May 5, 2014

May 5, 2014

Grade 7 Goals: Our goals for this week are to demonstrate an understanding of all of the elements of the blues (improvising a blues solo and playing a blues harmony/walking bass) through group performance.

During the first class of the week, students will begin by listening to examples of blues solos:

Blues for Harry

Mario Perrett Saxophone Solo

They will receive and discuss the rubric for their final performance evaluation on the blues. In groups of 3-4, they will practise taking turns playing a 12 bar solo and a 12 bar harmony and/or walking bass part. Some students may be asked to perform for a mark.

During the second class of the week, students will be marked on their performances. While groups are performing, others will be expected to write an original verse of the blues which shows their understanding of the context of the blues; how the lyrics reflect the thoughts and feelings of an individual at a given moment in history. Work will be collected at the end of the period.

Homework: Prepare for final blues tests and concert.

Grade 8 Goals: 

Our goals for this week are to complete our incidental music unit - demonstrating an understanding of how the elements of music communicate with the listener, and how to use the creative process - by performing our compositions for film.

During the first class of the week, remaining incidental music groups will perform their group compositions, students will perform for the class and receive feedback on their compositions. 

Any students who have not performed "Voyage of Queen Anne's Revenge" will be tested.

During the second class of the week, students will perform "Home", Wonderful 

World" and "Voyage of Queen Anne's Revenge" as a class once more. After reflecting upon their use of balance, dynamics, tempo, tone, phrasing and other musical elements, students will perform one last time aiming for their 'personal best' performance of each piece. 

Homework: Performers, please prepare for the concert.

April 28, 2014

April 28,  2014

Grade 7: This week's goal is to demonstrate an understanding of all of the components of the blues (lyrics, melody, harmony and walking bass) through performance.

During the first class of the week, students will practise performing solos, background and lyrics in groups. Students will be encouraged to perform blues solos for the entire 12 bars while others are playing the background using whole notes or word rhythm patterns like "baby", "don't you go" or "won't you come back". 

During the second class of the week, students will learn about the walking bass and take turns performing each part of the blues in a group of 3-4 players. The success criteria for their blues performance test on the blues will be shared.

Homework: Practise blues solo, harmony and walking bass.

Grade 8: This week's goals are to finish using the creative process to compose/perform incidental music, and to demonstrate an understanding of the elements of music through performance and composition.

During the first class of the week, students will be performing their incidental music compositions with their film for a mark. They will receive feedback from the class and teacher on their performance.

During the second class of the week, students will be tested on their performance of "Voyage of Queen Anne's Revenge".

Homework: Practise for assessments

April 21, 2014

April 21, 2014

Grade 7 Goals: Our goals for this week are to continue to demonstrate our understanding of the elements of music and the elements of the blues through discussion, writing and performance.

During our first class of the week, students will complete their quiz on the elements of music. They will review the blues "ingredients" learned so far (melody/improvisation - using the blues scale, lyrics - chanting verses of words in time with the 12 bars of music, harmony - playing chord notes from the 12 bar blues chord progression) and put them together in a blues performance - first as a whole class and then in small groups. Students will explore performing the harmony part using word rhythms such as "baby:", "don't you go", etc.

During the second class of the week, students will be introduced to the last component of the blues which is the walking bass line. This steady "walking" of notes provides the forward movement or the "drive" for the blues. Students will be given a worksheet which outlines what they will play for each bar.

Homework: Review the elements of music for the final journal next week. Practise all of the blues performance elements: improvising a solo from the blues scale, playing harmony using word rhythms, playing the walking bass, chanting lyrics.

Grade 8 Goals: Our goals for this week are to complete the composing of our incidental music, which should add intensity and communicate a message/mood to the film selected. Students should practise their compositions and prepare to perform it for a mark next week.

During our first class of the week, students will review and revise music created with their group members, evaluating the following:

     1. Does the music works well with the timing of events in the film?

     2. Does the music communicate the message/mood intended?.

     3. Does the music last for 60-90 seconds or more?

     4. Do you use elements such as tempo, dynamics, articulation, to create meaning?

     5. Does it sound well learned/performed? 

During the second class of the week, students will review "Voyage of Queen Anne's Revenge" and complete their composing and rehearse their music with their groups in preparation for performances next week.

Homework: practise "Voyage of Queen Anne's Revenge" and your incidental music - focusing on expression such as dynamics, tempo, articulation, etc.

