Everything music from a perspective of a public
school music teacher with subject integration
(especially art, history, and literature) as a focus
to help teach the Common Core Curriculum.
1. NO QUOTE/START OF MUSICAL REPORT ON "OLIVER" .....a. Review first few sections of information on the report (title, composer, short summary of story, etc.) .....b. Wrote down and discuss names of main characters we have met so far .....c. Wrote down the names of songs we have heard so far
2. Watch the next section of the film
BEGINNING VIOLIN PERIOD 5:
OBJECTIVE:
1. TUNE 2. SONG: YEAR WITHOUT RAIN 3. SONG: CIELITO LINDO .....a. Worked on combining harmony and melody parts together
ADVANCED VIOLIN PERIOD 4: OBJECTIVE:
1. TUNE 2. SONG: NUMB .....a. Worked on some difficult rhythmic passages ..........1)Subdivided rhythm by counting eighth notes instead of quarter notes ..........2)Placed the beat numbers under each note ..........3)Circled the starting eighth note beat (number) of each rhythmic note ..........4)Counted the numbers out loud while clapping on those circled numbers (eighth note beat) ..........5)Repeat again only a little faster then keep repeating and speeding up ..........6)Change the numbers to a sound (like "tah") and continue to clap on the circled eighth beats speeding up until am automatic reflex is produced
The object of this exercise is to first intellectualize (think through) a difficult rhythmic passage and then to completely learn it by transfering the knowledge from the thinking side of the brain to the reflex side (memory). I have previously taught the concept of "subdivision of the beat" setting the ground work for the use of this technique in learning difficult rhythmic passages. Not only does this technique help learn difficult rhythmic passages it will drastically reduce the amount of practice time spent learning them.
1. KEYBOARDS: TEACHER WILL BE GOING AROUND TO CHECK STUDENTS FOR: .....a. Understanding how to "D" on the keyboards .....b. Demonstrating how to play a "B" "A" "G" song (Mary or Hot Cross Buns) .....c. Ear training on one pentatonic (black key note song) .....d. Understanding on how to start reading songs by number on the keyboard (used to teach the "frame" position of the hands and also to be able to use the sense of touch rather than the eyes looking at the keys while playing). This lesson was continued from yesterday. Today's quote is worth 1 extra credit point.
BEGINNING VIOLIN PERIOD 5: OBJECTIVE: PREPARATION FOR HOLIDAY PERFORMANCE/DOUBLE STOPPING 1. TUNE 1. DOUBLE-STOPPING .....a. Silent bow rocking: 7 bow levels at MB .....b. Separate Bows (UH) 4x at each bow level .....c. Silent bow rocking: 7 bow levels at FROG .....d. Separate Bows (LH) 4x at each bow level .....e. Mary Had a Little Lamb .........1)Using 2 strings: finger the melody on the lower of the 2 strings but use the bow not only on that string but also on the next open string higher (Double-Stopped) .........2)To be played on G with open D, D with open A, A with open E, and then the melody alone on the E string 2. HOLIDAY PROGRAM SONG: HAVA NAGILA .....a. Review from yesterday .....b. Work for continuity; training the performer how to play through mistakes in a performance with others Coming Up: More holiday songs putting fingers down on strings
ADVANCED VIOLIN PERIOD 4: OBJECTIVE: Preparation for: Harvest Day performance on October 28th/Holiday Program December 9th 1. TUNE 2. MUSIC STANDS WERE SET-UP 3. REVIEW SONGS FOR THE HARVEST FESTIVAL .....a. HOEDOWN .....b. ORANGE BLOSSOM SPECIAL .....c. DE COLORES 4. GREENSLEEVES .....a. Listen to the accompaniment with string harmony part .....b. Everyone plays harmony part together (later to separate into melody and harmony parts) ..........1)Playing the harmony part is important even for those who will be playing the melody because harmony helps the ear with intonation, the counting is different, and also because it is good for everyone in the group to know how their part fits together with the the others. 7. Preparation for the Harvest Festival Performance
......a. There are 11 practice sessions (days left) before the concert
......b. We will be performing on the outside stage in the early part of the festival
......c. When we are finished we can put our instruments away in the room and enjoy rest of the festivities
......d. More information to follow when I get it.
1. This music came from the "Notebook for Anna Magdalena" 2. It is manuscript notebook (1725) that Bach presented to his second wife Anna Magdalena and is a compilation of music by both Bach and other composers of the era which features keyboard music (minuets, rondeaux, polonaises, chorales, sonatas, preludes, musettes, marches, gavottes) and a few pieces for voice (songs, and arias). (http://en.wikipedia.org/wiki/Notebook_for_Anna_Magdalena_Bach ) 3. The author of the music maybe Bach or someone else but because it is in this notebook it is attributed to Bach. 4. This music was often used for teaching purposes and today is often transcribed for other instruments. 5. Term "Minuet": .....a. This is a social dance of French origin for two people, usually in 3/4 time.
