GENERAL MUSIC:
COMPLETE MUSICAL ALPHABET ON THE KEYBOARD WORK SHEETS AND TURN IN for points when finished go to keyboard to practice for recital week of october 13th songs to practice America and Yankee Doodle or anything harder in the keyboard song by number booklet given you
PERIOD 4
START ROCKY TOP
PERIOD 5
BOWING ON THE VIOLIN
BOW ROCKING AT THE MIDDLE
CYCLE OF STRINGS UH (DOWN BOW UP BOWS EXPLAINED)
4X EACH STRING SEPARATE BOWS MIDDLE TO TIP AND CONCENTRATE ON ONLY MOVING THE ELBOW
USE OF A BOW LEADER
Showing posts with label SEPTEMBER 2011. Show all posts
Showing posts with label SEPTEMBER 2011. Show all posts
Friday, September 30, 2011
Thursday, September 29, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 THURSDAY; SEPTEMBER 29, 2011
I WAS ABSENT TODAY
GENERAL MUSIC
MUSICAL: KING AND I
PERIOD 4
MUSICAL: KING AND I
PERIOD 5
MUSICAL: KING AND I
GENERAL MUSIC
MUSICAL: KING AND I
PERIOD 4
MUSICAL: KING AND I
PERIOD 5
MUSICAL: KING AND I
Wednesday, September 28, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 WEDNESDAY; SEPTEMBER 28, 2011
GENERAL MUSIC
NET BOOKS: CREATING AN INFORMATIONAL PARAGRAPH TO BE POSSIBLY PLACED ON MY MUSIC BLOG
I SHOWED EXAMPLE OF "WHAT IS A MUSICAL" PARAGRAPH I wrote with added researched pictures and links. Demonstrated how to make hyperlinks and how to drag pictures from GOOGLE into the document. Talked about changing colors and fonts to make the words "pop" out on the page.
Some students still unable to log in to their Google Docs account so I logged them in on my account so they could get started until theirs are up and running.
1. Students to complete drafts of their paragraphs and edit them with help of a partner (and teacher help)
2. Completed drafts are to be typed into their document making changes as needed
3) Highlight important terms used in the paragraph.
4) Terms highlighted can be then researched to add pictures and/or links (perhaps even finding links to a "you tube" example).
5) Add colors, fonts, or even a different background to make your document page interesting for viewing on the Internet
LESSON TO BE CONTINUED
PERIOD 4
Today was a catch-up day to make sure everyone had prepared their music (the pieces we have been working so far) with fingerings and string colors. I want the students to know how to analyze their own music and understand (not just memorize) how it all works
Some students have lost music and I wanted those who needed to get replacements to get them so they will be prepared/ students who were completed and checked off were instructed to go to the back of the room to practice quietly.
SONGS TO PREPARE SO FAR:
HASTE TO THE WEDDING
A LA NANITA NANA
SILENT NIGHT
PACHELBEL CANON/JOLLY ST.NICK
SALLY'S SONG
(Friday to start: ROCKY TOP)
PERIOD 5
BOW HOLD REVIEW
BOWING ON THE SHOULDER
1....BOW LEVELS (4 MAIN ONES for each open string)
2....BOW ANGLES:
........a. SQUARE (not a parallelogram-practice the difference to see how they look)bow at the middle
........b. TRIANGLE: bow at the frog (wrist near chin)
........c. TRAPEZOID: bow at the tip (tip is not necessarily at the exact tip of the bow but where the bow is at its farthest point when the elbow is pulled down but not completely straight)
3....BOW LEVELS and BOW ANGLES: Practice bow levels using the different bow angles and compare use of the movement of the arm
4....MOVING THE BOW AT DIFFERENT PARTS and AT DIFFERENT LEVELS
.......a. FROG to MIDDLE (concentrate on moving the upper arm muscle and elbow joint)
.............1.(triangle to square is DOWN BOW-or pulling the bow)
.............2.(square to triangle is UP BOW-or pushing the bow)
.......b. MIDDLE to Tip (concentrate on moving elbow joint do not move upper arm muscle)
.............1.(square to trapezoid is DOWN BOW-or pulling the bow)
.............2.(trapezoid to square is UP BOW-or pushing the bow)
ROSIN AND ROSINING THE BOW
.....WHAT IS ROSIN AND WHY IT IS USED: made of dried tree sap and it is used to make the bow hair sticky and make the hair barbs stick out so the hair can grab the string to set it to vibration
....HOW TO TAKE CARE OF ROSIN SO IT DOES NOT BREAK OR CRACK: Put away the rosin in the case immediately after using it and try to keep the metal portion of the bow from hitting the edge of the rosin while rosining.
....HOW TO PLACE ROSIN ON THE BOW use of counter pressure with rosin in the palm of the left hand and bow in right and applying it by moving the bow up and down over the rosin cake. Make sure to apply it at all parts of the bow evenly. If too much rosin is applied, lightly tap the bow to release some of it.
NET BOOKS: CREATING AN INFORMATIONAL PARAGRAPH TO BE POSSIBLY PLACED ON MY MUSIC BLOG
I SHOWED EXAMPLE OF "WHAT IS A MUSICAL" PARAGRAPH I wrote with added researched pictures and links. Demonstrated how to make hyperlinks and how to drag pictures from GOOGLE into the document. Talked about changing colors and fonts to make the words "pop" out on the page.
Some students still unable to log in to their Google Docs account so I logged them in on my account so they could get started until theirs are up and running.
1. Students to complete drafts of their paragraphs and edit them with help of a partner (and teacher help)
2. Completed drafts are to be typed into their document making changes as needed
3) Highlight important terms used in the paragraph.
4) Terms highlighted can be then researched to add pictures and/or links (perhaps even finding links to a "you tube" example).
5) Add colors, fonts, or even a different background to make your document page interesting for viewing on the Internet
LESSON TO BE CONTINUED
PERIOD 4
Today was a catch-up day to make sure everyone had prepared their music (the pieces we have been working so far) with fingerings and string colors. I want the students to know how to analyze their own music and understand (not just memorize) how it all works
Some students have lost music and I wanted those who needed to get replacements to get them so they will be prepared/ students who were completed and checked off were instructed to go to the back of the room to practice quietly.
SONGS TO PREPARE SO FAR:
HASTE TO THE WEDDING
A LA NANITA NANA
SILENT NIGHT
PACHELBEL CANON/JOLLY ST.NICK
SALLY'S SONG
(Friday to start: ROCKY TOP)
PERIOD 5
BOW HOLD REVIEW
BOWING ON THE SHOULDER
1....BOW LEVELS (4 MAIN ONES for each open string)
2....BOW ANGLES:
........a. SQUARE (not a parallelogram-practice the difference to see how they look)bow at the middle
........b. TRIANGLE: bow at the frog (wrist near chin)
........c. TRAPEZOID: bow at the tip (tip is not necessarily at the exact tip of the bow but where the bow is at its farthest point when the elbow is pulled down but not completely straight)
3....BOW LEVELS and BOW ANGLES: Practice bow levels using the different bow angles and compare use of the movement of the arm
4....MOVING THE BOW AT DIFFERENT PARTS and AT DIFFERENT LEVELS
.......a. FROG to MIDDLE (concentrate on moving the upper arm muscle and elbow joint)
.............1.(triangle to square is DOWN BOW-or pulling the bow)
.............2.(square to triangle is UP BOW-or pushing the bow)
.......b. MIDDLE to Tip (concentrate on moving elbow joint do not move upper arm muscle)
.............1.(square to trapezoid is DOWN BOW-or pulling the bow)
.............2.(trapezoid to square is UP BOW-or pushing the bow)
ROSIN AND ROSINING THE BOW
.....WHAT IS ROSIN AND WHY IT IS USED: made of dried tree sap and it is used to make the bow hair sticky and make the hair barbs stick out so the hair can grab the string to set it to vibration
....HOW TO TAKE CARE OF ROSIN SO IT DOES NOT BREAK OR CRACK: Put away the rosin in the case immediately after using it and try to keep the metal portion of the bow from hitting the edge of the rosin while rosining.
