Friday

Goals:

• Students can correct poorly-beamed examples to show the beat
• students can identify meter from reading unmeasured pieces
• students perform with different levels of pulse to create different musical effects

Lesson Plan:

Beaming, continuing different beat units and figuring out meter in real music

do 4.2 II.B #1 in class

rewriting “transposing” to different beat units (6/8 to 6/4) (Wkbk 4.4)

(skip mixing beat div. etc. and touch on p. 86—metric accent etc.)

implications for performance important--if time you can watch at least part of this Benjamin Zander TED talk, starting c. 1 min. in and going through what he calls the “impulses” which he finishes at c. 3:40

Stephenson melodies (look at the rest, a mix of simple and compound)

look at how divisions group into patterns of threes in the compound--if we try to play/sing with accents as simple it doesn’t work.

As before, describe the different types of accents that create the meter in each example

If time, sing through a couple of the early Berkowitz melodies with emphasis on the different layers of pulse, imitating what Zander does in his talk

Start minor scales (if you have at least 20 minutes left)

if not time for minor, review/game with major key signatures

Homework for Monday:

CH. 4 Show-it
Workbook 4.2, II. B
Read CH. 5