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Wednesday, February 9, 2011
WEDNESDAY; FEBRUARY 9, 2011
GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin Etude in C Minor "Revolutionary"(Fall of Warsaw) 1831
1. Discuss the meaning of the word "etude" in relation to Chopin's music
.....a. An etude is a French word for a musical study piece designed to provide practice material for perfecting a particular musical skill
2. Chopin wrote this piece during his Polish homeland's revolution against Russia. Due to poor health he could not fight for his beloved country so he wrote this music as a tribute instead
OBJECTIVE: Intro to Percussion
1. Quote by Irving Berlin
.....a. Berlin was a very famous 20th Century American composer of Broadway musicals
(http://en.wikipedia.org/wiki/Irving_Berlin)
.....b. One of his most famous pieces was:
2. Solfege Roll: Review solfege hand signals adding "Sol." Teacher asks with hand signals: Sol-Mi-Sol-Sol-Mi-Mi- Sol Mi
("Mar-y did you finish your quote?")/Student answers with hand signals: Sol-Mi-Sol-Mi ("Yes I did") and show the quote
to me.
3. Pass out various percussion instruments: slapstick, tambourine, cabasa, guiro, spoons, claves, woodblock,
ratchet, and maracas
4. Review how to follow a conductor's silent cues (signals) and how to start and end together.
5. Start "Alley Cat"
.....a. Graph of the beats and the form (Intro/A/A/B/A/CODA) and practice with BP (body percussion)
...........1)Compare FORM in music to form in writing, to a "sandwich" [2 pieces of bread (INTRO and CODA) with cheese
and turkey in between], etc.
.....b. Exchange to instruments. Blue is any choice, wood sounds play the color yellow (A SECTION), scraper and shakers play
pink (B SECTION)
.....c. Students to play with help of the teacher but then be able to follow chart without that help.
..........1)Students learn to track with their own eyes and listen to the patterns of sound on their own.
.....d. ALLEY CAT CHART WITH QUARTER and EIGHTHS (INTRO. TO BASIC RHYTHMS)
..........1)What is a quarter note?
..............a)Generally the "heart beat" in music is called the quarter beat or "quarter note"
..............b)An easy way to produce it is by the tap of a foot, a patsch on the leg, a clap of a hand, or a snap of a finger
..............c)Verbally, there are many ways to produce it; an easy way is by saying (or thinking) the sound of "TAH"
..........2)Is all sound music?
..........3)What is silence? What is one of its function in music?
.............a)Silence organizes sound into patterns; without silence the sound continues on without stopping like a drone.
.............b)Silence in music is called a REST
.............c)There is a relative REST for every type of played rhythmic note in music
..........4)The length of sounds and silences can be musically notated using specific musical symbols based on fractions
..........5)Eighth notes
.............a)Splitting quarter notes in half produces a sound that is twice as fast
.............b)Two eighth notes equal one quarter beat
7. Do not forget to turn in signed rule sheets: worth 1 point
TERMS:
MUSICAL FORM
INTRODUCTION
CODA
BINARY FORM (SECTION "A" and SECTION "B")
QUARTER NOTE
REST
QUARTER REST
EIGHTH NOTE
BODY PERCUSSION (BP)
ETUDE
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: PREPARATION FOR SPRING CONCERT
1. TUNE
2. MARIACHI SONG: CIELITO LINDO
.....a. Worked on the second phrase
..........1)Noticed that the second phrase is mostly in scale-wise patterns
3. SONG: HOEDOWN
.....a. For sight reading purposes and because we have some new students in the class we all read through the harmony
version of Hoe Down using a student as a pointer to help with visual tracking
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: PREPARATION FOR SPRING CONCERT
1. TUNE
2. SONG: "NUMB"
.....a. Separated class into harmony and melody sectionals
.....b. Melody (violin I parts) spent time on the first phrase working specifically on proper bowing patterns
3. SONG: BOULEVARD OF BROKEN DREAMS
.....a. Entire group worked together cleaning up articulation passages with and without the accompaniment
PERIOD 4 and 5 VIOLIN CLASSES FROM LAST SEMESTER NEED TO GET IN THEIR FIELD TRIP PERMISSION FORMS FOR OUR FEBRUARY 24th FIELD TRIP TO THE DOWNTOWN DISNEY HALL. THERE ARE A FEW STUDENTS WHO STILL NEED TO TURN THEIR SLIPS IN!!!!!
COMPOSER: Chopin Etude in C Minor "Revolutionary"(Fall of Warsaw) 1831
.....a. An etude is a French word for a musical study piece designed to provide practice material for perfecting a particular musical skill
2. Chopin wrote this piece during his Polish homeland's revolution against Russia. Due to poor health he could not fight for his beloved country so he wrote this music as a tribute instead
OBJECTIVE: Intro to Percussion
1. Quote by Irving Berlin
.....a. Berlin was a very famous 20th Century American composer of Broadway musicals
(http://en.wikipedia.org/wiki/Irving_Berlin)
.....b. One of his most famous pieces was:
Kate Smith sings "God Bless America"
("Mar-y did you finish your quote?")/Student answers with hand signals: Sol-Mi-Sol-Mi ("Yes I did") and show the quote
to me.
3. Pass out various percussion instruments: slapstick, tambourine, cabasa, guiro, spoons, claves, woodblock,
ratchet, and maracas
4. Review how to follow a conductor's silent cues (signals) and how to start and end together.
5. Start "Alley Cat"
.....a. Graph of the beats and the form (Intro/A/A/B/A/CODA) and practice with BP (body percussion)
...........1)Compare FORM in music to form in writing, to a "sandwich" [2 pieces of bread (INTRO and CODA) with cheese
and turkey in between], etc.
