If you are considered a musical leader by the members of your community music group, you must be able to provide qualitative instruction and direction to the growth of your community music group. Try thinking about the members’ ability in terms of levels with accompanying group targets goals. These levels, adapted by the Royal Academy of Music, can be a great start for the community music group leader or group member.
LEVEL 1 Term
At this level your community music group member will show
proficiency in repeating short rhythmic melodic patterns and will be able to
visually identify simple repeated patterns and take account of musical
instructions.
Group Target:
To develop their ability to organize sounds, shape melodies,
improve their performance skills, and acquire self-assessment skills.
LEVEL 2 Term
At this level, your community music group member can recognize
how sounds can be organized. They can perform simple patterns keeping a steady
pulse, sounds with symbols and recognize how the musical elements can be used
to create different moods and effects.
Group Target:
To develop and improve their rhythmic performance skills,
and start to acquire improvisational skills.
LEVEL 3 Term
At this level your community music group member can perform
rhythmically simple parts using a large range of notes.
Group Target:
To develop their ability to improve your community music
group member’s proficiency in performing by ear and from simple notations, and
acquire better improvisational skills.
LEVEL 4 Term
At this level your community music group member has shown
proficiency in performing by ear and from simple notations, they maintain their
own part with awareness of how the different parts fit together and the need to
achieve an overall effect. The member also proves to be quite successful in
improvising melodic and rhythmic phrases as part of a solo/group performance
using appropriate musical vocabulary.
Group Target:
To develop the community music group member’s ability to
identify and explore musical devices, improve his/her proficiency in performing
significant parts from memory and from notation, and to be able to analyze and
compare musical features and evaluate how venue, occasion and purpose affect
the way music is created, performed, and heard.
LEVEL 5 Term
At this level your community music group member can identify
and explore musical devices and how music reflects time and place. They can
also show proficiency in performing significant parts from memory and from
notations with awareness of their own contribution such as taking a solo part
and providing ensemble support. This level tends to present your community
music group member as being successful in improvising melodic and rhythmic
material within given structures, use a variety of notations and compose music
for different occasions using appropriate musical devices such as melody,
rhythms, chords and structures.
Group Target:
To select and make expressive use of tempo, dynamics,
phrasing and timbre. And also improvise and compose in different genres and
styles, using harmonic and non-harmonic devices where relevant.
When you teach
music there is no need to teach older community music group members
with different methods than the younger members. Although you will need to
adapt to the differences in maturity levels, the methods you can use will be
the same.
Resources:
Chidester, B. (2014). Teaching Music to Adults and Children
- Why Use Different Methods to Teach the Same Subject? Retrieved from
http://ezinearticles.com/?Teaching-Music-to-Adults-and-Children----Why-Use-Different-Methods-to-Teach-the-Same-Subject?&id=1532657
Royal Academy of Music (2014). A Step Ahead - About us -
Royal Academy of Music. Retrieved from
http://www.ram.ac.uk/a-step-ahead
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