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Concert Band Coaching

from Cleveland Institute of Music

Program image

This session offers specialized music coaching for entire ensembles, chamber ensembles, or various instrument sections. Musical interaction with skilled CIM faculty members help music ensembles prepare for contests and performances.

Program Rating

   based on 3 evaluation(s).


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About This Program

Cost

Point to Point: $180.00
By Request: $180.00



Length

45-60 minutes


Target Audience

Education: Grade(s) 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Minimum participants:

No Minimum

Maximum participants:

50


Primary Disciplines

Performing Arts


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)



Booking Information

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Once arranged, distance learning offerings are very difficult and often impossible to re-schedule. The policy of the Cleveland Institute of Music (CIM) concerning distance learning scheduling and registration is as follows:

CIM does not allow the video or audio recording of our distance learning presentations.
Registration for distance learning programs must occur at least four weeks prior to the program date.
Upon confirmation of registration, payment of fees will be considered due, and distance learning clients will be invoiced for all applicable fees. Fees paid to CIM for distance learning programs are non-refundable, except in the case of school closings and other emergencies.
Requests for schedule changes made 10 or more days prior to the program date will be considered but not guaranteed.
Requests for schedule changes made less than 10 days prior to the program date will not be considered
Payments are due regardless of any schedule changes or cancellations.
Please note that all times are Eastern Standard Time.

About This Provider

Content Provider logo

 

Cleveland Institute of Music

Cleveland, OH
United States

The Cleveland Institute of Music is a leading international conservatory that is distinguished by an exceptional degree of collaboration between students and teachers. This same stimulating environment extends to the Institute's community education programs, which help people of all ages realize their full musical potential.

CIM offers many exciting distance learning programs for Pre-K through high school. These programs are informative, fun and highly interactive. In addition to a full array of programs and courses in music, CIM offers a series of interdisciplinary programs that address academic content standards in science, math, language arts, and history. These programs are designed to enliven and reinforce the academic core curriculum

Contact:
Contact Alisa Andrews about scheduling.
samm@norsoft.net
2167953150

Program Details

Format

This program is designed as per the participants' specific needs for the coaching.

Objectives

The participants will:
-perform selected repertoire for the CIM faculty member
-receive constructive criticism regarding musical and aesthetic issues
-engage in discussions with the CIM faculty member, as they may arise
-gain a new perspective from the CIM faculty member on their performance

Standards Alignment

National Standards

Note: Due to the customizable nature of this videoconference, more standards may be addressed than those listed.
Music
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.

