.

Skills necessary and/or developed through this piece:


1 The ability to produce an audible contrast between varying dynamics as well
as consistency in dynamics throughout the piece.
2 The ability and knowledge to understand the difference between duple and
triple meter through the utilization of agogic stress.
3 Recognizing one’s instrument role in each sub-section of the song in
comparison to others in order to balance dynamics and intonation.
4 An understanding of transitioning between time signatures and tempos
without pauses.
Challenges in this piece and strategies you could use to address them:
Challenge Strategy to Address this Challenge
1 Transitioning from the allegretto 2/4 to the 6/8 1 Start off by having the ensemble playing eighth
Allegro. notes in 2/4 followed triplets, then clapping the
agogic stress in order to demonstrate that the main
beat stays the same.

2 Clean tempo changes to the Allegretto section. 2 Practice the fermata with an audible full measure
count off and gradual remove beats and audio cues
as the percussion grows more accustomed to the
mini drum break.

3. Balance between the clarinet trio and 3 Begin with the harmonies playing as softly as
ensemble at the beginning of the piece. possibly and gradually adjust until both parts are
clearly distinguished whilst the melody is clearly
above it dynamically.

4 Providing a noticeable difference between the 4 Demonstrate the different between a lack of slurs
Andante section and allegro. and the inclusion of slurs to explain how
articulation can greatly alter the mood of the
music.

5 Being able to understand and perform a 5 Begin by keeping the phrase at the same tempo
ritardando. and then gradually add more and a ritardando as
the ensemble grows more accustomed to it.

6. All percussion breaks being played in unison. 6 Taking a set of two measures together at a slower
tempo and gradually pairing each together will
help ensure that the percussion sets the tempo for
the band to re-enter at the main motif.
Writing Learning Objectives

Learning objectives are statements that clearly describe what the learner will know or be able to do as a
result of having attended an educational program or activity.

Learning objectives must be observable and measurable.

Learning objectives should


1. Focus on the learner,
2. Contain action verbs, and
3. Describe a measurable behavior.

Verbs to consider Verbs to avoid


list, describe, perform, compose, improvise, know, understand, learn, appreciate, become
discuss, apply, demonstrate, harmonize, analyze, aware of, become familiar with, cover, study,
create, sight read/sing, assess, compare, critique comprehend, review, realize

Remember the A-B-C-Ds of Writing an Instructional (Behavioral) Objective

A. Audience – The who. “The student will”

B. Behavior – What a student is expected to be able to do or the product or result of the


doing. The behavior or product must be observable. “compose”

C. Condition – The important conditions under which the performance is to occur. “a 4-


measure rhythm”

D. Degree (Criteria) – The criterion of acceptable performance. “using quarter, eighth, and
sixteenth notes.”

A + B + C + D = Instructional Objective

The student will compose a 4-measure rhythm using quarter, eighth, and sixteenth notes.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy