NYMAZ: Sounding Out Author: Grace McNeill.

Slides:



Advertisements
Similar presentations
Music – Gr 3-4 The basics.
Advertisements

Steel Pan – Reggae Style
Coeur d’Alene High School Jazz Band Final Exam January 21, :40 AM.
Miles Davis-All Blues Miles Davis ‘All Blues’. Miles Davis Born in 1926, Illinois, America. Died 1991 Trumpet player, band leader & composer.
NATIONAL 5 PRELIM REVISION
Identifying a song by the rhythm of its
Blues. Starting Point/ Inspiration The Thrill has Gone – BB King M.
The Motown Beat A medium tempo, between beats per minute A strong backbeat Light timekeeping, usually percussion Moderate syncopation A bass line.
What is music? Music is the deliberate organization of sounds by people for other people to hear.
The Motown Beat A medium tempo, between beats per minute A strong backbeat Light timekeeping, usually percussion Moderate syncopation A bass line.
MILES DAVIS - ALL BLUES. KIND OF BLUE All Blues This track is from the album KIND OF BLUE and was recorded in one take in New York in 1959 Each.
Lesson 5 Beethoven Copycat. Learning from the Master Listen to the first two lines of this melody by Beethoven.  How are these two phrases the same?
Structure & Form. The way musical ideas are arranged and ordered in a composition Needs to have the right balance of repetition and contrast.
“Skye Waulking Song” - Capercaillie
What to Listen for in Music
MILES DAVIS ALL BLUES AOS 3: POPULAR MUSIC CONTEXT LESSON 1.
Jazz. Listening Take The A Train CD2 Tracks Duke Ellington, composer / performer AABA form in the opening “head” AABA form in each of the solos.
A year 1 musicianA year 2 musicianA year 3 musician I can use my voice to speak, sing and chant. I can use instruments to perform. I can clap short rhythmic.
Yiri Analysis. Overview In the set work there are 3 clear strands or ideas. 1. The balaphone ostinati. (When layered together form a complex polyphonic.
1st grade music - Marking Period 1 During Marking Period 1, first graders develop an understanding of musical form by identifying repeated and contrasting.
DISCO. Disco was the dance music of the 1970s Up until the 1960s speakers weren’t that great People couldn’t play a recording loud enough to dance to,
Essential Music Vocabulary Review. Directions: Identify the music vocabulary word that matches the given definition. Students will be called at random.
How to develop a M e L o d y. There are lots of different things that you can do to your four-bar melody to make it more interesting Here are some of.
The Elements of Music “Student Selected Piece of Music”
© 2005 The McGraw-Hill Companies, Inc. All rights reserved. Jazz Tenth Edition Chapter 1 PowerPoint by Sharon Ann Toman, 2004.
 6 th Musical Literacy 1.1 All students will be able to use a steady tone when performing.
The Roots of Rock Ragtime and Jazz. Ragtime Emerges from mix of influences c Piano style, named for ragged melody line.
For use with WJEC Performing Arts GCSE Unit 1 and Unit 3 Task 1 Music - Instrumental Accuracy of performance.
Chapter 4 Section 4 & 5. Syncopation Syncopation- deliberate shifts of accent so that it conflicts with the steady beat. Emphasizes the weak beats Sometimes.
What is this music? What instruments does it have? What part of the world do you think it is from?
JAZZ – AOS2 – SHARED MUSIC L.O - To understand the musical features found in Jazz music. To be able to learn and use the correct musical vocabulary.
AOS3: Popular Music in Context.  To learn the chord sequence used in All Blues  To learn some more technical jazz vocabulary:  Altered chords  Riff.
Indian Music. What is a Rag? Rag- singular Raga- Plural Rag is not a melody or scale, or key, but a combination of all three. Each rag has – an ascending.
Indian Classical Music – AOS2 L.O – to understand the musical characteristics of Indian Classical music.
Chelmsford Public Schools Fine and Performing Arts Department K-4 Music Curriculum Map By the end of each grade level, students will be able to: Kindergarte.
The Overall Plan or Structure
Find the beat, feel the rhythm Chapter 4
National Curriculum Requirements of Music at Key Stage 1
Introduction to Ear Training and Sight Reading
Area of Study 4 World Music
Introduction to Ear Training and Sight Reading
Understanding Jazz (How to listen):
Calypso Goes to School Additional resource required: Audio Sound file ‘Calypso Goes to School’
Fanfare 2 Year 10 Composition.
What the National Curriculum requires in music at KS1 and KS2
‘Yiri’ by Koko.
Elements of Music.
AP Music Theory Mr. Silvagni
Edexcel GCSE Music (2MU01) 2009
Discussion Question: What does the author mean by “sensitive”?
Music: An Appreciation 10th Edition by Roger Kamien
THE CLASSICAL ERA
4th Grade Music Standards
National Curriculum Requirements of Music at Key Stage 1
Weaving Music Knowledge, Skills and Understanding into the new National Curriculum Key Stage 1: Music Forest Academy.
1st grade music - Marking Period 1
3rd grade music - Marking Period 1
Drum Circles!!!!.
Elements of Music.
4th grade music - Marking Period 1
Focusing on the Jazz elements present in the song
Fanfare 1 Year 10 Composition.
Fifth Grade Music TEKS.
Third Grade Music TEKS.
What is a musical? Broadway musicals developed in America in the late 1920s (one of the first was Showboat in 1927). Rogers (composer) and Hammerstein.
NYMAZ: Sounding Out Author: Grace McNeill.
NYMAZ: Sounding Out Author: Grace McNeill.
NYMAZ: Sounding Out Author: Grace McNeill.
NYMAZ: Sounding Out Author: Grace McNeill.
‘Release’ Afro Celt Sound System.
Presentation transcript:

NYMAZ: Sounding Out Author: Grace McNeill

Can you remember? Syncopation – when the off beat is accented. Walking Bass – Bass line that moves up and down repeatedly throughout. Improvisation – Musical phrases made up on the spot to fit the work, creating a solo. Instrumental break – Section of music between the main phrases where instruments take solos. Head – this is the section in the music which acts as the main riff, and the ensemble all know and play in unison. Can you remember?

Using Melody Keywords/terms: Syncopation Improvisation Instrumental Break Head Do you remember the melodic riff we created? E – G – E – E – E – G Can you create your own syncopated rhythm? Can you change it to create an improvised melody?

Our Structure!

What went well?

Performance

I performed the ‘Head’ rhythm and responded to some of the conducted gestures. I can perform a simple improvised rhythm. I can play the structure of our performance with some support. I can play the ‘Head’ rhythm and respond in time and accurately to the conducted actions. I can play most of the melodic riff. I know how to move between instrumental breaks and ‘Head’ sections. I can improvise a rhythm/melody. I can play the ‘Head’ rhythm and respond to creatively to conducted gestures. I can play all of the melodic riff and improvise using melody within solo sections in instrumental breaks. I can perform the whole composition well from memory.