COMPOSER: CHOPIN/Waltz in C# Minor Opus 64-2
Pianist Artur Rubinstein
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.