Anne McTighe Dr. Gevinson

Teaching Reading 5/30/13

Composing and Interpreting Graphic Notation

Northwestern University Music Education Lesson 3 of 3

Overview: In the previous lesson, students read about Treatise by Cornelius Cardew and engaged in filling out a graphic organizer. In this lesson, students will have the opportunity to sort through the different elements highlighted in the reading by creating and then interpreting a graphic score. This sequence will take place over the series of two lessons. The first will be dedicated to creating their own graphic score and the second will be dedicated to interpreting and performing someone else’s score. Illinois State Content Standards:

o 25A, H3: Analyze the basic components of tonality, intervals, beat, rhythms, chords, and harmonic progressions in a musical composition

o 25B, E1: Explain how elements, principles, and tools are combined to express an idea in a work of art

o 26A, J2: Demonstrate basic vocal and/or instrumental production technique o 26B, I3: Compose/arrange music within specific guidelines and style o 27A, H1: Demonstrate good audience behavior and evaluate the behavior of self and others o 27B, J1: Analyze the impact of political actions, current events, and natural phenomena on

the development and production of art o 25A, J4: Critique the quality and effectiveness of artists’ performances/compositions

Specific Objectives: By the end of this lesson, students will be able to: o Create a score using graphic notation that demonstrates their understanding of the musical

elements and organizational principles seen in Treatise o Analyze and perform a peer’s composition o Articulate reasons for interpretive and artistic choices using appropriate musical language o Write a short take-home response on the composition process and whether their intentions

were achieved Materials:

o Computer with Internet, YouTube access, and ability to play sound files aloud o Multiple interpretations of Treatise. Some possibilities are:

• http://www.youtube.com/watch?v=6gshUbpworc • http://www.youtube.com/watch?v=faYBELplm0U • http://www.youtube.com/watch?v=dSE_DjVII_Q • http://www.youtube.com/watch?v=6li4AF8GZ34 • http://www.youtube.com/watch?v=9pKMo0XSb-Y

o Examples of other graphic scores (see supplementary materials) o Blank paper (8.5”x11” or bigger) o “Graphic Notation Composition” sheets (see supplementary materials o Colored pencils, markers, pens, etc. o Classroom instruments, student-owned instruments, found sounds

o Audio recording device o Take-home response prompt (see supplementary materials) o Portfolio checklist (see supplementary materials)

Sequence Est. Time:

5 minutes

10 minutes

5 minutes

30 minutes

Procedures: Lesson Part I 1. Prior to class, the teacher should set-up 6-

8 workstations around the classroom. Each workstation should have a “Graphic Notation Composition” sheet, a few blank sheets of paper, and some writing utensils.

2. Warm-up activity: Briefly discuss student’s thoughts on the “questions to consider at home” from last class. (What were you surprised to learn about graphic scores? How would you go about creating a graphic score?)

3. Play two different interpretations of Treatise and discuss the performers’ approaches to the score. How did their vision of the musical elements differ? How might they have seen the score? Why are there so many interpretations? o http://www.youtube.com/watch?v=

6gshUbpworc o http://www.youtube.com/watch?v=f

aYBELplm0U o http://www.youtube.com/watch?v=

dSE_DjVII_Q o http://www.youtube.com/watch?v=

6li4AF8GZ34 o http://www.youtube.com/watch?v=

9pKMo0XSb-Y 4. Show students other examples of graphic

notation so that they understand there is great variety in the methods being used. Have them point out similarities and differences in the visuals.

5. Students should move to their workstation and begin brainstorming and creating their graphic score. Directions (also at station): Think of a thing, place, mood, etc. and convey it in such a way that others can understand or interpret it. Think about ways to show tempo, texture, dynamic, timbre, etc.

Assessment: Assess whether students have considered the question. Can they articulate some of their newfound knowledge? Can they explain how they would express musical elements graphically? Assess students’ verbal responses to determine whether they can hear and articulate interpretive differences? Can students put themselves in other’s shoes and see their thinking? Assess whether students can identify different aspects of graphic scores. Can they make connections and see patterns? Walk around to assess whether students are working. Are they discussing musical elements? How are they struggling through the process of notating? Are they developing a system? Ask questions and provide insight. *Formally assess graphic scores

25 minutes

25 minutes

Lesson Part II 6. Take completed scores and distribute them

to different groups. Give students time to analyze the score and practice the piece. Students can use classroom instruments, personal instruments, voice, or found sounds.

7. Performance and discussion of interpretations. o How did you go about interpreting

your score? o What features stuck out to you? o How did you connect the visuals to

sound? o Did you run into any difficulties in

interpreting your score? o What did the process feel like?

8. Homework: Response journal entry on process of creating a graphic score (questions below) and graphic notation portfolio. See supplementary for sheets. o What was the inspiration for your

song? Your score? o How did you go about notating your

composition? Briefly explain how your score works.

o Did you run into any difficulties in notating your ideas?

o Did your classmates’ interpretation sound like you thought it would? Why?

o What would you change next time so that your idea was conveyed more easily to others?

o Does going through this make you think about Treatise differently?

o How did you try to incorporate ideas from the reading?

using the rubric on the “Graphic Notation Composition” sheet. Assess whether students are working. Are they discussing musical elements? Do they have a system to interpret the graphics? How are they connecting picture to sound? Assess whether students can perform a piece from graphic notation. Are their choices intentional? Note student responses and whether they can answer using musical language. Can they make connections to the reading? *Have students turn in this response journal as part of a Graphic Notation Portfolio. Checklist provided in the supplementary materials. Formally assess students’ journal responses and portfolio. A journal rubric is also provided in the supplementary materials. Determine how well students can talk about the process they went through.

