Showing posts with label Eighth note. Show all posts
Showing posts with label Eighth note. Show all posts

Monday Music Quote: Johannes Brahms

Johannes Brahms
Johannes Brahms (Photo credit: Wikipedia)


 

 Monday Music Quote


"It is not hard to compose, but what is fabulously hard is to leave the superfluous (extra) notes under the table. "

Left-Hand Parts


Composers write harmony parts in many different ways. Here are some of the most common left-handed harmony parts found in piano music.

Blocked Chords

All notes of the harmony are played together at once. Play G-B-D-G with your left hand. Then play, G-C-E-G.


DbEbGbAbBb
CDEFGABC
DbEbGbAbBb
CDEFGABC


DbEbGbAbBb
CDEFGABC
DbEbGbAbBb
CDEFGABC

Broken Chords  


The left hand plays notes of a chord but not all at the same time. There are different ways of doing this.

Oom-pah: Piano Diana

 Oom-pah 


As shown above, a repeated pattern of a single note followed by a chord. For more information, visit wikipedia.

Here's an example to practice. First play C with the l.h., then grab E-G-C with the l.h. Go down to low G, then play E-G-C chord again.
 
Arpeggiated chords: Piano Diana


Arpeggiated Chords  


As you can see from the above photo, notes of the chord are played one at a time, just like in an arpeggio. With the left hand, try practicing C-E-G-E (counting 1-e-&-a) then play, C-F-A-F.

Alberti Bass: Piano Diana


Alberti Bass


The notes of each chord are played in this order: bottom note, top note, middle note, top note.

Example: C-G-E-G // C-G-E-G //

For more information, visit Alberti Bass

Waltz Bass

 

The first note of the chord is on the first beat, followed by the other notes on beats 2 and 3.

For example, play the C note then grab E-G-C and play the block chord 2 times. Play low G, then play D-G-B 2 xs.
 
Be sure and check out the 300pg Piano By Ear Home Study Course
It's a great theory resource book to have in your library.

Best wishes this new year!

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"Jazz washes away the dust of every day life." -- Art Blakey

Where's The Beat (Part Two)

Note asymmetrical flutes of highly modified pa...
Note asymmetrical flutes of highly modified parachute so kiting occurs. (Photo credit: Wikipedia)


Asymmetrical Meters

"Many composers of today are using meters that are asymmetrical. This occurs in music when you have an odd number of subdivisions, which means that the measure cannot be divided into equal pulses or beats. There have been a number of different methods used for notating asymmetrical meters; the more traditional method of notating these time signatures is commonly preferred like (5/8 and 7/8).

Making asymmetrical meters easy to recognize is the top number of the time signature. In many cases it is an odd number, for example (5/8 and 7/8). Asymmetrical meters can be counted in the same manner as compound meters. In order to determine the best possible group pattern, young musicians must pay careful attention tot he beams provided above or below the notes. Where possible, each beat is divided into three-note groupings. One beat or pulse will have one less eighth-note, thus making the meter asymmetrical.

Many musicians overlook the effect that meter changes will have on the conductor. Conductors use different conducting patterns to successfully conduct many different meters. The conductor's pattern should emphasize a strong downbeat. This may aid many young musicians in keeping their place in the music. Watching the conductor is extremely important when dealing with asymmetrical meters.

Another compositional method used in many of today's concert band music is the alternation between simple, duple, triple, quadruple and asymmetrical meters. Many young musicians of various experience levels frequently play these rhythms incorrectly because they don't realize that they're only rearranging the eighth-notes to create a different pulse or beat. In return the asymmetrical meters are often rushed, especially the beat or pulse with the fewest notes. For example, if the grouping of an asymmetrical measure (3+2), the last count with only two notes would usually be rushed, as well as any following simple, duple, triple or quadruple metered measure.

Young musicians will see that the second beat or pulse has one less note than the first beat or pulse and will automatically assume that there must be a need to compensate for the missing note by speeding up the note value of the first pulse or beat. Remember, the eighth-note must stay constant.

The table below illustrates the most-used asymmetrical meters.

