“Tones sound, and roar and storm about me until I have set them down in notes.”
AUTHOR: Ludwig van Beethoven
MEANING OF THE QUOTE:
“Some artists can never rest until they are allowed to express themselves.”
01. BURGUNDIAN CAROL
.......a. PLAYED THROUGH THE ENTIRE PIECE
.......b. LISTENED TO THE CELLO HARMONY PART TO SEE HOW THE MELODY
THE ABOVE TO BE CONTNUED NEXT WEEK
COMPOSER
CHOPIN
Etude in C Minor
Revolutionary (Fall of Warsaw)1831
Revolutionary (Fall of Warsaw)1831
This is a short composition for a solo instrument intended as an exercise
or to demonstrate technical virtuosity; a musical exercise.
GENERAL MUSIC
01. MUSICAL ALPHABET GRAPHING SHEETS
02. DISCUSSION OF MUSICAL ALPHABET WORD LISTS
03. PERCUSSION INSTRUMENTS
.......a. REVIEW OF NAMES OF PERCUSSION INSTRUMENTS LEARNED IN CLASS
.......b. ORCHESTRATION OF PERCUSSION INSTRUMENTS
(HOW DO YOU CHOOSE WHICH INSTRUMENTS TO PLAY AT THE DIFFERENT
01. MUSICAL ALPHABET GRAPHING SHEETS
02. DISCUSSION OF MUSICAL ALPHABET WORD LISTS
03. PERCUSSION INSTRUMENTS
.......a. REVIEW OF NAMES OF PERCUSSION INSTRUMENTS LEARNED IN CLASS
.......b. ORCHESTRATION OF PERCUSSION INSTRUMENTS
(HOW DO YOU CHOOSE WHICH INSTRUMENTS TO PLAY AT THE DIFFERENT
PASSAGES)
...........1) CONTRAST
...........2) TIMBRE
...........3) PRACTICALITY OF USE (EX: CERTAIN INSTRUMENTS CAN ONLY PLAY
...........1) CONTRAST
...........2) TIMBRE
...........3) PRACTICALITY OF USE (EX: CERTAIN INSTRUMENTS CAN ONLY PLAY
CERTAIN PARTS BECAUSE THEY ARE INSTRUMENT IS INCAPABLE OF
FAST RESPONSE TIME or THEY VIBRATE TOO LONG, ETC.
...........4) VARIETY OF INSTRUMENTS AVAILABLE TO CHOOSE FROM
.......c. CLASS ORCHESTRATES PERCUSSION INSTRUMENTS FOR "ALLEY CAT"
.............1) DIFFERENT INSTRUMENTS ARE ASSIGNED TO DIFFERENT COLORS ON
.......c. CLASS ORCHESTRATES PERCUSSION INSTRUMENTS FOR "ALLEY CAT"
.............1) DIFFERENT INSTRUMENTS ARE ASSIGNED TO DIFFERENT COLORS ON
THE CHART
.......d. CLASS PERFORMS ORCHESTRATION (TO BE CONTINUED NEXT WEEK)
.............1) STUDENTS ARE SEPARATED IN GROUPS
.............2) EACH GROUP IS ASSIGNED A PERCUSSION INSTRUMENT TO PLAY
.......d. CLASS PERFORMS ORCHESTRATION (TO BE CONTINUED NEXT WEEK)
.............1) STUDENTS ARE SEPARATED IN GROUPS
.............2) EACH GROUP IS ASSIGNED A PERCUSSION INSTRUMENT TO PLAY
ACCORDING TO THE COLORS ON THE CHART
.............3) STUDENTS WILL COUNT ALL THE RHYTHMS (AS PREVIOUSLY LEARNED)
.............3) STUDENTS WILL COUNT ALL THE RHYTHMS (AS PREVIOUSLY LEARNED)
BUT PLAY THEIR INSTRUMENTS ONLY ON THEIR ASSIGNED COLORS
ADV. STRINGS
.......a. PLAYED THROUGH THE ENTIRE PIECE
