Wednesday, February 25, 2015

Next Creation Assignment: Improvisation on the 12-bar Blues Progression

FIRST YEAR ASSIGNMENT:
By Tuesday, Feb 25,  you must create an improvisation over the 12-bar blues progression provided in the AMM folder. You may choose one or more different instruments to perform your solo improvisation, but you must use the upright bass/piano as back-up. The improvisation must be at least 36 bars long (eg, 3 times through the progression) (see example in the AMM 4M1 folder). You may add percussion, change tempo, and have more than 36 bars, but you cannot change the chord progression given. We will perform these on Tuesday, Feb 25.  

SECOND YEAR ASSIGNMENT:
You are going to write your own chord progression. It can have as many chords as you want but the basic progression should be 12 bars long. Some websites to get you started:
Once you have written your progression and played your bed track in to Garage Band, your requirements are the same. By Tuesday, Feb 25 you must create an improvisation over the 12-bar progression you recorded. You may choose one or more different instruments to perform your solo improvisation, but you must use the upright bass/piano as back-up. The improvisation must be at least 36 bars long (eg, 3 times through the progression) (see example in the AMM 4M1 folder). You may add percussion, change tempo, and have more than 36 bars, but you cannot change the chord progression given. We will perform these on Tuesday, Feb 25.



Thursday, February 19, 2015

First Year Students: Reading Response #2: The Blues

Read at least 2 of the following websites:
- What is the Blues? (PBS)
- Understanding the 12 Bar Blues (PBS)
- 12 Bar Blues for Dummies

Watch at least 2 of the following videos:
- 12 bar blues explained
- 12 bar blues on the piano
- How to play the 12 bar blues on guitar

Write a short paragraph reflection answering the following questions:
- What are the origins of the blues?
- Why are the blues important in modern music?

Next, use Google to find an example of piece that fits the 12 bar blues form:
- List the name, composer and artist of the piece you found

Write a short paragraph reflection answering the following questions:
- What is your first impression of the piece?
- What ideas come to mind, or what images occur to you?
- What does it remind you of?
- What instruments are used?
- What vocal sounds are used?
- What is the tempo (speed) of the piece?

Summary: To Hand In: 2 paragraphs - 1 reflection on the history/role of blues, 1 analysis of a piece you've found.

Due: Wednesday, February 25th, emailed to lauren.simmons@tdsb.on.ca by the start of class.

Monday, February 16, 2015

Continue:
- Composition #2 (Melody and Variations) for sharing on Friday Feb 20

Late Work:
- Listening Portfolio #1
- Composition #1
- Reading Response #1

Wednesday, February 11, 2015

FIRST YEAR STUDENTS: Melody and Variations Assignment
- You will take a given melody of 8-12 bars from the choices given to you
- Using Garage Band, you will write at least THREE VARIATIONS on the given melody

- 1st year: 8-12 bars per variation
- Remind yourself of some of the techniques: 
  • changing registers
  • changing instrumentation
  • adding parts or notes
  • changing key
  • diminuition
  • augmentation
  • inversion
  • retrograde
  • changing rhythm
  • changing harmony
WHERE TO FIND THE MELODIES:
- open the Desktop 1013 Folder - open 1013- Stu Share folder  - open folder called SIMMONS AMM
- there are 3 melodies there: "Twinkle", "Simple Gifts" and "Childhood Hymn"
- pick the one you like best!

WHERE TO FIND EXAMPLES OF VARIATIONS:
- visit Youtube.com and find the user name "leasidesimmons" - that's me
- find the PLAYLIST called "Melody Variations"
- check out the different versions that these composers have written using these melodies

YOUR MELODY AND VARIATIONS WILL BE PLAYED FOR THE CLASS on FRIDAY SEPT 20.

SECOND YEAR: World Music Variation Assignment

Pick a culture from outside North America. Write a piece using influences of that culture, at least 32 bars long. One idea would be take a melody you already know, and transplant it using the styles and influences of another culture.

YOUR PIECE WILL BE PLAYED FOR THE CLASS on FRIDAY FEB 20.
GRADE 11 (FIRST YEAR STUDENTS)
 
Go through the following websites:
And for find for midway through today's class a piece that you think has a great tune that you might wish to use in your next composition.

GRADE 12 (SECOND YEAR STUDENTS)

 Go through the following websites:
And decide for tomorrow which culture interests you the most and which you might wish to use in your next composition.

Reminders:
- email Listening Portfolio to lauren.simmons@tdsb.on.ca by the end of class today.

Monday, February 9, 2015

You should use today's class to continue work on the following:

First Year - Listening Portfolio #1
Second Year - Critical Analysis #1

And to study for tomorrow's theory quiz.

If you haven't completed the Composition #1, you may work on that.

Thursday, February 5, 2015

Second Year Students: Critical Analysis #1 - Medieval Era

Instead of Reading Responses and Listening Journals, you're going to work on completing 5 (five) written assignments that use your critical analysis skills, as well as research and writing skills to prepare you for post-secondary studies. I'll develop the evaluation rubric with you this week.

The Task:
Listening: Pick 5 (five) important pieces of music from the Medieval Era. You may need to do some research to figure out which were the most important pieces.

