Natalie Steele Royston [email protected]http://nataliesteeleroyston.weebly.com Bruce McLellan [email protected]Selecting Quality Repertoire for the Young Band and Orchestra Iowa Music Educators Conference November 20, 2015 – 11:00AM Natalie Steele Royston, Iowa State University Bruce McLellan, Oskaloosa Community Schools http://nataliesteeleroyston.weebly.com • What skills should I be teaching and when? • How do I know what my students should be playing? • How do I know what is a good piece of music for a young band/orchestra? • Where do I find good music? It is the curriculum that drives the selection of performance repertoire NOT the performance repertoire that determines the curriculum A well-designed music curriculum guides us to teach certain melodic, harmonic, rhythm, theoretical, and historical concepts consistently The repertoire is the vehicle with which we teach the curriculum Three Primary Criteria: 1. Pedagogical Value 2. Musical Integrity 3. Students’ Abilities Appropriate Repertoire does the Following: 1) Provides a means to learn essential musical concepts 2) Keeps the entire ensemble engaged, which reinforces classroom management 3) Gives the ensemble a chance to perform successfully, which in turn improves motivation and morale 4) Offers a vehicle to performance Where do I find good music? 1. Your own library 2. Other schools’ libraries 3. Past programs 4. Get on publisher’s mailing lists 5. Order music on approval 6. Go to concerts 7. Go to conferences 8. Magazines (SBO, Instrumentalist, MEJ) 9. Music Stores 10. Young Band Repertoire Project (online) 11. State organizations published lists (Iowa, Texas PML) 12. National Organizations (National Band Association)
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Selecting Quality Repertoire for the Young Band and Orchestra Iowa Music Educators Conference
November 20, 2015 – 11:00AM
Natalie Steele Royston, Iowa State University Bruce McLellan, Oskaloosa Community Schools http://nataliesteeleroyston.weebly.com
• What skills should I be teaching and when? • How do I know what my students should be playing? • How do I know what is a good piece of music for a young band/orchestra? • Where do I find good music?
It is the curriculum that drives the selection of performance repertoire NOT the performance repertoire that determines the curriculum A well-designed music curriculum guides us to teach certain melodic, harmonic, rhythm, theoretical, and historical concepts consistently The repertoire is the vehicle with which we teach the curriculum Three Primary Criteria:
1. Pedagogical Value 2. Musical Integrity 3. Students’ Abilities
Appropriate Repertoire does the Following:
1) Provides a means to learn essential musical concepts 2) Keeps the entire ensemble engaged, which reinforces classroom management 3) Gives the ensemble a chance to perform successfully, which in turn improves motivation and morale 4) Offers a vehicle to performance
Where do I find good music?
1. Your own library 2. Other schools’ libraries 3. Past programs 4. Get on publisher’s mailing lists 5. Order music on approval 6. Go to concerts 7. Go to conferences 8. Magazines (SBO, Instrumentalist, MEJ) 9. Music Stores 10. Young Band Repertoire Project (online) 11. State organizations published lists (Iowa, Texas PML) 12. National Organizations (National Band Association)
• Will this piece help my ensemble grow musically? • Does it have musical integrity? • Are there opportunities for expressive playing? • Does this piece have good melodies, harmonies, and textures? • Does this piece contain a variety of keys, styles, meters, and technical complexity? • How does this piece relate to the strengths and weaknesses of my ensemble? • Is there a good full score available? • Can we play this piece without making major revisions? • Can we cover all of the percussion parts? • Is the percussion writing musical and logical? • Are the low brass. viola, or low string parts challenging and interesting? • Are the ranges and technical demands appropriate to the grade level? • Will the students benefit/enjoy this piece? • Do we have adequate time to learn this piece?
Evaluating the difficulty of music
• Will this piece help my ensemble grow musically? • Does it have musical integrity? • Are there opportunities for expressive playing? • Does this piece have good melodies, harmonies, and textures? • Does this piece contain a variety of keys, styles, meters, and technical complexity? • How does this piece relate to the strengths and weaknesses of my ensemble? • Is there a good full score available? • Can we play this piece without making major revisions? • Can we cover all of the percussion parts? • Is the percussion writing musical and logical? • Are the low brass. viola, or low string parts challenging and interesting? • Are the ranges and technical demands appropriate to the grade level? • Will the students benefit/enjoy this piece? • Do we have adequate time to learn this piece?
3rd Position for violins: Danza…R. W. Smith Rocky Top…arr. Chase Bowing lanes, spiccato: Dramatic Essay…Williams Intense and fun: Gauntlet…by Spata Vibrato, phrasing, expression: An English Folk Song…McQuilkin Suo Gan…Welsh Folk Song, arr. Clark Ye Bonnie Banks ‘N’ Braes…Scottish Setting by Wagner Classical styles: Prelude and Gavotte…Corelli, Gazda Autumn from “The Four Seasons”, (Third Movement)…Vivaldi, arr. Meyer Symphony 15…Mozart, Dackow Finale from William Tell…Rossini, Dackow Hopak! (Ukrainian Dance)…Owens Fiddle and folk: Blackberry Blossom…Gackstatter Brittanic Tryptich…Del Borgo Variations on an Irish Tune…Balmages Ethnic fun: Japanese Lullaby…Yamada Rhythms of Africa…Newbold Section features: Viola Country…Meyer Dancing Basses…Isaac Kid's choice: Radioactive…arr. Moore Modern techniques: Rosin Eating Zombies from Outer Space…Meyer From the screen: The Prince of Egypt…arr. Moss