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MSDE MICRO-CREDENTIALS

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V Y I T C S O C D T

I T : M I P C

M T A A S

By Ashley Ashman

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Taking the music from the page and making it meaningful to musicians and audience members through expressive performance

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Students think--> How can we express our collective interpretation of the composer's main idea and emotion through our ensemble's performance? How can we bring meaning to our audience through our ensemble's performance? I think--> How can I help my students access the composer's musical intent in order to produce and authentic product?

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Students think--> What do we know about the composer? What do we know about this musical time period? What mode usually expresses happiness versus sadness? What bowings can influence the energy of the piece? I think--> What do my students need to know about this musical time period? How can I provide them with the information without doing so in lecture form? What technical skills must I demonstrate/teach in order to perform this piece?


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Ultimate goal is to produce a performance with expression and musicality while bring meaning to the black and white sheet music. Use experiences of all musicians and collective interpretation to create an ensemble interpretation Each musician's interpretation is valid and should be shared in order to help the entire ensemble

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Preliminary sight-reading Students identify musical elements key signature time signature tempi dynamics articulation markings descriptive notation Discuss the historical musical time period I will listen/watch other performances of the piece to get different interpretations Students can also benefit from listening/watching other performances of the piece

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I can then share insights about: thematic material instrumentation & balance contour/musical shape 2nd read through as an ensemble Discussion about composer's title and possible meaning linked to specific excerpts from the music Continued rehearsal and independent practice Isolate specific areas within the piece to deepen understanding Playing tests assigned to students support independent practice and provide my continued feedback


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Ensemble audio/video recordings of practice session Reflection in multiple manners: written oral discussion(s) as a class open ended questions to guide independent practice Invite other musical professionals in the classroom and outside community to provide continued support with expressive performance Continued rehearsal and independent practice

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Did we achieve our goal of having an expressive performance of the piece (prior to final concert/performance)? Did you (student) feel that you portrayed the composer's intent through your playing? Did I provide my students with enough teaching beforehand for them to adequately access the true meaning of the performance? Did I provide enough nonverbal direction during the performance for them to convey the true intent of the piece through their performance?

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Final Concert Did our audience receive our expressive performance?

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Creativity in the Instrumental Music Classroom: Musician and Conductor Process by Ashley Ashman  

Creativity in the Instrumental Music Classroom: Musician and Conductor Process by Ashley Ashman  

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