General Music 6 Mrs. Tichy Show Student Info Form from Gen Music documents. Why Learn Music Music is a Science It is exact, specific, and it demands exact acoustics. A conductor’s full score is a chart, a graph which indicates: 1. Pitch, 2. Melody 3. Dynamics 4. Harmony 5. Intensity- all at once and with the most exact control of time. Music is Mathematical It is rhythmically based on the subdivisions of time into fractions which must be done instantaneously, not worked out on paper. (4 sixteenth notes played 1 e & a!) Music is a Foreign Language
Most of the terms are in Italian, German, and French; and the notation is certainly not English, but a highly developed kinds of shorthand that uses symbols to represent ideas. The language of music is the most complete and UNIVERSAL language because in every country of the world, NOTES are the same! (Music scores)
Music is History
Music usually reflects the environment and times of its creation, often even the country and/or racial feeling. E.g. Revolutionary or Civil War songs reflect those times. God bless America and God Bless the U.S.A. after 9/11. Music is Physical education It requires fantastic coordination of :fingers, hands, arms, lips, cheek and facial muscles, and TONGUE, in addition to extraordinary control of the diaphragm (breathing muscle), back, stomach, and chest muscles, which respond instantly to the sound the ears hear and the mind interprets.
Music is all these things, but most of all…. Music is a FINE ART!! It allows a human being to take all these dry, technical, but boring and difficult techniques and use them to create emotion! That is one thing science cannot duplicate: humanism, feeling, and emotion. FUNCTIONS OF MUSIC
People of all ages in all parts of the world use music in many different ways and for many different purposes. Some of the uses are listed below. In each item, the vowels are missing in the important words. Please supply them.
Music is used by:
Individuals 1. As a f_rm of s_lf _xpr_ss_ _ n 2. For l_st_n_ng pl__s_r_. 3. For d_ncing. 4. For c_l_br_t__ns, p_rt__s, etc. 5. As b_ckgr__nd s__nd to r_l__v_ the m_n_t_ny of s_l_nc_.
Children 6. In g_m_s.
The general public 7. In p_bl_c c_l_br_t__ns, f_st__v_ls, p_r_d_s, and c_rn_v_ls.
By Clergy 8. In r_l_g___ss_rv_c_s and c_r_m_n_ _ s. By restaurant owners 9. To cr__t_ a s_tt_ng, m__d, or _tm_sph_r_.
By manufacturers 10. In c_mm_re__ls, to s_ll pr_d_cts.
By doctors: 11. In th_r_py.
By dentists: 12. As a p__nk_ll_ngd_v_c_.
By movie writers: 13. To pr_d_c_ s__nd _ff_cts.
By gym teachers: 14. In _xc_rs_s_ dr_lls.
By entertainers: 15. to m_k_ m_n_y. PURPOSES AND FUNCTIONS OF MUSIC (HOW MUSIC IS USED TO AFFECT US…..!)
SELLING AND ADVERTISING • Used in commercials (“Mike Barney Nissan..” “Valu…”, others????? • Used to motivate us to BUY (e.g. Christmas music in October!) EDUCATION/LEARNING!! ☺ • Learning the Alphabet • Learning the metric system • Classical music before/during tests • D.A.R.E. songs ENTERTAINMENT • Concerts: Rock,Pop. Rap, Classical, Oldies • Shows and Musicals • Parades, Circuses, Amusement Parks, etc. HEALING • Music Therapy e.g. assisting stroke patients to regain use of arms How is music therapy utilized in hospitals? Music is used in general hospitals to: alleviate pain in conjunction with anesthesia or pain medication: elevate patients' mood and counteract depression; promote movement for physical rehabilitation; calm or sedate, often to induce sleep; counteract apprehension or fear; and lessen muscle tension for the purpose of relaxation, including the autonomic nervous system.
How is music therapy utilized in nursing homes? Music is used with elderly persons to increase or maintain their level of physical, mental, and social/emotional functioning. The sensory and intellectual stimulation of music can help maintain a person's quality of life.
