REFLECTIVE
On Thursday June 3, 2010 @ 8:00pm, I attended a concert performed by the Atlanta Symphony Orchestra. The show was held at the Atlanta Symphony Hall. The program consisted of Robert Spano (music director), Donald Runnicles (guest conductor), Norman McKenzie (director of choruses),featuring Tim Munro, Michael J.Maccaferri, Matt Albert, Nicholas Photinos, Matthew Duvall, and Lisa Kaplan as the eighth blackbird.
There was approximately one hundred and fifty plus chorus members and one hundred orchestra members and six featured members performed with the Grammy -winning eighth blackbird. the selections performed were Michael Gandolfi, Jennifer Higdon and Wolfgang Amadeus Mozart. Gandolfi (an American composer) QED:Engaging Richard Feynman is a celebration, in words and music, of the boundless curiosity and infectious enthusiasms of the sui generis theoretical physicist, Nobel laureate, bongo player, raconteur, and practical joker, Dick Feynman (1918-1988). The text sources were I.On Walking and II.Song of the Universal. Higdon (one of the most premier performers of her generation)On A Wire is a co-commission by the Atlanta Symphony Orchestra.It is eighth blackbird's high-wire-act-of-a concerto. Written as a one movement work, it highlights the as an ensemble, allows each member to solo, and utilizes some of their unique staging: the players move about and perform beyond their traditional instrument (the work begins with bowed piano. Mozart symphony is approximately twenty-nine minutes. Symphony No. 39 in E-flat Major,K.543(1788) was apart of the Mystery of the Final Three Symphonies (39-41). The parts performed were I. Adagio;Allegro, II.Andante con moto III.Menuetto: Allegretto IV.Finale; Allegro;
All selections were performed well and standing ovations and encores.The acoustics were remarkable. I was sitting close to the front, so the sound was very live. They were in an orchestral setup and the logistics overall was superb.
ANALYTIC
Each of the works exposed various contrasting styles,forms, melodies, harmonies, genres and texture. Mozart was the most appreciated in terms of analyzing. The four parts were expressive stunning from beginning to end throughout each movement.
As a comparison to my group this would be more like a dream come true. It would be a great experience if I could take the to hear the the ASO. It would also be great for them to observe the proper concert etiquette that these type of performances acquire. From warming-up and tuning to simply applauding appropriately. This performance surely motivated me to want one of my students to some day reach this stage.
Through observation of this performance I witnessed all six senses of Daniel Pink, A Whole New Mind.The design was there with the setup of the orchestra and the chorus. The story was there with the different movements of each of the works. Symphony was there the way everything from the instruments and voices musically/harmonically producing harmonic sounds. Empathy was there from the different moods/tempos of each work. Play was there from reading the program notes and imagining the composers perceptions of the music through the transitions. Meaning was connected through the works at the concert from the detailed analysis provided and narratives of each selection.
REFLECTIVE
By listening to various works it can make us understand and appreciate music from a different perspective. It sometimes give us another way to interpret selections. Listening can also make us better teachers because we can deliver various interpretations during instructions. Now that I have heard the ASO perform again it has altered my thinking about one aspect of my teaching. Which is to seek more genres of music seeking literature for my programs repertoire. Story is one of the most influential themes I could use to connect my experience from the concert through instruction.
My band twenty questions are:
1. How can we sound like that?
2. How long do I need to practice daily to produce such a tone quality?
3. How can I get in the ASO?
4. How important is it to warm-up?
5. How much do you get paid for playing?
6. How long does it usually take to perfect a particular song?
7. Is this a year round performing ensemble?
8. Do you travel outside of the country to perform?
9. Is it required to have a certain amount of experience to make the band?
10.Why are there more string instruments than wind instruments?
11.Do the chorus perform at all of your performances?
12.How much do the conductor get paid?
13.How do you become a conductor for the ASO?
14.Do you have to play on certain kind of instrument?
15.Will you come and speak to my school program?
16.Will you perform at my school?
17.How many performances do have within a year?
18.Are you required to have a college degree/
19.Do you have an opportunity to work and continue to play with the ASO?
20.Name the various genres of music in the repertoire?
Thursday, June 3, 2010
2009-2010 Arts APS Intoductory Reflective Essay
This years 2009-2010 Arts APS Cohort 2 was quite an experience to me from the beginning to the end. I had no idea of the type of commitment it would take to complete this professional development course. Even through alot of confusion, frustration and inclimate weather, I STILL PREVAILED. This experience gave me an opportunity to get back in the swing of things with school and education from a student prospective. I once again had to become focused and disciplined while coming out of my comfort zone of just delivering instruction. It was a challenge to stay on task and and to continue being involved with all of the other things that is a part of my life on a daily basis.
