Teaching unit for Elegy for a Young American;  Ronald LoPresti

 

 

 

TeacherŐs guide

 

Elegy for a Young American

Ronald LoPresti

Grade 4

 

Theodore Presser Company

588 No. Gulph Road

King of Prussia, PA 19406

Copyright 1967

 

 

Included in the following packet is a teaching unit intended to be used for the teaching of the piece Elegy for a Young American.  In the packet you will find warm-ups and other items to aid any conductor in the introduction of this piece to their ensemble. 

 

This piece is a middle of the road grade four piece of band literature.  The large leaps and dynamic contrast provide a plethora of musical fodder from which to teach from. 

 

Educational Goals

  1. After listening to a recording of the piece, students will describe emotions portrayed in the music.  (standards 6, 7, 8, 9)
  2. Students will sing and play the stepwise melody in measure one to 16 with the dynamic shaping and articulation listed.  (standards 1, 2, 5)
  3. Students will complete the accompanying WebQuest to learn more about the historical period and how it relates to the piece.  (Standards 8, 9)
  4. During class, students will listen to sections of a recording of the piece.  Together we will diagram the section on the board.  Upon completing the diagram we will play the newly drawn section.  (Standards 2, 5, 6, 7)
  5. Given a copy of their part students will correctly identify the intervals in a set amount of measures.  (Standards 5, 6)
  6. Students will keep a daily journal detailing the ensemblesŐ progress with the piece and where they feel we could improve.  (Standards 6, 7, 8)
  7. After the performance of the piece, students will complete the post performance critique.  (Standards 6, 7, 8, 9)

 

Resources

For further resources into this piece, explore Teaching Music Through Performance in Band; Volume 2.  For further suggestions of resources see the attached Unit Study.

 

 

 

 

 

 

 

Assessment

The students will be assessed in a couple of areas for the completion of this unit. 

  1. The first will be with the completion of the guided student analysis worksheet.  A blank worksheet and a completed worksheet have been attached. 
  2. The second assessment will revolve around the completion of the WebQuest.  A rubric has been included on the WebQuest website. 
  3. The third assessment will be through an individual recorded playing test.  Students will be asked to record a specified section of their music based on their instrument.  The rubric is also attached. 
  4. Assessment will also be ongoing with the checking of the daily log for the piece.  The daily log will be placed in a folder at the end of each rehearsal.  The daily log will be read by the instructor but not graded.  Purpose of the log is two fold; first I want to know what the students think about the piece and second, attendance can be taken based on the logs in the folder (no log, not in attendance). 
  5.  After performance of the piece students will fill out an evaluation of the piece.  Again, this will be done for a completion grade; I just want to know what the students thought about the piece and accompanying materials in case I decide to program it again some time down the road.

 

 

 

WebQuest

 

At this address you will find a webquest constructed to lead students in the discovery of the overall mood the American people had following the assassination of JFK. 

 

Guided Student Analysis

 

Name________________________

 

Piece_________________________

Composer___________________________

 

Using your part fill out the following worksheet.

 

 

  1. How many measures are in this piece of music?

 

 

 

  1. What time signatures are found throughout this piece of music? 

 

 

 

 

 

  1. What is the initial tempo marking?  Define the initial tempo marking.

 

 

 

 

 

  1. What other tempo indicators are found throughout this piece?  What do they mean?

 

 

 

 

 

  1. List the measures with the most dramatic (more than two dynamic level shift) dynamic shifts.

 

 

 

 

 

  1. Where is the main climax point in this piece of music?  How do you know?

 

Name________________________

 

Piece_________________________

Composer___________________________

 

Using your part fill out the following worksheet.

 

 

  1. How many measures are in this piece of music?

108 measures

 

 

  1. What time signatures are found throughout this piece of music? 

4/4, 3/2, 2/4, 3/4

 

 

 

 

  1. What is the initial tempo marking?  Define the initial tempo marking.

Adagio sostenuto

                  Quarter note=54 - 58

                  Slow and sustained

 

 

  1. What other tempo indicators are found throughout this piece?  What do they mean?

Poco piu mosso

      A little bit faster

Poco rit.

      Slow down a little

         Strinendo poco a poco

               Slower yet

         Allegro (quarter note=126-132)

               quickly

  1. List the measures with the most dramatic (more than two dynamic level shift) dynamic shifts.

-Measure 16

         -measure 47

         -measure 78-82

         -measure 87-98

 

  1. Where is the main climax point in this piece of music?  How do you know?

-Measure 82.  It is the dynamic climax of the piece.  All rhythmic motion leads to that point in the music.

Student Wrap-up

 

Name___________________

Piece___________________

Composer_______________________

 

 

  1. Did you enjoy this piece?  Explain.

 

 

 

 

 

 

  1. What portions of this unit helped you understand this piece the most?  Why?

 

 

 

 

 

 

  1. What portions of this unit do you feel were unimportant?  Why?

 

 

 

 

 

 

  1. How do you feel this piece went in relation to the recordings we listened to in class?  Were there sections you would have played differently as an ensemble?

 

 

 

 

 

 

  1. Did you feel like the location of this piece in the concert order was fitting?  Explain.

 

 

 

 

 

 

 

 

 

 

 

Instrumental Music Performance - Individual : Elegy for a Young American

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teacher Name:

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Name:     ________________________________________

 

 

 

 

 

 

CATEGORY

4

3

2

1

Rhythm

The beat is secure and the rhythms are accurate for the style of music being played.

The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance.

The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance.

The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance.

Pitch

Virtually no errors. Pitch is very accurate.

An occasional isolated error, but most of the time pitch is accurate and secure.

Some accurate pitches, but there are frequent and/or repeated errors.

Very few accurate or secure pitches.

Dynamics

Dynamic levels are obvious, consistent, and an accurate intrepretation of the style of music being played.

Dynamic levels are typically accurate and consistent.

Dynamic levels fluctuate but can be discerned.

Attention to dynamic levels is not obvious.

Phrasing

Phrasing is always consistent and sensitive to the style of music being played.

Phrasing is usually consistent and sensitive to the style of music being played.

Phrasing is usually consistent and occasionally sensitive to the style of music being played.

Phrasing is rarely consistent and/or rarely sensitive to musical style.

Expression and Style

Performs with a creative nuance and style in response to the score and limited coaching.

Typically performs with nuance and style that is indicated in the score or which is suggested by instructor or peer.

Sometimes performs with nuance and style that is indicated in the score or which is suggested by instructor or peer.

Rarely demonstrates expression and style. Just plays the notes.

Note Accuracy

Notes are consistently accurate.

An occasional inaccurate note is played, but does not detract from overall performance.

A few inaccurate notes are played, detracting somewhat from the overall performance.

Wrong notes consistently detract from the performance.

Tone Quality

Tone is consistently focused, clear, and centered throughout the range of the instrument. Tone has professional quality.

Tone is focused, clear and centered through the normal playing range of the instrument. Extremes in range sometimes cause tone to be less controlled. Tone quality typically does not detract from the performance.

Tone is often focused, clear and centered, but sometimes the tone is uncontrolled in the normal playing range. Extremes in range are usually uncontrolled. Occasionally the tone quality detracts from overall performance.

The tone is often not focused, clear or centered regardless of the range being played, significanltly detracting from the overall performance.