Hi all,
Some people were still wondering if there is a free copy of Sibelius online to complete their comps. While there is no free download, you can download a web-based version of Sibelius from their website, which is free and still lets you work on your composition at home.
The program is called Sibelius Scorch and it works in your web brower, like Internet Explorer. If you click on the title of this post, you should be redirected to the download page.
The composition assessment task is due in Week 8, so if you haven't got Sibelius at home, it is probably worth checking out Sibelius Scorch.
Mr. M
Thursday, February 26, 2009
Monday, February 23, 2009
Dixieland
Gentlemen,
This week we kick off our study of Dixieland Jazz. The link above is a copy of "Trying To Stop My Crying" by Wingy Manone And His Orchestra. Have a listen and perhaps you can post up some links to any other Dixieland examples that you find.
Happy listening,
Mr. M
Thursday, February 19, 2009
Titanic Blues
Hi all,
The title of the entry today opens up a link that allows you to download the piece "Titanic Blues" by Henry Brown.
Listen to the piece and then answer the following questions.
(Note: These questions can be found on page 11 of your text book, along with the score.)
1. List the syllables on which syncopation occurs in the first phrase
2. Determine the length of the melody
3. Outline the chord progression using Roman numerals for each bar (eg: I, IV, V etc.) What is the name of this chord progression?
4. Using letters for each line, outline the structure of one chorus (eg A, B, etc.)
5. By looking at the score, or using your ear and an instrument, work out the key of this piece
Write these answers in your exercise books and we will discuss in class.
Due: Thursday 26th Feb
While you are online, I would also like you to compare the two Blues pieces we have heard so far. Post a comment with your thoughts on the similarities and differences between the "Crossroad Blues" and the "Titanic Blues".
If you're having any trouble accessing the file, please let me know and I can get you a CD.
Mr. M
The title of the entry today opens up a link that allows you to download the piece "Titanic Blues" by Henry Brown.
Listen to the piece and then answer the following questions.
(Note: These questions can be found on page 11 of your text book, along with the score.)
1. List the syllables on which syncopation occurs in the first phrase
2. Determine the length of the melody
3. Outline the chord progression using Roman numerals for each bar (eg: I, IV, V etc.) What is the name of this chord progression?
4. Using letters for each line, outline the structure of one chorus (eg A, B, etc.)
5. By looking at the score, or using your ear and an instrument, work out the key of this piece
Write these answers in your exercise books and we will discuss in class.
Due: Thursday 26th Feb
While you are online, I would also like you to compare the two Blues pieces we have heard so far. Post a comment with your thoughts on the similarities and differences between the "Crossroad Blues" and the "Titanic Blues".
If you're having any trouble accessing the file, please let me know and I can get you a CD.
Mr. M
Tuesday, February 17, 2009
The Blues
As promised... the "Devil Legend"
According to a legend known to modern Blues fans, Robert Johnson was a young black man living on a plantation in rural Mississippi. Branded with a burning desire to become a great blues musician, he was instructed to take his guitar to a crossroad near Dockery's plantation at midnight. There he was met by a large black man (the Devil) who took the guitar from Johnson and tuned it. After tuning the guitar, the devil played a few songs and then returned it to Johnson, giving him mastery of the guitar. This in effect sold Johnson's soul and in exchange Robert Johnson became able to play, sing, and create the greatest blues anyone had ever heard.
And so Johnson tells his tale in the piece "Crossroad Blues". All the classical Blues characteristic are here, so have a listen again, this time while following the lyrics below. Afterwards, post your thoughts on the piece.
Focus Questions:
- Think about the context of the piece and the way which Johnson sings. How is the emotion expressed? What about the expressive techniques on the guitar?
- Listen to the vocal melody? Describe the shape and the melodic structure in each chorus.
- We mentioned in class that the 12 Bar Blues chorus is a standard for this early Jazz style. Listen and see if you can identify the chord progression in each chorus. You might even be able to work out the key and some rhythmic or melodic fragments of this piece.
Lyrics
I went to the crossroad
fell down on my knees
I went to the crossroad
fell down on my knees
Asked the Lord above "Have mercy, now
save poor Bob, if you please
Mmmmm, standin' at the crossroad
I tried to flag a ride
Standin' at the crossroad
I tried to flag a ride
Didn't nobody seem to know me
everybody pass me by
Mmm, the sun goin' down, boy
dark gon' catch me here
oooo ooee eeee
boy, dark gon' catch me here
I haven't got no lovin' sweet woman that
love and feel my care
You can run, you can run
tell my friend-boy Willie Brown
You can run, you can run
tell my friend-boy Willie Brown
Lord, that I'm standin' at the crossroad, babe
I believe I'm sinkin' down
Topic 1: Improvised Music
Understanding Goals:
Students will come to understand:
- The social context intrinsically tied to the evolution of Jazz throughout the 20th Century.
