TUESDAY, AUGUST 20, 2013

QUOTE: 

“If someone says can't, that shows you what to do.”

AUTHOR: John Cage

MEANING OF THE QUOTE:
“Pushing yourself to do things others say can not be done takes determination 

  and shows strength of character.”

COMPOSER

CHOPIN

Prelude No. 20, Op. 28
C Minor
Played by Artur Rubinstein

http://www.youtube.com/watch?v=-uTB86idcu0

"Could It Be Magic" by Barry Manilow 

based on this Chopin Prelude

http://www.youtube.com/watch?v=vDEynk7SwxE&feature=related

MINOR: 

A musical term meaning the span of 2 notes (4 keys apart on the keyboard if you count the first and last key) creating a sad-type sound.  When associated with a scale, in which an entire composition is based, the music tends to often evoke sad emotions in the listener.

GRANADA ADV. STRINGS
Jingle Bell Rock Rhythms (counting) using percussion instruments

INTRO. TO INSTRUMENT
Finished Body Language and Silence worksheet and turned in

"ALLEY CAT" GRAPH OF THE SONG'S MUSICAL FORM

       BINARY FORM: (INTRO/SECTION "A" SECTION "B" CODA (ENDING)

a.  EACH BEAT IS A SQUARE ON THE GRAPH

b.  SQUARES ARE COLORED BY PATTERNS OF SOUNDS

c.  THE PATTERNS OF SOUND ARE BASED ON MATH

d.  STUDENTS MOVE (BODY PERCUSSION) TO THE COLORS OF THE SQUARES

AND COUNT OUT LOUD THE NUMBER OF BEATS IN EACH PATTERN

Started Alley Cat Rhythmic Sheet
Introduction to quarter and 8th notes

http://www.youtube.com/watch?v=SeLk6Zt5Gkk
http://oneminutemusiclesson.com/2011/06/10/how-to-read-music-lesson-10-the-note/

"ALLEY CAT" QUARTERS (INCLUDING RESTS) and EIGHTHS

a.  COUNTING OUT LOUD USING RHYTHMIC SYMBOLS and SILLY WORDS or 

SOUNDS (TEACHER HELPS TRACKING BY POINTING)

1)  QUARTER NOTE SAY "ONE" or "

2)  QUARTER REST SAY "REST"

3)   EIGHTH NOTES IN PAIRS SAY "JELL-O"

b. COUNTING OUT LOUD USING RHYTHMIC SYMBOLS and SILLY WORDS or 

SOUNDS (STUDENTS TRACK ON THEIR OWN WITHOUT TEACHER HELP)

c.  EXPLANATION OF THESE MUSICAL SYMBOLS USING MATHEMATICAL CONCEPTS AND MUSICAL

TERMINOLOGY

1)  MEASURE and BAR LINE

2)  METER (TIME SIGNATURE)

3.  ANATOMY OF A NOTE

a) BODY or NOTE HEAD

b) STEM (DIRECTIONS OF STEMS)

ANY NOTE FALLING ON THE MIDDLE LINE 

OF THE MUSIC STAFF 

OF 5 LINES and 4 SPACES

CAN EITHER HAVE THE STEM GO 

DOWN TO THE LEFT or UP TO THE RIGHT

c) FLAGS and/or BEAMS

4.  CONCEPT OF HOW,  BY ADDING CONSECUTIVE FLAGS, THE VALUE OF THE 

 NOTE DOUBLES IN SPEED, MAKING THE NEW NOTE WITH THE ADDED FLAG TWICE AS FAST AS THE 

NOTE BEFORE IT: 

In the United States we have different names for note lengths then they do in England.  

An example is: what we call an eighth note the English call a quaver.

GRANADA BEG. STRINGS
Finished Body Language and Silence worksheet and turned in
Started to learn parts of the violin

HILLVIEW ORCHESTRA
Discipline Rock: Class rules to the tune of Jingle Bell Rock
Jingle Bell Rock Rhythms (counting)
Started to use percussion instruments

TUESDAY, SEPTEMBER 25, 2012

QUOTE:
“To listen is an effort, and just to hear is no merit. A duck hears also.”

