1 Meet the Young Artists The Cleveland Institute of Music Class Materials Dear Educator, Thank you for choosing the Cleveland Institute of Music. Inside this packet, you will find all of the materials your class will need for your upcoming Meet the Young Artists videoconference. There is a suggested preconference activity; please allow 10-15 minutes. If at any time you have questions or concerns, please feel free to contact me. We look forward to “meeting” you! Sincerely, Heather Young Mandujano Distance Learning Education Coordinator Cleveland Institute of Music 216-368-0874 [email protected] Table of Contents Pre-Conference Activity…………………………………………………………………………………………………………………………2 KWL Chart (Optional)…………………………………………………………………………………………………………………………….3 During the Videoconference………………………………………………………………………………………………………………….4 Academic Content Standards…………………………………………………………………………………………………………………5 © Cleveland Institute of Music, 2011 2 Meet the Young Artists The Cleveland Institute of Music Class Materials Pre-conference Activity: Prior to the videoconference, have a brief discussion with your students about what they should expect during the videoconference. Give some basic background information on the Cleveland Institute of Music (e.g., it’s a conservatory, students come here from all over the world to pursue degrees in classical music—bachelor’s, master’s, doctoral, students have to audition to be accepted to the school, etc.) Allow your students time to brainstorm some questions they’d like to ask the performers during the videoconference. You may also choose to use the KWL chart on the next page. (Have students fill in the first two columns—“K” and “W”—before the conference; they will fill out the third column, “L,” afterwards. The types of performers used for each videoconference will vary depending upon student availability. If there is a particular area where you would like us to focus (band instruments, orchestral instruments, singers, etc.), please contact Heather Mandujano ([email protected]; 216368-0874) and we will try our best to accommodate your requests. We generally include 3-4 performers. © Cleveland Institute of Music, 2011 3 Meet the Young Artists The Cleveland Institute of Music Class Materials Meet The Young Artists KWL Chart K W What do you already know What would you like to about careers in performing learn about careers in classical music? performing classical music? © Cleveland Institute of Music, 2011 L What did you learn about careers in performing classical music? 4 Meet the Young Artists The Cleveland Institute of Music Class Materials During the Videoconference Videoconference activities will be selected from the following: Students will be introduced to the presenter and the performing musicians. Each musician will perform a short piece. Ample time is allowed for questions in between performances. Post-Conference Activities (Optional) Allow students to discuss the performances they saw and heard in small groups. Which was their favorite? Why? Have students fill out the third column in their KWL chart (if using) Have students write a journal entry about what they have learned. © Cleveland Institute of Music, 2011 5 Meet the Young Artists The Cleveland Institute of Music Class Materials Ohio Academic Content Standards: Music Historical, Cultural and Social Context Grade 6 2. Examine the chronological development of various music styles. 4. Identify selected composers and their works and place them in the appropriate historical period. Grade 7 4. Classify by composer and historical period a varied body of exemplary music works. Grade 8 4. Compare and contrast selected composers and their works. Grade 9 2. Compare various music styles from the United States, other cultures and historical periods. 3. Recognize and classify Western music literature by historical periods. Grade 10 3. Discuss and evaluate the performance of music from different historical time periods. 4. Examine (e.g., listening, performing, score study) music literature of various composers. Grade 11 3. Compare and contrast the performance practices of music from various historical periods. 4. Compare and contrast music selections from various composers and describe the distinguishing characteristics of their works. Grade 12 2. Critique various music styles from the United States, other cultures and historical periods. Analyzing and Responding Grade 6 1. Distinguish the use of dynamics, meter, tempo and tonality in various pieces of music. 3. Describe instruments used in Western traditional instrumental ensembles and in world music ensembles. Grade 7 1. Apply music vocabulary to describe a varied repertoire of music. Grade 8 1. Compare and contrast a varied repertoire of music on the basis of how elements of music are used to make the works unique and expressive. Grade 9 Grade 10 1. Describe the use of elements of music as they relate to expression in a varied repertoire of music. 5. Evaluate the use of elements of music in music examples of contrasting genres and/or cultures. © Cleveland Institute of Music, 2011 6 Meet the Young Artists The Cleveland Institute of Music Class Materials Grade 11 1. Demonstrate extensive knowledge of the technical vocabulary of music. Grade 12 1. Describe compositional devices and techniques (e.g., motives, imitation, suspension, retrograde) that are used to provide unity, variety and tension and release in a music work. Valuing Music/Aesthetic Reflection Grade 6 1. Practice audience etiquette in selected music settings. 2. Attend and reflect on a variety of live music performances. Grade 7 1. Practice audience etiquette in selected music settings. 2. Participate in and reflect on a variety of live music performances and activities. Grade 8 1. Practice audience etiquette in selected music settings. 2. Participate in and reflect on a variety of live music performances and activities. Grade 11 3. Evaluate music works and performances using criteria for aesthetic qualities. Grade 12 1. Respond to aesthetic qualities of a performance intellectually using music terminology. Connections, Relationships and Applications Grade 6 6. Describe roles musicians assume in various cultures and music settings, and identify skills needed for each role. 7. Identify various careers for musicians (e.g., in education, in entertainment and to provide technical support). Grade 7 3. Identify involvement in the arts as a listener, creator and performer. 6. Using elements of music, describe distinguishing characteristics of music from a variety of cultures. 7. Identify exemplary music role models and describe their activities and achievements in the music field. Grade 8 3. Use technology in creating, performing and/or researching music. Grade 9 4. Explain the role of technology in creating, performing and listening to music. 6. Describe the role of music and musicians in various cultures. Grade 10 3. Demonstrate one or more uses of technology in creating, performing and listening to music. 6. Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer). © Cleveland Institute of Music, 2011 7 Meet the Young Artists The Cleveland Institute of Music Class Materials Grade 11 1. Explain how the roles of creators, performers and others involved in the production and presentation of the arts are similar and different. Grade 12 5. Compare and contrast different roles musicians assume in various cultures and music settings, and describe skills and training needed. 6. Explore and identify opportunities for lifelong involvement in music (e.g., religious/community music organizations, arts advocacy, consumer). National Standards in Music Education: 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. © Cleveland Institute of Music, 2011