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(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are you working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

http://www.zimbabwetourism.co.zw/

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Websites are not necessarily located in the country of origin. This one however happens to be actually located in Zimbabwe. The .zw indicates that it is a Zimbabwean based site but even that does not guarantee that the server that runs the site is in that country. Internet based commerce can be deceptive as to the source and the validity of the web site. Consumers today have to protect their information and research where they are purchasing their products from. However, the internet also allows for ease of access for not only the consumer but also for the company providing products. Who knows the companies could be based in the country of origin and it is only the website that has been outsourced to another country.

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The connection at CSUN seams to be a little faster then my computer at home. I am using a cable modem provided by Road Runner/Time Warner and would not give it up for the world. What surprised me was the various connection speeds from the different severs. Even when using the same sever and the same material I still got vastly different speeds.

My IP address is 75.80.30.102

http://www.vcsbsa.org/LinkClick.aspx?fileticket=wIga1I%2BOscQ%3D&tabid=126&mid=466

Ventura County Superintendent of Schools OfficeVCSNET Acceptable Use PolicyExhibit AA. Statement of Purpose. VCSNET's purpose is to facilitate communications insupport of education using high-performance computer networkingtechnology and wide-area telecommunications facilities. To promote the

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sharing of educational information, and to provide access to computerresources for the enhancement of the educational process.B. Roles for External Network Usage. All users of VCSNet shall comply withany "Acceptable Use Policy" and any security policies of the Internet ServiceProvider used by VCSNet (Attachment A) and any regulations as promulgatedfrom time-to-time by any Internet oversight organizations. These policystatements include but are not limited to rules governing routing, use ofnetwork numbers, and network bandwidth.C. Acceptable Use. VCSNet use must be in support of education and consistentwith the educational objectives of the Ventura County Superintendent ofSchools Office.D. Unacceptable Use. Transmission of any material in violation of any U.S. orstate regulation is prohibited. This includes, but is not limited to: Copyrightedmaterial, threatening or obscene material, or material protected by tradesecret. Use for commercial activities is not acceptable. Use of productadvertisement or political lobbying is also prohibited.E. Adverse Affects Prohibited. Any use which adversely affects the operationof VCSNet and jeopardizes the use or performance for other users may bejudged improper by the appropriate Ventura County Superintendent ofSchools Office personnel. Such use could result in loss of access to VCSNet.F. Protection by Law, Prosecution, Disciplinary Sanctions. The VenturaCounty Superintendent of Schools Office invokes the protection afforded bythe laws of the State of California for any and all unlawful access(es) or injuryto any computer, computer system, computer network, computer program,data and/or data systems, or information and/or information systems to whichVCSNet provides access and/or services.G. Authorized Use Only and Notice of Monitoring. This network connection isfor the use of authorized users only. In the course of network maintenance ormonitoring, the activities of individuals using the network may be monitored.Individuals using the network without authority, or in excess of theirauthority, are subject to having all of their activities on the network monitoredand recorded.Anyone using the network consents to such monitoring and is advised that ifsuch monitoring reveals possible evidence of criminal activity, VenturaCounty Superintendent of Schools Office personnel may provide the contentof such monitoring to law enforcement and national defense agencies.R\Group\BSA\BSA\Policies&Procedures\Internet User Agreemnt

H. Warranties. The Ventura County Superintendent of Schools Office makesno warranties of any kind, whether expressed or implied, for the service it isproviding. The Ventura County Superintendent of Schools Office will not beresponsible for any damages the user suffers as a result of using VCSNet. Thisincludes loss of data resulting from delays nondeliveries, misdeliveries, orservice interruptions caused by its own negligence, errors or omissions. Use ofany information obtained by VCSNet and/or the Internet is at your own risk.I. Hold Harmless. The user agrees to hold the Ventura County Superintendentof Schools Office harmless from any action brought against the VenturaCounty Superintendent of Schools Office as a result of the use of VCSNet

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except for any action caused by the negligence of the Ventura CountySuperintendent of Schools Office.

