An Analytical and Educational Survey of Roger Boutry's Mtachrome

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Metachrome - Roger BoutryLesson 2OBJECTIVES:Students should be able to sing the rhythmic patterns in their music, using the numbercounting system.Students should be able to play their individual parts on their instruments, alone and withthe ensemble.STANDARDS:Singing, alone and with others, a varied repertoire of musicPerforming on instruments, alone and with others, a varied repertoire of musicPROCEDUREWhen learning a new piece of music, the first rehearsals should be devoted to learning the notes,rhythms, and general concepts of the piece. Students should be encouraged to practice their partsindividually. One way to promote this is by administering a playing test. This also showsstudents "problem areas" to help focus their practice sessions, and is an excellent way to assessstudent progress and concept. This test should be given in the 1st third of the rehearsal rotation.Students should be assessed by using a rubric. When students have trouble with rhythms theyshould say them using the number counting system.*It is highly recommended to hold a percussion sectional, in addition to the playing test. Theparts are spread out, so the sectional would benefit the players to see how their parts fit together.It will also give them the opportunity to practice counting rests.MATERIALSCopies of grading rubricRecording device - VHS, digital, etc.ASSESSMENTStudents will be evaluated through the rubric provided.
SUGGESTED EXCERPTS for MetachromePiccoloI. 84-92, 102-108II. 18-26III. 15-20,25-30,81-89FluteI. 84-92, 97-108, 120-134, 156-165II. 18-28III. 15-24,37-41,81-90OboeI. 84-92, 97-103, 123-134, 154-159II. 19-20III. 15-24,37-43,81-89E-flat ClarinetI. 84-92, 99-100, 123-134, 156-159II. 22-26III. 15-24,42-43,B-flat ClarinetI. 84-92, 99-107, 120-134, 153-159II. 18-25III. 15-24,81-93,101-105Bass ClarinetI. 84-87, 103-107, 123-133, 156-159II. 20III. 15-24,82-88,93-101Alto SaxI. 92-94, 103-1 12, 123-133, 156-159II. 20III. 15-24,77-81Tenor SaxI. 103-108,123-133,145,156-160II. 20III. 15-24,73-81Bari SaxI. 71-74,84-87,126-133,157-160II. 20III. 15-24,73-80
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Page 4 and 5: Columbus State UniversityAN ANALYTI
Page 6 and 7: Lesson 1 36Lesson 2 43Lesson 3 48Le
Page 8 and 9: PARTIHISTORY OF MODERN FRENCH MUSIC
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Page 13 and 14: for new techniques, like the non-Fr
Page 15 and 16: PART IIANALYSIS OF ROGER BOUTRY'S M
Page 17 and 18: epertoire in France, as well as a s
Page 19 and 20: Chapter 3SCORE INFORMATIONPROGRAM N
Page 21 and 22: Chapter 4MELODY AND FORMI. andante,
Page 23 and 24: The closing theme consists of five
Page 25 and 26: II. larghettoLike the first movemen
Page 27 and 28: III. maestoso, allegro ritmicoThe t
Page 29 and 30: Chapter 5HARMONYThe intervals and c
Page 31 and 32: Chapter 6RHYTHMThe meter in Roger B
Page 33 and 34: Although the rhythms in Metachrome
Page 35 and 36: 27which French composers are attrac
Page 37 and 38: Chapter 8PERFORMANCE NOTESWhen rehe
Page 39 and 40: The following are two examples of t
Page 41 and 42: 32In addition to melodic balance, t
Page 43 and 44: Suggested Sequence for Teaching Met
Page 45 and 46: CHAPTER 10LESSONSMetachrome - Roger
Page 47 and 48: 3815) Tambour de Basque - tambourin
Page 49 and 50: 47) Fluide - fluid48) Avec timbre -
Page 51: 1 5) Ma non troppo - but not too mu
Page 55 and 56: Percussion 3I. 26-30 (crash cym.),
Page 57 and 58: Metachrome - Roger BoutryLesson 3OB
Page 61 and 62: Modern French ComposersPowerPoint P
Page 65 and 66: Student Composition RubricStudent N
Page 67 and 68: Performance EvaluationStudent Name:
Page 69 and 70: 5Chapter 11STUDENT HANDOUTSMusical
Page 71 and 72: 29) Allegretto -30) Molto Allargand
Page 73 and 74: 63Musical Terms from Boutry's Metac
Page 76 and 77: Modern French ComposersPowerPoint P
Page 78 and 79: OXPerformance EvaluationStudent Nam
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An Analytical and Educational Survey of Roger Boutry's Mtachrome

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