MIE Teacher Institute Handbook MIE MUSIC IN EDUCATION Institute & Small Group Version
MIE Handbook MIE Teacher Institute Handbook MUSIC IN EDUCATION ©2013 Yamaha Corporation of America The information contained in this book is believe to be correct at the time of distribution. Yamaha reserves the right to change or modify specification at any time without notice or obligation to update existing i systems and/or components.
Preface
Section 1 Component List Preface Curriculum ✦ MIE Teacher Handbook (this digital book) 1. Component List 2. Authors & Contributors ✦ 40 Opuses (includes instructional and assessment activities and material) ✦ 10 Preludes (instructional activities and materials targeting early childhood and learners with special needs) Literature ✦ 20 MIE Songbooks (155 songs, all with vocal and /or instrumental parts) Each song has full MIDI accompaniment available via the MIE Software.
✦ Intel Computer (exact specification subject to change) NOTE: MIE requires Macintosh System 10.7 (Lion) as a minimum – this comes with the bundled computer. ✦ Set of MIE combo-cables for connecting all keyboards (each is a color coded multi-plug cable for connecting MIDI and audio between the MIE-3XG keyboards) ✦ iPad to be used as MIE Remote Control (mieRemote software available via iTunes App Store) ✦ MIE 4.
designed to accommodate two students per keyboard. Each MIE-3XG has “Split” and “Ensemble” modes with separate Left and Right volume and timbre controls. ✦ Each keyboard has two “Enter” buttons (one for each student) as well as a voice chip that provides each student immediate and positive feedback when taking quizzes. All quizzes are taken at the keyboard, eliminating the need for a separate computer lab.
Section 2 Authors & Contributors Preface 1. Component List 2. Authors & Contributors Project Development Team MIE 3rd Edition “Songbook” Curriculum AUTHORS ✦ Brian R. Moore, University of Nebraska-Lincoln ✦ Lauren Altiere, Wilson Primary School, Phoenix, Arizona ✦ Katherine W. Punwar, Sennett Middle School, Madison, Wisconsin Review & Quiz ✦ Brian R. Moore, University of Nebraska-Lincoln MIE STUDENT SONGBOOK ✦ Brian R.
✦ Katherine W. Punwar, Contributor, Sennett Middle School, Madison, Wisconsin MIE PDF Charts & Worksheets ✦ Brian R. Moore, Editor, University of NebraskaLincoln MIE TEACHER RESOURCES ✦ Brian R. Moore, Editor, University of NebraskaLincoln ✦ Katherine W. Punwar, Contributor, Sennett Middle School, Madison, Wisconsin ✦ Julie Beaudry, Layout and Design, New Media Center, University of Nebraska-Lincoln MIE v4 SOFTWARE ✦ Brian R.
Matthew Henry, Seattle, Washington Brian R. Moore, University of Nebraska-Lincoln Bret Cline, Houston, Texas Steve Erickson, Michigan ✦ Version 3.0 and higher: Art & Logic, Mike Stone, Project Leader Brian R. Moore, University of Nebraska-Lincoln MIDI Arrangements: ✦ Michael Skinner, Chicago, IL ✦ Brian R.
Chapter 1 Quick Start Guide Setting up your MIE Classroom
Section 1 Quick Start Setup Guide QUICK START GUIDE 1. Arrange the furniture – see sample layouts on next page. 1. Quick Start Setup Guide 2. Keyboard Setup – (Each keyboard box contains a keyboard, a cover, a split divider, and a music rack) a) Lay the keyboards on the tables according to your floor plan. b) Be sure the student keyboards are close enough for the connecting cables to reach. 2. MIE Tech Tips 3.
4. Computer Setup – see instructions with computer (NOTE: You don’t need to install MIE software yet) 5. Teacher Area Setup Photo 1.1 Cables for Teacher Area Setup a) Yamaha UX-16 MIDI Interface – this interface has a USB plug at one end (e) (b) and two MIDI plugs (c/d) at the (c/d) other...
6. Student Keyboard Cables [MIDI/Audio Cable coming from Teacher Keyboard] a) Connect to Yellow/Blue MIDI plugs of Student Keyboard #1 b) Connect RED/WHITE Audio plugs to AUDIO IN of Student Keyboard #1. c) MIDI/Audio Cables – Continue from keyboard #1 to keyboard #2 to final keyboard (NOTE: last keyboard will have nothing plugged in GREEN THRU, ORANGE MERGE IN, and AUDIO OUT) 7. Student Headphones a) Connect one headphone to each side of student keyboards.
Photo 1.
Section 2 MIE Tech Tips QUICK START GUIDE MIE Tech Tips 1. Quick Start Setup Guide HOW TO START YOUR MIE SYSTEM 2. MIE Tech Tips The proper order of turning on your MIE system: 3. Suggested Room Layouts 1. Turn on the KEYBOARDS 2. Turn on the COMPUTER 3. Start MIE 4. Start mieRemote (iPod Touch / iPad) WHAT SHOULD HAPPEN ONCE THE MIE SOFTWARE IS RUNNING ✦ Make sure the keyboards number properly.
boards. Again, as long as you see the last (usually #15) student keyboard, all the others will be operating correctly. When you wish to see the student numbers on the keyboards, go to UTILITIES or you can use the remote to RESET. HOW TO TROUBLESHOOT YOUR SYSTEM ✦ If the keyboards do NOT number properly OR the Note Monitor does not function, it is always best to check ALL your connections. Consult the QUICK START GUIDE if needed.
1. Exit the MIE software. To do this, click on MIEv4 in the APPLE TOOLBAR and follow the on screen prompt. 2. Turn OFF your computer. Just click on the Apple Icon in the upper left-hand portion of the APPLE TOOL BAR and click Shut Down. 3. Turn OFF the keyboards. NOTE: When possible, pull the main power plug from the wall outlet. Tips for Setting Up Your Computer (from http://support.apple.com/kb/HT2054) 1.
iTunes (to play music and more), and iPhoto (to view, edit, and share your pictures). And if you’re a switcher, be sure to check out Switch 101—Mac 101 for former PC users. http://www.apple.com/support/mac101/ http://www.apple.com/support/switch101/ MIE Install and Setup... The MIE software must be run via an “Administrator” account. 1. Once your computer is up and running, insert the MIE SOFTWARE DVD and install it.
Section 3 Suggested Room Layouts QUICK START GUIDE Suggested Room Layouts for MIE 1. Quick Start Setup Guide 2. MIE Tech Tips Gallery 1.1 Suggested Room Layouts 3.
Chapter 2 Introduction Philosophy and Brief Overview of Music In Education
Philosophy The purpose of the Music In Education program is to create a technology-empowered general music classroom that enables the music teacher to provide a comprehensive music education. Supporting this purpose is the philosophy that every child should have a sustained education in music as an active music maker, creator, and responder.
traditions and a contemporary setting for instruction. Music reading is viewed as a critical means toward music literacy. Active engagement with literature from multiple perspectives (performing, composing, analyzing, listening, etc.) fosters the development of music literacy that leads to fluency. a music teaching/learning environment that allows individual, school, and district perspectives to flourish. 3.
Chapter 3 MIE Curriculum Overview Summary of Opus Content Instructional Planning
Overview The Music In Education curriculum is sequential, comprehensive and designed to systematically provide students with musical knowledge that they can use to express their own creativity. The foundation for this creative expression is the development of musical literacy. The systematic acquisition of musical skills and the understanding of musical concepts is accompanied with integrated assessment through review and quiz activities.
✦ Review – provides for technology–assisted activities for formative assessment. within classes, just as they do in all academic experiences. ✦ Quiz – provides for technology–assisted activities for summative assessment. Following is a summary of all Opuses and Preludes, including primary concepts and skills, repertoire, and supporting materials. Each Opus provides instructional strategies that specifically target secondary and elementary levels.
Opus Summary Below is a listing of the 40 Opuses with the musical area for each, the specific concept(s), as well as the curriculum materials used in each.
Opus Area Concept Music 10 11 Articulation Pitch: Melody Legato/Staccato Grand Staff 12 – The Ghost of John 13 – Sakura 12 Duration: Rhythm Eighth Note/Rest 14 – Polly Wolly Doodle 13 Duration: Rhythm Duple, Strng./Wk. 15 – Minka 16 – March (from “Children's Notebook, Op. 69”) 14 Pitch: Melody C Major tonality 16 – March (from “Children's Notebook, Op.
Opus Area Concept Music 20 Duration: Rhythm Sixteenth Notes/Rest 22 – Listen to the Mockingbird 21 Dynamics f/p, cresc./decresc.
Opus Area 30 Concept Music 31 Pitch: Melody/ Harmony Pitch: Melody Major Scale/Diatonic Triads 36 – Chumbara 32 Harmony 33 34 Harmony Harmony 35 Harmony/Form 36 Pitch: Melody Music Reading – Bb Maj/G 37 – Feed the Birds Min 38 – Catch a Falling Star Single/Fing. Acc.
