Grade 5 (Q2/L4/2016-2017) - African Music Research Project

Almost all of our jazz, rock, and pop music we listen to today has historic roots in the music of Africa. This project will help you explore the world of African music as you learn the instruments, culture, styles, and rhythms that make African music unique.

 

Describe characteristics of Africa, countries of Africa, culture of Africa, and the traditional instruments of Africa. I can compare the music of Africa with music of other countries and explain why the music of Africa is important in the history of popular American music. 

Facts About Africa

Africa Facts and Figures

Encyclopedia World Africa

Academic Kids Encyclopedia Africa

Countries of Africa

Here are so references that you may use:

Ghana

Botswana

Kenya

Nigeria

South Africa

Tanzania

Instruments Of Africa

Interactive Map

African Folk Music

Ghana Drumming & Dance

In your assignment, you will need to research on:

• Types of dances (at least 2)
• Tribes that are in the country of your choice. What type costumes do they wear. Is there a certain mask for that tribe?
• What is the language spoken in this country?
• Talk a little bit on the culture of the country you are researching. You may want to list down some fun facts about the country
• Music instruments (at least 3)
• List down a song/chant/call and response that is from the country of your choice

You will present your finding to the class. You can choose how you would like to present it. Google presentation, poster, flyer and etc.

Submission Date : November 29th 2016

Grade 6 (Assignment 3/Q2/ 2016/17) - Music Vocabulary

When words fail, music speaks!

Here are some of the music vocabulary that you will need to know in Grade 6. Create a folder called 'Music Vocabulary' in google drive under your individual name. In a document, list down these words and find the meanings.

1. tone color 
2. coda
3. band
4. orchestra
5. form
6. introduction
7. trio
8. verse-refrain form
9. rhythm
10. pitch
11. melodic contour
12. countermelody
13. ledger lines
14. texture
15. tie
16. chords
17. root
18. triad
19. arranger
20. instrumentation

Remember to look for the meaning of these words related to music and not in general. 

E.g) Tie in general is known as a piece of string, cord, or the like used for fastening or tying            something 

         Tie in music is known as a curved, horizontal line that connects two music notes of                   the same pitch 

Writing down the meaning without understanding it will not benefit you in anywhere. You will need to present your findings and understanding to the class with examples at the end of this unit! 

Grade 6 (Assignment 2/Q2/ 2016/17) - Composition

Use proper manuscript paper to create a 16 bar composition on the xylophone.

Here are the specifications:

• This is a three-part assignment. 

1. Part one – composition
2. Part two – performance 
3. Part three – reflection (1 page)

• Composition Length: 16 bars with all correct staff symbols (Clef, bar lines, key signature etc.)

•   Instrumentation: This composition will be written for the xylophone. You may wish to write an accompany percussion part for a 4+ however it is not a requirement. ( This might give you a little push on your way to an 'exceeding')

• All written music must be ORIGINAL

• You will be assessed on creativity, write your composition creatively yet playable.

Here are some details to consider:

• Consider creating a final copy using a music composition software such as Finale, Musescore, Noteflight – if these are not available use manuscript paper and complete the assignment as cleanly and neatly as possible. If you chose to do this be sure to still hand in your hand written copy as that will be marked too.

•  You must submit a completed hard copy of your composition on the due date. A one page reflection will accompany your composition articulating why you chose to write the composition the way you did, what you liked or were proud of in the composition, and what you felt challenging about the assignment.

• You must perform your composition in class for your classmates on an assigned date.

