Grade 5 & 6 - Lesson 1 (Q4) (Film Scoring) - Part 1

The film shows you what is going on…..but the music tells you what to feel. – Bernard Herman, composer for Alfred Hitchcock

Film Scoring : A film score is a broad term referring to the music in a film which is generally categorically separated from songs used within a film. The term film score is frequently synonymous with film soundtrack, though a soundtrack may also include the songs used in the film while the score does not. A score is sometimes written specifically to accompany a film, but may also be compiled from previously written musical compositions.

Music in film consists of small segements and phrases that change with the scenes on the screen

A musical phrase consists of elements of music that produce tension and relaxation. The use of these instruments represent power, strength, courage, etc.

String Instruments

The use of these instruments can represent sorrow, passion, power, reflection, remorse, etc

• Violin
• Viola
• Cello
• Bass

Woodwind Instruments

The use of these instruments can represent the same along the lines of the string instruments.

• Flute
• Oboe
• Clarinet
• Bass Clarinet
• Saxophone.

Percussion Instruments

The use of these instruments is different from the above. Mostly percussion is used to accent action scenes, war scenes, etc.

• Drums (All kinds) 
• Drum Set
• Percussion Accessories

Electronic Instruments

These instruments can be used in Science Fiction movies, sometimes Horror, Movies about the future.

• Guitars
• Keyboards

Musical Elements that Produce Tension

Repetition, Jagged Articulation, Dramatic Devices, Increased Volume, Wide Intervals, Non-Chord Tones, Dissonant Harmony, Ascending Lines, Extreme Register of Instruments, Alternating Directions.

Musical Elements that Produce Relaxtion

Decreased Volume, Notes of Longer Duration, Smoothness, Silence, Descending Lines, Rest or space, Consonant Harmony.

How Music Can Change The Emotion In A Film

How Music Alters Our Perception in Movies

Music Changes Movies

• Original Version (Trailer for Mrs.Doubtfire)

Horror Version (Trailer for Mrs.Doubtfire)

Assignment

Grade 3 - Lesson 3 (Q4) (Lion King)

Students have begun the Disney adventure and now we will embark on the Lion King unit. Students will be learning a fun dance, singing, playing the xylophone and percussion instruments to "The Lion Sleeps Tonight". 

XYLOPHONES

PERCUSSION INSTRUMENT RHYTHM

CHORDS

AFRICAN INSTRUMENTS

Grade 7 - Word Wall (Q4)

Word Wall for Grade 7

    

Grade 5 & 6 - Lesson 1 (Q4) (Movie Soundtrack Assignment)

Task 1

For this assignment, you will be choosing one selection from a movie in the list given. Your scene will be a minimum of 2 minutes long and a maximum of 8 minutes. 

Task 2

Once you have chosen your movie scene, you will now move on to choose different options for a soundtrack.  You may use your own recorded music or use an mp3 player.  You can download sound effects from youtube or find other options and resources.

Once you find your options for music effects, experiment with a few different examples of music to play along to your selected scene.  This should be something that you feel “fits” the scene.  For example:  The song “money” by Pink Floyd to be played along to the opening bank robbery scene to Batman – The Dark Knight. 

Materials:

• Laptop
• Headphones
• Listening skills

Task 3

Response Questions

1. Give as many reasons as you can as to why you made the specific movie and music selections.  Please be specific.
2. Which music selection worked best for your specific movie selection and why? Again, please be specific with your explanation.

Assignment submission : April 30, 2015

Assignment submission postponed : May 4, 2015

Grade 5 & 6 - Lesson 2 (Q4) (Jazz Vocal Assignment)

In class, we will be learning about Jazz music and some of the characteristics and artists associated with this genre.  

For this assignment, you are to choose one Jazz song (2-3 mins) from either the list provided or one of your own choosing and sing it for class.  If your song exceeds three minutes, please find an appropriate place in the music to end it.

You may work alone or with a partner  If you choose a song that is not on the list, please have the piece approved by Ms Carrie Aralis by Friday May 15.  

You will perform the song in front of the class on , May 29 & June 1.

On the day of the performance, you are required to:

• Provide the karaoke or vocal track to the song you are singing
• Introduce your song to the audience 
• State one singer who has performed your song and describe the timbre of their voice in one or two sentences (Was the singer’s voice raspy, smooth, warm, low, high, soft, loud, lots of vibrato?)
• Keep the song to two-three minutes in length.  If there is scatting (fast rapping) in your song, you are not required to do so. 
• Know your song and its melody (you may have the words in front of you, but please do not rely too heavily on them)
• Do your best to engage your audience (keep your eyes above the floor, move your body, snap your fingers, smile, etc.)
• Enunciate (pronounce) your words 

*If you are singing with a partner, each person must sing a verse by himself/herself.  The chorus can be sung together.  

Jazz Songs List

It Don’t Mean a Thing (If It Ain’t Got that Swing)

When You’re Smiling

When the Saints Go Marching In

Jeepers Creepers

Summertime

Fascinating Rhythm

New York, New York

Bye, Bye Blackbird

A Tisket A Tasket

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