We are now making the transition from term work to Culminating Activities.

At some point this week everyone should finish the following:

- Reading Response #1-5

- Listening Portfolio #1-5

- All composition projects (recently: Tone Poems, Historical Compositions and 4 part progressions)

Ms. Simmons will be handing out your Culminating Activity assignments and a plan for the next four weeks. Looking forward to seeing the fruition of your learning this semester!

Listening Portfolio #5: ROMANTIC ERA and 20th CENTURY  (the last one)

We are going to listen to pieces that cover the major features of these important eras. Your job:

Pick 3 (THREE) of the following pieces and 1 (ONE) of your choice.

Listen to them. For the pieces below, visit http://tdsb.naxosmusiclibrary.com/ (see Ms. Simmons for password) or find a version on YouTube.

Write a paragraph (150-200 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

Playlist #5: ROMANTIC ERA and 20th CENTURY

Pick one of these:

1. Wagner - "Ride of the Valkyries" from Die Walkure
2. Rachmaninov - any of his piano pieces - watch this version
3. Tchaikovsky - Swan Lake Theme

Pick one of these:
4. Scuhmann - "Ich grolle nicht"
5. Bizet - "Toreador" from Carmen
6. Paganini - any of his Caprices - watch this version

Pick one of these:
7. Debussy - "Claire de Lune"
8. Schoenberg - Pierrot Lunaire (get ready to be spooked out)
 9. Bartok - Music for Strings, Percussion, and Celesta

Plus one of your own choice from the Romantic era.

Due emailed to Ms. Simmons by Monday Dec 16.

New assignment: Romantic Tone Poem

A tone poem is a piece of music that portray a work of literature such as a poem or novel. They were popular in the Romantic Era when composers were fascinated with exploring themes like death, the supernatural, heroism, nationalism, war, fantasy, mythology, etc. Composers used dynamics and timbre (instrument colours) which were new in the Romantic era to tell the stories through music. Sometimes they would have musical ideas (called motives, or motifs) to represent different characters, and would use these throughout their pieces. Here is a link to information on the Romantic Era.

The Assignment

You are going to chose a work of literature - either a poem or book you know, one that is NOT already a movie or song is preferable. Here is a link to a place to find poems. The deadline for Selection of Literature will be Fri Dec 6.

Your piece can use any instruments you wish, any style of music, but must capture the aspects of the literature. Think about setting, plot developments, characters, mood, action, etc in the work you have chosen. How will you represent this in music? You will write one paragraph explaining what your choices are going to be and how you will represent them in music, due Monday Dec 9.

Your piece must be at least 3 MINUTES LONG and have at least 3 DISTINCT MUSICAL IDEAS representing plot, action, mood, etc. You will explain your piece to the class before presenting.

Timeline

- selection of literature - Fri Dec 6

- paragraph outline of your composition plan emailed to lauren.simmons@tdsb.on.ca - Monday Dec 9

- final composition due - Friday Dec 13

Some examples of Romantic Tone Poems:

- Strauss, "Don Quixote" - listen for the musical representations of goats, and of windmills
- Mendelssohn, "Midsummer Night's Dream" - listen for the fairies flying about!
- Debussy, "Prelude to the Afternoon of a Faun" - listen to the way to mood is captured with the modal chords and harmonies!

Remember that you can choose any work of literature for an inspiration, as long as you have a way to musically express the events or characters, like these composers do.

OLD WORK:
- Listening Portfolio #3 LATE
- Reading Response #4 LATE
- Theory Quiz re-do tomorrow (Tuesday)

NEW FIRST YEAR COMPOSITION: FOUR PART PROGRESSION

Our next composition assignment will continue to focus on Theory concepts through composing.

• We will learn about the C, F, G, G7, a- and d7 triads. Ms Simmons will teach from the board.
• You're going to learn to PLAY THE BASIC PROGRESSION BY WEDNESDAY NOV 27.

You're going to learn how to write music using these chords.