I am not sure what filters my school uses

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following: School distinctives : Study your school website and discuss school history,

distinctives and goals. Geography: Describe your campus and its community using satellite photos

and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

Somis school has a long history dating back to 1895 when the school was first built to serve the Somis community. Unfortunately the school and the town has not changed much since then. Somis is still a small town rural community set into the farmlands between Moorpark and Camarillo. The school is well supported by the community. The school board and school site council are made up of store owners, local business owners and former students who still live within walking distance of the school. The population of the students is comprised of children of the Migrant workers (Hispanic) who work the farm and the children of the Farm owners (white) which leads to a vast divide between the have and have-nots. The maps of the consensus in 1990 show that somis is not like the bordering areas (the exact spot is the one red dot in the % Hispanic shot).

At the end of it all is the API scores for the school. This was a big thing for our school this year because we had been in the program improvement category for 2 years and some big changes in our finances were going to take place if we scored bad. However this year we barely met our marks and actually exited our status of Program improvement. So next year when all hell is breaking loose because NCLB standards took a huge jump and almost every school will be in program improvement we will be back at the first level instead of being in deep trouble.

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average family income between $75,000 and $375,000

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percentage white population 84% to 100%

percentage Hispanic 37% to 100%

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percentage foreign born 37% to 100%

median educational level 14-16 years

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(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, personality) who is

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interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

I actually did talk to one of my students and her family about college this past year. She was my best student at the middle school who was accepted into the top band (out of 3) at the local high school. She has her mind set on USC. I thought I might be out of her family’s income range so I suggested a few other schools along with my alma matter. I first told them about the FAFSA. This is the most important place to begin when helping students with their financial responsibility in education because all other groups look at that report to get the official information. I know USC probably is a better learning environment all around but it is hard for me to justify a tuition that is 10 times as much.

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(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

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SCSBOA (Southern California Band and Orchestra Association) is the main organization in the instrumental music field. Almost all of the band directors employed in southern California are members of the organization. This organization is comprised of Musicians and educators currently working in the field and is a great network of people in the biz. They host honor bands, festivals where bands compete, and most importantly they have a conference in both the fall and the winter. I have attended the conferences in years past but missed them both this past year. There I get to see a lot of old music friends that I have played with in the past along with teachers in my area that I get to network with. Every conference is booked with workshops that deal with specific issues which music educators face. Such as Drum set techniques, how to purchase a good string instrument, getting parents involved, or even performances of new music literature that is being sold. Unfortunately there is not a specific website outlining the conference, the main information is usually mailed out and things usually do not get onto the website as soon as I would like.

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

It does not specify exactly which school needs the Band director but it sounds like it is at one of the high schools because of the 130 member marching band, they might even be talking about a traveling music teacher position. The Santa Monica / Malibu community is made of more of the affluent people of our society. I am not sure I would like working in this type of community because the students tend to be over-privileged and come with

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an attitude of self importance. I looked at the SMMUSD web site and looked at some of the schools in the area.

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(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

I have used this song in my lessons as an example of a famous trumpet player and I have also had my students perform this song and used this link as a listening example.

http://www.milesdavis.com/flash/musicplayer.asp

I have also used “Exploring the world of Music” video series in my lessons and have found this whole series from lerner.org very educational. I have made a worksheet out of some of the phrases that they use throughout the video and left out words that the students will fill in. this helps them pay attention to the video and help them retain key information.Video on Demand2.ivr

http://www.learner.org/resources/series105.html?pop=yes&pid=1237#go to this link and click on the VOD symbol next to the fist video-Sound music and the environment. It will regester you for free by asking for your email.

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(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

Provide links to other relevant documents or resources you have developed.

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Music AppreciationScott Murphy Somis Middle School

Week 1 – Sound, Music, and the Environment

The basic 9 elements of music.What is music?-organization of soundRhythm, beat, melody, harmony, timbre, texture, form, expression, environment.

