• The selection and analysis of the music by the teacher is an integral part of the planning of a curricular unit leading to greater depth of student learning.

Through the use of these instructional design templates, music teachers can learn how to select music of value, which includes examining theory/historical concepts, aesthetic qualities, technical considerations, compositional techniques and logistical and practical needs for use in the classroom.

The outcome of this lesson will be:

• the selection of a piece of music
• which has been analyzed for educational components
• to use in the creation of a comprehensive musicianship plan

Lesson 1.1: Identifying Quality Music Resources/ Music Selection

We will begin our work by using printed materials as well as accessing websites listing resources for quality music literature.

Where do you get your inspiration for new music? Attending concerts? Promotional recordings? Do you have a colleague who finds all the "good stuff"? Or maybe you are isolated in rural America and do not have access to some of these opportunities? Fortunately, this digital age we live in can help!

Use this link to find resources on the web.

Once you have done your research, create a checklist of at least three different resources and annotate or show the path of access to the resource.

Tell us what you found and where you found it!

Lesson 1.2 Recognizing specific qualities of good music

Are you a good listener? Yes, I know, you are a musician! But are you a good listener! Think over your day...can you remember all the things you listened to? Probably not, because we have more than one kind of listening skill.

I like to refer to listening in two ways, passive and active. Passive listening refers to listening in the background. How often is music simply in the background? Quite a bit! It is used in movies to create suspense, tension, emotion and relief. It is used as a motivator in eating, shopping and mood setting. You may even be listening to music right now as you study and work. The opposite spectrum is active listening. Active listening skills are employed when you are focusing and specifically listening for elements that require thought and reflection.

Practice Activity for active listening:

Listen to these short quality musical excerpts and create a short checklist of words to describe what you are hearing.

Example 1 Battle Pavanne Susato/Margolis

Example 2 Headless Horseman/Broege

Example 3 LInden Lea/Vaughn Williams

From Teaching Through Performance Resource Recordings Vol. 1

Use the following link for tips on how to evaluate quality music by identifying specific components within the music and use that information to make judgments about it’s quality.

What is good music? Click here for written lecture.

This page discusses available compositions for wind and percussion instruments that meet the criteria of serious artistic merit.

The other side of the coin...

Now, as a comparison, think about some music of lesser value you may have taught or performed. We all use this music at certain times for certain needs.

Practice Activity:

Jot down a quick short list of music titles you have performed in the last year. Rate them on a scale of 1 – 5. (5 being greatest) to help with the thinking process regarding quality music.

Click here for a quick self-evaluation exercise.

Where to find it?

Finding the best music may take a little more time, but only if you want something new and different. Sticking to the classic masterworks as a core curriculum is definitely an insurance of quality. If you are tired of old "war-horses, " then look for new works by old "war-horse composers." A name like Brahms, Morley or Mozart on the piece is a pretty quick way to decide if the piece will deliver musical depth.

Other suggestions for new repertoire:

• a nearby college library (peruse the collected works of great composers)
• State festival lists (these pieces are tried and true)
• recommendations from colleagues you trust
• conference performances (save the programs and make notes)
• student suggestions from summer camp repertoire
• reviews in professional journals and magazines
• CD's and professional recordings

Application Activity:

Try using active listening skills to find three specific qualities of a piece of music you would like to study with your students.

1)Select a piece of music you may wish to study with your students. Use the key points from the lecture to help guide you. Locate a recording!

2)Create a general checklist of words to help describe quality music.

After finishing your research, practice and application activities, complete the following text boxes.

Lesson 1.3 Identifying educational concepts in music through analysis

A thorough analysis of the music is a necessary foundation for significant learning and great performances. Within every good piece of music there is a rich curriculum waiting to be discovered by you! The analysis process provides you with ideas for creatively teaching the music. The more you know about the piece, the more in depth your teaching will be.

When we use the word analysis we are not just looking at the harmonic form. While this may be helpful, it is not usually the best place to begin. Start instead with a broad description of the piece and work toward specific details.

Click here for written lecture.

Application Activity:

1)Write a broad description of your musical selection.

2)Use a checklist to help identify specific components within the music and give you some inspiration.

3) Identify a minimum of three specific educational concepts or musical elements such as, theoretical/historical concepts, aesthetic qualities, and technical considerations.

4)Describe how to integrate musical and educational components of your musical selection.

Click this link to use a visual map to show how educational concepts connect with music.

Lesson 1.4 The "Heart "of the musical selection

What have we accomplished so far?

We have shown knowledge of:

• how to analyze music considering: background information about the piece and composer
• the elements of music used
• identified specific components within the music for educational integration.

By gathering and using this information we can can start to formulate an opinion about how the music works on us affectively. We also now have information which identifies specific components within the music to formulate and discover creative teaching strategies for integrated curriculum.

Read this article for

• a written lecture on the affective side of music and how it effects our decisions.
• tips on how to identify "heart of the piece."

Application Activity:

1) Write a short descriptive paragraph about the "heart of the piece." Use descriptive words in a concise manner. Get specific!

2) Use specific musical elements from the lesson above (1.3) and describe a specific teaching strategy, which uses an integrated component for instruction from your musical selection.