DISCIPLINE ROCK

DISCIPLINE ROCK
A Play-Party Song to
"Jingle Bell Rock"

1a

Discipline, discipline, discipline rock

Discipline move and discipline groove

Listening, focusing, and sitting still

Are requirements we need to fill

1b

Discipline, discipline, discipline rock

Discipline move and discipline groove

You'll find success when you master these things

And the happiness they bring

CHORUS

Time we save when we behave

Allows for more to get done

Let's tow the line so we can do very fine

And play our music and have a lot of fun

CODA 1

Discipline, discipline, discipline rock

Discipline move and groove

You'll find success when you master these things

And the happiness they bring

2a

Discipline, discipline, discipline rock

Discipline move and discipline groove

Raising your hand and staying in your seat

Shows respect to all the others we meet

2b

Discipline, discipline, discipline rock

Discipline move and discipline groove

Caring and sharing makes life worthwhile

And the experience makes you smile

CHORUS

Time we save when we behave

Allows for more to get done

Let's tow the line so we can do very fine

And play our music and have a lot of fun

CODA 2

Discipline, discipline, discipline rock

Discipline move and groove

You'll find success when you master these things

And the happiness…

And the happiness…

And the happiness they bring

JINGLE BELL ROCK

RHYTHM PIECE

DIRECTIONS

1. REVIEW THE BASIC RHYTHMS OF THE MUSIC

2.  COUNT EACH LAYER OF RHYTHMS SEPARATELY

AGAINST THE RECORDED ACCOMPANIMENT

STARTING WITH THE LOWEST LAYER FIRST
3. COMBINE AND COUNT THE TWO LOWER RHYTHMIC PATTERNS SEPARATELY
AGAINST THE RECORDED ACCOMPANIMENT
4. COMBINE AND COUNT ALL THREE LOWER RHYTHMIC PATTERNS SEPARATELY

AGAINST THE RECORDED ACCOMPANIMENT

a.  FIRST USE BODY PERCUSSION (LATER USE PERCUSSION INSTRUMENTS)
b.  AFTER EVERYONE LEARNS ALL THE RHYTHMS
INSTRUMENTS AND/OR VOICE MAY BE ADDED

TO PLAY THE TOP LINE OF  MELODY

WHAT WE DID TODAY (SEMESTER #2-04): THURSDAY; FEBRUARY 3, 2011

GENERAL MUSIC PERIODS 2, 3:

COMPOSER: CHOPIN/Waltz in C# Minor Opus 64-2 

http://www.youtube.com/watch?v=TTQbShIfAU8&feature=fvw

OBJECTIVE: Rules and Procedures
1. Pink quote sheets passed out and students write names on them and prepare to copy quote from overhead projector. After copying quote and author's name students are to write what they think the quote means in the space provided. If unsure, there will be a short discussion and others in the class will give their ideas and the teacher will give hers. Students may write their own response or use one of the others discussed in class/first 5 minutes
.....a. Each quote worth 1 point. This week points earned will be for extra credit as we are new at doing them. Next week the points will count toward the grade.
.....b. Quotes will be posted on this BLOG so if any are missed they can be made-up
.....c. Author of the quote today: John Cage; a famous modern composer known for his experimental music (like the "prepared piano").
2. Solfege Roll: Teacher asks with hand signals: Sol-Mi-Sol-Sol-Mi ("Mar-y are you here?")/Student answers with hand signals: Sol-Mi-Sol-Mi ("Yes I am").
3. If time: "Jorge the Gila Monster" solfege movement exercise
4. "Beat Goes On" music graph
.....a. Using posted graph and recorded music, everyone counts the colored squares while they perform different types of BP (body percussion) for the different graph colored squares (purple: snap/pink:heartbeat/ blue:head tap/ green: patsch).
.....b. After performing, students view chart and examine the "form" (beginning: introduction/middle/end: coda). The "form" is like a sandwich (beginning and end are the bread; the pink, blue, and green melodic ideas are like ham
cheese, and mustard)
.....c. What other things have form?
.....d. After looking at the graph, look carefully at the numbers of beats (1 square=1 beat) in each pattern (or graph color). .........1)Is there a mathematical pattern? MUSIC IS MATH
5. Do not forget to turn in signed rule sheets: worth 1 point
TERMS:
PERCUSSION
CODA
INTRODUCTION
MEASURE
TUNEABLE HAND DRUM
CAGE, JOHN
PREPARED PIANO
CLASSICAL
FORM
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: TECHNIQUE THROUGH ROTE SONGS
1. TUNE
2. SONG: HOEDOWN
3. SONG: 21 GUNS