Asymmetrical Meters
Meter                                               Beats/Pulses             Time Signature
 5/8 is considered Asymmetrical Duple, because it contains one compound pulse.
(1&a), and one simple pulse (1&), or vice-versa; (3+2) or (2+3)
Asymmetrical Duple (3+2)            (1&a)(2&)                     5/8
Asymmetrical Duple (2+3)            (1&)(2&a)                     5/8
7/8 is considered asymmetrical Triple, because it contains two simple pulses (1&) and one compound pulse (1&a), such as (2+2+3+), (2+3+2), or (3+2+2).
Asymmetrical Triple (2+2+3)          (1&)(2&)(3&a)             7/8
or (2+3+2)                                          (1&)(2&a)(3&)             7/8
or (3+2+2)                                          (1&a)(2&)(3&)             7/8
11/8 is considered Asymmetrical Quadruple, because it contains one simple pulses (1&) and three compound pulses (1&a), such as (2+3+3+3), (3+2+3+3), (3+3+2+3) or (3+3+3+2)
Asymmetrical Quadruple (2+3+3+3)   (1&)(2&a)(3&a)(4&a) 11/8
or (3+2+3+3)                                      (1&a)(2&)(3&a)(4&a)    11/8
or (3+3+2+3)                                      (1&a)(2&a)(3&a)(4&a)   11/8
or (3+3+3+2)                                      (1&a)(2&a)(3&a)(4&a)   11/8
*** In the examples above, the numbers in (1&)(1&a) can be replaced with any number that will best demonstrate the correct counting of the measure in question.

Points to Remember

1. Thoroughly explain all meters:
simple, duple, triple, quadruple, and asymmetrical.
2. If possible, have the children listen to the composition and clap only the strong beats: 1-2, or 1-2-3, or 1-2-3-4.
3. ask them to identify the meter of the song, based on their clapping or counting.
4. Duple and quadruple meters may cause some confusion within the group. Don't be alarmed. Sometimes young musicians will have trouble distinguishing between the two meters. Locating the strongest beats in each measure may resolve the problem.
5. If you have the ability, use new compositions when dealing with compound and asymmetrical meters.
6. Once they have found the beat, have them to count along with the music; (1&)(2&) or (1&a)(2&a).
7. To check for understanding, ask the following questions:
     1. Can they quickly decide which meter is used in the music?
      2. Is the meter simple, compound or asymmetrical?
8. When dealing with asymmetrical meters, remember, the eighth-note must stay constant. Young musicians will have a tendency to rush. Select a slow tempo to start this exercise and gradually work your way up to the performance tempo. This method of teaching will ensure that all notes are being played evenly."

Simple Songs in various meters
  • "The farmer in the Dell" (duple simple)
  • "Five Little Ducks" (duple simple)
  • "Joy To The World" (duple simple)
  • "Row, Row, Row Your Boat" (duple compound)
  • "When Johnny Comes Marching Home: (duple compound)
  • "Green Sleeves" (duple compound)
  • "Three Blind Mice" (duple compound)
  • "Found a Peanut" (triple compound)
  • "Take Me Out to the Ballgame" (triple simple)
  • "Amazing Grace" (triple simple)
  • "Home On The Range" (triple simple)
  • "My Bonnie Lies Over the Ocean" (triple simple)
  • "Jesus Loves Me" (quadruple simple)
  • "The Cat Came Back" (quadruple simple)
  • "Do Your Ears Hang Low (quadruple simple)
  • "Dry Bones" (quadruple simple)
  • "Silent Night" (compound duplex)
  • "Humpty Dumpty" (compound duple)
  • "The Muffin Man" (quadruple simple)
  • "The Alphabet Song (quadruple simple)
  • "The Animal Fair" (compound duple)
  • "The Ants Go Marching" (compound duple)
  • "The Bear Went Over The Mountain" (compound duple)
  • "The Eensy Weensy Spider" (compound duple)
  • "Pop! Goes the Weasel" (compound duple)
  • "Hickory Dickory Dock" (compound quadruple)
Dr.  Girtmon is currently director of Bands/Music Education-chair/associate professor of Music at Belhaven College, Jackson, Miss. He oversees all aspects of the Marching, Jazz, Symphonic Winds, and Pep Band programs, as well as the large and small ensembles in the spring terms.

Dr. Girtmon has an active conducting schedule and is a frequent honor band clinician and adjudicator for concert band and large and small ensembles events.

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I hope you enjoyed this basic training article on mastering the mysteries of multi-metered music by Paxton Girtmon.

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"Jazz washes away the dust of every day life." -- Art Blakey
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Where's the Beat? (Part One)


music rhythm sign
                                                                                            Source: Uploaded by user via Patty on Pinterest


I was reading an article in one of my 2010 Jazz magazines called, "Where's the beat?" written by Paxton Girtmon. There's so much to learn in this dynamite, knock-out lesson but I thought I would share some valuable snippets with you, so we can learn together.

"The term 'meter' can be defined as a repetitive pattern of strong and weak beats in an arranged rhythm. This does not imply that the rhythms themselves are necessarily repetitive, but a repeated pattern of pulses or beats is clearly evident. Duple meter in the music will feel like "strong/weak/strong/weak." Triple meter in the music will feel like "strong/weak/weak," and quadruple will feel like "strong/weak/weak/weak."