How is music therapy utilized in schools? Music therapists are often hired in schools to provide music therapy services listed on the Individualized Education Plan for mainstreamed special learners. Music learning is used to strengthen nonmusical areas such as communication skills and physical coordination skills which are important for daily life. MUSIC IN OUR LIVES
Centuries ago, the sounds of a bird- or the rushing of wind through the trees - indicated the presence of God to nature worshippers. For example, the famous composer Franz Schubert regularly sat by a stream and listened to the turning of the water wheel and the dripping of the water. (Interesting inspiration for new pieces…) Music was also an example of the voice of God speaking to his people.
Today, music is heard in many different ways. Most of us are too busy to sit by a stream listening. Instead we hear music in: the stores and malls in which we shop, theaters, places of worship , our homes , and our cars . We are awakened by music on our alarm clock and we often listen to music while preparing for our day and riding to work or school . Music is almost as much a part of our daily lives as is the food which we eat.
Music can affect us emotionally, changing the way we feel. If we hear music which is inappropriate for a certain occasion or mood, frustration may result. If we like the music, and it fits the occasion, it will energize and excite us! Music can affect us physically, perhaps helping us to run or walk faster, or work more productively in school or on the job. In school, music is used not just in band, orchestra, and chorus, but also in phys ed, life skills, social studies and many other subjects. Many studies have found that listening to classical music before tests (Mozart esp.) can help students score higher on those tests! Of course, many students who do participate in band, chorus, orchestra, jazz ensemble, or the school musical find those activities to be the highlight of their school day.
In fact, America is known as the “land of opportunity” and the “land of musical opportunity” because only in America can students receive free instrumental music instruction in school. In most European and Asian countries, parents must pay for after school private music lessons. Adults who participate in music as a hobby often enjoy their music experiences as much (or even more than!) their chosen career.
Most movies and sporting events use music constantly. For an experiment, turn down the T.V. volume to zero while viewing a movie or commercial. How does the lack of music affect it? The world of business uses music constantly to market/sell products. During holiday seasons, malls feature local music groups. In fact, we are often shocked to hear holiday music in stores even before Halloween! Retailers use music to set a mood which will motivate shoppers to “buy now.” T.V commericals use music to motivate the public to buy the product. Again, turn down the t.V. volume during some commercials and ask yourself how that changes the commercial.
In the field of medicine and helaing, music has recently become an effective tool. Music is often played during surgery to relax both the surgeon and the patient. The field of Music Therapy uses music to help children and adults with special needs, as well as stroke patients, develop physical and mental coordination.
Music is fun…but more than fun…music is part of life itself. “Music must take rank as the highest of the fine arts, as the one which, more than any others, ministers to human welfare. The following questions refer to the article “Music in our Lives” which we read during class.
1. Give an example of “music” which was heard centuries ago: ______
2. What famous composer regularly sat by a stream and listened to the turning of the water wheel and the dripping of the water (and perceived it as music?) ______
3. Describe how music can affect us emotionally: - ______
4. Describe how music can affect us physically:- ______5. Why is America known as the “Land of Musical Opportunity”
______
6. In addition to concerts, list two places where music is used extensively:
______,______
7. How is music used in the world of business:
______
8. How is music used in the field of medicine/healing:
______
9. List three ways in which you and your family use music on a daily basis:
______General Music 6-Mrs. Tichy
Music In Our Lives-Review for Quiz #1
1. List below AT LEAST five places in everyday life where you don’t expect to hear music, but then happen to hear music: ______,______,______,______
2. From our class discussion, list at least 3 of the 4 “Purposes and Functions” of Music:
______,______, ______, ______
3. Answer the following questions:
How/Why is music:
• Mathematical______Scientific______
Historical______
The Universal Language ______
4 From the Music in Our Lives handout, answer the following:
• Long ago, music was an example of: ______
• Long ago, what sounds were associated with music (but they weren’t actually music ______
• America may be thought of as the land of ______and musical ______. • Music “takes rank as the” ______of the fine arts. In recent years, music is also used in the field of ______. ELEMENTS OF MUSIC
RHYTHM -Listen for:
• Beat: Steady or unsteady?
• Meter:Does it move in 2’s (duple) or 3’s (triple)
• Duration: Are most of the notes l-o-n-g or short/quick?
• Rhythm Patterns: Are they repeated throughout the song, even on different notes? MELODY-Listen for:
• Pitch: most high or mostly low?
