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- Week 2—Rhythm and Beat—How music is organized in time
- Lesson 1 Rhythm see end of unit plan
- Week 3—Melody, the story
- Lesson 2 see end of unit plan
- Week 4 – Texture and Harmony, layers of sound
- Week 5 --- Composers and history of music 1000 years in 5 days
- Week 6 --- Form, the musical blueprint
- Week 7 –Timbre the color of music
- Week 8 ---Expression, The emotional power of music
- Week 9 --- Careers in Music
- Week 10—Music technology
- Lesson 2 Note Identification
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Music Appreciation Scott Murphy Somis Middle School Week 1 – Sound, Music, and the Environment The basic 9 elements of music. What is music?-organization of sound Rhythm, beat, melody, harmony, timbre, texture, form, expression, environment. Environment and the effect it has on music Music in everyday life and participation level of listener Materials and influence of sound Cultural aspects Music around us Found sounds http://www.youtube.com/watch?v=fvtko8cFZhk&feature=related The science of sound Vibration-- every sound starts with vibration. Watch sound waves on an Oscilloscope http://www.virtual-oscilloscope.com/ Amplitude, Pitch, Timbre, Duration
Medium—travel through states of matter http://www.youtube.com/watch?v=tI6S5CS-6JI&feature=related Echoes and the speed of sound Video # 1 Sound, Music and the Environment
Regions of Focus: Tuva: imitation of animals and environment Tuvan throat singing http://www.yat-kha.com/html/what/yat_kha_cds.php http://www.npr.org/templates/story/story.php?storyId=6493062 Bosnia: Vocal projection to cover long distances Ganga highlander singing American Popular music: Our music is a creature of our environment Various examples and instrumentation
“Jakea wachecka” Zimbabwean song/game that emphasizes beats through movement Conducting and beat Conducting patterns in 1,2,3,4,6 Listen to and sing songs in duple and triple meters Have students define strong beats and week beats—pulse Rhythmic response Clap 4 beat patterns and have student copy patterns, stomping on beat one Have students make own 4 beat patterns and have students copy only four beats.
Recorders teach “Star Wars” To get fingers moving, play all notes from low C and high C, breath control Rhythmic notation Recognize whole, half, quarter and eighth notes and rests Repeat and perform one to four measure rhythms by clapping, singing ta, ta ti, and playing on recorder. Swing rhythm Uneven eighth notes—one long and one short accented Teach students to perform “Aganu” , an African drum and dance song from Ghana Vocals, Dance, and drum parts Video # 5 --- Rhythm
Gambia, the SereKunda: menjane. Communication through drumming Instruments: Djembe, talking drum, june june, sang va, cow bell North India: Tala—16 beat cycle, or circle Instruments: tabla, tampura, sarod, sitar, pakawaj, sarangi Cuba: Rumba and the clave Clave Congos of different sizes. Ganna: Agaune suite, teaching of the dance Instruments: Atchimewu, gankuoi, ahatse
the part that our ear naturally gravitates to, the tune The phrase, a complete thought or sentence When you hear a sentence, you don’t think of the individual words, but you create a mental image of what the sentence means You don’t hear the individual notes you hear as a complete thought. Melody is like a story it has a beginning it has a plot and it has an ending Rhythm makes melody more interesting Patterns of melody Have students use numbers (1-8) to create four different patterns Repetition, variation, contrast, inversion, mirror, ascending descending, etc… Teach Solfedge Do-re-mi-fa-sol-la-ti-do Visual solfedge—Curwin hand signs, the solfedge hand. Movie examples “sound of music” “encounters of the third kind” Melodic notation Pitches—half steps and whole steps 12 notes in an octave Octaves—there is something fundamentally the same about each octave
bag of notes where you can chose the notes of your melody Intervals—distance between pitches small steps or big jumps Notes on a staff Place alphabet on staff and learn mnemonics FACE and EGBDF Giant music Staff Use students bodies to represent notes on a staff Musical hopscotch Twister – right foot “E” left hand “C” Lesson #2 see end of unit plan Recorder Teach basic 5 note songs on recorder Hot Cross Buns, Mary had a little lamb, Good king Wenceslas Arabic classical music Maquam and microtonality modes Certain mood to an evening or sad state of being Intervals or microtones sound out of tune to most people unless you are born the in region or get used to it through exposure. Traditional Irish music melody and ornamentation The tune is most important but is changed with different variations—details Sean n’os—old way, traditionally the solo vocalist holds the hand of the person next to him and rows, not in time with music North Indian Music: the rules of raga Raga is a recipe for composed or improvised melodies. There are 100’s of them Some Raga’s imply a time of day or season of the performance, or composition Ragas use the same twelve notes we use in our scale, Can’t mix ragas Tabla, keeps time while the tempura plays the tonic of the raga A solo instrument, either the Sarod or sitar will play the melody The first and last note must be the tonic The rest of the song centers around four other notes with one note more prominent Definite and prefixed mode of going up or down through the notes. Play video #6 Melody Regions of focus: Traditional Irish music: ornamentation of the melody Illiean Bagpipes, guitar, flute, violin, voice Arabic Classical Music: the Maquam The Ud, the Nay, violin, tamborine North Indian Music: the Ragga Tabla, tempura, sitar, sarod,