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for SPRING CONCERT
1. TUNE
2. SONG: NUMB
.....a. All play the harmony part
...........1)Work for 4th finger intonation
...........2)Worked on "road sign" directions
3. SONG: BOULEVARD OF BROKEN DREAMS
4. SONG: 21 GUNS


LAST SEMESTER'S VIOLIN CLASSES: NEED TO GET PERMISSION SLIPS BACK FOR FIELD TRIP TO THE DISNEY HALL CONCERT IN DOWNTOWN LOS ANGELES SCHEDULED FOR FEBRUARY 24th!

WHAT WE DID TODAY (SEMESTER #1-04): TUESDAY, SEPTEMBER 7, 2010

GENERAL MUSIC PERIODS 2, 3:
COMPOSER: CHOPIN/Waltz in C# Minor Opus 64-2 

Pianist Artur Rubinstein

http://www.youtube.com/watch?v=TTQbShIfAU8&feature=fvw

OBJECTIVE: Rules and Procedures
1. Pink quote sheets passed out and students write names on them and prepare to copy quote from overhead projector. After copying quote and author's name students are to write what they think the quote means in the space provided. If unsure, there will be a short discussion and others in the class will give their ideas and the teacher will give hers. Students may write their own response or use one of the others discussed in class/first 5 minutes
a. Each quote worth 1 point. This week points earned will be for extra credit as we are new at doing them. Next week the points will count toward the grade.
b. Quotes will be posted on this BLOG so if any are missed they can be made-up
c. Author of the quote today: John Cage; a famous modern composer known for his experimental music (like the "prepared piano").
2. Solfege Roll: Teacher asks with hand signals: Sol-Mi-Sol-Sol-Mi ("Mar-y are you here?")/Student answers with hand signals: Sol-Mi-Sol-Mi ("Yes I am").
3. "Jorge the Gila Monster" solfege movement exercise
4. "Beat Goes On" music graph
a. Review terms "beat" and "tempo" (relate Italian musical term to Spanish term "tiempo")
b. Explain patterns of sounds that make up parts of melodies
c. Using posted graph and recorded music, everyone counts the colored squares while they perform different types of BP (body percussion) for the different graph colored squares (purple: snap/pink:heartbeat/ blue:head tap/ green: patsch). d. After performing, students view chart and examine the "form" (beginning: introduction/middle/end: coda). The "form" is like a sandwich (beginning and end are the bread; the pink, blue, and green melodic ideas are like ham
cheese, and mustard)
e. What other things have form?
f. After looking at the graph, look carefully at the numbers of beats (1 square=1 beat) in each pattern (or graph color). Is there a mathematical pattern? MUSIC IS MATH
5. Do not forget to turn in signed rule sheets: worth 1 point
GENERAL MUSIC PERIOD 6:
1. Manilla folders passed out and students write names and period number on the cover. This is to hold all classwork/first 5 minutes
2. Seating Charts: Review seating charts to check if everyone knows where to sit
3. Solfege Roll: Teacher with hand signals: Sol-Mi-Sol-Sol-Mi ("Mar-y are you here?")/Student answers with hand signals: Sol-Mi-Sol-Mi ("Yes I am").
4. Class Rule sheets to be taken home and signed: 1 point
5. Directions for movement solfege in preparation for movement exercise "Jorge the Gila Monster" (see procedures Sept. 2nd lesson periods 2,3)
6. "Beat Goes On" music graph
a. Review terms "beat" and "tempo" (relate Italian musical term to Spanish term "tiempo")
b. Explain patterns of sounds that make up parts of melodies
c. Using posted graph and recorded music, everyone counts the colored squares while they perform different types of BP (body percussion) for the different graph colored squares (purple: snap/pink:heartbeat/ blue:head tap/ green: patsch). d. After performing, students view chart and examine the "form" (beginning: introduction/middle/end: coda).
e. Lesson to be completed tomorrow.