.....b. Exchange to instruments. Blue is any choice, wood sounds play the color yellow (A SECTION), scraper and shakers play
pink (B SECTION)
.....c. Students to play with help of the teacher but then be able to follow chart without that help.
..........1)Students learn to track with their own eyes and listen to the patterns of sound on their own.
.....d. ALLEY CAT CHART WITH QUARTER and EIGHTHS (INTRO. TO BASIC RHYTHMS)
..........1)What is a quarter note?
..............a)Generally the "heart beat" in music is called the quarter beat or "quarter note"
..............b)An easy way to produce it is by the tap of a foot, a patsch on the leg, a clap of a hand, or a snap of a finger
..............c)Verbally, there are many ways to produce it; an easy way is by saying (or thinking) the sound of "TAH"
..........2)Is all sound music?
..........3)What is silence? What is one of its function in music?
.............a)Silence organizes sound into patterns; without silence the sound continues on without stopping like a drone.
.............b)Silence in music is called a REST
.............c)There is a relative REST for every type of played rhythmic note in music
..........4)The length of sounds and silences can be musically notated using specific musical symbols based on fractions
..........5)Eighth notes
.............a)Splitting quarter notes in half produces a sound that is twice as fast
.............b)Two eighth notes equal one quarter beat
7. Do not forget to turn in signed rule sheets: worth 1 point
TERMS:
MUSICAL FORM
INTRODUCTION
CODA
BINARY FORM (SECTION "A" and SECTION "B")
QUARTER NOTE
REST
QUARTER REST
EIGHTH NOTE
BODY PERCUSSION (BP)
ETUDE
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: PREPARATION FOR SPRING CONCERT
1. TUNE
2. MARIACHI SONG: CIELITO LINDO
.....a. Worked on the second phrase
..........1)Noticed that the second phrase is mostly in scale-wise patterns
3. SONG: HOEDOWN
.....a. For sight reading purposes and because we have some new students in the class we all read through the harmony
version of Hoe Down using a student as a pointer to help with visual tracking
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: PREPARATION FOR SPRING CONCERT
1. TUNE
2. SONG: "NUMB"
.....a. Separated class into harmony and melody sectionals
.....b. Melody (violin I parts) spent time on the first phrase working specifically on proper bowing patterns
3. SONG: BOULEVARD OF BROKEN DREAMS
.....a. Entire group worked together cleaning up articulation passages with and without the accompaniment
PERIOD 4 and 5 VIOLIN CLASSES FROM LAST SEMESTER NEED TO GET IN THEIR FIELD TRIP PERMISSION FORMS FOR OUR FEBRUARY 24th FIELD TRIP TO THE DOWNTOWN DISNEY HALL. THERE ARE A FEW STUDENTS WHO STILL NEED TO TURN THEIR SLIPS IN!!!!!
WHAT WE DID TODAY (SEMESTER #2-19): MONDAY; FEBRUARY 28, 2011
GENERAL MUSIC PERIODS 2, 3, 6
COMPOSER: CHOPIN
OBJECTIVE: PERCUSSION IDENTIFICATION
1. NO QUOTE/COMPOSER REPORT: CHOPIN
.....a. Discussed some other famous composers who were alive at the same time as Chopin:
..........1)Felix Mendelssohn: Famous composer and conductor from Germany (wrote a famous Wedding March)
..........2)Robert Schumann: Famous pianist, composer and piano teacher. He married the daughter of his piano teacher Clara Wieck Schumann, who was also well known for her piano playing and composing in her own right. Schumann experimented with a device he invented to help strengthen and train the fingers of his students. While trying the device out himself, he harmed one of his fingers to the extent that it never healed properly. Not being to play the piano as well as he used to depressed him so much that he eventually developed a mental illiness.
..........3)Franz Liszt: A famous pianist (performer) and composer who, like Chopin, was one of the most popular pianists of his time.
.....b. Discussed some other famous historical people alive during Chopin's lifetime:
..........1)US President #5 James Monroe
..........2)US President #11 James K. Polk
..........3)Queen Victoria of England (She was the queen of England for a very long time and her style was copied by people all over the world. Her influence on style and culture was so famous that the time period she lived in is often refered to as the "Victorian" era. An example of her influence is the tradition of the Christmas tree. Before she had one in her palace, the Christmas tree was only a tradition in Germany. After Victoria was introduced to this custom by her husband Albert, who was German, the Christmas tree became a tradition all over. It was also Victoria who set the tradition of getting married to a famous bridal march composed by Felix Mendelssohn. She had heard the music in his (Mendelssohn's) "A Midsummer's Night Dream" and decided to have it played at her own wedding ceremony.
.....a. Discussed famous artists that lived during the time period of Chopin (will finish this section for period 2 and 3 Wednesday):
..........1)J.M.W Turner, J.M.W
..........2)George Caleb Bingham
..........3)Eugene Delacroix (Personal friend to Chopin and George Sand; he painted a famous painting of Chopin)
2. Finished off the notes taken from the Percussion film view last week
3. Filled in the names of percussion instruments on the worksheets handed out in class
4. Turned all work in
BEGINNING VIOLIN PERIOD 5: OBJECTIVE: SPRING CONCERT PREPARATION 1. TUNE
2. SONG: BOULEVARD OF BROKEN DREAMS
....a. All violins practiced the VIOLIN I part
..........1)Music was broken down into small units or repeated patterns
..........2)We intensly practiced 3 of those patterns separately
..........3)For continuity we played through the entire piece (without music accompaniment)
even the parts we did not know well yet)
ADVANCED VIOLIN PERIOD 4: OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: NUMB
....a. Worked on new bowings (bowings were simplified)
3. SONG: 21 GUNS
....a. Again worked on new bowings
COMPOSER: CHOPIN
OBJECTIVE: PERCUSSION IDENTIFICATION
1. NO QUOTE/COMPOSER REPORT: CHOPIN
.....a. Discussed some other famous composers who were alive at the same time as Chopin:
..........1)Felix Mendelssohn: Famous composer and conductor from Germany (wrote a famous Wedding March)
..........2)Robert Schumann: Famous pianist, composer and piano teacher. He married the daughter of his piano teacher Clara Wieck Schumann, who was also well known for her piano playing and composing in her own right. Schumann experimented with a device he invented to help strengthen and train the fingers of his students. While trying the device out himself, he harmed one of his fingers to the extent that it never healed properly. Not being to play the piano as well as he used to depressed him so much that he eventually developed a mental illiness.
