 |
|
||||||||||||||
Listen to 22 Function Chorales™ (in 1 key) via Quicktime.
Read a recent email exchange with a Teacher from Germany.
Watch a Quicktime Excerpt from the STORMSummate offered to Teachers over summer workshops.
In the excerpt, the Function Chorales™ are introduced.
During the workshops, Teachers learn how to utilize the Function Chorales™
to produce quantum-leap results.
See & Print Article & Demonstration Materials
Try a FUNCTION CHORALE with your Ensemble... What you will experiment with is a SINGLE page from the FUNCTION CHORALES by © Stephen Melillo IGNA 1980. The single page can be easily and quickly photocopied for each member of your ensemble. Split the group into 4 parts: Soprano, Alto, Tenor, Bass as per the PDF Download. The numbers represent scale degrees. Try the chorale provided first in Bb, then in Eb. Now, imagine a carefully plotted succession of 22 logically developed chorales which are preceded by a specific and clearly articulated teaching strategy.
ARTICLE involving MMMS Curriculum by MATT SMITH
"After music for the tapping feet (composer name) and for the head (composer name), the next part of the body after the intermission was the heart. Under Melillo’s baton, who conducted the world premiere of five new works, there was emotion pure, not only in conducting and in music, but also in the composer’s presentation. A treatment of the spiritual "Were You There?" was without further ado dedicated to a boy from the Allgäu region, who died in autumn 2009, only seven years old.
Melillo, who names his compositions for band, "Stormworks" and collects them into "Chapters," dedicated his recent "Chapter 21: Won Way" to Roberto Clemente. This former baseball player was the first Hispanic in this profession who gained national fame. He died 40 years ago during a self organized relief-action for earthquake victims in Nicaragua.
Melillo and the band found very well together in this one week. The "Function Chorales," developed by Melillo had a very good impact on the band’s intonation. Incited by Melillo’s art of motivation one experienced a totally relieved way of making music, honored by very long applause.
Joachim Buch (his own translation form the original German Article. Concert on 6 August 2011, concluding one week at the Bavarian Music Academy in Marktoberdorf, Germany)
Well, Ladies & Gentlemen, this may be the only thing you need read. I am deeply grateful to Glenn and to all those dedicated Teachers who have offered not only their words of support, but their hard work in making a new reality.
"Ok, Steve. It took me a few days, but I got it. The music in the STORMFilms™ opening tutorial is JIDAI. And please, feel free to use this testimonial.
PART ONE:
Steve, I've been using your methods for a few years. But not to the extent of recent, mostly inspired by the STORMSummate. If you have the chance to go watch Steve work, or work with him, do it. You WILL be transformed; you will be energized and refreshed and so will your students.
As of this year, ALL students in grades 7-12 know all 15 major scales, thanks to SCALEWORKS™ and the process included therein. We practice 15 scales almost daily. The days we do not are spent working on specific scale challenges, be it playing all flats, all sharps, 3 flats and 3 sharps, or 4 and so on and up. We are exercising more creativity in our scale work than ever before, and it is showing up in the language used in the concert & jazz ensembles.
The FUNCTION CHORALE™ work we do has added a new dimension to our rehearsing as well, adding transposition at sight, intonation and tuning, creativity and musicianship to the warm-up process. No longer is warm-up "routine" (a DANGEROUS notion in music!). Using the FUNCTION CHORALES™ as a blueprint, we have explored the concepts of modality, poly-tonality, chord changes and improvisation, transposition, musicianship and creation. Student musicians now are beginning to develop a keen sense of musical reasoning. In one instance, a group of 7th graders and I played a Function Chorale as a trumpet quartet. The resultant tones were absolutely fantastic.
Using RHYTHM Readers™ as a basis for musical thought in both ensemble and classroom music has really spurred the creative process and understanding of music. Students in 7th Grade Music have taken rhythmic dictation including examples in alternating meters: 5/4, 3/4, 6/4, and 9/8, 7/8, 5/8 and 3/8, and averaging scores of 80 or better.