• Melodic Contour: How does the melody go in terms of pitches?
• Step or Leap: Are there a lot of leaps in the melody or mostly stepwise?
• Melodic Patterns: Are they repeated during the song?
• Phrases : Can you tell where phrases begin and end?
• Tonality: Is the song in major or minor? Can you tell the difference? HARMONY -Listen for:
• Solo (one person playing/singing) or
• Solo with piano or guitar accompaniment or
• Full band/orchestra/chorus
• Chord changes-Can you tell when the chords change? TONE COLOR (TYPE OF SOUND)-Listen for:
• Environmental/Nature sounds ______
• Vocal/Choral sounds______
• Can you tell if it is a male or female voice? • Can you tell if it is children’s or adult voices? • Voices from highest to lowest: Soprano, Alto, Tenor, Bass
• Instrumental sounds:______• Instrument families:List the 4 instrument families:______, ______,______,______
• How can you tell the difference between them? ______FORM -Listen for:
• Introductions of songs/pieces-can you tell when the introduction ends?
• Call (question) and Response (answer) form
• Verse_and Refrain Form
• AB______• ABA______• ABAA______
• Rondo Form-keeps returning to the same phrase in between different phrases (A B A C A D) “EXPRESSIVE QUALITIES ” (the things that make the song interesting)
Styles: e.g. ______,______,______
Dynamics-List the dynamics and their definitions: ______
Tempo-______
Accelerando(Accel)______
Ritardando(rit.) ______
Allegro ______RHYTHM UNIT
Definitions:
1. Rhythm- the flow or movement of music characterized (identified) by regular recurrence Of BEAT
2. Meter-the grouping of beats in music. The beats are grouped in : 2’s (DUPLE) or 3’s (TRIPLE).
3. Combined Meter-music which has a combination of duple and triple meters
4. Irregular meter- music in which the beats are irregular e.g. 5/8 7/8
5. Common Time-same as 4/4 meter Accent -a stressed beat
Dot -placed after a note…it adds ½ the value of the main note
Tempo -the speed of the music (as you already learned! ☺)
Time Signature/Meter- a symbol placed at the beginning of a piece of music to indicate the grouping of beats (e.g. 4/4, 2/4, ¾,6/8) Top number: tells how many beats are in the measure Bottom number: tells what kind of note gets one beat
Measure/Bar -portion of a piece of music indicated by/between 2 bar lines
Bar Lines -Line drawn vertically through one or more staves. (plural of “staff”)
Staff -5 parallel horizontal lines on which music is written
Claves -percussion instruments used to play rhythms Name______
General Music 6 Musical Theater-Musical Movie Analysis
Describe the SETTING of this movie musical. Include information about the location and the time period:
______
______
______
______List the main CHARACTERS in the musical and how they are related to each other:
______
List at least 4 songs from the musical and who sings them.
1. ______2.______3.______4.______
Describe the PLOT of the musical: ______OLIVER!!
Adapted from "Oliver Twist" by Charles Dickens.