Grade 5 (Q2/L3/2016-2017) - Hip Hop

Part 1

Your job is to create a hip hop song with a partner. You need to do the following: 

• Work with a partner to agree on a topic. 
• You may pick any topic as long as it is appropriate. This means that your subject matter, language and topic is something you’d share at school. 
• List 20 things you can think of that make you think of this subject. 
• Try to list some rhyming ideas. 
• For instance, if you are writing about Sponge Bob – try to think of all of the different things you can talk about with the characters: 

Spongebob SquarePants & Patrick Star 

They take boating lessons, they don’t drive a car 

Squidward Tentacles is the king of sour 

Plankton thinks the crabby patty formula will give him power

Part 2

You should type your lyrics out in Google Doc. So now you need to put your ideas to music. The cool thing about Hip Hop is that there are very few rules [other than making something that sounds cool, getting some good rhythm patterns and finding a riff.] 

A riff is a simple repeated pattern that surfaces throughout a song. Rock songs have them. Country songs have them. Pop Songs have them. Most songs have riffs. Some people also call this part a ‘hook.’ This is a part you hope people will remember about your song. 

Many hip hop songs sample or ‘borrow’ a riff or hook from another pre-recorded song. I will allow you to do this…but you have to play the part on the xylophone or keyboard. If you can play it on the guitar and you can make your case, I will agree to that as well. This should be only 4-10 notes. Keep it short. You will use 4/4 time and you need to draw in the bar lines to end each measure of 4 beats.

Part 3

Now you need a rhythm pattern. You will use an online metronome of your choice or metronome. Pick a rhythm pattern using the metronome. Write down the rhythm setting and the tempo [beats per minute – bpm.] 

Go back and write down where the riff will be played. It should only appear in certain parts of the song. You don’t want TOO much of a good thing!

Assignment Submission : November 28th 2016

Grade 5 (Q2/L2/2016-2017) - Music Invention

Humans have been making and playing musical instruments for thousands of years. New instruments are invented, and existing instruments are modified to produce different sounds. Probably many cultures have used a hollow log as a simple drum. Many instruments are based on vibrating strings. One category of instrument, horns, depends on the vibrating lips of the player to create sound. Other instruments use vibrating reeds. The many flutelike instruments create sound by causing a column of air to vibrate. In this project, you will design, build, and test your own musical instrument. At the end of the project, you will demonstrate your instrument in a class presentation.

Project Rules

You must be able to:

1. Demonstrate how to change the loudness and pitch of the sound produced by your instrument.
2. Your instrument must be made of safe materials. 
3. Cover any sharp edges with tape. 
4. Loud sounds can damage hearing. 
5. Do not play your instrument too near other students’ ears. 
6. You may not use electricity in your instrument in any way. 
7. You must demonstrate and play a simple tune (or rhythm) on your instrument in a class presentation. 
8. Assignment Submission will be on November 29th 2016.

Suggested Materials

1. You may use almost anything to build your musical instrument, such as different sizes of rubber bands, cardboard boxes, different lengths of cardboard tubes or plastic pipes, string, wooden craft sticks or tongue depressors, drinking straws, and bottles. 
2. You may use other materials of your own choosing that you bring from home, as long as you discuss this with your teacher first. 
3. Practically anything can be incorporated into a musical instrument. 

Project Hints

1. Think about whether you will want to play your instrument by blowing into it, strumming it, striking it, or by some other method. 
2. Be creative! Don’t limit yourself to the materials suggested by your teacher. And don’t just copy an existing instrument. 
3. Part of your teacher’s assessment of your project will be based on originality. A
4. s you decide on the design of your instrument, remember that you will need to play something on it. 
5. Your instrument must not only make sounds, but it must make different sounds. 

Planning Your Musical Instrument

Having trouble getting started? The following tasks will help you start the design phase of this project. Use another sheet of paper if you need more room. 

• Brainstorm all the ways you can think of that musical instruments make and modify sound. You might want to begin with instruments that are familiar to you, either because you or someone you know plays them, or because music you like is played on them. Then think of instruments you may not know as much about. 
• As you brainstorm, you may find it helpful to classify instruments into categories, such as instruments with a mouthpiece and instruments in which strings make the sound. 
• Finally, try to think of ways to make and modify sound that may not be used in a conventional instrument.
• Draw a diagram of your proposed instrument. Be sure to label its parts, and the materials you will use.
• How will you play your instrument? Exactly how will your instrument make sounds? What will vibrate to create sound waves? How will your instrument make sounds of different pitch and volume?
• Make detailed notes on the construction of your instrument. Will you need to use other materials for certain parts of your instrument? How will the parts fit together? Will you need glue or special tools to make your instrument? 