• You're going to make YOUR OWN CHORD PROGRESSION BY FRIDAY NOV 29. .
• You're going to add a melody to your chord progression and have the MELODY PLUS CHORDS FOR TUESDAY DEC 3.
• You will be handing in a written copy.

SECOND YEAR: RECORDING PROJECT

Let's begin!

CONTINUING:
- Oblique Strategies list due Friday Nov 22
- watching this BBC Documentary about David Bowie in preparation for our trip on Friday
- Don't forget to bring in your trip forms for tomorrow!

LATE WORK:
- Reading Response #4 due yesterday!
- Era Compositions
- Listening Portfolio #3

Theory Quiz on Key Signatures today!

NEW CREATION TASK: Oblique Strategies

Because we are going to visit the David Bowie exhibit at the AGO this week, we are going to do a short task to learn about his artistic process and influences.

One of the producers David Bowie worked with was Brian Eno, who uses a technique called Oblique Strategies. The Oblique Strategies are a deck of cards with different artistic prompts and ideas to help artists in their creative process.

First: Learn about Eno's Oblique Strategies
- read the Wikipedia entry about Oblique Strategies
- play with the random Oblique Strategy generator

Next: Create Your Own Oblique Strategies
- alone, or in a pair, brainstorm a list of strategies to overcome artistic blocks or challenges
- if you are solo, formalize your list to at least 25 strategies
- if you are a pair, formalize your list to at least 50 strategies
- come up with a creative way to present your list, such as:
* a deck of cards
* a poster
* a website
* a ppt/prezi
* a video
- Don't just hand in a typed list! Do something different.

Due: Friday November 22 (the morning of our Bowie trip)

CONTINUING:
- study for theory quiz on Tuesday Nov 19
- work on Reading Response #4

LATE WORK:
- Era Compositions
- Listening Portfolio #3

NEW:
- Start watching this BBC Documentary about David Bowie in preparation for our trip on Friday
- Don't forget to bring in your trip forms!

Reminders!
- All work due for midterm by the end of the day today - MONDAY Nov 4, no exceptions!

Late Work:
- Reading Response #3 on the Medieval and Renaissance Era
- Texture Compositions

Continuing:
- Key signature presentations - presenting Monday Nov 11
- Listening Portfolio #3 on the Medieval and Renaissance Era - due Wed Nov 6

Bonus:
- 3 minute arrangement of "William Tell Overture" for the announcements before school

Soon:
- There will be an open-book quiz on Music History eras in the next few weeks.
- New composition task starting Wednesday.

THE NEXT GREAT THEORY ADVENTURE: KEY SIGNATURES

Ms. Simmons will teach a lesson and give you some handouts. In order to demonstrate your learning and work through the idea of scales and key signatures, will we be doing a group project.

First: Find a group of 3-4 people, including at least one person who is in the “Intermediate” level of theory.

Then: Review the lesson Ms. Simmons taught about Key Signatures. Make sure everyone in the group understands.

So That: As a group, you can come up with an innovative way to teach the concept of Key Signatures to the class.

Some Ideas:

•          video
•           podcast
•           prezi
•          blog
•           poster

You must find a way to make the concepts interesting and understandable. Be creative and original!

Here are some videos to give you ideas:
http://www.youtube.com/watch?v=G20foMzvczc
http://www.youtube.com/watch?v=yQEQ6t5eYbY
http://www.youtube.com/watch?v=7y2EewpByuI

Timeline

Explain your plan to Ms. Simmons - Thursday, Oct 31

Work in class - Nov 1 and Nov 4-8

Present to the class - Monday, November 11

SECOND YEAR STUDENTS - DIGITAL RECORDING

We are going to further our learning about digital music by integrating live performances in to our work. This will be a collaborative, continuing project but there will be some hard learning associated with it (for all of us).

 I’d like you to work in a single group together. 

