QUARTERS and EIGHTHS: ALLEY CAT RHYTHMIC PERCUSSION LESSON

"ALLEY CAT SONG" LESSONS

BODY PERCUSSION SONG "ALLEY CAT"

Utilizes form and rhythms of quarter notes, quarter rests, and eighth notes in pairs. 
This lesson can be extended into many lessons to cover many of the musical elements.

PREPARATION:

SILENT COMMUNICATION 

FOLLOWING A CONDUCTOR

BODY PERCUSSION

PREPARATION: ECHO RHYTHMS 

Play the audio of "Alley Cat"and while listening investigate:

FORM and PATTERNS

Student Generated Chart of "ALLEY CAT"

PERFORMANCE #1
.....1.  GRAPHING CHART INFORMATION
..........a.  A mathematical graph of the beats that visually shows the musical form. 
...............1)  "ALLEY CAT" FORM: Intro/A/A/B/A/CODA   
..........b.  Each square represents one "heart beat" in the music. 
...............1)  Music is ever present at all times in our bodies
..........c.  Compare FORM in music to: 
...............1)  Form in writing 
...............2)  A "sandwich" 2 pieces of bread (INTRO and CODA) with cheese and turkey in between
...............3)  Other things that have form (any other ideas?)
..........d.  Look for the colors to form many types of mathematical patterns (sometimes patterns within patterns).
...............1)  These visual patterns can also be heard (and quickly memorized) easily by the ear as patterns of sound.
.....2.  PERFORMANCE INFORMATION USING THE ALLEY CAT GRAPH CHART
..........a.  Each color is a different body percussion movement.
..........b.  Students to play with help of the teacher but then be able to follow the chart without that help.
...............1)  Students learn to track with their own eyes and listen to the patterns of sound on their own.


PERCUSSION INSTRUMENTS
PERFORMANCE #2

USING THE ALLEY CAT GRAPH CHART

REVIEW PERCUSSION INSTRUMENTS: NAMES and HOW THEY ARE PLAYED

.....1.  Exchange body percussion to instruments 

..........a.  Blue is any choice

..........b.  Wood sounds play the color yellow (A SECTION)  

..........c.  Scraper and shakers play pink (B SECTION)

.....2.  Students play with and without the help of teacher tracking

.....3.  Students exchange instruments and play different parts

SIMPLE RHYTHMIC NOTATION
QUARTER and EIGHTH RHYTHMIC PATTERNS INTRODUCTION

Student Generated Chart of "ALLEY CAT" RHYTHMS

ALLEY CAT RHYTHMIC CHART WITH QUARTER and EIGHTHS 
INTRO. TO BASIC RHYTHMS and their notation
.....1.  What is a quarter note?
..........a.  Generally the "heart beat" in music is called the quarter beat or "quarter note"
..........b.  An easy way to produce it is by the tap of a foot, a patsch on the leg, a clap of a hand, or a snap of a finger
..........c.  Verbally, there are many ways to produce it; an easy way is by saying (or thinking) the sound of "TAH"
.....2.  Is all sound music?
.....3.  What is silence? What is one of its function in music?
..........a.  Silence organizes sound into patterns; without silence the sound continues on without stopping like a drone.
..........b.  Silence in music is called a REST
..........c.  There is a relative REST for every type of played rhythmic note in music
.....4.  The length of sounds and silences can be musically notated using specific musical symbols based on fractions
.....5.  Eighth notes
..........a.  Splitting quarter notes in half produces a sound that is twice as fast
..........b.  Two eighth notes equal one quarter beat

PERFORMANCE #3
What is the difference between watching and focusing? 
(Review sitting still and having the eyes in focus BEFORE the music starts with "a moment of SILENCE") 
.....1.  Review note values and rhythm reading; how to perform a rest (which should be felt but not heard) 
.....2.  Perform using body percussion (any hand) while counting out loud in order to prevent "daydreaming" (losing focus) 
.....3.  Teacher will first point to help students track then have students focus without the help.

