Performer-Based Websites



List of Music Resources from Mrs. Houston! Hi, all! Below are some resources and assignments I have created for you. At this time, I am not able to access my Lamar webpage. I hope this issue will be resolved soon. If the webpage issue is fixed, you can check my webpage for updates. You can access my webpage through the Lamar webpage and go to Class Websites and scroll down to Related Arts. In the meantime, here are some things to check out! If you need to contact me or if you have a music question you can email me at houstonl@If you complete an assignment please email it to me at houstonl@Assignments are listed below after the websites. Stay home, stay healthy and I will see you soon!Mrs. HoustonFree online music sites:Performer-Based Websites Music With DARIA is a website from this multiple award-winning educator and musician. The website was given a 2009 Parent's Choice Award for its family-friendly introduction of world music to young people and it's resources for teachers, parents and special education professionals. The instrument section allows children to color, hear and find pdf instructions on how to make world music instruments such as cajónes (box drums), didgeridoos, shekeres, pow-wow drums and guiros along with cultural background information. From The Top website is designed for young classical musicians. This clever website has: The Green Room, Hall of Fame, Answer Zone, Student Lounge, a Reference Room and an area for parents and teachers. Partnered with the highly successful From The Top radio program, this site offers the more “serious” young musicians an opportunity to hear from others like them and benefit from socialization of sorts with others like themselves. was created for children of all ages. The website offers teachers, parents and even the youngest students the opportunity to be introduced to jazz. The interactive audio, video and curriculum are not intended to replace a teacher!Symphony-Based Websites new SFSKids presents an updated online experience entirely different from the original SFSKids. Some of brand-new features and content throughout SFSKids include: a fun and playful series of educational modules presented as immersive environments and using animal avatars as guides; the ability to explore various linkages between composers, instruments and music compositions; the use of some game-based techniques to motivate repeated listening and engagement; gesture-controlled simulation scenarios using the mouse and keyboard to provide “hands-on” experiences of playing instrument and conducting music; interactive online tutorials to learn about music basics; the opportunity for users to compose and notate their own original music; and much more.The site features games, listen and learn, and various teacher resources, from the Dallas Symphony Orchestra. graphics and fun games-like the clarinet scavenger hunt-make this New York Philharmonic website great, especially for instrumental students.play.lso.co.ukLSO Play allows you to experience the orchestra from multiple points of view.Cincinnati Music Hall TourWalk in this virtual tour through Cincinnati Music Hall, home of the Cincinnati Symphony Orchestra and Cincinnati Pops Orchestra. Take a turn looking out from the conductor’s podium, learning about the instrument sections and experience the architecture.Music Game/Theory/History/Listening WebsitesThis website contains hundreds of learning games of varying levels, all carefully planned to gain mastery of the elements of music theory, ear training and rhythmic skills in an exciting, challenging environment. site is just for kids—to talk to other kids about piano, listen to the Taz-man, jump to other cool places, time travel to meet a famous composer or pianist, get a great tip to help withlessons, get help with writing piano or music reports or even ask a question!The Yellow Cat piano program offers students the opportunity to excel at the piano. Its learning methods enable students to learn quickly and to achieve higher levels of success than the standard music program. offers games on composers, instruments, reading and vocabulary.Learning about and listening to different instruments, reading music, musical genres and links to additional sites are the features of this site. is a great site for music theory. site includes games and songs. You also can use this site to search for more related sites."Name That Tune," a link to the American Symphony Orchestra League, Instruments, lesson plans and games all can be found on this website.theme/classicalmusic.htmThis site offers many links to quality classical music sites. online, interactive piano lessons that can be used in conjunction with traditional piano lessons. quality theory tutorials, and interactive identification and ear training drills in note reading, key signatures, intervals and triads.webStudents can test their music knowledge with quizzes, matches, concentration card games and other activities.Elementary-age students can enjoy exploring, creating and manipulating music.chuck/index.html#/jazzElementary students can enjoy playing with an interactive Improvisation Station.Enable students to compose from a MIDI keyboard and add voice-overs or other audio recorded through a microphone. online accompaniments that function as virtual accompanists. site is devoted to ear training and