SOLFEGE

Curwen Hand Signals

Whacky Do-Re-Mi

Solfege Explained

WHAT WE DID TODAY (SEMESTER #2-02): TUESDAY; FEBRUARY 1, 2011

GENERAL MUSIC PERIODS 2, 3:
COMPOSER: CHOPIN/Nocturne Eb Major Opus 9-2 

(https://www.youtube.com/watch?feature=player_embedded&v=5ZUw78FXpG4)

OBJECTIVE: Rules and Procedures/Introduction to Solfege
1. Manilla folders passed out and students write names and period number on the cover. This is to hold all classwork/then work on "Silly Test"of class behavior rules during roll
2. Seating Charts: Students are allowed to choose their own seats as long as they can maintain proper class behavior
3. Solfege
.....a. What is solfege?
.........1)Explanation
.........2)Demonstration
.........3)Curwen hand signals 
http://web.ku.edu/~cmed/choirF2000/hardeesolfege/ ; 
http://web.ku.edu/~cmed/acdapres/curwendiatonic.html
.....b. Solfege Roll (Sol-Mi the natural chant or interval of childhood) Introduction (each student sings and hand signs their name in solfege using Sol-Mi)
.....c. "Jorge the Gila Monster"(http://www.proteacher.net/discussions/showthread.php?t=112400 ; http://openlibrary.org/books/OL7814091M/Any_Turkey_Can_Tango) solfege movement activity with recording
.........1)Practice the solfege body movements
.........2)Practice stopping-starting/standing-sitting with silent directions from the conductor
4. "Silly Rules" discussion of answers (to be finished tomorrow)
NEW TERMS:
SOLFEGE
CONDUCTOR

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: SPRING CONCERT MUSIC
1. TUNE
2. Collection of permission slip forms for field trip FEBRUARY 24th
3. NEW SONG: A YEAR WITHOUT RAIN
.....a. Reviewed whole and half note countings
.....b. Reviewed music "road sign" directions
.....c. Teacher played harmony part for the class with the accompaniment
.....d. Looked over music for repeated phrases; bowing passages
.....e. Started to sight read-to be continued tomorrow

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: SPRING CONCERT MUSIC
1. TUNE
2. SONG: NUMB
....a. Tried to have class play the harmony part first; will need to try it again
2. SONG: A YEAR WITHOUT RAIN




LAST SEMESTER'S VIOLIN CLASSES: NEED TO GET PERMISSION SLIPS BACK FOR FIELD TRIP TO THE DISNEY HALL CONCERT IN DOWNTOWN LOS ANGELES SCHEDULED FOR FEBRUARY 24th!

WHAT WE DID TODAY: WEDNESDAY, DECEMBER 15, 2010

MUSIC PERIODS 2,3,6

COMPOSER: Tchaikovsky Symphony #5 Movement 4

This version conducted by Dudamel

http://www.youtube.com/watch?v=asmz473I0Xo&feature
=related&safety_mode=true&persist_safety_mode=1

http://www.youtube.com/watch?v=xcLvUhHuNhc
&safety_mode=true&persist_safety_mode=1

This is another version conducted
by Gustavo Dudamel

http://www.bsmny.org/exploring-music/features/instrument-discovery/violin/2.php

OBJECTIVE: Introduction to the Violin
1. QUOTE
2. SOLFEGE
.....a. DO-RE-MI VARIATIONS (with hand signs) to check quotes
.....b. Solfege movement "DO RE MI FA FUN" (http://www.musicmotion.com/product.htm?pid=409074)
3. VIOLIN PARTS/CARE and MAINTENANCE
.....a. SCROLL
.....b. PEG BOX
.....c. TUNING PEGS
.....d. STRINGS
.....e. FINGERBOARD
.....f. NUT
.....g. BRIDGE
.....h. FINE TUNERS
.....i. TAILPIECE
.....j. TAILPIECE ADJUSTER
.....k. END BUTTON
.....l. PURFLING
.....m. F HOLES
.....n. SOUND POST
.....o. BASS BAR
.....p. CHIN REST
.....q. SPRUCE
.....r. MAPLE
.....s. EBONY

PLEASE REMEMBER TO RETURN RECORDERS INTO THE BOX BY WEEK'S END SO I CAN SEND THEM UP FOR CLEANING FOR NEXT SEMESTER....THANKS

