TUESDAY, SEPTEMBER 21, 2010

GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin Piano Concerto #1 Rondo 

http://www.youtube.com/watch?v=RTMzNHDCbP8&feature=related 

OBJECTIVE: RECORDER BEGINNING SONGS BY NUMBER
1. QUOTE AUTHOR: Jasha Heifetz: famous violinist
2. SOLFEGE: MI-RE-DO Introduction of MI-RE-DO hand signals and sounds
a. For each student sings the pattern and hand signs to... teacher: "Did you finish your quote?" Student reply, "Yes I did."
2. Composer Report Chopin: Continued to write down names of music examples heard in class/new section tomorrow
3. Review of songs previously played using fingers T1, T12, T123/fingerings that move by step/skip
a. SONG "Lucerne to Weggis" and "James' Lot"

"Lucerne to Weggis"

GENERAL MUSIC PERIOD 6:
Same as periods 2,3 except started the composer report today: Name/dates/country of origin

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: PIZZICATO TYPES/NOTE READING QUARTERS and OPEN STRINGS
1.Right hand pizzicato is reviewed: two types "traditional" and "non-traditional"
a. Traditional: Right thumb sits in corner of fingerboard (near the right side of the bridge when looking at the violin in the holding position). Right index (pointer) finger plucks the string by first depressing then pulling it. Finger plucks string from over the fingerboard not where the bow goes.
.....RULE: NEVER PLUCK WHERE YOU BOW and NEVER BOW WHERE YOU PLUCK"
b. Non-Traditional: First, hold the violin in "guitar position" placing fingers of the right hand (except the thumb) against the fingerboard as a support. The right thumb plucks the strings over the finger board, again using the process of depressing first then pulling the string./Next, redo except hold the violin at the jaw instead of in "guitar" position.
c. Different types of pizzicato are used in violin playing. It all depends on what music is being played (music style, ease of technical facility for different musical passages, etc.).
3. SONG "Batman": Students will use the "non-traditional" right hand pizzicato to replay "Batman."
a. I use this "non-traditional" right pizzicato form now because it gets the right arm near to the position of where we will place it (the arm) when using the bow (a bow preparation exercise).
4. DIRECTIONS TO ASSIGNMENT: "Batman" sheet music passed out in black and white. Students to add in the color of notes. "G" string is BLUE, "D" string is RED, "A" string is YELLOW, and "E" string is GREEN. (To work on tomorrow or for those who want to take it home, they can start on it early.)
5. BOW: Discussion of horsehair on the bow; how bows are rehaired. (Tomorrow how to tighen/loosen and start the bow hold.
6. Started to look at the electric violin; how it is different, where it is the same.


ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. ORANGE BLOSSOM SPECIAL:
a. Put together the introduction: coordinating the violin part (some different rhythms from the cello) with the cello/piano part.
b. Worked on a difficult 4 note passage using fingered double stops (two strings played at once with a finger down on each string) on the violin and for the cello, using an extended 4th finger to 2nd finger pattern (extending out of the 1st position for 2 notes before going back to the 1st position). To continue with this tomorrow.

WHAT WE DID TODAY (SEMESTER #1-13): MONDAY; SEPTEMBER 20, 2010

GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin PRELUDE #7 "Funny Version" from the album "Beethoven's Wig" http://en.wikipedia.org/wiki/Beethoven
OBJECTIVE: RECORDER BEGINNING SONGS
1. QUOTE AUTHOR:John Cage/Discussed about how it is important to be open to new ideas
2. Composer Report Chopin: Passed out composer report forms and then we wrote down some general composer information (name, dates, country of origin) and then started to write down names of music examples heard in class/to
be continued tomorrow
3. WARM-UP: (FOLLOWING THE CONDUCTOR SILENT DIRECTIONS)
4. Review of songs previously played using fingers T1, T12, T123/fingerings that move by step/skip
a. SONG "Lucern to Weggis": A song from Switzerland. In it there is a short INTERLUDE (a short connecting passage) where the instruments stop and then return to the melody
b. Start more new songs continuing to use all first 3 fingers on the recorder. (Adding: "James' Lot")


