Grade 7 (Term 2/L1/2015/2016): GarageBand Remixing

What is remixing?

A remix is an new work made from existing musical material that is edited or altered in some way. Remixing has been around for centuries. Composers have always “borrowed” ideas from one another to make new musical pieces. 

The art of remixing as we know it today involves taking all or part of a recorded work and using it to create something new. Remixing extends to other art forms too: film, images, artwork and literature can all be remixed to create something new.

Take a look at the History of Remixing for examples that date back to the Classical Era and beyond.

http://www.historyofremixing.webs.com/

Who makes a remix and why?

Remixes are usually created by DJs and/or music producers. There are many reasons for remixing, some of which are:

• to create a new song for artistic purposes
  
• to create a dance mix for clubs
  
• to make a song conform to a specific musical genre
  
• to create new versions of “back catalogue” items 

How remixes are made?

The DJ or music producer sources the original recording of a song - preferably all the separate recorded tracks (known as stems) - so that they can chop them up, add a new drum beat, change the tempo or add new harmony.

Sometimes the DJ or music producer will create their own samples from a recording (a little snippet of sound) which might become the basis of a new melody or rhythm.

Almost any musical element of a song can be changed in a remix:

• drum beat
• style or “feel”
• tempo
• key
• instrumentation
• the vocal line can be “chopped up” into snippets
• song structure 

Remixing examples

There are thousands of examples available. Here are some good places to look:

• Youtube: search for a song name with the word “remix” after it
• On Youtube, take a look at the work of Pogo who has remixed sounds from many of the Disney and Pixar movies. He samples spoken lines, music and sound effects and puts them together to create a completely new song
• DJ Kutiman: also on Youtube, search for “The Mother of All Funk Chords”. DJ Kutiman found a series of unrelated music videos on Youtube and put them together to create a new piece
• iTunes: search for a song and check all of the results. Chances are that someone has created a new version 

Project

Create and record a 30-second arrangement

• Spend some time experimenting with the sounds available on GarageBand
• Drag the classical composition that you have chosen into GarageBand to start a playback of the sound 
• Choose up to 7 of the 20 sounds that you would like to include in your arrangement. Include a variety of rhythmic and melodic patterns 
• Play around with the mute and solo buttons to test out different combinations
• Plan your arrangement so that it has a beginning, a middle and an end

1. Beginning - use layering to bring in all or some of the parts
2. Middle - create some interest by using the solo and/or mute buttons to vary texture. Some sections may have all dudes on, and others just one or two
3. End - layer the parts out at the end 

• Get ready to “perform” your mix
• When finished, email and upload your arrangement on Google Drive

Musical Concepts

• Arranging skills 
• Layering
• Solo and tutti
• Rhythm
• Texture and timbre
• Acappella part-singing and beat boxing 

Assessment and feedback

• Students will each play their arrangement for the class    
• Other students offer constructive feedback and comment on the choice of sounds, use of layering, use of solo and tutti sections, the ending 

Remixing Terminology

• Tutti 

A directive to perform a certain passage of a composition with all instruments together. The opposite of solo. all; i.e., all together, usually used in an orchestral or choral score when the orchestra or all of the voices come in at the same time, also seen in Baroque-era music where two instruments share the same copy of music, after one instrument has broken off to play a more advanced form: they both play together again at the point marked tutti

• Stems

Individual audio tracks from a recording, ie. the lead vocals, the bass, guitar, keyboard, backing vocals and so on 

• Acapellas (yes, spelt that way!)

Also known as a cappellas, capellas or pells - vocal stems; the vocal track without any accompaniment 

• Beat

Used in the remix world to describe the entire drum pattern or musical style, rather than just the underlying beat of a song 

Introducing basic remixing with Incredibox (Let's start here)

Incredibox is a free online music resource which is lots of fun to use (and very simple). 

http://www.incredibox.com

Grade 4 - Lesson 2 (Q4) (Classical Composers)

Classical Composers Research and Timeline Presentation

Students will work in groups. The timeline presentation of composer research will be scheduled for the week of May 8.

Project Details

Each group will research the various musical eras and create a timeline.

• Baroque
• Classical
• Romantic
• Modern

Choose one composer and present interesting findings (not dry recitation of facts and dates) biography. Research the life and music of your assigned composer or historical music period. Students will present their findings about the composer, including three major musical pieces, favored musical instruments and musical style.

Create one large, colorful, and detailed poster OR PREZI showing the following information IN YOUR OWN WORDS! 

