Presentation on theme: "By the end of the lesson… I will know what performance directions are I will know what repeat marks are I will know what first and second time bars are."— Presentation transcript:
By the end of the lesson… I will know what performance directions are I will know what repeat marks are I will know what first and second time bars are I will identify different dynamic and tempo markings
Performance Directions Look at Page 53. It gives us two different versions of the same piece of music The second one is more useful, as it gives us more direction as musicians, and enables us to give a more convincing performance
What marks are there? Phrasing marks Staccato dots Accents (>) Hairpins Dynamic markings Slurs
Repeats This piece of music has a repeat marking to save space
First And Second Time Bars These bars are used to save space. Look at Page 55.
Da Capo and Dal Segno What you seeWhat it means Da Capo (D.C.)Go back to the beginning Dal SegnoGo back to the sign FineEnd here Coda A section of music to complete a piece (literally, 'tail' in Italian) Jump straight to the coda when you reach this sign
Twinkle Twinkle Little Star
For Mr Searl’s A Jolly Good Teacher Look at Page 34, and add directions to the version below so that it will sound the same. Once you have done that, see if you can play it.
Dynamic Marks What are dynamics?
Following The Score We will listen to Prelude No.15 (Raindrop) by Chopin We are studying this piece of music later in the course. We will follow the score and pick out the dynamics
Articulation Sometimes the articulation can make a big difference to a piece of music. Staccato – play separated notes Legato – play smoothly
Staccato To add staccato markings we add a dot above (not to the side) of each note To add legato markings we add phrasing marks to our music. Usually phrases are in four bar sections or in multiples of four (for example, 8 or 16 bar phrases
For Mr Searl’s Still A Jolly Good Teacher Add phrasing and dynamic markings to your music from earlier. We will have some performances at the end of the lesson.
Performances Can you work out what dynamics and articulation our performers are using?