GENERAL MUSIC PERIOD 6:
Same as periods 2,3 except to start composer report today and period 6 asked to hear the "Storm" written by Beethoven in his 6th Symphony so I showed them the video (see link from Friday, September 17th)
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: PIZZICATO TYPES/NOTE READING QUARTERS and OPEN STRINGS
1. CYCLE OF STRINGS: Left hand pizzicato is practiced 4x on each string starting (Use 3rd and 4th fingers)
2. Review left pizzicato technique on "Batman"
3. Right hand pizzicato is introduced: two types "traditional" and "non-traditional"
a. Traditional: Right thumb sits in corner of fingerboard (near the right side of the bridge when looking at the violin in the holding position). Right index (pointer) finger plucks the string by first depressing then pulling it. Finger plucks string from over the fingerboard not where the bow goes.
.....RULE: NEVER PLUCK WHERE YOU BOW and NEVER BOW WHERE YOU PLUCK"
b. Non-Traditional: First, hold the violin in "guitar position" placing fingers of the right hand (except the thumb) against the fingerboard as a support. The right thumb plucks the strings over the finger board, again using the process of depressing first then pulling the string./Next, redo except hold the violin at the jaw instead of in "guitar" position.
c. Different types of pizzicato are used in violin playing. It all depends on what music is being played (music style, ease of technical facility for different musical passages, etc.).
3. SONG "Batman": Students will use the "non-traditional" right hand pizzicato to replay "Batman."
a. I use this "non-traditional" right pizzicato form now because it gets the right arm near to the position of where we will place it (the arm) when using the bow (a bow preparation exercise).
4. "Batman" sheet music passed out in black and white. Students to add in the color of notes. "G" string is BLUE, "D" string is RED, "A" string is YELLOW, and "E" string is GREEN. (To work on tomorrow or for those who want to take it home, they can start on it early.)

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. "Hoedown": Class plays entirely to format: INTRO/ "A" 2x / "B" 2x / "A" 2x / CODA
....a. Practice the coordination of the cello/piano part with the violin part (violins play 4 notes to every 1 note of the
cello/piano in section "B" for example)
....b. Articulation (and accenting certain notes) practiced within the violins so that everyone is playing at the same
speed during the fast passages
....c. Practice for continuity (play from beginning to end without stopping even if mistakes are made)
....d. Review fast "spiccato" bowing: be sure to start these passages down bow (to allow gravity to play the up bow part),
keep the right "pinky" finger off the bow (to isolate the right wrist movement) , and only use a small portion of
the bow in the middle
WORKING ON ORANGE BLOSSOM SPECIAL SCALE PASSAGES ON TUESDAY (WE WERE TO DO THIS TODAY BUT THE "HOEDOWN" MUSIC WAS COMING TOGETHER SO WELL THAT I WANTED TO STAY ON IT A LITTLE LONGER THAN I HAD
PLANNED)

FRIDAY; SEPTEMBER 17, 2010

GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin Piano Concerto No. 2 in F minor (Third Movement) 

http://www.youtube.com/watch?v=1ha0boskpbs&feature=related

OBJECTIVE: RECORDER BEGINNING SONGS
1. QUOTE AUTHOR: BEETHOVEN/Discussed about how Beethoven was going deaf and how his depression over that affected the music he wrote, and also about how he recreated a storm through music: 