For composers:

a. Year of birth, birthplace (city and country)
b. Year of death (city and country) if not alive
c. Location where most music was writtend. 3 important and interesting facts about the composer's life that significantly affected their music.
e. What instrument or instrument group is composer most known for writing? (Ex. string quartet, solo piano, symphony, band, etc.)
f. Focus piece of music (Listed in Group Section):

i. What style of music was it?
ii. What instrument group performed the work?
iii. Date written
iv. Date of first performancev. 2 paragraphs of interesting facts and information about the piece musically (Do not list the types of instruments used or other general information. What makes the piece unique or different?)

g. Create a musical timeline featuring 5 of the composer’s most important works, the 3 important and interesting facts about the composer’s life, and birth and death dates. (TIMELINE should be a snapshot of all your researched information) 

For historic musical periods:

a. dates of historic musical period (ex. 1300-1500)
b. countries and/or cities where most music during period came from
c. 3 most important musical developments during the time period (Research in depth before choosing the 3 most important)
d. 3 of the most important composers from the time period and why were they so important or influential (Most important or influential means they or their music are unique in some way. Do not list general information that’s not unique or different.)
e. most prominent instruments played during this time period
f. Most famous piece of music written during this period: 

i. What style of music was it?
ii. What instrument group performed the work? 
iii. Date written

iv. Date of first performance
v. 1 interesting fact about piece musically (Do not list the types of instruments used or other general information. What makes the piece unique or different?)

g. Create a musical timeline featuring 5 of the period’s most important works, the 3 most important musical developments. (TIMELINE should be a snapshot of all your researched information)

Each member of the research group is responsible for researching all information. Each member must participate in the oral presentation for the group. 

Present an oral presentation of your poster to the class

• Each member must present at least 1 element from the poster.
• Speak clearly and project your voice so everyone can hear you.
• It’s important each member appear engaged so the audience understands the importance of the information being given.
• The group must demonstrate a sense of teamwork and collaboration.
• Presentation should be 2-5 minutes in length.

Grade 4 - Vocal Lesson (Level 1)

At Level 1, you can learn about pitching and how to swing notes. You’ll perform one songs and build on your vocal skills.

Choose your song from the song list, including one of the Technical focus songs that develop particular skills.

1. Using their singing voice, students will sing correct pitches, rhythm and tempo, with expression and appropriate vocal technique.
2. Students will demonstrate an understanding of the criteria that are used to evaluate vocal performance by evaluating their own performance. 

• Use an Ipad to record yourself singing
• Take note of your pitching and enunciation
• Memorize the lyrics of the song and be ready to perform to the class
• Use appropriate breathing techniques when singing

Grade 1 - Lesson 2c (Q4) (Cleaning The Recorder)

Grade 1 - Lesson 2b (Q4) (Introduction to Recorder & Xylophone)

Part 1

• Echo/sing each measure of Hot Cross Buns using solfege, lyrics, letter names and Curwin hand signs.

• Play Hot Cross Buns using unpitched percussion instruments: .

           B = wood
           A = metal
           G = drum

• Transfer melody to xylophones, using alternating mallets – each measure begins with right hand/mallet. 

Part 2

• Establish routines for playing recorder in class

1. Recorders stay in bags, on the floor, until instructed to get them out
2. We play as a team – be ready to start and stop with the class
3. Softer is better –we don’t play too loud or our neighbors won’t be able to hear themselves
4. If you don’t have your recorder in music class, you will use “half recorder” (body only, fingers but no sound)
5. Recorders stay in bags except when we play them in class or at home 

• Students are taught the correct hand placement: 

         “Left hand goes on top, right hand helps a lot"

• Students are taught the correct air speed

           Warm air (slow), like fogging up a window
           Not cool air (fast), like blowing out birthday candles

•  Student will learn the correct fingerings for B, A and G.

Part 3

• Practice cleaning recorders.
• Practice playing B, A and G with “just right sound.”

• Learn first three notes of Hot Cross Buns on recorder. 

• Create and play/sing an arrangement of Hot Cross Buns that includes voices, recorder and xylophone. 

Grade 1 - Lesson 2a (Q4) (Introduction to Recorder & Xylophone)

In this lesson, the students will be introduced to the recorder. The lesson will be a combination of whole group instruction and guided practice. 

• Provided with aural and visual cues, students will play “B” on recorder with a clear, soft sound in at least one of three attempts. 
• Provided with aural and visual students will play “A” on recorder with a clear, soft sound in at least one of three attempts. 
• Provided with a visual model, students will play the first three notes (BAG) of Hot Cross Buns with a clear, soft sound on at least two of the three pitches. 
• Given needed materials and multiple opportunities for guided practice, students will disassemble, clean, reassemble, and accurately line up the fingering holes with accuracy. 

This is the first formal experience students have had with recorder. Students are not expected to have any prior knowledge or experience with recorder.    

Learning to play the recorder gives students a way to apply music literacy skills in a hands-on manner. Recorder is an instrument students will play in music class through 4th grade and developing good habits now will make it easier to produce a good sound and help avoid problems later on. Learning to play in a large ensemble develops teamwork skills and makes learning other instruments easier when working in a band/orchestra.

Grade 3 - Lesson 1 (Q4) (Solo Singing)

Students learn to sing ”Rocky Mountain”. Memorize the lyrics for the song  and be prepared to sing the song as a solo to the class on Friday, May 8. You will be assessed on proper singing posture, diction and how well you know the words.

Task Objectives

• Using their singing voice, students will sing correct pitches, rhythm and tempo, with expression and appropriate vocal technique.
• Students will demonstrate an understanding of the criteria that are used to evaluate vocal performance by evaluating their own performance. 

