Although the senior concert band has improved greatly since the Fall Concert, there are still many musical aspects that prevent me from giving my primary ensemble a mark in 90th percentile (or above). Three specific examples demonstrate appropriate rationale for the assignment of 85%. Such examples include; good rhythmic complementation, good musicality and proper usage of dynamic contrast. and poor dynamic blending. For example in section B of Sleigh Ride, each section of the band made sure there part rhythmically complemented other sections. The percussion section acted as a “ pulse”, the bass line supported them, and shared the melody and harmony. Since these highlighted sections had good rhythm the music’s “spirit” would have transferred
Imagine attending a concert in which if you were to close your eyes, you would assume that the music you are hearing is being created by a cast of band members, each playing their respective instruments. Contrary to your assumptions, however, this band only consists of one member. Keller Williams, dubbed by critics as a one-man-band, is one of a kind both in his musical talent and his solo act. Very few solo musicians have mastered such a multi-dimensional sound and captivating live show as Keller, making him standout amongst today’s musicians. Keller’s ability to perform improvisational live shows, form a large and dedicated fan base, and share the beliefs and attitudes of the hippie generation has given him the musical identity of the jam band genre in addition to his personal identity of being a solo act.
For my first concert report, I have decided to attend the Applied Music Student Recital. The musical performance was at Palomar College on February 27, 2015 from 1:00P.M.--2:00P.M. at the performance lab room D-10. The type of music that was presented at the concert was a brass ensemble, chamber music, classical, contemporary, jazz, opera, percussion, and many vocal arrangements. There was a total of eight musical Palomar College student performers who are majoring in music theory. I am only going to focus on a few of the musical pieces that I enjoyed most. The majority of the performers were dressed in formal attire. As the men were dressed in a dress shirt, a tie or bow tie of their choice, black slacks, and dress shoes. As for the women, they wore dresses, skirts and dress shoes. Also there was a pianist, accompanist who is a Palomar College music teacher named Ruth Weber. The performance was in a music concert hall with roughly fifty audience members.
During a musical performance many elements to be looked are not easily recognized by the average critic. A musical performance has multiple interactions taking place between the music, text, performers, audience, and space that all can contribute to a great performance. Overwhelming majority of the audience does not realize so much can be looked at during a single performance. At a performance by the University of Maryland Marching Band I was able to analyze the Musical Sound, Contexts of the Performance, and Interpretation of the Performance.
I'm tough on myself, much like most people my age. So I feel like I haven't accomplished a lot, but I have. This essay prompt really made me think and a million achievements rushed into my head. My entire high school career has been focused around band. I've made many achievements throughout my high school band experience. I've gotten nothing but gold medals at solo and ensemble competitions and always had a perfect grade in the class. Most of all, I've been building my leadership position, and now I'm a field commander. It was a tough road, but I've made it very, very far. Band is an experience that has gifted me various skills and unforgettable memories.
On Monday, October 3, 2016 I was privileged to attend the fabulous performance by the Pittsburg State University Jazz Band at the Bicknell Family Center for the Arts in Pittsburg Kansas. It was a beautiful evening filled with fantastic music. The concert featured many well-rehearsed songs, talented solos, and enjoyable evening for everyone who attended.
Practicing the song and motions for the Waseca Marching Indoor Concert is nerve-racking, especially since this will be the final opportunity to practice with the high school band. I walk into the dim gymnasium and line up with the woodwinds. When all of the other musicians are in line with their sections, a bass drummer signals for the music to begin. I completely forget about my uncertainty and focus entirely on the music and the motions. While I play I remind myself what the next move is and I verify that I am moving with the woodwinds. After the song is over I am confident that I will do well for the Indoor Concert. Being in the Waseca Marching Band is difficult considering that it is necessary to memorize the actions and the music, and
I am also the president of my church's Sunshine Band which is a subset of the youth
The first piece presented in this concert was Robert Strauss’ Metamorphosen, Study for 23 Solo Strings a piece was composed during the last months of World War II, from August 1944 to March 1945, dedicated it to Paul Sacher. It was first performed in January 1946 with ten violins, five violas, five cellos, and three double basses, this was immolated in the performance by the Atlanta Symphony orchestra on April 13th that I attended. It is widely believed that Strauss wrote the work as a statement of mourning for Germany's destruction during the war, in particular as an elegy for devastating bombing of Munich during the second World War.