..........3)Franz Liszt: A famous pianist (performer) and composer who, like Chopin, was one of the most popular pianists of his time.
.....b. Discussed some other famous historical people alive during Chopin's lifetime:
..........1)US President #5 James Monroe
..........2)US President #11 James K. Polk
..........3)Queen Victoria of England (She was the queen of England for a very long time and her style was copied by people all over the world. Her influence on style and culture was so famous that the time period she lived in is often refered to as the "Victorian" era. An example of her influence is the tradition of the Christmas tree. Before she had one in her palace, the Christmas tree was only a tradition in Germany. After Victoria was introduced to this custom by her husband Albert, who was German, the Christmas tree became a tradition all over. It was also Victoria who set the tradition of getting married to a famous bridal march composed by Felix Mendelssohn. She had heard the music in his (Mendelssohn's) "A Midsummer's Night Dream" and decided to have it played at her own wedding ceremony.
.....a. Discussed famous artists that lived during the time period of Chopin (will finish this section for period 2 and 3 Wednesday):
..........1)J.M.W Turner, J.M.W
..........2)George Caleb Bingham
..........3)Eugene Delacroix (Personal friend to Chopin and George Sand; he painted a famous painting of Chopin)
2. Finished off the notes taken from the Percussion film view last week
3. Filled in the names of percussion instruments on the worksheets handed out in class
4. Turned all work in
BEGINNING VIOLIN PERIOD 5: OBJECTIVE: SPRING CONCERT PREPARATION 1. TUNE
2. SONG: BOULEVARD OF BROKEN DREAMS
....a. All violins practiced the VIOLIN I part
..........1)Music was broken down into small units or repeated patterns
..........2)We intensly practiced 3 of those patterns separately
..........3)For continuity we played through the entire piece (without music accompaniment)
even the parts we did not know well yet)
ADVANCED VIOLIN PERIOD 4: OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: NUMB
....a. Worked on new bowings (bowings were simplified)
3. SONG: 21 GUNS
....a. Again worked on new bowings
WHAT WE DID TODAY (SEMESTER #2-13): THURSDAY; FEBRUARY 17, 2011
GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin PRELUDE #7 "Funny Version" from the album "Beethoven's Wig"
Chopin CONCERTO #2 3rd movement
OBJECTIVE: Intro to Recorder: Beautiful and Ugly Sounds/Articulation/Putting Fingers Down
2. Solfege Roll: Review solfege hand signals adding "Sol." Teacher asks with hand signals: Sol-Mi-La-Sol-Mi ("Mar-y did you finish your quote?")/Student answers with hand signals: Sol-Mi-La-Sol-Mi ("Yes I did") and show the quote to me.
3. HOW UGLY SOUNDS ARE CREATED and VARIOUS REASONS FOR SQUEAKY SOUNDS:
The reason I instruct my students to not put any fingers down yet is because I want them to concentrate first on the production of tone. To fix an ugly sound, first you must determine what caused it. If no fingers are being used in the production of the sound then it is very likely that the cause is associated in some way with the breathing (air control) apparatus.
4. HOW MUCH AIR IS NEEDED TO PLAY THE INSTRUMENT:
Unlike their modern relatives, the woodwind family, the recorders use small amounts of air in their production of pitched tones. These instruments are not capable of producing a good sound when too much air is blown into them. Too much air results in high, squeaky noises instead of distinct pitches. A good rule to think about, when playing the recorder, is never "blow" on it but instead "whisper" into it.
5. ROLE OF POSTURE AND BREATHING:
The speed of the air entering the recorder needs to be controlled and regulated because changes in air speed cause the intonation of the pitches to be altered. Steady streams of air (air speed) need to be going through the instrument in order to keep the sound from becoming wave-like or bumpy sounding. So, good breath control is essential for good intonation and beautiful tone quality. Breath control is directly related to proper posture. Mechanisms in the body responsible for breathing (lungs, diaphragm muscle, etc.) can not work at their optimum best when a person has poor posture. Consequently, poor posture not only affects recorder playing, it most importantly, affects the health of the body. I like to connect the idea of air going through the body to water going through a garden hose: If a garden hose is bent or has a kink in it, does the water run smoothly through it? Poor posture does not allow the air to flow as freely through the body forcing the body to work harder then it should to circulate the air. If you overwork the body parts for long periods of time they may not last as long.
5. WHEN TO BREATHE:
When people talk they breathe at the end of phrases (like using a "comma"). Excessive breathing while talking makes the speech sound "choppy" and uncontrolled not to mention physically uncomfortable for the person who is speaking and irritating for the person who is listening to it. Musicians breathe in phrases just like people breathe in speech. To breathe in phrases, the air taken into the body must be portioned out (not let out all at once) so that there is enough air to produce a beautiful sound on each note. In order to do that the places the player breathes in the music must be planned ahead of time. Using a car and gasoline as an example: If you plan a trip through the desert and you don't want to run out of gas, you plan where you will be filling up your gas tank. If you plan incorrectly you will run out of gas. Just as a car will "sputter" as it is running out of gas, so will the sound of the instrument as the player runs out of air because the air stream becomes uncontrolled and thus "choppy" sounding.