Beethoven Excerpt: Symphony #6 Storm Scene

http://www.youtube.com/watch?v=JIs2zIGl59o

It is ironic that on the day Beethoven died (March 26, 1827) there was one of the largest thunder storms ever recorded to that time in Vienna, Austria, where he lived. There is a story often told about this: Just as a bolt of lightening lit up the sky and a loud thunder-clap was heard, Beethoven, lying in his bed near death, raised his fist and then fell dead.
2. WARM-UP: (FOLLOWING THE CONDUCTOR SILENT DIRECTIONS)
a. Echo playing: teacher plays a phrase, students imitate
b. Echo on T1 [T=THUMB (on back hole)/ 1=1st finger (left pointer) both "pinched" together at the same time]
c. Echo on T12 [T=THUMB/12=1st and 2nd fingers (left pointer and middle) all placed down at the same time]
d. Echo alternating between T1 and T12
e. Echo alternating between T1 and T12 and add T123 [THUMB, 1(1st finger), 2 (2nd finger), and 3 (3rd or left ring finger)] in direction order downwards then reverse in direction order upwards (moving by "step")
f. Echo using notes T1, T12, and T123 some out of direction order (notes moving by "skip")
3. PLAYING SONG "Un Bergere" with recorded accompaniment:
a. Note reading a single note (T1) using quarter notes and breathing cues
b. Introduction to notation terms:
....1)staff: 5 lines, 4 spaces counting them from bottom to top
....2)note stem direction: notes placed on line 3 of the staff or higher-stems go down to the left/line 3 or lower stems go up to the right/notes on line 3 can have stems that either go up to the right of down to the left
....3)treble clef: The word "clef" originally meant "key" and combined with the word "treble" means the symbol in music
which represents the high notes as they are represented in music notation (the right hand of the piano).
....4)repeat sign: A "musical road map" symbol consisting of a double bar (one thick and one thin line) and two dots
which tells the player to repeat a section of music
c. More notation terms connected with math:
....1)meter/time signature: "Meter" is a mathematical pattern of strong and weak beats found in music represented by a
symbol at the beginning of a piece of printed music called the "time signature" (looks like a fraction)
[ Upper number tells how many beats in a section of music (measure) and the lower number tells the value of the
beat (examples: if the lower number is 4=quarter note, if the lower number is 8=eighth note)]
....2)bar lines: Perpendicular lines in the music which separate the music into sections. They help keep the eyes
from getting lost when reading music notation and are placed mathematically determined by the meter
....3)measure: Sections of music which are mathematically "measured" and divided by the bar lines
....4)review of the quarter note (heart beat) which is worth 1 beat
4. PLAYING SONG "Kookaburra" with recorded accompaniment:
a. Note reading a single note (T1) using quarter notes and introducing eighth notes.
b. Eighth notes first demonstrated using body percussion patsch
....1)A complete patsch (down and up movement of the hand on the leg) movement is a quarter beat
....2)A downward movement of the patsch or a half patsch is an eighth note
....3)An upward movement of the patsch (or a half patsch) is an eighth note
....4)2 eighth notes or 2 half patsches= 1 quarter beat or 1 complete patsch
....5) Music rhythms are mathematical fractions
....6) Use of "flags" on eighth notes: adding a flag to a quarter note splits it in half or makes it twice as fast; "flags" on
consecutive eighth notes can be tied or "barred" together to help make reading multiples of them easier to read

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: LEFT PIZZICATO NOTE READING QUARTERS and OPEN STRINGS
1. CYCLE OF STRINGS: Left hand pizzicato is practiced 4x on each string starting on the "G" string using the first finger then using the 2nd, 3rd, and lastly the 4th finger. Adjustment of the violin angle may have to occur when plucking the "G" string with the 4th finger.
3. Left pizzicato and open string note reading to song "Cripple Creek."
a. Review open string note reading: Looking at open string notes (music notation) on the music chart posted (notes are color coated by string (BLUE"G," RED or PINK "D," YELLOW "A" and GREEN will be "E") students are to look at how high or low the notes are [as to their location on the staff (lines and spaces that notes sit on)] placed and comparing that to
their violin string sounds determine the names: EX: Lowest color is "BLUE" and lowest violin string is "G."
b. SONG "Batman" introduced:
....1) Directions on music chart explained: How to count measures of rest, review of meter, new term and symbol
"Coda" (special added ending), and the concept of playing in different keys (same melody played higher or lower
starting on different notes)
....2) Students listen to music and count/sing note names before playing on the violin
....3) Students listen to music and count/sing note names while playing left hand pizzicato with the music (students to
pizzicato (pluck) at first with their easiest finger (will later repeat the song using another finger , etc. until all
violin left fingers have been practiced)

