“A man only becomes wise when he begins to calculate the approximate depth of his ignorance.”
AUTHOR: Gian Carlo Menotti
“A smart person knows he/she does not know everything; that there is
always more to learn.”
COMPOSER
RIMSKY-KORSAKOV
GENERAL MUSIC:
COMPOSER
RIMSKY-KORSAKOV
Mozart and Salieri Opera
Mozart and Salieri listen as a blind violinist plays.
Illustration to Pushkin's tragedy "Mozart and Salieri"
by Mikhail Vrubel
Salieri pours poison into a glass for Mozart.
Illustration to Pushkin's tragedy "Mozart and Salieri"
by Mikhail Vrubel
GENERAL MUSIC:
01. MUSICAL ALPHABET WORKSHEET GRAPHS (continued)
02. ALLEY CAT LEFT VERSUS RIGHT BRAIN LEARNING IN MUSIC (QUARTER and EIGHTH NOTE RHYTHM COUNTING) RHYTHMIC SYMBOL READING and FOCUSING SKILLS)
........a. DISCUSSION ON HOW IN MUSIC TO PLAY MOST INSTRUMENTS BOTH HANDS ARE USED EQUALLY
.............1) COMPARED USE OF BOTH HANDS TO THEIR IMPORTANCE IN THE CREATION OF OTHER ART FORMS
........b. DISCUSSION OF THE BRAIN and HOW IT IS CROSS-CIRCUITED
..............1) LEFT SIDE OF THE BRAIN CONTROLS THE RIGHT HAND and VICE-VERSA
..............2) MOST PEOPLE FAVOR ONE HAND OVER THE OTHER
..............3) MOST PEOPLE HAVE THE USE OF ONE HAND MORE DEVELOPED THAN THE OTHER
..............4) USING THE WEAKER HAND CAUSES FRUSTRATION BECAUSE IT DOES NOT RESPOND TO BRAIN DIRECTIONS AS QUICKLY AS THE STRONG HAND
....................a) STUDENTS DEMONSTRATED THIS BY WRITING THEIR NAME WITH THE WEAK HAND FOLLOWED BY WRITING THEIR NAME WITH THE STRONG HAND and COMPARING THE RESULTS
....THE WEAK HAND EXAMPLE LOOKED LESS SOPHISTICATED PERHAPS CHILD-LIKE
....THE WEAK HAND EXAMPLE TOOK A LONGER TIME TO CREATE AS IT TOOK MORE
CONCENTRATION TO CONTROL THE MOVEMENT
..............5) CONSTANT USING OF THE WEAK HAND (AS NEEDED IN PLAYING MOST INSTRUMENTS) WILL OPEN UP THE OTHER SIDE OF THE BRAIN AND, WITH PRACTICE, THE WEAK HAND WILL EQUALIZE IN ITS ABILITY TO PERFORM EQUAL TASKS TO THE STRONG HAND
..............6) CONCENTRATION and FOCUSING SKILLS ARE LEARNED THROUGH THE PRACTICE OF TEACHING LEFT and RIGHT HAND CROSS-CIRCUITING MOVEMENTS
.............1) COMPARED USE OF BOTH HANDS TO THEIR IMPORTANCE IN THE CREATION OF OTHER ART FORMS
........b. DISCUSSION OF THE BRAIN and HOW IT IS CROSS-CIRCUITED
..............1) LEFT SIDE OF THE BRAIN CONTROLS THE RIGHT HAND and VICE-VERSA
..............2) MOST PEOPLE FAVOR ONE HAND OVER THE OTHER
..............3) MOST PEOPLE HAVE THE USE OF ONE HAND MORE DEVELOPED THAN THE OTHER
..............4) USING THE WEAKER HAND CAUSES FRUSTRATION BECAUSE IT DOES NOT RESPOND TO BRAIN DIRECTIONS AS QUICKLY AS THE STRONG HAND
....................a) STUDENTS DEMONSTRATED THIS BY WRITING THEIR NAME WITH THE WEAK HAND FOLLOWED BY WRITING THEIR NAME WITH THE STRONG HAND and COMPARING THE RESULTS
....THE WEAK HAND EXAMPLE LOOKED LESS SOPHISTICATED PERHAPS CHILD-LIKE
....THE WEAK HAND EXAMPLE TOOK A LONGER TIME TO CREATE AS IT TOOK MORE
CONCENTRATION TO CONTROL THE MOVEMENT
..............5) CONSTANT USING OF THE WEAK HAND (AS NEEDED IN PLAYING MOST INSTRUMENTS) WILL OPEN UP THE OTHER SIDE OF THE BRAIN AND, WITH PRACTICE, THE WEAK HAND WILL EQUALIZE IN ITS ABILITY TO PERFORM EQUAL TASKS TO THE STRONG HAND
..............6) CONCENTRATION and FOCUSING SKILLS ARE LEARNED THROUGH THE PRACTICE OF TEACHING LEFT and RIGHT HAND CROSS-CIRCUITING MOVEMENTS
........c. STUDENTS READ THE "RIGHT" and "LEFT" DIRECTIONS OUT LOUD WHILE READING THE RHYTHMIC SIGNALS AND MOVING THE APPROPRIATE RIGHT and LEFT MOVEMENTS
...............1) LEFT-RIGHT MOVEMENTS IN THE FIRST HALF OF THE SONG ARE IN PATTERNS WHICH ARE EASIER FOR THE BRAIN TO EXECUTE
...............2) LEFT-RIGHT MOVEMENT IN THE SECOND HALF OF THE SONG ARE IN PATTERNS WHICH ARE RANDOMLY PLACED TO MAKE IT HARDER FOR THE BRAIN TO EXECUTE
3) STUDENTS WERE ASKED TO PERFORM THE MOVEMENTS IN THIS SONG and WHILE DOING IT TRY TO NOTICE IF THEY HAD A MORE DIFFICULT TIME PERFORMING THE LAST PART OF THE PIECE and IF SO WHY?