Environment and the effect it has on musicMusic in everyday life and participation level of listenerMaterials and influence of soundCultural aspects

Music around usFound sounds http://www.youtube.com/watch?v=fvtko8cFZhk&feature=related

The science of soundVibration-- every sound starts with vibration.Watch sound waves on an Oscilloscope http://www.virtual-oscilloscope.com/

Amplitude, Pitch, Timbre, Durationhttp://www.youtube.com/watch?v=4G60hM1W_mk&feature=relatedhttp://www.jimmyr.com/blog/hearingloss.html

Sound waves in motionMedium—travel through states of matterhttp://www.youtube.com/watch?v=tI6S5CS-6JI&feature=related

Echoes and the speed of soundVideo # 1 Sound, Music and the EnvironmentVideo on Demand2.ivrRegions of Focus:Tuva: imitation of animals and environment

Tuvan throat singinghttp://www.yat-kha.com/html/what/yat_kha_cds.phphttp://www.npr.org/templates/story/story.php?storyId=6493062Bosnia: Vocal projection to cover long distances

Ganga highlander singingAmerican Popular music: Our music is a creature of our environment

Various examples and instrumentation

Week 2—Rhythm and Beat—How music is organized in time

Music divided time into patterns of sound and silence“Jakea wachecka” Zimbabwean song/game that emphasizes beats through movement

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Conducting and beatConducting patterns in 1,2,3,4,6 Listen to and sing songs in duple and triple metersHave students define strong beats and week beats—pulse

Rhythmic response Clap 4 beat patterns and have student copy patterns, stomping on beat oneHave students make own 4 beat patterns and have students copy only four beats.

Lesson #1 Rhythm see end of unit planRecorders teach “Star Wars”

To get fingers moving, play all notes from low C and high C, breath controlRhythmic notation

Recognize whole, half, quarter and eighth notes and restsRepeat and perform one to four measure rhythms by clapping, singing ta, ta ti, and playing on recorder.

Swing rhythmUneven eighth notes—one long and one short accented

Teach students to perform “Aganu” , an African drum and dance song from Ghana Vocals, Dance, and drum parts

Video # 5 --- Rhythm

Regions of focus:Gambia, the SereKunda: menjane. Communication through drumming

Instruments: Djembe, talking drum, june june, sang va, cow bellNorth India: Tala—16 beat cycle, or circle

Instruments: tabla, tampura, sarod, sitar, pakawaj, sarangi Cuba: Rumba and the clave

Clave Congos of different sizes.Ganna: Agaune suite, teaching of the dance

Instruments: Atchimewu, gankuoi, ahatse

Week 3—Melody, the story

The most meaningful aspect of music—the thing you remember the most the part that our ear naturally gravitates to, the tune

The phrase, a complete thought or sentenceWhen you hear a sentence, you don’t think of the individual words, but you create

a mental image of what the sentence meansYou don’t hear the individual notes you hear as a complete thought.Melody is like a story it has a beginning it has a plot and it has an endingRhythm makes melody more interesting

Patterns of melodyHave students use numbers (1-8) to create four different patternsRepetition, variation, contrast, inversion, mirror, ascending descending, etc…

Teach SolfedgeDo-re-mi-fa-sol-la-ti-do

Visual solfedge—Curwin hand signs, the solfedge hand.

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Movie examples “sound of music” “encounters of the third kind”Melodic notation

Pitches—half steps and whole steps 12 notes in an octaveOctaves—there is something fundamentally the same about each octave http://www.youtube.com/watch?v=4G60hM1W_mk&feature=related

Scales, Major-Minorbag of notes where you can chose the notes of your melody

Intervals—distance between pitches small steps or big jumps

Notes on a staffPlace alphabet on staff and learn mnemonics FACE and EGBDF

Giant music StaffUse students bodies to represent notes on a staffMusical hopscotchTwister – right foot “E” left hand “C”

Lesson #2 see end of unit plan

Recorder Teach basic 5 note songs on recorder

Hot Cross Buns, Mary had a little lamb, Good king Wenceslas Arabic classical music

Maquam and microtonality modesCertain mood to an evening or sad state of beingIntervals or microtones sound out of tune to most people unless you are born the

in region or get used to it through exposure.Traditional Irish music melody and ornamentation