Certain parts of the world have aesthetic preferences of simple or complex textures. One or two musical parts might be enough, or is there the need for more.—opinion
Heterophony- two or more parts performing the same melody with slight variations. Homophony- a dominant melody accompanied by other parts Polyphony – simultaneous sounding of two or more different melodic lines Play examples of each and have students identify them. Vocal sound effects in large groups Balinese Monkey chant Write out 4 different vocal hocketing patterns and have students perform Contemporary Australian choral music: Stephen Leek’s experimentation with textures that reflect the natural environment short sounds that are connected together to make a different sound Rain storm- snapping patting, clapping stomping as conducted in waves Play video #8 Texture
How the two pitches interact and relate to each other Working together or in agreement with each other. What combinations of notes make good harmony Intervals—the distance between two notes Melodic and harmonic intervals Have one student play two notes/ have two students play two different notes Label differences between consonant and dissonant intervals Label numeric intervals in C scale, from C and in between other notes Have students write familiar songs a third and fifth above original melodies. Play these and label the stacking of three notes as triads Chords and Triads Play C scale on recorder in a three part round show each triad (directed slowly) Play tonic, subdominant and dominant (I, IV, V) triads and label them as such. Have students hold these chords while teacher and students improvise on C scale Let them know that 80% of popular music uses these chords to make music. Have students compose song with melody and chordal accompaniment using these chords in their own progression Play the blues Play video #9 Harmony Regions of focus: Trinidad: Steel drum sonority Tenors-Melody, Doubles-Harmony, Triples-Chords, Bass, engine room Japanese: no beat, stressing individual notes. Thin and simple texture Shakuhatchi, koto Classical: Chanber music shifting of textures and melody Piano trio: piano, violin, cello Week 5 --- Composers and history of music 1000 years in 5 days Watch Video #3 Music and Memory Church and the Monks –the middle ages Chant Byzantine- Gregorian Story “The seven citys” Ionia, doria, phrigia, Lydia, aeolia ,ect… Pope Gregory v.s. plainsong Rise of universities and Franconian notation Organum, strict, parallel, free, melismatic, measured. Motets Renissance 1400-1600 Polyphony 4 part writing soprano alto tenor bass Secular v.s. Roman catholic church Madrigals v.s. Mass Martin luther and the reformation Word painting Baroque – 1600-1750 J.S. Bach, Handel, Vivaldi counterpoint Secular art music playing for kings and court Piano invented 1706 pilgrims 1620 Opera, Basso continuo, concerto grosso Orchestra added woodwinds and brass Classical 1750-1825 Mozart, Haydn Beethoven American revolution 1775 Development of the symphony Wrote for specific occasions and patrons (for the money) Harmonies were simpler and stuck to form Romantic 1825-1900 Wagner, Schumann, Schubert, Chopin, Liszt, Berlioz, Verdi, Mussorgsky Music told a story, and even had text, extreme emotions portrayed Virtuosity in performers-superstars Harmony became more dissonant and complex Twentieth century music Debussy, Holst, Schoenberg, Stravinski, Impressionism, expressionism, minimalism Trying to break all the rules Jazz and Blues Ragtime Scott Joplin Dixieland Jazz 1902 Jelly roll morton and his red hot peppers “black bottom stomp” Louis “Satchmo” Armstrong Scat singing Swing- big band era 1920-1930 Chicago
Fats Waller and Fletcher Henderson Woody Herman, Benny Goodman, Count Basie Duke Ellington Be-Bop Charlie parker, Dizzy Gillespie, Playing fast in a small combo Cool Jazz Miles Davis, John Coletrane Play Video# 11 composers and improvisers Region of focus: Western Euorpe: 500 AD to 1900 AD American music: 1900 to present
In music there are two things that can happen, either you hear the same phrase repeated or you hear something different. The first statement of the piece is always called A If the second section is the same we call it A again If it is different we call it B, C, D, etc… Some sections of the music come back again the shape of the music AABA, ABAB, ABACAD,AABBCC—all simplifications of form Western classical music—The Sonata form Intro / AaBb / AaBb / C / AaBb closing Exposition (AaBb) development (C) recapitulation (AaBb) First movement in a symphony or a piano sonata First it exposes the theme twice usually the second theme is contrasting Development takes parts of the original theme and plays around with it or develops it until it doesn’t sound like the same song anymore………...then Recapitulation restates the original theme once and finishes the song Jazz improvisational form AABA In a 32 bar form it usually starts with an eight bar melody accompanied by chords That same melody and chord sequence is repeated but ends differently During the bridge everything is different for contrast A return of the same melody and chords to bring the song home Then the whole chord structure stays the same while the song is repeated again without the melody so the soloist can improvise. To end the song, the band plays the same 32 bar form with the melody as they did in the beginning Listen to various styles and find the form for those sections Find listening maps for Halloween songs and play for kids Play sink the sponge with students. Play video #10 Form: the shape of music
