“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.”
“Some artists can never rest until they are allowed to express themselves.”
COMPOSER
DEBUSSY
Nocturnes
Conductor: Charles Dutoit
In music it is an instrumental composition of a
dreamy or pensive character.
"Nocturne" by Nuncques
"Nocturne: Grey and Silver" by Whistler
........a. COUNTED THE AMOUNT OF QUARTER BEATS (PULSES) IN THE ENTIRE SONG
........b. BEATS DIVIDED INTO MEMORABLE MUSICAL PATTERNS OR MELODY SECTIONS
........c. BEATS WERE GRAFTED ON THE PAGE USING DIFFERENT COLORS FOR EACH MUSICAL PATTERN
........d. THE DIFFERENT PATTERNS EASILY MADE VISABLE THE MUSICAL FORM OF THE SONG
(INTRO/A/B/C/A/B/C/A/B/C/CODA)
........e. THE SONG HAD AN INTRODUCTION (BEGINNING) MIDDLE and A "CODA" (END)
..............1) A SONG HAS FORMAT LIKE A STORY IN A BOOK OR A MOVIE
..............2) THERE IS A BEGINNING, MIDDLE, and END (SORT-OF LIKE A SANDWICH HAS 2 SLICES OF BREAD WITH OTHER INGREDIENTS INSIDE)
........f. THE NUMBER OF BEATS IN EACH SECTION FORMED A MATHEMATICAL PATTERN
........g. STUDENTS COUNTED THE BEATS IN EACH SECTION and PERFORMED DIFFERENT BODY PERCUSSION ACTIONS FOR THE DIFFERENT COLORED SECTIONS
........h. STUDENTS THEN ASKED TO STOP COUNTING and BY USING THEIR EARS DETERMINE WHEN THE DIFFERENT SECTIONS STARTED DISPLAYED BY THEIR USE OF THE DIFFERENT BODY PERCUSSION MOVEMENTS
GENERAL MUSIC
01. COMPLETED OVERVIEW OF RULES
........a. PASSED OUT SYLLABUS FOR STUDENTS TO READ and GET SIGNED BY PARENTS
02. MUSICAL FORM and MATH IN THE SONG "THE BEAT GOES ON"........a. COUNTED THE AMOUNT OF QUARTER BEATS (PULSES) IN THE ENTIRE SONG
........b. BEATS DIVIDED INTO MEMORABLE MUSICAL PATTERNS OR MELODY SECTIONS
........c. BEATS WERE GRAFTED ON THE PAGE USING DIFFERENT COLORS FOR EACH MUSICAL PATTERN
........d. THE DIFFERENT PATTERNS EASILY MADE VISABLE THE MUSICAL FORM OF THE SONG
(INTRO/A/B/C/A/B/C/A/B/C/CODA)
........e. THE SONG HAD AN INTRODUCTION (BEGINNING) MIDDLE and A "CODA" (END)
..............1) A SONG HAS FORMAT LIKE A STORY IN A BOOK OR A MOVIE
..............2) THERE IS A BEGINNING, MIDDLE, and END (SORT-OF LIKE A SANDWICH HAS 2 SLICES OF BREAD WITH OTHER INGREDIENTS INSIDE)
........f. THE NUMBER OF BEATS IN EACH SECTION FORMED A MATHEMATICAL PATTERN
........g. STUDENTS COUNTED THE BEATS IN EACH SECTION and PERFORMED DIFFERENT BODY PERCUSSION ACTIONS FOR THE DIFFERENT COLORED SECTIONS
........h. STUDENTS THEN ASKED TO STOP COUNTING and BY USING THEIR EARS DETERMINE WHEN THE DIFFERENT SECTIONS STARTED DISPLAYED BY THEIR USE OF THE DIFFERENT BODY PERCUSSION MOVEMENTS
ADV. STRINGS
01. PIRATES OF THE CARRIBEAN
.......a. PULLED OUT A DIFFICULT RHYTHMIC PASSAGE AND INTELLECTUALIZED THE COUNTING NUMERICALLY, COUNTED and CLAPPED IT, THEN INCREASED THE SPEED OF THE PASSAGE, THEN ELIMINATED THE COUNTING and "TAH-ED" THE PASSAGE TO TRANSFER THE RHYTHM AS AN AUTOMATIC REFLEX
.......b. PLAYED THE ENTIRE PIECE
02. MY HEART GOES ON
.......a. PULLED OUT A DIFFICULT RHYTHMIC PASSAGE AND INTELLECTUALIZED THE COUNTING NUMERICALLY, COUNTED and CLAPPED IT, THEN INCREASED THE SPEED OF THE PASSAGE, THEN ELIMINATED THE COUNTING and "TAH-ED" THE PASSAGE TO TRANSFER THE RHYTHM AS AN AUTOMATIC REFLEX
.......b. PLAYED THE ENTIRE PIECE
02. MY HEART GOES ON
BEG. STRINGS
01. MY HEART GOES ON (MELODY)
........a. DEMONSTRATION OF THE MUSIC
........b. SIGHT READ
........c. REVIEW OF MUSICAL ROAD SIGNS
........d. READ THROUGH AGAIN
02. PARADISE (HARMONY)