April 7, 2014

April 7, 2014

Grade 7 Goals: This week our goals are to expand upon our understanding of the blues. We will experiment with blues lyrics, blues melodies and blues harmonies. 

During our first class of the week, we will continue chanting lyrics for the blues which use the 12 bar form (each line of words must last for 4 bars or 16 beats). We will listen to additional examples of the blues:

Call It Stormy Monday by T-Bone Walker

The Thrill Is Gone - B. B. King

and students will be asked to find their favourite blues songs and email the link to Mr. Simmons, our teacher candidate: bluesexamples@gmail.com. 

We will play patterns using the blues scale to create melodies using this backup track on youtube: 
Blues Backup Track (slow) 
We will discover this scale's unique properties for improvisation. If time permits, we will move on to blues harmony and learn about the 12 blues chord progression.

During our second class of the week, students will focus on blues harmony, learning how to build chords and how these chords are used in each of the 12 bars of the "Delta" blues. Standard 12 bar "Delta" blues form uses the following chord progression, based upon the I or 1 chord, IV or 4 chord, I or 5 chord:

Roman Numerals                                             Numbers

I        I        I       I                                           1          1          1           1

IV     IV     I       I                                           4           4          4           4

V      IV     I       I (or V)                                 5           4          1            1 (or 5)

Homework: Find your favourite blues song! Practice improvising using one, two, three or more notes for 12 bars without stopping. Complete the Whole Note Blues worksheet.

Grade 8 Goals:

During our first class of the week, we will review "Voyage of Queen Anne's Revenge", and listen to examples of incidental music which have 3 layers: melody, harmony and rhythmic pattern:

Robin Hood Theme (begins with rhythm, then adds harmony, then adds melody)

Terminator (begins with harmony, then adds rhythm, then adds melody)

Dark Knight Theme (begins with rhythm, then adds harmony, then adds melody)

Oblivion M83 Waking Up (begins with harmony, then adds rhythm, then adds melody)

James Bond Theme (begins with rhythm and harmony, then adds melody)

 Students will work to complete steps 1,2, and 3 of the creative process in creating their own incidental music. We will revisit the procedure for composing with chord notes and passing notes for our incidental music project. Students will apply this knowledge when creating their melody, harmony or rhythmic support part for their group. They will be given time to compose and rehearse together.

During our second class of the week, students will continue on step three of the creative process to complete the first section of their composition and practise it together.

Homework:  complete the first section of your incidental music and perform it expressively.

March 31, 2014

March 31, 2014

Grade 7 Goals:  This week our goals are to continue to demonstrate an understanding of the elements of music through listening and performance, and become familiar with the sound of the blues.

During the first class of the week, students will discuss what they know about the blues, and listen to an example of a blues song:
"Gimme One Reason"
"I Can't Quit You, Baby"

They will watch 2 videos on youtube which introduce the Blues:
What Is The Blues 
Nothing But the Blues part 1
After listening to a variety of blues songs, and looking at lyric examples such as "Flood Water Blues":

It’s been snowin’ forty days and nights, lakes and rivers begin to freeze.

It’s been snowin’ forty days and nights, rivers and lakes begin to freeze.
Some places through my old hometown, water ‘s up above my knees.

Storm begin risin’, and the sun begin sinking down.
Storm begin risin’, the sun begin sinking down.
I says, “Mother and Dad, pack your trunk. We ain’t safe here in this town.

When it lightnin’ my mind gets frightened, my nerves begin weakenin’ down.
When it lightnin’ my mind gets frightened, my nerves begin weakenin’ down.
And the shack where we was livin’ begin movin’ ‘round.

Women and children were screamin’, sayin’, “Mama why must we go?”
Women and children were screamin’, sayin’, “Lord, where must we go?”
“The floodwater have broke the levees and we ain’t safe here no more.”

And begin cloud as dark as midnight, keep raining all the time.
I say, “Oh, I wonder why the sun don’t ever shine?”

And the way it keeps rainin’ its drivin’ me out my mind.

Students will learn about the structure of the blues verse, (3 sentences which are in AAB form, sad/depressing topics, first person, all lines rhyme, each of the 3 sentences must last for 16 beats.)

Students will be given time to write their own blues lyric verse and practise chanting it for homework..

During the second class of the week, students will perform their lyrics and learn about the melody of the blues which uses the blues scale. Students will receive a blues scale sheet and compare the blues scale to the other scales they have learned. They will practise playing patterns using the blues scale notes. If time permits, students will review "Tempest" and play song 91 which uses a blues scale.

