MU.05

SUMMARY

KEY INFORMATION

In this Cornerstone, students will explore a historical period from a social and musical viewpoint to glean how concepts and ideas of the time were conveyed through music. Students will identify a focus era through which they will research and explore musicians and compositions, as well as analyze, evaluate, and select repertoire for a history-based "informance" presentation. Students will discover the process and considerations to effectively research, analyze, evaluate, discuss, select, and report ensemble repertoire for "informance". Students will also evaluate the role and importance of music as language which communicates the human condition of a people in a given time period.

GRADE
HS Ensembles

TOPIC
Music History

LESSONS
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DURATION
7-10 Days

INSTRUCTIONAL MODEL
Performance Preparation

AUTHOR(S)
Walter Riley, Wilson HS

RESOURCES

The lessons for this Cornerstone require the resources listed below. More information regarding the use of each of the resources can be located in the Cornerstone lesson plans.

TEXTS AND WEBSITES

Freegal Music by DC Public Library Links to an external site.

SUPPLIES & TECHNOLOGY

Computers	Audio Playback System
Classroom Projector

CURRICULUM INTEGRATION

Cornerstones are relevant, rigorous, and aligned to national learning standards. Use the tabs below to learn more about aligning to standards, embedding the Cornerstone in your unit of study, and preparing to teach the Cornerstones.

STANDARDS

MU:Re7.1.E.5a: Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.

MU:Pr4.1.E.5a: Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.

MU:Pr6.1.E.5b: Demonstrate an awareness of the context of the music through prepared and improvised performances.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

Even with high school performing ensembles, very few assumptions are made about students' prior knowledge other than close study experience. Where prior knowledge is needed, the instructional outline itemizes the required concepts in the "Prior Knowledge" section. As teachers progress through this cornerstone's sequence of lessons, they will be able to maintain the normal ensemble rehearsal routines and simply incorporate 1 or 2 extra steps, but teachers should not have to deviate much from the norm. That being said, the only other prior knowledge assumed of this cornerstone is that the ensemble is comprised of a level-appropriate grouping of students who are undertaking the endeavor to rehearse and perform music, and that the group has a baseline set of best-practices, rehearsal procedures and routines, in which students are versed and equipped to participate as fully as their ability will allow.

PLACEMENT

BEFORE

A Close Study should have happened at the very beginning of the school year. The ability to examine a piece of music through listening, analysis, and evaluation are skills that students in performing ensembles should be comfortable with by the start of cornerstone 2.

DURING

Students will explore, define, and apply vocabulary needed for evaluating informance ensemble repertoire
Students will identify an informance topic era and discuss its impact on repertoire selection
Students will use the internet to search published arrangements, classify and query based on ensemble specific considerations.
Students will listen, analyze, and evaluate ensemble repertoire options and discuss how to recognize selections based on given programming and musical criteria
Students will sight-read, analyze, and evaluate ensemble repertoire options and choose best fitting selections based on musical criteria
Students will research, analyze, and evaluate published ensemble arrangements and choose best fitting selections based on musical and programming criteria
Students will synthesize previous listening, sight-reading, and research activities to identify, select, and present 1-3 published ensemble arrangements for informance, based on musical and programming criteria

AFTER

As this is a performance preparatory experience, the ability to inquire through research, listen, analyze, evaluate, and then synthesize and apply knowledge gained in a repertoire programming decision report is integral in developing students. The teacher may then task them to take greater ownership in future programming decisions. Although the scope of this unit is only "Phase I - Preface" of the informance concept, and ends with the identification of appropriate performance repertoire, the obvious next step would be to move forward with producing an actual "informance" event. The process for producing the "informance" into an event or public presentation may require a significant investment and commitment of teacher and ensemble time and resources. While it is welcomed and encouraged, the public presentation of the "informance" event may require several additional phases of implementation. Here are some suggested additional phases:

II - Plan - Organize, Develop, Create, Structure Performance Script

III - Prepare - Practice, Refine, Rehearse, Produce Repertoire, Tech, and Staging

IV - Present - Publish, Promote, Host Live Event

V - Perform - Produce, Perform, Evaluate Effectiveness of Each Phase

PLANNING

To plan for this Cornerstone, read the summary, consult the rubrics and lesson plans, and utilize student work provided.

INSTRUCTIONAL APPROACH

Although the scope of this informance repertoire research project is limited to published arrangements, additional consideration should be given to creating customized arrangements, especially if you desire to implement the informance as an event. Music teachers and students may become concerned about finding published ensemble repertoire because of a unique instrumentation, availability of desired selections, as well as your preferences of arranging style, rhythmic interpretation, voicing, difficulty, or fit. For these and other reasons you may prefer to create custom arrangements or even original compositions. You may consider some of the following ideas in order to implement custom arrangements:

Secure the services of an experienced professional arranger
Create your own custom arrangements for your ensemble
Recruit the services of an experienced student arranger
Teach students concepts of arranging, develop and implement an arranging project

BACKGROUND INFORMATION

Teachers should enter this Cornerstone with command of the subject material, specifically the information related to the unit at hand, and the following key concepts:

LESSON PACING

Below is a recommended pacing for this Cornerstone and the objective for each lesson. More information regarding each lesson can be located in the Cornerstone lesson plans.

Day	Objective
Days 1-2	Students will explore and define vocabulary needed for evaluating the "informance" ensemble repertoire. Students will identify an "informance" topic era and discuss its impact on repertoire selection.
Days 3-5	Students will research published arrangements, classify and query based on ensemble specific considerations. Students will listen, analyze, and evaluate ensemble repertoire options and discuss how to recognize selections based on given programming and musical criteria.
Days 6-8	Students will sight-read, analyze, and evaluate ensemble repertoire options and choose best fitting selections based on musical criteria. Students will research, analyze, and evaluate published ensemble arrangements options choose best fitting selections based on musical and programming criteria.
Days 9-10	Students will identify, select, and present 1-3 published ensemble arrangement options for informance, based on musical and programming criteria.

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