.....................a) THE CLASS DISCUSSED REASONS FOR THE DIFFICULTY IN THE SECOND HALF
.....................b) THE CLASS DISCOVERED THAT THE BRAIN LIKES TO THINK IN PATTERNS and LEARNING SOMETHING NEW WITHOUT PATTERNS THAT THE BRAIN CAN EASILY IDENTIFY IS MORE DIFFICULT TO PERFORM
.....................c) WITH REPETITION THOSE DIFFICULT PATTERNS WILL BECOME IDENTIFIABLE TO THE BRAIN and BECOME EASY FOR THE BRAIN TO EXECUTE
...............2) LEFT-RIGHT MOVEMENT IN THE SECOND HALF OF THE SONG ARE IN PATTERNS WHICH ARE RANDOMLY PLACED TO MAKE IT HARDER FOR THE BRAIN TO EXECUTE
3) STUDENTS WERE ASKED TO PERFORM THE MOVEMENTS IN THIS SONG and WHILE DOING IT TRY TO NOTICE IF THEY HAD A MORE DIFFICULT TIME PERFORMING THE LAST PART OF THE PIECE and IF SO WHY?
.....................a) THE CLASS DISCUSSED REASONS FOR THE DIFFICULTY IN THE SECOND HALF
.....................b) THE CLASS DISCOVERED THAT THE BRAIN LIKES TO THINK IN PATTERNS and LEARNING SOMETHING NEW WITHOUT PATTERNS THAT THE BRAIN CAN EASILY IDENTIFY IS MORE DIFFICULT TO PERFORM
.....................c) WITH REPETITION THOSE DIFFICULT PATTERNS WILL BECOME IDENTIFIABLE TO THE BRAIN and BECOME EASY FOR THE BRAIN TO EXECUTE
ADV. STRINGS
01. STAIRWAY TO HEAVEN
........a. WORKED ON GETTING THE GUITAR PARTS SYNCRONIZED WITH THE OTHER PARTS
........a. WORKED ON GETTING THE GUITAR PARTS SYNCRONIZED WITH THE OTHER PARTS
02. WHAT MAKES YOU BEAUTIFUL
BEG. STRINGS
01. LOS MACHETES (MELODY)
........a. PRACTICED THE FIRST and SECOND PHRASE
........b. ADDED THE FIRST PHRASE TO THE SECOND PHRASE
02. HOUDINI (HARMONY) NEW PIECE
........a. TEACHER DEMONSTRATION
........b. DISCUSSION OF DOTTED QUARTER to EIGHTH NOTE RHYTHM
..............1) 1 1/2 BEATS FOLLOWED BY 1/2 OF A BEAT
..............2) ANOTHER WAY TO COUNT THIS IS BY SAYING THE WORDS "SLOW-LY" WHEN YOU SEE THE TWO SYMBOLS TOGETHER
........c. CLASS SIGHT READ THROUGH THE PIECE WITH TEACHER TRACKING HELP
02. HOUDINI (HARMONY) NEW PIECE
........a. TEACHER DEMONSTRATION
........b. DISCUSSION OF DOTTED QUARTER to EIGHTH NOTE RHYTHM
..............1) 1 1/2 BEATS FOLLOWED BY 1/2 OF A BEAT
..............2) ANOTHER WAY TO COUNT THIS IS BY SAYING THE WORDS "SLOW-LY" WHEN YOU SEE THE TWO SYMBOLS TOGETHER
........c. CLASS SIGHT READ THROUGH THE PIECE WITH TEACHER TRACKING HELP