BEGINNING VIOLIN PERIOD 5
OBJECTIVE: BUILDING VIOLIN TECHNIQUE THROUGH ROTE-MEMORY SONGS
1. TUNE
2. HOEDOWN
.....a. Reviewed the ending (CODA)
.....b. Discussed how to find the first note ("A" on the E string) in tune by checking with the neighboring open             string
.....c. Reviewed about the lowered 1st finger (at the "nut") and how the finger needs to be replaced back to its             original  position before playing the last two notes of the passage
3. SONG TWNKLE
.....a. There are 3 sections in the song and we learned the 3rd section today and added it onto the first 2                         sections.
.....b. After learning the song by memory we worked on getting the bowing unified by practicing with a student           bow leader for everyone to follow
...........1)We played the song at the UH (upper half) of the bow
...........2)We played the song at the LH (lower half) of the bow

ADVANCED VIOLIN PERIOD 4
OBJECTIVE: Violin Fingering
1. TUNE
2. "Boulevard of Broken Dreams"
.....a. Played song with both harmony and melody parts together
.....b. Discussed and wrote down fingerings as needed
.....c. Reviewed the music and found the repeated passages to determine how many different ones there are              and how many of them will need to be practiced.

I placed the recorded music on GOOGLE DOCS for students who want to start to practice with the accompaniment

VIOLIN BEGINNING CLASS SONGS #2a: BY NUMBER; BEGINNING SONGS

Before we read the notes on songs using fingers I like to teach the song by numbers first. After the fingers are comfortable and the fingering and bowing are memorized, then I start teaching note reading while playing the violin.

Use this fingering pattern

(fingers 2 and 3 touch)

on all three songs:

Here are some beginning songs to try by number:
[ALL BOWINGS ON THESE SONGS START DOWN BOW AND CONTINUE DOWN-UP-DOWN-UP....UNTIL THE PIECE ENDS/IN THE BEGINNING STAGES OF BOWING PLAY ONLY AT ONE PART OF THE BOW STARTING WITH THE "UH" or UPPER HALF (MIDDLE TO TIP) LATER TRY THE "LH" or LOWER HALF (FROG TO MIDDLE) WHEN THOSE BOWINGS ARE ACCOMPLISHED THEN TRY THE SONGS USING THE "WB" or WHOLE BOW.]

Mary:(Can be played on each string/"0" means "open" string-no fingers down/play pizzicato first and learn the fingering before adding the bow)

2.1.0.1.2.2.2... solfege: mi.re.do.re.mi.mi.mi...
1.1.1...2.1.0... solfege: re.re.re...mi.re.do...
2.1.0.1.2.2.2.2. solfege: mi.re.do.re.mi.mi.mi.mi.
1.1.2.1.0....... solfege: re.re.mi.re.do.......


Hot Cross Buns:
(Can be played on each string/"0" means "open" string-no fingers down/play pizzicato first and learn the fingering before adding the bow)

2.1.0... solfege: mi.re.do...
2.1.0... solfege: mi.re.do...
00001111 solfege: dodododorererere
2.1.0... solfege: mi.re.do...

TO MAKE "MARY" SOUND SAD or "HOT CROSS BUNS" TO SOUND LIKE THEY WERE BURNT, LOWER THE 2ND FINGER TO TOUCH THE 1ST FINGER: THE MUSIC TERM FOR THIS IS "MINOR"






(THE ORIGINAL "MARY" and "HOT CROSS BUNS" SOUND HAPPY AND THE MUSIC TERM FOR THIS IS CALLED "MAJOR")


Twinkle, Twinkle, Little Star[This song uses two adjacent, neighboring strings (one lower and one higher) so it can be played on the "G" and "D" strings OR the "D" and "A" strings OR the "A" and "E" strings/Again...."0" means "open" string-no fingers down/play pizzicato first and learn the fingering before adding the bow/numbers used for the lower string are placed lower, numbers used for the higher string are placed higher]

SECTION 1
....... (Higher)0.0.1.1.0. (Lower)0.0.



SECTION 2
(Lower)3.3.2.2.1.1.0...



SECTION 3
(Lower)4.4.3.3.2.2.1...



SECTION 3
(Lower)4.4.3.3.2.2.1...



SECTION 1
.........(Higher)0.0.1.1.0...(Lower)0.0.



SECTION 2
(Lower)3.3.2.2.1.1.0...

