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Literacy Across the Curriculum:
Music Literacy for Ensemble Performance (Abstract)
See full article here.
An Introduction to Score Reading for Middle/High School Instrumental Students at or Beyond the Second Year of Class Instruction
developed by Sonya White
String Teacher
Boston Latin School
November 2000
Introduction
Welcome to An Introduction to Score Reading for Middle/High School Instrumental Students at or Beyond the Second Year of Class Instruction. This lesson is designed for instrumental music students who have reached the ensemble-playing level. Parts I and II of this lesson may be taught as a mini unit over the course of one or two class meetings. Teachers seeking a higher level assessment and opportunity for studentsą expression of creativity may wish to teach Part III. Objective and purpose, materials, and prerequisites are listed below.
Objective & Purpose:
The student shall gain and demonstrate fluency in orchestral score reading through study of basic score elements and comparison of same, similar, and different rhythmic and/or melodic phrases so that s/he may successfully prepare and perform his/her part and/or other literature in both solo and in ensemble.
Beyond the Score: Performance Literacy for the Orchestral, Band, or Choir Musician
developed by Sonya White
String Teacher
Boston Latin School
February 2001
Introduction
Welcome to Beyond the Score: Performance Literacy for the Orchestral, Band, or Choir Musician. This lesson is designed for instrumental and/or choral students who have reached the ensemble-participation level. This lesson may be taught in one class meeting (steps 1 - 15) or two consecutive class meetings (steps 1 - 9 followed by steps 10 - 15). Teachers seeking a higher level assessment and opportunity for studentsą expression of creativity may wish to encourage and coach students trying the extra section. Objective and purpose, materials, and prerequisites are listed below.
Objective & Purpose:
The student shall gain and demonstrate proficiency in reading, responding to, and giving large ensemble conductorsą signals through small and large group performances so that s/he may accurately and artfully perform under a variety of conductors as well as accurately, artfully, and creatively interpret a score as a conductor.
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