Beacon Lesson Plan Library

Love Changes Everything

Kathryn La Rosa

Description

Students edit a score excerpt that has been deliberately modified to more accurately interpret the composer's idea as represented on a recording of the excerpt. Students justify any recommended changes to the score.

Objectives

The student refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings.

The student applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings.

The student organizes information using appropriate systems.

The student describes how traditional and non-traditional notation and symbols of a written score provide information to the performer (e.g., repeats, key and meter changes, themes, and motifs).

Materials

-Recordings and scores of two or more arrangements of the same melody. One recording and score should be familiar to the students.
-Recording of an excerpt of an unfamiliar song
-Score for the excerpt of the unfamiliar song in which ten notational devices and/or symbols have been deleted
- Audio equipment (play and record capability)
-Blank audio tapes

Preparations

Choose selections for use.
Reproduce score excerpts deleting various notation.
Secure audio equipment.

Procedures

Authentic Context:
You are an editor for a music publishing house. You have been asked to prepare a manuscript for publication. As an editor, you will need to show where your additions or deletions of certain symbols and notational devices may more accurately convey the composerís intent. Provide an explanation to justify any recommended changes. The composer has provided a closely supervised recording as a reference.

Procedure:
1. Play recordings of two or more different arrangements built on the same melodic material. Elicit comparisons and contrasts between the arrangements.
1. Listen to the recordings of the arrangements while viewing the score.
2. Discuss some notional devices and symbols employed in the scores to organize and express the composerís musical ideas.
3. Distribute a score excerpt of an unfamiliar song in which selected notations and symbols have been deleted.
4. Listen to the recorded excerpt as often as needed and have the students edit the score excerpt to more accurately interpret the composerís idea as represented on the recording. Justify any change recommendations.
5. The students should submit the edited score excerpts, explanations, and the self section of the Composition Rubric for teacher assessment.

Enhancement:
Select and record your part from a song in your groupís current repertoire. Through your performance, illustrate your knowledge of the written score. After your performance, discuss on the tape:
- interpretive decisions made which the composer or editor did not write in the score.
- weaknesses of your performance that hindered the full expression of the score.

Assessments

Use the Composition Rubric provided in the Associated File to assess the student's performance.


Self-Reflection:
In what ways do you find notations and symbols useful in interpreting the composerís intent?

Extensions

Student Directions:
Select and record your part from a song in your group's current repertoire. Through your performance, illustrate your knowledge of the written score. After your performance, discuss on the tape: interpretive decisions made which the composer or editor did not write in the score, or weaknesses of your performance that hindered the full expression of the score.

Attached Files

Compostition Rubric.     File Extension: pdf

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