.......b. LISTENED TO THE CELLO HARMONY PART TO SEE HOW THE MELODY
AND HARMONY WILL FIT TOGETHER REPLAYED THE PIECE AGAIN SO
WE COULD BLEND BOTH PARTS TOGETHER
02. NO HOLLY FOR MISS QUINN
........a. INTRODUCTION: TEACHER DEMONSTRATION
........b. NOTE READING REVIEW OF FIRST PHRASE
.............1) DISCUSSION OF FINGERING C# (FINGER SPACINGS and HIGH 3RD FINGER)
02. NO HOLLY FOR MISS QUINN
........a. INTRODUCTION: TEACHER DEMONSTRATION
........b. NOTE READING REVIEW OF FIRST PHRASE
.............1) DISCUSSION OF FINGERING C# (FINGER SPACINGS and HIGH 3RD FINGER)
SHARPS (#) RAISE THE FINGER AHEAD 1/2 STEP
........c. SIGHT READ FIRST PHRASE
........c. SIGHT READ FIRST PHRASE
BEG. STRINGS
01. BOW HOLD REVIEWED
02. CONCEPT DISCUSSION OF PLACEMENT OF VIOLIN BOW IN RELATION TO THE VIOLIN ANGLE AS IT IS HELD AT THE JAW
03. DISCUSSION OF PROPER PLACEMENT OF THE BOW IN BETWEEN THE BRIDGE AND FINGERBOARD
........a. USING THE CONCEPT OF SQUARES, TRIANGLES and TRAPEZOIDS AND HOW THEY ARE USED IN SETTING THE ANGLE OF THE BOW ON THE STRING
03. PRACTICING USING THE BOW ON THE SHOULDER (INSTEAD OF THE VIOLIN)
........a. BOW LEVELS (MOVEMENT OF BOW AND ARM AT THE SAME LEVELS TOGETHER USING SEE- SAW LIKE ACTIONS
........b. BOW SPRING (USED TO START THE ARTICULATION OF THE BOW SOUND) PRODUCED BY THE RIGHT UPPER ARM APPLYING WEIGHT THROUGH THE RIGHT POINTER INDEX FINGER MIDDLE JOINT ONTO THE BOW
........c DISCUSSION and PRACTICE OF:
..............1) BOW MOVEMENTS FROM MIDDLE OF THE BOW TO TIP (SQUARE TO TRAPEZOID) MOVING THE ELBOW
..............2) BOW MOVEMENTS FROM FROG TO THE MIDDLE OF THE BOW (TRIANGLE TO SQUARE) MOVING SHOULDER and ELBOW
02. CONCEPT DISCUSSION OF PLACEMENT OF VIOLIN BOW IN RELATION TO THE VIOLIN ANGLE AS IT IS HELD AT THE JAW
03. DISCUSSION OF PROPER PLACEMENT OF THE BOW IN BETWEEN THE BRIDGE AND FINGERBOARD
........a. USING THE CONCEPT OF SQUARES, TRIANGLES and TRAPEZOIDS AND HOW THEY ARE USED IN SETTING THE ANGLE OF THE BOW ON THE STRING
03. PRACTICING USING THE BOW ON THE SHOULDER (INSTEAD OF THE VIOLIN)
........a. BOW LEVELS (MOVEMENT OF BOW AND ARM AT THE SAME LEVELS TOGETHER USING SEE- SAW LIKE ACTIONS
........b. BOW SPRING (USED TO START THE ARTICULATION OF THE BOW SOUND) PRODUCED BY THE RIGHT UPPER ARM APPLYING WEIGHT THROUGH THE RIGHT POINTER INDEX FINGER MIDDLE JOINT ONTO THE BOW
........c DISCUSSION and PRACTICE OF:
..............1) BOW MOVEMENTS FROM MIDDLE OF THE BOW TO TIP (SQUARE TO TRAPEZOID) MOVING THE ELBOW
..............2) BOW MOVEMENTS FROM FROG TO THE MIDDLE OF THE BOW (TRIANGLE TO SQUARE) MOVING SHOULDER and ELBOW