Musician Vol. 69 No. 3

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Figure 4 EXERCISE: “FIND THE PITCH” MUSICAL GOAL: Error detection and listening across the ensemble SETUP: This exercise will require teachers to purposefully identify pitches and notes within vertical sonorities as targets for listening, or to identify students or sections to assist in purposefully playing incorrect notes within a melody or vertical sonority. PROCEDURE: 1Select a target pitch nested within a warm-up exercise or from selected repertoire. For example, the third of a Bb major triad, which will be played by a specific instrument or section during or at the end of a passage. 2Prompt the group to listen carefully for the occurrence of the target pitch, and to be prepared to identify which section/player performed it, and for added difficulty - when, how many times, at what dynamic, etc. As always, start with easy and progress to more varied and difficult tasks as students improve. Students with the target note must be notified in advance that they should not raise their hand or provide an answer during this time. To keep students on their toes, make sure everyone has an equal chance of being selected. 3Variations of this exercise can be developed for identifying incorrect pitches, vertical harmonies, or other musical elements. MINDFULNESS PROMPT: “While performing your part, listen carefully across the ensemble. See if you can detect which instrument has the target note. If you become too focused on your own part, or become distracted, mentally acknowledge this and then reengage with finding the target. Table1 MUSICAL DOMAIN AND CONCEPT MUSICAL AND SELF-REGULATION BENEFITS OF SAMPLE EXERCISES Psychomotor “Breathing” BAND INSTRUMENTAL/CHORAL INSTRUMENTAL/CHORAL /GENERAL Cognitive/Psychomotor/ Affective “Adjust to your partner” Cognitive “Find the pitch” FOCUS OF ATTENTION Measured inhalation and exhalation aimed at the knuckle (see Figure 2). Develops goaldirected attention Individual along with a partner’s performance of a musical element (see Figure 3). Develops orienting attention Target pitch within a chord performed by a specific instrument or section. Deviations from a target vertical sonority (see Figure 4). Develops appropriate stimulusdriven attention SELF- REGULATION BENEFIT Ability to focus on a target/goal while dealing skillfully with distractions Purposeful and rapid shifting between two tasks. Dealing quickly and effectively with frustration. Decreases unnecessary rumination on mistakes. Awareness and sensitivity to important environmental cues MUSICAL CONTEXT Sustaining breathing through a difficult phrase, sustaining a target pitch, tempo, or focus on a specific musical element Monitoring and quick adjustment shifts between individual and ensemble performance of musical elements such as articulation, intonation, or blend. Following a conductor. Active ensemble listening, error detection, decreases excessive focus on students’ individual part, encourages ensemble engagement and sensitivity 18 | TENNESSEE MUSICIAN | 2017 | Volume 69, No. 2
TENNESSEE U N I V E R S I T Y O F T E N N E S S E E 2017 MARCHING BAND AUDITION DATES Music Majors and Music Minors (Woodwind, Brass & Percussion) - February 11 and February 18 Non Music Majors (Woodwind, Brass, Percussion, & Color Guard) - February 25 and March 4 For more information on how to join The Pride of the Southland Band visit our website www.utbands.com or call us at 865-974-5031. Connect with UT Bands Tennessee Music Education Assocation | www.tnmea.org | 19
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Musician Vol. 69 No. 3

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