State Standards

Note: Due to the customizable nature of this videoconference, more standards may be addressed than those listed.
Ohio Academic Content Standards: Music
Creative Expression and Communication
Grade 5
1. Sing and/or play, alone and with others, using good posture and breath control, a varied repertoire of music representing diverse genres and cultures with appropriate dynamics, expression and tempo for the work being performed.
2. Play a variety of instruments independently and with other contrasting parts.
3. Respond appropriately to the cues of a conductor.
6. Read, write and perform rhythm patterns (in 2/4, 3/4 and 4/4 meter) using sixteenth through whole notes including dotted half-note and syncopated rhythms.
7. Read, write and perform diatonic melodies with fa and ti and the major scale on the treble staff in G-do using a system (e.g., solfege, numbers or letters).
8. Identify key signatures.
Grade 6
1. Sing and/or play, alone and with others, using good posture and breath control throughout their range, a varied repertoire of music representing diverse cultures with appropriate dynamic expression and tempo for the work being performed.
2. Play a variety of instruments, alone and with others, with increasingly complex rhythms and melodic phrases.
3. Respond appropriately to the cues of a conductor.
6. Read, write and perform rhythm patterns in 2/4, 3/4, 4/4 and 6/8 meter.
8. Recognize key signatures.
Grade 7
1. Sing and/or play, alone and with others, a varied repertoire of music representing diverse genres and cultures showing expression and technical accuracy at a level that includes modest ranges and changes of tempo, key and meter.
2. Perform accurately, alone and in small and large groups, with good posture producing an appropriate tone quality.
3. Respond appropriately to the cues of a conductor.
6. Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.
Grade 8
1. Sing and/or play, alone and with others, a varied repertoire of music representing diverse genres and cultures showing expression and technical accuracy at a level that includes modest ranges and changes of tempo, key and meter.
2. Perform accurately, alone and in small and large groups, with good posture producing an appropriate tone quality.
3. Respond appropriately to the cues of a conductor.
6. Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.
Grade 9
1. Sing or play, alone and/or in ensembles, a varied repertoire of music representing diverse genres and cultures.
2. Demonstrate technical accuracy, appropriate tone quality, articulation and expression for the work being performed with good posture and breath control.
3. Respond appropriately to the cues of a conductor or section leader.
4. Demonstrate ensemble skills (e.g., balance, intonation, rhythmic unity, phrasing) while performing as part of a group.
5. Demonstrate sight-reading abilities.
8. Read, perform and/or notate a one- octave chromatic scale, ascending and descending.
9. Read and perform music with dotted eighth and sixteenth notes and syncopation in duple, triple and compound meters.
10. Define vocabulary in all rehearsed and performed music.
Grade 10
1. Interpret selected music while singing or playing alone and/or in ensembles and demonstrate accurate use of various meters and complex rhythms.
2. Demonstrate ensemble skills (e.g., balance, intonation, rhythmic unity, phrasing) while performing in a group.
3. Perform a variety of phrases with attention to pitch and rhythmic accuracy and demonstrate increased independence.
4. Demonstrate sight-reading abilities.
7. Read and perform literature appropriate for the instrument studied using the key signatures in Indicator six above.
8. Read complex rhythms in mixed meter.
9. Incorporate expressive symbols and terms when sight-reading.
10. Identify articulations, expressive symbols and terms.
Grade 11
1. Prepare and perform accurately a varied repertoire of music incorporating complex meters and rhythms in major and minor keys.
2. Perform an appropriate part in an ensemble and demonstrate well- developed ensemble skills.
3. Demonstrate advanced tonal concepts in singing or playing an instrument.
4. Sing or play music compositions incorporating elements of music and demonstrating an understanding of music style and form.
7. Read and perform music literature in a wide variety of major and minor
keys.
8. Read and perform music literature that incorporates modal scales.
10. Interpret articulations, expressive symbols and terms when performing.
Grade 12
1. Sing or play, alone and/or in ensembles, advanced music literature and demonstrate accurate intonation and rhythm, fundamental skills, advanced technique and a high degree of musicality.
2. Sing or play a significant music composition incorporating elements of music and demonstrating an understanding of music styles and form.
4. Sight-read major, minor and chromatic melodies.
6. Interpret music symbols and terms expressively when performing a varied repertoire of music.

Analyzing and Responding
Grade 5
1. Identify dynamics, tempo, meter and tonality in various pieces of music aurally.
2. Identify terms related to form (e.g., DC al Fine; DC dal segno; DS al Coda; repeat signs, first and second endings).
Grade 6
1. Distinguish the use of dynamics, meter, tempo and tonality in various pieces of music.
2. Describe the principles of breathing techniques, good posture and tone production.
5. Develop criteria for evaluating quality and effectiveness of music performances and compositions.
Grade 9
1. Analyze conducting patterns and gestures as they relate to music selections.
2. Analyze and determine the correct technique (e.g., posture, breath support, hand position, embouchure, vocal placement) required for proper tone production.
3. Describe basic terminology and symbols used in a varied repertoire of music.
4. Analyze how conducting patterns and gestures guide musical interpretation of selected pieces.
6. Develop and apply criteria for evaluating quality and effectiveness of their performances and compositions and those of others.
Grade 10
3. Respond to conducting patterns and gestures to interpret selected pieces musically.
Grade 11
1. Demonstrate extensive knowledge of the technical vocabulary of music.
3. Analyze how conducting patterns and gestures relate to musical interpretation of various selections.
Grade 12
2. Analyze how conducting patterns and gestures relate to musical interpretation of various selections.

Valuing Music/Aesthetic Reflection
Grade 5
2. Identify and discuss aesthetic qualities in their performances and in the performances of others.
Grade 7
2. Participate in and reflect on a variety of live music performances and activities.
Grade 8
2. Participate in and reflect on a variety of live music performances and activities.
Grade 12
4. Alter music works, performances or composition presentations to enhance the quality of the music selection.
Connections, Relationships and Applications
Grade 5
6. Identify the specific skills needed to be a musician.
Grade 7
4. Describe ways that technology is used in creating, performing and listening to music.
Grade 8
3. Use technology in creating, performing and/or researching music.
4. Use problem-solving and creative thinking skills experienced in other disciplines in music.
Grade 9
4. Explain the role of technology in creating, performing and listening to music.
Grade 10
3. Demonstrate one or more uses of technology in creating, performing and listening to music.
Grade 11
3. Use technology to create and/or perform various forms of music.
Grade 12
3. Use technology to create and/or perform various forms of music.