As Senior Drum Major, Geomari Abraham marched down to the 50 yard line; she looked up to the crowd and felt proud of the hard work she done to prepared for this moment. She climbs to the apotheaom, her hands shacked but it didn’t matter. She felt very excited and honor to conduct a marching band.
Although many music librarians come to the position via performing, my career included several additional layers of being at the right place at the right time. Despite years of violin and viola lessons, I wasn’t dedicated enough to play professionally, and I knew enough about myself not to go into teaching; since I assumed those were the only two jobs in music, I went to college intending to become a radio producer. Job-hunting with the impressive-sounding “special interdisciplinary degree in audial arts,” but with my only hands-on experience on outdated equipment, I halfheartedly went to cattle calls for opera choruses, and eventually ended up at an Army recruiting office looking at jobs in telecommunications. While I was working through the enlistment process, The U.S. Army Field Band and Soldiers’ Chorus came to my hometown on tour, and there were chorus vacancies listed in the program; I auditioned the following month, and went to basic training two months later. Once at the band, I tended to spend my free time in the library because that’s where the Mac users were. I became the assistant chorus librarian, then the chorus librarian, then the assistant librarian, all while performing; when the full-time librarian retired and her position was opened to internal auditions, I was the only candidate who, when asked to distribute a march to the concert band, asked “which edition?” Thus I became the librarian.
On Wednesday, May 23rd, I attended the College Choir concert in the Reamer Campus Center. The choir performed a variety of songs, ranging from pieces in Latin to traditional American folksongs. Two of the pieces featured solos, and one even featured percussion instruments. Mrs. Elinore Farnum provided piano accompaniment for each of the songs, and performed beautifully. I was extremely impressed by the talented choir members and their ability to sing such a varied range of songs.
There has often been a lot of perplexity relating the differences between Marching and Concert Band. The most imperative fact is that they both shift together as one band. Regular high school bands are known as “marching bands” in the months of August, September, and October. Concert season begins right after marching season ends in the middle of November, and lasts until the end of May. Bands are similar and different in many different high schools due to different teaching techniques and methods. Highlighting the music fans in general, there are no two types of bands that form the foundation of music education as great as the marching and concert bands. In the first type, the band marches in parades and puts on quite a show with them outlining shapes and drill patterns on the marching field. For the views during concert season, they just assemble down and perform marches, famous classics, and melodic pieces. Although many students confuse the arts of concert and marching band, their differences and similarities unite together to function as a unit.
For this concert report I chose to go to a performance of student composers held at the Kimball Recital Hall. I chose this one because I wanted to see some of the talent that my peers have in the music realm, and also it was one of the only concerts I have been able to attend because I usually work at night. It was impressive to hear pieces composed by students. I cannot imagine creating something as complex as a musical composition, much less actually performing it, so this aspect of the concert was particularly awe-inspiring. There was a large attendance, and I think that much of the audience consisted of friends of the composers and/or performers. I went with three friends, who I convinced by telling it would be interesting to see student composers.
The concert had multiple performers. It started with the sixth grade at ACYI they played four songs. Then the eighth grades at BEMS played four songs. Third, was the ninth grades at again BEMS. Lastly, was the High School students and they played three songs.
Musical Performance poses many difficulties in terms of assessment. In a maths exam there is typically one answer to a problem but there are many ways to perform a Beethoven symphony, a contemporary song, a traditional tune or a jazz piece. Obviously basic concepts for a musical performance must be observed but each individual’s interpretation is likely to be different. Therefore one person’s assessment of a performance may differ to another’s. As a result a list of specific dimensions of the performance needs to be set up in order to achieve consensus and to avoid subjectivity. By following these guidelines an accurate and concise assessment can be made.