Instructional Planning As with any instructional endeavor, Music in Education does require instructional planning and decision-making on the part of the music educator. In preparing to teach any aspect of the MIE Curriculum, the following points will assist in this preparation: 1. Read through entire Opus or Prelude (either on screen or via the pdf that will be found in your computer's Document folder) 2.
Chapter 4 Software Guide Etudes are self-guided practice sessions and tutorials for the MIE software and are used in conjunction with the MIE Institute. They are included here as an addendum to the MIE Help section available through the Menu Bar of the software.
Section 1 Etude #1 - Software Overview & Lesson Book ETUDE TABLE OF CONTENTS Etude #1 – Software Overview & Lesson Book Etude #1 – Software Overview & Lesson Book Themes: Overview, Navigation, and Menu Bar Etude #2 – Grade Book (part 1) OVERVIEW: MIE software is designed to be by the music teacher, standing up, moving around the music classroom.
1. Begin by clicking once on the large blue “Lesson Book” icon... 2. Identify the following information Interactive 4.1 Version Number, Status Area, and Info ✦ MIE Version Number (INFO: please have this number when requesting any kind of tech support). ✦ Status Area (INFO: displays current class (if any) and current song (if any). ✦ Date/Time (INFO: displays today’s day and time – If incorrect, please see your “Date & Time” System Preference).
4. Return to the Lesson Book (click the Lesson Book) ✦ Note the following buttons in any set of lessons... Interactive 4.
5. Play music content via the Music ToolBar Interactive 4.3 Music Tool Bar Pause Play Student Mute Stop Teacher Mute Teacher Volume Student Volume Speakers Eject CD CD/Audio Volume 1 of 11 6. Menu Bar: ✦ MIEv4 – Used for Preferences and Quit ✦ Window – typing keyboard access to Books/Controls ✦ Help – Specific assistance with all aspects of the MIE software. Includes search feature.
Section 2 Etude #2 - Grade Book (part 1) ETUDE TABLE OF CONTENTS Etude #2 – Grade Book [A] Etude #1 – Software Overview & Lesson Book Themes: Add/Edit Classes and Attendance Etude #2 – Grade Book (part 1) Etude #3 – Reference Book Etude #4 – Remote Control Etude #5 – Utilities Etude #6 – Quiz Etude #7 – Keyboard Presets Etude #8 – Grade Book (part 2) Etude #9 – MIE & iTunes Etude #10 – MIE Tunes 35
The Grade Book allows you to create classes via adding students, assign seats to students, edit names of students and classes, and take attendance. 5. Enter first and last names for the following four students. HINT: Use TAB key to move forward and SHIFT-TAB to move backward. [Jessica Anderson, Justin Parker, Nathan Thomas, Jessica Thacker] 6. Click the “Save Class” button. 7. Create one more class with three students. (Make up your own names.) 2. Part 2 – Switch Seats 1.
3. Part 3 – Editing Names 5. Part 5 – Taking Attendance 1. Return to “Add/Edit Classes” in the GradeBook. (Note that the current class is still selected.) 1. Click the “Attendance” context button of the Grade Book. 2. Click “Edit Names” button (turns blue). Text fields for names are now active. 2. For practice, mark Justin absent and Jessica A. tardy. 3. Rename Jessica Anderson’s first name to “Jessica A” – click after her first name and add “ A”. Do the same thing for Jessica Thacker. 3.
Section 3 Etude #3 - Reference Book ETUDE TABLE OF CONTENTS Etude #3 – Reference Book Etude #1 – Software Overview & Lesson Book Etude #2 – Grade Book (part 1) Etude #3 – Reference Book Etude #4 – Remote Control Interactive 4.
Screenshot 4.1 Song Orchestra Dialog Clicking on the “Song Edit” button for any MIE SongBook song brings up the “Song Orchestration” dialog: Every MIE Songbook Song has three possible accompaniments: “Accomp. 1”, “Accomp. 2”, and “Factory”. You can freely edit Accomp. 1 and 2. (Factory is the default and cannot be changed.) Any changes you make are automatically remembered for that song, even after you quit MIE. Screenshot 4.
Section 4 Etude #4 - Remote Control ETUDE TABLE OF CONTENTS Etude #4 – Remote Control Etude #1 – Software Overview & Lesson Book The MIE Remote Control provides access to all of the functions of the music toolbar plus many others. Etude #2 – Grade Book (part 1) Etude #3 – Reference Book Etude #4 – Remote Control Etude #5 – Utilities Etude #6 – Quiz Etude #7 – Keyboard Presets iPod Touch/iPad as Remote An iPod Touch or iPhone or iPad can now be used as the MIE remote control.
Notes for music tab: Notes for curriculum tab: Page Up & Page Down ✦ Tapping any row will display a list of all music used in the particular opus. ✦ If “Keyboard Presets” Screen, changes Banks ✦ If viewing a pdf (song, chart, etc) pages up or down ✦ If the AutoPlay switch is ON, music will start playing the moment a row is tapped. Notes for lesson tab: Notes for presets/sfx tab: ✦ “BounceBack” switch if ON will return to the music tab once any row is tapped.
Step by Step Instructions for mieRemote 1. Using the connector cable that came with your iPod, connect your iPod to whatever computer you will be syncing with via iTunes. 2. iTunes may want to update the OS (operating system). Click OK and let it sync. 7. Create a wireless connection between your mac and your iPod/iPad... Here are the step by step instructions for connecting the Mac (running MIE) with the iOS device (iPod, iPhone or iPad) running the MIE Remote software...
Setting up wifi for mieRemote: Creating a computer-to-computer network... 1. Choose “Create Network” from the AirPort status icon in the menu bar of your Macintosh... (NOTE: If the Airport icon is not in the menu bar, choose Apple menu ➢ System Preferences, and then click “Network”. Click Airport and select the “Show Airport status in menu bar” option.) Wifi Menu to Create Network 2. Give the network a name and select a channel from the popup menu.
4. The Airport Icon in the menubar will now change to 5. Using your iPad, go to Settings ➤ Wi-Fi and make sure Wi-Fi is turned on... Choose the network you just created in the earlier steps on your computer. 6. Download and install the ‘mieRemote’ version of the Macintosh application to your MIE macintosh. (This is a full version of MIE that will NOT replace your current gradebook or settings.) You can download MIEv4 8. Click the OK button.
OUT of the Teacher Keyboard. Insert the USB connector into an open USB port ON THE COMPUTER (not on the computer’s keyboard). NOTE: if your system has a different MIDI interface that is already installed, you may continue to use it as it does not need to be replaced in order to use the mieRemote iOS software. 11.UX-16 Drivers: Download the latest driver from http://www.yamaha.
Section 5 Etude #5 - Utilities ETUDE TABLE OF CONTENTS Etude #5 – Utilities Etude #1 – Software Overview & Lesson Book Etude #2 – Grade Book (part 1) Interactive 4.
Section 6 Etude #6 - Quiz ETUDE TABLE OF CONTENTS Etude #1 – Software Overview & Lesson Book Etude #6 – Quiz Interactive 4.
Interactive 4.7 Taking A Quiz Question Screenshot 4.7 Quiz Responses As students respond, the seating chart will display one of the following possibilities: 1. blank – (see Susie at keyboard 5 and Jack at keyboard 9) – students have made NO response at all. 2. ? – (see Lauren at keyboard 2 and Thacker at keyboard 5) – students have made an invalid response such as pressing ENTER with no keys down for a black/white question. 4. 1. 7. 3.
There are several types of quiz questions. The various types can be seen in Gallery 4.1 Screenshot 4.8 Quiz Question Dialog Gallery 4.1 Types of Quiz Questions Black/White questions are used for ‘yes/no’ or ‘true/false’ types of responses. The student keyboards are silent. Students use middle C and C# in split mode for these questions.
Quiz Continued - Individual “Re-do” and Makeup Quiz Individual “Re-do” – What if you accept an answer, but realize that one or two students did not respond? Or, you want to give one student a chance to do a question over, but still keep the other Screenshot 4.9 Quiz Question After Accepting All Responses students’ responses. In Screenshot 4.9, question 1 has been asked and notice that Justin, Nathan, and Jessica A got the question wrong.
everyone is marked PRESENT. (If you mark everyone absent except for student making up quiz, that absence would appear on all of their personal information.) Give the quiz. As long as the other keyboards are “dormant,” the computer will know to ignore them, and only register the keyboard(s) being “entered.” Screenshot 4.
Section 7 Etude 7 - Keyboard Presets ETUDE TABLE OF CONTENTS Etude #7 – Keyboard Presets Etude #1 – Software Overview & Lesson Book Themes: Banks, Edit, Send Etude #2 – Grade Book (part 1) Etude #3 – Reference Book Etude #4 – Remote Control Etude #5 – Utilities Etude #6 – Quiz Etude #7 – Keyboard Presets Etude #8 – Grade Book (part 2) Etude #9 – MIE & iTunes Etude #10 – MIE Tunes 52
Preset 1 from Bank A is the “Startup” preset. When MIE is first run, this preset is automatically sent to all student keyboards. NOTE: You are encouraged to edit Preset 1. Suggestions include: Clicking the “Edit” button shows the “Edit Keyboard Controls” Window… Screenshot 4.
