Thursday, August 22, 2013

THURSDAY, AUGUST 22, 2013

QUOTE:
“This will be our reply to violence: to make music more intensely, more beautifully, more devotedly 
  than ever before.”
AUTHOR: Leonard Bernstein
MEANING OF THE QUOTE:
"When you are angry its not the answer. Get your emotions out with your 
  music instead.”









COMPOSER
CHOPIN


Chopin Waltz, Op. 64, No. 1 D-Flat
"Minute"
Played by Rachmaninoff
video

Chopin Waltz, Op. 64, No. 1 D-Flat
"Minute"
Played in One Minute
video

Chopin Waltz, Op. 64, No. 1 D-Flat
"Minute"
Performed by Victor Borge and Leonid Hambro 
video

Chopin Waltz, Op. 64, No. 1 D-Flat
"Minute"
Performed by Ignaz Friedman
(The picture seen here is not Friedman)

THE "MINUTE WALTZ"
WITH WORDS ADDED
CHECK OUT THIS ROCK and ROLL VERSION:



The waltz is a salon dance that originated from folk country-type dance forms.  It evolved into an eloquent and aristocratic dance and became an important entertainment of royals and nobles at the beginning of the 19th Century



    GRANADA ADV. STRINGS
1.D Major scale (one octave) violins use open A string going up but use 
4th finger on the D string going down
2. Jingle Bell Rock

INTRO. TO INSTRUMENT
1. Concluded discussion of Left versus Right in playing musical instruments

"ALLEY CAT" COUNTING QUARTERS (INCLUDING RESTS) and EIGHTHS USINLEFT AND 
RIGHT HANDS IN DIFFERENT PATTERNS 
a. NOTES ARE COLORIZED IN RED AND BLACK DENOTING LEFT AND RIGHHANDS
b. READING THE SAME RHYTHMS AS IN THE THE BLACK AND WHITE VERSION 
STUDENTS ARE TO PERFORM THE RHYTHMS FOLLOWING THE DIRECTION GIVEN AS TO WHAT HAND TO USE 
TO HELP WITH FOCUSING STUDENTS SHOULD SAY THE DIRECTIONS
"LEFT" or "RIGHT" AS THEY MOVE THEIR HANDS TO THE RHYTHM WHILE
ALSO LISTENING TO TO THE RECORDING AT THE SAME TIME 
c. BEFORE PERFORMING THIS STUDENTS ARE ASKED TO MAKE A MENTAL
NOTE TO PAY SPECIAL ATTENTION (TO DISCUSS AFTER) TO WHY
PERFORMING THE MUSIC THIS WAY IS MORE DIFFICULT THAN THE
EXAMPLE OF THE BLACK AND WHITE WAY (WE DID YESTERDAY) WHERE
THEY COULD USE ANY HAND THEY WISHED TO PERFORM THE RHYTHMS
d. DISCUSSION OF WHAT MADE THE BLACK and WHITE EXAMPLE MORE DIFFICULT and WHY
e. EXPLANATION OF THE DIFFICULTY OF USING BOTH LEFT and RIGHT HANDS IN PLAYING A MUSICAL INSTRUMENT 
1) EXPLANATION OF HOW OUR BRAINS FUNCTION and  HOW WE ARE ALL 
"CROSS CIRCUITED" AND TEND TO EMPHASIZE ONE HAND OVER THE OTHER
2) STUDENTS ASKED TO WRITE THEIR NAMES WITH STRONG and WEAK 
HANDS TO EMPHASIZE HOW ONE SIDE OF THE BRAIN IS MORE DEVELOPED 
THAN THE OTHER SIDE FOR THIS PARTICULAR ACTIVITY 
3) ASKED STUDENTS TO FEEL THE FRUSTRATION THAT OCCURRED WHEN DOING THIS and TO RELATE IT TO THE FRUSTRATION THAT OCCURRED WHILE PERFORMING THE "COLORIZED" VERSION
f. DISCUSSED THE USE OF PATTERNS and HOW THE BRAIN GRAVITATES AND RELATES TO PATTERNS IT RECOGNIZES 
and WHEN PATTERNS ARE NEW THE BRAIN AT FIRST TENDS TO REBEL AGAINST THEM 
(WHICH WILL ALSO CAUSE FRUSTRATION)

2.  Recorders
a.  Went over directions on how to take care of the recorders
b.  Handed the recorders out and had students label their instruments and bags with their names

GRANADA BEG. STRINGS
1. Reviewd instrument parts with a short worksheet
2.  Short oral quiz on instrument parts
3.  Discussion about shoulder rests: why they are used and how to put one on a violin
4.  Each student tried out hold the violin with and without the shoulder rest to see how differently it feels when holding the instrument 

HILLVIEW ORCHESTRA
1.  Tuned group to Concert A
a.  Discussed breath support for flutes in order to maintain a straight line 
of sound without wavering
2.  Started to work on Jingle Bell Rock (first section)
3.  Discussed and practiced a short chromatic pattern for the violin part where students have to slide their 1st finger from its regular position back toward the nut and then use their second finger placed in the 1st finger position (an extension into 1/2 position with the thumb 
remaining in 1st position)