Paxton Girtmon teaches middle school musicians to recognize different meters, remembering to emphasize that the beats and subdivisions are all equal and even. He found that students tend to rush the upper beat or the "&" of the count. He goes on to say... "Remember to emphasize to the student that the numbers (1, 2, 3, and 4) always come on a pulse or the strongest part of the beat."

Identifying Various Meters

"Simple and compound are the two main categories of meters. In a simple meter, each beat is basically divided into two parts 1&, and the quarter note should be constant. In compound meters, each beat is divided into three parts, 1&a, and the eighth-note should be constant.

                                                       Constant Note Value
                                                Quarter Note                   Eighth Note

Two beats per measure               Simple duple             Compound duple
Three beats per measure            Simple triple              Compound triple
Four beats per measure              Simple quadruple      Compound quadruple

The table below illustrates the most-used symmetrical meters.

Symmetrical Meters
Meter                           Beats/Pulses       Time Signature
Duple Simple           (1&)(2&)                2/4
Triple Simple          (1&)(2&)(3&)         3/4
Quadruple Simple (1&)(2&)(3&)(4&)  4/4
Duple Compound  (1&a)(2&a)               6/8
Triple Compound (1&a)(2&a)(3&a)      9/8
Quadruple Compound (1&a)(2&a)(3&a)(4&a) 12/8 

I hope you like the information on mulit-metered music. Part two is coming.

One music resource in my library that you may be interested in, Jazz101



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"Jazz washes away the dust of every day life." -- Art Blakey
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Kindergarten Music: Lesson Plan

Lesson Plan


Many of you know that I have been teaching piano for over 15 years and that I've played on various worship teams for over 30 years. Maybe you haven't heard but I'm also a kindergarten music teacher. I love working with the 5 year old's and back in September we talked about "What is music?"

Music is like reading a book,  not with words but with notes. We hear music on the radio, with orchestras, CDs and a band. "Even birds tweet music," a 5 year old boy said.

Music has rhythm. Sometimes we play fast or slow and other times soft or loud. We practice clapping the rhythm to notes. Our class has learned what the name of the notes are and how many beats they receive.

Quarter Note = 1 count
Half Note = 2 counts
Dotted Half - 3 counts
Whole Note = 4 counts
Eighth Note = 1/2 count

So, in our rhythm box we have sticks, bells, rain stick, triangles and a tambourine.

I wrote an article awhile back. Here it is:

Being a kindergarten music teacher for one hour sure goes fast. It is so much fun and truly rewarding. There is lots of work in preparing for the upcoming day each week. The children look forward to our time of being together, learning all about music.

I usually begin the rhythm and music class with a type of story-telling gesture. I say. "Good morning class." The response is usually a typical reply, "Good morning Mrs. Rogers." When I tell them I'm going to step outside and come back in with my teacher face on and try it again, that's when I know I have their attention and cooperation. Children are so flexible when you change the variables and come back in with a quiet greeting, or a loud one. They will definitely copy you with their response most enthusiastically!

Then I proceed with the following talking points:

1. What Is Music?
2. What Is Rhythm?

I begin by explaining that music is like reading notes not letters. We talk about music being on the radio and a CD. You hear music in bands and orchestras. One boy wanted to add to the discussion that he hears music when the birds sing, while another little girl added that her Dad plays music on the TV.

After awhile, we introduce that music is like your heart beating and that some notes are played slower than others. It is at this point that I go over to the piano or keyboard and play a few songs that the children are familiar with that are examples of a slow song, like Away In The Manger. We move on to fast songs such as Pop! Goes the Weasel and Yankee Doodle. Then we march in a circle to The Wheels on the Bus. There are tons of children's songs available for your use.

It is at this point that I begin to talk in-depth about teaching young people the music notes. We name the notes, talk about how many beats correspond to that particular note and then we practice clapping.

So, within the first part of the hour, the kids have some introduction to a Quarter Note, being a black note that receives one count. Then, we have the Half Note, being a white note that receives 2 beats. The children learn patience in pausing and holding a note for a longer count. Finally, we move on to the whole note that is held 4 counts.

We review by clapping. Then we go into the rhythm box and pullout the sticks. The class learns to click the beats with the rhythm sticks to Twinkle, Twinkle, Little Star. Again, there are so many great songs to choose from. If we have time, we move on to other rhythm instruments.

Towards the end of the hour, I enjoy introducing the children to a music game. We played "I Spy The Whole Note" with pretend magnifying glasses. I like to place flash cards around the room and have the children close their eyes. On the count of three, the flash cards are turned over, with eyes opened the kids begin their search for what a whole note looks like. It's fun to teach at a kindergarten music class.



Article Source: http://EzineArticles.com/6583718



 If you're interested in early childhood resources for your children, nieces and nephews, be sure and check the tab above for some free sites that have great information.





Jazz washes away the dust of every day life." -- Art Blakey
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