THURSDAY; SEPTEMBER 23, 2010

GENERAL MUSIC PERIODS 2, 3:
COMPOSER: 

Chopin Polonaise No. 6 in A Flat Major 

http://www.youtube.com/watch?v=PLoX1ZJeeoQ

The melody from this piece was borrowed, words added, and the backround rhythm changed creating a popular song in the 1940's called, "Till the End of Time" 

http://www.youtube.com/watch?v=4zekNyJf9Ok sung by Perry Como  

OBJECTIVE: RECORDER BEGINNING SONGS BY NUMBER
1. QUOTE AUTHOR: Zoltan Kodaly a famous Hungarian composer who also specialized in the creation of a children's music education course of study which emphasized "solfege."
2. SOLFEGE: MI-RE-DO Review of MI-RE-DO hand signals and sounds/practice singing the MI-RE-DO pitches by teaching how to proportion air using the diaphragm muscle (a technique also used for breath control on the recorder).
.....a. Each student sings the pattern and hand signs to... teacher: "Did you finish your quote?" Student reply, "Yes I did." 
2. Composer Report on Chopin: 
.....a. Discussed some other famous composers who were alive at the same time as Chopin:
..........1)Felix Mendelssohn: Famous composer and conductor from Germany (wrote a famous Wedding March)
..........2)Robert Schumann: Famous pianist, composer and piano teacher. He married the daughter of his piano teacher Clara Wieck Schumann, who was also well known for her piano playing and composing in her own right. Schumann experimented with a device he invented to help strengthen and train the fingers of his students. While trying the device out himself, he harmed one of his fingers to the extent that it never healed properly. Not being to play the piano as well as he used to depressed him so much that he eventually developed a mental illness.
..........3)Franz Liszt: A famous pianist (performer) and composer who, like Chopin, was one of the most popular pianists of his time.
.....b. Discussed some other famous historical people alive during Chopin's lifetime:
..........1)US President #5 James Monroe
..........2)US President #11 James K. Polk 
..........3)Queen Victoria of England (She was the queen of England for a very long time and her style was copied by people all over the world. Her influence on style and culture was so famous that the time period she lived in is often referred to as the "Victorian" era. An example of her influence is the tradition of the Christmas tree. Before she had one in her palace, the Christmas tree was only a tradition in Germany. After Victoria was introduced to this custom by her husband Albert, who was German, the Christmas tree became a tradition all over. It was also Victoria who set the tradition of getting married to a famous bridal march composed by Felix Mendelssohn. She had heard the music in his (Mendelssohn's) "A Midsummer's Night Dream" and decided to have it played at her own wedding ceremony. 
3. SONG "Whacky Nutcracker"( http://www.musick8.com/store/alphadetail.php?product_group=909 )
.....a. Review term "staccato" [shortened articulated sounds (short does not mean loud however)]/and then we practiced paying the "staccato" having a student direct the class on how the staccato was to be played (articulated).
.....b. Review other technical terms in the piece (measures, measures rest, triplets, time signature/meter)

GENERAL MUSIC PERIOD 1:
(Same as periods 2,3 but will work on composer report tomorrow)

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: Violin Bow: Beginning bow holds/Bowing on the Shoulder: Bow Levels 
1. Reviwed bow hold
2. Bow: Beginning exercises
.....a. "Spider Crawl"
.....b. "Windshield Wiper"
.....c. Flexible right knuckle joints on the bow stick
3. Bowing on the shoulder:
.....a. Making squares with the bow on the shoulder vs parallelograms
..........1)Where the square is formed (depending on arm length vs bow size, etc.) is the middle of the bow for each particular player.
..........2)Using the idea of the "square" is an important concept because it keeps the violin bow from traveling into the fingerboard area (which is one of the major causes of scratchy, ugly sounds on a violin).
.....b. Bow Levels
..........1)Bow and arm stay together and move as a unit together in order to assure that the the bow will sound the string that is intended and not hit another one by accident
..........2)There are 4 basic arm/bow levels; one for each string("G," "D," "A," "E") and there are 3 more added levels used when performing double-stops (more than one note played at a time on 2 neighboring strings). Those levels find the bow placed on two strings at the same time: G+D, D+A, A+E
..........3)At the "G" string bow level the bow and arm (forming the square) are both parallel to the floor (sort-of like a table top upon which can sit a glass of water) and at the "E" string bow level, the elbow of the bow playing arm is towards the floor.
.....c. Making trapezoids with the bow on the shoulder.
..........1)The tip of the bow (the amount of bow that can comfortably be used; not the actual tip) is where the bow forms a trapezoid in proportion to the arm's length with the bow on the shoulder.
..........2)Since everyone's arm length (and its proportion to the bow size) is different, the tip of the bow is not always in the same place.
..........3)If in order to reach the actual tip of the bow the player must extend the right arm completely straight, then the amount of bow used must be lessened a bit. The idea is that the right arm must never be extented completely straight; there must always be a slight bend in the right elbow when at the tip of the bow.
..........4)Practice bow arm levels at the tip and compare with the bow arm levels at the square; bow arm levels are different when playing at different parts of the bow.
.....d. Making triangles with the bow on the shoulder.
..........1)The lowest part of the bow is called the "frog." When placing the bow on the shoulder at the frog a triangle is formed.
..........2)Compare all three bow levels: bow at the frog, bow in the middle, bow at the tip; movements of the arm are greater when the bow is placed at its tip and very minimal whenthe bow is placed at the frog. 