Clicking the left or right buttons allows selection of any of the 710 timbres. If the voice is not on the Voice Panel of the MIE-3XG, the timbre will be sent to the ASSIGN button. Octave sliders provide -2 to +2 shifts. If Normal or an Accomp mode has been selected, only the Left Voice will be available. ✦ Locks disable the corresponding buttons on the student MIE-3XG keyboards. ✦ Front Panel = everything EXCEPT VOICE and LEFT/ RIGHT their speakers ON… What Preset number would that be? 2.
Section 8 Etude #8 - Grade Book (part 2) ETUDE TABLE OF CONTENTS Etude #8 – Grade Book [B] Etude #1 – Software Overview & Lesson Book Etude #2 – Grade Book (part 1) Delete Classes, Transfer Students, Export Class Info, Backup/Reset Classes, “Import Class” Etude #3 – Reference Book Part 1 – Delete Classes… Etude #4 – Remote Control 1. Select Grade Book. Etude #5 – Utilities 2. Click “GradeBook” context button. (Add/Edit Classes will be selected by default.
3. Click a student name (either list) and click the “>” or “<” button to transfer the student. Note that you can only select one student at a time. 4. A transferred student will be placed in the first available seat. (Use the “Add/Edit Classes” tab of the GradeBook to switch seats.) Part 4 – Backup/Restore/Reset Classes ✦ The Backup feature makes a complete copy of y our entire MIE GradeBook. Click the “Create Backup” button. ✦ Select where you would like to save this backup.
Part 5 – Creating a New Class via “Import Class” 1. Click the “Import Class” button. You will see a standard “open file” dialog. Select the text file (.txt) or comma delimited file (.csv) to import. 2. The name of the file will appear in the “Edit Class Name” field – rename the class. 3. Click the “Save Class” button. NOTE: The import file should be a textfile (.txt) with firstname lastname OR a comma delimited file (.
Section 9 Etude #9 - MIE & iTunes ETUDE TABLE OF CONTENTS Etude #9 – MIE & iTunes Etude #1 – Software Overview & Lesson Book Apple’s iTunes is integrated within MIE. You can play any of your iTunes library via MIE. This also means your remote control can be used to PLAY, STOP, PAUSE and change volume.
To Use GarageBand to Create Audio Track for Use with MIE: 1. Open GarageBand. (Create New Music Project) Save the Project with the title of the new song. (This title is what will appear in MIE.) 2. Create your song using loops or direct recording of the keyboard. 3. Use the Share Menu to send your song to iTunes. 4. In the following dialog, enter “MIE” as the name of the iTunes Playlist - your music will now appear inside MIE. Screenshot 4.12 Sharing your GarageBand song to iTunes Screenshot 4.
Section 10 Etude #10 - MIE Tunes ETUDE TABLE OF CONTENTS Etude #10 – MIE Tunes Etude #1 – Software Overview & Lesson Book MIE Tunes provides you and your students the means to save compositions they create using the MIE-3XG sequencer. Etude #2 – Grade Book (part 1) Etude #3 – Reference Book Etude #4 – Remote Control Etude #5 – Utilities Etude #6 – Quiz Etude #7 – Keyboard Presets Etude #8 – Grade Book (part 2) Etude #9 – MIE & iTunes Etude #10 – MIE Tunes Songs created with the MIE-3XG are ‘.
Chapter 5 MIE-3XG Keyboard Guide Explanations of various MIE-3XG keyboard functions including recording, playback, and keyboard percussion.
General Description and Features NORMAL board) is referred to as “fingering”. There are 2 types of fingerings as described below. Diagram 5.1 Range for Accomp Mode The keyboard is a five-octave keyboard (C1 to C6) playing the same voice in all five octaves. SPLIT/ENSEMBLE The keyboard is split into two separate two-octave keyboards. The divider should be in place.
✦ Notes in parentheses can be omitted. ✦ If you play any three adjacent keys (including black keys), the chord sound will be cancelled and only the rhythm instruments will continue playing (CHORD CANCEL function). ✦ Playing a single key or two same root keys in the adjacent octaves produces accompaniment based only on the root. ✦ The AUTO ACCOMPANIMENT will sometimes not change when related chords are played in sequence (e.g. some minor chords followed by the minor seventh).
Diagram 5.4 Chord Voicings (continued) INTRO, MAIN and ENDING BUTTONS There are various types of Accompaniment sections that allow you to vary the arrangement of the accompaniment to match the song you are playing. They are: Intro, Main and Ending. By switching among them as you play, you can easily produce the dynamic elements of a professional-sounding arrangement in your performance. INTRO This is used for the beginning of the song.
ENDING This is used for the ending of the song. When the ending is finished, the auto accompaniment stops automatically. The length of the ending (in measures) differs depending on the selected style. SYNC START, START, AND STOP BUTTONS These buttons control the playing of the accompaniment. SYNC START In Normal mode, press SYNC START, select a style, and the rhythmic accompaniment will start as soon as any key is played.
tained if the keyboard is turned off. Each time the record function is used, the previous recording will be erased. A recording can be saved and stored in the computer by using the Music In Education software (see “Software Guide” for more details). them both down for approximately six seconds. (The metronome will click ONCE, the letters ‘Clr’ will flash in the LED and finally, the tempo will reappear – at this point, release the two buttons.) TO RECORD MELODY/ACCOMPANIMENT ✦ Press MELODY REC/ ACCOMP REC.
Keyboard Percussion Diagram 5.5 Keyboard Percussion Diagram 5.
Chapter 6 Peer Teaching Peer Teaching Guidelines and Instructions
Peer Teaching Guidelines Get Opus Assignment from MIE Staff 1. Go over entire opus with your group. 2. Give Quiz for your opus. 3. Teach assigned lessons and letters to your group. 4. Use ‘smart text’ and remote. 5. Program songs needed; use presets. 6. Before you start teaching, TAKE ATTENDANCE. 7. Teach other groups (5 minutes per teacher). 8. Give feedback to other groups when they teach you. OPUS ASSIGNMENTS Note: Your GROUP # is not the same as your OPUS #. 3.
8. OPUS 12 – Eighth Note and Rest a) Lesson #1-B; C b) Lesson #2-Chart 8 c) Lesson #3-Polly Wolly Doodle-Student parts 1 + 2 d) Quiz examples 9. OPUS 13 – Duple Meter a) Lesson #1-Listen; examples with activities b) Lesson #2-A; B c) Lesson #3-Minka-Student part 3 d) Quiz examples 10.
Chapter 7 Self-Paced Review This chapter presents a review of various aspects of MIE that have been covered in the previous chapters.
Review 7.1 Please choose all correct responses for each of the following questions... Question 1 of 9 What is the difference between “speakers off”, and “student mute”? A. Speakers off: nothing can be heard from the student keyboards or student headphones B. Student mute: speakers are off but headphones are not C. Speakers off: only keyboard speakers are turned off Student mute: speakers and headphones are turned off D. They function the same way... just different terms E.
Chapter 8 Reference Listing of MIE content arranged by concept, style, and culture.
Section 1 Songbook Cross-Reference Reference 1. Songbook Cross-Reference 2. Listening Excerpt Information 3. Charts & Worksheets 4.
The Banana Boat Song (59) Boogie Woogie Bugle Boy (49) Chopsticks (67) Chumbara (36) Come Sail Away (68) Don’t Worry, Be Happy (73) Do-Re-Mi (7) Dry Bones (77) Edelweiss (78) Eine Kleine Nachtmusik: II (79) God Bless the U.S.A. (88) Hail to the Chief (89) Hakuna Matata (90) Hill and Gully Rider (94) I Want to Hold Your Hand (95) Jeopardy Theme (96) Joy to the World (98) Kye Kye Kule (10) Largo (101) Lollipop (44) Love Somebody (107) March (from “Children’s Notebook, Op.
Kum Ba Yah (40) Musette (113) Pachelbel Canon in D (123) Shenandoah (29) The Muppet Show Theme (25) Sim Sa-La-Bim (130) Skip to My Lou (39) This Train (145) What A Wonderful World (149) Db Major New River Train (1) Supercalifragilisticexpialidocious (137) The Siamese Cat Song (2) F Major Alleluia (53) Alouette (54) America (33) Can Can (62) Chiapañecas (65) Deck the Halls (71) Dona Nobis Pacem (74) Erie Canal (81) Halloween (92) Hello! Ma Baby (93) La Cucaracha (100) Las Mananitas (102) Lift Ev’ry Voice a
G Major A Bushel and a Peck (30) Amazing Grace (55) Au Clair de la Lune (58) Bingo (61) Down by the Bay (75) Down by the Riverside (76) Eleanor Rigby (80) Frère Jacques (4/4) (20) Frère Jacques (3/4) (21) Give My Regards to Broadway (87) Jingle Bells (23) Jolly Old Saint Nicholas (97) La Bamba (99) Lightly Row (104) Listen to the Mockingbird (22) Minuet in G (111) Ode to Joy (116) Oh Susannah (119) Oh, Won’t You Sit Down? (120) Old Dan Tucker (121) Simple Gifts (131) The Water is Wide (143) Gb Major A Ram S
G Minor Mission: Impossible Theme (112) Pi M’Chinanga (124) C Modal Ah, Vous Dirais-Je Maman a la Mode (46) 2/2 Meter Boogie Woogie Bugle Boy (49) Eine Kleine Nachtmusik: II (79) Hakuna Matata (90) Zip-A-Dee-Doo-Dah (19) Everybody Loves Saturday Night (82) Supercalifragilisticexpialidocious (137) Hello! Ma Baby (93) Give My Regards to Broadway (87) This Land is Your Land (144) You’re a Grand Old Flag (154) 2/4 Meter Do-Re-Mi (7) Joy to the World (98) Love Somebody (107) March (from “Children’s Notebook, Op.