....HOW TO PLACE ROSIN ON THE BOW use of counter pressure with rosin in the palm of the left hand and bow in right and applying it by moving the bow up and down over the rosin cake. Make sure to apply it at all parts of the bow evenly. If too much rosin is applied, lightly tap the bow to release some of it.
Tuesday, September 27, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 TUESDAY; SEPTEMBER 27, 2011
GENERAL MUSIC:
RECORDERS
WARM-UP:
...FOLLOWING CONDUCTOR'S SILENT DIRECTIONS: MUST WATCH
...LISTENING AND ECHOING THE TEACHER (RHYTHMS AND PITCHES USING 3 NOTES)
...TONE: WORK ON TONGUING ARTICULATION AND POSTURE FOR BREATH CONTROL
...REVIEW AND DISCUSS MUSICAL ALPHABET AND HOW IT WORKS ON THE RECORDER
...DISCUSS FINGERING AND USE OF THE LEFT THUMB ON THE RECORDER
WHEN HEARING AN "UGLY" SOUND STOP AND FIGURE OUT WHAT WENT WRONG AND THEN HOW TO FIX IT.
START SONGS/MUSIC NOTATION USING FINGER NUMBERS ADDED AS HELP (SONG: UN BERGERE
....QUARTER NOTE EXPLANATION (HEART BEAT)
....WHAT IS A MEASURE, METER, REPEAT SIGN (MUSICAL ROAD MAPS)
....IMPORTANCE OF BREATHING/BREATHING USED FOR PHRASING AS WE DO IN SPEECH/ USE COMMAS TO TAKE BREATHS
RECORDERS
WARM-UP:
...FOLLOWING CONDUCTOR'S SILENT DIRECTIONS: MUST WATCH
...LISTENING AND ECHOING THE TEACHER (RHYTHMS AND PITCHES USING 3 NOTES)
...TONE: WORK ON TONGUING ARTICULATION AND POSTURE FOR BREATH CONTROL
...REVIEW AND DISCUSS MUSICAL ALPHABET AND HOW IT WORKS ON THE RECORDER
...DISCUSS FINGERING AND USE OF THE LEFT THUMB ON THE RECORDER
WHEN HEARING AN "UGLY" SOUND STOP AND FIGURE OUT WHAT WENT WRONG AND THEN HOW TO FIX IT.
START SONGS/MUSIC NOTATION USING FINGER NUMBERS ADDED AS HELP (SONG: UN BERGERE
....QUARTER NOTE EXPLANATION (HEART BEAT)
....WHAT IS A MEASURE, METER, REPEAT SIGN (MUSICAL ROAD MAPS)
....IMPORTANCE OF BREATHING/BREATHING USED FOR PHRASING AS WE DO IN SPEECH/ USE COMMAS TO TAKE BREATHS
Monday, September 26, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 MONDAY; SEPTEMBER 26, 2011
GENERAL MUSIC:
RECORDERS
WARM-UP:
...FOLLOWING CONDUCTOR'S SILENT DIRECTIONS: MUST WATCH
...LISTENING AND ECHOING THE TEACHER (RHYTHMS AND PITCHES USING 3 NOTES)
...TONE: WORK ON TONGUING ARTICULATION AND POSTURE FOR BREATH CONTROL
...REVIEW AND DISCUSS MUSICAL ALPHABET AND HOW IT WORKS ON THE RECORDER
...DISCUSS FINGERING AND USE OF THE LEFT THUMB ON THE RECORDER
WHEN HEARING AN "UGLY" SOUND STOP AND FIGURE OUT WHAT WENT WRONG AND THEN HOW TO FIX IT.
START SONGS/MUSIC NOTATION USING FINGER NUMBERS ADDED AS HELP (SONG: UN BERGERE
....QUARTER NOTE EXPLANATION (HEART BEAT)
....WHAT IS A MEASURE, METER, REPEAT SIGN (MUSICAL ROAD MAPS)
....IMPORTANCE OF BREATHING/BREATHING USED FOR PHRASING AS WE DO IN SPEECH/ USE COMMAS TO TAKE BREATHS
PERIOD 4
Pachelbel Canon/jolly acapella
BASS PARTS ARE THE FOUNDATION, KEEP THE MAIN BEAT
CELLOS PLAY THEIR MELODY
VIOLINS PLAY THEIR MELODY
EACH SECTION PLAYS THEIR MELODY SEPARATE THEN PLAYS WITH EACH OF THE OTHER PARTS SEPARATELY THEN EVERYONE PLAYS TOGETHER
NEED TO HEAR EVERYONES PART WHILE PLAYING FOR PROPER BLEND
PERIOD 5
BOW:
Bow spring
on lap/using Index middle finger joint to push bow down (spring) with the pressure coming down from the upper arm not the fingers of the hand/to prevent squeezing and tenseness in bow stroke.
Bow hold
(proper placement of fingers on the bow to enable the hand and fingers to remain relaxed while moving the bow on the strings)
1)"Bow hold" is really an inaccurate term it is really the right hand and fingers on the bow "directing" the bow on the string with pressure on the string provided by the right upper arm from above into the middle joint of the right index finger
2)Bow hand shape on the bow should be natural to the person's own hand shape in a relaxed state.... to feel this: extend your right arm out straight and allow you hand to hang naturally from the wrist as if your hand had been in a bucket of water and droplets of water are dripping from the fingertips
3)Everyone has different size hands, finger proportions, etc. so everyone will hold their bow a little differently. What everyone has in common are their middle knuckles so the bow hold will begin with these.
4)The middle right hand knuckles are place on the top of the bow stick from above (no thumb) near the frog of the bow on the padding and or silver portion
5)The right thumb is placed underneath the bow stick lightly touching (without squeezing) in between the middle two fingers [imagine forming a shadow puppet of a rabbit with the right hand; the ears are the outer fingers (pinky and pointer finger) the middle 2 fingers and thumb in between form the mouth]
6)After placing the right thumb, move the pinky finger onto the top of the stick in a natural curved position ( pinky should not be inverted backwards, straight, or stiff and never put it on the screw of the bow)
..The right pinky is used to balance the bow as it is held and if it is removed off the bow when the bow is not supported from below, the bow will fall.
7)Lastly, adjust the right pointer finger so that the middle joint is just slightly below the knuckle (meaning just a little toward the 1st knuckle near the finger tip)
RECORDERS
WARM-UP:
...FOLLOWING CONDUCTOR'S SILENT DIRECTIONS: MUST WATCH
...LISTENING AND ECHOING THE TEACHER (RHYTHMS AND PITCHES USING 3 NOTES)
...TONE: WORK ON TONGUING ARTICULATION AND POSTURE FOR BREATH CONTROL
...REVIEW AND DISCUSS MUSICAL ALPHABET AND HOW IT WORKS ON THE RECORDER
...DISCUSS FINGERING AND USE OF THE LEFT THUMB ON THE RECORDER
WHEN HEARING AN "UGLY" SOUND STOP AND FIGURE OUT WHAT WENT WRONG AND THEN HOW TO FIX IT.
START SONGS/MUSIC NOTATION USING FINGER NUMBERS ADDED AS HELP (SONG: UN BERGERE
....QUARTER NOTE EXPLANATION (HEART BEAT)
....WHAT IS A MEASURE, METER, REPEAT SIGN (MUSICAL ROAD MAPS)
....IMPORTANCE OF BREATHING/BREATHING USED FOR PHRASING AS WE DO IN SPEECH/ USE COMMAS TO TAKE BREATHS
PERIOD 4
Pachelbel Canon/jolly acapella
BASS PARTS ARE THE FOUNDATION, KEEP THE MAIN BEAT
CELLOS PLAY THEIR MELODY
VIOLINS PLAY THEIR MELODY
EACH SECTION PLAYS THEIR MELODY SEPARATE THEN PLAYS WITH EACH OF THE OTHER PARTS SEPARATELY THEN EVERYONE PLAYS TOGETHER
NEED TO HEAR EVERYONES PART WHILE PLAYING FOR PROPER BLEND
PERIOD 5
BOW:
Bow spring
on lap/using Index middle finger joint to push bow down (spring) with the pressure coming down from the upper arm not the fingers of the hand/to prevent squeezing and tenseness in bow stroke.