theory skills. site offers ear training and theory skills. site contains lots of free music resources for elementary music classroom teachers, private music instructors and homeschool parents, for the purpose of building kids up in positive ways and enriching their lives with an appreciation for music and learning. Note! music games (shareware and freeware) are both amusing and educational. They offer a way to learn to read music notes in treble clef and bass clef the fun way.A music educational portal designed especially for kids and music beginners. Primarily focusing on the piano basics, they produce games to learn music easily with fun.KidsClick! is a web search site designed for kids by librarians—with kid-friendly results! The site includes links to kid-friendly websites about music and music history.Sphinx Kids contains interactive games and videos.Classics for Kids contains games, music lessons, lesson plans and information on composers and classical music. (For students and teachers.)musick8kids.coomFun music stuff just for kids. Music Trainer features music and ear training games.Teacher ResourceContains an online music theory guide, articles about music theory and a Java enhanced script for interactive play.A fabulous general resource page from the Piano Technicians Guild for anyone involved in any way with keyboard instruments.music.indiana.edu/muslib.htmlAn extremely comprehensive resource with great references to composer's pages and information.pedagogy.htmThis site is great and has links to information on how to practice.career/music-teacherThis is an advocacy site for teachers with many resources such as free lesson plans, guides, teacher grants, scholarships, continuing education information and more. comprehensive guide to teaching resources for all grades and subjects. There is an entire section of music-teaching resources, including free sheet music and theory exercises.Piano Teacher's PlaygroundThis resource site features printable games, free printable music theory worksheets that are fun for kids, holiday worksheets with fun themes and colorful graphics, and more.Other ResourcesTo raise awareness about hearing health, MTNA has partnered with the American Speech-Language-Hearing Association (ASHA), which has developed the award-winning "Listen To Your Buds" campaign. The campaign educates the very young about practicing safe listening habits such as turning down the volume and taking listening breaks when they use personal audio technology so they can avoid the devasting, lifelong effects that can accompany hearing loss.Gift of Music Teacher Referral DirectoryDreams Fulfilled Through Music is a pioneer in the development of creative teaching for students with all types of disabilities. Whether the student's needs are for music therapy or a program of adaptive teaching strategies in a private lesson setting, it is the goal of DFTM, to identify qualified teachers and therapists who can provide services that will result in bringing the joy of making music to all with special challenges.Singing in the car!?Great website for keeping music happening during long road trips! Nuts Virtual Drums?Play the drums from your computer! Drumset?Play a realistic drum set using your computer keyboard Machine?Explore different rhythms that can be created on a drum set using the interface of a mixer board. Keyboard Drum Kit?Play the drums using your computer keyboard! Francisco Symphony Kids?San Francisco Symphony maintains this fun website aimed at students in grades 3rd-5th. math and art games Music?Music games and puzzles especially fun for students in 3rd grade and younger.. Be your own electronic DJ!DJ Spin Doctor?Be a DJ!? Combine music samples to create a work of pop music all your own.? This is especially fun for students in 4th grade and up. Dictionary?A music dictionary; especially helpful because all entries include a musical example! for Kids?Music games and puzzles, especially great for students in grades Kindergarten through 4th grade. Alive?The United States National Center for the Arts has activities for learning about composers, orchestral instruments, and more! the symbols to the singer's shirt to create your own a capella rock band!: If you have any questions about these please email!*Keep a journal of the various musical activities you do each day. These activities can be as simple as listening to music in the car or listening to music on a movie. Describe the music you heard and how it made you feel. If the music was on a movie or tv show or game, describe how it helped to tell a story.*Complete an activity on one of the websites above and email me what activities you have completed.*Create your own musical instrument out of materials you can find in your house! Classify the instrument into one of the music families and explain why the instrument is in that family.*Critique a performance you see on TV or online. Use musical terms while describing and critiquing the performance. For example, use musical terms such as tempo, timbre, expressive qualities and dynamics. See definitions below.*Create a music flyer or program for your imaginary band. Include performance venue, times and dates and artwork!*Write your own song! Make sure the song has a form like the following: Verse 1, Chorus, Verse 2, Chorus, Verse 3, Chorus, Bridge, Chorus. Pick an appropriate topic you are interested in and let your creativity flow!