Grade 6 (Assignment 2/Q1/ 2016/17) - Cover It {GarageBand)

Here's the deal. A big music producer heard through the grapevine that if he wants a cover of a song done, you're the person to do it. He says he's not picky about the song, as long as it's appropriate for his 10 year old niece to listen to with her friends, and something he wouldn't be afraid for his sweet 90 year old grandmother to hear!

Here is the email he sent you two last night.... 

Hey!

Thank you so much for agreeing to do a cover song for my music label. Business has been a bit slow, so we need a real winner to pump into the radio stations. Here are some guidelines that I need you to follow.

1. Appropriate theme and lyrics
2. You must cover 1 full song
3. The song you cover MUST have some kind of an underlying message (political, cultural, etc.) We have intelligent listeners, and they like meaning!
4. There must be at least 3 different layers (for example; guitar, drum kit, and voice)

Well, that's all from me. I really appreciate this!

Peace,
R.J. 

This guy means business, so you only have one month from start to finish.

The song you chose to cover must be approved by me first.

• chose a song
• figure out what chords/notes you will need to know
• do some of the necessary research behind what the song is about
• write up a paragraph on the meaning of the song or why it was composed

All cover songs will be presented to the class.

Below I have listed a few points you will need to present to the class, so start thinking about them now!

• Why did you choose this song? What is its significance? 
• What instruments are in the original version?        
• If you used different instruments than what the original song uses, what did you use, and why? (for example, if the song is originally accompanied by guitar, but you chose to use the piano) 
• What is the song about? What big issues does it touch on in past/present society?
• NOTE

Song Examples 

• Taylor Swift's Album "RED"

- All about her past relationships with Jake Gyllenhal and the Kennedy boy Key 

Cultural Factor: RELATIONSHIPS      

• Eminem ft. Rhianna "Monster"

- Eminem has dealt with bi-polar issues, which this song is entirely about. "The Monster" is the alter-ego he has developed since his early career days (ie. The Real Slim Shady). He's the trouble-making counterpart of Marshall Mathers. The one that the media deems as offensive and vulgar.

Key Cultural Factor: Mental Health    

• The Beatles "Yellow Submarine"

- This quickly became the anthem of the Vietnam War in the 1960's, by the American peace movement talking about peace over green waters and blue skies Key Political 

Factor: Anti-War 

• Green Day "Wake Me Up When September Ends"

- The entire 2004 album American Idiot sings about the shameful Iraq war that the U.S. evoked, and the president that was at the start of it all. Interestingly enough it later became the official tribute song to the victims of Hurricane Katrina. The hurricane hit just as September begun.

Key Political Factor: Anti-War, Political Figure 

Grade 5 (Q1/L1/2016-2017) - Music Assignment

Students will create a powerpoint, poster, or booklet about one of the following:

1)    the instrument that they enjoy in band

2)     a favorite composer

3)     a favorite performer   

Due September 2nd, 2016

Please answer the following questions for your instrument:

• where  & when did your instrument originate?  
• what was your instrument originally made out of?   
• what family of instruments does it belong to?   
• What other instruments are included in this family of the orchestra?  
• what type of music is played on your instrument?  
• which important composers have written music for your instrument?

Or

Please answer the following questions about a composer or performer: 

• When were they born, are they still living?  
• Where do they live?  
• What style of music did they write or perform?  
• What do you like about this style of music?   
• Why did you choose this artist/composer?   
• What instruments do they play?   
• What type of training did they have?   
• What is your favorite song, and why?