Bow hold
(proper placement of fingers on the bow to enable the hand and fingers to remain relaxed while moving the bow on the strings)
1)"Bow hold" is really an inaccurate term it is really the right hand and fingers on the bow "directing" the bow on the string with pressure on the string provided by the right upper arm from above into the middle joint of the right index finger
2)Bow hand shape on the bow should be natural to the person's own hand shape in a relaxed state.... to feel this: extend your right arm out straight and allow you hand to hang naturally from the wrist as if your hand had been in a bucket of water and droplets of water are dripping from the fingertips
3)Everyone has different size hands, finger proportions, etc. so everyone will hold their bow a little differently. What everyone has in common are their middle knuckles so the bow hold will begin with these.
4)The middle right hand knuckles are place on the top of the bow stick from above (no thumb) near the frog of the bow on the padding and or silver portion
5)The right thumb is placed underneath the bow stick lightly touching (without squeezing) in between the middle two fingers [imagine forming a shadow puppet of a rabbit with the right hand; the ears are the outer fingers (pinky and pointer finger) the middle 2 fingers and thumb in between form the mouth]
6)After placing the right thumb, move the pinky finger onto the top of the stick in a natural curved position ( pinky should not be inverted backwards, straight, or stiff and never put it on the screw of the bow)
..The right pinky is used to balance the bow as it is held and if it is removed off the bow when the bow is not supported from below, the bow will fall.
7)Lastly, adjust the right pointer finger so that the middle joint is just slightly below the knuckle (meaning just a little toward the 1st knuckle near the finger tip)
Friday, September 23, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 FRIDAY; SEPTEMBER 23, 2011
GENERAL MUSIC
KING AND I
PASSED OUT MUSICAL REPORT FORM SHEETS AND ADDED IN THE FIRST FEW FACTS: TITLE, COMPOSER/LYRICIST?DATE COMPOSED
DISCUSSED WHAT THE STORY WAS ABOUT AND THE SETTING WHERE IT TAKES PLACE and some inner messages in the story to think about: Differences between the eastern and western cultures in the 1860's, what life was like around this time, what other events happened like the civil war, and issue of slavery and women's rights.
Listened to the first few songs.
period 4
silent night, sally's song, haste to the wedding
next week we will start on 2 more songs
songs we are now working on include:
silent night
sally's song
haste to the wedding
pachelbelcanon/jolly old st nicholas
next week we will start: a la nanita nana and rocky top
period 5
Started the bow hold lessons
practiced tightening and loosening the bows.
Talked about bow balancing and that the bow is really balance by the violin (which is parallel to the floor) and the right arm which applies pressure on to the bow and thus onto the string from above through the right index middle finger joint. The string is set to vibration (in way similar to how a triangle is struck) by a spring action of the bow onto the string then a release. We practiced this spring action with the bows on our laps by pushing the right index middle finger joint on the bow stick from above the stick using the right arm to transfer the weight into that finger.
Thursday, September 22, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 THURSDAY; SEPTEMBER 22, 2011
GENERAL MUSIC
NET BOOKS USED TO START TO WRITE DOWN OUR WHAT IS A MUSICAL PARAGRAPHS AND LATER ADD PICTURES AND LINKS TO IT TO POSSIBLY HAVE SOME THEM ON THIS BLOG
LEARNED HOW TO SIGN-IN/TITLE AND SAVE DOCUMENTS. SOME STUDENTS HAD TROUBLE GETTING THEIR ID NUMBER INTO GOOGLE DOCS ACCOUNT.
PERIOD 4:
Sally's Song
Haste to the wedding
PERIOD 5:
PASSED OUT TO THOSE WHO DID NOT HAVE THEM YET THE "BATMAN" MUSIC TO PUT IN THE COLORS OF THE OPEN STRINGS.
DISCUSSED AND DEMONSTRATED HOW TO FIND THE OPEN STRING VIOLIN NOTES ON THE PIANO. HOW TO LOCATE MIDDLE D ON THE PIANO(OPEN D STRING ON THE VIOLIN) AND BY OPEN STRING A IS LOCATED ON THE PIANO KEYBOARD 5 FINGERS FROM D and OPEN STRING E IS LOCATED ON THE PIANO KEYBOARD 5 FINGERS FRO A. (IN MUSIC WE CALL THIS PERFECT 5ths)
IF THE MIDDLE D KEY ON THE PIANO IS PUSHED DOWN WITH THE RIGHT PINKY FINGER THEN USING THE 5 FINGERS OF THE HAND ON EACH SUCCESSIVE WHITE KEY (TO THE LEFT) THE NEXT LOWER OPEN G STRING SOUND CAN BE LOCATED. Again, A PERFECT FIFTH.
The keyboard has a pattern of 3 black then 2 black keys repeated over and over again. If after locating where the 2 black keys are, the NOTE "D" is the white key located inbetween. So "D" is always located on the keyboard as the white key inbetween the black keys in pairs of 2.
Since there are many Ds on the keyboard the D that the the violin D string is tuned to is the one in the direct center (middle D)
Wednesday, September 21, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 WEDNESDAY; SEPTEMBER 21, 2011
general music: edited What is a musical paragraphs who what where when why how, discussed punctuation content, complete sentences, using the same descriptive adjectives, other words over and over again, spelling starting each sentence with the same word. Paired students up to work on editing their work
period 4
started pachelbel/jolly music
2 separate melodies played at the same time
started off by everyone playing bass part written for their own specific instrument
period 5
reviewed right hand pizzicato (modified version in preparation of bow)
open string right hand pizzicato cycle cycle sting
played batman with right hand pizzicato
Tuesday, September 20, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 TUESDAY; SEPTEMBER 20, 2011
PASSED IN PARAGRAPH WRITTEN LAST FRIDAY: "WHAT IS A MUSICAL" AND PASSED IN FILM NOTES ON MEDIEVAL MUSIC> ANOUNCED MINI-RECITAL DATES: WEEK OF OCTOBER 13TH.
STUDENTS SENT TO KEYBOARDS TO PRACTICE MUSIC FOR THE RECITAL/TEACHER TO HELP STUDENTS AS NEEDED
ADVANCED STRINGS: HASTE TO THE WEDDING ALL THE WA THROUGH/ SILENT NIGHT
BEGINNING VIOLIN: LEFT PIZZICATO CYCLE OF STRINGS 4x (using pointer or 1st finger)THEN my sister marcy rhythm 2X each string using middle (2nd)finger
teach about guitar position and then modified version of right hand pizzicato (show the more common forms of right hand pizzicato first) Reason for the use of this type of pizzicato(type used in a guitar position with the side of the thumb plucking and the other finger tips anchored against the fingerboard) is that it when plucking this way in the regular playing position the right arm is preparing for the transition for bowing.
Rule: Never bow where you pluck or pluck here you bow: meaning that pizzicato generally is performed over the fingerboard
Tomorrow we will play cripple creek with new right hand pizzicato and reading open string notes with colors
Monday, September 19, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 MONDAY; SEPTEMBER 19, 2011
I WAS ABSENT TODAY
GENERAL MUSIC: MEDIEVAL MUSIC VIDEO TAKE DOWN 15 IMPORTANT FACTS AS NOTES ON THE FILM> TO BE TURNED IN AND DISCUSSED
PERIOD 4 ADV STRINGS: LISTEN AND WATCH VIDEO ON HOLST THE PLANETS...AT THE SAME TIME MAY WORK ON PUTTING IN FINGERINGS AND COLORS OF STRINGS INTO THE MUSIC
PERIOD 5: WATCHVIDEO AND TAKE NOTES ON BEGINNING VIOLIN TECHNIQUE FILM; NOTES TO BE TURNED IN
GENERAL MUSIC: MEDIEVAL MUSIC VIDEO TAKE DOWN 15 IMPORTANT FACTS AS NOTES ON THE FILM> TO BE TURNED IN AND DISCUSSED
PERIOD 4 ADV STRINGS: LISTEN AND WATCH VIDEO ON HOLST THE PLANETS...AT THE SAME TIME MAY WORK ON PUTTING IN FINGERINGS AND COLORS OF STRINGS INTO THE MUSIC
PERIOD 5: WATCHVIDEO AND TAKE NOTES ON BEGINNING VIOLIN TECHNIQUE FILM; NOTES TO BE TURNED IN
Friday, September 16, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 FRIDAY; SEPTEMBER 16, 2011
GENERAL MUSIC
PRE-LESSON ACTIVITY: Write a full paragraph on what you think a "musical" (musical theatre) is. Write neatly in full complete sentences and be ready to tell me what you wrote. If you don't know what one is, make an educational guess.