*Draw your own musical instrument on paper and explain how it works, what family it is in, materials you would use to make it and how much the instrument would cost.* Pick a few of the definitions below you are not familiar with. Write them out and then create your own definitions in your own words.*Find a cool music video and send it to me in a URL through email and provide a summary the video and what you liked about it.List of Musical Definitions:AB form: (see binary form) ABA form: (see ternary form) A cappella: Unaccompanied vocal music. Ability: Natural aptitude in specific skills and processes; what the student is able to do without formal instruction. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts. Alla breve: A tempo marking indicating a quick duple meter with the half note rather than the quarter note getting the beat (2/2 rather than 4/4); sometimes referred to as cut time. Analog: Non-digital material that does not transfer or convert sound into binary code (e.g., acoustic piano, microphone, monitors, etc.). Analyze: To examine in detail the structure and content of the artistic piece. Anticipation (guitar): Placing an accent before beats 1 and 3, often performed as an upward strum tied to downbeats of 1 and 3. Arpeggio: A term used to describe the pitches of a chord as they are played one after the other, rather than simultaneously. Arrange: To create an adaptation of a composition.Articulation: In performance, the characteristics of attack and decay of tones and the means by which these characteristics are produced. Artistic foundations: Fundamental practices and procedures, as adopted by the state of Tennessee, used to govern art instruction at the K-12 levels; formerly known as standards. Artistic literacy: Technical knowledge of vocabulary, technique, and skill and the appropriate interpretation thereof to carry out the artistic processes of creating, performing, and responding to music. 259 Artistic processes: The four broad methodologies of artistic study--perform, create, connect, respond--through which young artists present an artistic text, generate original art, appraise and assess musical works, and relate music to historical and cultural contexts. Atonal: Music in which no single tone is the home base or key center. Audiate: To hear and comprehend sounds in one's mind (inner hearing), especially in the absence of an outside stimulus. Audience etiquette: A code of conduct expected from those attending musical performances, which can vary from one setting to the next. Aurally: Pertaining to the ear or the sense of hearing.Basic harmonic accompaniment: I-IV-V chord progression used as an accompaniment. Beat: Underlying steady pulse present in most music. Binary form: A musical form consisting of two main sections. Blues progression: I-IV-I-I; IV-IV-I-I; V-IV-I-I. Sometimes referred to as twelve- bar blues. Blues scale: A major scale in which the third and seventh are lowered a half- step. Body percussion: The use of the body to create un-pitched sounds (e.g., pat, clap, snap, stomp). Bordun: Accompaniment created by sounding two tones, an interval of a fifth, continually throughout a composition. Bowing: The technique of using the bow on a stringed instrument.C Position (piano): Notes included in the 5-finger hand position starting on C (C, D, E, F, G). Chant: (1) the rhythmic recitation of text without a sung melody; (2) a type of singing characterized by a simple melody line and free rhythm. 260 Chord: a combination of three or more pitches sounded simultaneously. Chordal: music characterized more by harmony than by counterpoint. Chord melody guitar style: Chord voicing with melody on top string. Chord progression (harmonic progression): A succession of two or more chords; a basic progression is I-IV-V, in a given key. Classroom instruments: Instruments typically used in the general music classroom, including recorders, autoharps, mallet instruments, pitched and unpitched percussion instruments, fretted instruments, keyboard instruments, and electronic instruments. Collaboratively-developed criteria: Criteria for assessing achievement that have been developed through collective decision making. Common practice period: End of Baroque period to the beginning of the Romantic period (basically, the Classical period). Compose: To create pound meter: A meter that includes a triple subdivision within a beat (e.g., 6/8) or that has a numerator greater than four (e.g., 5/4). Concert pitch: Actual sound produced by an instrument as distinct from a written note for transposing instruments. Connect: To develop relationships among artistic ideas, personal meaning, and/or external context. Create: To conceive and develop new artistic ideas through improvisation, composition, or arrangement. Diction: Pronunciation and enunciation of words in singing. Digital: Category of musical equipment that manipulate sound using binary code, such as electronic instruments, digital audio interfaces, MIDI, computer software, etc. Digital environment: Simulated place made or created through the use of one or more computers, sensors, or other equipment. Domains: Basic artistic processes that are broken into four categories: Perform, 261 Create, Respond, and Connect. These are referred to as domains. Double stop: Playing two strings at the same time. Dynamic