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    M.E.W. Reflection: Josh Paris Nyc Ischool 2014-2015

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    redbass21
    M.E.W. Reflection discusses selecting repertoire for a school music ensemble with concrete learning outcomes in mind. The teacher thought about varied outcomes for each piece to push student learning throughout the year. Struggles included selecting repertoire early enough and keeping rehearsals focused. Actions taken included catering arrangements to students' strengths, using posters to connect students to time periods, and varying piece descriptions. Students improved musically and gained appreciation for social contexts of early jazz. Moving forward, the teacher plans to focus more on affective outcomes and non-musical aspects through student-led discussions and score study.

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    M.E.W. Reflection: Josh Paris Nyc Ischool 2014-2015

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    redbass21
    25 views8 pages
    M.E.W. Reflection discusses selecting repertoire for a school music ensemble with concrete learning outcomes in mind. The teacher thought about varied outcomes for each piece to push student learning throughout the year. Struggles included selecting repertoire early enough and keeping rehearsals focused. Actions taken included catering arrangements to students' strengths, using posters to connect students to time periods, and varying piece descriptions. Students improved musically and gained appreciation for social contexts of early jazz. Moving forward, the teacher plans to focus more on affective outcomes and non-musical aspects through student-led discussions and score study.

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    Presentation on free improvisation based on paintings for Carnegie Hall Educators workshop.

    Original Title

    Carnegie Presentation

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    M.E.W. Reflection discusses selecting repertoire for a school music ensemble with concrete learning outcomes in mind. The teacher thought about varied outcomes for each piece to push student learning throughout the year. Struggles included selecting repertoire early enough and keeping rehearsals focused. Actions taken included catering arrangements to students' strengths, using posters to connect students to time periods, and varying piece descriptions. Students improved musically and gained appreciation for social contexts of early jazz. Moving forward, the teacher plans to focus more on affective outcomes and non-musical aspects through student-led discussions and score study.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    25 views8 pages

    M.E.W. Reflection: Josh Paris Nyc Ischool 2014-2015

    Uploaded by

    redbass21
    M.E.W. Reflection discusses selecting repertoire for a school music ensemble with concrete learning outcomes in mind. The teacher thought about varied outcomes for each piece to push student learning throughout the year. Struggles included selecting repertoire early enough and keeping rehearsals focused. Actions taken included catering arrangements to students' strengths, using posters to connect students to time periods, and varying piece descriptions. Students improved musically and gained appreciation for social contexts of early jazz. Moving forward, the teacher plans to focus more on affective outcomes and non-musical aspects through student-led discussions and score study.

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    M.E.W.

    Reflection
    Josh Paris
    NYC iSchool 2014-2015
    The goal…
    To increase student engagement and interest in the
    music making process. Before I selected the repertoire
    this year I thought about concrete outcomes for each
    piece. By thinking of these varied outcomes before we
    started learning the music it allowed me to better
    program pieces in a way that would push my students
    learning of different aspects of music throughout the
    school year.
    Struggles
    Select repertoire early enough to identify the different
    possible outcomes for each piece.

    Keeping rehearsals varied and focused on each


    outcome.

    Finding repertoire that allowed the ensemble to


    progress with a particular outcome for the year.

    The affective outcome…


    Actions…
    Since I arranged all the music for the ensemble I could cater
    to the strengths and weaknesses of each student.

    I created posters, questions and pictures of musicians and


    their ensembles to connect the students to the time period.

    When announcing pieces I would vary the description,


    instead of just saying the title of the piece.

    Students announced all of the music at the concert that


    included all of the outcomes we had discussed and worked
    on
    Take the A Train
    Outcomes

    Who is Duke Ellington?

    How did bands promote themselves before the internet?

    What is call and response?

    Jazz Phrasing (dot do dah)


    The Daily Mail
    I did this piece with one of my Rock Bands.

    Outcomes

    Subdividing!

    Slow crescendo and build in intensity.

    What injustices do you see in the world and do you


    think music can have a meaningful impact?
    Student Take Aways
    The kids would come into rehearsal and talk about
    pieces they heard that had an impact on them.

    Their musical vocabulary was expanded.

    Students could appreciate the social constraints put


    onto early jazz musicians.

    Rhythmic integrity increased significantly throughout


    the year.
    Moving Forward…
    Continue to work on the affective outcomes.

    Do more work and discussion around the non-musical


    aspects of a piece.

    More “score” study based around the different


    outcomes that certain pieces can offer.

    Allow more student led discussions about the music


    and all of the aspects of a piece.

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