Discussion: What is a musical: Here are some of the terms we discussed in class
Acting
Dancing
Costumes
Hair/make-up
Music
Composers/Lyricists
Choreographers (people who create the dance steps)
Lighting
Sound
Stage Crew/Stage Managers
Directors
Producers
Conductors
Literature/Stories/Themes
History
Writer
Artists/Props and Backround
Venue (place where the musical is performed
Acts (usually 2)
Intermission (break between acts--often about 20 minutes)
Songs (used to tell a story) (often certain characters associated with certain melodies)
Copyright (making a musical from a previously written book or novel)
Rehearsal
Difference between stage acting and movie acting
Musicals (as they are an art form created by man from his life experiences) reflect the thoughts and feelings of the time period in which they were written.
We then watched a small part of an A&E Video on musical theatre to get an idea about what a musical looked like in the 1930's and how the musical format was a way of expressing how the people of that time felt during the time of the Depression.
PERIOD 4:
CYCLE OF STRINGS WARM-UP
PERFECTED FIRST PART OF SILENT NIGHT WITHOUT ACCOMPANIMENT FIRST THEN ADDED IT IN LATER with the entire piece being played. Coordinated the harmony with the melody and the cello melody with the violin melody
PERIOD 5: Passed out worksheets for "BATMAN" for students to put colors into (we will do it in class next week or students can take it home.
Music accompaniments are on Google Docs account through the school district for practice
We practiced Batman in class and worked
PRE-LESSON ACTIVITY: Write a full paragraph on what you think a "musical" (musical theatre) is. Write neatly in full complete sentences and be ready to tell me what you wrote. If you don't know what one is, make an educational guess.
Discussion: What is a musical: Here are some of the terms we discussed in class
Acting
Dancing
Costumes
Hair/make-up
Music
Composers/Lyricists
Choreographers (people who create the dance steps)
Lighting
Sound
Stage Crew/Stage Managers
Directors
Producers
Conductors
Literature/Stories/Themes
History
Writer
Artists/Props and Backround
Venue (place where the musical is performed
Acts (usually 2)
Intermission (break between acts--often about 20 minutes)
Songs (used to tell a story) (often certain characters associated with certain melodies)
Copyright (making a musical from a previously written book or novel)
Rehearsal
Difference between stage acting and movie acting
Musicals (as they are an art form created by man from his life experiences) reflect the thoughts and feelings of the time period in which they were written.
We then watched a small part of an A&E Video on musical theatre to get an idea about what a musical looked like in the 1930's and how the musical format was a way of expressing how the people of that time felt during the time of the Depression.
PERIOD 4:
CYCLE OF STRINGS WARM-UP
PERFECTED FIRST PART OF SILENT NIGHT WITHOUT ACCOMPANIMENT FIRST THEN ADDED IT IN LATER with the entire piece being played. Coordinated the harmony with the melody and the cello melody with the violin melody
PERIOD 5: Passed out worksheets for "BATMAN" for students to put colors into (we will do it in class next week or students can take it home.
Music accompaniments are on Google Docs account through the school district for practice
We practiced Batman in class and worked
Thursday, September 15, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 THURSDAY; SEPTEMBER 15, 2011
GENERAL MUSIC:
PRE-LESSON ACTIVITY: finish off musical alphabet word list then work on worksheets piano and keyboard review (a reinforcement what we are doing on the actual keyboards)
Went to keyboards to practice America/Yankee Doodle and then move on to other songs in the packet.
Need to choose a song to play for a mini-recital we will be performing for each other in class...date to be announced
PERIOD 4:
WORKED ON SALLY'S SONG/HASTE TO THE WEDDING
PERIOD 5:
LEFT PIZZICATO OPEN STRING NOTE READING: SONG "BATMAN"
look at music with colored notes on the chart(one color for each open string/identify which colors
are the highest/lowest/second highest/second lowest and compare to the strings the instrument
Which color represents the E-String (green)
Which color represents the A-String (yellow)
Which color represents the D-String (red)
Which color represents the G-String (blue)
Music road signs explained
Students read the notes out loud as teacher points (helps students learn to track)
Students read the notes out loud as teacher points with music accompaniment
Students read the notes out loud and pizzicato the appropriate strings as teacher points with music accompaniment
Students read the notes out loud and pizzicato the appropriate strings as a volunteer student points with music accompaniment
Students read the notes out loud and pizzicato the appropriate strings without anyone pointing with music accompaniment
PRE-LESSON ACTIVITY: finish off musical alphabet word list then work on worksheets piano and keyboard review (a reinforcement what we are doing on the actual keyboards)
Went to keyboards to practice America/Yankee Doodle and then move on to other songs in the packet.
Need to choose a song to play for a mini-recital we will be performing for each other in class...date to be announced
PERIOD 4:
WORKED ON SALLY'S SONG/HASTE TO THE WEDDING
PERIOD 5:
LEFT PIZZICATO OPEN STRING NOTE READING: SONG "BATMAN"
look at music with colored notes on the chart(one color for each open string/identify which colors
are the highest/lowest/second highest/second lowest and compare to the strings the instrument
Which color represents the E-String (green)
Which color represents the A-String (yellow)
Which color represents the D-String (red)
Which color represents the G-String (blue)
Music road signs explained
Students read the notes out loud as teacher points (helps students learn to track)
Students read the notes out loud as teacher points with music accompaniment
Students read the notes out loud and pizzicato the appropriate strings as teacher points with music accompaniment
Students read the notes out loud and pizzicato the appropriate strings as a volunteer student points with music accompaniment
Students read the notes out loud and pizzicato the appropriate strings without anyone pointing with music accompaniment
Wednesday, September 14, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 WEDNESDAY; SEPTEMBER 14, 2011
GENERAL MUSIC CONTINUES WITH MUSICAL ALPHABET WORD LIST THEN PASSES OUT AND EXPLAINED PARTS OF THE NEW WORK SHEET WE WILL BE STARTING WHEN THE CURRENT WORKSHEET IS COMPLETED (OVERVIEW OF WHAT WE JUST LEARNED ABOUT THE KEYBOARD AND THE MUSICAL ALPHABET) period 3 will get their new worksheets on Thursday.
Worked at keyboards America Yankee Doodle, etc.
ADVANCED VIOLIN: STARTED QUIZ ON MEASURES 18-21 of HASTE TO THE WEDDING
WENT OVER HOMEROOM SEcTIONAL REHEARSAL SCHEDULES TO START NEXT WEEK
PASSED OUT FINGERING INFORMATION SHEETS TO HELP STUDENTS UNDERSTAND FINGERINGS ON THEIR INSTRUMENTS..DURING THE QUIZ STUDENTS WERE TO PREPARE THEIR MUSIC WITH COLORS FOR STRINGS USED AND FINGERINGS (USING PENCILS) I WILL COLLECT THEM TO SEE IF STUDENTS ARE UNDERSTANDING HOW FINGERING PRINCIPLES WORK ON THEIR INSTRUMENTS. TOMORROW DURING HOMEROOM I WILL FINISH QUIZZING THE STUDENTS WHO DID NOT GET A CHANCE TO PLAY TODAY.
