Concert report below is the guidelines please refer to last paragraph for reference of the concert. please read guidelines thoroughly

Concert Report Guidelines
Rough draft is due November 7, 2011 at the beginning of class.
Final draft is due December 5, 2011 at the beginning of class.

Listening to live performances is an essential part of learning to appreciate and understand music. You are required to attend a live performance and then write a concert report. Here are some general guidelines to help you listen, think, and write about a concert.
Choose a concert to attend, according to the following guidelines.
The concert must feature either instruments or voices performing classical, not popular, repertoire.
High school performances are not to be used.
Concerts in which you participate are not eligible.
Concert Dates: the concert discussed must occur less than two months prior to the due date.

***Basic information to include:
When/Where did the concert take place? How long did it last?
How many pieces were performed? What were they called and how many movements were in each? Who composed each piece?
Who were the performers (name of ensemble and/or soloists)? If there was a conductor, what was his/her name? What were the names of the principal performers?
What types of instruments were played and/or what types of voice parts were featured?
Was there any special purpose to the concert? If so, explain.

***General questions to keep in mind:
What was your general reaction to the concert? How did the performance sound to you? Was the music performed well? (e.g., Were the musicians rhythmically a?togethera?; were they playing/singing in tune; did any instruments/voices stick out? How would you rate the musiciansa technical ability and the a?energya? of their performance? Did the musicians seem well prepared for the concert?)
Which composition did you like best? Why? (e.g., what specifically did you like about the piece itself or the way it was performed?)
Which composition did you like least? Why?
Did any of the compositions trigger an emotional response from you? What were your specific feelings or thoughts in response to the music?
Is this type of concert experience new to you? How do you think that might influence your perceptions of what you heard and observed?
What makes a performance an artistic event?

***Specific items to consider: Make sure to focus part of your discussion and analysis of the concert on one or more of the following items:

Describe what you heard and observed using the following musical terms, elements, and concepts discussed in class:
a? Genre (e.g., symphony, concerto, string quartet, etc.)
a? Stylistic period (e.g., classical, baroque, etc.)
a? Mood (e.g., emotion conveyed by the music/performers)
a? Pitch To what extent does pitch vary throughout the piece? How do changes in pitch reflect changes in mood?
a? Rhythm (e.g., beat, accent, tempo, meter, syncopation) How were these elements of rhythm used to create a?speciala? or interesting musical effects?
a? Dynamics (e.g., level of sound) Identify changes in dynamics and discuss the effect these changes create.
a? Tone Color (e.g., bright, brassy, warm, ringing, hollow, etc.)
a? Mode (e.g. major, minor)
a? Harmony/Melody Discuss the balance (or lack of it) between the melody and its a?accompaniment.a? Did you hear consonance, dissonance, or a combination of both?
a? Motives/Themes Identify and note where individual motives and themes are first introduced and subsequently reappear in each piece.
a? Texture (e.g., monophony, homophony, polyphony, etc.)
a? Form (e.g., sonata form, A B A, theme and variations, etc.)

Other discussion points:
***Using the musical terminology and concepts covered in class, discuss the most interesting musical elements/features of the pieces that were performed.
***Compare the pieces from this performance with other compositions you have studied in class, noting similarities and differences. (Note: In selecting a composition from class, you may want to look for a piece by the same composer, from the same style period, or of the same genre as the piece(s) from the performance.)
***Describe the behavior of the performers and the audience. What, if any, interaction occurred between the two? What kind of behavioral expectations do performers and audiences bring to the concert? How are these expectations satisfied or frustrated?

Length: Two-to-three full pages, double-spaced using 12-point font.

Attachments: Attach the printed concert program to your report, if one was provided. If no printed program was provided, attach the ticket you purchased. If you received neither a printed program nor a ticket, provide the address and telephone number of the performance venue.

Grading guidelines:
Content/25 points
10 points for length
10 points for grammar
5 points for attaching program
(-5/day for late papers)

Sample concert report:

On October 15, I attended a concert by the NDR Symphony Orchestra of Hamburg at the New Jersey Performing Arts Center. The performance consisted of only two pieces, yet both were met with enthusiastic applause and praise. a?
The first piece performed was the Violin Concerto in D major, Op. 35, by Piotr Ilayich Tchaikovsky, with the violinist Midori as the featured soloist. The piece was divided into three movements, the first being Allegro moderato. The Concerto opened with the orchestra playing a crescendo until the appearance of the soloist, who presented the principle themes. From this point, the texture varied between the monophony of the solo violin and the homophony heard from the full orchestra. The melody introduced by the violin was then repeated in various instruments with large contrasts in dynamics and tempo, although the predominating tempo was allegro. When the solo violin returned it was accompanied by the other violins playing a background of staccato notes. The high point of the first movement occurred when the solo violin produced an extremely high pitch in pianissimo and slowed down to a static pace, demonstrating her ability on the instrument. This movement ended with the entire orchestra playing fortissimo with a strong beat. a?
The next movement of the Concerto began in the woodwinds
with a legato melody punctuated by one note played by the horns. Overall, this movement remained somber with periods of excitement, indicated by the orchestra playing at an active pace. The violins contributed by adding descending scales of pizzicato notes. The melody then became a legato solo, which commenced in the oboe and was passed to the basses. The solo then returned to the violin, starting adagio and then increasing the pace for the entire orchestra. The finale occurred when two accelerating crescendos alternated with two ritardando decrescendos. a?
Gustav Mahleras Symphony No. 1 in D major, a?Titan,a? was performed next. It was much longer in duration than the first piece. It showed uniqueness in that it incorporated everyday sounds into the music, such as bulge calls, bird songs, and dance tunes, which provided for a very wide variety of tone colors. The symphony began with a thick-textured undertone in the strings and a two-note a?hunting calla? in the woodwinds, which persisted throughout the piece. Also present was a bright fanfare in the trumpets, followed by a light descending melody played by the entire orchestra. After this movement, all the instruments began playing a strong fortissimo beat, which gradually increased the tension, leading up to a muted trumpet solo. The strings dominated the remainder of the movement, with a strong legato melody passed from the acellos to the violins, and, finally, to the basses. a?
The third movement could be classified by the increasing significance of the drums, who moved the orchestra along in a clear duple meter. Their presence became less important after a ritardando, which brought back the light melody to the woodwinds. Throughout this movement, imitative polyphony was the predominant texture as the