Four Year Master Plan Musical Productions at School

MUSIC

Music: Four-Year Master Plan for Musical Productions at School

Date: ….

To: The Principal

From: ….

Subject: 4- Year Master Plan for Musical Productions at School

I am writing to inform you about the school’s master plan for musical productions. Music has significance in a child’s social and emotional development since, with thorough literacy, students can ignite their cognitive abilities and creativity (Dumont et al., 2017). The instincts of interacting with the world experiences are enhanced with music. It is interesting to note that musical interventions help the child feel and acquire more even when reading or watching a video (Bright Horizons, 2022).

Several benefits of music for students include improvement in coordination such as eye and hand movements while playing piano, skilled memory, staying active with fresh perspectives, and revived senses that further enhance their class focus and engagement (National Association for Music Education, 2014). With better confidence, a child’s academic performance is also positively affected, especially in terms of language, mathematical skills, behaviors, readiness, and educational skills (Dumont et al., 2017).

Parents would be invited to the event with musical productions, promoting parental involvement (Durisic & Bunijevac, 2017). The term itself has been recognized as one of the crucial factors for a child’s academic success and goodwill for the entire society that the school serves. Research has corroborated that children with eminently involved parents have better social functioning and minimal behavioral problems, in return, goodwill for society (El Nokali et al., 2010).

Below are the attached details of the four-year master plan and the estimated budgets with a realistic viewpoint. The costs have been predicted based on the current market prices of the instruments and resources so that a comprehensive idea could be presented.

Collaboration with other departments would be required to ensure the entire production’s smooth functioning and an all-inclusive learning process for the students. This is why ‘common core values like teamwork, empathy, accomplishment, and respect are targeted in the production plan for imbuing the social and emotional development of the children.

I believe that the musical production plan is realistic and visionary since it incorporates the latest trends and musical instruments with the estimation of costs of the current times. I am confident I can explain this plan to the school board for any predicted fund gain. I validate that the musical production would be constructive in raising the bar of all the school stakeholders, including students, teachers, management, parents, and the board of directors.

4 Year Master Plan for Musical Production

Year 1- Musical Production: Book Musical

A book musical incorporates the middle 20th Century ideas of theatre in which performances, characters, dialogues, and costumes with music make a sensible presentation of the entire musical act. The singers, dancers, and songs created a dramatic display of a story that led the audience into a transitional trance of the same century’s structure of opera performance. However, it is still different from opera.

Most of the musical education through this music production would help students understand why inculcation of music along with their mainstream studies is important. For interpretations of music ethnographies, musical traditions, such as storytelling and narratives in opera and musical theatres, modifying the social lives of humans with emotional impregnation through music, etc., is essential for reaching the milestones set for the first year (Curran & Radhakrishnan, 2021). The musical participations are expected to brighten their personal and social identities to make a ‘whole’ individual.

Resources: Learning about music production, music styles, and sounds

· Teaching students about listening and making different sounds on the piano

· Teaching acting skills

· Educating about different production styles and why book musical is important

· Helping them describe what they hear about a certain note or tune

Learning outcomes

· Facilitating listening skills

· Helping students learn about musical arrangements, styles, and changing of tunes if they are playing piano

· Assisting in acting would provide them with confidence to speak in front of the public (Goldstein et al., 2020)

· Dramatic skills support the students in speech clarity and vocal submission of the dialogues, catering to the projection and articulation of words, phrases, and emotions (Goldstein et al., 2020)

· Acting lifts emotional regulation and self-control as it poses a direct positive effect on brain cells along with better learning of vocabulary (Goldstein et al., 2020)

Required instruments

Only one musical instrument would be needed to keep the musical production simple for students. Otherwise, acting and dramatic classes would be given orally. For oral classes, videos and presentations would be sufficient and not cost anything. However, for piano integration into musical production, a keyboard piano for normal use in the school is necessary.

Cost

The market price of this piano is $150-$200 (Amazon, 2022).

Year 2- Musical Production: Rock/Pop Musical

Teaching students about music history in an interesting way would be the focus of the second-year musical production. Getting students to familiarize themselves with how the music began and evolved based on the listening preferences of the audience would certainly let the children know about the diverse version of music styles and genres.

Rock/pop music remains one of the prominent music genres of the 1960s as it is considered a folk-reviving medium (Mauch et al., 2015). The aesthetics and their influence on the historical as well as modern lives would be learned by the students during the second year of musical production. The cultural change, the rejection and acceptance of this music genre, and the classification of people who loved different bands would be enacted in the production of this music form.

The reason for selecting this music style to be adopted into a musical production in the second year is the difference in attitudes investigated by students from this genre. Teaching songs with technology poses a positive attitude to students while learning instruments and singing helps them in memory (Ozdemir & Ciftcibasi, 2017). The use of musical instruments is solely intended to make music lessons more enjoyable, and the learning process expedites naturally. Moreover, learning pop music induces a natural motivation and simply learning plain music (Ozdemir & Ciftcibasi, 2017). It was more energetic and boosted participation as a team as well when group singing was involved.

Resources: Learning about music production, music styles, and sounds

· Teaching the students musicology and media communications with rock and pop music style

· Since guitar is the main instrument used in this music genre, getting the students familiar with its use with catchy and pop music tunes

· As this music genre is mostly associated with teenage excitement and enthusiasm, the transformation of aural sensitivities and influence on student senses would be explored through technology as well as actual guitar playing

· Differences between guitar playing and media listening of this music genre throughout the musical production would be instigated so that foundational questions could be answered, which music style has a higher impact and how students could benefit from it

Learning outcomes

· The historical learning of the evidence of how pop and rock music affected the listening interests and aptitudes of the audience

· The audio and media technology, along with their impact on listening and communicating with the audience

· Understanding the cultural contexts of the 1960s with relevance to the physical interpretations of music, sounds, tunes, and notes

Required instruments

The guitar is the most important musical instrument in pop and rock music. The reason for having this instrument in the musical production is to develop concentration in students, as focusing on one specific note learning task would keep them dedicated for a longer period (Hope, n.d.). Music is a therapy in itself, and when relaxation and patience are learned simultaneously, they will produce fruitful results for the student’s overall academic achievements. Hence, the guitar is suitable for confidence and coordination between hand and eye movements.

