| Vocal Music Performance - Individual : Vocal Jazz: Using a Microphone | ||||
| Teacher Name: Ms. Schau | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Pitch | Virtually no errors. Pitch is very accurate. | An occasional isolated error, but most of the time pitch is accurate and secure. | Some accurate pitches, but there are frequent and/or repeated errors. | Very few accurate or secure pitches. |
| Phrasing | Phrasing is always consistent and sensitive to the style of music being sung. | Phrasing is usually consistent and sensitive to the style of music being sung. | Phrasing is usually consistent and occasionally sensitive to the style of music being sung | Phrasing is rarely consistent and/or rarely sensitive to musical style. |
| Entrances and articulation markings | Secure Entrances. Markings (staccato, legato, slur, accents, etc.) are executed accurately. | Entrances are usually secure, though there might be an isolated error. Markings are usually executed accurately. | Entrances are rarely secure, but markings are sometimes executed accurately. | Few secure Entrances. Markings are typically not executed accurately. |
| Rhythm | The beat is secure and the rhythms are accurate for the scales being sung. | The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance. | The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance. | The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance. |
| Posture and Relaxation | Student stands correctly and sings using a proper singing stance with no visible tension in the throat, jaw, or body. | Student stands somewhat correctly and most of the time demonstrates a proper singing stance with limited tension visible in the throat, jaw, or body. | Student is sometimes standing correctly but often shows tension or improper body position during singing. | Student rarely demonstrates proper posture and singing stance and tension is highly visible in the throat, jaw, and/or body. |
| Microphone use | Student holds microphone at appropriate length from mouth and holds at the right angle. Student doesn\'t shy away from using their full voice. | Student holds microphone at appropriate length from mouth and holds at the right angle. Student shies away from using their full voice. | Student holds microphone at appropriate length from mouth and holds at the wrong angle. Student shies away from using their full voice. | Student holds microphone at bad length from mouth and holds at the wrong angle. Student shies away from using their full voice. |
Monday 24 October 2011
Ruberic for Vocal Testing
Friday 14 October 2011
Sources Cited
.::Groundswell::.. (n.d.). .::Groundswell::.. Retrieved October 14, 2011, from http://gswell.ca
ACIDplanet.com brought to you by Sony Creative Software. (n.d.). ACIDplanet.com brought to you by Sony Creative Software. Retrieved October 14, 2011, from http://acidplanet.com
Demiski, J. (2010, October 1). How Music Teachers Got Their Groove Back: Music Instruction Goes Digital. The Journal. Retrieved October 13, 2011, from thejournal.com/articles/2010/10/01/how-music-teachers-got-their-groove-back-music-instruction-goes-digital.aspx?sc_lang=en
Johnson, A. (n.d.). Music Tech for ME - Music Technology for Music Education by Music Educators. Music Tech for ME - Music Technology for Music Education by Music Educators. Retrieved October 14, 2011, from http://www.musictechforme.com/
Watson, S. (2010, February 19). Music Creativity Through Technology. Using Technology to Unlock Creativity — Tips and Resources for Drawing Out Authentic Musical Creativity Using Today’s Music Technology. Retrieved October 14, 2011, from http://unlockcreativity.edublogs.org/2010/02/19/music-creativity-through-technology/
APA formatting by BibMe.org.
Creating Music Through Technology
There are a crazy amount of music writing programs. I have recently downloaded a free program called acid xpress and you can record voices, instruments, electronic sounds, and create podcasts and music. You can cut and edit the songs and it is a very creative process. It not only gives you satisfaction in creating music but you are also learning how to edit your musical creation.
There are also programs, like Finale, in which you can write your own music, actually make sheet music to go with your musical creation, or for a school project for the Digital Natives in your lives. This is also a great tool for transposing music.
These programs are sending us into a completely different style of teaching because it gives our students an independance that they haven't had before, and a certain resposiblity for being independant. The creative process is becoming easier and more efficient and as Digital Natives grow up and contribute more in our society, this will become more common place. We need to learn as much about technology as possible so that we can teach all of these Digital Natives a safe and appropriate way to use technology and not abuse it.
There are also programs, like Finale, in which you can write your own music, actually make sheet music to go with your musical creation, or for a school project for the Digital Natives in your lives. This is also a great tool for transposing music.
These programs are sending us into a completely different style of teaching because it gives our students an independance that they haven't had before, and a certain resposiblity for being independant. The creative process is becoming easier and more efficient and as Digital Natives grow up and contribute more in our society, this will become more common place. We need to learn as much about technology as possible so that we can teach all of these Digital Natives a safe and appropriate way to use technology and not abuse it.
Creativity - What you need to know
These are the key aspects that people need in order to be creative according to Scott Watson.
