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| Bluegrass! Class Syllabus |
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| INTRODUCTION |
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| Welcome to the Bluegrass! education program - Introduce the Alaska String Band players. |
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| DEMONSTRATE A TRADITIONAL BLUEGRASS TUNE |
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| DISCUSSION |
| • Define the roots, history, influences and development of bluegrass music in the hands of the “Father of Bluegrass” music (Bill Monroe) and his contemporaries |
| • Divulge how the method of passing along the bluegrass tradition of music has been accomplished through multiple avenues of education |
| • Note how, with the passage of time in the hands and minds of creative artists, bluegrass has influenced the conception of new genres of music |
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| INSTRUMENT SPOTLIGHT |
| Portrays each stringed instrument highlighting its role in the bluegrass band formation and examines selected techniques unique to each instrument as heard in the bluegrass sound |
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| Fiddle |
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Inform and demonstrate to students the features of a fiddle and some variations of playing technique in contrast to that of the classical violin -- show how the fiddle can accompany other lead instruments as well as step out and take the lead, emphasizing the importance of sharing the melody line in a tune with other instruments in the band |
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| Guitar |
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Demonstrate guitar back-up skills as well as the flat picking method popular in bluegrass standards |
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| Banjo |
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Exhibit a banjo and describe its African counterpart the percussive instrument “mbanza”, explain the development of the American made instrument, the banjo, as we know it today |
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| Bass |
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Discuss the importance of and driving force behind the bluegrass sound -- demonstrate the impressive “slap-bass” technique |
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| Mandolin |
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Melody, harmony and rhythm techniques are defined and executed to show this instrument’s versatility in the bluegrass configuration -- the percussive strum technique and counter rhythm are highlighted to show how they both contrast with and enhance other instrumentalists in the band |
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| Voice |
| Consider the power of communication when delivered in the form of music -- recount the significance traditional song has in the conveyance of history and cultures -- give examples of voice layering in harmony and acappella singing -- draw attention to the “high lonesome sound” attributed to the tenor singers of bluegrass |
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| Dance |
| Relate how regional dance styles combined with instrumentation by band members can contribute another percussive and visually compelling quality to bluegrass entertainment |
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| ENCOURAGE CURIOUS STUDENTS AND ASPIRING MUSICIANS |
| • To learn to play an instrument, sing or dance |
| • To uphold value and respect for all genres of music while fostering recognition for the interconnectedness of various styles of music |
| • Challenge students to give their best efforts in whichever style of music or artistic medium they may pursue -- pointing out that each skill developed builds and equips the artist to greater understanding, achievement and appreciation of the arts -- thus preparing them to successfully learn and excell in every art they are inspired to explore |
| • Explain the importance of dedicated practice to the success of mastering an instrument and exhort students to rise to the challenge -- temper this with practical advise on practice expectations |
| • Offer suggestions on how to find a teacher or resources to help with further exploration in the world of bluegrass |
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| CONCLUSION |
| Perform a bluegrass number featuring each member of the band combining instruments, voice and dance |
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