Over the River and Through the Woods (122) Stick Game (136) Take Me out to the Ballgame (139) Come to the Sea (26) Kum Ba Yah (40) America (33) Chiapañecas (65) Dona Nobis Pacem (74) Halloween (92) La Cucaracha (100) Las Mañanitas (102) Oh, How Lovely Is the Evening (34) Amazing Grace (55) Frère Jacques (21) Minuet in G (111) We Wish You a Merry Christmas (47) Arirang (57) There’s a Hole in the Bucket (5) Für Elise (85) Chim Chim Cher-ee (66) Dark Eyes (69) My Favorite Things (48) A Taste of Honey (50) Oh,
Hallelujah (from “Messiah”) (91) Hill and Gully Rider (94) I Want to Hold Your Hand (95) Jeopardy Theme (96) Joshua Fit the Battle of Jericho (41) Kye Kye Kule (10) La Bamba (99) Largo (101) Listen to the Mockingbird (22) Lollipop (44) Louie, Louie (106) Love Somebody (11) Musette (113) My Home’s in Montana (114) O Canada! (117) Ode to Joy (116) Oh Hannukah (Y’mey Hannukah) (118) Oh, Won’t You Sit Down? (120) Old Dan Tucker (121) Pachelbel Canon in D (123) Rock Around the Clock (127) Scotland the Brave (Tun
Skin and Bones (132) Iconic Notation A Ram Sam Sam (4) Alphabet Song (6) Do-Re-Mi (7) Hello! Ma Baby (93) New River Train (1) Supercalifragilisticexpialidocious (137) The Noble Duke of York (3) The Siamese Cat Song (2) There’s a Hole in the Bucket (5) You’re a Grand Old Flag (154) Zum Gali Gali (Version A) (8) Zum Gali Gali (Version B) (9) Black Key Pentatonic Arirang (57) The Eldest Daughter (140) There’s a Hole in the Bucket (5) Call & Response Down by the Bay (75) Kye Kye Kule (10) Love Somebody (11) Whe
Dona Nobis Pacem (74) Don’t Worry, Be Happy (73) Down by the Bay (75) Eine Kleine Nachtmusik: II (79) Eleanor Rigby (80) Everybody Loves Saturday Night (82) Feed the Birds (37) Frère Jacques (20) Frère Jacques (21) Hakuna Matata (90) Hallelujah (from “Messiah”) (91) Irish Washerwoman (27) Jeopardy Theme (96) Jingle Bells (23) Joy to the World (98) Lift Ev’ry Voice and Sing (103) Lightly Row (104) Listen to the Mockingbird (22) Love Somebody (11) March (from “Children’s Notebook, Op.
The Water is Wide (143) D. C. al Coda Chopsticks (67) Don’t Worry, Be Happy (73) Feed the Birds (37) La Bamba (99) Louie, Louie (106) D. C.
Chim Chim Cher-ee (66) Come to the Sea (26) Dark Eyes (69) Dry Bones (77) Für Elise (85) Give My Regards to Broadway (87) Halloween (92) Musette (113) Swingin’ Sharp ‘n’ Flat (24) Take Me out to the Ballgame (139) We Wish You a Merry Christmas (47) What A Wonderful World (149) Scale Alphabet Song (6) Chumbara (36) Stick Game (136) Key Change Dry Bones (77) Jeopardy Theme (96) Kum Ba Yah (40) Variations on “Ah, Vous Dirais-Je Maman” (45) Dotted Rhythm A Bushel and a Peck (30) A Taste of Honey (50) Alouette (
Syncopation A Whole New World (Aladdin’s Theme) (51) Come Sail Away (68) Down by the Riverside (76) Hakuna Matata (90) Hello! Ma Baby (93) Hill and Gully Rider (94) La Bamba (99) Louie, Louie (106) Mission: Impossible Theme (112) Old Dan Tucker (121) Pi M’Chinanga (124) Rock Around the Clock (127) Stand By Me (134) The Eldest Daughter (140) This Train (145) Under the Sea (146) Water Come A-Me Eye (148) Leadsheet A Whole New World (Aladdin’s Theme) (51) At the Hop (43) Don’t Be Cruel (72) Hello! Ma Baby (93)
Movie/Cartoons A Bushel and a Peck (30) A Whole New World (Aladdin’s Theme) (51) A Whole New World (Aladdin’s Theme) (17) Chim Chim Cher-ee (66) Do-Re-Mi (7) Edelweiss (78) Feed the Birds (37) Hakuna Matata (90) Halloween (92) The Lonely Goatherd (105) Mickey Mouse March (28) Mission: Impossible Theme (112) My Favorite Things (48) Stand By Me (134) Step in Time (135) The Muppet Show Theme (25) The Unbirthday Song (142) Under the Sea (146) Zip-A-Dee-Doo-Dah (19) Blues At the Hop (43) Boogie Woogie Bugle Boy
Frère Jacques (20) Frère Jacques (21) Galway Piper (86) Hill and Gully Rider (94) Irish Washerwoman (27) Kum Ba Yah (40) La Cucaracha (100) Las Mañanitas (102) Lightly Row (104) Love Somebody (11) Love Somebody (107) Mein Hüt (109) Minka (15) Mos’, Mos’! (18) My Home’s in Montana (114) New River Train (1) Oh Hannukah (Y’mey Hannukah) (118) Oh Susannah (119) Oh, How Lovely Is the Evening (34) Oh, How Lovely Is the Evening (35) Old Dan Tucker (121) Pi M’Chinanga (124) Polly Wolly Doodle (14) Pop, Goes the Wea
Canada Chumbara (36) O Canada! (117) China The Eldest Daughter (140) Denmark Sim Sa-La-Bim (130) England Scarborough Fair (42) Sweetly Sings the Donkey (31) We Wish You a Merry Christmas (47) France Alouette (54) Au Clair de la Lune (58) Frère Jacques (3/4) (21) Frère Jacques (4/4) (20) Germany Lightly Row (104) Mein Hüt (109) Irish Washerwoman (27) Israel Zum Gali Gali (Version A) (8) Zum Gali Gali (Version B) (9) Italy Come to the Sea (26) Jamaica Hill and Gully Rider (94) Water Come A-Me Eye (148) Japan
Russia Dark Eyes (69) Minka (15) You’re a Grand Old Flag (154) Scotland Scotland the Brave (Tunes of Glory) (32) Wales Deck the Halls (71) Holiday/Patriotic America (33) America, The Beautiful (56) Battle Hymn of the Republic (60) Deck the Halls (71) Frosty the Snow Man (83) God Bless the U.S.A.
Section 2 Listening Excerpt Reference Reference 1. Songbook Cross-Reference 2. Listening Excerpt Information 3. Charts & Worksheets 4. Opus 1 Notes & Content Listening Excerpt Cross-Reference & Index ‣ A KNIFE AND A FORK (Hennie–Anderson–Barge) Rockpile. p 1980 Riviera Global Record Productions Ltd. Courtesy of Sony Music Entertainment Inc. :29 ‣ A MIGHTY FORTRESS (Bach) E. Power Biggs, organ. Courtesy of Sony Music Entertainment Inc.
‣ ASCENDIT (OFFERTORY) Schola Cantorum of Amsterdam Students; Wim van Gerven, conductor. p 1973 Sony Music Entertainment Inc. Courtesy of :26 Sony Music Entertainment Inc. ‣ BAILERO from CHANTS D’AUVERGNE (Cantaloube) Thelma Keating, soprano; The London Symphony Orchestra; John Keating, conductor. p 1973 EMI Records Ltd. Courtesy of EMI Records Ltd. :55 ‣ BALLET OF THE CHICKS IN THEIR SHELLS from PICTURES AT AN EXHIBITION (Mussorgsky) Sviatoslav Richter, piano. Courtesy of Sony Music Entertainment Inc.