levels, dynamics: Degrees of intensity, most commonly applied to volume of the sound, but also relating to character of the piece, especially in Baroque works. Elements of music: Pitch, rhythm, harmony, dynamics, timbre, texture, form, and tempo. Embouchure: The proper position of lips in playing wind instruments. Ensemble: A group of individuals organized to perform artistic work. Established criteria: Traits or dimensions for making quality artistic judgments of a particular style, genre, cultural context, or historical period that have gained general acceptance and application over time. Event: The point at which a change occurs in the music (e.g., modulation, entrance of a solo, tempo change, dynamic change). Expression, expressive: Use of appropriate dynamics, phrasing, style, and interpretation and appropriate variations in dynamics and tempo to convey feelings through art. Form: The overall structural organization of a music composition (e.g., AB, ABA, call and response, rondo, theme and variations, sonata-allegro) and the interrelationships of music events within the overall structure. Found sounds: Music produced by nontraditional instruments. Foundations: Within each basic artistic process (domain) there are statements that apply to all disciplines within the arts. These statements are referred to as foundations. Genre: A type or category of music (e.g., sonata, opera, symphony, jazz, march, lullaby). Grades of difficulty: For purposes of these standards, music is classified into six levels of difficulty: ● ?Grade I: Very easy; easy keys, meters, and rhythms; limited ranges. ● ?Grade II: Easy; may include changes of tempo, key, and meter; modest ranges. 262 ● ?Grade III: Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements. ● ?Grade IV: Moderately difficult; requires well-developed technical skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys. ● ?Grade V: Difficult; requires advanced technical and interpretive skills; contains key signatures with numerous sharps or flats, unusual meters, complex rhythms, and subtle dynamic requirements. ● ?Grade VI: Very difficult; suitable for musically mature students of exceptional competence. Harmonizing instruments: Chordophone instruments capable of producing harmonies as well as melodies, often used to provide chordal accompaniment for melodies and songs. Heterophonic: Musical texture in which slightly different versions of the same melody sound simultaneously. Historical context: Conditions of the time and place in which music was created or performed that are vital to the preparation and presentation of an artistic event. Homophonic: Musical texture in which all parts move in the same rhythm but use different pitches, as in hymns; also, a melody supported by chords. Iconic notation: Way of writing music (e.g., pitch, rhythm, dynamics) using nontraditional symbols or characters. Improvise: To create music spontaneously, often within a framework determined by the musical style. Interval: The relationship between two pitches (e.g., major third, minor third). Intonation: Singing or playing the correct pitch in tune. Key signature: The sharps or flats, or absence of either, at the beginning of a piece of music, indicating the sharps, flats, and naturals belonging to the key of the music. Meter: The grouping in which a succession of rhythmic pulses or beats is organized; indicated by a time signature at the beginning of a work. MIDI (Musical Instrument Digital Interface): Standard specifications that enable electronic instruments, such as the synthesizer, sampler, sequencer, and drum machine from any manufacturer, to communicate with one another and with 263 computers. Modal tonalities: Music based on scales other than major, minor, or pentatonic (e.g., Mixolydian). Modes: Seven-tone scales that include five whole steps and two half steps; the seven possible modes include: Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian; these were used in Medieval and Renaissance periods and served as the basis from which major and minor scales emerged. Modulation: The process of changing from one key to another. Monophonic: Musical texture consisting of a single, unaccompanied melodic line. Musical periods: Renaissance (1450-1600), Baroque (1600-1750), Classical (1750-1820), Romantic (1820-1900), and Contemporary (1900- present). Nonstandard notation: Symbols to indicate sounds not typically used in standard notation (e.g., flutter tonguing, clapping, tapping on the instrument or music stand, key or valve clicks). Notation: Visual representation of musical sounds.Obbligato: An elaborate melodic part accompanying a solo or principal melody. Open-ended assessment: Assessment that allows students to demonstrate the learning of a particular goal in multiple ways, such as demonstrating understanding of rhythmic notation by moving, singing or chanting. Orally: Pertaining to speech. Orchestration: Specifying the use of particular instruments in a composition. Ostinato: A short musical pattern that is repeated persistently. Pentatonic scale: Music based on a five-tone scale; most often referred to the scale using tones, Do, Re, Mi, Sol, and La. Perform: The process of realizing artistic ideas and work through interpretation and presentation. Performance medium: Type of ensemble or soloist performing (e.g., band, orchestra, chorus, jazz ensemble, vocalist). 