Creating Affective Creating Affective LessonsLessons

Emotional and intellectual connections to Emotional and intellectual connections to the music are what made us all passionate the music are what made us all passionate about music and are a reason we chose to about music and are a reason we chose to teach music. We want our students to teach music. We want our students to experience these musical “highs”.experience these musical “highs”.

Creating connections to the music makes Creating connections to the music makes rehearsals more meaningful to students.rehearsals more meaningful to students.

Students perform better when they make Students perform better when they make connections to the music.connections to the music.

Affective responses are often emotional, Affective responses are often emotional, but can also take on the form of values, but can also take on the form of values, opinions, desires, personal knowledge, or opinions, desires, personal knowledge, or self awareness.self awareness.

Affective outcomes are often long-range Affective outcomes are often long-range goals for our music students because it goals for our music students because it takes time to develop appreciation, takes time to develop appreciation, inspiration, or sensitivity.inspiration, or sensitivity.

Categories of Affective Outcomes:Categories of Affective Outcomes:

The Composer’s CraftThe Composer’s Craft

The Meaningful PerformanceThe Meaningful Performance

Building CommunityBuilding Community

Personal KnowledgePersonal Knowledge

From the Book “Shaping Sound Musicians” From the Book “Shaping Sound Musicians” – – Patti O’ToolePatti O’Toole

The Composer’s CraftThe Composer’s Craft

Students analyze the composition in terms Students analyze the composition in terms of its affect and draw conclusions about its of its affect and draw conclusions about its expressive content based on the expressive content based on the composers compositional choices.composers compositional choices.

Meaningful PerformanceMeaningful Performance

Just as the composer makes choices that Just as the composer makes choices that create emotional content inherent in the create emotional content inherent in the piece itself, performers enhance (or piece itself, performers enhance (or detract from) that emotional content.detract from) that emotional content.

Building the CommunityBuilding the Community

Sometimes a piece will lend itself to an Sometimes a piece will lend itself to an outcomeoutcome

that enhances the group identity, builds a that enhances the group identity, builds a strongerstronger

sense of teamwork, promotes pride, creates sense of teamwork, promotes pride, creates anan

atmosphere of trust, openness, or sensitivity atmosphere of trust, openness, or sensitivity toto

others.others.

Building the CommunityBuilding the Community

Examples:Examples:Students will analyze the development Students will analyze the development

section ofsection ofthe symphony as an analogy of a group the symphony as an analogy of a group

discussion.discussion.

Students will explore issues of group Students will explore issues of group identity,identity,

nationalism, and patriotism, both healthy nationalism, and patriotism, both healthy andand

unhealthy.unhealthy.

Students will create new group goals based Students will create new group goals based on theon the

previous concert performance.previous concert performance.

Through musical improvisation, students willThrough musical improvisation, students willexplore the tension between process explore the tension between process andand

productproductin a performing group.in a performing group.

Students will write text and melody for a bandStudents will write text and melody for a band““Alma Mater” based on their feelings about Alma Mater” based on their feelings about

andanddesires for the band.desires for the band.

Personal KnowledgePersonal Knowledge

By giving students a chance to explore their By giving students a chance to explore their ownown

personal connections with the music they personal connections with the music they areare

performing, they are able to explore aspects performing, they are able to explore aspects ofof

themselves that are practically never dealt themselves that are practically never dealt with inwith in

school but can influence their values and school but can influence their values and feelingsfeelings

in a meaningful way.in a meaningful way.

Affective Outcomes for:Affective Outcomes for:““A Prehistoric Suite” by Paul JenningsA Prehistoric Suite” by Paul Jennings

Heart of this piece:Heart of this piece:

The heart of A Prehistoric Suite is its The heart of A Prehistoric Suite is its creative use of musical devices to describe creative use of musical devices to describe a particular dinosaur or pair of dinosaurs a particular dinosaur or pair of dinosaurs and spark the imagination of the listener.and spark the imagination of the listener.

Personal KnowledgePersonal Knowledge

Students will identify their new learning and willStudents will identify their new learning and willexpress an informed opinion about the musicexpress an informed opinion about the musicbased on this new knowledge. based on this new knowledge.

Strategies: Strategies: What have you learned about music from this piece What have you learned about music from this piece

that you didn’t know before we began studying it? that you didn’t know before we began studying it? Discuss program music versus concrete music. Play Discuss program music versus concrete music. Play

excerpts of examples of each. Do you prefer music excerpts of examples of each. Do you prefer music that is programmatic or concrete (music with no non-that is programmatic or concrete (music with no non-musical influence)? Why? musical influence)? Why?

If you were composing this piece how what musical If you were composing this piece how what musical devices would you use that Paul Jennings uses? How devices would you use that Paul Jennings uses? How would you portray each dinosaur differently in your would you portray each dinosaur differently in your composition? Why?composition? Why?

