“Tones sound, and roar and storm about me until I have set them down in notes.”
AUTHOR: Ludwig van Beethoven
MEANING OF THE QUOTE:
MEANING OF THE QUOTE:
COMPOSER
CHOPIN
CHOPIN
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Revolutionary (Fall of Warsaw)1831
Chopin wrote this piece during his Polish homeland's revolution against Russia.
Due to poor health he could not fight for his beloved country so he wrote this music as a tribute instead.
Etude in C Minor
Revolutionary (Fall of Warsaw)1831
Played by Sviatoslav Richter
An etude is a French word for a musical study piece (short composition)
for a solo instrument designed to provide practice material for perfecting a particular musical skill.
for a solo instrument designed to provide practice material for perfecting a particular musical skill.
It is intended to demonstrate technical virtuosity; a musical exercise.
GRANADA ADV. STRINGS
1. Jingle Bell Rock
1. Jingle Bell Rock
INTRO. TO INSTRUMENTS
1. Following the conductor: non-verbal cues
2. Recorder: Making the first sounds
a. Bad versus good sounds
b. Air, breathing and posture
c. Tonguing/articulation
d. Left versus right
e. Placing fingers down: first notes (to be continued)
RECORDER
SHORT EXPLANATION ON HOW THE RECORDER WORKS
1) IT IS AN INSTRUMENT MADE OUT OF A TUBE WITH HOLES IN IT
2) COVERING HOLES IN CONSECUTIVE ORDER LENGTHENS THE TUBE
a) THE LONGER THE TUBE THE LOWER THE SOUND
3) SOUND IS PRODUCED BY BLOWING AIR DOWN THE TUBE WITH THE SPEED
OF THE AIR HITTING THE SIDES OF THE TUBE TO CREATE THE VIBRATIONS
d. BLOWING THE RECORDER
1) GOOD VERSUS BAD SOUNDS
a) PLAY THE RECORDER WITHOUT THE FINGERS TO ISOLATE THE BLOWING MECHANISM FROM THE FINGERING
MECHANISM IN ORDER TO LEARN HOW TO TO PULL A GOOD TONE OUT OF THE INSTRUMENT
b) BAD SOUNDS HEARD ON THE RECORDER CAN STEM FROM EITHER POOR BLOWING TECHNIQUE,
POOR FINGERING, OR COMBINATIONS OF BOTH
c) USING THE "ECHO" TECHNIQUE TEACHER PLAYS RHYTHMIC PASSAGES THAT ARE REPEATED BY THE
CLASS (SOME PASSAGES THAT THE CLASS ECHOES HAVE GOOD SOUNDS AND SOME BAD ON PURPOSE)
d) AFTER THE "ECHO" EXERCISE STUDENTS DISCUSS THEIR EXPERIENCES ON THE PRODUCTION OF GOOD
AND BAD SOUNDS (PROPER BREATHING, USE OF THE TONGUE, OVER USING THE MOUTH,
PUFFING THE CHEEKS, BLOWING TOO HARD VS WHISPER AIR)
e) DISCUSSION AND PRACTICE OF TONGUE ARTICULATIONS TO PRODUCE EACH SINGLE SOUND
e. PUTTING FINGERS DOWN ON THE RECORDER INTRODUCTION
1. Following the conductor: non-verbal cues
2. Recorder: Making the first sounds
a. Bad versus good sounds
b. Air, breathing and posture
c. Tonguing/articulation
d. Left versus right
e. Placing fingers down: first notes (to be continued)
RECORDER
SHORT EXPLANATION ON HOW THE RECORDER WORKS
1) IT IS AN INSTRUMENT MADE OUT OF A TUBE WITH HOLES IN IT
2) COVERING HOLES IN CONSECUTIVE ORDER LENGTHENS THE TUBE
a) THE LONGER THE TUBE THE LOWER THE SOUND
3) SOUND IS PRODUCED BY BLOWING AIR DOWN THE TUBE WITH THE SPEED
OF THE AIR HITTING THE SIDES OF THE TUBE TO CREATE THE VIBRATIONS
d. BLOWING THE RECORDER
1) GOOD VERSUS BAD SOUNDS
a) PLAY THE RECORDER WITHOUT THE FINGERS TO ISOLATE THE BLOWING MECHANISM FROM THE FINGERING
MECHANISM IN ORDER TO LEARN HOW TO TO PULL A GOOD TONE OUT OF THE INSTRUMENT
b) BAD SOUNDS HEARD ON THE RECORDER CAN STEM FROM EITHER POOR BLOWING TECHNIQUE,
POOR FINGERING, OR COMBINATIONS OF BOTH
c) USING THE "ECHO" TECHNIQUE TEACHER PLAYS RHYTHMIC PASSAGES THAT ARE REPEATED BY THE
CLASS (SOME PASSAGES THAT THE CLASS ECHOES HAVE GOOD SOUNDS AND SOME BAD ON PURPOSE)
d) AFTER THE "ECHO" EXERCISE STUDENTS DISCUSS THEIR EXPERIENCES ON THE PRODUCTION OF GOOD
AND BAD SOUNDS (PROPER BREATHING, USE OF THE TONGUE, OVER USING THE MOUTH,
PUFFING THE CHEEKS, BLOWING TOO HARD VS WHISPER AIR)
e) DISCUSSION AND PRACTICE OF TONGUE ARTICULATIONS TO PRODUCE EACH SINGLE SOUND
e. PUTTING FINGERS DOWN ON THE RECORDER INTRODUCTION
GRANADA BEG. STRINGS
1. Assignment of instruments
a. Labelling the cases
b. Passing out of lon forms
1. Assignment of instruments
a. Labelling the cases
b. Passing out of lon forms
HILLVIEW ORCHESTRA
1. Tuning to concert "A" pitch/long tones
2. Exercise passage from song : Jingle Bell Rock
a. Played by the entire group
b. Chromatic passage taken from the violin part
3. Jingle Bell Rock first section
4. Jingle Bell Rock second section sight reading
5. Pachelbel/Jolly: Introduction to the piece
1. Tuning to concert "A" pitch/long tones
2. Exercise passage from song : Jingle Bell Rock
a. Played by the entire group
b. Chromatic passage taken from the violin part
3. Jingle Bell Rock first section
4. Jingle Bell Rock second section sight reading
5. Pachelbel/Jolly: Introduction to the piece
