BLACK KEY PENTATONIC SONGS

HERE IS A LIST OF PENTATONIC SONGS 

THAT CAN BE PLAYED USING 

THE BLACK KEYS OF THE PIANO ONLY:

Amazing Grace

Arirang

Auld Lang Syne

Bugle Calls

Cape Cod Chantey

Chatter with the Angels

Cherry Tree Carol

Cindy

Crawdad Hole

Cumberland Gap

Ezekiel Saw the Wheel

Fais Do Do

Farmer in the Dell

Git Along, Little Dogies

Goodbye, Old Paint

Go Tell It on the Mountain

Great Big House in New Orleans

Hot Cross Buns

Jennie Jenkins

Jesus Loves Me

John Henry

Jolly Old Saint Nicholas

Josey

Land of the Silver Birch

Li'l Liza Jane

Mary Had a Baby

Mary Had a Little Lamb

My Horses Ain't Hungry

Nobody Knows the Trouble I've Seen

Oh Susanna

Old Ark's A-Moverin'

Old Brass Wagon

Old Dan Tucker

Old Gray Mare

Old MacDonald

Old Texas

Peter, Peter Pumpkin Eater

Poor Wayfaring Stranger

Pretty Saro

Riddle Song
Ring Around the Rosy

Sacramento

Sandy Land

Skye Boat Song

Sourwood Mountain

Steal Away

Swapping Song

Swing Low, Sweet Chariot

This Old Hammer

This Train

Wade In The Water

Wayfaring Stranger

-------------

EAR TRAINING 

USING THE BLACK KEYS OF THE KEYBOARD ONLY: 

1. PLAY THESE SONGS BY EAR (STARTING KEY IS GIVEN)

2. IMPROVISE A MELODY BY BREAKING UP A SHORT POEM OR QUOTE 

AND PLACING SOUNDS ON THE SYLLABLES OF THE WORDS TO ANY RHYTHM YOU CHOOSE

SOME PENTATONIC SONGS 

WITH NOTATION 

(played on white keys)

http://makingmusicwithkids.blogspot.com/2011/09/music-at-home-play-black-keys.html

http://www.pentatonika.net/
https://www.enovativepiano.com/site592.php

WHAT WE DID TODAY 2011-2012: SEMESTER #1 THURSDAY; SEPTEMBER 8, 2011

GENERAL MUSIC periods 1,2,3
OBJECTIVE: MUSICAL ALPHABET AND THE KEYBOARD
....MUSICAL ALPHABET GRAPHS (CONTINUED AS NEEDED)
....MUSICAL ALPHABET WORD SHEET
........1. Passed out and explained.
............a. Using the 7 musical alphabet letters only see how many words you can write down.
............b. May repeat letters as often as needed, use proper names, and abbreviations.
............c. Use only words in the dictionary and appropriate for use in school.
........2. To work on after graphing is completed.
....MUSICAL ALPHABET ON THE KEYBOARD
........1. Review directions about procedures on using the keyboards.
........2. Students are to take their PENTATONIC WORK SHEETS (see this video for a review of pentatonic black key notes:) 

http://www.youtube.com/watch?v=rDSCCjx3L-Y&feature=fvsr)

up with them to the keyboard and try to play some of the songs on the sheet by ear.
............a. For each song a starting key name [it will be a flat (symbol: "b") name] is given. To locate that key (if not memorized yet) follow this procedure:
..................1) Locate black keys in groups of 2.
..................2) Find the white key in between the black keys in groups of 2 and that white key is named "D."
..................3) Using the musical alphabet (forward to the right or backwards to the left) on the white keys locate the letter name of the related black key you wish to find.
..................4) Once you locate the white key the black key directly to the left of the white key will be the note you will start the song on
.............b. Ear Training 

http://www.youtube.com/watch?v=K3kC_lYLAZw

..................1)Choose a song from the sheet that you know and can hum to yourself.
..................2)Listen to yourself and determine when the sounds go higher and lower and when the sounds are close together or far apart.
..................3)Starting at the indicated first key of the song press down the next key in the direction you think the sound moves (right for higher, left for lower). If you hit the wrong note (the sound does not match what you hear in your head) try a different key until you find the correct one.
..................4)Ear training is called "training" for a purpose. Training the ear often starts off by experimentation and will become more acute with practice or "training" so don't be afraid to make a mistakes.
..................5)Improvise or create your own songs using only the black keys of the piano 

http://www.youtube.com/watch?v=7l484XL6dMs

........2. The teacher will be checking students to see if they are able to demonstrate the concepts they have been asked to practice and help as needed.
(TO BE CONTINUED TOMORROW.)

BEGINNING VIOLIN period 5
OBJECTIVE: VIOLIN HISTORY/PARTS AND CARE OF INSTRUMENTS
....DEMONSTRATION OF REAL INSTRUMENTS FROM THE VIOLIN FAMILY
........1. STRING FAMILY OF THE ORCHESTRA
............a. DOUBLE BASS: The FATHER
.................1) Strings named from high to low: G, D, A, E
.................2) Strings named same as the violin's but in reverse order
.............b. CELLO: The MOTHER
.................1) Strings named from high to low: A, D, G, C
.................2) Strings named same as the viola's but lower
.............c. VIOLA: The BIG BROTHER
..................1) Strings named from high to low: A, D, G, C
.................2) Strings named same as the cello's but in higher
.............d. VIOLIN: The LITTLE SISTER
..................1)Strings named from high to low: E, A, D, G
..................2) Strings named same as the double bass' but in reverse order
........2. EARLY STRING HISTORY
............a. REBEC
............b. VIELLE
............c. VIOLA DA GAMBA
....PARTS OF THE VIOLIN DEFINED, NAMED, AND PASSED AROUND
........1. SCROLL
........2. PEGS
........3. PEG BOX
........4. NUT
........5. FINGERBOARD
........6. NECK
........7. WAIST or BOUTS
........8. BRIDGE
........9. STRINGS
.......10. FINE TUNERS
.......11. TAIL PIECE
.......12. TAIL PIECE ADJUSTER or STRING
.......13. END BUTTON (CELLO: END PIN)
.......14. "F" HOLES (SOUND HOLES)
.......15. SOUND POST(CONTINUE WITH BOW TOMORROW)

