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Monday 14 March 2016

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

Thursday 10 March 2016

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

Wednesday 9 March 2016

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.