BEGINNING VIOLIN: LEFT HAND PIZZICATO (PLUCKING) PROCEDURES> LEARNING TO PUT THE LEFT THUMB AT THE CURVE OF THE NECK...FINDING A BACKWARDS "C" WITH THE HAND AND FINGERS AROUND THE NECK OF THE VIOLIN/NAMEING THE FINGERS BY NUMBERS/ DEPRESSING THE STRINGS WITH THE PAD OF EACH FINGER (FINGERS1-4) ON EACH STRING/ LEARNING LEFT PIZZICATO BY ADDING A PULLING TO THE RIGHT MOTION TO THE DEPRESSING ACTION ON THE STRING/ CYCLE OF STRING PROCEDURE/ PLUCKING LEFT PIZZICATO TO CYCLE OF STRINGS WITH EACH FINGER: 4X EACH STRING, 8X EACH STRING, TO RHYTHM OF WORDS "MY SISTER MARCY 2X EACH STRING. USING THIS EXERCISE HELPS TO ESTABLISH LEFT VIOLIN HOLD ANGLE SO STUDENTS WILL BE COMFORTABLE AND THAT 4TH FINGER WILL BE FREE TO MOVE
Tuesday, September 13, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 TUESDAY; SEPTEMBER 13, 2011
GENERAL MUSIC:
STARTED MUSICAL ALPHABET WORD LIST
KEYBOARDS AMERICA-YANKEE DOODLE
Monday, September 12, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 MONDAY; SEPTEMBER 12, 2011
GENERAL MUSIC: worked on finishing graphs for turn in
explained how to use keyboard song sheet by number
explained why using the number approach first...to train the fingers muscles to move as fast as the brain
Explained weak hand versus strong and why...brain development left vs right had students write in cursive their names with weak and them underneath with strong hand and compare /explained that most instruments are played using both hands and that both hands must be of equal strength. Talked about fingers...developing the independence of the fingers not often used because all fingers must be strong and used independently when playing instruments.
ADV VIOLIN
Sally's Song
Discussed then read through "road map" directions of Sally's Song playing the bass harmony parts (written for each instrument's notation). Practiced with accompaniment while teacher helped students track Discussed change of meter from 4-4 to 2-4 then back again.
Haste to the Wedding: explained about "rehearsal numbers" Had everyone practice measures 18-21 for quiz on that passage this Wednesday. Went over each sections part havung guitar and keyboard play the violin part
Silent Night: Read through...many in violin section using the correct bowings! Demonstrated the harmony part and played it against some students playing the melody so the class could hear the harmony blend.
BEGINNING VIOLIN
CONTINUED and COMPLETED handing out instruments and instrument loan forms
Discussed and demonstrated proper ways to open the violin case and where to put it (right side of the chair) when playing the violin in class
Made sure all cases were properly labeled with student names in more than one place in case the label should fall off. Asked students what if anything they were missing from their cases. Sime missing bows, many missing rosin, some also missing cloths and shoulder rests.
Reviewed how to put the shoulder rest on and try to find comfortable place to hold instrument at the jaw.
Practiced following the conductor: resting position and performance position/posture using non-verbal language (body language)
explained how to use keyboard song sheet by number
explained why using the number approach first...to train the fingers muscles to move as fast as the brain
Explained weak hand versus strong and why...brain development left vs right had students write in cursive their names with weak and them underneath with strong hand and compare /explained that most instruments are played using both hands and that both hands must be of equal strength. Talked about fingers...developing the independence of the fingers not often used because all fingers must be strong and used independently when playing instruments.
ADV VIOLIN
Sally's Song
Discussed then read through "road map" directions of Sally's Song playing the bass harmony parts (written for each instrument's notation). Practiced with accompaniment while teacher helped students track Discussed change of meter from 4-4 to 2-4 then back again.
Haste to the Wedding: explained about "rehearsal numbers" Had everyone practice measures 18-21 for quiz on that passage this Wednesday. Went over each sections part havung guitar and keyboard play the violin part
Silent Night: Read through...many in violin section using the correct bowings! Demonstrated the harmony part and played it against some students playing the melody so the class could hear the harmony blend.
BEGINNING VIOLIN
CONTINUED and COMPLETED handing out instruments and instrument loan forms
Discussed and demonstrated proper ways to open the violin case and where to put it (right side of the chair) when playing the violin in class
Made sure all cases were properly labeled with student names in more than one place in case the label should fall off. Asked students what if anything they were missing from their cases. Sime missing bows, many missing rosin, some also missing cloths and shoulder rests.
Reviewed how to put the shoulder rest on and try to find comfortable place to hold instrument at the jaw.
Practiced following the conductor: resting position and performance position/posture using non-verbal language (body language)
Wednesday, September 7, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 WEDNESDAY; SEPTEMBER 7, 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.
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.
MUSICAL ALPHABET WORD SHEET
Pass out musical alphabet word sheets (leave in folder to work on after graphs are completed)
Using the musical alphabet letters only see how many words you can find. Letters can be repeated or used more than once, names, and abbreviations as well. Write down only words properly used in a classroom atmosphere.
Musical alphabet applied to the keyboard:
Pass out pentatonic song sheets.
We will be playing songs using only the black keys on the keyboard [pentatonic term means 5 in reference to the 5 black (sharp and flat) keys on a keyboard]
On the sheet students will see a variety of pentatonic (black key only) songs with only the starting pitch name given. Students are to sing the song to themselves and then try to figure out the location of the keys on the keyboard by playing them by "ear" (a method where the musician plays songs without ever having read the music). In the beginning playing by "ear" takes training ("ear training") by experimentation/trial and error.
To do this you must be able to locate the starting pitch key (in theses examples they will be flats). The procedure for doing this if the names of the keys on the keyboard are not memorized is by: 1. Locate "D" (white key) as a starting point for the musical alphabet. Use the musical alphabet forward or backwards to locate the white key letter name related to the flat pitch indicated as the start of the song.
Behavior and use of class keyboards explained.
Assignment at the keyboards:
1. Be able to locate all the "D's" on the keyboard.
2. Be able to find the starting "flat" key for the song chosen
3. try to play the song "by ear." When completed try other songs. Teacher will be checking.
1. Be able to locate all the "D's" on the keyboard.
2. Be able to find the starting "flat" key for the song chosen
3. try to play the song "by ear." When completed try other songs. Teacher will be checking.
Applying the musical alphabet on the keyboard.
ADVANCED VIOLIN
OBJECTIVE: BOWING PROPORTIONS and "HARVEST FESTIVAL" MUSIC
....TUNING
....WARM-UP ........1. Cycle of Strings
....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.
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."
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.)
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: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.
............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
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:
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:
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.
playing with the accompaniment.
(Tomorrow a little look at violin history and starting to learn the parts of the instrument.)
Tuesday, September 6, 2011
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
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.
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
ADVANCED VIOLIN
OBJECTIVE: BOWING PROPORTIONS and "HARVEST FESTIVAL" MUSIC
....TUNING
....WARM-UP
........1. Cycle of Strings
....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.
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"
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."
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.)
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.
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:
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:
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.
..............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.
playing with the accompaniment.
(Tomorrow a little look at violin history and starting to learn the parts of the instrument.)
Friday, September 2, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 FRIDAY; SEPTEMBER 2, 2011
GENERAL MUSIC periods 1,2,3
OBJECTIVE: MUSICAL ALPHABET AND THE KEYBOARD
1. ROLL
....a. MUSICAL ALPHABET GRAPHING WORKSHEET
.........1)Sheet #1: Students are to choose 7 different colors (one for each letter of the musical alphabet) and find the
corresponding squares in the graph and color them in.
.........2)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.
.........3)These worksheets not only reinforce the musical alphabet concept but also the idea of "patterns" used in music, art,
and math. (These charts are similar to multiplication charts and this also helps in relating music with math.)
....b. MUSICAL ALPHABET APPLIED TO THE KEYBOARD: HOW TO EASILY LOCATE THE NAMES OF EVERY
KEY ON THE KEYBOARD BY MEMORIZING THE LOCATION OF ONLY ONE KEY
To know the names of all the keys on the keyboard there are 4 main facts that need to be known:
..........1)Know the musical alphabet forward and backwards as an automatic reflex (A B C D E F G/G F E D C B A).
..........2)Know how the instrument produces high and low sounds (example: moving to the right on the keyboard raises the
sounds and going to the left lowers them).