- The way improvisation and expression lie at the heart of Jazz music
- How Jazz is composed through an understanding Jazz theory
- A range of Jazz styles and characteristics
These are the main goals that will act as the backdrop to each of our lessons. Each goal has its place in either the Performance, Composition or Listening learning area. The course will run for 10 weeks and will be assessed through a composition task and a formal examination.
We will break up the 10 week course into different phases:
Phase 1: Introduction and Context
Phase 2: Blues
Phase 3: Dixieland
Phase 4: Big Band and Swing
Phase 5: Bebop
Phase 6: Cool Jazz
Phase 7: How Jazz Inspired the World
Phase 8: Free Jazz and Beyond
Each phase will consist of a Performance, Musicology and Composition lesson, and we will roughly cover one phase each week.
That's it for the housekeeping, next post we will get right into Phase 2: Blues
Mr. M
Students will come to understand:
- The social context intrinsically tied to the evolution of Jazz throughout the 20th Century.
- The way improvisation and expression lie at the heart of Jazz music
- How Jazz is composed through an understanding Jazz theory
- A range of Jazz styles and characteristics
These are the main goals that will act as the backdrop to each of our lessons. Each goal has its place in either the Performance, Composition or Listening learning area. The course will run for 10 weeks and will be assessed through a composition task and a formal examination.
We will break up the 10 week course into different phases:
Phase 1: Introduction and Context
Phase 2: Blues
Phase 3: Dixieland
Phase 4: Big Band and Swing
Phase 5: Bebop
Phase 6: Cool Jazz
Phase 7: How Jazz Inspired the World
Phase 8: Free Jazz and Beyond
Each phase will consist of a Performance, Musicology and Composition lesson, and we will roughly cover one phase each week.
That's it for the housekeeping, next post we will get right into Phase 2: Blues
Mr. M
Topic Overview
Topic 1: Improvised Music
Topic 2: Unity and Contrast of Mood
Topic 3: Searching for the Australian Sound
Assessments Schedule:
Task 1: Jazz Composition - Due: Term 1 Week 8
Task 2: Performance I - Due: Term 2 Week 2
Task 3: Half Yearly Examination - Due: Term 2 Week 4
Task 4: Baroque Research Task - Due: Term 3 Week 4
Task 5: Classical Composition - Due: Term 3 Week 9
Task 6: Performance II - Due: Term 4 Week 2
Task 7: Final Examination - Due: Term 4 Week 5
Any questions, just ask (or post)
Mr. M
Topic 2: Unity and Contrast of Mood
Topic 3: Searching for the Australian Sound
Assessments Schedule:
Task 1: Jazz Composition - Due: Term 1 Week 8
Task 2: Performance I - Due: Term 2 Week 2
Task 3: Half Yearly Examination - Due: Term 2 Week 4
Task 4: Baroque Research Task - Due: Term 3 Week 4
Task 5: Classical Composition - Due: Term 3 Week 9
Task 6: Performance II - Due: Term 4 Week 2
Task 7: Final Examination - Due: Term 4 Week 5
Any questions, just ask (or post)
Mr. M
Welcome!
This blog will be used as a teaching tool for my Year 9 Advanced Music class of 2009. I will add comments each week and hope you can join in the "online learning" by posting comments, and occasionally your own post!
I hope to add all resources I hand out in class, as well as a wrap up of everything we have spoken about during the week. Occasionally, I will ask you to read, listen or watch material posted up here and make a few comments for homework.
It would be great if everyone could post a comment initially, just so I can check everyone has access and knows how things work. You can also add a comment if you have any thoughts, questions or suggestions.
Remember:
- the newest post always appears at the top, so scroll down to see previous posts
- if you don't want to create an account, you can still post comments, but please make sure you sign your name at the bottom so I know who you are
Mr. M
I hope to add all resources I hand out in class, as well as a wrap up of everything we have spoken about during the week. Occasionally, I will ask you to read, listen or watch material posted up here and make a few comments for homework.
It would be great if everyone could post a comment initially, just so I can check everyone has access and knows how things work. You can also add a comment if you have any thoughts, questions or suggestions.
Remember:
- the newest post always appears at the top, so scroll down to see previous posts
- if you don't want to create an account, you can still post comments, but please make sure you sign your name at the bottom so I know who you are
Mr. M
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