The tune is most important but is changed with different variations—details Sean n’os—old way, traditionally the solo vocalist holds the hand of the person next to him and rows, not in time with music

North Indian Music: the rules of ragaRaga is a recipe for composed or improvised melodies. There are 100’s of themSome Raga’s imply a time of day or season of the performance, or compositionRagas use the same twelve notes we use in our scale, Can’t mix ragasTabla, keeps time while the tempura plays the tonic of the raga A solo instrument, either the Sarod or sitar will play the melodyThe first and last note must be the tonicThe rest of the song centers around four other notes with one note more prominentDefinite and prefixed mode of going up or down through the notes.

Play video #6 Melody

Regions of focus:Traditional Irish music: ornamentation of the melody

Illiean Bagpipes, guitar, flute, violin, voiceArabic Classical Music: the Maquam

The Ud, the Nay, violin, tamborine

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North Indian Music: the RaggaTabla, tempura, sitar, sarod,

Week 4 – Texture and Harmony, layers of sound

How many different layers of music do you hear at the same timeCertain parts of the world have aesthetic preferences of simple or complex textures. One or two musical parts might be enough, or is there the need for more.—opinion

Monophony- one part a solo voice or instrument Sean n’os- IrelandHeterophony- two or more parts performing the same melody with slight variations. Homophony- a dominant melody accompanied by other partsPolyphony – simultaneous sounding of two or more different melodic lines

Play examples of each and have students identify them.Vocal sound effects in large groups

Balinese Monkey chantWrite out 4 different vocal hocketing patterns and have students perform

Contemporary Australian choral music: Stephen Leek’s experimentation with textures that reflect the natural environment short sounds that are

connected together to make a different soundRain storm- snapping patting, clapping stomping as conducted in waves

Play video #8 Texture

Harmony—Two or more tones sounding together at the same timeHow the two pitches interact and relate to each otherWorking together or in agreement with each other.What combinations of notes make good harmony

Intervals—the distance between two notesMelodic and harmonic intervals Have one student play two notes/ have two

students play two different notesLabel differences between consonant and dissonant intervalsLabel numeric intervals in C scale, from C and in between other notesPlay games labeling intervalsHave students write familiar songs a third and fifth above original melodies.Play these and label the stacking of three notes as triads

Chords and TriadsPlay C scale on recorder in a three part round show each triad (directed slowly)Play tonic, subdominant and dominant (I, IV, V) triads and label them as such.Have students hold these chords while teacher and students improvise on C scaleLet them know that 80% of popular music uses these chords to make music.Have students compose song with melody and chordal accompaniment using

these chords in their own progressionPlay the blues

Play video #9 HarmonyRegions of focus:Trinidad: Steel drum sonority

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Tenors-Melody, Doubles-Harmony, Triples-Chords, Bass, engine roomJapanese: no beat, stressing individual notes. Thin and simple texture

Shakuhatchi, kotoClassical: Chanber music shifting of textures and melody

Piano trio: piano, violin, cello

Week 5 --- Composers and history of music 1000 years in 5 days

Watch Video #3 Music and MemoryChurch and the Monks –the middle ages

Chant Byzantine- GregorianStory “The seven citys” Ionia, doria, phrigia, Lydia, aeolia ,ect…Pope Gregory v.s. plainsong

Rise of universities and Franconian notationOrganum, strict, parallel, free, melismatic, measured. Motets

Renissance 1400-1600Polyphony4 part writing soprano alto tenor bassSecular v.s. Roman catholic churchMadrigals v.s. MassMartin luther and the reformationWord painting

Baroque – 1600-1750J.S. Bach, Handel, Vivaldi counterpointSecular art music playing for kings and courtPiano invented 1706 pilgrims 1620Opera, Basso continuo, concerto grossoOrchestra added woodwinds and brass

Classical 1750-1825Mozart, Haydn BeethovenAmerican revolution 1775Development of the symphonyWrote for specific occasions and patrons (for the money)Harmonies were simpler and stuck to form