LEFT VS RIGHT
PERFORMANCE #4
Brain: Left Side/ Right Side and What It Has to Do With Music
.....1.  Explained that are bodies are "cross-circuited"
..........a.  Right side of the brain controls the left side and vice-versa
.....2.  Most everyone favors one side of the brain over the other that is why some people write with their right hand and some 
           with their left
..........a.  Few people can write equally well using right and left hands
..........b.  Equal use of both hands is called being "ambidextrous"
..........c.  In terms of certain skills controlled by one side of the brain, the other side is under developed
...............1)  To illustrate this point: print and write in cursive your name with the normal hand and then try the other
.....3.  What makes music unique compared to some other art forms is that most musicians need equal use of both hands in 
          order to create their art.
..........a.  An art teacher would probably not ask the student to draw using the weak hand, either would the English teacher 
               ask the student to hand write an essay using the weak hand; but in music the playing of most instruments requires 
               it.
.....4.  As the exercise in writing your name with the weak hand illustrates, the brain is trying extremely hard to send the 
          message to move the fingers, but the fingers cannot respond quickly (like the fingers on the strong hand does) 
..........a.  Frustration results when the brain knows how to do something but the muscles cannot respond at the same rate of 
               speed; this is the experience all musicians go through during music training (especially beginners).
..........b.  Actually this "frustration" is the brain expanding its capabilities (sort-of like the muscles aching when exercising 
               them; trying to build them up).
..........c.  Frustration thus is a good thing and all muscians experience this when learning something new.
.....5.  Playing music, learning to use both hands equally, forces the under-developed side of the brain to be used and thus 
          people who do this utilize more of their brain capacity
..........a.  I like to say, "Playing music makes a person smarter; the more of the brain you use the smarter you become."
.....6. Go over directions: why certain notes are colored red and some colored black (red notes and black notes have stems in 
          different directions as well)

Review
.....1.  The different colors indicated the use of right and left hands used to perform the rhythms in this body percussion 
           exercise.
.....2.  Using the left and right hands (not always in patterns) demonstrates the use of the right and left brain activity as 
           discussed earlier.
..........a.  Students will feel frustration or their brains' expanding as they perform this piece; especially when left-right 
               patterns are deliberately changed often near the end.
..........b.  As the brain functions by patterns, it rebels when new patterns are suddenly introduced to it.
..........c.   Forcing the brain to learn new patterns also expands the abilities of the brain's function.
.....3.  This exercise demonstrates the technique that a drummer (snare drummer) must go through when playing.
..........a.  Profession drummers plan their "sticking" (which hand plays which note at any given time) before practicing any 
               given piece. (Sticking is not random.)
.....4.  Since the performance of this is only rhythmic (no melody playing by the performer) in the beginning of the learning 
          process the ear cannot easily help out the eyes should the eyes get lost; so focus and concentration is more difficult in 
          drumming then on a melody instrument
.....5.  Perform with body percussion (BP) using a different color for each hand while counting out loud (best to say either 
           "left" or "right" in order to prevent getting the hands confused) for good focus. 
..........a.  Can perform this piece using percussion instruments instead of body percussion (BP).

ORCHESTRATION/PERCUSSION INSTRUMENTS
PERFORMANCE #5
Using the colored note chart: ALLEY CAT RHYTHMIC CHART (not the graphing chart)
.....1.  Pass out various percussion instruments (selection can vary/review each instrument briefly) : 
..........a.  slapstick
..........b.  tambourine
..........c.  cabasa
..........d.  guiro
..........e.  spoons
..........f.   claves 
..........g.  woodblock
..........h.  ratchet  
..........i.  maracas
..........j.  triangles
.....2.  Class discusses which instruments to use on specific notes and why (TERM: ORCHESTRATION) 
..........a.  Discussion of contrast between different sound colors or TIMBRES (like visual colors in art)
...............1)  Which instruments "shake" or "scrape" 
...............2)  Which instruments have metal sound qualities, wood sounds, etc.
..........b.  Discussion on how long each instrument can vibrate and how that determines the placement of the sound.
.....3.  Class/teacher determines which instruments to place on each color and/or symbol.
.....4.  Assign different instruments for red and black notes.  
..........a.  Colored "X" symbols are also added for use of the triangles.
.....5.  Review how to follow a conductor's silent cues (signals) and how to start and end together.