Grade 7 (Assignment 1): Composer Research

For this quarter, we have switched our focus from music theory to music history. As such, students will be looking at the following composers from a variety of musical eras. The composers the students will be studying are as follows:

• Johann Sebastian Bach 
• Richard Wagner 
• Ludwig Van Beethoven 
• Wolfgang Amadeus Mozart 
• Hector Berlioz 
• John Williams 
• John Cage 
• Claude Debussy 
• Frédéric Chopin 
• Hans Zimmer 
• Clara Schumann 
• Joseph Haydn

Students are given the option to choose a composer and are required to prepare a brief 2-page (doubled spaced) typed summary of the composer and their life. In completing their assignment, they should keep the following questions in mind. They are not limited to these questions, but this is a good place to start.

• Who the composer is (give me more than just a name)? 
• When the composer was born? 
• Where they were born? 
• What style of music did they compose? 
• What are some of their most famous works? 
• Why did they take an interest in music? For example, were they born into a musical family? 
• Anything interesting you may have come across and want to share

As part of the two-page summary, students will provide a reflection on one of the composer’s musical works. They are required to choose one piece of music and are to write a reflection based on the seven elements of music (melody, harmony, rhythm, tone colour, form, tempo, dynamics). 

Finally, students will complete a visual component (preferably a Bristol board) to accompany a short presentation to the class at a later date. This Bristol board will be put on display in the school and classroom for the other students to see. It should contain pictures, and brief bullet points (no large paragraphs please).

If you have any questions, please feel free to contact me. 

Submission Date : February 28, 2017

Grade 6 (Lesson 1/Q4/2015/2016) : Music Composition

1. Use proper manuscript paper to create a 16 bar composition using a tuned instrument
2. Here are the specifications:

• This is a three-part assignment
• Part 1: Composition
• Part 2: Performance
• Part 3: Reflection
• Composition length: 16 bars with all correct staff symbols (Clef, bar lines, key signatures, etc)
• Instruments: This composition will be written for an tuned instrument. You may wish to write an accompany percussion part, however it is not a requirement
• All written music must be ORIGINAL
• You will be assessed on creativity. Write you composition creatively yet playable

1. Here are some details to consider:

• Create a final copy using a music composition software such as Finale, Sibelius, Musescore, Noteflight
• You must submit a completed hard copy of your composition on the due date. A one page reflection will accompany your composition articulating why you chose to write the composition the way you didi, what you liked or were proud of in the composition, and what you felt challenging about the assignment
• you must perform your composition in class for your classmates on an assigned date
• If you have any question, please contact Ms. Carrie A
• HAVE FUN!

1. Follow these guidelines when writing your composition:

• Your composition should start and end in the key of Bb
• The music you write must be at an appropriate level for you as a grade 6 student
• You should use a variety of notes and rhythms
• You MUST include a title, dynamics, articulations (slurs, accents, etc) and a tempo marking
• Hand in your rough work but the due date

Grade 8 (Term 4/L1/2015/2016): Music Composition

We will be studying a little more on composition. You can take a look at the previous blog post and review the concepts of basic musical theory, including time signatures, key signatures, rhythm, and other general characteristics of composing such as note spacing, neatness, bar lines, etc.  

Students are given some lyrics and asked to compose a simple melody to accompany the words.  You need to consider the syllables of the words when putting a rhythm to them, as well as the melody and where it would go.  Students add in stylistic elements such as dynamics to add further character to their composition.

Once the practice assignments are completed, students will be instructed to find lyrics of their own to which they would compose a melody for. Students can search poems online, and many others used passages of Scripture, such as the Psalms, as their inspiration.  Follow the same steps as in your practice assignments – deciding on their rhythm, melody, and style and incorporating them into a composition.  

You can use the piano to help guide their melodies while others used the guitar to hear and plan theirs. Any melodic instruments of your choice can be used. Once you complete a rough draft of your composition, ensure that all elements are accurate, students will meticulously transfer their melodies into the final copy on Noteflight.