..........3)Knowing where one note is located as a guide to finding all the other notes. (The easiest note to locate on a keyboard
from memory is the note "D" because it is the white key that falls in between the black keys that are in groups of 2.)
..........4)Knowing how to use the names of the white key notes to name the black key notes.
.............a)Black key notes are called "sharps" and "flats.
.............b)Each black keys has 2 names one for the "flat" and one for the "sharp."
.............c)A "flat" is a key (or sound) that is one key lower than (or to the left of) its neighboring white key and is given that
white key's name added with the word "flat" or the symbol "b" as in these examples: Ab or Db.
The term "flat" is easy to remember because it is like a flat tire when the air pressure is too low. (A flat is a
lowered note.)
..............d)A "sharp" is a key (or sound) that is one key higher than (or to the right of) its neighboring white key and is given
that white key's name added with the word "sharp" or the symbol "#" as in these examples: A# or D#.
..............e)To identify the 2 names for a single black key look at the white keys directly to left and right of it. [Example: G# is
also Ab because the black key to the right (or sharp) of the white key "G" is G# and that same black is also to the
left (or flat) of the white key "A". Applying this rule to the other black keys A# is also Bb, C# is Db, D# is Eb, F# is
Gb
The musical term "enharmonic (sound) equivalent (equal)" is given for a key that has 2 names.
ADVANCED VIOLIN
OBJECTIVE: DIRECTIONS/PROCEDURES-CYCLE OF STRINGS
1. ROLL
2. PRACTICED PROCEDURE GETTING OUT INSTRUMENTS
3. TUNING
4. WARM-UP
........a. Cycle of Strings (C,G,D,A,E-E,A,D,G,C)Bow Warm-Up: Explanation
..............1)CELLO: Start with open"C" string, continue to open strings "G"-"D"-"A" then place 1st finger on "D"
string for "E" then reverse.
..............2)VIOLIN: Start with 3rd finger on "G" string for "C" then continue to open strings "G"-"D"-"A"-"E" then
reverse.
..............3)BASS: Start with 2nd finger on the "A" string, continue to open strings "G"-"D"-"A"-"E" then reverse.
..............4)GUITAR: Start with 1st finger/1st fret on "B" string then continue to open strings "G"-"D"-"A"-"E" then
reverse (may also play as chords)
...............5)KEYBOARD: Play notes: C,G,D,A,E-E,A,D,G,C (may also play as chords)
5. PROCEDURES ON TAKE DOWN
BEGINNING VIOLIN
OBJECTIVE: RHYTHMIC INTRODUCTION
1. ROLL2. INTRODUCTION TO BEAT AND PULSE
.......a. Beat or Pulse: Related to the heart beat it is a steady, even pulse that may beat at different speeds (or tempos)
determined by either the composer, musician or conductor. It is as fundamental to the music as a heartbeat is to a
person.
............1) Pulse and beat are also related to everyday life such as the regular pulse of the ocean waves, the cycle of the
earth in orbit around the sun, the bouncing of a ball, the pull of gravity, the movement of feet when walking
naturally, etc. (Music is science, music is movement.)
.......b. Rhythms (related to beats) are a combination of long and short durations of sound divided by planned silences. .......c. Rhythms do not have to have a steady beat
.......d. Rhythms are also related to the longs and shorts (durations of time) of the syllables we speak that is why poetry
and music go so well together in songs. (Music is connected with poetry and with language.)
.......e. Musical notation is a way a writing down these durations of time using symbols which represent mathematical
fractions. (Music is math.)
3. QUARTER NOTES, QUARTER NOTE RESTS, EIGHTH NOTES IN PAIRS
.......a. Parts of a note: (Some or all will be found notes) Body, Stem, Flag(s) and/or Beam(s)
...........1)The more attachments added to a note, the faster its value is.
.......b. Math and Music: Note values based on fractions
.......c. Notes and Rests:
...........1)Symbols representing the length (or value) of beats within a sound or silence.
...........2)Rests are silent beats which are felt but not heard.
...........3)Notes are beats that are felt and heard.
...........4)For each note value symbol there is a relative (or corresponding) rest value symbol.
.......d. Rhythm and Body Percussion
4. APPLICATION OF QUARTER NOTES, QUARTER NOTE RESTS, EIGHTH NOTES IN PAIRS IN A RHYTHMIC
SONG: "ALLEY CAT"
........a. Review Directions:
..............1)Quarter notes are worth 1 count or 1 beat of the heart so when viewing the quarter note say the word "one."
........b. Say the counting out loud as body percussion is performed/teacher pointing to notes on a chart to help for
tracking.
..............1)Counting out loud helps keep the eyes in mental focus for note reading; helps prevent distractions from getting
in the way and the student losing his place in the music and getting lost.
..............2)Body percussion movement helps student to feel the beat and rhythm of the music; helps prevent accidental
speeding up and slowing down
..............3)Being able to learn to stay focused for the entire length of a piece of music without getting lost is how the skill
of focusing is taught. (The skill of focusing is learned, not innate, and must be taught through practice by
slowly extending the length of focusing time by playing longer and longer pieces of music.)
........c. Repeat again with music recording teacher pointing for tracking.
........d. Repeat again with student volunteer as the pointer for tracking.
........e. Class performs without pointer and each person tracks for themselves.
5. EXTENSION OF "ALLEY CAT" RHYTHMIC SONG: DEVELOPMENT OF THE LEFT AND RIGHT PORTIONS OF
THE BRAIN
6. RIGHT versus LEFT/CROSS CIRCUITING
7. PATTERNS and the BRAIN
OBJECTIVE: MUSICAL ALPHABET AND THE KEYBOARD
1. ROLL
....a. MUSICAL ALPHABET GRAPHING WORKSHEET
.........1)Sheet #1: Students are to choose 7 different colors (one for each letter of the musical alphabet) and find the
corresponding squares in the graph and color them in.
.........2)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.
.........3)These worksheets not only reinforce the musical alphabet concept but also the idea of "patterns" used in music, art,
and math. (These charts are similar to multiplication charts and this also helps in relating music with math.)
....b. MUSICAL ALPHABET APPLIED TO THE KEYBOARD: HOW TO EASILY LOCATE THE NAMES OF EVERY
KEY ON THE KEYBOARD BY MEMORIZING THE LOCATION OF ONLY ONE KEY
To know the names of all the keys on the keyboard there are 4 main facts that need to be known:
..........1)Know the musical alphabet forward and backwards as an automatic reflex (A B C D E F G/G F E D C B A).
..........2)Know how the instrument produces high and low sounds (example: moving to the right on the keyboard raises the
sounds and going to the left lowers them).
..........3)Knowing where one note is located as a guide to finding all the other notes. (The easiest note to locate on a keyboard
from memory is the note "D" because it is the white key that falls in between the black keys that are in groups of 2.)
..........4)Knowing how to use the names of the white key notes to name the black key notes.
.............a)Black key notes are called "sharps" and "flats.
.............b)Each black keys has 2 names one for the "flat" and one for the "sharp."
.............c)A "flat" is a key (or sound) that is one key lower than (or to the left of) its neighboring white key and is given that
white key's name added with the word "flat" or the symbol "b" as in these examples: Ab or Db.
The term "flat" is easy to remember because it is like a flat tire when the air pressure is too low. (A flat is a
lowered note.)
..............d)A "sharp" is a key (or sound) that is one key higher than (or to the right of) its neighboring white key and is given
that white key's name added with the word "sharp" or the symbol "#" as in these examples: A# or D#.
..............e)To identify the 2 names for a single black key look at the white keys directly to left and right of it. [Example: G# is
also Ab because the black key to the right (or sharp) of the white key "G" is G# and that same black is also to the
left (or flat) of the white key "A". Applying this rule to the other black keys A# is also Bb, C# is Db, D# is Eb, F# is
Gb
The musical term "enharmonic (sound) equivalent (equal)" is given for a key that has 2 names.