 Here’s the process we’ll be undertaking:

This week

• brainstorming in groups what instruments group members can play for the performance
• researching on the internet how to properly position microphones for those instruments
• write up a point-form summary of the best practices for mic’ing your chosen instruments, email it to Lauren.simmons@tdsb.on.ca and be prepared to share your findings with the class by Monday, Oct 21

Next week and beyond

•  sharing what we found about best practices for mic techniques
•  experimenting with mic positioning and preliminary recording
• deciding what types of songs we want to record for the final product
• booking practice sessions and recording sessions so that all groups have time to get to use the equipment
• recording, editing, sequencing to produce the final CD
• reflection on the process

This will take us a few weeks, and we’ll be doing other work around it. You will be evaluated on the success of your group to work collaboratively and use the technologies available to produce a recorded product.

Reminders for Real World Project
- you should have emailed Ms. Simmons a prelimniary list of sources and your paragraph summaries
- all assignments, including presentations, must submit a Works Cited
- presentations will begin on Thursday, October 17
- email completed assignments and Works Cited by Friday, October 18

Texture Composition on hold.

Email Ms Simmons your 3 article links + summaries ASAP.

All other late work to be counted for the interim mark, please email by the end of Thursday.

Reminders for This Week:

Today

- theory quiz

- research for Real World Project

Tomorrow

- email links to 3 sources/articles for Real World Project

- new composition assignment (Texture)

Thursday

- continue Real World Project

- work on Texture composition assignment

New Project: Music in the Real World

Yay! New things!  Instead of a Reading Reflection next week we're going to do a bit of formal research on topics that might be interesting to you, and share this information with the class, following the steps below.

STEP 1: TOPIC
You're going to pick a topic related to music in the "real world". Possibilities include, but are not limited to...

• the history of sequencers or another music technology
• the science of music and mood
• the science of music and the brain
• the science of music and physical performance
• what are some post-secondary options for music study? (requirements for these programs, etc)
• what are some post-secondary options for music technology study?  (requirements for these programs, etc)
• careers in music - education, tech, engineering, producing - could also include interviews
• anything else you're interested in and I approve :)

Send your choice of topic to Ms. Simmons by the end of class on MONDAY OCT 4.

STEP 2: RESEARCH

No matter your topic, you are going to send the following to Ms. Simmons by WEDNESDAY OCT 9.

• links to 3 articles related to your topic
• 1 paragraph (250 words) summary of each article and how it relates to your topic

STEP 3: PRODUCT

You are going to choose a way to share your findings with Ms. Simmons and the class. These might include...

• formal written paper/essay
• oral presentation
• visual presentation
• video
• PPT/prezi
• anything else you're interested in and I approve :)

No matter your topic and product, we will be sharing our products on Wednesday Oct 16-Friday Oct 18, WRITTEN WORK DUE FRIDAY OCT 18. Your final product must include a Works Cited with at least 5 legit sources.

New Theory Work for Today

Ms. Simmons will teach a new lesson to each theory level.

Beginners - Whole tones, semi tones and the major scale pattern

When the lesson is complete, log on to Breezin Thru Theory. You may work in pairs. Show Ms. Simmons your completed results for Chapter 4. For preparation for your next unit, consult Chapter 6.

Intermediate - Continuing to understand key signatures and scales

When the lesson is complete, log on to Breezin Thru Theory. You may work in pairs. Show Ms. Simmons your completed results for Chapter 7 and 8. For preparation for your next unit, consult Chapter 9.

Reminder: Theory Quiz Tuesday Oct 8.

Old Work:
- theory exercises
- practice playing Blues Progression and scale
- work on Blues Composition

New Work (1st year students):

Listening Portfolio Number 2: Harmony

We are going to listen to pieces that accentuate harmony in one way or another. Your job:

• Pick 3 (THREE) of the following pieces and 1 (ONE) of your choice.
• Listen to them.
• 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 2: Harmony  (choose 3 from below)

- Spiritual Singers of Harlem, "Swing Low Sweet Chariot"

- George Gershwin, "Porgy and Bess Suite"  or "Rhapsody in Blue"

- Arnold Schoenberg, any of the songs from "Pierrot Lunaire"

- Oscar Peterson, "Round Midnight"
- "St Louis Blues" - any version, tell me which one you like and why

- "Giant Steps" (Charlie Parker) - any version, tell me which one you like and why
and don't forget, one of your own choice!