Writing: For each piece, write a four-paragraph analysis documenting the following:
1. Who wrote the piece, when, and why it was important to the Medieval Era.
2. Analysis of the piece according to the Elements of Music.
3. Your personal reflections on the piece (like a Listening Journal).
4. How the piece shows the evolution of music across the Medieval Era.

Final Product: 5 entries on 5 different pieces, 4 paragraphs each

Due: Wednesday, February 11
DUE TOMORROW: COMPOSITION #1 (Rhythm or Jingle)
LATE WORK: Reading Reflection Number 1

NEW WORK FOR TODAY: Listening Portfolio Number 1: Rhythm and Melody

We are going to listen to pieces that accentuate rhythm and melody in one way or another. Your job:
  1.  Pick 3 (THREE) of the following pieces and 1 (ONE) of your choice.
  2. Listen to them. For the pieces below, visit http://tdsb.naxosmusiclibrary.com/ (see Ms. Simmons for password) or find them on YouTube.
  3. Write a paragraph (250-300 words) response to EACH piece.
In writing your response, consider the questions of the Critical Analysis Process:

Initial Reaction
  • What is your first impression of the music?
  • What does it remind you of?
  • What is your emotional reaction?
  • What puzzles you about this music? Do you have any questions?
  • Can you make any personal connections to it?
Description
  • rhythm - speed?
  • melody - improvisation?
  • harmony - major/minor?
  • texture - layers?
  • form - how is organized?
  • dynamics - loud, soft?
  • timbre - the instruments used?
  • other comments on the feel, mood or affect of the piece

Listening Portfolio Playlist Number 1: Rhythm and Melody

  1. STRAVINSKY: Le sacre du printemps (The Rite of Spring) - Part I: Adoration of the Earth: The Augurs of Spring - Dances of the Young Girls
  2. DESMOND: Take Five
  3. MOZART: Serenade No. 13 in G major, K. 525, "Eine kleine Nachtmusik" - I. Allegro
  4. MANCINI: Breakfast at Tiffanys: Moon River
  5. VIVALDI: The 4 Seasons: Violin Concerto in E major, "La primavera" (Spring): I. Allegro
  6. ITAGAKI: Shutsujin (Departure to the Front) - Daiko (Drum)
  7. PROKOFIEV: Romeo and Juliet, Op. 64  - Act I: Dance of the Knights
  8. MUSSORGSKY: Pictures at an Exhibition (orch. M. Ravel) - V. Ballet of the Unhatched Chicks
  9. BERNSTEIN: West Side Story: Symphonic Dances - IV. Mambo
  10. and don't forget, one of your own choice!
These will be due emailed to lauren.simmons@tdsb.on.ca by Wednesday February 11.

Tuesday, February 3, 2015

Music Theory Day!

We will divide up into two different levels for music theory. Ms. Simmons will teach a short lesson to each level and then assign some tasks to help you check your learning. We will have a theory quiz on the material covered today Tuesday, February 10.

Level B (Beginners) Practice Material:
Note Naming Quiz
Rhythm See-saw Quiz
Nutty Time Signature Quiz
Rhythm Soccer Quiz (1 or 2 players)

Level A (Advanced) Practice Material:
Major Scale Quiz
Key Signature Quiz

Continue working on your Rhythm (grade 11) and Jingle (grade 12) compositions. We will share these in class on Friday.

Please submit your contract and course fee to Ms. Simmons ASAP!

Monday, February 2, 2015

Meet the CREATIVE PROCESS.

These are the steps we will be moving through, either formally or informally, with each composition we create.

For our first compositions, we will be following the steps of the Creative Process very formally so you can see how it works. Today, we'll take care of Step 1: Challenging and Inspiring, Step 2: Imagining and Generating, Step 3: Planning and Focusing and Step 4: Exploring and Experimenting.

1. Challenging and Inspiring.
You will be asked to bring in some listening examples. For first year students, you will be asked to find music with a "great beat" or "cool rhythm". For second year students, you will be asked to bring in an example of a catchy jingle. We will discuss these examples together, defining criteria that make a "great beat" and a "catchy jingle".

2. Imagining and Generating
On your own or with a peer, you will start to explore the creative possibilities in Garage Band. For some of you this will not be a new exploration, for others it may. Start to explore the different instruments and synthesized sounds, and start to put together your own "great beat" or "catchy jingle".

3. Planning and Focusing
Together as a class we will discuss the requirements for your first creation assignment. These will be recorded on the board and notated in the next blog post as we continue our explorations.

4. Experimenting and Exploring
Move to a more focused exploration on your own in Garage Band now. Decide what sounds you like, which you don't. What interesting musical aspects you want to incorporate in your rhythm or jingle. Think about the examples we listened to and the requirements we came up with as you explore...

Which leads us to... CREATION ASSIGNMENT #1

Gr. 11 - Rhythm Assignment
1. At least 8-16 bars long.
2. At least 3 different tracks.
3. Bass line.
The goal is create a rhythm that is interesting!

Gr. 12 - Jingle Assignment
1. At least 8-16 bars.
2. At least 4 different tracks.
The goal is to create a jingle that is catchy!

5. Producing Preliminary Work
Now that we know the requirements of our compositions, we can begin to produce our own rhythms and jingles. This should mostly be a solitary task.

6. Revising/Refining
When you have produced a good first product, we will be sharing it with a peer. We will aim to do this by Wednesday Feb 4.

7. Presenting/Performing/Sharing - FRIDAY, FEBRUARY 6