1. Allow Students to share themselves.
2. Offer compelling examples to imitate and inspire – preferably by other students.
3. Employ parameters, limitations, and tools that remove distractions, help students focus, and allow for authentic creativity.
4. Remove parameters, limitations, and tools that stifle creativity, cause confusion, and lead to contrived expression.
5. Facilitate Improvisation.
6. Build “coaching” interaction into the project plan.
7. Offer opportunities for and help foster comfort/confidence in offering/receiving feedback and critique.
8. Employ performance and recital.
For more detail, please listen to Episode 11, “Eight Principles for Unlocking Creativity,” of the podcast, What Music Means to Me. The URL for this podcast is:
1. Allow Students to share themselves.
2. Offer compelling examples to imitate and inspire – preferably by other students.
3. Employ parameters, limitations, and tools that remove distractions, help students focus, and allow for authentic creativity.
4. Remove parameters, limitations, and tools that stifle creativity, cause confusion, and lead to contrived expression.
5. Facilitate Improvisation.
6. Build “coaching” interaction into the project plan.
7. Offer opportunities for and help foster comfort/confidence in offering/receiving feedback and critique.
8. Employ performance and recital.
For more detail, please listen to Episode 11, “Eight Principles for Unlocking Creativity,” of the podcast, What Music Means to Me. The URL for this podcast is:
What is actually happening in schools?
Jennifer Demski’s article on music and technology in the schools seems to put a very negative spin on what music teachers are teaching right now in schools. I think they just haven’t looked in the right places because I have met and looked in on some extremely relevant and successful music classes. Just because they don’t use technology, doesn’t make it wrong.
There are however some teacher that are integrating technology and creating an atmosphere or open communication and trust between teachers and students. Carol Broos, Bill Evans, and Barbara Freedman are such examples in Demski’s article. How Music Teachers Got Their Groove Back: Music Instruction Goes Digital has some great examples of programs implemented to get students to be creative in their own music process. Broos want to, “change music education from a performing art to a creating art.” This could include writing and recording their own music and having a say in what and how they perform their music.
Bill Evans treats the technology and music class as a history class in which they learn the background of both music and technology. In order to learn how music works, you need to know where it came from, how it came to be, and what happened where in order to create different genres and such.
The integration of music and technology gets more creative every day. We find new ways to incorporate different aspects of each with each other and we have a better connection with our students.
Resources for Music instructors
Technology Institute for Music Educators (ti-me.org): A non-profit organization that provides professional development and technology certification to music educators. Members have access to more than 1,000 lesson plans designed to aid in the application of music technology, grant writing advice, an online discussion group, and more.
Music Educators Professional Learning Network (musicpln.org): A free online social networking environment that offers peer support and information on integrating technology into music education.
National Association for Music Education (menc.org): A professional organization that provides support in all areas of music education, including the integration of technology in the music classroom.
Thursday 13 October 2011
http://www.musictechforme.com/
This site is full of podcasts for music teacher and music students by music teachers. It is a phemomenal resource for ideas and is extremely useful to create interest in your students.
This site is full of podcasts for music teacher and music students by music teachers. It is a phemomenal resource for ideas and is extremely useful to create interest in your students.
GroundSwell...Creativity at it's best
Recently I posted a podcast involving some of the material being covered at the annual GroundSwell concert series. There are 5 dates throughout the school year that they hold concerts at different locations. I already taked about the 1st and 2nd dates in the podcast but I would like to spend sometime writing about the 3rd date. This concert will be performed on Sunday, March 18th, 2012 and it will be featuring the Freedman/ Houle/ Smulovitz Trio. Other players from Winnipeg will also be playing and that will include the eXperimental Improv Ensemble. This is a perfect opportunity that music teachers should not miss. Take your students out to see this wonderful mix of creativity, music, and technology. As students can now be classified as Digital Natives this would be a perfect way to teach and engage students. "Drawing inspiration from the realms of new music, opera and jazz, the trio explores the exquisite intersection of compsitional structure and improvisation. The concert will also feature Smulovitz's newest invention, the Mad Scientist Machine, an innovative software/hardware system that allows a local or remote conductor to direct an improvisatory ensemble through a series of visual colour cues."
This is a perfect example of how technology can enhance our experiences of music and can be creative. This can show students that there is always the possibility to do great things, and that learning isn't boring.
Source: GroundSwell pamphlet - for more information see gswell.ca or call (204) 943-5770 or e-mail them at gwell@mts.net
This is a perfect example of how technology can enhance our experiences of music and can be creative. This can show students that there is always the possibility to do great things, and that learning isn't boring.
Source: GroundSwell pamphlet - for more information see gswell.ca or call (204) 943-5770 or e-mail them at gwell@mts.net
Subscribe to:
Posts (Atom)