FOCUS
PERFORMANCE #6
Review PERFORMANCE #2 using "Uncolored" notes.  
.....1.  Stems on the notes will either be "up" to the right indicating the use of the "right" hand or stems "down" to the left 
           indicating the use of the "left" hand.  
..........a.  Please note the difficulty the eyes have staying focused.  Even though the concept of note reading may seem very 
               understandable the actual visual (physical) part can often be exhausting.

http://www.mediafire.com/download/al6123zglokalud/Alley+Cat+and+Chicken+Fat+v1.mp3

WHAT WE DID TODAY 2011-2012: SEMESTER #1 TUESDAY; SEPTEMBER 6, 2011

GENERAL MUSIC periods 1,2,3
OBJECTIVE: MUSICAL ALPHABET AND THE KEYBOARD
....MUSICAL ALPHABET GRAPHING WORKSHEET(CONTINUED)
....1. Sheet #2: Students will determine the direction of the musical alphabet at the beginning of each graph and complete 
         the musical alphabet in the proper direction. Colors (one for each of the 7 letters) will be added in as before. (Sheet 
         #3 is extra credit. It is similar to Sheet #2)
....2. Sheet #4: Finding patterns

........a. Patterns are found in music everywhere; often there are patterns within patterns. This exercise is to give an idea 
            of how musical sounds are arranged to create anywhere from simple to complex patterns.

........b. Musical patterns are mathematical try to find the mathematical formulas in each pattern.

........c. Locate the musical alphabet patterns in each pattern (forward or backwards).

........d. Using your color key as before color in the squares. The colors you see are also colors you hear.

(Tomorrow applying the musical alphabet on the keyboard.)

ADVANCED VIOLIN

OBJECTIVE: BOWING PROPORTIONS and "HARVEST FESTIVAL" MUSIC
....TUNING
....WARM-UP
........1. Cycle of Strings

..............a. Single Bows Upper Half (UH).

..............b. Single Bows Lower Half (LH).

..............c. Bow Proportioning (W=WHOLE/ UH=UPPER HALF/ LH=LOWER HALF)

..................1)Bow to the rhythm of the words "My Sis-ter Marc-y"

..................2)Perform the pattern 2x each string (note)

..................3)Start down bow and continue with the bowing as it comes

..................4)Use this pattern of bow proportions: W--UH-UH-W--W--/W--LH-LH-W--W--//

....NOTE READING REVIEW

........1. Review line-space musical alphabet rule to read the notes on the musical staff:
            A line to the very next space or a space to the very next line (step-wise motion) going up is one note higher in the 
            musical alphabet and a line to the very next space or a space to the very next line (step-wise motion) going                       down 
            is one note lower in the musical alphabet.

........2. Review treble clef note reading.

............a. Treble Clef is often called the "G" clef because it is a symbol which looks like a fancy "G" and because the 
                circle portion of the "G" goes around line 2 of the music staff which is the line that represents the note "G"

........3. Review bass clef note reading.

.............a. Bass Clef is often called the "F" clef because it is a symbol that looks like a fancy "F" and because the two 
                 small dots (which help create the look of the"F") located above and below line 4 of the music staff are 
                 emphasizing (or in a way) pointing towards line 4 which represents the note "F."

....SONG: "HASTE TO THE WEDDING"

........1. For sight reading and review everyone will read the double bass part (music is prepared for the different 
            instrumentations in the proper clefs for each instrument.)

............a. First read the notes out loud.

............b. Play with the accompaniment.

This to be continued tomorrow.


BEGINNING VIOLIN
OBJECTIVE: RHYTHMIC INTRODUCTION
....APPLICATION OF QUARTER NOTES, QUARTER NOTE RESTS, EIGHTH NOTES IN PAIRS IN A RHYTHMIC SONG: "ALLEY CAT" (CONTINUED)
........1. Review counting of quarters, quarter rests, eighth notes in pairs.

........2. Introduce concepts of:

............a. Meter: The mathematical formula at the beginning of a piece of music which determines the amount of beats in                   a musical section or measure

............b. Measure: A section of music, measured by a mathematic formula given by the meter.

............c. Bar Line: The line(s) that divides the music notation into sections or measures.

