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Edrs Price Descriptors 4 I' DOCUMENT RESUME ED 039 262 !E 499 863 TITLE A Unique Program for Understanding the Performing Arts. Narrative Report. INSTITUTION Ridgewood Board of Education, N.J. SPONS AGENCY Office of Education (DREW), Washington, D.C. REPORT NO DPSC-66-1476 PUB DATE 1 Mar 68 GRANT OEG-1-6-661476-1814 NOTE 188p. EDRS PRICE EDRS Price MF-$0.75 HC-$9.50 DESCRIPTORS Bands (Music), *Concerts, *Cultural Enrichment, *Elementary Education, Instructional Materials, Music Activities, Musical Composition, Musical Instruments, *Music Appreciation, *Music Education, Musicians, Orchestras, Student Motivation, Teaching Methods ABSTRACT To enhance school childrenls understanding of and appreciation for the performing arts,an ESEA Title III project presented live performances by professional brass, woodwind, and string ensembles to children of the 275 public and parochial elementary schools of Bergen County, New Jersey. As part of the program, children read a book especially prepared for their age level describing the main "members" of the brass, woodwind, and string families, heard music composed or selected especially for them, listened to supplementary programed tapes, and visited with the professional performers. Extensive evaluations of theprogram were made from various points of view--professional musicians, teachers, administrators, and parents, and the consensuswas that, despite minor shortcomings, the programwas successful. (Included in this report are an outline of techniques to implement theprogram; descriptions of the experiences of Bergen County with the professional ensembles; sample evaluation sheets;a bibliography to augment the program; and a pamphlet to be used in the classroom to introduce the brass "family.") (JB) EDUCATION & WELFARE U.S. DEPARTMENT Of HEALTH, OFFICE Of EDUCATION 0F// 9 es-Ar- I . RECEIVED FROM THE REPRODUCED EXACTLY AS THIS DOCUMENT HAS REIN r/7-4_&-- 7?7- POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING 11. REPRESENT OFFICIAL OFFICE OFEDUCATION STATED DO NOT NECESSARILY POSITION OR POLICY. ..: NARRATIVE REPORT r)NI N A Unique Program for Understanding the Performing Arts Cr% OEG 1-6-661476-1814 ON C) Ca Lial RIDGEWOOD PUBLIC SCHOOLS Ridgewood, New Jersey Budget Period July 1, 1968 - June 30, 1969 Attachment to OE Form 4382 I VOLUME I REPORT ON BRASSFAMILY .11BoardRidgewood,. of Education 14.J; 1 SuperintendentRidgewood,R. B. Perkins N.J.of Schools 234 Elementary Schools Oaarilelerawmasedwertoravax" 11111IMOI BusinessJ. P. &Durkin Finance ProjectR. AdministratorL. Bloch District54 School Coordinators Districts Two Brass Ensembles 11111111101111011/4 10 Members (10 Months) 112 Non-publicElementaryLSteering2 Music Educators CommitteeSchool Rep.Prin. ABSTRACT APPLICATION TO ESTABLISH AND OPERATE Al COUNTYWIDE SUPPLEMENTARY EDUCATIONAL SERVICE A. Title and Description The Bergen County Instrumental Orientation and Live Music PerformanceProgram covers potentially the 200 public and 75 parochialelementary schools in the county. Each school will have one all -day visit from one of theinstrumental families of the orchestra - a brass quintet, woodwind quintet, or stringquartet. In the morning, each member of the ensemble, individually, will visiteach classroom to meet the students, demonstrate the instrument, explain itsrela- tionship to its family and the orchestra, and answer questions. The afternoon program will consist of two concerts: the first for the kinder- garten through third grades, and the second for the fourththrough sixth grades. The concerts will also feature the use of visual aids. B. A Statement of Need 1. Bergen County has no program for regularly scheduled performancesof live music. 2. There is a great need for imaginative new projects in music education. Music has lagged far behind the sciences and mathematics in curriculumenrich- ment and new teaching techniques. This was one of the major problems discussed at the Seminar on Music Education held at Yale Universityin June, 1963, under a grant from the U. S.'Office of Education. 3. It is well known that children learn best through"direct encounter" and personal involvement. The orientation sessions provide this type oflearning situation, and they are the most critical element in the success ofthe program. 4. Knowing the 'musicians makes a concert something special forchildren and results in a much greater degree of attentiveness and enjoyment, thusleading to greater educational benefits. 5. In the patchwork quilt of the elementary music educationcurriculum, such a program would give strength and guidance toteachers and pupils in a major segment of their program. 