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. "Hoedown": Class plays entirely to format: INTRO/ "A" 2x / "B" 2x / "A" 2x / CODA
....a. Practice the coordination of the cello/piano part with the violin part (violins play 4 notes to every 1 note of the
cello/piano in section "B" for example)
....b. Articulation (and accenting certain notes) practiced within the violins so that everyone is playing at the same
speed during the fast passages
....c. Practice for continuity (play from beginning to end without stopping even if mistakes are made)
....d. Review fast "spiccato" bowing: be sure to start these passages down bow (to allow gravity to play the up bow part),
keep the right "pinky" finger off the bow (to isolate the right wrist movement) , and only use a small portion of
the bow in the middle
WORKING ON ORANGE BLOSSOM SPECIAL SCALE PASSAGES ON MONDAY

THURSDAY; SEPTEMBER 16, 2010

GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin Waltz in Eb Opus 18-1 "Grande Valse"

http://www.youtube.com/watch?v=tLQ-6_OIds4&feature=related

OBJECTIVE: Intro to Recorder: Beautiful and Ugly Sounds/Articulation/Putting Fingers Down
(Periods 2,3,6):
1. Quote by Irving Berlin/famous popular and Broadway musical composer of the early 20th century.
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, diaphram 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. 7. 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: LEFT PIZZICATO and SET-UP OF VIOLIN LEFT POSITION/NOTE READING QUARTERS and OPEN STRINGS
THIS LESSON IS CONTINUED FROM YESTERDAY:
1. TUNE
2. Left hand: finger springs; how fingers push down strings to start sounds.
a. Starting with left hand thumb placed under the curve of the neck (called 5th position) in a backwards "C" position, students depress the pad of the index finger (called 1st finger) down onto the "G" string in a "spring-like" motion four times (4x) silently then repeat the same on the"D" string 4x, "A" then "E" strings.
b. Repeat the same exercise again using the pad of the middle finger (called the 2nd finger), 3rd finger or "ring finger" and then finally using the 4th finger or "pinky" finger (the hardest finger to use or as I call it, "the dreaded 4th finger").
c. When using the 4th finger, if it can not reach the "G" string comfortably do not stretch it. Instead make more room for it by bring the left arm under the violin more. If when doing that the left arm feels stiff or in pain, try adjusting the violin angle slightly to the left.
d. Try to perform these "spring-like" finger actions by feel; without looking at the hand.
3. Add onto the previous step by performing a "plucking" or pulling the string-type motion called "pizzicato" or "pizz" for short. Pizzicato is the Italian musical term tht means to pluck the string instead of using the bow.
a. To pizzicato: push down the left index finger pad onto the string and start the beginning of the "spring" motion (as we did before) then add a motion where you pull that finger away from the string to let it vibrate. Before performing the next pizzicato place the finger pad on the string (which stops the previous action's vibration) then restart: PLACE, PUSH DOWN, PULL
4. CYCLE OF STRINGS: Left hand pizzicato is practiced 4x on each string starting on the "G" string using the first finger then using the 2nd, 3rd, and lastly the 4th finger. Adjustment of the violin angle may have to occur when plucking the "G" string with the 4th finger.
5. Left pizzicato and open string note reading to song "Cripple Creek."
a. Looking at open string notes (music notation) on the music chart posted (notes are color coated by string (BLUE"G," RED or PINK "D," YELLOW "A" and GREEN will be "E") students are to look at how high or low the notes are [as to their location on the staff (lines and spaces that notes sit on)] placed and comparing that to their violin string sounds determine the names: EX: Lowest color is "BLUE" and lowest violin string is "G."
b. Quarter note concept and notation are introduced (quarter notes are worth one beat of the heart). There are two types of beats: ones you hear and feel and ones that you only feel. The ones you only feel are called "rests" and they are notes that are not played, or silent notes.
c. Students are instructed to read the quarter notes saying the sound of "tah" and patsch (pat the knee with the hand) for quarter beats that are felt and heard and saying "rest" while creating a silent beat by waving the arm out and in for the beats that are only felt.
d. Repeat the above activity except change the tahs to the appropriate note name of the open string it represents.
e.. This activity is then transfered to the violin where the students are instructed to read (sing) the note letter names and rests out loud (as they occur ) while plucking the appropriate string using left hand pizzicato. All this is done to the recording.(The violin is said to be the "imitation of the human voice" so singing (hearing) the music in your head is essential before playing it on the violin.)
f. A music "road map" direction (or what I like to call "music punctuation") for repeats (repeat sign) is introduced (a double bar with 2 dots) and the term "staff" (five lines and 4 spaces) is explained.
g. Tomorrow: open strings reviewed with song "Batman."
ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. "Hoedown": Class plays entirely to format: INTRO/ "A" 2x / "B" 2x / "A" 2x / CODA
3. "Orange Blossom Special":
a. Review the beginning (train sound) of "Orange Blossom Special" using fingered (perfect 5th) double stops (which slide back and forth 1/2 step) and left hand pizzicato open "E" string. Make sure the bow executes the 1/2 step slide on the same bow as the previous note.
b. Start at the beginning of the piece; count out the first 2 measures [which are silent rests: 1234, 2234) and then practice the next 4 measures. Again review the concept of perfect 5ths.
c. Go over note names and fingerings of the passages to be played.
d. Before playing the next section, work out its rhythm by counting out loud. Giving silly words to standard patterns of sound (rhythm) helps to conceptualize the rhythm before playing it.e. Review fingerings/note names then play. e. Next section is a repeat of a previous section already taught in class. So, go back to the begining and try to put all of the previous sections learned together.