............d. Measures Rest: A symbol for a measure of rest (a section of the music not played by a particular instrument) 
                with a number above it indicating more than 1 measure of rest. (In "Alley Cat" the music begins with 4 
                measures of rest.)....EXTENSION OF "ALLEY CAT" RHYTHMIC SONG:

........1. After learning the left and right body percussion directions from the last lesson the body percussion will be 
             replaced with percussion instruments:

..............a. Left hand body percussion becomes wood sounding instruments (indicated by notes being the color black).

..............b. Right hand body percussion becomes scraping instruments (indicated by notes being the color red).

..............c. Triangles added at certain locations (indicated by a blue colored "X") replacing some quarter rests.

........2. Students count all the notes but only play on their specific instrument's color. 
..............a. It is encouraged for students to count out loud as they play to help keep a focused concentration.

........3. Teacher points to the notes to help with tracking. (Student volunteers then become pointers to help class track.)

........4. Students perform rhythmic song without tracking help; each student responsible to count for themselves while 
             playing with the accompaniment.

(Tomorrow a little look at violin history and starting to learn the parts of the instrument.)

WHAT WE DID TODAY #2-30:

GENERAL MUSIC PERIODS 2,3,6 
COMPOSER: BACH: Minuet in G (transcribed for violin)

(http://www.youtube.com/watch?v=kCnpGQGO49o&feature=related) 

1. This music came from the "Notebook for Anna Magdalena"
2. It is manuscript notebook (1725) that Bach presented to his second wife Anna Magdalena and is a compilation of music by both Bach and other composers of the era which features keyboard music (minuets, rondeaux, polonaises, chorales, sonatas, preludes, musettes, marches, gavottes) and a few pieces for voice (songs, and arias).
(http://en.wikipedia.org/wiki/Notebook_for_Anna_Magdalena_Bach ) 
3. The author of the music maybe Bach or someone else but because it is in this notebook it is attributed to Bach.
4. This music was often used for teaching purposes and today is often transcribed for other instruments.
5. Term "Minuet":
.....a. This is a social dance of French origin for two people, usually in 3/4 time. 

(http://www.youtube.com/watch?v=doJ9bphxxKU )

.....b. The word was adapted from Italian minuetto and French menuet, meaning small, pretty, delicate.
.....c. The name is also given to a musical composition written in the same time and rhythm, but when not accompanying an actual dance, the pace was quicker.(http://en.wikipedia.org/wiki/Minuet)
6. Term "Transcribed": An adaptation or reworking of a musical composition for a different instrument than the music was originally written for. 

OBJECTIVE: Using the Left and Right Brain
1. QUOTE AUTHOR: Frederick Delius
.....a. One of his most famous pieces is called "On Hearing the First Cuckoo in Spring"

http://www.youtube.com/watch?v=YcrKIMf6sJo&feature=related

2. Brain: Left Side/ Right Side and What It Has to Do With Music
.....a. Explained that are bodies are "cross-circuited"
..........1)Right side of the brain controls the left side and vice-versa
.....b. Most everyone favors one side of the brain over the other that is why some people write with their right hand and some with their left
..........1)Few people can write equally well using right and left hands
..........2)Equal use of both hands is called being "ambidextrous"
..........3)In terms of certain skills controlled by one side of the brain, the other side is under developed
.............a)To illustrate this point: print and write in cursive your name with the normal hand and then try the other
......c. What makes music unique compared to some other art forms is that most musicians need equal use of both hands in order to create their art.
...........1)An art teacher would probably not ask the student to draw using the weak hand, either would the English teacher ask the student to hand write an essay using the weak hand; but in music the playing of most instruments requires it.
......d. As the exercise in writing your name with the weak hand illustrates, the brain is trying extremely hard to send the message to move the fingers, but the fingers cannot respond quickly (like the fingers on the strong hand does)
...........1)Frustration results when the brain knows how to do something but the muscles cannot respond at the same rate of speed; this is the experience all musicians go through during music training (especially beginners).
...........2)Actually this "frustration" is the brain expanding its capabilities (sort-of like the muscles aching when exercising them; trying to build them up).
...........3)Frustration thus is a good thing and all muscians experience this when learning something new.
......e. Playing music, learning to use both hands equally, forces the under-developed side of the brain to be used and thus people who do this utilize more of their brain capacity
...........1)I like to say, "Playing music makes a person smarter; the more of the brain you use the smarter you become."
3. BODY PERCUSSION SONG "ALLEY CAT"

