Chamber Ensembles
The Chamber Music Project is a unique opportunity for students to participate in chamber ensembles as an extension of the large ensemble experience. Students will be divided into small groups at the discretion of the instructor. Participation in the Chamber Music Project will be a component of the regular performance class.
Student requirements include:
Acquisition of music to be prepared and performed
Eight arranged coaching hours with a staff member or private teacher outside of class
A minimum of four half-hour or longer performances (formal or informal) to include:
- One Elementary School or Library performance
- One Hospital or Community Center Performance
- One Community Service Club appearance
- One Other of your choosing
Peer assessment and evaluation of each performance
Completion of the post-performance client review form
Rationale
Performing in a small ensemble promotes not only a love for chamber music and an involvement with another body of great music literature; it also fosters the collaborative identity of the truly independent and self-sufficient musician. After high school, our students are just as likely, if not more likely, to play in a smaller ensemble than a larger one. Playing chamber music promotes the development of life skills and creates an outlet for future musical enjoyment.
Performing in a chamber ensemble helps to enable musical growth and proficiency. One-on-a-part playing demands greater responsibility of each individual musician. It develops a heightened sense of pitch awareness, rhythmic stability and sensitivity to balance. It also helps students develop better listening, rehearsal, communication, social and business skills.
It benefits the large concert ensemble. Basically, it helps students learn how to play music better, together. The musical skills developed through chamber music playing transfer directly into musical environments such as band or orchestra. Large ensembles are simply a patchwork of smaller chamber ensembles. From many different angles, the large ensemble represents choirs within choirs. Students return from chamber ensembles to large ensembles with a greater since of individuality and musical confidence.
The chamber music project expands music department involvement within the school and the community at large. Imagining a school music program at the center of a community (and they often are), there are several ways that we can impact others. Specific performance ideas and venues include:
Informal recitals at school
Formal chamber music recitals
School and Community Functions
Solo and Ensemble Festivals
Lunch Concert Series
Hospitals and Retirement Communities
Libraries
Service Groups
Elementary Schools
Collage Concert
Churches
Celebrations and Ceremonies
Weddings and Private Parties
Students select a group name (with the approval of the instructor), and manage their own concert promotion. Here are some sample group names:
Fluterific! Three's Company - Flute Trio
Bravura - Clarinet Quartet
The Clarinet Supremacy
Soundproof - Clarinet Trio
Clarinet Quattro
All Thumbs Bassoon Quartet
Super Action Saxes
Saxophrenic
Saxtet
Trio Con Brio - Woodwind Trio
La Petite Musique – Woodwind trio
Arioso - Woodwind Quintet
Suite Sounds - Woodwind Quintet
Horns Of Spring
Harmonic Horns – Horn Quartet
Brass Five
Classic Brass
Brassology
Boom - Low Brass Quintet
No Valves Allowed - Trombone Ensemble
Heavy Metal - Tuba Ensemble
Symphonic Six
"El Amor P" Latin Percussion Ensemble
Thump Percussion Ensemble
STUDENT OBJECTIVES
To take responsibility for research and selection of appropriate music. Students will identify and locate U.S. and international sheet music resources. Each student will be responsible for purchasing one new piece for their specific chamber group.
To take responsibility for time management in rehearsals and performances. Students will strive to develop an efficient and productive rehearsal ethic.
To develop music research skills that will enable students to gather information for enhancing their musical performances, in both the selection of literature and through appropriate performance practice. Students will place in context, the music being studied demonstrating a basic knowledge of the composer and the historic placement in which each piece exists. Students will be able to convey "program notes" to an audience.
The term chamber music implies that there is only one musician playing each part in a conductor-less ensemble. Students learn to prepare their individual part independent of the ensemble. Individual responsibility to the other “music team” members becomes more important.
Group members should be able to start and stop, make tempo changes, and observe all musical markings without a conductor. Students will learn to interact and dialog with regard to style, general musicianship and musical decision-making.
Students develop non-verbal techniques (ex. eye contact, breathing as an ensemble, expressive sensitivity) more commonly used in chamber ensemble playing.
Students will perform in formal and informal settings, both at school and in the community. Students will also perform in venues in which they themselves have contracted all of the arrangements. Students may also elect to perform at SCSBOA adjudicated Solo and Ensemble festivals for additional class credit.
Group members will display practical/professional skills including promptness, commitment to preparation, proper demeanor and attire, and individual responsibility to other ensemble members.
To help students become knowledgeable consumers of chamber music. Group members should acquire chamber music recordings for their listening pleasure and further study as well as developing preferences among recorded chamber music performances based on perceptions of quality.
August 2007
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