.....b. The word was adapted from Italian minuetto and French menuet, meaning small, pretty, delicate. .....c. The name is also given to a musical composition written in the same time and rhythm, but when not accompanying an actual dance, the pace was quicker.(http://en.wikipedia.org/wiki/Minuet) 6. Term "Transcribed": An adaptation or reworking of a musical composition for a different instrument than the music was originally written for. OBJECTIVE: Using the Left and Right Brain 1. QUOTE AUTHOR: Frederick Delius .....a. One of his most famous pieces is called "On Hearing the First Cuckoo in Spring"
2. Brain: Left Side/ Right Side and What It Has to Do With Music .....a. Explained that are bodies are "cross-circuited" ..........1)Right side of the brain controls the left side and vice-versa .....b. Most everyone favors one side of the brain over the other that is why some people write with their right hand and some with their left ..........1)Few people can write equally well using right and left hands ..........2)Equal use of both hands is called being "ambidextrous" ..........3)In terms of certain skills controlled by one side of the brain, the other side is under developed .............a)To illustrate this point: print and write in cursive your name with the normal hand and then try the other ......c. What makes music unique compared to some other art forms is that most musicians need equal use of both hands in order to create their art. ...........1)An art teacher would probably not ask the student to draw using the weak hand, either would the English teacher ask the student to hand write an essay using the weak hand; but in music the playing of most instruments requires it. ......d. As the exercise in writing your name with the weak hand illustrates, the brain is trying extremely hard to send the message to move the fingers, but the fingers cannot respond quickly (like the fingers on the strong hand does) ...........1)Frustration results when the brain knows how to do something but the muscles cannot respond at the same rate of speed; this is the experience all musicians go through during music training (especially beginners). ...........2)Actually this "frustration" is the brain expanding its capabilities (sort-of like the muscles aching when exercising them; trying to build them up). ...........3)Frustration thus is a good thing and all muscians experience this when learning something new. ......e. Playing music, learning to use both hands equally, forces the under-developed side of the brain to be used and thus people who do this utilize more of their brain capacity ...........1)I like to say, "Playing music makes a person smarter; the more of the brain you use the smarter you become." 3. BODY PERCUSSION SONG "ALLEY CAT"
.....a. Utilizes quarter notes and quarter rests and also eighth notes in pairs. .....b. Review note values and rhythm reading; how to perform a rest (which should be felt but not heard) .....c. Go over directions: why certain notes are colored red and some colored black (red notes and black notes have stems in different directions as well) ..........1)The different colors indicated the use of right and left hands used to perform the rhythms in this body percussion exercise. ..........2)Using the left and right hands (not always in patterns) demonstrates the use of the right and left brain activity as discussed earlier. ..............a)Students will feel frustration or their brains' expanding as they perform this piece; especially when left-right patterns are deliberately changed often near the end ..............b)As the brain functions by patterns, it rebels when new patterns are suddenly introduced to it ..............c)Forcing the brain to learn new patterns also expands the abilities of the brain's function. .....d. This exercise demonstrates the technique that a drummer (snare drummer) must go through when playing. ...........1)Profession drummers plan their "sticking" (which hand plays which note at any given time) before practicing any given piece. (Sticking is not random.) .....e. Since the performance of this is only rhythmic (no melody playing by the performer) in the beginning of the learning process the ear cannot easily help out the eyes should the eyes get lost; so focus and concentration is more difficult in drumming then on a melody instrument 4. RECORDER HOLIDAY SONG: JOLLY OLD ST. NICK ......a. Short explanation of new note LOW "E" and its fingering ......b. Sight read through "JOLLY OLD ST. NICK" 5. REVIEW B-A-G SONG: TURKEY TROT DECEMBER 9th is the holiday concert for chorus, band, and strings. Recorder students are invited to play their instruments ("recorder carolling") as the pre-concert activity outside of the gym. This is not mandatory; just a fun way to celebrate the holidays through music. We will play the holiday music learned in class. All students need to bring is their recorder; music and accompaniments will be already set-up. More details to follow as I get them. BEGINNING VIOLIN PERIOD 5: OBJECTIVE: PREPARATION FOR HOLIDAY PERFORMANCE/DOUBLE STOPPING
2. DOUBLE-STOPPING .....a. Separate Bows (UH) 2x at each of the 7 bow levels .....c. Bow patterns taken from Hava Nagila: short long short short short long
.....d. "Mary Had a Little Lamb" double-stopped
.........1)Played the DO-RE-MI song with the neighboring higher open string
.........2)Played on G with open D, D with open A, A with open E, and then the melody alone on the E string .........3)By adding the open string with the melody harmony is produced helping the ear hear intonation better on the fingered notes ( a good intonation training technique)2. HOLIDAY PROGRAM SONG: COVENTRY CAROL .....a. Worked on keeping together the pizzicato and rests ..........1)Because I wanted the rests to be "played"silently together I had students deliberately move something (like a head nod) during them. ..........2)Even though rests are silent, they must be felt.