I must admit that I have definitely broadened my horizons and redirected my perspectives as a music educator. It is evident that I have become more knowledgeable
of the 21st century global society. Through illustrations from the Pink and Gardner readings I definitely have a more open mind about life today. I have become more aware of the functions of the brain and the minds of the future versus the minds of the past. The real life experiences that I have encountered in and out the classroom in correlation to both books have given me a much better understanding of the novels.
Blogging has been another wonderful motivational tool that I am delighted to have intrigued. It is something that I was not accustomed to doing, but I am very familiar with now. Blogging has given me a new insight on how to communicate with my peers or students through instruction from a technology point of view. It started off very frustrating, but grew on me the more I blogged. This really gave me a new insight on how to communicate with my peers or students through instruction differently.
The action research project gave the students and I a chance to build a better band. Fortunately, I was blessed to have students come join the band program this year that was inspired to learn how to sightread. I knew from the Performance Evaluation that this was a weak area in the band this year. So, by having to come up with an action project, I was in tune for a perfect topic. My research quickly came to mind entitled as, "How To Improve Sight Reading Skills in a High School Band?" The process was informative and beneficial. The results were remarkable and the bands confidence level towards sight reading is much better. The video will always be used as a teaching device for the students that it featured. Ninety plus percent of those students were freshman and sophomores.
The artistic and aesthetic classes gave me more one on one opportunities to clarify alot of the frustration during the cohort. I would definitely like to commend the teachers for their genuine responses to the countless questions that my peers and I presented. Though time was of the essence, all concerns were attended to respectfully. The syllabus really helped with comprehending what was needed towards bringing closure to the cohort.
Integrating all of the experiences throughout this professional development will definitely be a great asset for years to come. Hopefully, whether permits for Cohort 3 or a plan is in place to make-up classes. Applying Arts APS applications through classroom instruction is a priority for years to come in our system.
I must admit that I have definitely broadened my horizons and redirected my perspectives as a music educator. It is evident that I have become more knowledgeable
of the 21st century global society. Through illustrations from the Pink and Gardner readings I definitely have a more open mind about life today. I have become more aware of the functions of the brain and the minds of the future versus the minds of the past. The real life experiences that I have encountered in and out the classroom in correlation to both books have given me a much better understanding of the novels.
Blogging has been another wonderful motivational tool that I am delighted to have intrigued. It is something that I was not accustomed to doing, but I am very familiar with now. Blogging has given me a new insight on how to communicate with my peers or students through instruction from a technology point of view. It started off very frustrating, but grew on me the more I blogged. This really gave me a new insight on how to communicate with my peers or students through instruction differently.
The action research project gave the students and I a chance to build a better band. Fortunately, I was blessed to have students come join the band program this year that was inspired to learn how to sightread. I knew from the Performance Evaluation that this was a weak area in the band this year. So, by having to come up with an action project, I was in tune for a perfect topic. My research quickly came to mind entitled as, "How To Improve Sight Reading Skills in a High School Band?" The process was informative and beneficial. The results were remarkable and the bands confidence level towards sight reading is much better. The video will always be used as a teaching device for the students that it featured. Ninety plus percent of those students were freshman and sophomores.
The artistic and aesthetic classes gave me more one on one opportunities to clarify alot of the frustration during the cohort. I would definitely like to commend the teachers for their genuine responses to the countless questions that my peers and I presented. Though time was of the essence, all concerns were attended to respectfully. The syllabus really helped with comprehending what was needed towards bringing closure to the cohort.
Integrating all of the experiences throughout this professional development will definitely be a great asset for years to come. Hopefully, whether permits for Cohort 3 or a plan is in place to make-up classes. Applying Arts APS applications through classroom instruction is a priority for years to come in our system.
Tuesday, June 1, 2010
Critical Reflection on Research Video
The results discovered while in "Fourteen Weeks to a Better Band" allows students to concentrate their learning to one rhythmic figure per week. A rhythmic figure can be defined as either two eighth notes or a dotted eighth followed by a sixteen or four sixteenth notes etc. The results of our research study in which students participated, I found students using "Fourteen Weeks" being able to reduce their reading errors by 74%. The students not using "Fourteen Weeks" reduced their errors by 21% during the same period. The study confirms that students are not confident in knowing how to interpret and play a variety of rhythmic figures including dotted quarters followed by an eighth, eighth triplets, eighth followed by two sixteenths, etc.
Repetition is the key to students learning and retaining their understanding of rhythmic figures. In order for students to develop sight reading music, they must be allowed to concentrate their learning to one rhythmic figure at a time. The continued use of teaching one rhythmic figure per week supports the theory that this approach can develop sight reading bands often in the course of several weeks. It is during this period that students learn the most important rhythmic figures used in music.