ADVANCED VIOLIN
OBJECTIVE: DIRECTIONS/PROCEDURES-CYCLE OF STRINGS
1. ROLL
2. PRACTICED PROCEDURE GETTING OUT INSTRUMENTS
3. TUNING
4. WARM-UP
........a. Cycle of Strings (C,G,D,A,E-E,A,D,G,C)Bow Warm-Up: Explanation
..............1)CELLO: Start with open"C" string, continue to open strings "G"-"D"-"A" then place 1st finger on "D"
string for "E" then reverse.
..............2)VIOLIN: Start with 3rd finger on "G" string for "C" then continue to open strings "G"-"D"-"A"-"E" then
reverse.
..............3)BASS: Start with 2nd finger on the "A" string, continue to open strings "G"-"D"-"A"-"E" then reverse.
..............4)GUITAR: Start with 1st finger/1st fret on "B" string then continue to open strings "G"-"D"-"A"-"E" then
reverse (may also play as chords)
...............5)KEYBOARD: Play notes: C,G,D,A,E-E,A,D,G,C (may also play as chords)
5. PROCEDURES ON TAKE DOWN
BEGINNING VIOLIN
OBJECTIVE: RHYTHMIC INTRODUCTION
1. ROLL2. INTRODUCTION TO BEAT AND PULSE
.......a. Beat or Pulse: Related to the heart beat it is a steady, even pulse that may beat at different speeds (or tempos)
determined by either the composer, musician or conductor. It is as fundamental to the music as a heartbeat is to a
person.
............1) Pulse and beat are also related to everyday life such as the regular pulse of the ocean waves, the cycle of the
earth in orbit around the sun, the bouncing of a ball, the pull of gravity, the movement of feet when walking
naturally, etc. (Music is science, music is movement.)
.......b. Rhythms (related to beats) are a combination of long and short durations of sound divided by planned silences. .......c. Rhythms do not have to have a steady beat
.......d. Rhythms are also related to the longs and shorts (durations of time) of the syllables we speak that is why poetry
and music go so well together in songs. (Music is connected with poetry and with language.)
.......e. Musical notation is a way a writing down these durations of time using symbols which represent mathematical
fractions. (Music is math.)
3. QUARTER NOTES, QUARTER NOTE RESTS, EIGHTH NOTES IN PAIRS
.......a. Parts of a note: (Some or all will be found notes) Body, Stem, Flag(s) and/or Beam(s)
...........1)The more attachments added to a note, the faster its value is.
.......b. Math and Music: Note values based on fractions
.......c. Notes and Rests:
...........1)Symbols representing the length (or value) of beats within a sound or silence.
...........2)Rests are silent beats which are felt but not heard.
...........3)Notes are beats that are felt and heard.
...........4)For each note value symbol there is a relative (or corresponding) rest value symbol.
.......d. Rhythm and Body Percussion
4. APPLICATION OF QUARTER NOTES, QUARTER NOTE RESTS, EIGHTH NOTES IN PAIRS IN A RHYTHMIC
SONG: "ALLEY CAT"
........a. Review Directions:
..............1)Quarter notes are worth 1 count or 1 beat of the heart so when viewing the quarter note say the word "one."
........b. Say the counting out loud as body percussion is performed/teacher pointing to notes on a chart to help for
tracking.
..............1)Counting out loud helps keep the eyes in mental focus for note reading; helps prevent distractions from getting
in the way and the student losing his place in the music and getting lost.
..............2)Body percussion movement helps student to feel the beat and rhythm of the music; helps prevent accidental
speeding up and slowing down
..............3)Being able to learn to stay focused for the entire length of a piece of music without getting lost is how the skill
of focusing is taught. (The skill of focusing is learned, not innate, and must be taught through practice by
slowly extending the length of focusing time by playing longer and longer pieces of music.)
........c. Repeat again with music recording teacher pointing for tracking.
........d. Repeat again with student volunteer as the pointer for tracking.
........e. Class performs without pointer and each person tracks for themselves.
5. EXTENSION OF "ALLEY CAT" RHYTHMIC SONG: DEVELOPMENT OF THE LEFT AND RIGHT PORTIONS OF
THE BRAIN
6. RIGHT versus LEFT/CROSS CIRCUITING
7. PATTERNS and the BRAIN
Thursday, September 1, 2011
WHAT WE DID TODAY 2011-2012: SEMESTER #1 THURSDAY; SEPTEMBER 1, 2011
GENERAL MUSIC periods 1,2,3
OBJECTIVE: MUSICAL ALPHABET
....ROLL
....PROCEDURES/CLASS FOLDERS TO HOLD CLASSWORK
....WHAT IS BODY LANGUAGE WORKSHEET/DISCUSSION/PRACTICE
........01. Finish as needed
.....MUSICAL ALPHABET INTRODUCTION
........01. Art and Music Connection: Artists use colors as their medium of expression musicians use sound
..............a. Colors you visually see start with primary colors which are then mixed into secondary colors and further
mixed into many other varieties or shades
...............b. Music also has primary pitches or TONE COLORS which also can be blended to form different sounds
........02. Using the keyboard as an example the primary musical tone can be demonstrated.
...............a. On the keyboard pressing down individual keys produces different sounds (TONE COLORS)
...............b. The keys are arranged in patterns which can be clearly identified by viewing how the black and white keys are
situated. You can see and hear the patterns
...............c. Identify the patterns of the black keys? Identify the pattern of the white keys. How many keys are in each
pattern? How many black and white keys (together) are in one pattern?
...............d. Playing the patterns it is easy to hear them. The patterns are repeated over and over again going higher as the
keys are played going up to the right and lower when moving down to the left.
...............e. There are actually 88 keys on a full sized piano but only 7 white keys, 5 black keys; combined together 12
keys in a pattern on the keyboard.
...............f. The musical keys are identified as colors are in art. The names given to each key in the pattern of 7 white keys
(or sounds they represent) are most often the first 7 letters from the alphabet: "A B C D E F G" called the
"musical alphabet." (The "DO-RE-MI" Solfege system is the second most common way of identification.)
...............g. Since the 5 black keys derive their names from the white keys the names of the white keys are learned first
.........03. Memorizing the notes of the musical alphabet forwards and backwards [because music sounds will go higher (up
or forward) and lower (down or backwards) one of the basic foundations of music.
...............a. Thinking versus Memory: You can memorize something but not understand it and you can understand
something but not have it totally memorized. Though the two processes work together they are different.
....................1)For performance musicians need to have their music learned as an "automatic reflex" in order to place all
their attention on the emotional and tonal aspects of the whole piece.
....................2)Thinking while performing has the musician looking at the individual parts separately from the whole and
that takes away the musicality.
....................3)The ability to play fast musical passages are also impeded by thinking
.....................4)In music nothing is totally learned until it has become an automatic reflex
...............b. Memorize the 7 letters of the musical alphabet forward by chanting it to a steady patsch (a patting of the thighs
with the palms of the hand) pulse over and over accenting (or stressing) the "A" a little louder to feel the
pattern of the 7 letters. (Keep repeating this exercise at faster paces.)
....................1)Since the regular alphabet going forward is an automatic reflex for most everyone, this is easy to do.
...............c. Memorize the 7 letters of the musical alphabet backwards by chanting it to a steady patsch (a patting of the
thighs with the palms of the hand) pulse over and over starting with letter "G" and accenting (or stressing) the
"G" a little louder to feel the pattern of the 7 letters.
...................1)This may be more difficult because many of us were never asked to learn our regular alphabet backwards
and in order to do that requires us to think it through.
...................2)To be able to perform this from memory at a fast pace it must be learned as an automatic reflex by dividing
the backwards musical alphabet into smaller, easier memorized sections or patterns and chanting them
quickly accenting certain letter sounds to create a rhythm as if reciting a poem. [EXAMPLE: letters
enlarged should be louder than the others "GFE" (repeat quickly 4x); "GFED" (repeat quickly 4x); "CBA"
(repeat quickly 4x); "GFED" pause "CBA" (repeat quickly 4x); "GFEDCBA" (repeat quickly 4x)
ADVANCED VIOLIN
OBJECTIVE: DIRECTIONS/PROCEDURES
....ROLL
....SEATING CHART
....PROCEDURES ON SET-UP/TAKE DOWN
........1. Practice and see if any procedural changes need to be made.
