Session 6 10 17 16

Mannes College The New School for Music Lesson Plan

Session Info: Monday 10/17, 11:05­12:45 & 12:50­2:30, Room 309 Session Theme: In what ways can a concert reflect the artistic identity of its featured artist?

SWBAT: 1. Generate vocabulary to describe the components of a concert, such as repertoire, performance, venue, audience, collaborating artists, program, and marketing.

2. Brainstorm connections between the components of a concert and the identity its featured artist.

3. Write about how they might curate a concert to reflect their own artistic identity.

High­Frequency Vocab or Phrases: Engaging; unique; concert; repertoire; performance; technique; strategy; venue; audience; experience; collaborating artists; curate; marketing; 21st Century; “I Am” statement; artistic identity; title; blurb; image; bio; program; program notes; social media.

Grammatical Patterns: Modal auxiliary verbs (could, should, would), used to describe hypothetical scenarios.

Materials: Concert programs (34 copies); Anderson & Roe videos cued; Greg Sandow article (34 copies); guided reading prompts (uploaded to class blog); homework assignment (on class blog + Canvas); class rosters + names for name draw.

Lesson Narrative (i.e. Hook, Activities, Transitions, Key Questions, Demonstration of Learning, Reflection and Analysis): ENGAGE: Simulate an Anderson & Roe Concert (35')  Students enter classroom that has been set up as a concert environment (lights dimmed, programs distributed, seats arranged in a specific way)  Students are given time to read programs  Students watch 3 or 4 Anderson & Roe performances via YouTube (from program) Mozart ­ Grand Scherzo (A Kiss) 3:30 http://www.andersonroe.com/mv­grand­scherzo Billie Jean: 5:19 http://www.andersonroe.com/mv­billie­jean Libertango: 4m (This has a weird intro that we should skip for our purposes) http://www.andersonroe.com/mv­libertango Reflect: What was engaging about this "concert"? Chart elements that engaged students.

STUDY: Introduction to Artist as Curator (45')  Introduce notion of artist as curator: what does “curate” mean and what types of things might a 21st century musician be able to curate?  Read Greg Sandow article out aloud as a class (create paper hand­outs for each student) o Students divide into pre­assigned groups of 3 and each group is assigned one of three artists from Sandow's article to read about and further research: James Ross, Mason Bates, and Lara Downes. (Note: All students will need to bring their laptops/tablets to class) o Groups respond to the following question prompts (using a worksheet) and share out:

Mannes College The New School for Music Lesson Plan

   

Create an “I Am” statement for this artist.

List some interesting projects (concerts, recordings, collaborations, etc.) this artist has worked on, and for each project explain what’s interesting about it.

Describe the most unique or engaging elements that can be found in a concert curated by this artist.

Explain how you think this artist's concerts reflect his or her artistic identity.

Reflect/chart: In what ways can a concert reflect the artistic identity of its featured artist?  Repertoire (and strategies for unifying repertoire)  Audience Experience (venue, collaborating artists, use of program notes or audience address)  Marketing (concert title, blurb, images, bio, use of social media) ACTIVATE: Introduction to Self as Curator (20')  Introduce homework: If you were to curate a concert featuring yourself, what would you want the audience to discover about you as an artist? What are some ways you could help them discover these things? Respond to these questions in 2­4 paragraphs. Your response should be between 350 and 500 words long. Submit your response to your instructor in Canvas no later than 11:59pm on Friday, October 21st.  With a partner, students share just one thing they would want the audience to discover about them as an artist, and one strategy they could use to help the audience discover this thing. Partners ask questions to help clarify the ideas of the student who is sharing with them. Students are told they will need to listen to their partners carefully, because some students will be called on to share out their partner's responses (draw names). Instructor can model how to ask questions by inviting one student from the class to share his/her response to the question prompt.  Wrap­up: homework reminder + take attendance.