1 - INTRODUCTION - CSUN
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|(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for|
|routing purposes. Know how to interpret URLs. |
| |
|Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website |
|outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the |
|website. Compare your findings with those of others in the class. Are websites always located in the country in which they are |
|registered? What does this show about the nature of Internet-based business and commerce? |
| |
|Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers |
|you are working with? What kind of connections are you working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base |
|FX (fiber LAN), etc.)? Compare are your connection speeds. |
| |
|Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include |
|text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not |
|available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters |
|work. |
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Websites are not necessarily located in the country of origin. This one however happens to be actually located in Zimbabwe. The .zw indicates that it is a Zimbabwean based site but even that does not guarantee that the server that runs the site is in that country. Internet based commerce can be deceptive as to the source and the validity of the web site. Consumers today have to protect their information and research where they are purchasing their products from. However, the internet also allows for ease of access for not only the consumer but also for the company providing products. Who knows the companies could be based in the country of origin and it is only the website that has been outsourced to another country.
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The connection at CSUN seams to be a little faster then my computer at home. I am using a cable modem provided by Road Runner/Time Warner and would not give it up for the world. What surprised me was the various connection speeds from the different severs. Even when using the same sever and the same material I still got vastly different speeds. My IP address is 75.80.30.102
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Ventura County Superintendent of Schools Office
VCSNET Acceptable Use Policy
Exhibit A
A. Statement of Purpose. VCSNET's purpose is to facilitate communications in
support of education using high-performance computer networking
technology and wide-area telecommunications facilities. To promote the
sharing of educational information, and to provide access to computer
resources for the enhancement of the educational process.
B. Roles for External Network Usage. All users of VCSNet shall comply with
any "Acceptable Use Policy" and any security policies of the Internet Service
Provider used by VCSNet (Attachment A) and any regulations as promulgated
from time-to-time by any Internet oversight organizations. These policy
statements include but are not limited to rules governing routing, use of
network numbers, and network bandwidth.
C. Acceptable Use. VCSNet use must be in support of education and consistent
with the educational objectives of the Ventura County Superintendent of
Schools Office.
D. Unacceptable Use. Transmission of any material in violation of any U.S. or
state regulation is prohibited. This includes, but is not limited to: Copyrighted
material, threatening or obscene material, or material protected by trade
secret. Use for commercial activities is not acceptable. Use of product
advertisement or political lobbying is also prohibited.
E. Adverse Affects Prohibited. Any use which adversely affects the operation
of VCSNet and jeopardizes the use or performance for other users may be
judged improper by the appropriate Ventura County Superintendent of
Schools Office personnel. Such use could result in loss of access to VCSNet.
F. Protection by Law, Prosecution, Disciplinary Sanctions. The Ventura
County Superintendent of Schools Office invokes the protection afforded by
the laws of the State of California for any and all unlawful access(es) or injury
to any computer, computer system, computer network, computer program,
data and/or data systems, or information and/or information systems to which
VCSNet provides access and/or services.
G. Authorized Use Only and Notice of Monitoring. This network connection is
for the use of authorized users only. In the course of network maintenance or
monitoring, the activities of individuals using the network may be monitored.
Individuals using the network without authority, or in excess of their
authority, are subject to having all of their activities on the network monitored
and recorded.
Anyone using the network consents to such monitoring and is advised that if
such monitoring reveals possible evidence of criminal activity, Ventura
County Superintendent of Schools Office personnel may provide the content
of such monitoring to law enforcement and national defense agencies.
R\Group\BSA\BSA\Policies&Procedures\Internet User Agreemnt
H. Warranties. The Ventura County Superintendent of Schools Office makes
no warranties of any kind, whether expressed or implied, for the service it is
providing. The Ventura County Superintendent of Schools Office will not be
responsible for any damages the user suffers as a result of using VCSNet. This
includes loss of data resulting from delays nondeliveries, misdeliveries, or
service interruptions caused by its own negligence, errors or omissions. Use of
any information obtained by VCSNet and/or the Internet is at your own risk.
I. Hold Harmless. The user agrees to hold the Ventura County Superintendent
of Schools Office harmless from any action brought against the Ventura
County Superintendent of Schools Office as a result of the use of VCSNet
except for any action caused by the negligence of the Ventura County
Superintendent of Schools Office.
I am not sure what filters my school uses
|(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. |
|Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this|
|and you personal observations to meet TPE 8. |
| |
|Develop a written profile of your school and students. Your profile should include the following: |
|School distinctives : Study your school website and discuss school history, distinctives and goals. |
|Geography: Describe your campus and its community using satellite photos and maps. Using the photos, describe the nature of the |
|community (commercial, apartments, single family homes, industry, etc.) |
|Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. |
|Discuss two or more prominent SES characteristics of the school population. |
|School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your |
|school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc. |
Somis school has a long history dating back to 1895 when the school was first built to serve the Somis community. Unfortunately the school and the town has not changed much since then. Somis is still a small town rural community set into the farmlands between Moorpark and Camarillo. The school is well supported by the community. The school board and school site council are made up of store owners, local business owners and former students who still live within walking distance of the school. The population of the students is comprised of children of the Migrant workers (Hispanic) who work the farm and the children of the Farm owners (white) which leads to a vast divide between the have and have-nots. The maps of the consensus in 1990 show that somis is not like the bordering areas (the exact spot is the one red dot in the % Hispanic shot).