Romantic 1825-1900Wagner, Schumann, Schubert, Chopin, Liszt, Berlioz, Verdi, MussorgskyMusic told a story, and even had text, extreme emotions portrayedVirtuosity in performers-superstarsHarmony became more dissonant and complex

Twentieth century musicDebussy, Holst, Schoenberg, Stravinski,Impressionism, expressionism, minimalismTrying to break all the rules

Jazz and BluesRagtime

Scott Joplin

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Dixieland Jazz 1902Jelly roll morton and his red hot peppers “black bottom stomp”Louis “Satchmo” ArmstrongScat singing

Swing- big band era 1920-1930ChicagoFats Waller and Fletcher HendersonWoody Herman, Benny Goodman, Count Basie Duke Ellington

Be-BopCharlie parker, Dizzy Gillespie,Playing fast in a small combo

Cool JazzMiles Davis, John Coletrane

Play Video# 11 composers and improvisersRegion of focus:Western Euorpe: 500 AD to 1900 ADAmerican music: 1900 to present

Week 6 --- Form, the musical blueprint

The piece has a beginning an end and something in betweenIn music there are two things that can happen, either you hear the same phrase repeated

or you hear something different.The first statement of the piece is always called AIf the second section is the same we call it A againIf it is different we call it B, C, D, etc…Some sections of the music come back again the shape of the music AABA, ABAB, ABACAD,AABBCC—all simplifications of form

Western classical music—The Sonata form Intro / AaBb / AaBb / C / AaBb closingExposition (AaBb) development (C) recapitulation (AaBb)First movement in a symphony or a piano sonataFirst it exposes the theme twice usually the second theme is contrasting Development takes parts of the original theme and plays around with it or

develops it until it doesn’t sound like the same song anymore………...then

Recapitulation restates the original theme once and finishes the songJazz improvisational form AABA

In a 32 bar form it usually starts with an eight bar melody accompanied by chordsThat same melody and chord sequence is repeated but ends differentlyDuring the bridge everything is different for contrastA return of the same melody and chords to bring the song home

Then the whole chord structure stays the same while the song is repeated again without the melody so the soloist can improvise.

To end the song, the band plays the same 32 bar form with the melody as they did in the beginning

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Listen to various styles and find the form for those sectionsFind listening maps for Halloween songs and play for kidsPlay sink the sponge with students.Play video #10 Form: the shape of music

Week 7 –Timbre the color of music

Found soundsHave students bring in a sound from homeCreate a song using the sounds in groups using

Classification of instrumentsMembranophones

Object with skin stretched over it and is struck or rubbed Aerophones

A colum of air is set into vibration by splitting the air set into motion by a vibrating reed or buzzing lips

ChordophonesStretched strings set into motion by bows or pluckedLots of different timbres depending on what it is made out of

IdiophonesAn object set into vibration by hitting or pluckingSound like themselves The material makes each of these objects sound unique

ElectrophonesNew category make sound electronicallyThreimin electric guitar Synthesiers

Overtone series Fundamental tone

Other tones that you hear—harmonic tonesUse synthesizer and have students change tones

What determines timbreMaterials and construction Musical voice of the musicianExpression

Families of instrumentsString instruments

Open up piano and analyze why it is a string or percussion instrumentPlay guitar and bass why are sounds lower and higherCreate own “guitar” out of string, stick,

and resonator (Tupperware bowl, tissue box, drum?)Mark spaces and play simple song

BrassGive students a chance to play each of the instruments Create brass instrument out of paper cone

WoodwindGive students a chance to play each of the instruments

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Make double reed out of drinking strawVoice—the most flexible of all instruments

Each culture has own expected sound-- imitate what you hearEach person is also unique individual and differentHead voice, throat voice, chest voice

Early music Most early instruments were limited in expression and tone colorMusicians learned to play different instruments to create different tone colorsThere were two different concepts of performing groups

Groups of like instruments that produced a collected sound like pipe organInstruments from different families were called mixed consort or broken

consorts, this style would bring out the different lines in the musicPlay recorders (Sop, Alto, Ten, Bass) on traditional four part song.