Story: After running away from the orphanage run by the heartless Mr. Bumble, Oliver meets the Artful Dodger and is recruited to pick pockets for Fagin. There, Oliver finds a friend in Nancy, but neither she nor the boy are fit for a life of crime. The musical opens in the workhouse, as the half-starved orphan boys are entering the enormous dining room for dinner ("Food Glorious Food"). They are fed only gruel . Oliver gathers up the courage to ask for more. He is immediately apprehended and is told to gather his belongings by Mr. Bumble and the Widow Corney, the heartless and greedy caretakers of the workhouse ("Oliver!"). Mr. Bumble and Widow Corney are left alone, and Mr. Bumble begins to make amorous advances. Mrs. Corney pretends to resent his attentions ("I Shall Scream!"), but ends up on Mr. Bumble's lap. Oliver comes back and is sold ("Boy for Sale") and apprenticed to an undertaker, Mr. Sowerberry. He and his wife taunt Oliver and Mr. Bumble ("That's Your Funeral"), causing Mr. Bumble to become angry and storm out. Oliver is sent to sleep in the basement with the coffins ("Where is Love?"). The next morning Noah Claypole, another employee of Sowerberry, insults Oliver's dead mother, whereupon Oliver begins pummeling him. Mrs. Sowerberry and her maid, Charlotte run in, and Mr. Bumble is sent for. He and the Sowerberrys lock Oliver in a coffin, but during all the commotion Oliver escapes. After a week on the run, he ends up in the city of London and meets the Artful Dodger , who beckons Oliver to join him ("Consider Yourself"). Dodger is, unknown to Oliver, a boy pickpocket , and he invites Oliver to come and live in Fagin 's lair. Fagin is a criminal, and he is in the business of teaching young boys to pick pockets. Oliver is completely unaware of any criminality, and believes that the boys make handkerchiefs rather than steal them. Oliver is introduced to Fagin and his boys, and is taught their ways ("You've Got to Pick a Pocket or Two"). The next day, Oliver meets Nancy , the live-in girlfriend of the terrifying Bill Sikes , a burglar whose abuse she endures because she loves him. Nancy, along with her younger sister Bet and the boys, sing about how they don't mind a bit of danger ("It's a Fine Life"). Oliver bows deeply to Nancy and Bet, trying to be polite. All the boys laugh and mimic Oliver. Nancy singles out Dodger to demonstrate the way the rich people treat each other ("I'd Do Anything"). Nancy and Bet leave and Oliver is sent out with the other boys on his first pickpocketing job ("Be Back Soon"). Dodger, another boy named Charley Bates , and Oliver decide to stick together, and when Dodger and Charley rob Mr. Brownlow , a wealthy old man, they run off, leaving Oliver to be arrested for the crime ("The Robbery"). In the Three Cripples pub, Nancy sings an old tavern song ("Oom Pah Pah"). Bill Sikes makes his first appearance, and disperses the crowd ("My Name"). Dodger runs in and tells Fagin about Oliver's capture and removal to the Brownlow household. Fagin and Bill decide to kidnap Oliver to protect themselves. Nancy at first refuses to help, but Bill physically abuses her and forces her into obedience. In spite of this, Nancy still loves Bill, and believes he loves her too ("As Long As He Needs Me"). The next morning, at Mr. Brownlow's house in Bloomsbury, Mrs. Bedwin the housekeeper sings to Oliver ("Where Is Love? [Reprise]"), and Oliver wakes up. Mr. Brownlow and Dr. Grimwig discuss Oliver's condition. They decide that he is well enough to go outside, and so Brownlow sends Oliver to return some books to the library. Oliver sees a group of street vendors and joins them in song ("Who Will Buy?"). As the vendors leave, Nancy and Bill appear and grab Oliver. They bring him back to Fagin's den, where Nancy saves Oliver from a beating from Sikes after the boy tries to flee. Nancy remorsefully reviews their dreadful life, but Bill maintains that any living is better than none. Fagin tries to act as an intermediary ("It's A Fine Life [Reprise]"). Left alone, Fagin wonders what his life might be like if he left London and began an honest life ("Reviewing the Situation"), however, after thinking of various excuses, he elects to remain a thief. Back at the workhouse, Mr. Bumble and the Widow Corney, now unhappily married, meet the dying pauper Old Sally and another old lady, who tell them that Oliver's mother, Agnes, left a gold locket when she died in childbirth. Old Sally stole the locket, which she gives to the Widow Corney. Mr. Bumble and Widow Corney, realizing that Oliver may have wealthy relatives, visit Mr. Brownlow, hoping to profit from any reward given for information of him ("Oliver! [Reprise]"). He throws them out, but recognizes the picture inside the locket as a picture of his niece, and realizes that Oliver is actually his great nephew. Nancy visits Brownlow and promises to deliver Oliver to him safely that night on London Bridge. She ponders again about Bill ("As Long As He Needs Me [Reprise]"). Suspecting that Nancy is up to something, Bill follows her as she sneaks Oliver out. At London Bridge, he confronts them, knocks Oliver unconscious, and clubs Nancy to death. He then grabs Oliver and runs off. Mr. Brownlow arrives and discovers Nancy's body. A large crowd forms, among them the distraught Bet. Bullseye, Bill's terrier, returns to the scene of the crime and the crowd prepares to follow him to the hideout. Fagin and his boys leave their hideout in panic. Not finding Bill at the hideout, the crowd returns to the Thames Embankment . Bill appears at the top of the bridge, holding Oliver as hostage and threatening to kill him. Two policemen sneak up on him. One of them shoots Bill and the other grabs Oliver. Oliver is reunited with Mr. Brownlow. The mob disperses offstage in order to track down Fagin. He appears and decides that the time has never looked better for him to straighten out his life ("Reviewing the Situation [Reprise]"). Oliver!-STUDY GUIDE
Describe each of the following characters from “Oliver!”