3.HOLIDAY PROGRAM SONG: HAVA NAGILA
.....a. Worked on certain sections to get the counting and articulation together
.....b. Worked for continuity; training the performer how to play through mistakes in a performance with others .....c. Added a tremelo to the ending note (as per a student's suggestion; a suggestion I liked very much!) ADVANCED VIOLIN PERIOD 4: OBJECTIVE: Preparation for: Harvest Day performance on October 28th/Holiday Program December 9th 1. TUNE 2. MUSIC STANDS WERE SET-UP 3. REVIEW SONGS FOR THE HARVEST FESTIVAL
.....a. HOEDOWN .....b. ORANGE BLOSSOM SPECIAL
.....c. DE COLORES
4. GREENSLEEVES
.....a. Harmony first/split 2 parts..violins on melody (review some fingerings) rest harmony
Sight read coventry carol (added 7th grade beg. violins during HR)
.....a. Listen to the accompaniment with string harmony part
.....b. Everyone plays harmony part together (later to separate into melody and harmony parts)
...........1)Playing the harmony part is important even for those who will be playing the melody because harmony helps the ear with intonation, the counting is different, and also because it is good for everyone in the group to know how their part fits together with the the others.
5. Preparation for the Harvest Festival Performance
......a. There are 11 practice sessions (days left) before the concert
......b. We will be performing on the outside stage in the early part of the festival
......c. When we are finished we can put our instruments away in the room and enjoy rest of the festivities
......d. More information to follow when I get it.
OBJECTIVE: MUSICAL "OLIVER" 1. QUOTE AUTHOR: GIAN CARLO MENOTTI .....a. A composer from the 20th Century who was famous for writing modern operas. .....b. One of his most famous operas was called "Amahl and the Night Visitors" about the Christmas story of the 3 kings
Amahl and the Night Visitors PART 1
Amahl and the Night Visitors PART 2
Amahl and the Night Visitors PART 3
First Hallmark Hall of Fame: Amahl and the Night Visitors
.....c. He recently passed away; he was in his nineties 2. SOLFEGE: DO-RE-MI .....a. Each student sings the pattern and hand signs to... teacher: "Did you finish your quote/" Student reply, "Yes I did." 3. MUSICAL OLIVER: OVERVIEW(see detailed information on this BLOG) .....a. Musical written by Lionel Bart .....b. Story based on novel by 19th Century English author: Charles Dickens called "OLIVER TWIST" .....c. We discussed living conditions in England during the time period the story took place ..........1)Poor versus rich and educated versus non educated ..........2)Laws that did not protect children's rights (including working conditions for children: workhouses, orphanages, the selling of children for slave labor ) ..........3)Social attitudes and morals; how they differ from today ..........4)Lack of sanitary living conditions and poor medical care (especially for the poor) ..........5)Communication devices and the speed of the transfer of information ..........6)The importance of this novel; how a piece of literature can change a society .....d. Discussed the term overture ..........1)orchestra playing an introduction made up of short, instrumental and musically connected excerpts or passages from the melodies that will be heard later. .....e. We watched the beginning of the musical (we heard the first 3 songs) ...........1)GRUEL: a term heard in the film...I explained what it was; please see section in this BLOG about this and there is also a recipe if someone would like to try making it. DUE TO THUNDERSTORM AND RESULTANT TIME CHANGES IN PERIOD 3 I WILL NOT REQUIRE THE WRITTEN QUOTE ON FRIDAY TO BE DONE. ANYONE WHO DID IT WILL RECEIVE EXTRA CREDIT. SO, THIS WEEK THERE ARE 3 REQUIRED QUOTES COUNTED TOWARD