AUTHOR: Igor Stravinsky

MEANING OF THE QUOTE:
“Listening and hearing are not the same. Anyone with healthy ears can hear.
  It takes brains to listen."

COMPOSER

CHOPIN

Etude Op.10 No.5 in G flat Major 
"Black Keys"

Played by Horowitz

http://www.youtube.com/watch?v=rNBa1_KUvYo  

GENERAL MUSIC

01.  KEYBOARD WORKSHEETS 

02.  RECORDER

........a. WARM-UP/EAR TRAINING

...........1)  NOTES B, A, G (T1, T12, T123)

.................a)  NOTES IN STEP-WISE MOTION

.................b)  NOTES THAT MOVE BY SKIP (INCLUDING CO-ORDINATION OF FINGER MOVEMENTS)

........b.  SONG: "LUCERNE TO WEGGIS"

............1)  CONCEPT OF STEP-WISE MOTION LINE TO NEXT SPACE or SPACE TO NEXT LINE UP or                               DOWN

............2)  USING STEP-WISE MOTION TO DETERMINE FINGERING and/or NOTE READING

............3)  LISTENING FOR HIGH VERSUS LOW EAR-TRAINING

........c.  SONG: "JAMES' LOT"

............1)  CONCEPT OF SKIPPING MOTION

............2)  CONCEPT OF 3/4 METER (3 BEATS PER MEASURE)

.................a)  DOTTED HALF NOTES (3 BEATS)

.................b)  MEASURE OF REST SYMBOL

ADV. STRINGS

01.  SHALOM CHAVERIM

........a. REVIEW CONCEPT OF A "ROUND"

........b. ENTIRE VIOLIN SECTION PLAYS SECOND HALF WHILE LISTENING TO FIRST HALF TO HEAR                 HOW WHEN THE 2 PARTS ARE PUT TOGETHER HOW THEY WORK HARMONICALLY

........c.  VIOLIN GROUP IS SPLIT IN HALF WITH ONE SECTION PLAYING PART 1 OF THE ROUND and                      THE OTHER SECTION PART 2

02.   ORANGE BLOSSOM SPECIAL

.........a.  WORK ON A SPECIFIC PASSAGE TO GET SPEED

...............1)  BOW PLAYED AT MIDDLE

...............2)  NO PINKY FINGER ON THE BOW

...............3)  ALWAYS START DOWN BOW

...............4)  USE A VERY SMALL AMOUNT OF BOW

...............5)  FINGERING

.....................a)  IN THIS SPECIFIC PASSAGE KEEP THE 3RD FINGER REMAINS DOWN WHILE PLAYING                               THE OPEN STRING BECAUSE PICKING UP THAT FINGER MEANS YOU JUST HAVE TO                                   PUT IT DOWN AGAIN and THAT WILL SLOW DOWN THE FINGER ACTION WHEN TRYING                           TO GET SPEED

.....................b)  MAY USE 4TH FINGER INSTEAD OF AN OPEN STRING...GENERALLY WE WOULD  USE                                   THE 4TH FINGER BUT BECAUSE THIS IS A "HOE DOWN" FIDDLE STYLE OF PLAYING                                  THE OPEN STRING USAGE IS VERY ACCEPTABLE

BEG. STRINGS

01. BOW WARM-UP  CYCLE OF STRINGS FOR BOW SPEED (UPPER HALF)

......a. BOW TO RHYTHM OF "HUCK-LE-BER-RY HOUND DOG" 2X EACH STRING

......b. PRACTICE WITH A BOW LEADER

02. STARTED TO PLACE LEFT FINGERS DOWN ON FINGER BOARD IN GUITAR POSITION

.......a.  CONCEPT OF SOLFEGE: DO-RE-MI ON EACH STRING (0-1-2)

.......b.  AMOUNT OF PRESSURE NEEDED TO BE PLACED ON THE STRING BY THE FINGER TO GET A                     GOOD TONE

03. BURGUNDIAN  CAROL (FIRST HOLIDAY SONG) OPEN STRINGS/RIGHT PIZZICATO

......a.  REVIEW

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.)