Vision and Purpose of Zero Period…
The Zero Period class at Taylor Middle School is a necessary component of the total music program and serves a wide variety of students. The three parts to the program include:
(1) Beginning Strings, 2 mornings per week. The class offers students the opportunity to learn to play a stringed instrument so that they can eventually participate in the middle school orchestra and, later on, in the high school orchestra. Not only do these new students participate, but student leaders of the 3rd period orchestra assist the teacher by modeling, coaching, and teaching beginners. Students who take the time to demonstrate and explain playing techniques helps them assess and improve their own musical skills. The opportunity also allows students to practice their social skills with their peers.
(2) Jazz Band, 2 mornings per week. Students participate in the big band setting that includes saxes, trumpets, trombones, piano, bass, drums, and guitar. Existing students who already play one of these instruments can join. Students who also play piano or guitar can practice their craft in this ensemble. Middle school students who play clarinet or flute in concert band can transfer their skills easily to the saxophone, thus giving them the opportunity to play a second instrument. The more advanced 6th grade music students can also participate. The older students have the opportunity to mentor the younger students and opens up leadership opportunities to role model musically and socially. Jazz is American music and improvisation in a main component of the class. Students are guided to acquire improvisational skills through contextual application and practice of advanced scales and chord studies.
(3) Chamber Music, 2 mornings per week. Willing students of all levels partner up together who have similar musical skill sets to play duets, trios, and quartets. Unlike the large group setting of 30-60 music students in a classroom, these students discover the magic of making music through their practice that helps them to develop their musical independence. The teacher assigns the initial repertoire for the small groups but eventually, students can seek out their own songs to rehearse. They use the internet to download songs and the teacher can reorchestrate some of the songs for the particular ensemble.
–Students develop their Artistic Perception when they read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
–Students develop their Creative Expression when they create, perform, and participate in music. Through music activities and experiences, students understand the Historical Contributions and Cultural Dimensions of Music. They analyze the role of music in past and present cultures throughout the world, noting the cultural diversity as it relates to music, musicians, and composers.
–Students develop their Aesthetic Valuing through their response to, analyse of, and making judgements about works of music. They analyze and critically assess performances and compositions, including arrangements and improvisations, and apply the criteria in personal listening and performing.
–Students develop their understanding of Connections, Relationships, and Applications as they participate in musical activities. They apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Goals for the Year…
My goals for the year are for students to discover and experience the magic of making music through music activities and events.
Look forward to…
Students and their families to connect musically with the community in a positive way.