THE GRADE. BEGINNING VIOLIN PERIOD 5: OBJECTIVE: Bowing on Open Strings 1. TUNE 2. SILENT BOW ROCKING for arm levels at the MB (middle bow) 3. CYCLE OF STRINGS 4x each string UH 4. CYCLE OF STRINGS 4x each string 8x UH 5. CYCLE OF STRINGS 2x each string to rhythm: "My sis-ter Marc-y" (slow-fast-fast-slow-slow) using same amount of bow for each syllable but bow speed changes UH 3. CYCLE OF STRINGS 4x each string lifted, short down bows MB then at UH (tip) for articulation practice 4. "OPEN STRING WALTZ" open string note reading piece in 3/4 time .....a. Explained about half notes (2 beats) and dotted half notes (3 beats) by relating them to money ..........1)half note=half dollar, 50 cents, or 2 quarters ..........2)dotted half note=half dollar and a quarter, 75 cents, or 3 quarters) ..........3)RULE OF THE "DOT": a dot placed next to the right side of a note adds half the value on to that note; so if a half note is worth 2 beats, the dot added to it will be worth 1 beat, so a dotted half note is worth 3 beats ....b. Reviewed note names and sang them with the recorded music ....c. Played song on violin while singing notes out loud (bowing at UH) ....d. Learned a new bow technique called "tremolo" and played it on the last note of the song. 5. "BLAST OFF" review song and tremolo technique from yesterday .....a. Reviewed that at the repeat students need to "LIFT" the bow and restart the repeated section "DOWN" bow 5. Reviewed "Little Bitty" .....a. Reviewed that there are many LIFTED DOWN bows in this piece; bows to be lifted where indicated (during the quarter rests) .....b. Reminded them of the term RITARDANDO (Italian meaning to retard or slow down "RIT." for short) written into the music
ADVANCED VIOLIN PERIOD 4: OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music 1. TUNE 2. MIDDLE SCHOOL BAND NIGHT IS TONIGHT: I passed back the permission slips given me and students need to take them with them to the high school in order to go on the bus 3. DE COLORES .....a. Started working on melody parts with the violins ..........1)We sight read through the part ..........2)We circled passages that were similar and chose certain passages to practice on first ..........3)The passages we worked on were played while the recorded accompaniment was on but the parts we had not worked on yet were left out and just watched. This is a practice technique which teaches continuity (being able to play the parts you know and not letting the parts you don't know throw your focus off). .....b. Reviewed harmony parts with cellos, guitar, and piano .....c. Started the process of connecting the parts together. QUIZ ON THE DIFFICULT 4-NOTE PASSAGE OF ORANGE BLOSSOM SPECIAL POSTPONED UNTIL I RE-ANNOUNCE IT
The same as periods 2,3 except the Chopin composer report information: 1. COMPOSER REPORT ON CHOPIN (CONTINUED...) ....a.. Discussed some important historical happenings, inventions during Chopin's time period: ..........1)Daguerreotype Photography (Photography invented at end of Chopin's life and there is only one confirmed photograph of Chopin that is .............known ..........2)John Deere Steel Plow invented ..........3)Safety Pin invented by Walter Hunt ..........4)Baseball invented by Abner Doubleday ..........5)California Gold Rush .....b. Discussed the style of Chopin's music: .........1)Romantic (evokes feelings and emotions) .........2)Melodic .........3)Contrasted Tempos (Speeds in the music change) .........4)Nationalistic (Love of his country Poland depicted in his music) .........5)Folk Music (Use of Polish folk music incorporated into his musical style) .....c. Discussed "How to Write an Opinion" section and students had two write a couple of sentences giving their opinion on the music of Chopin.