Have students bring in a sound from home Create a song using the sounds in groups using Classification of instruments Membranophones Object with skin stretched over it and is struck or rubbed Aerophones A colum of air is set into vibration by splitting the air set into motion by a vibrating reed or buzzing lips Chordophones Stretched strings set into motion by bows or plucked Lots of different timbres depending on what it is made out of Idiophones An object set into vibration by hitting or plucking Sound like themselves The material makes each of these objects sound unique Electrophones New category make sound electronically Threimin electric guitar Synthesiers Overtone series Fundamental tone Other tones that you hear—harmonic tones Use synthesizer and have students change tones What determines timbre Materials and construction Musical voice of the musician Expression Families of instruments String instruments Open up piano and analyze why it is a string or percussion instrument Play guitar and bass why are sounds lower and higher Create own “guitar” out of string, stick, and resonator (Tupperware bowl, tissue box, drum?) Mark spaces and play simple song Brass
Give students a chance to play each of the instruments Create brass instrument out of paper cone Woodwind Give students a chance to play each of the instruments Make double reed out of drinking straw Voice—the most flexible of all instruments Each culture has own expected sound-- imitate what you hear Each person is also unique individual and different Head voice, throat voice, chest voice Early music Most early instruments were limited in expression and tone color Musicians learned to play different instruments to create different tone colors There were two different concepts of performing groups Groups of like instruments that produced a collected sound like pipe organ Instruments from different families were called mixed consort or broken consorts, this style would bring out the different lines in the music Play recorders (Sop, Alto, Ten, Bass) on traditional four part song. Play video#7 Timbre: the color of music.
Analyze Major and Minor scales Listen to and identify Major, Minor, Augmented and Diminished Chords. Lesson #3 see end of unit plan Music and the Movies Watch movie clips with different music behind it “2001” examples of moments powerful music and powerful silence Discuss Dynamics, articulations, ornamentations and effects Dynamics playing louder and softer crescendo, decrescendo, subito Articulations are used to change feeling within the exact same music context Style is important influence in articulations. Presentation of song that evokes powerful personal feeling Each student will present a song that they have an emotional connection with What memories does it remind you of Why does it make you feel…..happy, sad, confused, scared. Continuous drawing experiment-- Pink Floyd “Dark Side of the Moon” Students draw to emotions of music and switch between songs Music used to inspire through history Civil Rights movement ”We Shall Overcome” Learn how to sing song and importance Hitler’s use of music – Propaganda in music Video #2 The transformative power of music Week 9 --- Careers in Music Composers Film and TV. Advertisement Media composition John Williams & Danny Elfman Play examples of compositions Brief biography and web interviews Radio D. J’s / spokesman Advertising spots Engineers, technicians ,editors Recording / music production Computer editing Studio technicians, Engineers Producers Royalties—collection, Music educators Schools elementary through college Private lessons Play video #4 Transmission: Learning music Discuss lives of Professional musicians Gig’s Orchestras Studio work Popular musicians (the 1%) Have students research on specific career area and write a fictional story on what a day in their job is like, present it before class. Play video #12 Music Technology Week 10—Music technology Music Technology Use “Pro-tools free” to create basic song Recreate “Mary had a little lamb” with melody harmony and drum track Have students create original song using concepts already learned and 12 measure melody already created Track 1 rhythm Track 2 melody Track 3 & 4 bass and harmony
Rhythm—patterns of sound and silence Beat-- strong and weak pulses in the music Melody--a succession of pitches that have meaning Harmony-- two or more notes sounding at the same time Timbre-- the quality of the sound / tone color Texture --how many instruments are playing and the function that they fulfill Form – the different parts of a song and how they are put together Expression—how the music communicates emotions. Environment--The people, culture, time and place in which music is developed and performed and how they have an effect upon each other. History, Countries and Cultures that will be studied are from the following countries. From these cultures, they will be able recognize most styles and instruments and able to identify some of them. Tuva—Tuvan throat singing and animal imitation Bosnia—Highlander men’s Ganga Japan—Shakuhachi and Koto Australia—Aborigine Clapping sticks and Walbiri Fire Ceremony India—Tabla and tempura Classical Arbic—Violin, Ud, Nay, Daff Java—Gamelan Ensemble Zimbabwe—Mbira and Marimba Gambia—Serekunda Drumming Ireland—Bagpipes and Sean n’os American Folk Songs / Jazz and the Blues The History of Western Music, in brief Students will gain the vocabulary and understanding to describe a piece of music and how it is performed. They will be able to express the emotions that the composer intended to portray and the qualities in the music that create those feelings. Lesson #1 Rhythm 
Lesson #2 Note Identification http://www.lessonplanspage.com/MusicCIInteractiveWebsiteTeachesNoteIdentification612.htm 
Lesson #3 Mood in music Download 2.55 Mb. Share with your friends:
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