ADVANCED VIOLIN PERIOD 4: 
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. ORANGE BLOSSOM SPECIAL:
a. Worked on the 4th section (first half of the phrase is almost identical to the second half)
b. Added this section on to what we had previously learned (skipping section 3 but following the passage with our eyes) and played with the recording for continuity.
MONDAY THERE WILL BE A QUIZ ON THAT DIFFICULT 4-NOTE PASSAGE!

WEDNESDAY; SEPTEMBER 15, 2010

GENERAL MUSIC PERIODS 2, 3, 6:
COMPOSER: Chopin Waltz in Db Major Opus 64 #1 "Minute Waltz" [Not really meant to be played in a minute but it is a very short piece played on the fast side.

Played by: Ignaz Friedman

http://www.youtube.com/watch?v=8PJqdkXDbSI

OBJECTIVE: Intro to Recorder: Making Sounds
(Periods 2,3,6):
1. Quote by J.S. Bach/explanation about how long ago he lived and how musicians of his time made a living (who could afford to pay his salary) and what types of audiences were listening to his music.
2. Solfege Roll: Review solfege hand signals adding "Sol." Teacher asks with hand signals: Sol-Mi-La-Sol-Mi ("Mar-y did you finish your quote?")/Student answers with hand signals: Sol-Mi-La-Sol-Mi ("Yes I did") and show the quote to me.
3. Finish percussion worksheets: Pictures of instruments need to be labelled with their correct names. A few students volunteer to go up to the white board and fill in the names of the instruments on the charts (same as the assignment) so everyone can check their answers. Worksheets to be turned in when finished: worth 2 points.
4. Recorders taken out and teacher gives directions with silent cues (as a conductor would). Students to echo sounds played by the teacher: loud vs soft, slow versus fast, ugly versus pretty sounds, steady versus bumpy type sounds.
5. Recorders left hand and right hand; why are the right hand fingers placed on the bottom of the instrument?
TOMORROW: DISCUSS THE SOUNDS WE MADE TODAY; HOW ARE UGLY SOUNDS CREATED? HOW MUCH AIR IS NEEDED TO PLAY THE INSTRUMENT? ROLE OF POSTURE AND BREATHING, ETC.
6. Do not forget to turn in signed rule sheets: worth 1 point

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: Violin Left Hold, Angle, and Pizzicato
1. TUNE
2. Left hand: finger springs; how fingers push down strings to start sounds.
a. Starting with left hand thumb placed under the curve of the neck (called 5th position) in a backwards "C" position, students depress the pad of the index finger (called 1st finger) down onto the "G" string in a "spring-like" motion four times (4x) silently then repeat the same on the"D" string 4x, "A" then "E" strings.
b. Repeat the same exercise again using the pad of the middle finger (called the 2nd finger), 3rd finger or "ring finger" and then finally using the 4th finger or "pinky" finger (the hardest finger to use or as I call it, "the dreaded 4th finger").
c. When using the 4th finger, if it can not reach the "G" string comfortably do not stretch it. Instead make more room for it by bring the left arm under the violin more. If when doing that the left arm feels stiff or in pain, try adjusting the violin angle slightly to the left.
d. Try to perform these "spring-like" finger actions by feel; without looking at the hand.
3. Add onto the previous step by performing a "plucking" or pulling the string-type motion called "pizzicato" or "pizz" for short. Pizzicato is the Italian musical term that means to pluck the string instead of using the bow.
a. To pizzicato: push down the left index finger pad onto the string and start the beginning of the "spring" motion (as we did before) then add a motion where you pull that finger away from the string to let it vibrate. Before performing the next pizzicato place the finger pad on the string (which stops the previous action's vibration) then restart: PLACE, PUSH DOWN, PULL
4. Left hand pizzicato is practiced 4x on each string starting on the "G" string using the first finger then using the 2nd, 3rd, and lastly the 4th finger. Adjustment of the violin angle may have to occur when plucking the "G" string with the 4th finger.
5. Left pizzicato and open string note reading to song "Cripple Creek."
a. Looking at open string notes (music notation) on the music chart posted (notes are color coated by string (BLUE"G," RED or PINK "D," YELLOW "A" and GREEN will be "E") students are to look at how high or low the notes are [as to their location on the staff (lines and spaces that notes sit on)] placed and comparing that to their violin string sounds determine the names: EX: Lowest color is "BLUE" and lowest violin string is "G."
b. Quarter note concept and notation are introduced (quarter notes are worth one beat of the heart). There are two types of beats: ones you hear and feel and ones that you only feel. The ones you only feel are called "rests" and they are notes that are not played, or silent notes.
c. Students are instructed to read the quarter notes saying the sound of "tah" and patsch (pat the knee with the hand) for quarter beats that are felt and heard and saying "rest" while creating a silent beat by waving the arm out and in for the beats that are only felt.
d. Repeat the above activity except change the "tahs" to the appropriate note name of the open string it represents.
e.. This activity is then transferred to the violin where the students are instructed to read the note letter names and rests out loud (as they occur ) while plucking the appropriate string using left hand pizzicato. All this is done to the recording.
f. A music "road map" direction (or what I like to call "music punctuation") for repeats (repeat sign) is introduced (a double bar with 2 dots) and the term "staff" (five lines and 4 spaces) is explained.