.....a. A famous composer from the 19th Century who was also an accomplished pianist and piano teacher. 2. SOLFEGE: MI-RE-DO .....a. Each student sings the pattern and hand signs to... teacher: "Did you finish your quote/" Student reply, "Yes I did." 3. LESSON CONTINUED FROM YESTERDAY BEGINNING VIOLIN PERIOD 5: OBJECTIVE: Bowing on Open Strings 1. TUNE 2. SILENT BOW ROCKING for arm levels at the MB (middle bow) 3. SILENT BOW SPRINGING to prepare for bowing articulation of separate bows 4. "BLAST OFF" open string note reading piece .....a. Reviewed note names and sang them with the recorded music .....b. Played song on violin while singing notes out loud (bowing at UH) .....c. Learned a new bow technique called "tremolo" and played it on the last note of the song. A tremolo is a bowing technique (played in this case at the bow tip) made up of many small and unmeasured up and down bows, accented or unaccented, at various dynamics; often used to make the sound of the music feel more full, or to create excitement or tension
In musical notation, tremolo is indicated by strokes through the stems of the notes:
5. Reviewed "Little Bitty" with the recording and passed out music for it that students will have to put in the appropriate color for, per each string. .....a. Students may fill in the colors at home or we will do it in class next week. ADVANCED VIOLIN PERIOD 4: OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music 1. TUNE 2. MIDDLE SCHOOL BAND NIGHT: REMEMBER TO GET THOSE PERMISSION SLIPS IN! 3. ORANGE BLOSSOM SPECIAL .....a. Worked to get speed .....b. Worked toward continuity 4. DE COLORES .....a. We all worked on the harmony part QUIZ ON THE DIFFICULT 4-NOTE PASSAGE OF ORANGE BLOSSOM SPECIAL POSTPONED UNTIL I RE-ANNOUNCE IT
a. A famous composer from the 19th Century who was also an accomplished pianist and piano teacher. 2. SOLFEGE: MI-RE-DO .....a. Each student sings the pattern and hand signs to... teacher: "Did you finish your quote/" Student reply, "Yes I did." 3. LESSON CONTINUED FROM YESTERDAY BEGINNING VIOLIN PERIOD 5: OBJECTIVE: Bowing on Open Strings 1. TUNE 2. SILENT BOW ROCKING for arm levels at the MB (middle bow) 3. SILENT BOW SPRINGING to prepare for bowing articulation of separate bows 4. "BLAST OFF" open string note reading piece....a. Reviewed note names and sang them with the recorded music ....b. Played song on violin while singing notes out loud (bowing at UH) ....c. Learned a new bow technique called "tremolo" and played it on the last note of the song. A tremolo is a bowing technique (played in this case at the bow tip) made up of many small and unmeasured up and down bows, accented or unaccented, at various dynamics; often used to make the sound of the music feel more full, or to create excitement or tension
In musical notation, tremolo is indicated by strokes through the stems of the notes:
5. Reviewed "Little Bitty" with the recording and passed out music for it that students will have to put in the appropriate color for, per each string. .....a. Students may fill in the colors at home or we will do it in class next week. ADVANCED VIOLIN PERIOD 4: OBJECTIVE: Preparation for Harvest Day performance on October 28th/Hoedown music 1. TUNE 2. MIDDLE SCHOOL BAND NIGHT: REMEMBER TO GET THOSE PERMISSION SLIPS IN! 3. ORANGE BLOSSOM SPECIAL .....a. Worked to get speed .....b. Worked toward continuity 4. DE COLORES .....a. We all worked on the harmony part QUIZ ON THE DIFFICULT 4-NOTE PASSAGE OF ORANGE BLOSSOM SPECIAL POSTPONED UNTIL I RE-ANNOUNCE IT
DATE: MONDAY WEEK 05 SEMESTER #2 AUTHOR: Sergei Prokofiev QUOTE FROM THE BOARD: “Of course I have used dissonance in my time, but there has been too much dissonance. Bach used dissonance as good salt for his music. Others applied pepper, seasoned the dishes more and more highly, till all healthy appetites were sick and until the music was nothing but pepper.” MEANING OF THE QUOTE: "Dissonance in music (different sounds that do not blend pleasantly together) should be used like spices are used in food; overuse will spoil the product." ---------------------------------------------------------------------------------- DATE: TUESDAY WEEK 05 SEMESTER #2 AUTHOR: Gioacchino Rossini QUOTE FROM THE BOARD: “Every kind of music is good, except the boring kind.” MEANING OF THE QUOTE: "Many people think that music they don’t like is boring but….what is boring to one might be interesting to another.” ---------------------------------------------------------------------------------- DATE:WEDNESDAY WEEK 05 SEMESTER #2 AUTHOR:John Philip Sousa QUOTE FROM THE BOARD: “Jazz will endure just as long as people hear it through their feet instead of their brains.” MEANING OF THE QUOTE: “The style of jazz is meant to be felt through movement; that is what attracts people to it.” ---------------------------------------------------------------------------------- DATE: THURSDAY WEEK 05 SEMESTER #2 AUTHOR: Igor Stravinsky QUOTE FROM THE BOARD: “A good composer does not imitate; he steals.” MEANING OF THE QUOTE: “There are no new ideas only old ones which are combined to form new combinations. The better composers study the music of many others giving them a larger selection of ideas to use.” ---------------------------------------------------------------------------------- DATE: FRIDAY WEEK 05 SEMESTER #2 AUTHOR: Nadia Boulanger QUOTE FROM THE BOARD: “To study music we must learn the rules. To create music, we must break them.” MEANING OF THE QUOTE: “You should not break music rules accidentally; only break them deliberately for artistic reasons.” ----------------------------------------------------------------------------------
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