These will be due emailed to lauren.simmons@tdsb.on.ca by Friday Oct 4.

FIRST YEAR STUDENTS - MUSIC THEORY - WHERE DO WE GO FROM HERE?

Most of you need to brush up on some music theory before we go any further with composing. SO. We're going to use an independent, online learning tool that will send me results to track your learning.

How to start: go to http://breezinthrutheory.com/
LOGIN: leaside
PASSWORD: lute789

Launch the Interactive E-binder.

Beginner Students:
Chapter 1: do exercises on page 12-13 and 14-15 and 20-21 and 22-23 and 36-37 and 38-39
Chapter 4: do exercises on page 128-129 and 130-131 and 132-133-134-135
Chapter 6: read 174-175 and 176-177
then Chapter 2, 3 and 5 if you have time.

Intermediate Students:
Read and do exercises for Chapter 7 and Chapter 8.

Please complete the tasks above by FRIDAY SEPT 27 - the program will send me your results.

Most of you need to spend today catching up on:
- practicing "Jingle Bells"
- completing your Reading Response #1

If you have completed these tasks, please visit and view the following videos in preparation for tasks later this week (copy and paste the links in your browsers):

http://youtu.be/QhkJ57Qm1Co

http://youtu.be/vnaorRAxhmU

http://youtu.be/YvLmAjPTkDU

Good morning! Hope you all have a good class.

Reminder:
- Melody Variations due tomorrow
- Play Jingle Bells for Ms. Simmons tomorrow

NEW WORK:
Reading Reflection #2

First-Year Students: The Role of MIDI and Technology in Music

Read the following articles:

• History of MIDI
• Technology of MIDI
• Making Music with MIDI
• Graphic History of MIDI
• Technology in K-Pop
• David Byrne on technology in music
• And poke around on a bit on this NPR 6-part series about Technology in Music

Once you've read and watched and learned a bit, write a 200-300 word (1 page single spaced) reflection, addressing some if not all of the following questions:

• how does the language of MIDI work?
• how has the technology of MIDI evolved the practice of music composition and creation?
• how has MIDI influenced popular music?
• how do you feel about the use of technology in music? (autotune, samples, etc.)
• do you think technology enhances or hinders modern music?
• what are some of the advantages of technology's heightened role in music?
• what are some of the disadvantages of technology's heightened role in music?
• how do you feel about the use of technology in music? (autotune, samples, etc.)
• do you think technology enhances or hinders modern music?

Email your completed reflection on or before Monday Sept 23 to lauren.simmons@tdsb.on.ca

Tasks for this Spooky Friday:

Grade 11 (first year)

- work on Keyboard Task #1 (Jingle Bells) assigned today

- complete Listening Portfolio #1

- review for Theory Quiz on Tuesday

Grade 12 (second year)

- review for Theory Quiz 

- read this website

DUE TODAY: Reading Response #1 - email to lauren.simmons@tdsb.on.ca

Then you can keep working on your compositions (Rhythm/Jingle).

To review the steps of the Creative Process, try out this Creative Process Puzzle!

Today we'll continue the work we started on compositions. Here are the requirements we generated together:

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!

We will share these compositions on MONDAY or TUESDAY

Here are the steps we will work through between today and then:

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

We will complete the final step, 7. Presenting/Performing/Sharing, in our next few classes together.