AssessmentAssessment

Write a short composition for your Write a short composition for your instrument thatinstrument that

describes a dinosaur of your choice. Perform describes a dinosaur of your choice. Perform thethe

composition for the class and be prepared tocomposition for the class and be prepared toanswer questions about musical choices you answer questions about musical choices you

mademadeto describe your dinosaur.to describe your dinosaur.

Affective Outcomes for “Portrait of a Clown” Affective Outcomes for “Portrait of a Clown” byby

Frank TicheliFrank Ticheli

Heart of this piece:Heart of this piece:

The heart of Portrait of a Clown is not a The heart of Portrait of a Clown is not a single element, but the idea of contrast single element, but the idea of contrast and surprise.and surprise.Ticheli does this with rhythm, texture and Ticheli does this with rhythm, texture and timbre, phrasing, compositional devices timbre, phrasing, compositional devices and the use of the lydian scale.and the use of the lydian scale.

Composer’s CraftComposer’s CraftStudents will analyze the piece, referring to formStudents will analyze the piece, referring to formand phrasing, and describe how the composerand phrasing, and describe how the composerprovides unity and variety.provides unity and variety.

Strategies:Strategies: Discuss contrast - what is it? - where do we find it Discuss contrast - what is it? - where do we find it

outside of class? Where do we see it in our outside of class? Where do we see it in our music?music?

How does the composer use contrast to reflect How does the composer use contrast to reflect the musical title? What makes this piece a the musical title? What makes this piece a portrait? Why did composer use that title? What portrait? Why did composer use that title? What does the title say about the music.does the title say about the music.

Meaningful PerformanceMeaningful PerformanceStudents will describe how expectation and surprise inStudents will describe how expectation and surprise inmusic arouse our emotion.music arouse our emotion.

The form of this piece ABA and the melody/harmonyThe form of this piece ABA and the melody/harmonyprovide 2 distinct musical emotions.provide 2 distinct musical emotions.

Strategies:Strategies: Tell a story from your own personal experience, about Tell a story from your own personal experience, about

a surprise in your life. Was it joyful or sad? both? What a surprise in your life. Was it joyful or sad? both? What is Portrait of a Clown reminds you of that surprise?is Portrait of a Clown reminds you of that surprise?

Tell a story from your imagination about a surprise. Tell a story from your imagination about a surprise. Think of this story as a movie. What music will you Think of this story as a movie. What music will you use to help tell your story? Would Portrait of a Clown use to help tell your story? Would Portrait of a Clown work? why or why not?work? why or why not?

AssessmentAssessment

Affective assessment can be handled in Affective assessment can be handled in severalseveral

ways. Portfolios of work, self-evaluation, ways. Portfolios of work, self-evaluation, journalingjournaling

and rubrics are some of the tools you can use.and rubrics are some of the tools you can use.

Excerpted from Portrait of a Clown Teaching Excerpted from Portrait of a Clown Teaching Plan –Plan –

Laura Sinberg, Wisconsin CMP Team MemberLaura Sinberg, Wisconsin CMP Team Member

OctoberOctober by Eric Whitacre by Eric Whitacre

The Heart:The Heart:

The heart of The heart of OctoberOctober is the simple, is the simple, Romantic melodies enriched by the Romantic melodies enriched by the intentional, intricate weaving of timbral intentional, intricate weaving of timbral colors and arched phrases uncovering the colors and arched phrases uncovering the sentimental soul of the season ultimately sentimental soul of the season ultimately experienced through the performance.experienced through the performance.

Composer’s Craft Composer’s Craft

Students will identify, analyze and interpret the Students will identify, analyze and interpret the differing compositional techniques used by the differing compositional techniques used by the composer to create his intention for the composer to create his intention for the performance.performance.

Strategies:Strategies: Explore and develop a purpose for usingExplore and develop a purpose for using

– One measure phrasingOne measure phrasing– Differing metersDiffering meters– ““Falling” scalesFalling” scales– SuspensionsSuspensions– Solo, chamber, and full ensemble sectionsSolo, chamber, and full ensemble sections– Staggered entrances/canonStaggered entrances/canon– TrillsTrills– HarmoniesHarmonies– Timbral choicesTimbral choices

Meaningful Performance Meaningful Performance

Students will explore the nuances of RomanticStudents will explore the nuances of Romantic

sentiment to embody the ebb and flow within sentiment to embody the ebb and flow within thethe

performance.performance.

Strategies:Strategies: Discover and relate lyrical literary elements from Robert Discover and relate lyrical literary elements from Robert

Frost’s poem, Frost’s poem, OctoberOctober, and William Cullen Bryant’s poem, , and William Cullen Bryant’s poem, OctoberOctober, to the lyrically arched phrasing in Whitacre’s , to the lyrically arched phrasing in Whitacre’s OctoberOctober

Relate the differing tempi, pauses, and emphasis Relate the differing tempi, pauses, and emphasis performed in the lyrical reading of poetry to the performed in the lyrical reading of poetry to the performance of phrasing within the compositionperformance of phrasing within the composition

Building Community Building Community Students will compare and contrast eachStudents will compare and contrast each

individual’s role in the differing settings weindividual’s role in the differing settings we

encounter in life with the differing textures in theencounter in life with the differing textures in the

composition.composition.

