7th Grade
New practice logs: due 11/9!
A list was passed around today during orchestra for students to record the email addresses of their parents. Although I would like to continue to communicate via this blog, I am finding it necessary to email parents directly to inform them about changes in lesson schedules and upcoming events. If you did not record your parents' email address, please give it to me sometime in the near future so that I can help you be more successful in orchestra.New practice logs: due 11/9!
We ran through Saturday at the Symphony today and got all the way through to the end. The Finlandia section (see the post on 7th Grade Fall Repertoire if you can't remember Finlandia) is still very rough, but we're slowly understanding the rhythm and learning how to sustain our bows through those long whole notes. Remember that although the notes in this section differ from instrument to instrument, the rhythm remains the same.
At the beginning of Saturday at the Symphony is a section from a famous Rondeau, often felt in a 2-beat pattern instead of the 4-beat pattern that is written in this arrangement. It is my goal to conduct this section in that 2-beat pattern (creating more emphasis on beats 1 and 3), but to do so means that violins need to practice this section with their metronomes, in increments of speed. It should have a playful, dancelike feel.
Rhythm testing will commence next week once the first round of performance tests is completed. To prepare for these rhythm tests, every student in grades 6-8 will receive a mini-tutorial on how to clap and count. For many of you this is nothing new, but for some it is. Use the front of the sheet to check your use of syllables and for practicing suggestions. On the back, each grade has a short rhythm assignment. This line is what you will be tested on next week, and I encourage you to make any necessary notes on the page. When I grade the Rhythm tests, I will be looking for the following:
1. Coordination with the metronome. Could you set the metronome? Do you clap and count to its macrobeat?
2. Counting/Chanting. I want to hear those syllables!
3. Clapping. Clap when you have notes, show rests when you have rests. Coordinate your clapping with your chanting and your metronome.
At the beginning of Saturday at the Symphony is a section from a famous Rondeau, often felt in a 2-beat pattern instead of the 4-beat pattern that is written in this arrangement. It is my goal to conduct this section in that 2-beat pattern (creating more emphasis on beats 1 and 3), but to do so means that violins need to practice this section with their metronomes, in increments of speed. It should have a playful, dancelike feel.
Rhythm testing will commence next week once the first round of performance tests is completed. To prepare for these rhythm tests, every student in grades 6-8 will receive a mini-tutorial on how to clap and count. For many of you this is nothing new, but for some it is. Use the front of the sheet to check your use of syllables and for practicing suggestions. On the back, each grade has a short rhythm assignment. This line is what you will be tested on next week, and I encourage you to make any necessary notes on the page. When I grade the Rhythm tests, I will be looking for the following:
1. Coordination with the metronome. Could you set the metronome? Do you clap and count to its macrobeat?
2. Counting/Chanting. I want to hear those syllables!
3. Clapping. Clap when you have notes, show rests when you have rests. Coordinate your clapping with your chanting and your metronome.
Lastly, we began learning a fiddle tune called Stinky's Blues. We learned the skeleton (or "bones") of the tune, and we will add more complicated parts in both lessons and orchestra. I love playing fiddle music, and part of the fun is that you can take fiddle tunes with you - no sheet music required! It is up to each student how much of this tune they want to learn. If you can show me that you've memorized the bones, I'll help you add to it. It is my hope that we can add a bass line and create opportunities for improvisation.
Youtube is a wonderful thing, and I was able to find a recording of the exact version of Stinky's Blues that I want to teach you. Unlike most of the other recordings I post of famous and notable performers, these youtube videos are mostly of kids like you. Enjoy!
Stinky's Jam Session 1 Session 2
10-year-old playing Stinky's Blues
Youtube is a wonderful thing, and I was able to find a recording of the exact version of Stinky's Blues that I want to teach you. Unlike most of the other recordings I post of famous and notable performers, these youtube videos are mostly of kids like you. Enjoy!
Stinky's Jam Session 1 Session 2
10-year-old playing Stinky's Blues
6th Grade
Carmen, Carmela has provided us with many opportunities to learn new techniques, terms, and concepts, but the hard part is almost over. In the weeks to come, we will focus on putting all of the pieces of this song together so that we can play it all the way through. Today, we played from the viola soli* section all the way to the end of the pieces. Although the last note looks terrifying with all its notes and squiggely lines, we are picking one note at a time and focusing on plucking that one note together as an ensemble.
At home, use your metronome (ignoring those pesky fermatas) to help you play through the entire piece without stopping. Can you play the entire piece as if you were learning it as a solo for NYSSMA? Perform it for your family!
Sixth graders also received a clapping & counting/chanting sheet to help prepare for their own round of rhythm tests. Feel free to ask me or Ms. Dame for help in preparing.
Certainly my favorite part of rehearsal today was "Cabbage." Using our knowledge of the D Major Scale, we began learning a famous - yet simple - fiddle tune called Bile 'em Cabbage Down. To practice at home, first play a D Major Scale (remember: 2 sharps - F# and C#). Sing "do-mi" and play it on your instrument (D-F#). Bile 'em Cabbage Down begins on mi (F#):
Having trouble? Sing it first! Like most fiddle songs, Bile 'em Cabbage Down began as a piece with lyrics. They're silly...
Bake 'em biskets brown, brown. Only tune I ever did learn was Bile 'em cabbage down. Verse: June bug he has wings of gold, The firefly wings of flame. The bedbug's got no wings at all, But gets there just the same. Love it is a killing fit, When beauty hits a blossom, And if you want your finger bit, Just poke it at a possum. Raccoon and the possum Rackin' cross the prairie, Raccoon asks the possum, Did she want to marry? Possum is a cunnin' thing, He travels in the dark, And never thinks to curl his tail, Till he hears old Rover bark.
*Soli = a soloistic portion of the music where the entire section gets to play together
At home, use your metronome (ignoring those pesky fermatas) to help you play through the entire piece without stopping. Can you play the entire piece as if you were learning it as a solo for NYSSMA? Perform it for your family!
Sixth graders also received a clapping & counting/chanting sheet to help prepare for their own round of rhythm tests. Feel free to ask me or Ms. Dame for help in preparing.
Certainly my favorite part of rehearsal today was "Cabbage." Using our knowledge of the D Major Scale, we began learning a famous - yet simple - fiddle tune called Bile 'em Cabbage Down. To practice at home, first play a D Major Scale (remember: 2 sharps - F# and C#). Sing "do-mi" and play it on your instrument (D-F#). Bile 'em Cabbage Down begins on mi (F#):
mi mi mi mi fa fa
mi mi mi mi re re
mi mi mi mi fa fa fa fa
mi mi re re do do
mi mi mi mi re re
mi mi mi mi fa fa fa fa
mi mi re re do do
Having trouble? Sing it first! Like most fiddle songs, Bile 'em Cabbage Down began as a piece with lyrics. They're silly...
Bile 'em cabbage down, down,
*Soli = a soloistic portion of the music where the entire section gets to play together