Please visit the following link to provide me with some feedback on our class and your experience:

https://docs.google.com/forms/d/1XsgKFrjsEM6T2bZLCMKivizVyXTJydH5jMshoalX5Q8/viewform

What to Study for History and Analysis

Read over the content of your Reading Responses on the various eras and these previous blog entries:
Medieval and Renaissance Eras
Baroque and Classical Eras
Romantic Era 

Short Answer
Know the basic characteristics of music in each era, plus definitions/significance of the following terms:

• Medieval: neumes, modal, chant, Pope Gregory, sacred, secular, lute,
• Renaissance: madrigal, motet, word painting, Palestrina, Tallis, patronage system
• Baroque: opera, oratorio, concerto, Bach, Handel, Vivaldi, harpsichord,
• Classical: absolute music, symphony, Mozart, Haydn, Beethoven
• Romantic: programme music, tone poem, art song/lieder, ballet, piano, virtuoso/virtuosity, Wagner, Tchaikovsky, Schumann, Berlioz

Long Answer
- Be able to trace the transformation of music across the eras.
- Be able to explain the different forms of symphonic and vocal music across the eras.
- Be able to describe the different roles of composers across the eras.

Music Analysis
- Be able to identify the eras that different pieces come from based on their characteristics.
- Be able to describe music using the elements of music.


Links to Practice Chord Identification:
http://www.childrensmusicworkshop.com/musictheory/trainers/html/id92_en.html
http://www.musictheory.net/exercises/ear-chord

Links to Practice Rhythmic Dictation:
http://www.emusictheory.com/practice/rhythmDict.html#.UbizG9KyB2A
http://www.teoria.com/exercises/ritmo-ear.php
http://www.youtube.com/watch?v=Qu8p_6tJYcQ

Email me if you have any questions between now and tomorrow!

Evolution of Get Lucky [Daft Punk Chronologic cover by PV NOVA]

A little something interesting especially afte your genre compositons!

Exam Outline

Total Marks /50

Ear Training /10
- chord identification (major, minor, diminished, augmented)
- rhythmic dictation

Theory /15
- Beginngers: key signatures
- Advanced: chords
- both: analysis of a given piece of sheet music

Music Analysis /10
- Listening to TWO given excerpts - applying concepts learned in music history and analysis

Music History /15
- /5 short answer
- /10 paragraph analysis questions, answers refering to at least 2 eras

You will have the entirety of the class on Friday, June 14 to complete the in-class exam.

Here's an interesting article about the REAL music of the 1920's Jazz Era (in preparation for your final projects and in celebration of the release of THE GREAT GATSBY movie:

CBC MUSIC: The True Music of the Great Gatsby

Ms. Simmons will be teaching a music history lesson today, then you'll continue work on your Listening Log #4 due tomorrow, no questions asked.

Continuing Assignments:
- Listening Portfolio #4 due Friday

Overdue (LATE) Assignments:
- Historical Compositions
- 4 part progressions with melodies
- Reading Response #1-4
- Listening Portfolio #1-3

Bonus Assignment: "O Canada" - THE REMIX

As you know, we have a variety of versions of "O Canada" on our morning announcements. So, why not create our own?

Ms. Simmons has placed a basic version the melody to "O Canada" in the share folder. The access path is:

1013 (on desktop) --> 1013 Stu --> SIMMONS AMM --> "O Canada"

Use this as your base file, and go from there. Of course, the original melody must be audible the whole way though, but other than that, be creative! You can play with the genre, etc, as you wish!

Due, whenever, for 10 BONUS MARKS or 1 BONUS PERCENT.

Hi everyone!
Hope you are all well and using your class time productively. I'm resting and recovering after I had a little run-in with a truck on Tuesday and I won't be back until Monday at the earliest.

I hope you're working on the following things:

First Year Students
- adding a melody to your 4-part progressions ready to play by Monday
- writing out your melodies and progressions to hand-in
- continuing keyboard and theory reviews

Second Year Students
- rehearse for your recording projects
- the microphone we were using has been taken back to the library (for the Open Mic there on Friday) - if you need it ask Ms. Veltman or Matt Sirna to grab it for you

Reminders:
- Reading Response #3 (Medieval and Renaissance) due today
- Composition: Polyphonic counter-melody due tomorrow, Homophonic choirds due Friday
** we'll share our final versions of ball three on Friday!