WEDNESDAY; SEPTEMBER 15, 2010

GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin Waltz in Db Major Opus 64 #1 "Minute Waltz" [Not really meant to be played in a minute but it is a very short piece played on the fast side.

Played by: Ignaz Friedman

http://www.youtube.com/watch?v=8PJqdkXDbSI

OBJECTIVE: Intro to Recorder: Making Sounds
(Periods 2,3,6):
1. Quote by J.S. Bach/explanation about how long ago he lived and how musicians of his time made a living (who could afford to pay his salary) and what types of audiences were listening to his music.
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. Finish percussion worksheets: Pictures of instruments need to be labelled with their correct names. A few students volunteer to go up to the white board and fill in the names of the instruments on the charts (same as the assignment) so everyone can check their answers. Worksheets to be turned in when finished: worth 2 points.
4. Recorders taken out and teacher gives directions with silent cues (as a conductor would). Students to echo sounds played by the teacher: loud vs soft, slow versus fast, ugly versus pretty sounds, steady versus bumpy type sounds.
5. Recorders left hand and right hand; why are the right hand fingers placed on the bottom of the instrument?
TOMORROW: DISCUSS THE SOUNDS WE MADE TODAY; HOW ARE UGLY SOUNDS CREATED? HOW MUCH AIR IS NEEDED TO PLAY THE INSTRUMENT? ROLE OF POSTURE AND BREATHING, ETC.
6. Do not forget to turn in signed rule sheets: worth 1 point