Mr. Bumble______
Widow Corney______
Oliver______
Mr. and Mrs. Sowerberry______
Artful Dodger______
Fagin______
Nancy______
Bill Sikes______
Mr. Brownlow______1. The musical Oliver! Is based on the book______, written by Charles Dickens in 1838.
2. In what country does the musical take place? ______
3. Food, or the lack of food, is an important theme in Oliver! Name a song that supports this theme: ______
4. Did all children at this time in London have access to schooling? y/n
5. Were there laws about children working at that time? y/n
6. What do you think about the lives that poor children had at that time?? 6. Are Fagin and his gang of boys criminals or are they really cleaning handkerchiefs and wallets? ______
7. What differences do you notice about the scenes at Fagin’s hideout as contrasted with the scenes at Mr. Brownlow’s house? ______
8. Do you think Nancy is basically a “good” character or an “evil” one?
______9. Who is Mr. Brownlow? Is he poor or rich? How do you know by using clues from the
scenery, costuming and lighting?
______
10. Would you like to have Bill Sikes as a friend? Why or why not?
______
11. List three or more memorable songs from “Oliver!” a.______b.______c.______d.______e.______GENERAL MUSIC GRADE 6: PROJECT DESCRIPTION AND RUBRIC
It is the year 3000 and you are a museum curator**. In the future, all instruments have been replaced by computerized sounds – there are no instruments in existence! The museum has decided to put on an exhibit of “ancient instruments” from the year 2010. It is your job to research an instrument and prepare a 2 page flyer or poster for the museum to hand out to the visitors at the exhibit.
You will have 2 days in the library to take notes and complete your research. You will then have an additional 1-2 work day(s) in class to prepare your graphic organizer and your flyer. If you use your time wisely, you can complete the entire project in school.
INSTRUMENT SELECTED: ______PROJECT DUE DATE :______
LIBRARY DAYS : ______
IN CLASS WORKDAYS :______Research Notes (30 points)
Must use 2-3 sources, including at least one encyclopedia! Avoid printing out internet articles. If you do, you must document the article. Take bulleted notes instead using the notes organizer sheet
Sentence Report (35 points)
Write complete detailed sentences to answer the questions. Use the Sentence Report Sheet Museum Two Page Flyer Hand Out or Poster (or optional Power Point): (35 points) • A picture of the instrument should be included • 2 facts from each section on the notes organizer • Presented in a clear and informative way
Total Points: 100 Name:______Instrument Selected: ______
GENERAL MUSIC GRADE 6 INSTRUMENT SENTENCE REPORT
In complete sentences, please answer the following:
Write three sentences about the historical development of this instrument, including names of any inventor if listed in the sources. (e.g. When was it invented? Did it change through the centuries? What were the “ancestors” of this instrument?)
1.______
2.______
3.______Write three sentences describing what types of music groups (e.g. orchestra, band, jazz ensemble, etc.) that this instrument is used in. For each type of group, describe the type of music played. Did certain composers write much music for this instrument?
4.______
______
5.______
______
6.______
______Write two sentences describing how the instrument is played? (e.g. Is it blown into, across,bowed, or played with a beater? Are both hands used equally?)
7.______
8.______
Write one sentence about the instrument family of which this instrument is a member. 9.______
From highest to lowest pitch and size, where does your instrument fall?
10.______
11.Write one sentence on what your instrument is made of.
______Write three sentences about 3 major musicians who play that instrument, in what groups they play and describing what types of music they play on the instrument. Try to find at least one Buffalo-area musician! ☺
12.______
13.______
14.______
Please list your three sources:
15. 1.______
2.______
3.______