The purpose of the study was to try to determine the levels of students' comprehension and retention of rhythmic figures. The study wanted to determine whether this comprehension could be translated into playing music more accurately and if so, how and to what degree it could be measured.
The students who participated in the band development research study concentrated their rehearsals to one specific rhythmic figure per week during the study. The study supports the theory that the students that followed this format were able to reduce their reading errors by a significant margin versus the students who did not follow a similar format.
Students discovered it's also important to train your eyes to read ahead of what you’re playing in order to give yourself more time to mentally process the visual and react to it physically. Practice sight-reading often. After looking for the above priorities, play straight through the piece without stopping, and try to maintain a steady tempo throughout. Don't forget when you sight-read to also maintain good tone quality, intonation, rhythm, vibrato, and dynamics. Make sure you play musically!
Sight-reading is an essential element of musical life. It is also an acquired skill that you can learn to do very well. Learning to play your scales by memory can be half the battle. Major scales, minor scales (natural, harmonic and melodic forms), chromatic scales, scales in thirds and arpeggios all make up much of music, so if you know them in advance, you'll be better prepared to handle any sight-reading that comes your way. It is also important to know the definitions of musical terms as they are also big clues to interpretation. Knowing who the composer is and what time period the music was written in can be another important clue to interpretation, so try to learn music history, some of the main composers and styles of the different time periods. This is important because when a piece of music was written can affect how you perform grace notes, mordents and other ornamentation. When sight-reading, you should look for certain things before playing such as:
1. Key signature
2.Time signature or meter
3.Tempo
4. Style
5. Overall Structure
a. sections with repeats or endings.
b.D.S.'s or D.C.'s
c. changes in key, meter, tempo, style
d. temporary tempo changes such as rallentando, a tempo.
6. Stylistic markings
a. accent, staccato, legato, etc.
b. articulation patterns (slur 2, tongue 2, etc.)
c. dynamic
d. ornamentation
7. Rhythmic patterns
8. Scale Patterns
9. Accidentals
Reflective Writing 5/8/10
Reflective Writing 5/8/10
This was the last scheduled cohort class. We ended abruptly, but with hope. There was alot of detailed information shared to help bring closure to the class. Both readings were discussed in preparation for the final test. An excellent show was presented to us demonstrating the wonderful sounds of the great outdoors. There were sounds that you could only imagine combined together to produce unexplainable noise in the city.
Later, we were given an opportunity to present and discuss our action research projects. Afterwards, we talked about the overall experience of this course. I really feel that everyone expressed their honest opinions. I truly agreed with everyone comments.
GREAT EXPERIENCE!!!
This was the last scheduled cohort class. We ended abruptly, but with hope. There was alot of detailed information shared to help bring closure to the class. Both readings were discussed in preparation for the final test. An excellent show was presented to us demonstrating the wonderful sounds of the great outdoors. There were sounds that you could only imagine combined together to produce unexplainable noise in the city.
Later, we were given an opportunity to present and discuss our action research projects. Afterwards, we talked about the overall experience of this course. I really feel that everyone expressed their honest opinions. I truly agreed with everyone comments.
GREAT EXPERIENCE!!!
Reflective Writing 5/8/10
Reflective Writing 5/8/10
Today's class brought closure to the cohort. We discussed both readings and their themes. We were also serenaded by the wonderful sounds of outdoor music, which I would consider to be Seasonal Symphonies. I was enlightened from the energy put into the production of the outdoor sounds.
We later presented and discussed our action research projects. There was an open discussion about the entire process of the course. I felt that everyone was open and direct with their responses in reference to the outcome of the cohort. We then concluded with our final exam of about the readings.
Every thing that I encountered through this course was an experience. I look forward to implementing more of the strategies that I retained from the readings. The project also gave me another opportunity to enhance my students sight reading skills, which always is an honor to make adequate progress in your program.
Reflective Writing 3/13/10
Reflective Writing 3/13/10
There were interesting and informative classes today. We discussed our plan for presenting the performance field performance. Our theme revolved around love, fear and unity. We came to agree that love and unity will cancel out fear, as you receive earth’s seasonal symphonies, “just listen and you will hear”. There were several compositional devices that we came up with such as: earthquakes, winter storms, rush hour traffic, aquatic sounds, etc;
In the aesthetic class we were given the opportunity to come up with our title for research projects and the logistics. There was a very detailed description of how to prepare, present and implement information for the project.
There were interesting and informative classes today. We discussed our plan for presenting the performance field performance. Our theme revolved around love, fear and unity. We came to agree that love and unity will cancel out fear, as you receive earth’s seasonal symphonies, “just listen and you will hear”. There were several compositional devices that we came up with such as: earthquakes, winter storms, rush hour traffic, aquatic sounds, etc;
In the aesthetic class we were given the opportunity to come up with our title for research projects and the logistics. There was a very detailed description of how to prepare, present and implement information for the project.