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: Violin Left Hold, Angle, and Pizzicato
1. TUNE
2. Left hand: finger springs; how fingers push down strings to start sounds.
a. Starting with left hand thumb placed under the curve of the neck (called 5th position) in a backwards "C" position, students depress the pad of the index finger (called 1st finger) down onto the "G" string in a "spring-like" motion four times (4x) silently then repeat the same on the"D" string 4x, "A" then "E" strings.
b. Repeat the same exercise again using the pad of the middle finger (called the 2nd finger), 3rd finger or "ring finger" and then finally using the 4th finger or "pinky" finger (the hardest finger to use or as I call it, "the dreaded 4th finger").
c. When using the 4th finger, if it can not reach the "G" string comfortably do not stretch it. Instead make more room for it by bring the left arm under the violin more. If when doing that the left arm feels stiff or in pain, try adjusting the violin angle slightly to the left.
d. Try to perform these "spring-like" finger actions by feel; without looking at the hand.
3. Add onto the previous step by performing a "plucking" or pulling the string-type motion called "pizzicato" or "pizz" for short. Pizzicato is the Italian musical term that means to pluck the string instead of using the bow.
a. To pizzicato: push down the left index finger pad onto the string and start the beginning of the "spring" motion (as we did before) then add a motion where you pull that finger away from the string to let it vibrate. Before performing the next pizzicato place the finger pad on the string (which stops the previous action's vibration) then restart: PLACE, PUSH DOWN, PULL
4. Left hand pizzicato is practiced 4x on each string starting on the "G" string using the first finger then using the 2nd, 3rd, and lastly the 4th finger. Adjustment of the violin angle may have to occur when plucking the "G" string with the 4th finger.
5. Left pizzicato and open string note reading to song "Cripple Creek."
a. Looking at open string notes (music notation) on the music chart posted (notes are color coated by string (BLUE"G," RED or PINK "D," YELLOW "A" and GREEN will be "E") students are to look at how high or low the notes are [as to their location on the staff (lines and spaces that notes sit on)] placed and comparing that to their violin string sounds determine the names: EX: Lowest color is "BLUE" and lowest violin string is "G."
b. Quarter note concept and notation are introduced (quarter notes are worth one beat of the heart). There are two types of beats: ones you hear and feel and ones that you only feel. The ones you only feel are called "rests" and they are notes that are not played, or silent notes.
c. Students are instructed to read the quarter notes saying the sound of "tah" and patsch (pat the knee with the hand) for quarter beats that are felt and heard and saying "rest" while creating a silent beat by waving the arm out and in for the beats that are only felt.
d. Repeat the above activity except change the "tahs" to the appropriate note name of the open string it represents.
e.. This activity is then transferred to the violin where the students are instructed to read the note letter names and rests out loud (as they occur ) while plucking the appropriate string using left hand pizzicato. All this is done to the recording.
f. A music "road map" direction (or what I like to call "music punctuation") for repeats (repeat sign) is introduced (a double bar with 2 dots) and the term "staff" (five lines and 4 spaces) is explained.

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. Introduction to "Orange Blossom Special" song: teacher demonstration with posted chart
3. Hoedown: last section "CODA" is reviewed and quiz given on the violin parts. (Every student to play the passage: worth 4 points)
4. Hoedown CELLO: Fingering (and string names) are reviewed then section "A" of "Hoedown" is practiced with help of the piano.
5. Violin part "A" of Hoedown is reviewed from yesterday and then cello and violin parts are combined at section "A."
6. Students play Hoedown INTRO section and connect with section "A" (played 2x)
7. Section "B" (played 2x) of Hoedown is rehearsed and then added to the other sections already played.
8. First 3 sections are then played again to this format: INTRO/ "A" 2x/"B" 2x/ "A" 2x
9. ALL 4 sections are now put together by adding the CODA section at the end. This is practiced slowly before increasing the speed.
10. Start the beginning (train sound) of "Orange Blossom Special" using fingered (perfect 5th) double stops (which slide back and forth 1/2 step) and left hand pizzicato open "E" string

RECORDER HOLIDAY SONGS

RECORDER HOLIDAY SONGS: FIRST NOEL

RECORDER HOLIDAY SONGS: RUDOLPH

RECORDER HOLIDAY SONGS: PEACE ROUND

RECORDER HOLIDAY SONGS: WE WISH YOU A MERRY CHRISTMAS

RECORDER HOLIDAY SONGS: JOLLY OLD ST NICHOLAS

RECORDER HOLIDAY SONGS: CHANUKAH

RECORDER HOLIDAY SONGS: JINGLE BELLS

RECORDER: MORE SONGS TO PLAY ON THE RECORDER

RECORDER HOLIDAY SONGS: JOY TO THE WORLD

TUESDAY; SEPTEMBER 14, 2010

GENERAL MUSIC PERIODS 2, 3, 6:

COMPOSER: Chopin Military Polonaise for Orchestra

http://www.classicsforkids.com/activitysheets/January2007.pdf)

1. Discussed meaning of words "Polonaise" and "nationalism" in relation to Chopin's music.

OBJECTIVE: Intro to Recorder: Labeling and Care

1. Quote by Frederick Delius a famous composer

.....a. "SONG OF SUMMER" STORY OF DELIUS' LIFE PRODUCED AND DIRECTED BY KEN RUSSELL:

http://www.youtube.com/watch?v=tdmcqFV1gaQ&feature=related

http://www.youtube.com/watch?v=Yvb8ExsXvXw&feature=related

http://www.youtube.com/watch?v=McP3CsA4HnU&feature=related

http://www.youtube.com/watch?v=9VkVLjZO4CM&feature=related

http://www.youtube.com/watch?v=ObLmBaUmrVU&feature=related

http://www.youtube.com/watch?v=JZNd4hEVum8&feature=related

http://www.youtube.com/watch?v=nQllXPMmhME&feature=related

http://www.youtube.com/watch?v=fqxE0eVW_x8&feature=related

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 percussion name review worksheet: Pictures of instruments need to be labelled with their correct names. Classwork is to be done while recorders are going to be passed out. To be finished and passed in tomorrow: worth 2 points.
4. Teacher to pass out woodwind instruments called the recorders. Directions given on how to clean and store them in a sanitary way; where to label them and student responsibilities (like text books) as they are being loaned out for the semester. (Instruction will start tomorrow; students to take them home and experiment with them tonight.)
5. Do not forget to turn in signed rule sheets: worth 1 point

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: Set-Up: Violin Left Hold and Angle
1. TUNE (Show students a "tuning fork" and explain how and why it is used, how the tuning pitch of "A" has 440 vibrations per second, and then pass some around for students to try for themselves.
DETERMINING THE PROPER VIOLIN PLACEMENT ANGLE AND EXERCISES TO REINFORCE IT:
2. The violin angle as it is held at the neck is determined for each student based on the comfort of the left arm muscle as it is placed under the violin. (Everyone will play their violin at a slightly different angle.)
.....a. Pain and stiffness in the left arm muscle means that the angle the violin is being played at is incorrect for that person; a little aching of the arm muscle means the violin placement is okay as the arm muscle is being built up and getting stronger. Each student must learn to distinguish the difference between pain and aching. Pain always means that the student is using a muscle incorrectly.
3. Left hand: finger springs; how fingers push down strings to start sounds.
.....a. Starting with left hand thumb placed under the curve of the neck (called 5th position) in a backwards "C" position, students depress the pad of the index finger (called 1st finger) down onto the "G" string in a "spring-like" motion four times (4x) silently then repeat the same on the"D" string 4x, "A" then "E" strings.
.....b. Repeat the same exercise again using the pad of the middle finger (called the 2nd finger), 3rd finger or "ring finger" and then finally using the 4th finger or "pinky" finger (the hardest finger to use or as I call it, "the dreaded 4th finger").

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. Cello: Looking at "Hoedown" cello part, start to read notes in bass clef. (Review bass clef line/space rules and compare to treble clef note naming line/space rules. Also review note reading by musical alphabet steps/skips.
a. Cello fingering (and string names) are reviewed then section "B" of "Hoedown" is practiced with help of the piano.
3. Violin part "B" of Hoedown is reviewed from yesterday and then cello and violin parts are combined at section "B."5.
4. Last section (coda) of "Hoedown" reviewed by violins.
5. Violins start section "A" of "Hoedown" (rhythm pattern: 8th note followed by 2 16th notes "Straw-ber-ry" or bow patterns of slow-fast-fast again using small amounts of the bow in the middle part).
6. Violins to start putting all 4 sections of "Hoe Down" together (to continue tomorrow).

REMINDER,
TOMORROW (WEDNESDAY):
PLAYING QUIZ ON THE "HOEDOWN" CODA SECTION.