....OVERVIEW OF MUSIC FOR "HARVEST FESTIVAL" CONCERT
........1. "Haste to the Wedding"
........2. "Rocky Top"
....MUSIC FOLDER PREPARATION
OBJECTIVE: MUSICAL ALPHABET
....ROLL
....PROCEDURES/CLASS FOLDERS TO HOLD CLASSWORK
....WHAT IS BODY LANGUAGE WORKSHEET/DISCUSSION/PRACTICE
........01. Finish as needed
.....MUSICAL ALPHABET INTRODUCTION
........01. Art and Music Connection: Artists use colors as their medium of expression musicians use sound
..............a. Colors you visually see start with primary colors which are then mixed into secondary colors and further
mixed into many other varieties or shades
...............b. Music also has primary pitches or TONE COLORS which also can be blended to form different sounds
........02. Using the keyboard as an example the primary musical tone can be demonstrated.
...............a. On the keyboard pressing down individual keys produces different sounds (TONE COLORS)
...............b. The keys are arranged in patterns which can be clearly identified by viewing how the black and white keys are
situated. You can see and hear the patterns
...............c. Identify the patterns of the black keys? Identify the pattern of the white keys. How many keys are in each
pattern? How many black and white keys (together) are in one pattern?
...............d. Playing the patterns it is easy to hear them. The patterns are repeated over and over again going higher as the
keys are played going up to the right and lower when moving down to the left.
...............e. There are actually 88 keys on a full sized piano but only 7 white keys, 5 black keys; combined together 12
keys in a pattern on the keyboard.
...............f. The musical keys are identified as colors are in art. The names given to each key in the pattern of 7 white keys
(or sounds they represent) are most often the first 7 letters from the alphabet: "A B C D E F G" called the
"musical alphabet." (The "DO-RE-MI" Solfege system is the second most common way of identification.)
...............g. Since the 5 black keys derive their names from the white keys the names of the white keys are learned first
.........03. Memorizing the notes of the musical alphabet forwards and backwards [because music sounds will go higher (up
or forward) and lower (down or backwards) one of the basic foundations of music.
...............a. Thinking versus Memory: You can memorize something but not understand it and you can understand
something but not have it totally memorized. Though the two processes work together they are different.
....................1)For performance musicians need to have their music learned as an "automatic reflex" in order to place all
their attention on the emotional and tonal aspects of the whole piece.
....................2)Thinking while performing has the musician looking at the individual parts separately from the whole and
that takes away the musicality.
....................3)The ability to play fast musical passages are also impeded by thinking
.....................4)In music nothing is totally learned until it has become an automatic reflex
...............b. Memorize the 7 letters of the musical alphabet forward by chanting it to a steady patsch (a patting of the thighs
with the palms of the hand) pulse over and over accenting (or stressing) the "A" a little louder to feel the
pattern of the 7 letters. (Keep repeating this exercise at faster paces.)
....................1)Since the regular alphabet going forward is an automatic reflex for most everyone, this is easy to do.
...............c. Memorize the 7 letters of the musical alphabet backwards by chanting it to a steady patsch (a patting of the
thighs with the palms of the hand) pulse over and over starting with letter "G" and accenting (or stressing) the
"G" a little louder to feel the pattern of the 7 letters.
...................1)This may be more difficult because many of us were never asked to learn our regular alphabet backwards
and in order to do that requires us to think it through.
...................2)To be able to perform this from memory at a fast pace it must be learned as an automatic reflex by dividing
the backwards musical alphabet into smaller, easier memorized sections or patterns and chanting them
quickly accenting certain letter sounds to create a rhythm as if reciting a poem. [EXAMPLE: letters
enlarged should be louder than the others "GFE" (repeat quickly 4x); "GFED" (repeat quickly 4x); "CBA"
(repeat quickly 4x); "GFED" pause "CBA" (repeat quickly 4x); "GFEDCBA" (repeat quickly 4x)
ADVANCED VIOLIN
OBJECTIVE: DIRECTIONS/PROCEDURES
....ROLL
....SEATING CHART
....PROCEDURES ON SET-UP/TAKE DOWN
........1. Practice and see if any procedural changes need to be made.
....OVERVIEW OF MUSIC FOR "HARVEST FESTIVAL" CONCERT
........1. "Haste to the Wedding"
........2. "Rocky Top"
....MUSIC FOLDER PREPARATION
BEGINNING VIOLIN
OBJECTIVE: BODY LANGUAGE/FOLLOWING A CONDUCTOR
....ROLL
....PROCEDURES/SEATING CHART
OBJECTIVE: BODY LANGUAGE/FOLLOWING A CONDUCTOR
....ROLL
....PROCEDURES/SEATING CHART
....WHAT IS BODY LANGUAGE DISCUSSION
........01. Body Language: What is it? Why is it needed in the orchestra? Demonstrate some examples.
........02. Silence: What is it? How is it used in music? Is there ever complete silence?
..............a. Sound does not become music without silence (the planned spaces between the sounds)
..............b. Music is a combination of sound and silence the most difficult part being the performance of the silences especially in a group of musicians.
..............c. Mistakes in the creation of musical sounds are able to be covered up in group playing but all mistakes are heard if someone in the group plays in the silence.
..............d. Learning to create the silence is a skill that takes training as it takes much control and focus to accomplish.
........03. Listening versus Hearing: What is the difference?
..............a. There are so many sounds around us that in order to function we have learned to block many of them out to where we have forgotten that our hear capacity is much greater than we know.
..............b. Listening deals with the process of intense focusing; an element essential for the musician
........04. Teams: An orchestra is a team. What other groups are teams?
........05. Teamwork: What is it and why is it important for an orchestra?
........06. Leadership: What is a leader and why is his/her function in a team?
........02. Silence: What is it? How is it used in music? Is there ever complete silence?
..............a. Sound does not become music without silence (the planned spaces between the sounds)
..............b. Music is a combination of sound and silence the most difficult part being the performance of the silences especially in a group of musicians.
..............c. Mistakes in the creation of musical sounds are able to be covered up in group playing but all mistakes are heard if someone in the group plays in the silence.
..............d. Learning to create the silence is a skill that takes training as it takes much control and focus to accomplish.
........03. Listening versus Hearing: What is the difference?
..............a. There are so many sounds around us that in order to function we have learned to block many of them out to where we have forgotten that our hear capacity is much greater than we know.
..............b. Listening deals with the process of intense focusing; an element essential for the musician
........04. Teams: An orchestra is a team. What other groups are teams?
........05. Teamwork: What is it and why is it important for an orchestra?
........06. Leadership: What is a leader and why is his/her function in a team?
........07. Rules: What are they? Why are they important for a team?
........08. Conduct: What is it?
........09. Conductor: As the leader of the orchestra's conduct, what does he do? What are his/her rules?
....PRACTICING BODY LANGUAGE/FOLLOWING THE CONDUCTOR
........08. Conduct: What is it?
........09. Conductor: As the leader of the orchestra's conduct, what does he do? What are his/her rules?
....PRACTICING BODY LANGUAGE/FOLLOWING THE CONDUCTOR
........01. Importance of watching the conductor
........02. Review visual cues
........03. Demonstrate and practice the conductor's starting beat or "gravity" beat
(What goes up...will come down) so everyone learns to start together
........04. Practice with percussion instruments (after short demonstration of each instrument used) cues on how to:
..............a. stop/start
..............b. get louder/softer
..............c. faster/slower
..............d. how to stop with a silence that is not only heard but seen by an audience
(body movements are completely still until the conductors hands go down)
........02. Review visual cues
........03. Demonstrate and practice the conductor's starting beat or "gravity" beat
(What goes up...will come down) so everyone learns to start together
........04. Practice with percussion instruments (after short demonstration of each instrument used) cues on how to:
..............a. stop/start
..............b. get louder/softer
..............c. faster/slower
..............d. how to stop with a silence that is not only heard but seen by an audience
(body movements are completely still until the conductors hands go down)
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