Play video#7 Timbre: the color of music.

Week 8 ---Expression, The emotional power of music

Major, Minor scales and chordsAnalyze Major and Minor scales Listen to and identify Major, Minor, Augmented and Diminished Chords.

Lesson #3 see end of unit planMusic and the Movies

Watch movie clips with different music behind it“2001” examples of moments powerful music and powerful silence

Discuss Dynamics, articulations, ornamentations and effectsDynamics playing louder and softer crescendo, decrescendo, subitoArticulations are used to change feeling within the exact same music contextStyle is important influence in articulations.

Presentation of song that evokes powerful personal feelingEach student will present a song that they have an emotional connection withWhat memories does it remind you ofWhy does it make you feel…..happy, sad, confused, scared.

Continuous drawing experiment-- Pink Floyd “Dark Side of the Moon”Students draw to emotions of music and switch between songs

Music used to inspire through historyCivil Rights movement ”We Shall Overcome”

Learn how to sing song and importanceHitler’s use of music – Propaganda in music

Video #2 The transformative power of music

Week 9 --- Careers in Music

ComposersFilm and TV.AdvertisementMedia composition

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John Williams & Danny ElfmanPlay examples of compositionsBrief biography and web interviews

RadioD. J’s / spokesmanAdvertising spotsEngineers, technicians ,editors

Recording / music productionComputer editing Studio technicians, EngineersProducers Royalties—collection,

Music educatorsSchools elementary through collegePrivate lessonsPlay video #4 Transmission: Learning music

Discuss lives of Professional musiciansGig’sOrchestras Studio workPopular musicians (the 1%)

Have students research on specific career area and write a fictional story on what a day in their job is like, present it before class.

Play video #12 Music Technology

Week 10—Music technology

Music TechnologyUse “Pro-tools free” to create basic song

Recreate “Mary had a little lamb” with melody harmony and drum trackHave students create original song using concepts already learned and 12 measure

melody already createdTrack 1 rhythm

Track 2 melodyTrack 3 & 4 bass and harmony

Unit Objectives

By the end of this course the students will have a greater understanding and appreciation of music. They will understand the 9 elements of music and how that effects their perception of the music that they hear. Students will gain insight into music from

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other countries, cultures, and peoples. They will then be able to relate to that music through their own music, culture and lives.

They will be able to define the nine elements of music: Rhythm—patterns of sound and silence Beat-- strong and weak pulses in the music Melody--a succession of pitches that have meaning Harmony-- two or more notes sounding at the same time Timbre-- the quality of the sound / tone color Texture --how many instruments are playing and the function that they fulfill Form – the different parts of a song and how they are put together Expression—how the music communicates emotions. Environment--The people, culture, time and place in which music is developed

and performed and how they have an effect upon each other.

History, Countries and Cultures that will be studied are from the following countries. From these cultures, they will be able recognize most styles and instruments and able to identify some of them.

Tuva—Tuvan throat singing and animal imitation Bosnia—Highlander men’s Ganga Japan—Shakuhachi and Koto Australia—Aborigine Clapping sticks and Walbiri Fire Ceremony India—Tabla and tempura Classical Arbic—Violin, Ud, Nay, Daff Java—Gamelan Ensemble Zimbabwe—Mbira and Marimba Gambia—Serekunda Drumming Ireland—Bagpipes and Sean n’os American Folk Songs / Jazz and the Blues The History of Western Music, in brief

Students will gain the vocabulary and understanding to describe a piece of music and how it is performed. They will be able to express the emotions that the composer intended to portray and the qualities in the music that create those feelings.

Lesson #1 Rhythm

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Lesson #2Note Identificationhttp://www.lessonplanspage.com/MusicCIInteractiveWebsiteTeachesNoteIdentification612.htm

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Name: June 16, 20053:45 PM

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Name: June 16, 20053:45 PM

Lesson #3 Mood in musichttp://www.lessonplanspage.com/LAScienceMusicCreatesCreativeWritingMood712.htm

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