Gardner’s Reading Response 5/7/10
Gardner’s Reading Response 5/7/10
Five Minds for the Future is an excellent look at the wider picture of how we need to use our brains to accomplish the tasks we will be faced with in the coming years -- both for our planet, our communities, our workplaces, and our families. This should be even more of a wake-up call to educational institutions across the world than Gardner's Theory of Multiple Intelligences because it is about global approach to education (global in terms of "big picture").
Five Minds for the Future emphasizes five methods of thinking that he hopes to see integrated into individuals. These methods of thinking are based on: 1.Mastering an important subject matter (such as history, math, or science) and staying up to date through application of the discipline's method of thinking. This is quite different from knowing the facts of the discipline. 2.Being able to integrate large quantities multidisciplinary facts and apply them into one's work. 3. Posing new questions, developing new solutions to existing questions, stretching disciplines and genres in new directions, or building new disciplines. 4. Being open to understanding and appreciating the perspectives and experiences of those who are different from the individual. 5. Doing one's work in an ethical way that reflects responsibilities to others and society. What does this boil down to as a problem? Basically, most people never get as far as mastering one important discipline. They just memorize whatever is needed to pass tests. Professor Gardner's own work documents this problem. As a result, we face a hollowing out of our civilization as most people lack the ability, education, or interest to do more than function in an everyday living fashion. Beyond that, some of those who can perform a discipline are tempted by treasure or fame to stretch the rules and not honestly perform. If we step back another few feet, there's an implicit vision of a future that's led by a smaller and smaller number of people as a percentage of the world's population. It will be easier for rot to set in at the top. In addition, the rewards for those people will grow exponentially . . . tempting those of limited ethics to falter. I think the risk is a genuine one, and I applaud Professor Gardner for penning this book. I hope he will follow it with more books that spell out more about how to educate others and ourselves (after we leave school as students) so that these goals are achieved. I have a few quibbles that I mention only in the spirit of sparking an awareness of what's needed. Without that bridging method, I suspect we'll just end up compartmentalized from one another. In addition, I think that some areas of public responsibility lend themselves to combined perspectives that encompass these minds more efficiently than by keeping them separate. For example, the advanced leader who is good at accomplishing continuing business model innovation will be able to cross these five boundaries and many others . . . simply by knowing one discipline. I suspect that other fields also lend themselves to such new integrating disciplines.
Five Minds for the Future is an excellent look at the wider picture of how we need to use our brains to accomplish the tasks we will be faced with in the coming years -- both for our planet, our communities, our workplaces, and our families. This should be even more of a wake-up call to educational institutions across the world than Gardner's Theory of Multiple Intelligences because it is about global approach to education (global in terms of "big picture").
Five Minds for the Future emphasizes five methods of thinking that he hopes to see integrated into individuals. These methods of thinking are based on: 1.Mastering an important subject matter (such as history, math, or science) and staying up to date through application of the discipline's method of thinking. This is quite different from knowing the facts of the discipline. 2.Being able to integrate large quantities multidisciplinary facts and apply them into one's work. 3. Posing new questions, developing new solutions to existing questions, stretching disciplines and genres in new directions, or building new disciplines. 4. Being open to understanding and appreciating the perspectives and experiences of those who are different from the individual. 5. Doing one's work in an ethical way that reflects responsibilities to others and society. What does this boil down to as a problem? Basically, most people never get as far as mastering one important discipline. They just memorize whatever is needed to pass tests. Professor Gardner's own work documents this problem. As a result, we face a hollowing out of our civilization as most people lack the ability, education, or interest to do more than function in an everyday living fashion. Beyond that, some of those who can perform a discipline are tempted by treasure or fame to stretch the rules and not honestly perform. If we step back another few feet, there's an implicit vision of a future that's led by a smaller and smaller number of people as a percentage of the world's population. It will be easier for rot to set in at the top. In addition, the rewards for those people will grow exponentially . . . tempting those of limited ethics to falter. I think the risk is a genuine one, and I applaud Professor Gardner for penning this book. I hope he will follow it with more books that spell out more about how to educate others and ourselves (after we leave school as students) so that these goals are achieved. I have a few quibbles that I mention only in the spirit of sparking an awareness of what's needed. Without that bridging method, I suspect we'll just end up compartmentalized from one another. In addition, I think that some areas of public responsibility lend themselves to combined perspectives that encompass these minds more efficiently than by keeping them separate. For example, the advanced leader who is good at accomplishing continuing business model innovation will be able to cross these five boundaries and many others . . . simply by knowing one discipline. I suspect that other fields also lend themselves to such new integrating disciplines.
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