6. The program is also needed to strengthen the morale of the musicteachers who feel that they may be ignored in the current educational picture. C. Innovative and Exemplary Aspects The educational objectives and the use of the orientationsessions-and assembly concerts to achieve these ends represent a complete innovationin music educa- tion. Moreover, this program can be adopted by an individual school,local, city, or state school system without any substantial change. An eventual out- come of such a project might be community supportfor an ensemble. Wile many small_communities are unable to support an orchestra, a cooperative venture such as this might mike an ensemble a vital part of community life. D. Description of anixisting Progras! Ridgewood, New Jersey, elementary schools have had a similar pilot projectfor three years whose outstanding success has led to the proposal for a Bergen County Program. The Ridgewood plan employed generally the same format as this ABSTRACT program; i.e., instrumental orientationsessions in the morning and assembly concerts in the afternoon. Under this proposed project, the skeletal outline could be enlarged intoa richer musical experience for such childrenas would participate. Major Objectives and Evaluation 1. To provide the students witha meaningful addition in music education. 2. To familiarize the students withthe different instruments and theiror- chestral relationships. 3. To show the roles of the instrumentalfamilies in different kinds ofcom- positions and in music ofdifferent periods. 4. To provide a meaningfulway of thinking about music which can affect other areas of music education. 5. Records and pictures, whilehelpful in their own way, do not take the place of live performances. Under such a program, students would have theopportunity to become acquainted with practicingmusicians executing their art ina meaning- ful way. Evaluation will be provided throughformal and informal means by the musicians, the music teachers, theclassroom teachers, the project administrator,school administrators, and the Superintendents'Advisory Committee. F. Procedures and Personnel Procedures will include careful selectionof musicians and music, preparation of each community'smusic staff, information to total school fadulties,prepara- tion of individual classroomunits through the use of audio and visual aids,and finally, classroom visits bymusicians, and school assemblies. G. Federal Funds Requested $ 89,390.00 will be requested, assumingparticipation of all public and private elementary schools. Adjustments will be made in relationto the final number of participating districts.as of January 30, 1966. Part II Page 3 PART II - NARRATIVE REPORT One "a" Statement of Major Objectives The major objectives of this program extending beyond thosementioned in the original abstract are: 1. To help to create a musically literate citizenrythrough demonstration and performance of the orchestral families inthe elementary schools of Bergen County. 2. To make this demonstration and performance avital part of the music education program by interweaving it into thefiber of the curriculum through preparatory and evaluatory plans on the partof the classroom teacher and music specialist. 3. To present music of high quality that iswell performed and appealing to children, music that is written for andindigenous to the group performing. While it is important to outline objectives, asis done in the abstract under, heading and above, it is also important that there be some understandings as to whatthe project is 'not'. We are not an extension of radio,television, or Broadway.As will be noted in the evaluations to follow, teachersand principals often felt that the music should be more familiar tothe children. Our question is, "Just how much brass ensemblemusic is familiar to the general public not to mention a secondgrader?" It is the hope of such a project to make the general public awareof this type of literature. Arrangements of familiar tunes arevalid in this case so long as the arrangement hasquality and presents the instruments in their own environment. 4. It is our purpose, in this three yearoperational grant, to present to the children of the schools involvedthe three basic sections of the orchestra . the woodwinds, the brass, and thestring families; one each year. 5. To provide graduating students ofManhattan School of Music, who are mainly interested in performance, anopportunity to be gainfully employed while becoming involved in thepublic school music programs. Part II Page 4 Techniques Used in Achieving_These Objectives This year two full time brass ensembleswere hired for the school year. A committee was set up by the Steering Committee of the Project to spenda day at Manhattan School of Music interviewing candidates that the school had selected as musically capable. Members of this Selection Committee included representatives from the Bergen County Music Educators
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