.....a. Utilizes quarter notes and quarter rests and also eighth notes in pairs.
.....b. Review note values and rhythm reading; how to perform a rest (which should be felt but not heard)
.....c. Go over directions: why certain notes are colored red and some colored black (red notes and black notes have stems in different directions as well)
..........1)The different colors indicated the use of right and left hands used to perform the rhythms in this body percussion exercise.
..........2)Using the left and right hands (not always in patterns) demonstrates the use of the right and left brain activity as discussed earlier.
..............a)Students will feel frustration or their brains' expanding as they perform this piece; especially when left-right patterns are deliberately changed often near the end
..............b)As the brain functions by patterns, it rebels when new patterns are suddenly introduced to it
..............c)Forcing the brain to learn new patterns also expands the abilities of the brain's function.
.....d. This exercise demonstrates the technique that a drummer (snare drummer) must go through when playing.
...........1)Profession drummers plan their "sticking" (which hand plays which note at any given time) before practicing any given piece. (Sticking is not random.)
.....e. Since the performance of this is only rhythmic (no melody playing by the performer) in the beginning of the learning process the ear cannot easily help out the eyes should the eyes get lost; so focus and concentration is more difficult in drumming then on a melody instrument
4. RECORDER HOLIDAY SONG: JOLLY OLD ST. NICK
......a. Short explanation of new note LOW "E" and its fingering
......b. Sight read through "JOLLY OLD ST. NICK"
5. REVIEW B-A-G SONG: TURKEY TROT
DECEMBER 9th is the holiday concert for chorus, band, and strings. Recorder students are invited to play their instruments ("recorder carolling") as the pre-concert activity outside of the gym. This is not mandatory; just a fun way to celebrate the holidays through music. We will play the holiday music learned in class. All students need to bring is their recorder; music and accompaniments will be already set-up. More details to follow as I get them.

BEGINNING VIOLIN PERIOD 5: 
OBJECTIVE: PREPARATION FOR HOLIDAY PERFORMANCE/DOUBLE STOPPING
2. DOUBLE-STOPPING
.....a. Separate Bows (UH) 2x at each of the 7 bow levels
.....c. Bow patterns taken from Hava Nagila: short long short short short long
.....d. "Mary Had a Little Lamb" double-stopped
.........1)Played the DO-RE-MI song with the neighboring higher open string
.........2)Played on G with open D, D with open A, A with open E, and then the melody alone on the E string
.........3)By adding the open string with the melody harmony is produced helping the ear hear intonation better on the fingered notes ( a good intonation training technique) 2. HOLIDAY PROGRAM SONG: COVENTRY CAROL
.....a. Worked on keeping together the pizzicato and rests
..........1)Because I wanted the rests to be "played"silently together I had students deliberately move something (like a head nod) during them.
..........2)Even though rests are silent, they must be felt.
3.HOLIDAY PROGRAM SONG: HAVA NAGILA
.....a. Worked on certain sections to get the counting and articulation together
.....b. Worked for continuity; training the performer how to play through mistakes in a performance with others
.....c. Added a tremelo to the ending note (as per a student's suggestion; a suggestion I liked very much!)

ADVANCED VIOLIN PERIOD 4: 
OBJECTIVE: Preparation for: Harvest Day performance on October 28th/Holiday Program December 9th
1. TUNE
2. MUSIC STANDS WERE SET-UP
3. REVIEW SONGS FOR THE HARVEST FESTIVAL
.....a. HOEDOWN 
.....b. ORANGE BLOSSOM SPECIAL
.....c. DE COLORES
4. GREENSLEEVES
.....a. Harmony first/split 2 parts..violins on melody (review some fingerings) rest harmony
Sight read coventry carol (added 7th grade beg. violins during HR)
.....a. Listen to the accompaniment with string harmony part
.....b. Everyone plays harmony part together (later to separate into melody and harmony parts)
...........1)Playing the harmony part is important even for those who will be playing the melody because harmony helps the ear with intonation, the counting is different, and also because it is good for everyone in the group to know how their part fits together with the the others.
5. Preparation for the Harvest Festival Performance
......a. There are 11 practice sessions (days left) before the concert
......b. We will be performing on the outside stage in the early part of the festival
......c. When we are finished we can put our instruments away in the room and enjoy rest of the festivities
......d. More information to follow when I get it.