‣ EINE KLEINE NACHTMUSIK, 1. ALLEGRO (Mozart) Academy of St. Martin- in-the-Fields; Neville Marriner, conductor. p 1977 EMI Records Ltd. Cour:04 tesy of EMI Records Ltd. ‣ EINE KLEINE NACHTMUSIK, 3. MENUETTO (Mozart) Academy of St. Martin- in-the-Fields; Neville Marriner, conductor. p 1977 EMI Records Ltd. Courtesy of EMI Records Ltd. :48 1:03 ‣ ESPAÑA RHAPSODY (Chabrier) Orchestre de Paris; Jean-Pierre Jacquillat, conductor. Courtesy of EMI Records Ltd.
‣ LAISSER LES BONTEMPS ROULER (Kelly–Didier) Helen Reddy. p 1977 Capitol Records, Inc. Courtesy of Capitol Records, Inc., under license from CEMA Special Markets :31 :24 ‣ LAMA NORBU GYAMTSHO, sung by Monks of Bhutan. Courtesy of Lyrichord Records. 1:10 ‣ LE BANANIER (Gottschalk) Eugene List, piano. Courtesy of Omega Records, Inc. :30 ‣ LET THE GOOD TIMES ROLL (Lee) Shirley and Lee. Courtesy of M.C. Productions :35 ‣ LITTLE STAR (Picone) The Elegants.
‣ PRELUDE No. 1 IN C MAJOR from THE WELL-TEMPERED CLAVIER, BOOK I (Bach) Glenn Gould, piano. Courtesy of Sony Music Entertainment Inc. :32 ‣ PRELUDE No. 12 IN B-FLAT MAJOR from THE WELL-TEMPERED CLAVIER, BOOK I (Bach) Glenn Gould, piano. p 1975 Sony Music Entertainment Inc. Courtesy of Sony Music Entertainment Inc. :37 1:06 ‣ PSALM 67 (Ives) The Gregg Smith Singers; Gregg Smith, conductor. Courtesy of Sony Music Entertainment Inc. ‣ QUIET LADY (Garvin) Bill Watrous. p 1975 Sony Music Entertainment Inc.
‣ SYMPHONY No. 2 IN C MINOR, Second Movement (Tchaikovsky) Chicago Symphony Orchestra; Claudio Abbado, conductor. p 1985 Sony Music Entertainment Inc. Courtesy of Sony Music Entertainment Inc. :40 ‣ SYMPHONY No. 39 IN E-FLAT, K. 543, Third Movement (Mozart) Bavarian Radio Symphony Orchestra; Rafael Kubelik, conductor. Courtesy of Sony Music Entertainment Inc. 1:22 ‣ SYMPHONY No. 4 IN B-FLAT, Op. 60, Second Movement (Beethoven) The London Classical Players; Roger Norrington, conductor.
:32 ‣ THREE BLIND MICE (arr. Orff) Carl Orff and Gunild Keetman. Courtesy of EMI Records Ltd. ‣ TONIGHT from WEST SIDE STORY (Bernstein–Sondheim) Original soundtrack recording; Johnny Green, conductor. Courtesy of Sony Music Entertainment Inc. :44 :27 ‣ TREAT (Santana) The Santana Band. Courtesy of Sony Music Entertainment Inc. :26 ‣ TREAT (Santana) The Santana Band. Courtesy of Sony Music Entertainment Inc. :43 ‣ TRUE COLORS (Kelly–Steinberg) Cyndi Lauper. p 1986 Sony Music Entertainment Inc.
Section 3 Charts & Worksheets Reference 1. Songbook Cross-Reference 2. Listening Excerpt Information 3. Charts & Worksheets 4.
Charts 1-3 Charts 4-7 98
Charts 8-11 Charts 12-15 99
Charts 16-19 Charts 20-23 100
Charts 24-27 Charts 28-29 101
MIE Worksheets Table of Contents and Usage Worksheet 1 Create Accompaniment 2 Five Octave Keyboard 3 Single Line Staff (large) 4 Percussion Score Paper 5 A Ram Sam Sam Accompaniment 6 Grand Staff With Keyboard 7 Call & Response 8 Treble Clef Score Paper 9 Grand Staff with Vertical Keyboard 10 Meter 11 Grand Staff Score Paper 12 Sharps & Flats 13 Largo 14 Bb Major/G minor Melodies 15 Chord Symbols & Inversion 16 Leadsheet Score Paper Worksheets 1-4 Opus 1 2,7 2,3,4,5,6 3,12,13,18,20,26 5 8,9,15,23 9,14,17
Worksheets 5-8 Worksheets 9-12 MIE Quiz Overheads 103
Worksheets13-16 Quiz Overheads 1-4 (Opus 2, 5, 8, 11) 104
Quiz Overheads 5-8 (Opus 12, 15, 20, 21) Quiz Overheads 9-12 (Opus 22, 23, 24, 26) 105
Quiz Overheads 13-16 (Opus 27, 28, 31, 33) Quiz Overheads 17-19 (Opus 34, 35, 39) 106
MIE Miscelleanous Overheads Misc Overheads 107
Section 4 Opus 1 Notes & Content Reference Opus 1 Notes 1. Songbook Cross-Reference 2. Listening Excerpt Information 3. Charts & Worksheets 4. Opus 1 Notes & Content Opus 1 Steady Beat Concept: STEADY BEAT - Duration/Rhythm: Music may move to an underlying beat or pulse that is steady. Student Outcomes: Identify steady beat. Create original accompaniment.
Opus 1 - Steady Beat Opus 1 - continued Opus 1 Steady Beat Concept: STEADY BEAT - Duration/Rhythm: Music may move to an underlying beat or pulse that is steady. Student Outcomes: Identify steady beat. Create original accompaniment.
Chapter 9 Opus Content
Section 1 opuses 1-10 Opus 1 Steady Beat Opus Content 1. Opus 1-10 2. Opus 11-20 3. Opus 21-30 4. Opus 31-40 5. Preludes Concept: Student Outcomes: STEADY BEAT - Duration/Rhythm: Music may move to Identify steady beat. an underlying beat or pulse that is steady. Create original accompaniment.
• list common things in their lives that have steady beats (i.e. ticking clock, ocean waves). Kbd Perc Off Lesson Completed 2. Sing & Move - New River Train (Song 1) A. Kbd Perc On Play Song New River Train. Encourage students to: • tap a steady beat. • read, then track words while listening to song. • sing melody with song. • sing melody and tap steady beat. • play steady beat alternately on two keyboard percussion instruments (left-right-left-right). Kbd Perc Off Lesson Completed 3.
Opus #2 Registers/Clusters Concept: Student Outcomes: REGISTERS & CLUSTERS – Pitch/ Melody: Pitch or Identify and play various registers. melody may be in a high, middle or low register. Analyze musical affect/use of registers. Harmony: A melody may be accompanied by single pitches, intervals or chords.
Opus #3 Up, Down and Same • practice entering “black” = played correctly, “white” = played incorrectly. Review Completed Concept: Student Outcomes: UP, DOWN & SAME - Pitch/Melody: Pitches or Identify melodic direction. melody may move upward or downward or stay Compose accompaniment and percussion piece the same. using registers and music direction.
Split Mode Lesson Completed 3. Play – The Noble Duke of York: Part 2 clusters A. Normal Mode Play Song Have students: 1. discuss registers and pitch direction of clusters used in Part 2. 2. identify similar lines. 3. take turns practicing Part 2 as clusters (ignore notched notes). Speakers Off 4. take turns playing Part 2 as clusters with song. Speakers On Play Song 5. take turns playing Parts 1 & 2 together. Play Song Split Mode Lesson Completed A.
Opus #4 Tempo Concept: TEMPO – Duration/ Rhythm: Music may move with a fast, moderate, or slow tempo. Vocabulary/Keyboard: Split Mode Student Outcomes: Recognize various tempi and their musical affect. Analyze & comprehend metronome/tempo markings.
Opus #5 Quarter Note, Quarter Rest Concept: QUARTER NOTE/REST - Duration/Rhythm: Rhythm values may be symbolized. Vocabulary/Keyboard: - quarter note, quarter rest, phrase Student Outcomes: Identify, play, read and notate quarter notes/rests. Compose percussion duet using quarter notes/rests. Symbols: quarter note, quarter rest Assessment (Quiz 5) – Students listen to examples from Quiz overhead and determine whether or not patterns were played correctly.
• echo patterns. • play patterns by reading previously created examples (i.e. Worksheet 3 overhead). B. Play examples from Worksheet 3 with one mistake in rhythm or played correctly. Ask students to: • practice entering “black” = played correctly, “white” = played incorrectly. Note Monitor Kbd Perc Off Review Completed Opus 6 Ostinato Concept: OSTINATO – Harmony/texture: A melody may be accompanied by single pitches, intervals or chords.
3. Sing & Play - There’s a Hole in the Bucket: Part 1 (Song 5) A. Have students: • sing melody. • track entire melody in “notched” notes (Part 1). Note: Assist students in placing fingers on appropriate black key clusters. • practice melody Split Treble Speakers Off • play melody with song. Speakers On Play Song B. Normal Mode Speakers Off Divide partners between melody and Part 2. Let them: • practice parts together. • play parts with song.
