Activity involving the composition of a rhythmic chant that can be used for supporting a school sports team or other occasion.
This module represents a discussion of the music during what is referred to as the Classic Period in music. It is the period of Haydn and Mozart (and others.) Comments are made regarding tempo, rhythm, tone quality, dynamics and other aspects of performing music of this period.
The purpose of a music conductor is to rehearse larger groups of vocalists and/or instrumentalists and to keep them together musically during performance.
Students write poems using rhyme and meter as they come to understand the mechanical concept of rhythm, based on the principle of oscillation, in a broader biological and cultural context, as seen in dance and sports, poetry and other literary forms, and communication in general. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.
This is a lesson in which the students will combine their knowledge of rhythm, pitch, and tone color with their imaginations to create original compositions about animals. They will use "Carnival of the Animals", by Saint-Saens, and "Peter and the Wolf",and other.
Students will read rhythm notations written on dinosaur shapes, discover how to play two digit number patterns, create their own rhythm patterns and play rhythms on unpitched percussion instruments.
In standard music notation, the duration (time length) of a particular note is defined by how long it lasts compared to a whole note.
Lesson plan, appropriate for the secondary music classroom, for an activity that allows students to create elaborations on a simple melody in the style of a Balinese gamelan.
This course provides an introductory survey of the Western classical tradition, exploring music as a phenomenon of both sound and culture. The focus of this course is the development of aural skills that lead to an understanding and appreciation of music; making use of live performances and streaming audio available on the Internet, the student will listen to and explore some of the most important and influential repertoires and genres of music that emerged in the last four centuries. Upon successful completion of this course, the student will be able to: Identify aesthetic qualities and compositional processes by studying and listening to significant works of music in both live performances and recorded media; Explain the historical and/or cultural contexts of musical works studied in this course; Demonstrate an aural ability by identifying specific forms, genres, musical techniques, and historical styles of Western classical music; Describe subjective reactions to musical examples and analyze specific expressive qualities that evoke responses; Write about music analytically and effectively, using vocabulary, language and a style appropriate to the discipline and expressing ideas clearly. (Music 101)
Through a progressive series of composition projects, this course investigates the sonic organization of musical works and performances, focusing on fundamental questions of unity and variety. Aesthetic issues are considered in the pragmatic context of the instructions that composers provide to achieve a desired musical result, whether these instructions are notated in prose, as graphic images, or in symbolic notation. No formal training is required. Weekly listening, reading, and composition assignments draw on a broad range of musical styles and intellectual traditions, from various cultures and historical periods.
Introduction to rhythmic studies employed for musicianship courses at Towson University.
Lesson plan for an activity that challenges music students to use a technique from Balinese gamelan, to play challenging music in a cooperative manner.
This course fosters the development of aural skills that lead to an understanding of Western music. The musical novice is introduced to the ways in which music is put together and is taught how to listen to a wide variety of musical styles, from Bach and Mozart, to Gregorian chant, to the blues.
Use the poems "I Wandered Lonely as a Cloud" and "Sea Fever" to teach the poetic devices of rhythm, meter and scansion.
The meter of a piece of music is the repetitive arrangement of strong and weak pulses in the rhythm. Young children can be encouraged to recognize and classify meters even before they learn about time signatures and reading music.
Contains music conducting activities, for use with grades k-8, to practice keeping steady rhythm, work on leadership and cooperation, learn about meter, and learn what a conductor does.
An activity to help music students practice using accents.
An introduction to the analysis of tonal music. Students develop analytical techniques based upon concepts learned in Harmony and Counterpoint I and II. Students study harmony, counterpoint, melodic line and motivic relationships at local and large scale levels of musical structure. Three 7-page papers, one revised paper, and one oral presentation required.
Two musical games for use with children at all levels. One game is based on rhythm patterns while the other is based on responding with movement.
The concept of meter in music can be introduced even to very young students, through simple song and dance activities.