Here's some video resources on the Medieval and Renaissance Eras:




And watch this vieod cause it's funny.

Welcome Back Everyone!

I hope you all had restful and relaxing March Break.

Your first priority, for most of you, is to send me three links to articles for your REAL WORLD MUSIC RESEARCH PROJECT and short one-paragraph summaries of those articles that was due Friday before the break.

We will start these presentations on Friday March 22 (because of Parent-Teacher Interviews etc) but we will be starting on some new work tomorrow, and later this week, so you'll need to get this ready at home. Gasp, homework!

Please let me know if you have any questions!

Some Resources for your Real World Research Project

Start at the Leaside High School Library Website.

Go to the EBSCO HOST search bar in the Upper Right Hand Corner.
Enter your search terms. Select the FULL TEXT box for better results.
Once you have results, use the selections on the left hand side to limit your sources.

Also on the Library website, visit the Gale Virtual Reference Library under eBooks.
Use the General Search at the top then use the side bars to limit to your topic.

You can also find research articles on JSTOR. Start from the landing page with a general search.
Use the drop-down menus at the top to help you sort the findings.

Don't forget:
- 3 links to articles with 250-word summaries emailed to me by FRIDAY MARCH 8
- Works Cited APA format with at least 5 sources for your final product

Good Monday Morning!

Let's call today a catch-up day... work on your Listening Portfolio #2 due Wednesday, and ease in to the work week.

New work coming tomorrow.

If you will be leaving early for March Break, please let Ms. Simmons know. (And, we hate you. Just kidding.)

For discussion.

Today:
- Theory Quiz

Tomorrow:
- play 12-bar blues for Ms. Simmons

Thursday:
- play blues scale for Ms. Simmons

Friday:
- sharing Blues Improvisation composition with the class

Late/Overdue Work:
- Reading Response 2
- Melody & Variation composition
- Listening Portfolio and Reading Response 1

New work for today:

• Ms. Simmons will give a short lesson on the computer program FINALE.
• You will view some video demos on FINALE.
• You'll be given a piece of music, based on your theory ability.
• Your job will be to enter (transcribe) this piece using FINALE on your Macs.
• You will show Ms. Simmons your transcriptions by Monday, Feb. 25.

You'll also be given some theory information for you next theory quiz, to be held Tuesday Feb 26.  

A Song to Share (for Valentines Day or whatever)

Today:

- theory quiz
- discussion on melody (first-year students) in preparation for next composition
- continued time to work on Listening Portfolio #1 (due Wednesday)

DUE TODAY: Reading Response #1

DUE TOMORROW: Composition #1

NOTES (ha) on THEORY

Many of you have studied music (and theory!) with me (or elsewhere) before. If you have not studied music theory before, don't be worried, you just have a bit of catching up to do. As this is a Grade 11/12 Music credit, there are a few basics you are expected to know.

I'll be handing out a review worksheet package for THREE different levels:
Beginners - Know basics up to and and on your way to major key signatures.
Advanced - Know minor key signatures, all intervals, on your way to triads

If you prefer to work through computer games to cover this material (and who wouldn't?), you can use the Music Ace 2 game found in your My Applications folder in the following levels...
Beginners - Level 1-18
Advanced - Level 19-24

I'll ask you to work through these packages on your own and we'll have a THEORY QUIZ NEXT TUESDAY FEBRUARY 12 to see where you're at. 

B - QUIZ ON WHOLETONES/SEMITONES
A - QUIZ ON TRIADS

NOTES (ha) ON KEYBOARD EXERCISES


As a way to review music theory, I'll be handing out a score that I'd like you learn to play on the piano keyboard. For many of you this will be easy, but for some it might require practice. I'll ask you to work on having it ready to play for me by THURSDAY FEBRUARY 14  in class.