Opus 7 Music Alphabet Concept: Student Outcomes: MUSIC ALPHABET – Pitch/Melody: Pitches may be Identify & play the music alphabet. symbolized Play chords using combinations of pitches. Vocabulary/Keyboard: Symbols: - music alphabet, melodic pattern, ascending (up) and descending (down), A-B-C-D-E-F-G Assessment (Quiz 7) – Students play and enter specific pitches of the music alphabet.
Opus 8 Steps/Skips, Up, Down or Same Split Mode Synthesis Completed R. Review A. Note Monitor Ask students to: • practice entering various notes of music alphabet. • practice entering register-specific notes of music alphabet (i.e. lowest C, highest A). • practice entering harmonic intervals (A-E, A-C, A-D). Make sure bottom note is always A. Review Completed Concept: STEPS/SKIPS OR SAME Pitch/Melody: Pitches or melody may move by step, skip or stay the same.
B. Create 3 to 4 note phrases using C-D-E. (Sing: start-same-skip-same, OR 1-1-3-3, OR C-C-E-E) Have students: • listen to a one-measure melodic pattern using steps, skips or same. • shape melodic pattern. • sing melodic pattern. • play melodic pattern. • continue imitating melodic patterns with rhythm accompaniment. Play Rhythm Split Reset Lesson Completed 3. Listen - Melody may move up or down by step, skip or stay the same A. Have students: • discuss patterns they have imitated.
Opus 9 Call & Response • • Lesson Completed Concept: Student Outcomes: CALL & RESPONSE – Pitch/Melody: Melody may be Identify, play and create call & response organized into patterns or phrases which are the same, patterns.
identify skips, steps and repeats on five-line staff. air play with melody while singing finger numbers. Play Melody play with melody. B. Play Student Part 2. Have students: • identify Part 2 as call or response. • identify skips, steps and repeats on five-line staff. • air play with melody while singing finger numbers. Play Melody • play with melody. C. Ensemble Mode Speakers Off Divide partners between Parts 1 and 2. Encourage them to: • practice assigned part. • practice parts together.
• compare the two articulations. • think of additional legato and staccato music examples. Lesson Completed 3. Sing & Move - The Ghost of John (Song 12) A. Play Song Introduce legato and staccato by singing melody of The Ghost Of John with the song. Encourage students to: • sing each phrase of melody using appropriate articulation. • discuss where melody was smooth or detached and how articulation affects the meaning of the words. • locate new symbols (staccato dot & legato slur) on score.
Section 2 opuses 11-20 Opus 11 Grand Staff Opus Content 1. Opus 1-10 2. Opus 11-20 3. Opus 21-30 4. Opus 31-40 5. Preludes Concept: GRAND STAFF - Pitch/Melody; Pitches may be symbolized Student Outcomes: Identify the Grand Staff. Understand how registers are displayed on the Grand Staff. Analyze timbres/voices/sound effects in different registers.
A. Normal Mode Have students: • identify clefs and registers they symbolize. • assign a number to each line and space of grand staff. • identify a line or space using its number. B. Chart 6 Turn Chart 6 to display the keyboard horizontally (staff lines vertical). Have volunteers: • identify each A on the keyboard by writing the note name A. C. Return Chart 6 to its original position. Write each A on grand staff beside corresponding A of keyboard on chart. (NOTE: Use very low, low, middle and high A’s.
Opus 12 Eighth Note and Rest Concept: • identify rest in Example 3. • play Example 3 and chant rhythm syllables. C. Continue with remaining examples. Kbd Perc Off Lesson Completed Student Outcomes: EIGHTH NOTE & REST - Duration/Rhythm: Rhythm Identify, play, read and notate eighth notes/rests. values may be symbolized. Music may combine Compose rhythmic ostinati using eighth notes/ long and short durations of sound and silence. rests.
Opus 13 Duple Meter Concept: DUPLE METER - Duration/Rhythm: Rhythm may be organized into consistent groups of beats Vocabulary/Keyboards: Student Outcomes: Recognize duple meter and time/meter signature. Understand how meter is determined by groupings of strong and weak beats. Create rhythm and melody patterns in duple meter.
Opus 14 C Major Tonality • create and write eight measure rhythm piece in 2/4 meter, using quarter and eighth notes/rests. • practice new rhythm piece. Speakers Off • play rhythm piece for class. Speakers On Kbd Perc Off Synthesis Completed R. Review A. Kbd Perc On Create percussion patterns that use bass drum on strong beat. Ask students to: • play bass drum key on each strong beat of pattern. B. Kbd Perc Off Note Monitor Create or play songs in duple or triple meter.
Play Rhythm Option: Repeat above activities using left hand (bass clef). Split Mode Lesson Completed 2. Listen, Play & Evaluate - March from “Six Children’s Pieces” (Song 16) A. Play Song March from “Six Children’s Pieces”. Have students: • play C major pentachord pattern (C-D-E-F-G) as an ostinato with the piece. • determine where pentachord ostinato does not “fit”. B. Play C Major Ostinato Have students: • listen to ostinato and imitate. • practice ostinato by rote. • perform ostinato with song.
Opus 15 Half Note and Rest Concept: • • • Student Outcomes: HALF NOTE and REST - Duration/Rhythm: Rhythm Identify, play, read and notate half notes/rests. values may be symbolized. Music may combine long Compose melodies using half notes/rests. or short durations of sound and silence.
Opus 16 Harmonic Intervals: 2nds and 3rds Concept: HARMONIC INTERVALS, 2nds and 3rds – Harmony: Two or more pitches may be combined to create harmony. A melody may be accompanied by single pitches, intervals or chords. Vocabulary/Keyboard: - interval (with one hand), second, third, accompaniment, harmony, pentachord Student Outcomes: Recognize & play harmonic intervals of 2nds and 3rds. Improvise interval accompaniments.
Opus 17 G Major Tonality Concept: Student Outcomes: G MAJOR TONALITY – Pitch/ Melody: Pitches may Read, play and notate the G major pentachord. be organized around a tonality, i.e., pentachord, Identify “home tone” of G major tonality. scale. Create call & response patterns using notes in G major pentachord.
notate both call (created by teacher) and response (created by student) on Worksheet 7, number 1. C. Speakers Off Ensemble Mode With partners: • create new call & response in G major. • notate on Worksheet 7, number 2. • Option: Create two-measure call and two-measure response on Worksheet 7, number 3. Speakers On Split - Reset Synthesis Completed Opus 18 Meter/Time Signature • R. Review A. Note Monitor Ask students to: • practice entering various notes of G major pentachord. B.
2. Create and notate percussion patterns in 4/4 and 3/4 meter (Worksheet 4) A. Worksheet 4 Demonstrate percussion patterns in 4/4 or 3/4 meter (use only two instruments). Encourage students to: • identify percussion instruments heard. • identify time signature. • notate percussion patterns on Worksheet 4. Note: Include names of percussion instruments. B. Kbd Perc On Have students: • create and notate percussion patterns on Worksheet 4. • perform each other’s scores.
Opus 19 Harmonic Interval: Fifth Concept: Student Outcomes: HARMONIC INTERVAL/5th - Harmony: Two or more Recognize & play harmonic interval of 5th. pitches may be combined to create harmony. A melody Compose accompaniments using intervals may be accompanied by single pitches, intervals or chords. of 2nds, 3rds, or 5ths.
Opus 20 Sixteenth note and rest Concept: SIXTEENTH NOTE & REST - Duration/Rhythm: Rhythm values may be symbolized. Music may combine long and short durations of sound and silence. Vocabulary/Keyboards: Student Outcomes: Identify, play, read and notate sixteenth notes/rests. Compose percussion duet using sixteenth notes/ rests.
• play both measures. • write pattern on student Worksheet 4, measure 1, Part 2. Note: Encourage students to align their notation between Part 1 and Part 2. D. Ensemble Mode Speakers Off Let partners: • work together to create additional rhythm patterns to complete 8 measure duet. • write patterns on worksheet. • assign percussion instruments to each part. • practice duet. • record or play for class.
Section 3 opuses 21-30 Opus 21 Forte/Piano, Crescendo/Decrescendo Opus Content 1. Opus 1-10 2. Opus 11-20 3. Opus 21-30 4. Opus 31-40 5. Preludes Concept: Student Outcomes: FORTE/PIANO, CRESCENDO/DECRESCENDO Recognize variety of musical dynamics. Dynamics: Music may be soft or loud OR become softer Analyze how dynamics affect music. or louder. Compose Percussion piece using dynamics.
2. Play – Jingle Bells: Parts 1, 2 and 3 (Song 23) A. Play Song Jingle Bells. Direct students to: • identify dynamics in song. • discuss how dynamics can be achieved on keyboard. (Touch Sensitivity Button or Volume Sliders) Touch Sensitivity On Touch Sensitivity Off • practice Part 1 with written dynamics. Split – Treble Speakers Off • play Part 1 with song. Speakers On Play Song Repeat activity with Part 2. Split – Bass Option: Include discussion of “mezzo” dynamics (mf, mp).
