UMS in the Classroom: What’s in a Song?
By UMS LobbyTweet
Interested in using a UMS performance in your university classroom? For each performance on the season, we provide suggested curricular connections, links to contextual material online, citations for scholarly material, and prompts for classroom discussion. For additional resources and individualized curricular support, please contact Shannon Fitzsimons Moen, UMS Campus Engagement Specialist, at firstname.lastname@example.org or (734) 764-3903.
UMS is also committed to making our performances an affordable part of the academic experience. Our Classroom Ticket Program provides $15 tickets to students and faculty for performances that are a course requirement. Please email email@example.com to set up a group order.
This performance may connect meaningfully with courses in the following schools and disciplines:
- Comparative Literature
- English Language and Literatures
- Germanic Languages and Literatures
- Romance Lanugages and Literatures
- Women’s Studies
- World Performance Studies
- Music Education
- Music Theory
- Musical Theatre
- Martin Katz illuminates his art as a collaborative pianist in his book The Complete Collaborator: The Pianist As Partner (Oxford University Press, 2009).
- Margaret Olson guides new audiences through art song in her book Listening to Art Song: An Introduction (2015, Rowman & Littlefield).
- What are the most important elements of a song presentation, as demonstrated by Katz and his singers? How did each of the different singers on the program emphasize different components of the songs they were singing? What makes a song a “good fit” for a particular singer?
- Describe the relationship onstage between Katz and his singers. How did he respond to the unique style and needs of each performer?