Transcript of Musical concepts explained video

Transcript of Musical concepts explained video

Music

JULIA BRENNAN: Wouldn’t it be great to see teachers doing with music is using the ideas of organising sound to follow their own learning journey. So, using this as a unit starter but incorporating organising sound or composing, listening and performing in with the concepts of music.

So, we’ve got duration or keeping the beat, the tempo, that sort of thing mixed in with adding some pitch, adding dynamics, adding in some structure and looking at the tone colour as they’re working their way through a unit like this.

It’s not prescriptive, music’s not about that, it’s about using the concepts that are in the syllabus but adjusting them to what works for their own situation, for the ages and the abilities of the students in their classroom.

JADE MYERS: The students brought a vast variety of different pieces of junk in and they experimented to find the different tone colours. They looked at the difference hitting the different materials with different mallets would make. We looked at rubber mallets. We looked at wooden mallets. We even used spoons and forks to see how that would sound on different instruments.

We also decided what would be used as different things within our playground based on how high or low, how loud or soft the instruments were that were created. So, for something say like the birds that were in our performance piece, we didn’t want them overpowering anything. So, we wanted a nice quiet sound and we also thought that the birds were quite high pitched. So, we chose instruments that were quite soft but also produced a high pitched sound. So, we decided on pipes for our little birdies and a flute.

PHILIP REES: Well, for many people structure is very formalised, it’s very rigid, words like binary and ternary and rondo and song form. But that’s not necessary because what is really spectacular with youngsters is to develop a sense of contrasts of repeated patterns.

And it’s by doing this and listening to what’s happening around us we can get some really good and enjoyable compositions.

JULIA BRENNAN: Well, duration’s a really big concept, duration’s something that starts right from early Stage 1 and goes all the way through. So, it encompasses everything from the beat, to the rhythm, to the tempo, to silence.

When they were playing there was a lot of repetition, there were lots of patterns, The beats were grouped together in what we call metres. So, there was four beats going and that was the metre. They had this constant beat keeping them together, so like a pulse. And that’s exactly how I explain it to the students. And they also had rhythms going over the top of that.

And what’s fabulous about that too is it’s a really natural link into mathematics. You can see that in maths there’s lots of patterns, just like there is in music. And that’s what the concept of duration is.

Well, pitch in the syllabus refers to the highs and the low sounds and the relative sounds in between. So, for example moving between high and low. With students some great activities that you can use are things like having a parachute or an elastic and moving it up and down according to the melodic contour or the way in which the melody moves. So, if it’s high your hands can go up higher and if it’s going down lower you can move your hands down lower.

Graphic notation occurs in the syllabus right from Stage 1. So, we encourage the students rather than using traditional notation to use graphic notation which is just using symbols to represent when rhythms should be played or when instruments should come in.

I’ll show you an example now. It’s got timings rather than bar lines or metres. It’s got symbols to show the students when to play and what to play. So, that’s graphic notation and it can lead into traditional notation later on, just like a standard unit of measure in mathematics.

PHILIP REES: And in performance we’re able to listen to each other, we’re able to get the blend and the balance within it, we’re able to hear how our part relates to other people

and how their part relates to us. By listening to a wide variety of repertoire in music

we learn a lot about ourselves. We learn about other people and how it all fits together musically.

Music

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