• label all white keys and their corresponding sharps. E. With Worksheet 12, Number 4 have students: • label all white keys and their corresponding flats. F. Introduce term “enharmonic”. Lesson Completed 2. Sing & Play - Swingin' Sharp 'n' Flat: Part 1 (Song 24) A. Play Song Swingin' Sharp 'n' Flat and sing melody. Encourage students to: • read song lyrics. • sing melody. • compare melody to Part 1. B. Play Part 1, measures 1-4 of Swingin' Sharp 'n' Flat. Have students: • identify each note name and sharp.
Opus 23 Music Reading – D Major/Accidentals Concept: D MAJOR TONALITY - Pitch/Melody – Pitches may be grouped to form a set, e.g., pentachord, scale, mode, tone row. A set of pitches may or may not have a tonal center. Student Outcomes: Read, play and notate the D major pentachord. Identify “home tone” of D major tonality. Create musical questions and answers using notes in D major pentachord.
R. Review A. Note Monitor Ask students to: • practice entering various notes in D major. B. Create short melodies using a) only notes in D major OR b) D major with accidentals (i.e. C natural, F natural). Have students: • practice entering “black” = D major, no added accidentals or “white” = D major with accidentals. C. Create short melodies that either end on home tone “D” or do not end on home tone.
Lesson Completed 3. Play – Irish Washerwoman: Parts 3, 2 & 1 (Song 27) A. Clap rhythm patterns from Irish Washerwoman student parts. Have students: • imitate and chant each pattern. • discover which student part uses that pattern. B. Play Student Part 3 Ask students to: • track Part 3. • find new time signature. • identify rhythm and intervals. • practice Part 3. Speakers Off • play Part 3 with song. Speakers On Play Song C. Play Student Part 2 Encourage students to: • track Part 2. • chant rhythm.
Opus 25 Form Concept: Student Outcomes: ABA FORM – Form: The structure of a composition may Recognize how music may be structured into be a combination of smaller sections. Sections of a ABA form. composition may be the same, similar or different. Identify musical phrases. Create a song in ABA form. Vocabulary/Keyboard: - ABA, section, question and answer Symbols: ABA, AB, Rondo Assessment (Quiz 25) – Students will listen to percussion, melody and song examples and determine their form.
Opus 26 Dotted Rhythms Concept: DOTTED RHYTHMS – Duration: Rhythm values may be symbolized • identify note names. • play example while singing note values or note names. • play other examples from Chart 16. Split – Treble Split – Bass Split – Reset Lesson Completed Student Outcomes: Identify, play, read and notate dotted rhythms. Compose accompaniments using dotted rhythms.
Repeat activities for Part 2. Speakers On Split – Reset Lesson Completed Speakers Off Opus 27 Music Reading – A Major Play Song S. Synthesis: Compose – New Parts 2 & 3 Largo (from the “New World Symphony”) using dotted rhythms (Worksheet 13) A. Ask students to: • identify rhythm values, repeated patterns and note names in Part 1 of Worksheet 13. • play Part 1. B. Worksheet 13 Have students: • compose new Part 2 as a counter-melody. • write counter melody on Part 2 of Worksheet 13. C.
Split - Reset Lesson Completed 2. Play - Sweetly Sings the Donkey: Parts 1, 2 & 3 (Song 31) A. Split - Bass Play Student Part 3 Sweetly Sings The Donkey. Have partners: • identify two different rhythm patterns. (Note: Play this part with two hands.) • identify notes, melodic direction, and fingering. • practice Part 3. Speakers Off • play Part 3 with song. Speakers On Play Song B. Split – Treble Play Student Part 1 Play Student Part 2 Repeat activities for Parts 1 & 2 (melody).
Opus 28 Music Reading - F Major Concept: Student Outcomes: F MAJOR TONALITY - Pitch/Melody: Pitches may Read, play and notate the F major pentachord. be grouped to form a set, e.g., pentachord, scale, Identify “home tone” of F major tonality. mode, tone row. A set of pitches may or may not Read music using notes in F major pentachord. have a tonal center. Transpose A major melody to F major.
Opus 29 Minor Tonality Concept: MINOR TONALITY: Pitch/Melody – Pitches may be grouped to form a set, e.g., pentachord, scale, mode, tone row. A set of pitches may or may not have a tonal center. Student Outcomes: Play, read minor melodic patterns. Transpose major song to minor. Recognize minor & major tonalities.
R. Review A. Note Monitor Have students: • practice entering various major and corresponding (parallel) minor pentachords (C, G, D, A, F). B. Play various major and minor triads. Ask students to: • identify triads as minor or major. • practice entering “black” = minor, “white” = major. Review Completed Opus 30 Major Scale and Diatonic Triads Concept: Student Outcomes: MAJOR SCALE & DIATONIC TRIADS – Pitch/ Recognize, play and read C major scale and Melody: Pitches may be grouped to form a set, e.g.
• describe melodic direction or contour. • sing home tone. Option: Have class play Examples 1 & 2 together. C. Let class: • create new C major melodies for examples 3 and 4 on chart. • play new melodies. D. Speakers Off Improvise melody using the C major scale. Encourage students to: • improvise several melodies using C major scale. • perform favorite improvisations for class. Speakers On Lesson Completed 3. Play & Sing - Chumbara: Parts 1 and Melody (Song 35) A. Play Song Chumbara.
Section 4 opuses 31-40 Opus Content Opus 31 Music Reading – Bb Major/G Minor 1. Opus 1-10 2. Opus 11-20 3. Opus 21-30 Concept: Bb Major/G Minor TONALITY - Pitch/Melody – Pitches may be grouped to form a set, e.g., pentachord, scale, mode, tone row. A set of pitches may or may not have a tonal center. 4. Opus 31-40 5. Preludes Student Outcomes: Read, play and notate the Bb Major/G Minor pentachord. Identify “home tone” of Bb Major/G minor tonality.
• identify half and whole step pattern in pentachord (whole-whole-half-whole). • compare to other major pentachords. B. Play several two-measure melodic patterns using notes of the Bb major pentachord. Have partners: • imitate each pattern. • play patterns for each other to imitate. Ensemble Mode Speakers Off C. Chart 22 Speakers On Ask students to: • place right hands on keys as shown on Chart 22 for G minor. • identify notes used in G minor pentachord. • identify Bb & Eb in key signature.
Opus 32 Single/Fingered Accompaniment & Leadsheet Concept: SINGLE/FINGERED ACCOMP. & LEADSHEET – Harmony: A melody may be accompanied by single pitches, intervals or chords. Student Outcomes: Identify, read & write chord symbols. Play leadsheets using chord symbols to create accompaniments.
R. Review A. Note Monitor Play Kum Ba Yah with Single Accomp. correctly or incorrectly. Ask students to: • read leadsheet chords and decide whether correct chords were played. • practice entering “black” = chords were correct, “white” = chords were incorrect. B. Play simple melodies and chord accompaniments using D and G chords (four chords in progression, i.e. D,G,D,D). Ask students to: • practice entering progression (D,G,D,D) as phrase entry. Repeat with different progressions.
Opus 34 Chord Progressions - Minor Lesson Completed 3. Listen & Play – Chord Progressions A. Play Song Twist and Shout. Help students: • identify the three progressions in this excerpt (Section A: I-IV-V-IV, Section B: V, Section C: I-IV-V-V). • play with excerpt using “roots” or chords. (Note: Key of D major) Speakers Off B. Play Song Louie, Louie. Have students: • identify progression used in excerpt (Bb Major: I-IV-V-IV). • Option: Play with excerpt. C. Play Song The Lion Sleeps Tonight.
A. Play Song Joshua Fit The Battle. Speakers Off Have students: • identify chord symbols (Cm, Fm, Gm). • compare notes in keyboard part to leadsheet chord symbols. • practice playing chord symbols as blocked triads. • play triads with song Speakers On OPTION: Encourage students to play written keyboard accompaniment. B. Have students: • suggest other ways chord symbols could be realized (i.e. arpeggios). • create a new keyboard accompaniment. Speakers Off • play with melody.
• build an F7 chord. • compare bass accompaniment to leadsheet symbols. • discover where bass accompaniment uses added 7th. • practice bass accompaniment. Speakers Off • play bass accompaniment with melody. Speakers On Play Melody Split – Reset Lesson Completed 3. Listen & Play – Lollipop (I-vi-IV-V7) Chord Progression (Song 44) A. Explain that other “standard” chord progressions. Write I-vi-IV-V7 on overhead. Play Song Little Star by The Elegants. Have students: • follow progression with excerpt.
• practice theme. Speakers Off • play theme. Speakers On B. Play Variation 1 Have students: • identify what is similar to theme and what is different. C. Play Variation 2 Have students: • identify what is similar to theme and what is different. • compare to Variation 1. Split Mode Lesson Completed 3. Create & Play - Variations of Ah Vous Dirais-Je Maman A. Play a variation of theme. Have students: • identify element of music changed to create variation.
Opus 38 Modes & Sequence student keyboards for practice. Each riff is being sent to the "MELODY REC" track of keyboards. Lesson Completed 3. Improvise - At The Hop (Song 43) A. Play first phrase of melody. Play again, changing a few notes or changing rhythm. Ask students to: • identify changes. • imitate variation. Repeat activity changing other aspects of melody. Note: Introduce the term "improvise" (spontaneous creating, making something up as you go). B.
