MUS 344: Teaching of Instrumental Music

Literature Selection 1

Submitting Assignments• Electronic only• Due by class time• If you want to resubmit, address the

comments and questions that are returned to you

• Use something like “344 – Audition resubmit” as email subject and “Lastname Audition Resubmit 2” as the file name

• Keep my comments in the resubmission (and track your changes if possible) so I can see how you changed it

Lists, Resources, and Guides• University Interscholastic League

(UIL) Lists: http://www.utexas.edu/uil/pml/browse

• How should we use lists?• Frank Battisti – “our profession is somewhat

listed to death”• We have a professional responsibility to

carefully evaluate literatureTeaching Music Through Performance

in…• Band• Orchestra

Literature Selection and Evaluation• Many details to consider – see outline

(on Compass)• What are directors looking at when

they look through scores at Midwest, a music store, or through their libraries?

• Planning Tools• “One-minute Drill” – what will you look

for?• Repertoire checklist

One-minute Drill

Repertoire Checklist

Other Resources• What are other ways to find good

literature?• Additional resources• “Gems of the Jazz Repertoire” – on

Compass• “Commissioning New Works for Band” – on

Compass

For Next Week• Review “Selecting Repertoire” (Jagow)

for our next discussion• Start practice analysis for Greek Folk

Song Suite, Movement 1 (see score and sample template on Compass)

• Apply Ostling and Q-factor too for discussion

• Will discuss methods more on Monday

• Will discuss GFSS with three methods of analysis on Wednesday (email your grid)

MUS 344: Teaching of Instrumental Music

Literature Selection 2

Three Guides

1. Jagow (2007) - Q-factor2. Grid Analysis3. Ostling (1978) – 10 questions

Jagow (2007) Q-FactorA good initial analysis of literature

(quantifying)• Harmonic structure• Melodic content: contour, shape,

interaction with harmony, melodic components, leaps and jumps are contextual

• Formal craftsmanship• Originality• Emotional value• Composer quality• Educational value

Jagow (2007) Q-Factor, cont.

Jagow (2007) Q-Factor, cont.

Grid Analysis (see Curnow on Compass)Formal: IntroPhrasal: Measures 1-8; (8) 4 + 4Color: brass fanfare with sustained WW (trills, then runs); Low band on rhythmic pseudo-arpeggios as transitions into next mini-phraseDynamics: ff; forte-piano crescendo, some variationStyle: Maestoso, accentedOther: Important interactions or rehearsal considerations?; sextuplets; triplets contrast with 16ths; lip gliss in horns, chords in brass (special issues?); multiple tonguing; Timp. tuning

Grid Analysis

Ostling (1978)Now that you have analyzed, what does this mean?

Form: structure, framework• Is there contrast and repetition? (“music is the

same or it is different”)Scoring: Instrumentation• Is it effective? Is there contrast?Creativity• Is it interesting and unique? Cliché?Style• Consistent style? Good quality throughout?

Variety of colors?

For WednesdayWe will discuss the following analyses for Greek

Folk Song Suite, Movement 1 (email grid, bring a copy to discuss):

1. Q-Factor2. Grid Analysis3. Ostling paragraph

Audio example of GFSS, Mvt. 1:

http://www.youtube.com/watch?v=_bchFcd3KzY&feature=related

MUS 344: Teaching of Instrumental Music

Literature Selection 3

February 2, 2011Week 3 – Wednesday