Strategies:Strategies: Develop everyday life scenarios reminiscent of differing Develop everyday life scenarios reminiscent of differing

sections in the worksections in the work– Soloist with minimal accompanimentSoloist with minimal accompaniment– Chamber wind sectionsChamber wind sections– Full ensemble settingsFull ensemble settings

Within the developed scenarios, determine and understand Within the developed scenarios, determine and understand the individuals who should be more prominent and those the individuals who should be more prominent and those who accompany the task and/or may step into more who accompany the task and/or may step into more prominence for a short time then returnprominence for a short time then return

Personal Knowledge Personal Knowledge

Students will express personal experiences ofStudents will express personal experiences of

quiet, sentimental beauty revealing their ownquiet, sentimental beauty revealing their own

relationships with the composition.relationships with the composition.

Strategies:Strategies: Analyze and discuss musical elements within Analyze and discuss musical elements within OctoberOctober that would indicate quiet, sentimental that would indicate quiet, sentimental beautybeauty

Create individual or small group projects reflective Create individual or small group projects reflective of quiet, sentimental beautyof quiet, sentimental beauty

Develop periodic journal entriesDevelop periodic journal entries

Affective Outcomes for “St. James Infirmary” Affective Outcomes for “St. James Infirmary” arr. Tom Davisarr. Tom Davis

Heart of the Piece:Heart of the Piece:

This arrangement of St. James Infirmary has This arrangement of St. James Infirmary has aa

wonderful mixture of textures that take thewonderful mixture of textures that take theperformer on a musical journey back to Newperformer on a musical journey back to NewOrleans at the turn of the century.Orleans at the turn of the century.

The Composer’s CraftThe Composer’s CraftStudents will analyze and categorize the compositionalStudents will analyze and categorize the compositionaldevices that create the various “atmospheres” in St. Jamesdevices that create the various “atmospheres” in St. JamesInfirmary. The students will then evaluate their expressiveInfirmary. The students will then evaluate their expressiveimpact in the piece.impact in the piece.

For Example:For Example:Opening theme in trombones – “testifying”Opening theme in trombones – “testifying”Triplet based drumming with mallets – “African Drumming”Triplet based drumming with mallets – “African Drumming”Aleatoric sounds in the piano and guitar – “Other worldly”,Aleatoric sounds in the piano and guitar – “Other worldly”,““purgatory”purgatory”Plunger muted trumpet solo – “Crying”, very vocal inPlunger muted trumpet solo – “Crying”, very vocal inNature.Nature.Call and response in the ensemble sections – “PrayerCall and response in the ensemble sections – “PrayerMeeting”, “Wake”Meeting”, “Wake”

The Meaningful PerformanceThe Meaningful PerformanceStudents will analyze expressive elements of theStudents will analyze expressive elements of thejazz language (glissando, scoop, growl, use ofjazz language (glissando, scoop, growl, use ofmutes, etc.) and evaluate whether these elementsmutes, etc.) and evaluate whether these elementsmake the composition more expressive andmake the composition more expressive andcommunicative.communicative.

Listen to numerous recordings of St. James Listen to numerous recordings of St. James Infirmary and discuss what expressive elements Infirmary and discuss what expressive elements are used and why.are used and why.

Building the CommunityBuilding the CommunityStudents will analyze jazz improvisation as anStudents will analyze jazz improvisation as ananalogy for a group discussion.analogy for a group discussion.

Define what elements are needed for a successful Define what elements are needed for a successful group discussion. (Lunch Room, Committee group discussion. (Lunch Room, Committee Meeting, etc.)Meeting, etc.)

Connect these elements to aspects of a jazz Connect these elements to aspects of a jazz performance.performance.

Listen to various jazz performances and Listen to various jazz performances and determine how successfully the performance determine how successfully the performance depicts a group discussion.depicts a group discussion.

Personal Knowledge:Personal Knowledge:Students will relate their own experiences of lossStudents will relate their own experiences of lossor grief to St. James Infirmary.or grief to St. James Infirmary.The text/story of the piece is the story of loss andThe text/story of the piece is the story of loss anddeath.death.

Read, analyze, and discuss the lyrics for the folk Read, analyze, and discuss the lyrics for the folk song, St. James Infirmary.song, St. James Infirmary.

Journal Journal

The CMP ModelThe CMP Model

Music SelectionMusic Selection AnalysisAnalysis OutcomesOutcomes StrategiesStrategies AssessmentAssessment