WHAT WE DID TODAY #1-30: WEDNESDAY; OCTOBER 13, 2010

GENERAL MUSIC PERIODS 2,3,6 
COMPOSER: BACH: Minuet in G 

http://www.youtube.com/watch?v=kCnpGQGO49o&feature=related 

(transcribed for violin)

1. This music came from the "Notebook for Anna Magdalena"
2. It is manuscript notebook (1725) that Bach presented to his second wife Anna Magdalena and is a compilation
    of music by both Bach and other composers of the era which features keyboard music (minuets, rondeaux, 
    polonaises,  chorales, sonatas, preludes, musettes, marches, gavottes) and a few pieces for voice (songs, and arias).
    (http://en.wikipedia.org/wiki/Notebook_for_Anna_Magdalena_Bach ) 
3. The author of the music maybe Bach or someone else but because it is in this notebook it is attributed to Bach.
4. This music was often used for teaching purposes and today is often transcribed for other instruments.
5. Term "Minuet":
.....a. This is a social dance of French origin for two people, usually in 3/4 time. 

http://www.youtube.com/watch?v=doJ9bphxxKU 

.....b. The word was adapted from Italian minuetto and French menuet, meaning small, pretty, delicate.
.....c. The name is also given to a musical composition written in the same time and rhythm, but when not accompanying 
         an actual dance, the pace was quicker. (http://en.wikipedia.org/wiki/Minuet)
6. Term "Transcribed": An adaptation or reworking of a musical composition for a different instrument than the music 
     was originally written for. 

OBJECTIVE: Using the Left and Right Brain
1. QUOTE AUTHOR: Frederick Delius
.....a. One of his most famous pieces is called "On Hearing the First Cuckoo in Spring" 

http://www.youtube.com/watch?v=YcrKIMf6sJo&feature=related

2. Brain: Left Side/ Right Side and What It Has to Do With Music
.....a. Explained that are bodies are "cross-circuited"
..........1)Right side of the brain controls the left side and vice-versa
.....b. Most everyone favors one side of the brain over the other that is why some people write with their right 
         hand and some with their left
..........1)Few people can write equally well using right and left hands
..........2)Equal use of both hands is called being "ambidextrous"
..........3)In terms of certain skills controlled by one side of the brain, the other side is under developed
.............a)To illustrate this point: print and write in cursive your name with the normal hand and then try the other
......c. What makes music unique compared to some other art forms is that most musicians need equal use of both hands 
           in order to create their art.
...........1)An art teacher would probably not ask the student to draw using the weak hand, either would the English teacher  
               ask the student to hand write an essay using the weak hand; but in music the playing of most instruments 
               requires it.
......d. As the exercise in writing your name with the weak hand illustrates, the brain is trying extremely hard to send the 
          message to move the fingers, but the fingers cannot respond quickly (like the fingers on the strong hand does)
...........1)Frustration results when the brain knows how to do something but the muscles cannot respond at the same rate 
              of speed; this is the experience all musicians go through during music training (especially beginners). 
...........2)Actually this "frustration" is the brain expanding its capabilities (sort-of like the muscles aching when 
              exercising them; trying to build them up).
...........3)Frustration thus is a good thing and all musicians experience this when learning something new.
......e. Playing music, learning to use both hands equally, forces the under-developed side of the brain to be used and thus 
           people who do this utilize more of their brain capacity
...........1)I like to say, "Playing music makes a person smarter; the more of the brain you use the smarter you become."
3. BODY PERCUSSION SONG "ALLEY CAT"
.....a. Utilizes quarter notes and quarter rests and also eighth notes in pairs.
.....b. Review note values and rhythm reading; how to perform a rest (which should be felt but not heard)
.....c. Go over directions: why certain notes are colored red and some colored black (red notes and black notes have stems 
         in different directions as well)
.........1)The different colors indicated the use of right and left hands used to perform the rhythms in this body percussion 
              exercise.
.........2)Using the left and right hands (not always in patterns) demonstrates the use of the right and left brain activity as 
            discussed earlier.
............a)Students will feel frustration or their brains' expanding as they perform this piece; especially when left-right 
                  patterns are deliberately changed often near the end
............b)As the brain functions by patterns, it rebels when new patterns are suddenly introduced to it
............c)Forcing the brain to learn new patterns also expands the abilities of the brain's function.
.....d. This exercise demonstrates the technique that a drummer (snare drummer) must go through when playing.
.........1)Profession drummers plan their "sticking" (which hand plays which note at any given time) before practicing 
            any given piece. (Sticking is not random.)
.....e. Since the performance of this is only rhythmic (no melody playing by the performer) in the beginning of the 
         learning process the ear cannot easily help out the eyes should the eyes get lost; so focus and concentration is more 
         difficult in drumming then on a melody instrument
4. RECORDER HOLIDAY SONG: JOLLY OLD ST. NICK
......a. Short explanation of new note LOW "E" and its fingering
......b. Sight read through "JOLLY OLD ST. NICK"
5. REVIEW B-A-G SONG: TURKEY TROT

