Week |
Subject |
Related Preparation |
1) |
· Study 1
· Study Studies |
Lecture, Application
Homework: Repetition of the topics covered in the lesson |
2) |
Repetition of learned scales
· Study 2
· Scale and Etude Studies |
Practice, Self study
Homework: Repetition of the topics covered in the lesson, reinforcement on the clarinet. |
3) |
E major scale, arpeggio and arpeggio cycles
· Study 3
· Study Studies |
Practice, Self study
Homework: Repetition of the topics covered in the lesson, reinforcement on the clarinet. |
4) |
E major scale, arpeggio and arpeggio cycles
· Study 4
· Scale and Etude Studies |
Theoretical lecture, practice, individual study
Homework: Repetition of the topics covered in the lesson, reinforcement on the clarinet. |
5) |
· C sharp minor scale, arpeggio and arpeggio cycles
· Study 5
· Scale and Etude Studies |
Theoretical lecture, practice, individual study
Homework: Repetition of the topics covered in the lesson |
6) |
· E major, C sharp minor scale, arpeggio and arpeggio cycles
· Study 6
· Scale and Etude Studies |
practice, self-study
Homework: Repetition of the topics covered in the lesson |
7) |
· Repetition of scales
· Study 7
· Scales and Etude Study |
practice, self-study
Homework: General repetition of the topics covered in the lesson, reinforcement on the clarinet |
8) |
· Repetition of scales
· Study 9
Piecework - Gabriel Pierne - Pieces
· Study of Scales and Pieces |
Theoretical lecture, practice, individual study
Homework: Repetition of the topics covered in the lesson |
9) |
A flat major scale, arpeggio and arpeggio cycles
· Study 10
Piecework - Gabriel Pierne - Pieces
· Study of Scales and Pieces |
Theoretical lecture, practice, individual study
Homework: Repetition of the topics covered in the lesson |
10) |
A flat major scale, arpeggio and arpeggio cycles
· Study 11
Piecework - Gabriel Pierne - Pieces
· Study of Scales and Pieces |
Theoretical lecture, practice, individual study
Homework: Repetition of the topics covered in the lesson |
11) |
F minor scale, arpeggio and arpeggio cycles
· Study 12
Piecework - Gabriel Pierne - Pieces
· Study of Scales and Pieces |
Theoretical lecture, practice, individual study
Homework: Repetition of the topics covered in the lesson |
12) |
· A flat major, F minor scale, arpeggio and arpeggio cycles
· Study 13
Piecework - Gabriel Pierne - Pieces
· Study of Scales and Pieces |
practice, self-study
Homework: Repetition of the topics covered in the lesson |
13) |
· Repetition of scales
· Study 14
Piecework - Gabriel Pierne - Pieces
· Study of Scales and Pieces |
practice, self-study
Homework: Repetition of the topics covered in the lesson |
14) |
· Repetition of scales
· Study 15
Piecework - Gabriel Pierne - Pieces
· Study of Scales and Pieces |
Theoretical lecture, practice, individual study
Homework: Repetition of the topics covered in the lesson |
15) |
· Repetition of scales
· Study 15
Piecework - Gabriel Pierne - Pieces
• General repetition of the period |
Theoretical lecture, practice, individual study
Homework: Repetition of the topics covered in the lesson |
16) |
• General repetition of the period
· Final exam |
Theoretical lecture, practice, individual study
Repetition of the topics covered in the lesson |
|
Program Outcomes |
Level of Contribution |
1) |
To make students more effective and capable in their future professions as artists |
|
2) |
To increase students’ intuition and discover their creative power throughout their academic careers |
|
3) |
By enhancing creative potential, to widen the horizons of habitual thought and form open-minded and captivating artists |
|
4) |
To support students along their artistic journey and prepare them for fruitful, fulfilling careers |
|
5) |
By combining the reason of science and the sense of art, to create citizens ready to meet the substantial and spiritual needs of society |
|
6) |
To build aesthetic awareness |
5 |
7) |
To increase awareness of local and international values surrounding music |
|
8) |
To create a space where abstract and concrete concepts can be converted into creative power, as well as original and innovative artistic work |
|
9) |
To build a sensibility for success in their professional lives |
|
10) |
To become well-rounded individuals enriched with an interdisciplinary and diverse education |
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