Song 1

To believe is to know that

every day is a new beginning.

Is to trust that miracle happen,

and dreams really do come true.

To believe is to see angels

dancing among the clouds,

To know the wonder of a stardust sky

and the wisdom of the man in the moon.

To believe is to know the value of a nurturing heart,

The innocence of a child's eyes

and the beauty of an aging hand,

for it is through their teachings we learn to love.

To believe is to find the strength

and courage that lies within us

When it's time to pick up

the pieces and begin again.

To believe is to know

we are not alone,

That life is a gift

and this is our time to cherish it.

To believe is to know

that wonderful surprises are just

waiting to happen,

And all our hopes and dreams are within reach.

If only, we believe. 

Song 2

Can you sing a song to greet the sun,

Can you cheerily tackle the work to be done,

Can you vision it finished when only begun,

Can you sing a song?

Can you sing a song when the day's half through,

When even the thought of the rest wearies you,

With so little done and so much to do,

Can you sing a song?

Can you sing a song at the close of the day,

When weary and tired, the work's put away,

With the joy that it's done the best of the pay,

Can you sing a song?

Song 3

It takes strength to be firm,

It takes courage to be gentle.

It takes strength to conquer,

It takes courage to surrender.

It takes strength to be certain,

It takes courage to have doubt.

It takes strength to fit in,

It takes courage to stand out.

It takes strength to feel a friend's pain,

It takes courage to feel your own pain.

It takes strength to endure abuse,

It takes courage to stop it.

It takes strength to stand alone,

It takes courage to lean on another.

It takes strength to love,

It takes courage to be loved.

It takes strength to survive,

It takes courage to live.

Song 4

To let go doesn't mean to stop caring;

It means I can't do it for someone else.

To let go is not to cut my self off...

It's the realization that I can't control another...

To let go is not to enable,

but to allow learning from natural consequences.

To let go is to admit powerlessness,

which means the outcome is not in my hands.

To let go is not to try and change or blame another,

I can only change myself.

To let go is not to care for, but to care about.

To let go is not to fix, but to be supportive.

To let go is not to judge,

but to allow another to be a human being.

To let go is not to be in the middle arranging all the outcomes,

but to allow others to affect their own outcomes.

To let go is not to be protective,

It is to permit another to face reality.

To let go is not to deny, but to accept.

To let go is not to nag, scold, or argue,

but to search out my own shortcomings and correct them.

To let go is not to adjust everything to my desires,

but to take each day as it comes and cherish the moment.

To let go is not to criticize and regulate anyone,

but to try to become what I dream I can be.

To let go is not to regret the past,

but to grow and live for the future.

To let go is to fear less and love more.

Song 5

If there is a future there is time for mending-

Time to see your troubles coming to an ending.

Life is never hopeless however great your sorrow-

If you're looking forward to a new tomorrow.

If there is time for wishing then there is time for hoping-

When through doubt and darkness you are blindly groping.

Though the heart is heavy and hurt you may be feeling-

If there is time for praying there is time for healing.

So if through your window there is a new day breaking-

Thank God for the promise, though mind and soul is aching,

If with harvest over there is grain enough for gleaning-

There is a new tomorrow and life still has meaning.

Song 6

One word can spark a moment,

One flower can wake the dream;

One tree can start a forest,

One bird can herald Spring.

One smile can bring a friendship,

One handclasp can lift a soul;

One star can guide a ship at sea,

One cheer can obtain a goal.

One vote can change a Nation,

One sunbeam can lift a room;

One candle wipes out darkness,

One laugh will conquer gloom.

One look can change two lives;

One kiss can make love bloom.

One step must start each journey,

One word must start each prayer;

One hope can raise our spirits,

One touch can show you care.

One voice can speak with wisdom,

One heart can know what's true;

One life can make a difference,

One life is me and you....

Song 7

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood 

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that, the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I -- 

I took the one less traveled by,

And that has made all the difference.