264 Polyphonic: Musical texture in which two or more melodies sound simultaneously. Polytonal: Music in which two or more tonalities (keys) sound simultaneously. Practice tools: Use of metronome, naming notes, isolating rhythms, isolating finger technique, recording oneself. These and many other techniques can be referred to as basic practice tools. Primary chords: Chords built on the tonic (I), subdominant (IV), and dominant (V) notes of a scale. Refine: To make changes in artistic works or performances to more effectually realize intent through technical quality or expression. Respond: To give written or oral feedback, based on a prescribed set of criteria, on the quality of a musical event, while describing how the music was used to convey meaning. Retardation (guitar): Placing accent after beats 1 and 3, often performed as an upward strum tied to downbeats of 2 and 4. Rondo: A musical form in which the A section alternates with contrasting sections (ABACA). Rubric: Established, ordered set of criteria for judging an artistic performance, including descriptors of work at various levels of achievement. Rudiments: Various rhythms with prescribed sticking combinations used by percussionists. Scale: a succession of tones. ● ?Major: succession of tones in the following pattern of half steps (H) and whole steps (W): WWHWWWH. ● ?Minor: succession of tones in three different patterns: o Natural: a minor scale that shares the same key signature as the relative major and is in the following pattern of half steps and whole steps: WHWWHWW. o Harmonic: Natural minor scale with a raised 7th step.o Melodic: Natural minor scale with a raised 6th and 7th ascending, and natural minor scale descending. 265 Sight reading: To read and perform music at sight, without preparation. Simple meter: Any meter in which the number of beats is a multiple of two. Singer’s formant: A high spectrum peak occurring around 3000Hz in vocal sounds; also associated with “vocal ring” and with the vocal ability to project over background noise (e.g., choir, orchestra); the position of the mouth of the singer so that the sound produced leads to strong overtones. Social context: Civil and cultural parameters of a distinct time and location during which music was created or performed that are vital to the preparation and presentation of a musical event. Staff: The five lines and four spaces on which music is notated. Stage presence: Performer's ability to convey artistic content to a live audience through traits such as personal engagement with the repertoire, exhibited confidence, decorum, eye contact, posture, and facial expression. Standard notation: Music written on one or more staves, using traditional note symbols and clefs to indicate pitch locations and durations. Standards: Within each foundation (cross-discipline statement) there are explicit descriptions of what students should know and be able to do as a result of art instruction within a specified course of study. These descriptions are referred to as standards. Style: The distinctive or characteristic manner in which the elements of music are treated (e.g., the style of Copland, Baroque style, French style, fugal style). Style Periods: Historical Periods. Symbols of musical expression: Commonly accepted written symbols for expressive elements such as dynamics, tempo, articulation, phrasing, and style. Syncopation: An arrangement of rhythm that places emphasis on weak beats or weak parts of beats. Tennessee Bandmasters Association (TBA): the band governing body that maintains the graded music list for wind band literature at large ensemble assessment events (). Technical accuracy: The ability to perform with appropriate tone, intonation, diction, articulation, attacks, and releases and to play or sing the correct pitches and rhythms. 266 Technique: The mechanical skill required to effectively engage in a musical work. Tempo: The speed of the music.Ternary form: A musical form consisting of three main sections. Texture: The general pattern of sound created by the elements of a work or passage. Timbre: Characteristic tone color which distinguishes one instrument or voice from another. Time signature: The numbers placed at the beginning of a composition to indicate the meter of the music. The upper number indicates the number of beats in a measure; the lower number indicates the kind of note that receives one beat. Tone: A musical sound that has the properties of pitch, duration, volume, and timbre. Transpose: To adapt a composition for a medium other than its original one (e.g., vocal music transcribed for instruments or a piano work transcribed for orchestra). University Interscholastic League (UIL): The organization that provides sight reading parameters for Tennessee large ensemble assessment events (). Unison: Singing or playing the same notes by all singers or players, either at exactly the same pitch or in a different octave. Variation: The manipulation of a theme by the use of melodic, rhythmic, and harmonic changes. Vocables: Audible, indecipherable sounds and/or syllables used by vocalists to convey musical ideas or intent. Vocal production (vocal technique): A singer's vocal tone as determined by the combination of correct posture, effective breathing, raised soft palate, tonal placement, and diction. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download