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: Keyboard exploratory/assignment of violins
1. Explain about patterns of black and white keys on the keyboard. How many black? Since there are 5 black keys they, used as a group, are called a pentatonic scale.
2. Using only the black keys on the keyboards students explore different melodies that can be played using them: Hot Cross Buns, Mary Had a Little Lamb, Jolly Old Saint Nicholas, Old Mac Donald, Swing Low, Sweet Chariot are just some examples)
3. Sizing of instruments for the rest of the remainder of the class (to be done while students are at keyboards)
Individual students are called up to have violins sized and assigned then go back to keyboards.

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. Teacher reviews "Hoedown" tune/music has 4 basic sections: Introduction/A Section/B Section/Ending: Coda
3. Students start to learn the introduction today and memorize it.
a. Double-stops on open strings (playing 2 strings at a time)
b. Middle of bow usage
c. Practice slowly before speeding up
d. Introduction to be heard individually on Friday.

FRIDAY, SEPTEMBER 3, 2010

GENERAL MUSIC PERIODS 2, 3:
COMPOSER: CHOPIN Waltz in C# Minor Opus 64-2 

(http://www.youtube.com/watch?v=TTQbShIfAU8&feature=fvw)

OBJECTIVE: Rules and Procedures
1. Manilla folders passed out and students write names and period number on the cover. This is to hold all classwork/then work on "Silly Test"of class behavior rules: first 5 minutes
2. Seating Charts: Review seating charts to check if everyone knows where to sit
3. Solfege Roll: Teacher with hand signals: Sol-Mi-Sol-Sol-Mi ("Mar-y are you here?")/Student answers with hand signals: 
    Sol-Mi-Sol-Mi ("Yes I am").
4. Finish Discussion of "Silly Rules" and turn-in.
5. Discuss important points on the class rule sheets (that are to be taken home to be signed).
    Important: bathroom/water usage rules, grading policy, and behavior expectations.
6. "Silly Rules" worksheet to be turned in: 1 point
7. Class Rule sheets to be taken home and signed: 1 point
8. This week's participation grade (1 point for each day) total: 3 points

GENERAL MUSIC PERIOD 6:
1. Interested students (9 students) invited to the band teacher's class (Mr. Roa) for demonstration and discussion of different 
    band instruments to see if they might be interesting in joining beginning band. 
2. Remainder of students:
....a. Set-Up Seating Charts
....b. Solfege introduction (see Sept. 2nd lesson periods 2,3)
....c. Solfege roll (see Sept. 2nd lesson periods 2,3)
....d. Directions for movement solfege in preparation for movement exercise "Jorge the Gila Monster" (see procedures Sept. 
        2nd lesson periods 2,3)
        To complete next lesson
....e. Participation points for the week (1 point for each day): 3 points

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: Keyboard exploratory/assignment of violins
1. Review seating chart
2. Directions/procedures for using keyboards: students to explore different sounds
3. Sizing of instruments (to be done while students are at keyboards)
    Individual students are called up to have violins sized and assigned then go back to keyboards. (To finish at next lesson)

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Open String Bow-Tone Warm-Ups/Scales and Open String Note Reading Review
1. TUNE
2. Open string bowing:
.....a.  sep. bows UH 4x each string
.....b. bows LH 4x each string
.....c.  sep. bows "My Sis-ter Marc-y" bow speed exercise UH 2x each string
3. Open string pattern scales/ 1 octave/ KEY G, D, A sep. bows UH
4. Review note reading: song: Rudolph (beginning part)
5. Start Rudolph advanced part