Enduring Understandings

• Singing a song is communicating an idea.
• The way musicians apply technical skills affects the quality of a performance.
• Singers can improve by listening to and evaluating their own singing and the singing of others. 

Essential Questions

• How do I do my best singing
• How do I demonstrate the difference between my singing voice and speaking voice? 
• When I listen to my self sing, for what do I listen? 

                                                        Rocky Mountain

		Rocky mountain, rocky mountain, rocky mountain high, When you're on that rocky mountain, hang your head and cry.
		Refrain Do ,do, do, do, Do remember me. Do, do, do, do, Do remember me.
		Stormy ocean, stormy ocean, stormy ocean wide, When you're on that stormy ocean, there's no place to hide.
		Refrain
		Sunny valley, sunny valley, sunny valley low, When you're in that sunny valley sing it soft and low.
		Refrain

Grade 2 - Lesson 1 (Q4) (Karate Recorder Dojo)

The Second Graders are beginning their training in the Recorder Karate Dojo.  This method for recorders was created by Barb Philipak and uses several songs for the mastery of certain skills in music and recorder playing.  Each song has a corresponding color, and once a student has successfully played the song, he/she will receive a belt for his/her recorder.  At the end of the program if all belts are received, a student will have at least nine different belts for the recorder.  

The songs and their corresponding belt colors are listed below: 

Students may click on the Music tab to download a copy of the music for use at home. As part of the Recorder Karate curriculum, students have access to this blog that allows them the opportunity to play along with the accompaniment tracks we use in the classroom. Soundcloud uses a streaming platform that can be used on any computer. Simply click on the links and it's off and playing we go!

• Hot Cross Buns

• Gently Sleep

• Merrily We Roll Along

• It's Raining

• Old MacDonald Had A Farm

• When The Saints Go Marching In

• Twinkle, Twinkle Little Star

• Amazing Grace

• Ode To Joy

Grade 7 & 8 - Lesson 1 (Q4) (Composition Research)

Composition Review

DUE DATE: You will hand in a hard copy of your assignment with the rubric attached by 12:00pm on Thursday April 30^th 2015.

You will also upload a soft copy of your assignment on Google Drive by 12:00pm on Thursday April 30^th 2015 in your personal folder. Do make sure to make me as the OWNER of your document.

Aside from practicing, listening to high quality music is the most important contributor to playing music and maturing as musicians.  As young musicians, it is important that critical listening become a part of your regular listening practices, particularly music that is in direct comparison to the music we perform/ study in class i.e. march, swing, Latin, symphonic etc.

Your assignment will be to choose a composition from the list below.  Listen to the composition in its entirety several times and write a two-page review of the piece. IT IS EXPECTED THAT YOU WILL OBSERVE MUSIC COPYRIGHT LAW WHEN DOING THIS ASSIGNMENT.  If you are using a YouTube link please include the URL in your report.

The following is a list of things you should consider when writing your review:

1. Do a bit of historical research on the composition, it will give your review more depth;
2. Make reference to the elements of music i.e. tempo, rhythm, melody, dynamics, instrumentation, texture, timbre;
3. Be sure to use proper music terminology;
4. When making subjective comments, remember to be professional in your vocabulary; 

Below is the list of compositions you must choose from.

• Symphony #9 - Beethoven
• It don’t mean a thing if you ain't got that swing – Duke Ellington
• Symphony #40 - Mozart
• Fur Elise - Beethoven
•  Sing sing sing - Benny Goodman
• St Louis Blues – Louis Armstrong
• Mercy Mercy Mercy – Buddy Rich
• Superstition – Stevie Wonder
• Flight of the Bumble Bee – Various
• Canon in D - Pachelbel

Rubric

Please take note that your rubric has been shared with you

         Google Drive > Grade 7&8 > Term 4 > Classical Music Composition

Report Layout

1. Two pages, double-spaced (12 font) is the expectation for this assignment
2. The page length is not negotiable and should not be over two pages

Grade 4 - Lesson 1 (Q4) (Create a Jingle for your Zoo)

• Using GarageBand, record a song, or jingle, advertising your zoo exhibit

 What is an "EXHIBIT"?

     publicly display a work of art or item of interest    

     

     What is a "JINGLE"?

is a short tune used in advertising and for other commercial uses.    The jingle contains one or more hooks and meaning that explicitly promote the product being advertised, usually through the use of one or more advertising slogans.

• Your advertisement should be about 30 seconds long and should persuade others to see your new zoo exhibit.

• Don’t forget to mention what new animal they will be able to see.

• After recording your advertisement, save it on Google Drive so that you can share it with me.

Standards Addressed

• Working independently or collaboratively and within teacher guidelines, create and notate a melody to convey extra musical ideas such as a ballad or story, using audio recording, graphic notation, or standard notation as appropriate. Create a simple accompaniment for the work.

• Use voices and instruments to create appropriate sound effects or accompaniments to a poem or short story.