COMPÁS Music and Performing Arts Curriculum/Student Benchmarks Institutional Mission: COMPÁS provides high-­‐quality performing arts training and cultural experiences with an emphasis on youth development. Our programming preserves the Latino/a heritage of Southwest Detroit and celebrates the diversity of our community through the arts. At COMPÁS we believe that all community members, especially youth, should have equal
access to quality arts and cultural activities. Due to budget constraints, arts education has
diminished within public schools, and there are a limited number of organizations providing arts
education in this area, especially instrumental music. COMPÁS fills the need for arts education
for the youth in this community and provides an accessible way for students to gain arts
education in ways that would not otherwise be available. COMPÁS also serves an area that is
largely struggling economically. In order to help the broadest range of families, COMPÁS offers
high-quality education in an affordable manner in order to provide this service to the community.
Although COMPÁS focuses on the predominately Latino/a heritage of the community by offering
traditional cultural activities, we also strive to create a diverse curriculum that includes
contemporary forms of dance and music.
As an Associate Member of the Berklee City Music Network, COMPAS has access to:
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Use of security encrypted Berklee City Music web portal and the proprietary educational materials provided for students and teachers of the Berklee PULSE Music Method. Certified and Certifiable instructors and information about the certifying process of The Berklee PULSE Music Method. Periodic visits by Berklee to assess Associate Member Program success in the Detroit area and provide reasonable assistance to Associate Member for the Associate Member Program. Promotion of Associates Member’s membership in the Berklee City Music Network in appropriate Berklee electronic and print publications. Cooperative Strategic planning for local network site implementation -­‐ Capacity building roadmap and quantifiable tools to measure student progress, teacher success and site development. The format of such quantifiable tools will be supplied by Berklee. •
Admission Criteria: There is a high likelihood that when a new student comes to us they have little or no previous performing arts training, so we do not have any admission requirements or make auditions necessary to participate. Our program is meant to be as accessible to the community as possible. •
Access to Professional Artists & Musicians: We have great relationships with many local music and arts organizations and frequently partner with them to bring visiting artists to our community for workshops. We have hosted several musicians/artists from Mariachi Vargas de Tecalitlan and CONTRA-TIEMPO, and are currently working with other local institutions to host more workshops by visiting artists quarterly. We also provide summer programming that includes opportunities for our students to visit performances outside of the community at local cultural institutions. Performance Opportunities: Annual performance opportunities include End of the Year Recital, Dia del nino Literacy Fair, and the Cinco De Mayo Parade. We produce one annual recital each May to featuring each of our music and performing arts classes, showcasing youth progress in their respective genre. Depending on their level of readiness mid-­‐term, classes may additionally perform at our annual Holiday Celebration held for our families. In addition to our annual performance opportunities, youth also participate in many local festivals and events that provide opportunities to showcase COMPAS youth talent. •
Music & Performing Arts Course Offerings Drums & Percussion 1 Instructor: Giovanni Ø Youth will learn basic techniques and rhythms on a variety of different drums and percussion instruments including: congas, bongos, drum set, cowbells, shakers, etc. Ø Playing styles using both sticks and hand techniques will be presented through various rudiments and practice techniques. Ø Proper drum tuning and maintenance will be taught. Ø Students will explore different styles of percussion-­‐centric music and learn the history of various genres. Drums & Percussion 2 Ø
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Next Steps? Next Steps? Next Steps? Next Steps? Guitar 1 Instructor: Alfredo Riojas Ø Youth will learn: Ø Introduction to guitar (Notes, melodies & songs) Ø Music appreciation through the PULSE musicmethod. Ø History & particulars about the guitar. Ø Physical techniques for playing both standing and sitting. Ø String names & notes. Ø Intro to notes, line of music, tablature & graphs. Ø To play in a performance setting, exercises, Guitar 2 Ø Introduction to pitch training Ø Increasing & analysis to physical techniques Ø Introductions to chords & scales Ø Introduction to writing down notes Ø Intermediate exercises; melodies; scales; chords; keys; graphs Ø Writing down notes on: lines of music; graphs & tablature Ø Playing intermediate songs and melodies Electric Guitar Ø
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Introduction to gear; cables; tuners; amps; pedals; maintenance Intro to advanced scales; exercises; chord progressions; keys; techniques Intro to playing popular music & songs Chord transitioning; visualization; technique Analysis of individuals progress & needs Introduction to line resources Keyboard I Instructor: Ø Students will learn basic music sight reading skills with different methods for Treble Clef and Bass Clef. Ø Basic theory is taught. Ø Students learn the proper way to sit and proper placement of hands at the keyboard. Ø Students will learn simple melodies. Ø Students will learn basic practice skills. Keyboard II Instructor: Ø Students will learn music sight reading skills beyond the grand staff (ledger lines). Ø More advanced music theory, tailored to each student, is taught. Ø Students will learn musical selections which begin to present various chords. Ø Students will learn appropriate practice skills. It is not enough to simply have a song they are working for the next lesson. They really need to learn how to spend time at the piano and use practice time wisely. Keyboard III Instructor: Ø Students will being to learn more advanced musical selections, including, but not limited to, the classics. Ø Students will begin the use of pedal work. Ø Students who demonstrate a control with timing and rhythm will begin incorporating the various sounds and rhythms of the electronic keyboard. Ø Advanced students will learn how to transition from an electronic instrument to a traditional piano. Violin 1 Instructor: Ø Violin students will learn basic music writing and reading skills. We will be learning how to perform as a group, as well as learning individual performance skills. The students will learn songs by note and notation. After completing this class the students will have a good foundation as young musicians and violinists. Our most important goal is to have fun learning the violin and developing a passion for music. Violin 2 Instructor: Ø Next Steps? Berklee Pulse Music Method “The Berklee PULSE (Pre-University Learning System Experience) gives kids the benefits of a
Berklee education no matter where they live. This proven, state-of-the-art online method of
teaching gives students access to caring, professionally trained instructors and invaluable
learning material.