6. IMPORTANCE OF ARTICULATION:
Articulation is how sounds are stopped and started. We articulate when we speak as we use our tongue to start certain sounds (consonances) behind our teeth to form words. Musical instruments are in a way imitations of the human voice; they also use articulation in production of their sounds. An example of a good articulated sound is when a triangle is struck. If the instrument is struck incorrectly, the result will be a vibration of sound that is weak (not pleasing to hear) but if it is struck correctly, the vibration will ring for a long period of time and create a beautiful tone. In recorder playing, separate individual sounds are started with the tongue softly (too hard produces sounds anywhere from harsh to squeaky) touching behind (not on) the upper teeth using a "dah" or "tah" tongue position. When playing in groups, instrumental performers playing the same parts need to articulate (and also breathe) the same way at the same time so the group can be heard by the audience as a single instrument.
7. A LITTLE SCIENCE ABOUT THE RECORDER:
A recorder is a tube that sound waves go through. The longer the tube the lower it will sound. When holes are covered on the recorder, the size of the tube changes altering the pitch. In reality each different fingering combination is a different size tube so the instrument is actually many sized tubes all in one. If those different size tubes were separated and placed side by side they would like the different sized pipes in a pipe organ (only smaller of course).
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: "CIELITO LINDO"
.....a. Worked on harmony part first to keep focus on notes without tracking help
.....b. Added melody part (first section) to the harmony part
.....c. Started to work with melody parts on second half of piece
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: "CIELITO LINDO"
.....a. Worked on ending for the violins
.....b. Worked on the harmony part (first section) for the cellos
.....c. Put all parts together
3. SONG: "YEAR WITHOUT RAIN"
4. SONG: "BOULEVARD OF BROKEN DREAMS"
COMPOSER: Chopin PRELUDE #7 "Funny Version" from the album "Beethoven's Wig"
Chopin CONCERTO #2 3rd movement
Chopin PRELUDE #7
and
Chopin Concerto #2 3rd movement
Chopin Concerto #2 3rd movement
OBJECTIVE: Intro to Recorder: Beautiful and Ugly Sounds/Articulation/Putting Fingers Down
2. Solfege Roll: Review solfege hand signals adding "Sol." Teacher asks with hand signals: Sol-Mi-La-Sol-Mi ("Mar-y did you finish your quote?")/Student answers with hand signals: Sol-Mi-La-Sol-Mi ("Yes I did") and show the quote to me.
3. HOW UGLY SOUNDS ARE CREATED and VARIOUS REASONS FOR SQUEAKY SOUNDS:
The reason I instruct my students to not put any fingers down yet is because I want them to concentrate first on the production of tone. To fix an ugly sound, first you must determine what caused it. If no fingers are being used in the production of the sound then it is very likely that the cause is associated in some way with the breathing (air control) apparatus.
4. HOW MUCH AIR IS NEEDED TO PLAY THE INSTRUMENT:
Unlike their modern relatives, the woodwind family, the recorders use small amounts of air in their production of pitched tones. These instruments are not capable of producing a good sound when too much air is blown into them. Too much air results in high, squeaky noises instead of distinct pitches. A good rule to think about, when playing the recorder, is never "blow" on it but instead "whisper" into it.
5. ROLE OF POSTURE AND BREATHING:
The speed of the air entering the recorder needs to be controlled and regulated because changes in air speed cause the intonation of the pitches to be altered. Steady streams of air (air speed) need to be going through the instrument in order to keep the sound from becoming wave-like or bumpy sounding. So, good breath control is essential for good intonation and beautiful tone quality. Breath control is directly related to proper posture. Mechanisms in the body responsible for breathing (lungs, diaphragm muscle, etc.) can not work at their optimum best when a person has poor posture. Consequently, poor posture not only affects recorder playing, it most importantly, affects the health of the body. I like to connect the idea of air going through the body to water going through a garden hose: If a garden hose is bent or has a kink in it, does the water run smoothly through it? Poor posture does not allow the air to flow as freely through the body forcing the body to work harder then it should to circulate the air. If you overwork the body parts for long periods of time they may not last as long.
5. WHEN TO BREATHE:
When people talk they breathe at the end of phrases (like using a "comma"). Excessive breathing while talking makes the speech sound "choppy" and uncontrolled not to mention physically uncomfortable for the person who is speaking and irritating for the person who is listening to it. Musicians breathe in phrases just like people breathe in speech. To breathe in phrases, the air taken into the body must be portioned out (not let out all at once) so that there is enough air to produce a beautiful sound on each note. In order to do that the places the player breathes in the music must be planned ahead of time. Using a car and gasoline as an example: If you plan a trip through the desert and you don't want to run out of gas, you plan where you will be filling up your gas tank. If you plan incorrectly you will run out of gas. Just as a car will "sputter" as it is running out of gas, so will the sound of the instrument as the player runs out of air because the air stream becomes uncontrolled and thus "choppy" sounding.
6. IMPORTANCE OF ARTICULATION:
Articulation is how sounds are stopped and started. We articulate when we speak as we use our tongue to start certain sounds (consonances) behind our teeth to form words. Musical instruments are in a way imitations of the human voice; they also use articulation in production of their sounds. An example of a good articulated sound is when a triangle is struck. If the instrument is struck incorrectly, the result will be a vibration of sound that is weak (not pleasing to hear) but if it is struck correctly, the vibration will ring for a long period of time and create a beautiful tone. In recorder playing, separate individual sounds are started with the tongue softly (too hard produces sounds anywhere from harsh to squeaky) touching behind (not on) the upper teeth using a "dah" or "tah" tongue position. When playing in groups, instrumental performers playing the same parts need to articulate (and also breathe) the same way at the same time so the group can be heard by the audience as a single instrument.
