Supervisor Burke presents
a special commendation to Harold B. Rhodes |
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"I commend you and the
Harold B. Rhodes Foundation, for bringing joy and
a sense of accomplishment to so many children and
adults alike, with the quick results of the Rhodes
Music Method"
Supervisor, County of Los
Angeles
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E-Z Way Productions, Inc., in collaboration with
The Harold
B. Rhodes Music Foundation (501 3(c))
The Power of Music" is a program created for and dedicated
to all children in public and private schools. Our program
reflects the most recent updates for and complies with all
aspects of California Music Education Standards for meeting
the needs of students and their teachers within the culturally
and economically diversified population
of Los Angeles.
We are aware how important music education is for our future
and the future of our children.
Our goal is to supply our present and future generations with
a comprehensive, interactive and creative Music Education Course.
Because children are our future, let us give them the opportunity
to grow in friendly and creative classroom environment and
allow them to become fully educated in every possible field,
including the Art of Music.
Our program is designed by a fully educated staff of professionals
who have credentials in both music and pedagogy.
Their design consists of several sections that reflect different
facets of music, music perception and creation.
Students will learn all the fundamental elements and necessary
components of music as a creative art, so that they will, at
the end of the program, be able not only to perform and compose
their own songs, but to express their emotions through music.
An important part of the program is helping children understand
how the different and specific elements of music reflect different
moods and emotions, in order to help them achieve understanding
of themselves and others.
We believe this will lead to both personal growth and growth
within our community.
The basic program is a full course that is spread over 20
weeks during the school year.
It includes lessons and instructions with our qualified teachers,
followed by workshops and master classes with the program development
staff and, at the end, a final performance by students for
the school, including parents, school staff and possibly the
greater community within their district.
Because some children will have already had some previous
private instruction, we will first assess whether children
will be placed at beginner, intermediate or advanced levels
of music history, theory and solfeggio.
In every category, however, students will be fully involved
in creative process, learning how to apply their knowledge
in order to compose, arrange, interpret and perform songs of
different genres and styles.
Program Instructional Guidelines
We will supply schools with the necessary number of keyboards
for classroom use. The course begins with an introduction session,
familiarizing students with the keyboard structure, followed
by main part of the course that includes learning, in order:
--the names of all the keys and their pitch;
--notation (reading notes) in treble clef (base clef offered later in the course);
--time signature, reading and recognizing rhythm, as one of the most important
elements of music;
--note value: up beat, down beat, whole, half, quarter, eight and sixteenth,
dotted etc., depending on advancement level;
--structure analysis of songs, (melody and accompaniment);
--the different functions of melody and accompaniment;
--to read, write and perform simple melody in major or minor keys, using solfeggio;
--to memorize and sing simple (age and level appropriate) melodies of diverse
cultures;
--diatonic scales (major and minor), their structure and recognition (chromatic
and modes may be considered for older students, depending on their level);
--major, minor chords as well as seventh (depend on prior level);
--harmonization of melody by using the relationship between scale tones and
chords;
--classification of musical instruments, both familiar and from diverse cultures,
their specifics and sounds;
--recognition of certain musical forms, including simple verse-refrain song
form, ABA and rondo (depending on prior knowledge and level);
--the basics of composing, arranging and improvisation;
--songwriting, using their knowledge and experience of music terminology;
--development of their vocal and instrumental skills in performing a varied
music repertoire, as well as performing their own compositions.
The program recognizes and appreciates both historical and
cultural contexts as an invaluable part of music education
in our state. Accordingly, at every point, students will learn
the relationship between historical events and the development
of music. They should understand, however, not only how different
cultures and times produce unique sounds, but also, and perhaps
more important, what are the commonalities that unite the world
in music and song?
Therefore, we will judge our program's success not only by
the creative quality of the final performance, but also by
the student's understanding of the role of music, as an integral
part of the arts, and beyond that, of societies of all social
and economic strata throughout history. We hope, ultimately,
to see students taking their places in society and history
through achievement in music.
Finally, we will offer Professional Development Se! minars
for school teachers and staff in order to continue the ideas
that we begin. We hope to make music teaching in classrooms
more interactive, more attractive and enjoyable for students
and teachers both, as well as to make it possible for students
to continue their education in art and music direction in pursuit
of professional careers in the field.
Further courses are developed and available upon request. |