At the University level, we are just beginning our journey, although the foundation was laid before them a year in advance. In a University that is NOT a music school, the concert band has begun to approach tuning and intonation the same way that a professional ensemble does, and is beginning to tackle similar challenges.
The use of PAD Bass, which until this year was used only in my public school job, and not in its ideal way (until this year) has transformed the sound of the ensemble. When tuning a 7-8 band from the bottom up, we hear such overtones that flutes can be heard... when none are playing. The smiles and giggles that happened in the flute section were immediate; all because the overtones that THEY would play were already sounding! This is the exact same approach to tuning that professionals use: listening for colors in the sound they want to hear. Yes, Resonant sound IS within the grasp of young students.
In short, the approaches used are NOT gimmicks that force the students into a corner to think a certain way. It is an approach that, when given creative application and careful thought, brings out of the students the inner musician that is inside of everyone. There are NO flashy pictures, no cartoon characters, no merchandising or silly pre-packaged and contrived, meaningless pandering. It all rests on the shoulders of the creative educator to bring about; but trusting in the music that Steve writes even into "exercises" brings about a transformation like no other music. Be prepared for "lesson books" to take a back seat to musicianship and creativity. PS: I tried desperately to keep it to-the-point; there is so much more...
PART TWO:
Then there is the Music. This Music is completely different from the typical "band music". It has depth, meaning and connection both to other works and the world; indeed the Universe around us. I have been approached after concerts where your Music in on the program by audience members (lately that's nearly every concert I have the privilege of conducting) who always allude to the same idea: they feel the Music very clearly. One audience member told me it made her toes curl and that she could not believe that these were 7th and 8th graders. Another said, "I laughed, I cried, I felt it all."
THIS is why people go to concerts; THIS is the purpose of all art: to make you feel, think and react, and to take those lessons and apply them to yourself. There is a definite lesson in all of Steve's Music that does lift one and give hope.
There is an energy created by his Music and the pedagogical approaches necessary to fully realize it. Each ensemble takes on that energy with tremendous drive.
There is a very interesting video on YouTube where John Corigliano is discussing the role of the composer in an address to the Pittsburg Symphony board, and how the symphony orchestra has evolved over the years. According to Mr. Corigliano, the contemporary orchestra dates to Mahler's time. There are no saxophones presently on consistent payrolls; and nearly no electronics used at all.
In contrast, Steve's Music, looks forward. He has, with the use of PAD Bass, voice sounds, harp sounds (most schools I know do not have harp players, so most will need to synthesize them), and recently, the innovative use of video, creating new forms entirely, in such works as LAST WORLD STANDING & THAT WE MIGHT LIVE, to pre-recorded sounds as in OUR TIME as a SONG in the UNIVERSE and The UNIVERSE BELOW broken ground and explored areas not explored by "commercial" composers.
From its inception, with part distribution on CD-ROM, STORMWORKS has been ahead of the curve by a good decade. This is the breath of fresh air needed in todays music world. With arts organizations beginning to experience financial difficulty, and so many classical concert goers having "white hair", it is now left to the younger generation to become supporters of the arts. Music with meaning (such as Stephen Melillo's) does much to create this future audience. His is Music for its own sake, not created to fill a contractual need or pre-determined output with specified borders and boundaries." Glenn Roberts, Lisbon Central School & St. Lawrence University, Canton, NY
"Stephen - I was at the conducting symposium in Greeley and saw you present - it was inspiring to say the least. I purchased the ScaleWorks, Rhythm Readers and Function Chorales (an investment) and have begun using the ScaleWorks with my 8th graders. The process is incredible! After introducing the concept Tuesday, practicing, and reinforcing yesterday, one of my weakest players was able to construct and play C# Major - flawlessly. The class sat in shocked silence before erupting in cheers. He left yesterday feeling like a king and I left knowing that any student can have success in music."
Amen.