7. A LITTLE SCIENCE ABOUT THE RECORDER:
A recorder is a tube that sound waves go through. The longer the tube the lower it will sound. When holes are covered on the recorder, the size of the tube changes altering the pitch. In reality each different fingering combination is a different size tube so the instrument is actually many sized tubes all in one. If those different size tubes were separated and placed side by side they would like the different sized pipes in a pipe organ (only smaller of course).
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: "CIELITO LINDO"
.....a. Worked on harmony part first to keep focus on notes without tracking help
.....b. Added melody part (first section) to the harmony part
.....c. Started to work with melody parts on second half of piece
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: "CIELITO LINDO"
.....a. Worked on ending for the violins
.....b. Worked on the harmony part (first section) for the cellos
.....c. Put all parts together
3. SONG: "YEAR WITHOUT RAIN"
4. SONG: "BOULEVARD OF BROKEN DREAMS"
WEDNESDAY; FEBRUARY 16, 2011
GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin Piano Concerto No. 2 in F minor (Third Movement)
.....a. CONCERTO
..........1)A form of music composition which in most cases features a solo instrument with an orchestra accompaniment where
the soloist shows off his/her virtuosic skill
..........2)Each concerto consists of 3 movements generally in three different tempos (fast, slow, very fast)
OBJECTIVE: RECORDER INTRO-CARE-MAINTENANCE/RULES
1. QUOTE AUTHOR: NADIA BOULANGER
.....a. Music composer and famous educator of music composition; teacher of the famous American composer Aaron Copland
.....b. Classical composers and the state of women in the arts
..........1)Suffrage in America; how opportunities for women changed after they got the right to vote
..........2)Chopin's girl friend George Sand is an example of a female who used a pen name in order to get her novels published
2. Solfege DO-MI-LA
3. Collect folders
4. Recorder rules-care and maintenance
.....a. Passed out recorders
.....b. Labelled recorders
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: NUMB
....a. Teacher demonstrated part for the students with the accompaniment
....b. Students learned the first few notes to prepare them for the use of 4th finger on the "G" string
..........1)4th FINGER EXERCISE: Students played open "G" then open "D" then back to open "G" and then 4th finger "D"
on the "G" string/learning to adjust the left arm and thumb under the violin to allow more space for the 4th finger
..........2)Class sight read through a large section of the piece with the accompaniment
3. SONG: A YEAR WITHOUT RAIN
....a. Sight read as the teacher helped with tracking
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: 21 GUNS
....a. Pulled out the section with D (3rd finger) going to D# (raised 3rd finger)
....b. Pulled out 2nd phrase from the end to practice it
....c. Played through the entire piece
....d. Had the harmony parts play alone without the melody
....e. Added the violin parts and determined that the violins needed to unify their bowings.
3. SONG: CIELITO LINDO
....a. Perfected the first section
....b. Worked on counting the tied notes
....c. Started the 2nd section and will need to practice some more on it
COMPOSER: Chopin Piano Concerto No. 2 in F minor (Third Movement)
..........1)A form of music composition which in most cases features a solo instrument with an orchestra accompaniment where
the soloist shows off his/her virtuosic skill
..........2)Each concerto consists of 3 movements generally in three different tempos (fast, slow, very fast)
OBJECTIVE: RECORDER INTRO-CARE-MAINTENANCE/RULES
1. QUOTE AUTHOR: NADIA BOULANGER
.....a. Music composer and famous educator of music composition; teacher of the famous American composer Aaron Copland
.....b. Classical composers and the state of women in the arts
..........1)Suffrage in America; how opportunities for women changed after they got the right to vote
..........2)Chopin's girl friend George Sand is an example of a female who used a pen name in order to get her novels published
2. Solfege DO-MI-LA
3. Collect folders
4. Recorder rules-care and maintenance
.....a. Passed out recorders
.....b. Labelled recorders
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: NUMB
....a. Teacher demonstrated part for the students with the accompaniment
....b. Students learned the first few notes to prepare them for the use of 4th finger on the "G" string
..........1)4th FINGER EXERCISE: Students played open "G" then open "D" then back to open "G" and then 4th finger "D"
on the "G" string/learning to adjust the left arm and thumb under the violin to allow more space for the 4th finger
..........2)Class sight read through a large section of the piece with the accompaniment
3. SONG: A YEAR WITHOUT RAIN
....a. Sight read as the teacher helped with tracking
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. SONG: 21 GUNS
....a. Pulled out the section with D (3rd finger) going to D# (raised 3rd finger)
....b. Pulled out 2nd phrase from the end to practice it
....c. Played through the entire piece
....d. Had the harmony parts play alone without the melody
....e. Added the violin parts and determined that the violins needed to unify their bowings.
3. SONG: CIELITO LINDO
....a. Perfected the first section
....b. Worked on counting the tied notes
....c. Started the 2nd section and will need to practice some more on it
Monday, February 7, 2011
QUOTE OF THE DAY-WEEK #02 Semester #2
DATE: MONDAY WEEK 02 SEMESTER #1
AUTHOR: Frederick Delius
QUOTE FROM THE BOARD:
“There is only one real happiness in life, and that is the happiness of creating.”
MEANING OF THE QUOTE:
“Its more fun to create something yourself then to create something yourself then to have someone else create it for you.”
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DATE: TUESDAY WEEK 02 SEMESTER #1
AUTHOR: Leonard Bernstein
QUOTE FROM THE BOARD:
“This will be our reply to violence: to make music more intensely, more beautifully, more devotedly than ever before.”