ADVANCED VIOLIN period 4
OBJECTIVE: CONCERT SONG PRACTICE
....TUNE
....WARM-UP: CYCLE OF STRINGS-LIFTED BOWS
(ARTICULATION-RINGING TONE)
........1. Lifted bows at the frog (4x down)
........2. Lifted bows at the middle (4x down)
........3. Lifted bows at the tip (4x down)
...."SILENT NIGHT"
........1.Listen to the recorded accompaniment.
........2.Review note names/counting of bass harmony part (music parts arranged for the different instruments) and play with accompaniment
........3. Review note names/fingerings of melody parts and sight read with recoded accompaniment.
...."HASTE TO THE WEDDING"
........1. Work on 2nd half of the piece; a phrase first to be learned using the upper notes then add in the lowered ones for double stopping. (Double stopping produces harmony and will help secure good intonation.)
........2. Quiz this coming Wednesday on this phrase of music.

WHAT WE DID TODAY (SEMESTER #1-04): TUESDAY, SEPTEMBER 7, 2010

GENERAL MUSIC PERIODS 2, 3:
COMPOSER: CHOPIN/Waltz in C# Minor Opus 64-2 

Pianist Artur Rubinstein

http://www.youtube.com/watch?v=TTQbShIfAU8&feature=fvw

OBJECTIVE: Rules and Procedures
1. Pink quote sheets passed out and students write names on them and prepare to copy quote from overhead projector. After copying quote and author's name students are to write what they think the quote means in the space provided. If unsure, there will be a short discussion and others in the class will give their ideas and the teacher will give hers. Students may write their own response or use one of the others discussed in class/first 5 minutes
a. Each quote worth 1 point. This week points earned will be for extra credit as we are new at doing them. Next week the points will count toward the grade.
b. Quotes will be posted on this BLOG so if any are missed they can be made-up
c. Author of the quote today: John Cage; a famous modern composer known for his experimental music (like the "prepared piano").
2. Solfege Roll: Teacher asks with hand signals: Sol-Mi-Sol-Sol-Mi ("Mar-y are you here?")/Student answers with hand signals: Sol-Mi-Sol-Mi ("Yes I am").
3. "Jorge the Gila Monster" solfege movement exercise
4. "Beat Goes On" music graph
a. Review terms "beat" and "tempo" (relate Italian musical term to Spanish term "tiempo")
b. Explain patterns of sounds that make up parts of melodies
c. Using posted graph and recorded music, everyone counts the colored squares while they perform different types of BP (body percussion) for the different graph colored squares (purple: snap/pink:heartbeat/ blue:head tap/ green: patsch). d. After performing, students view chart and examine the "form" (beginning: introduction/middle/end: coda). The "form" is like a sandwich (beginning and end are the bread; the pink, blue, and green melodic ideas are like ham
cheese, and mustard)
e. What other things have form?
f. After looking at the graph, look carefully at the numbers of beats (1 square=1 beat) in each pattern (or graph color). Is there a mathematical pattern? MUSIC IS MATH
5. Do not forget to turn in signed rule sheets: worth 1 point
GENERAL MUSIC PERIOD 6:
1. Manilla folders passed out and students write names and period number on the cover. This is to hold all classwork/first 5 minutes
2. Seating Charts: Review seating charts to check if everyone knows where to sit
3. Solfege Roll: Teacher with hand signals: Sol-Mi-Sol-Sol-Mi ("Mar-y are you here?")/Student answers with hand signals: Sol-Mi-Sol-Mi ("Yes I am").
4. Class Rule sheets to be taken home and signed: 1 point
5. Directions for movement solfege in preparation for movement exercise "Jorge the Gila Monster" (see procedures Sept. 2nd lesson periods 2,3)
6. "Beat Goes On" music graph
a. Review terms "beat" and "tempo" (relate Italian musical term to Spanish term "tiempo")
b. Explain patterns of sounds that make up parts of melodies
c. Using posted graph and recorded music, everyone counts the colored squares while they perform different types of BP (body percussion) for the different graph colored squares (purple: snap/pink:heartbeat/ blue:head tap/ green: patsch). d. After performing, students view chart and examine the "form" (beginning: introduction/middle/end: coda).
e. Lesson to be completed tomorrow.

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: Keyboard exploratory/assignment of violins
1. Explain about patterns of black and white keys on the keyboard. How many black? Since there are 5 black keys they, used as a group, are called a pentatonic scale.
2. Using only the black keys on the keyboards students explore different melodies that can be played using them: Hot Cross Buns, Mary Had a Little Lamb, Jolly Old Saint Nicholas, Old Mac Donald, Swing Low, Sweet Chariot are just some examples)
3. Sizing of instruments for the rest of the remainder of the class (to be done while students are at keyboards)
Individual students are called up to have violins sized and assigned then go back to keyboards.

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. Teacher reviews "Hoedown" tune/music has 4 basic sections: Introduction/A Section/B Section/Ending: Coda
3. Students start to learn the introduction today and memorize it.
a. Double-stops on open strings (playing 2 strings at a time)
b. Middle of bow usage
c. Practice slowly before speeding up
d. Introduction to be heard individually on Friday.