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music
1. TUNE
2. Introduction to "Orange Blossom Special" song: teacher demonstration with posted chart
3. Hoedown: last section "CODA" is reviewed and quiz given on the violin parts. (Every student to play the passage: worth 4 points)
4. Hoedown CELLO: Fingering (and string names) are reviewed then section "A" of "Hoedown" is practiced with help of the piano.
5. Violin part "A" of Hoedown is reviewed from yesterday and then cello and violin parts are combined at section "A."
6. Students play Hoedown INTRO section and connect with section "A" (played 2x)
7. Section "B" (played 2x) of Hoedown is rehearsed and then added to the other sections already played.
8. First 3 sections are then played again to this format: INTRO/ "A" 2x/"B" 2x/ "A" 2x
9. ALL 4 sections are now put together by adding the CODA section at the end. This is practiced slowly before increasing the speed.
10. Start the beginning (train sound) of "Orange Blossom Special" using fingered (perfect 5th) double stops (which slide back and forth 1/2 step) and left hand pizzicato open "E" string

THURSDAY; SEPTEMBER 2, 2010

GENERAL MUSIC PERIODS 2, 3:
COMPOSER: CHOPIN/Nocturne Eb Major Opus 9-2

Played by Rachmaninoff

 
OBJECTIVE: Rules and Procedures/Introduction to Solfege
1. Work on "Silly Test"of class behavior rules during roll
2. Seating Charts: Students are allowed to choose their own seats as long as they can maintain proper class behavior
3. Solfege Roll
a. What is solfege? Explanation, demonstration, Curwen hand signals 
   http://web.ku.edu/~cmed/acdapres/curwendiatonic.html
b. Solfege (Sol-Mi the natural chant or interval of childhood) Introduction (each student sings and hand signs their name in 
    solfege using Sol-Mi)
c. "Jorge the Gila Monster"(http://www.proteacher.net/discussions/showthread.php?t=112400 ;  
    http://openlibrary.org/books/OL7814091M/Any_Turkey_Can_Tango) solfege movement activity with recording
4. "Silly Rules" discussion of answers(to be finished tomorrow)

GENERAL MUSIC PERIOD 6:
1. Students invited to the band teacher's class (Mr. Roa) for demonstration and discussion of different instruments. (To be 
    finished tomorrow.)
2. Demonstration of accordian, violin, and trumpet.

BEGINNING VIOLIN PERIOD 5:
OBJECTIVE: Rules, Grading and Class Behavior Expectations/Issuing and Sizing of Instruments
1. Review Rule Sheets and Grading Expectations
2. Collect Signed Rule Sheets
3. Sizing of instruments
4. Starting to issue instruments (to continue tomorrow)

ADVANCED VIOLIN PERIOD 4:
OBJECTIVE: Set-Up and Put Away Procedures/Open String Bow-Tone Warm-Ups
1. Procedures on how to set-up and put away instruments properly (explained and rehearsed)
2. Two students chosen to help keep violin storage closet properly organized
3. Collect signed rule sheets and loan forms
4. Open string tone review using the bow: upper half (mark bows middle and tip as needed)
.....a. Articulated sounds of separate bows (listening to identify the proper sound then practice making the sounds)
.....b. Separate Bows [Upper Half (UH)] 4x each string/8x each string
.....c. Explain these different types of bowing: bow proportioning (using different amounts of the bow for fast and slow notes) 
         versus bow speed (using the same amount of bow for notes whether slow or fast)
.....d. Separate Bows (UH) for bow speed "My Sis-ter Mar-cy" rhythm (slow-fast-fast-slow-slow) on each string 2x
5. For self tuning check out this site: http://www.get-tuned.com/violin_tuner.php