2. Play - Scarborough Fair (Song 42) A. Play Accompaniment Scarborough Fair without telling students name of song. Ask students to: • identify song by accompaniment only. • discuss how harmony can be as descriptive as melody. Note: Scarborough Fair was last heard in Opus 34 Synthesis. B. Split – Treble Play Melody Scarborough Fair. Ask students to: • identify key signature as C major. • identify first note of melody as second degree of C Major scale (D). • identify melody as a mode (dorian).
Opus 39 Chord Symbols & Inversions Concept: Student Outcomes: CHORDS: INVERSIONS & ADDED NOTES Harmony: Chord symbols indicate harmonic notes and may indicate inversions. Vocabulary/Keyboard: - triads, inversion, maj7, +9, bass note Assessment – Repertoire: National Standards: 1. NS 2. NS 3. NS 4. NS 5. NS S. NS R. NS State/Local Standards: 1. 2. 3. 4. 5. S. R. Sequence of Activities: 1. Read & Play – Chord Symbols (Chart 29) A.
Opus 40 Composition Concept: CREATING ORIGINAL LEADSHEET – Culmination of concepts taught in Modules 1-39 • Student Outcomes: Create an original leadsheet with melody & chord symbols. Vocabulary/Keyboard: - keyboard skills from previous modules, introduction, ending Symbols: Notation, chord symbols Assessment – Completed leadsheet/composition/improvisation is the culminating project. There is no quiz for this module. National Standards: State/Local Standards: 1. NS 1. 2. NS 2. 3. NS 3. 4. NS 4. 5.
Section 5 Preludes Prelude #1 Keyboard Prep Opus Content 1. Opus 1-10 2. Opus 11-20 1. Locate/play black and white keys A. Show black and white keys on mock keyboard. Have students: • Silent Keyboard practice touching black and white keys on silent keyboards. • play black and white keys (still silent) to suggested song: 3. Opus 21-30 Black keys, white keys, black keys, white keys give a little clap (Clap hands) Black keys, white keys, black keys, white keys, hands go in your lap. 4.
Silent Keyboard If you're happy and you know it, touch black keys If you're happy and you know it, touch white keys If you're happy touch the black keys, if you're happy touch the white keys, If you're happy and you know it, touch black keys. Sound on Keyboards Split Mode Kbd Perc On Clap, clap, clap your hands, clap your hands together • Sound on Keyboards play percussion hand clap with song Other verses: (pat, pat, pat your head) (stomp, stomp, stomp your feet) Kbd Perc Off Activity Completed 3.
Prelude #2 Rhythm Prep: Beat/No Beat 1. Zip-a-dee-do-dah: Sing and move Normal Mode Play Song Zip-a-dee-do-dah Have students: • Section A: Percussion Keep steady beat on 3 black keys for this section. • Section B: Bird Tweet Send “birds” to student keyboards (students play freely with no beat during this section) • Section A: Percussion Keep steady beat on 3 black keys.
Prelude #3 Rhythm Prep: Steady Beat 1. You’re a Grand Old Flag: sing and move Play Song You’re a Grand Old Flag Play song as students enter room. Have students: • move to steady beat (march, jump, etc.) • discuss steady beat/no beat: repeat moving to song • experiment with steady beat/no beat motions • sing the melody (or teacher sings verse, students sing refrain) Activity Completed 2.
Prelude #4 Rhythm Prep: Tempo 1. A Ram Sam Sam: sing/move/play using fast and slow tempos Have students: • sing melody at different tempos • Play Song A Ram Sam Sam • move to steady beat at different tempos • play clusters of three black keys with song at different tempos (encourage steady beat) Activity Completed 2.
High Side: Strings (Use lowest C to be tune with CD...) Low Side: Timpani High Side: Timpani (Use C and G to be in tune with CD...) 3. (Continued) Split Reset Activity Completed NOTE: You may wish to send Preset 1 since you've been using different timbres for student keyboards. 4. Keyboard Timbres: discover and explore long and short sounds Have students explore orchestra voices to find long and short sounds. Split Mode Speakers Off Speakers On Activity Completed 5.
Play Song Chinese Dance - Nutcracker Activity Completed Prelude #7 Melody Prep: Up/Down/Same 1. Dry Bones/Habanera: listen and move to show upward/downward direction Play CD 2 example. Dry Bones Have students: • listen and move to show upward direction on body i.e. toe bone, foot bone, heel bone, etc. Play CD 2 example. Carmen-The Habanera Have students: • listen and move to show downward direction Activity Completed 2.
4. Hickory Dickory Dock: sing and play upward/downward glissandos on white keys Normal Mode Piano Teach suggested nursery rhyme. Play Song Hickory Dickory Dock Have students: • sing the melody • sing and move up and down with appropriate lyrics • sing and/or play upward/downward glissandos on white keys with appropriate lyrics Hickory dickory dock, the mouse ran UP the clock, The clock struck one, the mouse ran DOWN, Hickory, dickory dock. Activity Completed 5.
5. Create Loud/Soft Accompaniment Have students: • create loud/soft accompaniment using keyboard percussion with either touch sensitivity or volume slider KB Percussion On Touch Control On KB Percussion Off Touch Control Off Other songs to create loud/soft accompaniments: • Play Song Frère Jacques • Play Song Love Somebody • Play Song Sweetly Sings the Donkey 1. Hickory Dickory Dock: speak/move/sing Play Song Hickory Dickory Dock Have students: • speak the poem while keeping a steady beat - i.e.
Prelude #10 Timbre Prep: Instrumental Tone Color 1. Introduce the String Family Using student keyboards, introduce the various string instruments: Normal Mode Strings Harpsichord Guitar Harp Pizzicato Cello Banjo Fiddle NOTE: Have students use same set of 3 black keys for each instrument to hear the difference of the timbre. Listening Examples from both CDs: CD 1: Blue Danube Waltz CD 1: When Johnny Comes Marching Home CD 1: Yesterday CD 2:Tartini Concerto for Violin Activity Completed 2.
Activity Completed 7.
Chapter 10 One Day Schedule Schedule for MIE Institute - Small Group 1 Day Schedule
Full Day Start End Minutes 8:00 AM 8:10 AM 10 Welcome & Introductions of Staff & Participants 8:10 AM 8:30 AM 20 8:30 AM 8:50 AM 20 Opus 1 (including Quiz) [Classroom] Opus 1 Summary & Keyboard Overview [Classroom] Setting Up MIE [Lab] Includes setting up iPad/iPod for use with MIE 8:50 AM 9:35 AM 45 9:35 AM 9:45 AM 10 BREAK 9:45 AM 10:00 AM 15 Software Overview & LessonBook [Lab] 10:00 AM 10:20 AM 20 10:20 AM 11:05 AM 45 11:05 AM 11:35 AM 30 Gradebook [Lab] Music Review &
Chapter 11 Schedule Schedule for MIE Institute 2 days
Day 1 - Full Day Start End Minutes Introduction 8:30 AM 9:00 AM 30 Welcome & Introductions of Staff & Participants 9:00 AM 9:30 AM 30 Opus 1 (including Quiz) [Classroom] 9:30 AM 10:15 AM 45 Opus 1 Summary & Keyboard Overview [Classroom] 10:15 AM 10:45 AM 30 BREAK - includes setting up iPad as needed 10:45 AM 11:30 AM 45 Setting Up MIE [Lab] 11:30 AM 12:00 PM 30 Software Overview & LessonBook [Lab] 12:00 PM 12:45 PM 45 LUNCH 12:45 PM 1:45 PM 60 Curriculum Overview & Opuses 1
Day 2 - Full Day Start End Minutes 8:30 AM 9:00 AM 30 Opus 11 & Quiz 11 as Summary/Bench Mark 9:00 AM 9:45 AM 45 Quiz Presentation (Opus 11) [Classroom] 9:45 AM 10:15 AM 30 Etude #6 - Quiz [Lab] 10:15 AM 10:30 AM 15 BREAK 10:30 AM 11:00 AM 30 Remote Control [Classroom] - mieRemote 11:00 AM 11:30 AM 30 GradeBook B [Demo/Lab] 11:30 AM 12:15 PM 45 LUNCH 12:15 PM 12:55 PM 40 Q&A and “What do I do on Monday?” 12:55 PM 1:45 PM 50 Peer Teaching Prep (in small groups) 1:45 PM
Day 3 - Half Day Start End Minutes 8:30 AM 9:20 AM 50 Preludes 9:20 AM 10:05 AM 45 Extended: MIE & iTunes / MIE Tunes [Classroom] MIE-3XG Quick Start & Recording 10:05 AM 11:05 AM 60 Extended: Recording with MIE-3XG [Classroom] Etude #9 (MIE & iTunes) 11:05 AM 11:15 AM 10 Warranty/Support Issues / Closing Session Etude #10 (MIE Tunes) 182