Homework: complete your blues lyric composing and practise chanting it in time, practise patterns using the blues scale, practise Tempest.

Grade 8 Goals:Students will be working on improving the tempo of "The Last Voyage of Queen Anne's Revenge" and will begin working in groups on their Incidental Music project which demonstrates an understanding of how the elements of music communicate mood.

During the first class of the week, students will rehearse the band arrangement of "The Last Voyage of Queen Anne's Revenge" focusing on increasing tempo. They will view the Incidental Music Videos one more time and form composing groups of 2-5 players. Student groups will discuss and agree upon the message, mood and musical elements they will use. They will receive a composing guide booklet and success criteria.

During the second class of the week, students will continue working in groups on their Incidental Music Project. Using the first 2-3 steps of the creative process as outlined in their booklets, students will get roles and decide upon a chord progression for their piece. They will begin to create their individual parts.

Homework: practise "Last Voyage of Queen Anne's Revenge", begin composing for your Incidental Music Project.

March 24, 2014

March 24, 2014

Grade 7 Goals: Grade 7 students will be demonstrating their performance skills and understanding of how the elements of music (pitches, rhythms, tone colours, dynamics, metre, tempo, tonality, and form) communicate with the listener. They will be tested on their understanding by performing a section of "Tempest" for a mark. 

During the first class of the week, students will complete any remaining pentatonic performances. They will learn about musical form by listening to pieces such as Sabre Dance (ABA), Happy (ABABCBCB), All of Me (ABABCB) and and apply their knowledge to "Tempest". They will rehearse all measures of "Tempest" focusing on using the elements to communicate with the listener.

Students will discuss the success criteria for the performance test next class on measures 63 to the end. (Tests will be performed in mixed instrument groups.) 

During the second class of the week, students will be performing their part for "Tempest" measures 63 to the end for a mark while other instrument parts are playing simultaneously.

Homework: prepare for the playing test on "Tempest".

Grade 8 Goals: Grade 8 students will be working toward perfecting their performance of "Voyage of Queen Anne's Revenge" and beginning the Incidental Music Composing Project.

During the first class of the week, students will be working on improving their performance of "Voyage" by increasing the tempo, improving balance/blend, articulation and dynamics, and other expressive controls. They will play through the B section from measures 53 to 72 and then try to perform it with the D. S. al coda by repeating bars 13-42.

During the second class of the week, students will try playing the coda section of "Voyage" and put the entire piece together. They will begin the Incidental Music Composing Project.by watching 4 or 5 videos from youtube:

Sunrise
Underwater Fish Volcano
Wave
Horses
Apollo 11 Liftoff

 They will consider how their instrument might be used in background music for one of these videos. Finally, they will form project groups based upon the video they choose and will receive a composing booklet which will guide them through the creative process.

Homework: Practise the B section and coda for "The Last Voyage of Queen Anne's Revenge"

March 17, 2014

March 17, 2014

Happy St. Patrick's Day and welcome back from March Break!!

Grade 7 Goals: We will continue to work on understanding the elements of music through listening, performance and composition.

During our first class of the week,  we will take up journal number 3 and discuss the use of elements in "Mars, The Bringer of War". We will play song 84 in the method book and then many students will be performing pentatonic compositions in small groups for a mark. All students should know measures 45 to the end of "The Tempest". 

During our second class of the week, we will warm up  with song 84 and then discuss the musical elements used in "The Tempest" (rhythms, dynamics, articulation, tone colours, tonality and tempo) communicate with the listener. We will learn measures 18-36, concentrating on articulation, rhythms and dynamics.

Homework: Learn The Tempest measures 18- the end.

Grade 8 Goals: We will continue to work on reading and playing accurately in 6/8 time and understanding how incidental music communicates with the listener.

During our first class of the week, students will complete any clapping tests in 6/8 time. We will review measures 37- the end of "The Last Voyage of Queen Anne's Revenge" and work on measures 13-36. Balance of parts, blend and articulation will be emphasized. 

During our second class of the week, students will listen to "The Last Voyage of Queen Anne's Revenge". and then discuss how this music might be used as incidental music for a film or drama. We will watch a variety of film clips ("Bike Jump", "Giraffe", "Market")and discuss how the musical elements communicate a mood or message in preparation for a composing project based upon short film clips.

Homework: Learn all of "Last Voyage of Queen Anne's Revenge".