Selected Graphic Score Examples

by Various Composers

Treasures of the Mountain for gongs and Tibetan singing bowls by Frank Perry

Glasmusik II by Gunner Møller Pedersen

Spoke by David Birchall

Seven Heavens by Wadada Leo Smith Sax Cloud by Jon Raskin

Study no. 1 for amplified acoustic guitar by Aleksei Stevens

Available forms II by Earle Brown

Instrumentation listed on side (Instruments in A, Instruments in B, Instruments in C, Instruments in D,

Instruments in E, Instruments in F)

Bird Gong Game by Barry Guy

Names: ____________________ ____________________ ____________________ 8th Grade General Music

May 2013

Graphic Notation Composition Think of an object mood or place as a group. How does it sound? Use the materials provided to create a graphic score that represents the sounds of your object, mood, or place.

Your score needs to convey: • Tempo • Dynamic • Duration • Texture or articulation • Timbre or instrumentation

Think about how you use: • Color • Shape • Pattern • Organization (Proximity,

Continuation, Closure, & Similarity)

The sky is the limit in terms of the symbols and techniques you can use! Note: You are allowed to use standard notation symbols, but you must use them in an inventive and non-traditional way. On the back of your score, write your names. Also provide either a written explanation or key for your score so that I know what you were thinking when I look at it.

Rubric

1

Below Expectations 2

Needs Improvement 3

Good 4

Excellent

Content Score conveys zero or

one of the five aspects to the performer.

Score conveys two or three of the five aspects to

the performer.

Score conveys four of the five aspects to the

performer.

Score conveys tempo, dynamic, duration,

texture/articulation, and timbre/instrumentation to the

performer.

Explanation or Key

No explanation or key is provided.

Explanation or key is provided, but it lacks detail. Thoughts and

techniques are somewhat unclear.

Explanation or key is provided. It is detailed

enough that the students’ thoughts and techniques

can be understood.

------

Creativity

Notation is not imaginative. Students

copy ideas directly from other graphic scores.

Notation contains little imagination. Ideas from other graphic scores are used, but not in a new or

imaginative way.

Notation contains aspects imagination in the way it uses symbols to convey

musical ideas. Ideas from other graphic scores are used or incorporated in

novel ways.

Notation is very original, unusual or imaginative in the

ways it uses symbols to convey musical ideas.

Students develop their own system of representing their

idea.

Names & Title Composer names and title for composition are provided. (1 point if completed)

Total: /12

Due: next class Name: ____________________ 8th Grade General Music

May 2013

Graphic Notation Journal Prompt

In your journal, please write me a letter about your experience composing with graphic

notation. Write enough so that I can understand your composition and the challenges/triumphs

you encountered in creating it. Note what you learned about graphic notation along the way.

There is no specific length requirement, but your response should be thoughtful and thorough.

Some questions to consider are:

o What was the inspiration for your song? Your score? o How did you go about notating your composition? Briefly explain how your score

works. o Did any of the scores we looked at inspire your method of notating? o Did you run into any difficulties in notating your ideas? o Did your classmates’ interpretation sound like you thought it would? Why? o What would you change next time to convey your idea more easily to others? o Does going through this process make you think about Treatise differently? o How did you try to incorporate ideas from the reading? o What else would you like me to know?

Rubric:

1

Below Expectations 2

Needs Improvement 3

Good 4

Excellent

Language

Journal is not written in complete sentences. Many grammatical errors. Academic

language is not used.

Journal is written in complete sentences with

a several grammatical errors. Academic

language is seldom used.

Journal is written in complete sentences with

a few grammatical errors. Academic

language is often used.

Journal is written in complete sentences with no grammatical errors. Academic language is

used.

Process & Content

Little to no explanation of the process and score

is provided. Detail is missing

Explanation of process and graphic score is

unclear. Many details are missing.

Student explains the process of composing and how their score

works. Some details are missing.

Student carefully explains the process of

composing and how their score works. The

student points out important discoveries.

Understanding Student does not

explore the reading or listening concepts.

Student attempts to explore reading and

listening concepts, but doesn’t integrate them.

Student explores and integrates some

concepts from the reading or Treatise.

Student explores and integrates understanding of reading concepts and

Treatise.

Total: /12

Portfolio Checklist:

Portfolio checklist

Visual response to The Storm by Burgmüller (Day 1)

Treatise worksheet page (Day 1)

“Graphic Notation” definition (Day 1)

Treatise Graphic Organizer (Day 2)

Revised “Graphic Notation” definition (Day 2)

Original graphic notation score (Day 3)

Classmate’s graphic score and any notes/keys used to interpret it (Day 3)

Audio recording of graphic score (Day 3)

Notes on listening pieces (Day 1, 2, 3)

Response journal entry on composition process (Day 3 Homework)

All work is completed in a thorough and thoughtful manner

Musical growth and learning is evident

Grade: / 26 Comments: