• CP – Evelyn Glennie – percussionist
• graph paper and GB grid – 1/16 subdivisions
• graph rhythm on paper and grid
Thursday, Feb. 6
• completed mimicry paper with student compositions
• group works with rhythm card reading – creating, playing, speaking
• perform rhythm class compositions in rondo form
• graph paper introduction for Garageband grid – 16ths subdivisions
• open GB file, record one percussion sound, copy and paste and clip or elongate to create patterns
• draw lines on the grid paper – transferring from GB grid to paper
• record in GB and draw on paper
• CP – STOMP finish!
• listening to Caitlin’s piece
• Wednesday, Feb. 5
• Mimicry document – listening to different sounds outside of a ‘traditional instrument’ (found sounds)
• Composer Pack: STOMP – http://www.stomponline.com
swinging from a wall: http://www.youtube.com/watch?v=US7c9ASVfNc
push brooms: http://www.youtube.com/watch?v=tZ7aYQtIldg
• Percussion instruments – characteristics review
• Intro to notation and rhythms with percussion instruments
Tuesday, Feb. 4
• returned to small groups for writing comprehensive sentences regarding melody and timbre, using student compositions as the source of music.
• Listened to 3 more student pieces and wrote comprehensive sentences regarding what each person will mimic and borrow from peer pieces.
• Handed in list of percussion instruments
• What is percussion?
instrument that is struck to create a sound.
• What determines the sound of a percussion instrument? (class notes, diagram, mind map)
Sentence Examples from group writing – FACTS ONLY supported with details:
“The overall timbre is electric and consists of synths, beats, low and high pitched electric piano, and a bass.”
“Throughout the piece, the melody transitions between the piano, saxophone, and flute.”
“The overall timbre of the piece is electric and contains instruments such as the piano, bass, drums, and ‘beats.'”
“The piano plays the main melody that varies in high and low pitches, while the rhythm changes into complex 16th note patterns.”
“As the flute, electric guitar, and tenor saxophone unite to create the melody, the piano plays a constant bass line.”
Monday, Feb. 3
• Using rubric, assess your piece and hand in with composition
• Drop composition on teacher computer – both GB and mp3 file ‘lastname_loops’
• Listening to first composition
• Writing comprehensive sentences in groups: avoiding all personal pronouns, write about the elements using facts ONLY – no opinion allowed, describe the element with examples and details. REMEMBER FANBOYS – conjunctions that are used to connect simple sentences