At the end of it all is the API scores for the school. This was a big thing for our school this year because we had been in the program improvement category for 2 years and some big changes in our finances were going to take place if we scored bad. However this year we barely met our marks and actually exited our status of Program improvement. So next year when all hell is breaking loose because NCLB standards took a huge jump and almost every school will be in program improvement we will be back at the first level instead of being in deep trouble.
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[pic]average family income between $75,000 and $375,000
[pic]percentage white population 84% to 100%
[pic]percentage Hispanic 37% to 100%
[pic]percentage foreign born 37% to 100%
[pic]median educational level 14-16 years
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|(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In |
|many environments, teachers are the only individuals students know who have been to college. |
| |
|Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field |
|related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information|
|found on college websites. Provide active links to the colleges, and quote relevant information. |
| |
|Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family |
|situation. |
I actually did talk to one of my students and her family about college this past year. She was my best student at the middle school who was accepted into the top band (out of 3) at the local high school. She has her mind set on USC. I thought I might be out of her family’s income range so I suggested a few other schools along with my alma matter. I first told them about the FAFSA. This is the most important place to begin when helping students with their financial responsibility in education because all other groups look at that report to get the official information. I know USC probably is a better learning environment all around but it is hard for me to justify a tuition that is 10 times as much.
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|(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in |
|professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include |
|plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13. |
| |
|Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the |
|professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or |
|presentations you would like to attend. Include a link to the professional organization and to the specific conference. |
SCSBOA (Southern California Band and Orchestra Association) is the main organization in the instrumental music field. Almost all of the band directors employed in southern California are members of the organization. This organization is comprised of Musicians and educators currently working in the field and is a great network of people in the biz. They host honor bands, festivals where bands compete, and most importantly they have a conference in both the fall and the winter.
I have attended the conferences in years past but missed them both this past year. There I get to see a lot of old music friends that I have played with in the past along with teachers in my area that I get to network with. Every conference is booked with workshops that deal with specific issues which music educators face. Such as Drum set techniques, how to purchase a good string instrument, getting parents involved, or even performances of new music literature that is being sold. Unfortunately there is not a specific website outlining the conference, the main information is usually mailed out and things usually do not get onto the website as soon as I would like.
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|(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to |
|find employment for themselves, but also to attract others to their schools and thus build strong departments. |
| |
|Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. |
|Describe the school and community using information found on the Internet. Cite your resources. |
It does not specify exactly which school needs the Band director but it sounds like it is at one of the high schools because of the 130 member marching band, they might even be talking about a traveling music teacher position. The Santa Monica / Malibu community is made of more of the affluent people of our society. I am not sure I would like working in this type of community because the students tend to be over-privileged and come with an attitude of self importance. I looked at the SMMUSD web site and looked at some of the schools in the area.
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|(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should |
|be able to find appropriate multimedia resources, and link to or download such files. |
| |
|Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the |
|file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in |
|instruction. |
| |
|Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an|
|active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source |
|and describe how and why you will use it in instruction. |
I have used this song in my lessons as an example of a famous trumpet player and I have also had my students perform this song and used this link as a listening example.
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I have also used “Exploring the world of Music” video series in my lessons and have found this whole series from very educational. I have made a worksheet out of some of the phrases that they use throughout the video and left out words that the students will fill in. this helps them pay attention to the video and help them retain key information.
Video on Demand2.ivr
go to this link and click on the VOD symbol next to the fist video-Sound music and the environment. It will regester you for free by asking for your email.
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|(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) |
|allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the |
|development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1. |
| |
|Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed |
|in this class. |
| |
|Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and |
|include screen captures of the relevant parts of the lessons. |
| |
|Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search |
|features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are |
|related to a lesson you will provide. |
| |
|Provide links to other relevant documents or resources you have developed. |
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
The science of sound
Vibration-- every sound starts with vibration.
Watch sound waves on an Oscilloscope
Amplitude, Pitch, Timbre, Duration
Sound waves in motion
Medium—travel through states of matter
Echoes and the speed of sound
Video # 1 Sound, Music and the Environment
Video on Demand2.ivr
Regions of Focus:
Tuva: imitation of animals and environment
Tuvan throat singing
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
Week 2—Rhythm and Beat—How music is organized in time
Music divided time into patterns of sound and silence
“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.
Lesson #1 Rhythm see end of unit plan
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
Regions of focus:
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
Week 3—Melody, the story
The most meaningful aspect of music—the thing you remember the most
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
Scales, Major-Minor
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,
Week 4 – Texture and Harmony, layers of sound
How many different layers of music do you hear at the same time
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
Monophony- one part a solo voice or instrument Sean n’os- Ireland
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
Harmony—Two or more tones sounding together at the same time
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
Play games labeling intervals
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
Week 6 --- Form, the musical blueprint
The piece has a beginning an end and something in between
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
Week 7 –Timbre the color of music
Found sounds
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.
Week 8 ---Expression, The emotional power of music
Major, Minor scales and chords
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
Unit Objectives
By the end of this course the students will have a greater understanding and appreciation of music. They will understand the 9 elements of music and how that effects their perception of the music that they hear. Students will gain insight into music from other countries, cultures, and peoples. They will then be able to relate to that music through their own music, culture and lives.
They will be able to define the nine elements of music:
• 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
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Lesson #2
Note Identification
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Lesson #3 Mood in music
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