"I have never left a professional conference so inspired, excited,
or energized. So much of what we see as music educators is "same
old, same old," or slight variations on the techniques used to teach
music to our grandparents. Seeing you teach in such a different mode,
without holding any knowledge or passion back was a breakthrough for me,
more valuable in many ways than some graduate courses I have taken. I
know that my students see a passion in me that they have not seen in a
long time. Thank you so much for the inspiration and guidance!"
Justin Mavity, Laredo Middle School
"Hi Stephen - I recieved your teaching tools DVD recently, and have been using your methods in all of my classes. I cannot believe how much I am able to teach in such a short period of time. There is no way that there is a more efficient way to teach than your methods. I have always dreamed of the day when I would be able to teach music without spending hours of rehearsal time re-teaching rhythm, reminding students of fingerings, and re-explaining key signatures." Nathan Beutler, Sidney Public Schools, NE
| Description:
"Imagination is more important than Knowledge." Albert Einstein FUNCTION CHORALES comes on CD-ROM. Please download a PDF of the unedited April 1999 Band & Orchestra Article on Function Chorales above. Many conductors have expressed a desire to improve their Music-making via a mastery of the Basics. Function Chorales are designed to time-efficiently teach and reinforce the ability to SEE where a Pitch will Sound, dramatically improve Tuning, Intonation, Ensemble Listening, Vertical Hearing, Knowledge of Function & Transposition, Knowledge of Progression & Harmony, Knowledge of Interval, Form, and Knowledge of Inharmonic Devices such as Suspension, Retardation and Passing Tone. This is an immensely powerful tool which will achieve, via your efforts, discernible results. In conjunction with the Function Chorales, I suggest considering SCALEWORKS! "Thanks! Your music and mission. The voice with which you speak has truly been and will continue to be an inspiration to me. It has reminded me of what is true, right, noble, and noteworthy about what we do and WHY we do it. No words could suffice to describe what an inspiration, motivation, and yes... sometimes even a kick in the pants it has been." Larry Barnett, Teacher Testimonials
from Waynesburg College, PA: " If every
music class used Stephen Melillo’s teaching tools as a starting
point, development and understanding of musical theories and ideas
would increase exponentially and endlessly…guaranteed!"
David Call, Percussion, Freshman, Waynesburg College "Mr. Melillo, My goodness! It's been about two weeks since I started using the Function Chorales and ScaleWorks in my band classes/rehearsals, and I am BLOWN AWAY!!!!! I am a brand-new teacher straight out of college. I have struggled a bit to find different techniques that work for my students, but your model for ScaleWorks was so excellent I hit one out of the park right away (not that I won't go back and refine, of course). My students absolutely LOVE the function chorales--they keep asking for "the next one". We are moving quickly but cautiously, striving for precision in each. We are making effective transfers into the literature with these--we are doing an arrangement of Shenandoah, an obvious transfer, but I'm noticing things like a sense of direction on long notes and listening "vertically" for intonation in ALL of our playing, up to and including our spring musical. As for ScaleWorks, BRAVO! My students LOVE the method and process. I presented the information as you do on your DVD (an excellent model), and my students eyes got to be the sizes of dinner plates--they were drawn in within minutes. "Sing and Fing" has become a regular part of my vocabulary--for scales, but also chorales and difficult passages. I had my doubts about the "stopwatching" (because I'm a brand new teacher and know everything, right??), but I did it and it had its intended effect--some harmless competition amongst the students that creates a sense of "urgency" in order to not have the lesson become stagnant. My next project is Rhythm Readers--I can't wait!! My only regret is I did not use this source sooner. Bravo! Best," Keith Roeckle, Ridley High School, Folsom, PA |
FUNCTION CHORALES come on CD |