MEANING OF THE QUOTE:
"When you are angry its not the answer. Get your emotions out with your music instead.”
---------------------------------------------------------------------------------
DATE: WEDNESDAY WEEK 02 SEMESTER #1
AUTHOR: Irving Berlin
QUOTE FROM THE BOARD:
“Talent is only the starting point.”MEANING OF THE QUOTE:
"Talent means nothing without a good work ethic and a good attitude.”
----------------------------------------------------------------------------------
DATE: THURSDAY WEEK 02 SEMESTER #1
AUTHOR: Johann Sebastian Bach
QUOTE FROM THE BOARD:
“My masters are strange folk with very little care for music in them.”
MEANING OF THE QUOTE:
“Music is used for some people as a symbol of status or a way to be popular and for them has little to do with the art itself.”
---------------------------------------------------------------------------------
DATE: FRIDAY WEEK 02 SEMESTER #1
AUTHOR: Ludwig van Beethoven
QUOTE FROM THE BOARD:
“Tones sound, and roar and storm about me until I have set them down in notes.”
MEANING OF THE QUOTE:
“Some artists can never rest until they are allowed to express themselves.”
----------------------------------------------------------------------------------
AUTHOR: Frederick Delius
QUOTE FROM THE BOARD:
“There is only one real happiness in life, and that is the happiness of creating.”
MEANING OF THE QUOTE:
“Its more fun to create something yourself then to create something yourself then to have someone else create it for you.”
----------------------------------------------------------------------------------
DATE: TUESDAY WEEK 02 SEMESTER #1
AUTHOR: Leonard Bernstein
QUOTE FROM THE BOARD:
“This will be our reply to violence: to make music more intensely, more beautifully, more devotedly than ever before.”
MEANING OF THE QUOTE:
"When you are angry its not the answer. Get your emotions out with your music instead.”
---------------------------------------------------------------------------------
DATE: WEDNESDAY WEEK 02 SEMESTER #1
AUTHOR: Irving Berlin
QUOTE FROM THE BOARD:
“Talent is only the starting point.”MEANING OF THE QUOTE:
"Talent means nothing without a good work ethic and a good attitude.”
----------------------------------------------------------------------------------
DATE: THURSDAY WEEK 02 SEMESTER #1
AUTHOR: Johann Sebastian Bach
QUOTE FROM THE BOARD:
“My masters are strange folk with very little care for music in them.”
MEANING OF THE QUOTE:
“Music is used for some people as a symbol of status or a way to be popular and for them has little to do with the art itself.”
---------------------------------------------------------------------------------
DATE: FRIDAY WEEK 02 SEMESTER #1
AUTHOR: Ludwig van Beethoven
QUOTE FROM THE BOARD:
“Tones sound, and roar and storm about me until I have set them down in notes.”
MEANING OF THE QUOTE:
“Some artists can never rest until they are allowed to express themselves.”
----------------------------------------------------------------------------------
Thursday, February 3, 2011
WHAT WE DID TODAY (SEMESTER #2-07): TUESDAY; FEBRUARY 8, 2011
GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin Impromptu in C# Minor Opus 66 "Fantasie Impromptu"
.....a. This piece was rewritten in a modern "pop" version called "I'm Always Chasing Rainbows." It was performed by many famous singers of their day. In class we also listened to a modern version of this from the 1940's (sung by Judy Garland) called "I'm Always Chasing Rainbows"
.....b. We discussed the meaning of the words "impromptu" and "improvisation" in relation to Chopin's music.
OBJECTIVE: Intro to Percussion
1. Quote by Leonard Bernstein
.....a. Bernstein was a very famous 2oth Century American conductor and composer.
.....b. One of his most famous pieces was the musical "West Side Story" about gang violence in the late 1950's New York City. (http://www.spike.com/video/west-side-story/2672371)
2. Solfege Roll: Review solfege hand signals adding "Sol." Teacher asks with hand signals: Sol-Mi-La-Sol-Mi ("Mar-y did you finish your quote?")/Student answers with hand signals: Sol-Mi-La-Sol-Mi ("Yes I did") and show the quote to me.
3. Pass out various percussion instruments:, tambourine, cabasa, hand drum, guiro, triangle, finger cymbals, spoons, bell tree, claves, woodblock, sand blocks, cowbell, ratchet, maracas, and vibra tone (wah-wah)
4. Review how to follow a conductor's silent cues (signals) and how to start and end together.
a. Experiment with how to make instruments sound loud and soft (some examples: try striking the instruments at different places, try producing the movements that generate the sounds fast and slower, try striking the instruments with different pressures).
5. Go over "Beat Goes On" graph of the beats and the form
[already practiced with BP (body percussion)] and exchange to instruments. Purple is everyone picking the instrument they want, wood sounds play the color green, pink is used for the bell-like metals, and blue for instruments that shake or scrape (have a raspy sound). Students given 3 instruments each with a different tone color to play
a. Students to play with help of the teacher but then be able to follow chart without that help. Students learn to track with their own eyes and listen to the patterns of sound on their own.
6. Do not forget to turn in signed rule sheets: worth 1 point
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: PREPARATION SPRING CONCERT
1. TUNE
2. MARIACHI SONG: CIELITO LINDO
.....a. Review beginning part with harmony notes
..........1)Everyone sings the note names as they play the song (helps for tracking)
.....b. Reviewed the first phrase of music
..........1)Examined the music sections that are repetitive
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: PREPARATION SPRING CONCERT
1. TUNE
2. MARIACHI SONG: CIELITO LINDO
.....a. Go over beginning violin part with harmony (guitar and cello parts as well)
..........1)To help tracking, all students are to say note names as they play them
.....b. Learned the first phrase of the piece
3. 21 GUNS
.....a. Played through the entire piece
.....b. Worked on a difficult section near the end and then replayed the music to see if the section was a little easier to play
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!