Whether a student is interested in instrumental and vocal training, ensemble performance or
musicianship development through the music of today, the PULSE Method makes it happen.
PULSE is even more than music. It’s an online community where students can network and
absorb positive influences. It paves the way for kids to become more accomplished, more
confident and more influential in their world.” - http://berkleecitymusicnetwork.com/ Mexican Folklore Instructor: Guadalupe Martinez Ø In this class, we will explore the different types of dances and music from States of Mexico. Ø You will learn the culture behind the music, the dance moves and costumes. Ø We will begging with the basic steps, skirts movements and gestures. Ø Throughout the class, we will move into choreographies from one state to another, to finally create a dance group to perform at events. BREAKDANCE 1 Instructor: Benito Vasquez Ø Learn the foundations of breakdance, including freezes, top rock, basic footwork and floor work. With time and practice, students will learn to feel more comfortable with free-­‐styling. Our Breakdance classes are broken up by ages 7 to 11 and 12 & up. BREAKDANCE 2 Instructor: Benito Vasquez Ø Next Steps? PRE-­‐ BALLET Instructor: Lakiah Stewart For ages 5-­‐7. An introduction to the basics of ballet, including beginning technique, stretching and strengthening, and fun traveling movements, as well as special times for “free dance” to encourage self-­‐expression. Dress code: Leotard, tights, ballet shoes, and hair pulled back. BALLET 1 Instructor: Lakiah Stewart An introduction to the basics of ballet for ages 8-­‐11. Students will learn the essentials of beginning barre work, stretching and strengthening, center work, and musicality, as well as special times for “free dance” to encourage self-­‐expression Ballet is always an excellent foundation for all forms of dance. D\ PRE-­‐DANCE Instructor: Lakiah Stewart This intro course is designed for three to five year olds. A fun filled approach to the basics of dance skills and movement concepts to strengthen gross motor skills, balance and coordination. Exercises will also aid the students in learning to follow directions and work within a group. Hip-­‐Hop Dance 1 Instructor: Lakiah Stewart A fun, popular, and energetic, street dance which combines the Hip-­‐Hop modes of popping, locking, stepping, into clearly choreographed routines. Focusing on isolations of the body and learning to move in unique and unconventional ways also aid students' creativity in choreography in other genre of dance as well. Hip Hop is a great introduction into different styles of dancing, but is practical as well. It's the most frequently used world-­‐ wide whether it's jamming out in the car, impressing friends at a school dance, or becoming a professional dancer, hip hop is new, fresh, and pleasurable to learn. Ø Hip Hop (1) 8-­‐12 yrs Ø Hip Hop (2) 13-­‐18 yrs Intro Flamenco Instructors: Lisa Montes & Victoria Treglowne This is not so much a how-­‐to, as it is an introductory look at all the things that make up flamenco: Baile, dance, the cante, or song, palmas, or clapping. Our little ones will be introduce to the rhythms, movements and coordination. Mini flamenquitos are encouraged to improvise and be creative. Parents are welcome to participate in this class with your little ones. Flamenco 1 Instructors: Lisa Montes & Victoria Treglowne Introduction to Flamenco for Absolute Beginners is the ideal class to start dancing flamenco. Classes will focus on: strong footwork, upper body coordination, understanding flamenco music and compás, proper posture and breathing. We will develop the muscle strength and dance skills necessary for flamenco dance as we learn a new choreography. Flamenco 2 This advanced course is an introduction to the rhythms of the flamenco through the dance, Sing and Palms, teaching the history of this flamenco art and its culture. The children developed the technique of the tap Dance and the Braceo. We will work in the rhythm of the Happiness’s (compas of 12) **flamenco Children that belong to the company of flamenco will receive 2 additional hours a week of choreography and technical. Intro to Spoken Word Instructor: Spoken Word Poetry is an art form that has long been expressed by those of many different backgrounds. Teachers, activists, artists, students, and many more have been using this art form to make change in their communities, express themselves passionately, teach audiences, and simply entertain a crowd. In this class, students will get to know their peers in such a way that they respect, appreciate, and value each other’s stories and backgrounds. Through the art of Spoken Word, they will educate each other on their own personal testimonies and values as well as learn of those around them and those in their surrounding neighborhoods and society. Dialogue, word games, creative writing, media, and much performance will be the basic tools of the class. With their passion, voice, and intellect being the only supplies necessary to accept the challenge and beautiful title of a poet. This course is for ages 12-­‐18. Ø Students will learn the basic history of spoken word poetry and how and why it is so often associated with Hip Hop. Ø Students will walk away with the ability to effectively express themselves through poetry and performance, work with others productively. Ø Students will create a hard copy of a professional portfolio of their written work created throughout the 10 week class period. Spoken Word Performance Class Instructor: Through the art of Spoken Word, they will educate each other on their own personal testimonies and values as well as learn of those around them and those in their surrounding neighborhoods and society. Dialogue, word games, creative writing, media, and much performance will be the basic tools of the class. With their passion, voice, and intellect being the only supplies necessary to accept the challenge and beautiful title of a poet. Ø Students will actively participate in writing and constructing their own poems and spoken word performance pieces that allow them to express their passions and beliefs effectively. Ø Students will develop public speaking skills, performance etiquette, and a greater understanding of poetry, hip hop, and how to use those as tools to express knowledgeable events or ideas that may shape or make change in an audience’s mentality or a specific community.