AUDIO UPLOAD: EDUCREATIONS
Absences are a reality in high school music. I have now put every music lesson for Unit 1 on educreations so you can view the lesson, even if you missed that day!
Here is the link to lesson 2 if you missed it.
Click here
Saturday, August 30, 2014
Saturday, August 23, 2014
Audio Post
I used Audacity and Podbean to create the following file.
It is a recording of my favorite poem by William Wordsworth with a beautiful piece of music in the background. Yirumi River Flows in You.
Enjoy.
Click here
It is a recording of my favorite poem by William Wordsworth with a beautiful piece of music in the background. Yirumi River Flows in You.
Enjoy.
Click here
Genius Hour...the Soundtrack of your life
Create the Soundtrack of your life…
State Standard discussed during this lesson:
4.0 AESTHETIC VALUING
Responding
to, Analyzing, and Making Judgments About Works of Music
Students
critically assess and derive meaning from works of music and the performance of
musicians according to the elements of music, aesthetic qualities, and human
responses.
Analyze and Critically
Assess
- 4.1 Develop specific criteria
for making informed critical evaluations of the quality and effectiveness
of performances, compositions, arrangements, and improvisations and apply
those criteria in personal participation in music.
- 4.2 Evaluate a performance,
composition, arrangement, or improvisation by comparing each with an
exemplary model.
Derive Meaning
- 4.3 Explain how people in a
particular culture use and respond to specific musical works from that
culture.
- 4.4 Describe the means used to
create images or evoke feelings and emotions in musical works from various
cultures.
Directions:
We have learned about the power of music and its ability to
affect those who listen. This is
something we see if we attend the movies.
Music has the ability to add to the scene, and cause the movie-goer to
feel and intensifies an emotion. This
was evident in our last lesson where we took a scary scene from a movie and
changed the music to the scene. It was
obvious that the entire scene was changed when we did this.
In this assignment you are asked to consider your own life. What
if your life were a movie? If this were
true you would need to have a soundtrack of music that would be played during
scenes of your life. First you will
identify five ‘scenes’ in your life.
These scenes would be important to you.
Some ideas may be:
First kiss
A traumatic event like the death of a loved one
Cherished memory
Hard time
Scary event
Suspenseful moment
You do NOT need to share the event fully, but only give a
brief overview of the feeling you’re expressing. For example, you would say, event one was a
very sad day.
Next, you need to think about the feelings you had during
this event. While you are considering
this event you will discover a piece of music that represents this
emotion. For example, if your emotion is
excited, you would find a piece of music that would appropriately play during
this scene, adequately expressing this emotion to the movie-goer.
You will do this for all five scenes in your life movie.
You will submit your assignment in the comments section of
this blog. You will list each scene, the
emotion expressed, and a link to the youtube video of this song. You will also
describe WHY this song choice is appropriate for your scene.
Technology:
For this assignment you will utilize youtube. Youtube has a large resource of classical
music.
Song Choices:
This assignment requires you to expand your musical
choices. You will not be allowed to choose
any popular music. You must select from
the list of the hundreds of classical pieces we have on page 678 in our music
history textbook. Many of these pieces
we have listened to and discussed already this year during our listening
discussions.
For example, if your emotion is lost love you may choose the
song ‘Claire de Lune’ by Debussy instead of ‘Say Something’ by Great Big World.
Rubric:
Five scene choices and description of each 10 pts (2 pts
each)
Five songs associated with the movie scene 10 pts (2 pts
each)
Description of the reason for your selection 10 pts (2pts
each)
Listening Assignment
Listening Assignment
Listening Assignment
Due Thursday May 2nd
March:
This month we will listen to music from the Baroque period. We will do two listening segments during class and you will be responsible to listen to a third assignment on your own time, outside of class. If you do not have access to a computer at home, you may use the computers in the library or computer labs. You may also borrow the music from the city library to listen to on CD. If you are absent for any in class listening segments you are responsible for making these up in your own time. You may look any of these listening segments up on youtube, or contact me for information about how to make up the segment.
In Class Listening #1: Bach Toccata and Fugue
In Class Listening #2: Handel Watermusic
At Home Listening: Vivaldi "Summer"
April:
This month we will listen to music from the Classical period. We will do two listening segments during class and you will be responsible to listen to a third assignment on your own time, outside of class. If you do not have access to a computer at home, you may use the computers in the library or computer labs. If you are absent for any in class listening segments you are responsible for making these up in your own time. You may look any of these listening segments up on youtube, or contact me for information about how to make up the segment.
In Class Listening #1: Mozart Piano Concerto in C
In Class Listening #2: Hayden Surprise Symphony
At Home Listening: Beethoven Moonlight Sonata This will be about 15-17 minutes long, so be prepared for that amount of time. There are three movements, so notate this in your notes as you are writing.
Ideas of what to write about:
How does the music sound?
Is it fast, slow or does the tempo change?
Is it all one range of sound, or are there high and low notes together?
Is it rhythmic or smooth? Could you dance to it?
How does the music make you feel?
Is there one mood in the piece or does it change during the song?
Is it happy, or sad? Describe your feeling.
What is interesting about the piece?
Does it sound difficult? Does it sound simple?
Is there anything compelling about the piece?
Is it something you would want to learn one day?
What is the form of the piece?
Does it have repeated sections?
Can you recognize any concepts we have discussed in class in relation to piano or the period?
Essentially, write about what you hear, and how you feel about it.
All of these listening segments are due on Thursday May 2. They should be neatly stapled together, in order, with labeling of which listening assignment is which. All listening assignments turned in late will receive a 50% late deduction extemporaneous circumstances occur and pre-approval is granted from Mrs. Austin.
Class Syllabus and Rules
Class Description and Syllabus
East Union High School Piano Class Syllabus
Teacher: Mrs. Rebekka Austin
209.858.7270
Office Hours: Monday- Friday 7:30-8:30 and 2:35-3:00
Course Overview and Objectives
Class piano is designed to teach the concepts and fundamentals needed to perform on the piano. Throughout the year students will increase their understanding of fundamental piano technique including the importance of posture, hand placement, keyboard orientation, and fingering. Students will develop good practice habits and will gain a better knowledge of standard piano repertoire, improve their note-reading skills, and piano technique according to their individual piano proficiency. Through studying the piano students will increase their comprehension of music theory, music history, and will improve their overall musicianship. Through regular performance opportunities students will gain experience in performance skills, etiquette, and critical listening skills.
I. Participation
Students will be given points for their daily participation. In order to be successful in this class, students must be on time, with all of their materials, and demonstrate focused and active participation in all class activities. The students are expected to work actively with the instructor and take an active role in their development. Individual practice is vital to each student’s progression. The student must be able to work independently, be focused and self motivated during his/her individual practice time.
II. Materials
Method Book
The classroom has a full set of used method books for student use. The instructor will assist the student with selecting the appropriate book for your level of proficiency. These books will be the student’s resource of basic technique and repertoire as well as a great resource of reference. The books will stay in the classroom.
Performance Pieces
Each student will be required to work with the instructor to choose an appropriate performance piece to practice throughout the semester. This piece is intended to challenge the student and will stretch their technique and skills. Performance pieces may be acquired in several ways: Music from home, from the teacher’s limited library, or from online. There are a number of websites where music can be downloaded for free. While the instructor will work with the student to assess appropriate pieces, it is the student’s responsibility to do the research.
Pianos
Students will use digital piano workstations. It is expected that each student will treat the school instruments with respect and do their utmost to prevent damage. If an instrument is damaged due to student negligence, it is the student/guardian’s responsibility to pay for the repair or replacement of the instrument.
Other Daily Materials
Students will also be expected to bring:
· Pencil (NO Pens are allowed)
· Spiral Notebook
· ½ inch binder or folder
· Staff paper (this may be printed for free from www.pdfpad.com/staffpaper orwww.musictheory.net/tools/paper)
· Earphones- the class has some very old headphones but not enough for the entire class. If a student wants to use his/her own headset, make sure that it has a quarter inch adapter or plug)
III. Classroom Rules
As the class is highly performance based, having a safe and respectful environment is a high priority. All students are expected to maintain respect for self, their peers, teachers and all the equipment that they work with.
No food or drink will be allowed in the classroom.
All disruptions are subject to judicious discipline.
1st offense: Verbal warning
2nd offence: Second verbal warning, Parent Contact and possible referral or detention.
3rd offence and above: Students are subject to further disciplinary policies as outlined in
the East Union High School Student Handbook.
Attendance is vital to the student’s progress. If the student is absent, they must see the instructor right away to gather any missed assignments. If the absence is unexcused the assignment will not be able to be turned in late.
Be on time and prepared. Tardiness will reduce participation points and result in a detention. Habitual tardiness will result in a referral to the assistant principal.
IV. Grading Policy
a. Assignments and Percentages
40%- Daily Participation
25%- Written Assignments and Quizzes
15%- Final Performance
At the end of the first semester students will play for their peers in a class performance. This will give students the opportunity to practice and become acquainted with the format for the end of year recital. The end of year recital is mandatory and will be held in the evening in room 42 at East Union on May 20-22. (The student picks which date is most convenient.) Parents and friends are encouraged to attend.
10%- Performance ‘pass off’
Students will have opportunities to demonstrate proficiency for the instructor. They will be asked to ‘pass off’ on a technical skill or something from the repertoire.
10%- Written Final
b. Grading Scale
A=90-100%
B=80-89%
C=70-79%
D=60-69%
F=59% or lower
About the teacher...
Hello my name is Mrs. Austin and I teach piano here at East Union High School. It is my first year as a Lancer and I love it here. I want to tell you a little about me but I thought I would make it a little bit fun...
1. I read a magazine from the back to the front.
2. I love milk, cheese and ice cream, but I am lactose intolerant.
3. I am a "People's Court" junkie.
4. I almost died in a Florida swamp when I was a senior in high school.
5. I am a really good roller skater. I used to work as a floor guard at a roller rink.
6. My husband and boys love to fish, but I HATE fish. I gagged down the first fish Walker caught so he would know I was proud of his 'catch'.
7. I am a word game nerd. I love boggle, text twist and just about any word game there is.
8. I sing opera, but I love ROCK! I have seen Bon Jovi, The Stones, The Eagles and Aerosmith in concert.
9. My mom and I were once kicked out of the ballet for laughing at one of the male dancers. He was horrible!
10. I have three boys and all of my boys were born nearly 2 months premature, but still weighed nearly 7 pounds.
11. I take a bubble bath every night.
12. I have a weakness for Dark Chocolate.
13. I have insomnia and lay in bed for hours every night before I finally fall asleep.
14. I am a bookworm. I LOVE to read and can't put a book down once I start. I read the Twilight series in a week. My children suffered a little I am sure.
15. I used to barrel race my horse when I was 12.
16. I have been bit by a rattlesnake.
17. I once toured London England by myself in the rain.
18. I love hockey and am the first on my feet screaming during a fight.
19. I used to make up commercials in the mirror when I was younger. I think some of them had potential.
20. I love grilled onions, but won't eat them if they are crunchy or raw.
21. I married my best friend Kevin and we have been married 12 years.
22. I have lost count of the number of times I have moved. I think it is near 50.
23. I would love to write a book someday.
24. My eyes are green when I cry.
25. I have been a nun five different times on stage.
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