DECEMBER 9th is the holiday concert for chorus, band, and strings. Recorder students are invited to play their instruments ("recorder carolling") as the pre-concert activity outside of the gym. This is not mandatory; just a fun way to celebrate the holidays through music. We will play the holiday music learned in class. All students need to bring is their recorder; music and accompaniments will be already set-up. More details to follow as I get them.

BEGINNING VIOLIN PERIOD 5: 
OBJECTIVE: PREPARATION FOR HOLIDAY PERFORMANCE/DOUBLE STOPPING
1. DOUBLE-STOPPING
.....a. Separate Bows (UH) 2x at each of the 7 bow levels
.....c. Bow patterns taken from Hava Nagila: short long short short short long
.....d. "Mary Had a Little Lamb" double-stopped
.........1)Played the DO-RE-MI song with the neighboring higher open string
.........2)Played on G with open D, D with open A, A with open E, and then the melody alone on the E string
.........3)By adding the open string with the melody harmony is produced helping the ear hear intonation better on the 
            fingered notes ( a good intonation training technique) 
2. HOLIDAY PROGRAM SONG: COVENTRY CAROL
.....a. Worked on keeping together the pizzicato and rests
..........1)Because I wanted the rests to be "played"silently together I had students deliberately move something (like a head 
             nod) during them.
..........2)Even though rests are silent, they must be felt.
3.HOLIDAY PROGRAM SONG: HAVA NAGILA
.....a. Worked on certain sections to get the counting and articulation together
.....b. Worked for continuity; training the performer how to play through mistakes in a performance with others
.....c. Added a tremolo to the ending note (as per a student's suggestion; a suggestion I liked very much!)

ADVANCED VIOLIN PERIOD 4: 
OBJECTIVE: Preparation for: Harvest Day performance on October 28th/Holiday Program December 9th
1. TUNE
2. MUSIC STANDS WERE SET-UP
3. REVIEW SONGS FOR THE HARVEST FESTIVAL
.....a. HOEDOWN 
.....b. ORANGE BLOSSOM SPECIAL
.....c. DE COLORES
4. GREENSLEEVES
.....a. Harmony first/split 2 parts..violins on melody (review some fingerings) rest harmony 
         Sight read Coventry Carol (added 7th grade beg. violins during HR) 
.....a. Listen to the accompaniment with string harmony part
.....b. Everyone plays harmony part together (later to separate into melody and harmony parts)
...........1)Playing the harmony part is important even for those who will be playing the melody because harmony helps the ear 
              with intonation, the counting is different, and also because it is good for everyone in the group to know how their 
              part fits together with the the others. 
5. Preparation for the Harvest Festival Performance
......a. There are 11 practice sessions (days left) before the concert
......b. We will be performing on the outside stage in the early part of the festival
......c. When we are finished we can put our instruments away in the room and enjoy rest of the festivities
......d. More information to follow when I get it.