| "We now have students wanting to write their own function chorales! I know this has happened at other schools, but I felt it was necessary to continue the story of how great these are. We rendered the first student's chorale affectionately entitled "Godspeed" yesterday. I since received "A Mighty Forbidden Fortress" and "In School Suspension". These are all settings of theory class projects, but they have really grabbed the students. I thank you for the gift of them and please know they are being put to excellent use. Also, thanks for the new clarinet player! Now you may ask what do I mean? The students have been trying to convince a 9th grade girl who felt she was too busy for band to join. I finally decided to get involved after some research and invited her to spend a period with us. The lesson plan included "By Love Compelled" I spent our time warming up etc. and did an indepth rehearsal on By Love...never coming close to the end. (It was very good too! That is another story) Needless to say we did not finish, but the girl (right in front of the podium) looked up and said "But I need to know how it ends!" To which I replied "That is the next rehearsal." She is with us now." David Knott, Bishop MCDevitt High School, Harrisburg, PA "Stephen, a word about the Function Chorales. The kids became so successful at the process that for 2 years we've moved away from a tuner. At first this was the most uncomfortable thing I have ever done. After the new kids learned the system the pay off was huge! I moved and began using this process with the new kids. They had a tuner stuck in their face by a previous director to the point where every student was required to own a tuner. I had a copy of your Basic Change and started using this choral. My colleagues are amazed whenever I tell them we don't use tuners. Students are beginning to understand that tuning goes much further than tuning one note. They are beginning to understand that all notes must be constantly tuned over time within the ensemble (horizontally & vertically)... something the tuner can not do." Brian Ellis, Shelby County, KY "I
have been following your music for about 3-4 years now, ever since
I first heard it and subsequently did a research project for a Wind
Band Literature course. Over the course of that time, I have tried
Function Chorales, STORMQuest, and most recently Fountainhead and
the Let's Find Out
DVD. The music is very powerful, and very playable by ensembles
at ALL levels. I teach grades 5-12. Last year I began making
full use of the PAD Bass concept
with Time in the Balance, and liked it so much that I use it now
with ALL literature, and can't imagine not having it. Scaleworks
and Rhythm Readers are without a doubt 2 of the most important
components of my teaching repertoire. At ALL levels, they
have proven time and again to be valuable, reliable, and meaningful
to the KIDS as well as opening my eyes to see some things that I
always knew were there, but never really noticed. The scores are
LARGE size, which makes for very easy reading. I am especially moved
by Steve's personal signature on every score and CD ordered. The
kids really enjoy playing this music because it touches and speaks
to them, and they feel that they are touching and speaking to their
audience in a more direct manner. Who says sixth graders can't learn
15 scales? In short, I have been transformed by this approach, and
my students have also. Thank you." Glenn Roberts, Lisbon,
New York "Stephen Melillo's FUNCTION CHORALES will expand the musical foundation of your
band program. The Chorales allow students to experience a beautiful
world of musical colors through harmonic progressions designed to
immediately open ears to tuning, balance, blend, and intonation.
Thank you Steve for this outstanding contribution in developing
ensemble tone quality, sonority and harmonic awareness." Edward
S. Lisk, Author/Clinician/Conductor "I just
completed my first Scaleworks lesson with a group
of 6th grade saxophones... They LOVED it! I just said to them, "What
would you guys think if I told you that you can learn and play all
of your major scales in less than a half hour?" Of course,
they were skeptical. Then I said "Let's find out!" and
away we went! They quickly came to the realization that if they
can play all of their scales, then they can play every note of every
piece of music that was ever written, and they were astounded by
how easy it is! Yay for Scaleworks! Thanks Steve!"