COMPOSER: Chopin Impromptu in C# Minor Opus 66 "Fantasie Impromptu"
Artur Rubinstein Pianist
.....a. This piece was rewritten in a modern "pop" version called "I'm Always Chasing Rainbows." It was performed by many famous singers of their day. In class we also listened to a modern version of this from the 1940's (sung by Judy Garland) called "I'm Always Chasing Rainbows"
OBJECTIVE: Intro to Percussion
1. Quote by Leonard Bernstein
.....a. Bernstein was a very famous 2oth Century American conductor and composer.
.....b. One of his most famous pieces was the musical "West Side Story" about gang violence in the late 1950's New York City. (http://www.spike.com/video/west-side-story/2672371)
2. Solfege Roll: Review solfege hand signals adding "Sol." Teacher asks with hand signals: Sol-Mi-La-Sol-Mi ("Mar-y did you finish your quote?")/Student answers with hand signals: Sol-Mi-La-Sol-Mi ("Yes I did") and show the quote to me.
3. Pass out various percussion instruments:, tambourine, cabasa, hand drum, guiro, triangle, finger cymbals, spoons, bell tree, claves, woodblock, sand blocks, cowbell, ratchet, maracas, and vibra tone (wah-wah)
4. Review how to follow a conductor's silent cues (signals) and how to start and end together.
a. Experiment with how to make instruments sound loud and soft (some examples: try striking the instruments at different places, try producing the movements that generate the sounds fast and slower, try striking the instruments with different pressures).
5. Go over "Beat Goes On" graph of the beats and the form
[already practiced with BP (body percussion)] and exchange to instruments. Purple is everyone picking the instrument they want, wood sounds play the color green, pink is used for the bell-like metals, and blue for instruments that shake or scrape (have a raspy sound). Students given 3 instruments each with a different tone color to play
a. Students to play with help of the teacher but then be able to follow chart without that help. Students learn to track with their own eyes and listen to the patterns of sound on their own.
6. Do not forget to turn in signed rule sheets: worth 1 point
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: PREPARATION SPRING CONCERT
1. TUNE
2. MARIACHI SONG: CIELITO LINDO
.....a. Review beginning part with harmony notes
..........1)Everyone sings the note names as they play the song (helps for tracking)
.....b. Reviewed the first phrase of music
..........1)Examined the music sections that are repetitive
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: PREPARATION SPRING CONCERT
1. TUNE
2. MARIACHI SONG: CIELITO LINDO
.....a. Go over beginning violin part with harmony (guitar and cello parts as well)
..........1)To help tracking, all students are to say note names as they play them
.....b. Learned the first phrase of the piece
3. 21 GUNS
.....a. Played through the entire piece
.....b. Worked on a difficult section near the end and then replayed the music to see if the section was a little easier to play
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 #2-06): MONDAY; FEBRUARY 7, 2011
GENERAL MUSIC PERIODS 2, 3, 6:
1. QUOTE AUTHOR: FREDERICK DELIUS
.....a. "SONG OF SUMMER" STORY OF DELIUS' LIFE PRODUCED AND DIRECTED BY KEN RUSSELL:
2. COMPOSER: CHOPIN
COMPOSER SELECTION: Prelude #7 Opus 28
OBJECTIVE: INTRO TO PERCUSSION
3. Percussion Instruments
.....a. Definition of what a percussion instrument is
.....b. Tone colors of the percussion (woods, metals, shakers, scrapers, skins, and combinations)
.....c. Ientification of the names of percussion instruments shown in class:
...........01)cabasa
...........02)sandblock
...........03)spoons
...........04)hand drum
...........05)cowbell
...........06)woodblock
...........07)guiro
...........08)maracas
.,.........09)ratchet
....,......10)tambourine
.....,.....11)triangle
....,......12)finger cymbals
...........13)bell tree
...........14)vibra tone
...........15)claves
4. Following a conductor
.....a. Gravity Beats: Directions for how to start
.....b. Directions for louder, softer, crescendo/decrescendo
.....c. Directions for how to stop
TERMS:
...........01)cabasa
...........02)sandblock
...........03)spoons
...........04)hand drum
...........05)cowbell
...........06)woodblock
...........07)guiro
...........08)maracas
.,.........09)ratchet
....,......10)tambourine
.....,.....11)triangle
....,......12)finger cymbals
...........13)bell tree
...........14)vibratone
...........15)claves
...........16)percussion
...........17)gravity beat
...........18)conductor
...........19)crescendo
...........20)decrescendo
...........21)tone color
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. MARIACHI MUSIC: CIELITO LINDO
.....a. Reviewed beginning violin part (open strings)
.....b. Students asked to read notes out loud while playing them
.....c. Students repeated the above while the teacher played the melody on the keyboard
..........1)Students had to track the notes on their own without teacher help
....d. Started to look at melody (advanced violin) part
...........1)Discussed how the first 2 measures are repetitive
...........2)Learned the first 2 measures and then played the first phrase of the song
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: SPRING CONCERT PREPARATION
1. TUNE
2. MARIACHI MUSIC: CIELITO LINDO
.....a. Violin students prepared music with fingerings
.....b. Cello and guitar students worked on their harmony (accompaniment) parts
.....c. Added in beginning violin harmony part to the mix
.....d. Started to add in the melody part of the first section
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!
