BODY PERCUSSION MUSIC by COMPOSER STEVE REICH

"CLAPPING MUSIC" by STEVE REICH

http://theboard.lollapalooza.com/showthread.php?1654-It-Starts-Now-Volume-Five-2013-Lollapalooza-Headliner/page339

This is the same piece of music played by the deaf percussionist

Evelyn Glennie

MORE on BODY PERCUSSION and HAND MUSIC

HAND CLAPPING SKIT 

(using various body percussion techniques)

A FORM OF "HAND" MUSIC

Manualism is the little-known art of playing music by squeezing air through the hands.

http://en.wikipedia.org/wiki/Manualism_(hand_music)

http://archive.org/details/1933-10-11_Farmer_Plays_Tune_With_Hands



CHECK OUT THIS LINK OF ROSSINI'S "WILLIAM TELL OVERTURE" 
PLAYED BY A PAIR OF HANDS:
http://video.google.com/videoplay?docid=-3115213134814599261

MAKING A RAIN STORM WITH BODY PERCUSSION...COOL!

How to Create a Body Percussion Rain Storm

Procedure:
Make the environment rich, including playing music and displaying art and theme pictures (rain).

01. Performers are directed to sit in a big circle.

02. Create the sound of a rain storm using the wooden floor.

03. Simulate how the wind often picks up before a storm by making circular motions on the floor to sound like wind.

04. Create the small drops of a rain shower using the fingertips striking the floor softly, then a little harder. 

     A leader shows everyone how long to have the wind build up, and when to start the raindrops. 

     The sounds should overlap.

05. The next sound is rain made with all the fingers on each hand hitting quickly together.

06. The last new sound is a hard rain made with the palm of each hand pounding very quickly.

07. The rest of the game is played in reverse order as the storm passes.

Variations can be added, such as a shower or two with wind in between before the heavy rain hits.

After mastering the basic steps close eyes and listen to how real it sounds.

The whole storm may then be performed in a dark room.

John Constable "Rainstorm Off the Coast at Brighton"

Another way to make the sounds of the storm:

01. Tap two fingers on the palm of your other hand.
02. Click fingers.
03. Clap hands on thighs.
04. Stamp feet.
05. Repeat in reverse order for storm passing.

These actions are performed in a circle starting with the leader going round the circle one by one. 

A new action is introduced when everyone is performing the first. 

The performers keep the previous action going until the new one reaches them round the circle.

The effect of the storm building and declining gradually makes the sounds very authentic.

RHYTHM COUNTING ASSIGNMENTS: SUBDIVISION OF THE BEAT BY 8THS and 16THS

"BLAST" the video

Blast! Drumline Battery Battle

http://www.youtube.com/watch?v=186Fdc59tWY

What instrument family is being featured in this piece?  _______________________

What makes it so cool?

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Blast! Bolero

http://www.youtube.com/watch?feature=player_embedded&v=OSFe5MrudRE

Did the dynamic level of this piece get louder or softer? _______________

Name some instruments that are in this piece:

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Blast! Simple Gifts

http://www.youtube.com/watch?feature=player_embedded&v=1mvewRB9CN4

The theme of "Simple Gifts" is played over and over in this music. Watch for the end 

(they're all in a line) and write down one thing that you find impressive about this ending.

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Blast! Malaguena

http://www.youtube.com/watch?feature=player_embedded&v=lGkhiiM-KRg

Did the dynamic level of this piece get louder or softer? _________________

Why do you think the color red was used as a theme for this piece?

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Blast! Officer Krupke

http://www.youtube.com/watch?feature=player_embedded&v=JpyRcxrpydE

This is a funny piece.  Name at least one funny thing that happened.

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http://musicworksheets.pbworks.com/f/BLASTworksheet.pdf

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.)