Nate Sanders, PA. "Too often, we are caught in the daily grind of deadlines, tension, and frustration, occasionally interrupted by brief fleeting moments of beauty, energy and order. Stephen Melillo offers a philosophy as well as a "greater meaning" to us all in the form of musical composition as well as fundamental approaches to music in general. A comprehension of these two things has helped me to better understand myself and the greater purpose behind what I have chosen to do with my days. As a result, my days are filled with beauty, energy, and order, occasionally interrupted by brief fleeting moments of deadlines, tension and frustration. Musically, an intensive relationship with Function Chorales (sharpen the ax) in tandem with inspiring literature has helped reduce the level of resistance within my classroom and has shortened the distance between my mind and the minds of my students. Thank you, Stephen." Anonymous "I knew that it would take some time, but we a finally seeing the results of starting our kids in the "STORMMethod" right from the time they start playing. We see our beginners twice a week for 30 minutes. They can all play a chromatic scale from low concert E to Ab in the middle of the staff, and most of them can write all the notes and fingerings in for their instruments. Our 7th grades know all 15 major scales by the end of the year, and a 2 octave chromatic scale, and our 8th graders can play all 15 scales two octaves where possible, with the arpeggio and thirds, and start learning their minor scales. The kids work out of the rhythm readers, and play the function chorales. The 8th graders are going to start writing some of their own chorales by the end of the year." Roy Maxwell "Now the important stuff. My kids think that I've completely lost all common sense. We've been sharpening our ax and (here's a news flash) IT WORKS!!!! I've been energized. My kids, although they think I'm crazy now, also know that they can do this stuff. I set them up pretty good. I told them what they were going to be able to do in a few minutes and most of them said "Yeah, right." Within a few minutes it was with great pleasure that I said, "See, I told you so!" I wish I would have video taped their faces. You could just see the lights go on in not only my brightest students but more importantly those struggling students. I could just see them say to themselves, "He's right. I CAN do this." Feel free to use me as a reference. I'm ready to go do clinics about this method. I'm a true believer. My email address if you would care to post it is - ewesrussell@msn.com. THANKS and Godspeed to you!" Wes Russell, Joliet, Illinois "Wow! I am a believer in what you are doing! The passion, excitement, uniqueness, musicality - and also fun, practicality and educational worth to be found in your creative work is all quite impressive. A very sincere and hearty thanks from me to you! During the past several months I have been using your Function Chorales in daily rehearsals with my students, and have found them to be a significant and essential tool in my teaching. The students have found them helpful and interesting, especially for understanding balance and intonation issues across the entire ensemble. I really believe that my students are better ensemble musicians as a result of the versatile ways these chorales can be used to help students understand scoring, balance and intonation, as well as practical theory applications, and transferring these specific concepts to the music we are rehearsing. Function Chorales are an incredible innovation and indispensable learning tool for me and my students. Thank you! In addition, we have thoroughly enjoyed performing STORMWORKS! Your writing is distinctive, beautiful and exciting! We look forward to exploring many more of your unique compositions! Sincerely." Steve Olsen, Eden Prairie High School, Minnesota "I have found the use of your Function Chorales invaluable in advancing the musical independence of my students: listening, blend, balance, intonation, phrasing, style, theory - they cover it all - in all keys! They make the student's think! Bravo, Steve!" Wayne Dorothy, North Dakota State University "Steve! I just wanted to write and thank you again for all that you've contributed to the music ed world. Between your methods and those of our friend Sir Edward Lisk, this has been a truly remarkable year for my bands! Less than three weeks into my daily rehearsals and the groups are tuning so well that they're getting the overtones to sound! I've been rendering By Love Compelled... with my 9th grade band. The levels of teachable music are astounding. I even took your suggestion about relating the music to the literature the english classes are reading. When I told them this music was "heroic like Atticus Finch" (every 9th grader just finished the book) the sound clicked! So thanks again for everything. And be on the lookout for a PO from Lower Merion HS for Escape From Plato's Cave - I can't wait to turn my advanced wind ensemble onto the same piece that introduced me to the world of stormworks! Sincerely", Aaron Datsko, PA "Hi
Stephen, I just wanted to write and tell what has been happening
with my teaching since I watched your DVD.
Luckily Ihave a whole group of clarinet pupils who were just at
the right point for 'Scaleworks'.
I was so inspired by everything on the DVD that straight away on
the first lesson I got them writing on the board and doing
Sing and Fing and the first time they played D-flat Major
it was perfect. This was really motivating for
them and for me. |