QUOTE OF THE DAY-WEEK #01 Semester #2
PLEASE NOTE THAT ALL QUOTES THIS WEEK WILL BE WORTH EXTRA CREDIT POINTS ONLY (1 POINT PER COMPLETED QUOTE) AS IT IS OUR FIRST WEEK. NEXT WEEK QUOTES WILL COUNT FOR GRADES: 1 POINT PER REQUIRED QUOTE.
DATE: MONDAY WEEK 01 QUARTER #1
AUTHOR: John Cage
QUOTE FROM THE BOARD:
“If someone says can't, that shows you what to do.”
MEANING OF THE QUOTE:
“Pushing yourself to do things others say can not be done takes determination and shows strength of character.”
----------------------------------------------------------------------------------
DATE: TUESDAY WEEK 01 QUARTER #1
AUTHOR: Felix Mendelssohn
QUOTE FROM THE BOARD:
“Think more of your own progress than of the opinion of others.”
MEANING OF THE QUOTE:
“In the end, what only matters is what you think of yourself.”
----------------------------------------------------------------------------------
DATE: WEDNESDAY WEEK 01 QUARTER #1
AUTHOR: Paul Hindemith
QUOTE FROM THE BOARD:
“Music is meaningless noise, until it touches a receiving mind.”
MEANING OF THE QUOTE:
“Art only has meaning for those who bother to spend the time to really think about what the artist is trying to convey.”
----------------------------------------------------------------------------------
DATE: THURSDAY WEEK 01 QUARTER #1
AUTHOR: Richard Wagner
QUOTE FROM THE BOARD:
“Achievements, seldom credited to their source, are the result of unspeakable drudgery and worries.”
MEANING OF THE QUOTE:
“The audience rarely knows of all the time and effort that goes into the production of an art form.”
----------------------------------------------------------------------------------
DATE: FRIDAY WEEK 01 QUARTER #1
AUTHOR: Igor Stravinsky
QUOTE FROM THE BOARD:
“Music is given to us with the sole purpose of establishing an order in things, including, and particularly, the coordination between man and time.”
MEANING OF THE QUOTE:
“Music is a way of recording the history, culture, and emotions of people throughout time.”
----------------------------------------------------------------------------------
DATE: MONDAY WEEK 01 QUARTER #1
AUTHOR: John Cage
QUOTE FROM THE BOARD:
“If someone says can't, that shows you what to do.”
MEANING OF THE QUOTE:
“Pushing yourself to do things others say can not be done takes determination and shows strength of character.”
----------------------------------------------------------------------------------
DATE: TUESDAY WEEK 01 QUARTER #1
AUTHOR: Felix Mendelssohn
QUOTE FROM THE BOARD:
“Think more of your own progress than of the opinion of others.”
MEANING OF THE QUOTE:
“In the end, what only matters is what you think of yourself.”
----------------------------------------------------------------------------------
DATE: WEDNESDAY WEEK 01 QUARTER #1
AUTHOR: Paul Hindemith
QUOTE FROM THE BOARD:
“Music is meaningless noise, until it touches a receiving mind.”
MEANING OF THE QUOTE:
“Art only has meaning for those who bother to spend the time to really think about what the artist is trying to convey.”
----------------------------------------------------------------------------------
DATE: THURSDAY WEEK 01 QUARTER #1
AUTHOR: Richard Wagner
QUOTE FROM THE BOARD:
“Achievements, seldom credited to their source, are the result of unspeakable drudgery and worries.”
MEANING OF THE QUOTE:
“The audience rarely knows of all the time and effort that goes into the production of an art form.”
----------------------------------------------------------------------------------
DATE: FRIDAY WEEK 01 QUARTER #1
AUTHOR: Igor Stravinsky
QUOTE FROM THE BOARD:
“Music is given to us with the sole purpose of establishing an order in things, including, and particularly, the coordination between man and time.”
MEANING OF THE QUOTE:
“Music is a way of recording the history, culture, and emotions of people throughout time.”
----------------------------------------------------------------------------------
Tuesday, February 1, 2011
WHAT WE DID TODAY (SEMESTER #2-05): FRIDAY; FEBRUARY 4, 2011
GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin mazurka A minor opus 68-2
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: Paul Hindemith; a famous modern composer who also was known for playing a string instrument called a viola.
.....d. Discussion of term "Classical" and how it relates to the arts.
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. Percussion Instruments Demonstration: slapstick, tambourine, cabasa, jingle bells, hand drum, guiro, triangle, finger cymbals, spoons, castinets, bell tree, claves, woodblock, sandblocks, cowbell, ratchet, maracas, and vibra tone (wah-wah)
4. If time, try out instruments while following conductor's silent cues (signals)..To continue next week.
5. Do not forget to turn in signed rule sheets: worth 1 point
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE:
1. TUNE
2. 21 GUNS
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for performance on
1. PERCUSSION INSTRUMENT HISTORY
2. TUNE
3. 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!
COMPOSER: Chopin mazurka A minor opus 68-2
played by the famous Russian pianist/composer Sergei Rachmaninoff )
OBJECTIVE: Intro to Percussion
1. Quote: 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: Paul Hindemith; a famous modern composer who also was known for playing a string instrument called a viola.
.....d. Discussion of term "Classical" and how it relates to the arts.
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. Percussion Instruments Demonstration: slapstick, tambourine, cabasa, jingle bells, hand drum, guiro, triangle, finger cymbals, spoons, castinets, bell tree, claves, woodblock, sandblocks, cowbell, ratchet, maracas, and vibra tone (wah-wah)
4. If time, try out instruments while following conductor's silent cues (signals)..To continue next week.
5. Do not forget to turn in signed rule sheets: worth 1 point
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE:
1. TUNE
2. 21 GUNS
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for performance on
1. PERCUSSION INSTRUMENT HISTORY
2. TUNE
3. 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!
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