The dramatics teacher could teach the remaining education on acting and presenting a character alongside pop and rock music genres on the stage. The theatrical presentation would also involve lessons on the history and evolution of this genre’s ethnography, which could be easily taught with technology, slides, presentation, and online resources, without any investment.

Cost

A simple acoustic guitar would be enough for the musical production of the second year. A typical acoustic guitar costs $60-$150, depending on the structure and features of the instrument (Amazon, 2022).

Year 3- Musical Production: Autobiography Musical

During the third year of musical production, another area of music history would be touched on to acquaint students with a new music genre- Western Classic or Jazz. It would enable the students to conceptualize the evolution story of how music became an inspiration for the world and how different geographical regions along with different genres became popular in one era and another.

Jazz became conspicuous in the late 1900s to early 2000s. Research has revealed that certain characteristics are associated with jazz musicians. This typical classical music form was evident in Western Classical culture, which is not seen in other non-classical individuals (Benedek et al., 2014). The playing mechanism is highly improvising as the tunes are diverse, with several ups and downs. A high degree of melodies diversity comes from a specific sequence of chords, which is extremely beneficial for the students to learn.

The benefits children would gain from third-year musical production include greater knowledge of tone quality, notes, and sight-reading with higher levels of technical proficiency (Benedek et al., 2014). Improvisation and creativity are some notable features that would help in stronger memorization, positively impacting performance (Benedek et al., 2014).

The significance of learning string instruments cannot be overstated with music learning through third-year musical production. Violin would stay in the limelight regarding jazz, a Western classical music genre embedded within an autobiography musical. One of the conspicuous examples of such a musical presentation is Chaplin (1993), and the violin became his staple instrument (Hetrick, 2012). Violin would help change brain waves to enable higher focus and concentration (Connolly Music Company, n.d.). The diversity of its tones and musical notes would expedite a multisensory learning practice. An assured attitude is developed by the children with greater memory, imagination, and desire to learn demeanor; the critical personal skills encompassing personality development and social advancement are only due to learning string instruments like the violin.

Resources: Learning about music production, music styles, and sounds

· The standard arrangements of chords and their understanding to play with the orchestration styles that were used during traditional times

· Playing violin with the left hand was a notable feature of Chaplin, which would make students adapt and extend the possibilities of its playing

· Relying on the use of violin with an enhanced interpretation of jazz and Western Classic would assist in the autobiographical arrangement of the music production by selecting any famous personality

· Students would learn the notion and modern-time practices of playing the violin with technical proficiencies

· The auditory distinction in notes and diversities of notations would reflect their deeper scrutiny of classical music of the late 18th and early 19th centuries

Learning outcomes

· The thoughtful arrangements of violin music composition, along with a systematic application of autobiographical musical production, would help students gain knowledge of the Western music dynamics

· The articulation of note diversity would have cognitive as well as comprehension outcomes positively

· Language and brain workings are effectively developed via learning to play string instruments, violin, predicted to justify the stylistic configurations of the music with contemporary acoustics

Required instruments

The learning related to sound waves of violin and its use in Western times could be taught with technological infusion, as in previous years’ musical productions with presentation slides and online video. The only instrument that would be prominently used is a violin.

Cost

The market price of a typical violin ranges from $110 to $160 (Amazon, n.d.).

Year 4- Musical Production: Revue Musical (Theme Friendship)

A musical revue is one of the contemporary styles of musical productions that focus on a specific theme. The fourth year would focus on the friendship theme to imbue children with the storyline with a combination of singing, dancing, and several acts. An example could be “Turn the Tide” by Elaine Dimopoulos, which also revolves around another beneficial subject: the reduced use of plastic bags (Goodreads, n.d.). The main purpose would be to instill acting and presentation skills in the students with theme learning. Also, the children would be taught the difference between jukebox musical and revue musical.

The musical instrument selected for use in a musical production is the flute. It is easy to play, although it requires intense finger work. It is challenging for the children to learn to play a decent tune with handwork. However, it is less physically demanding with other numerous benefits for children. It improves breathing, concentration, and hand and body coordination and boosts creativity and relaxation with a therapeutic influence (Arthur, n.d.; Blasco-Magraner et al., 2021).

Since contemporary music would be introduced within the fourth-year musical production, digital flute or hyper-flute would be the main instrument (Palacio-Quintin, 2003). The flute is connected with electronic sensors directly enabling sound from the computer. It would help children arrange tune sequences easily during their performance (Waddell & Williamon, 2019). The listening pedagogies and electronic sound extension would give the production an overall acoustic richness (Siwial et al.).

Resources: Learning about music production, music styles, and sounds

· Teaching students about how air plays an integral part in producing sound

· The sound wave traveling, transduction, and absorption with voice and application for acoustic would be imparted to the children

· Keeping one instrument the focus of one musical production each year would help generate audio experiments for different kinds of children and their learning processes with easy to complex instruments

· The old traditional versus contemporary digital instruments would enhance their comprehension of resonance, sound cancellation, filtering and amplification, etc.- crucially important for a deeper understanding of science subjects

Learning outcomes

· Low and high breathing variations and their effect on flute sound

· Emission of sound and its interpretation in small and large rooms