We needed a review lesson. So I rechecked how each student tuned with the tuners. Some students need to remember to use the restroom before we start, and promptly come in to start tuning with tuners that are at their music stands (shared with stand partner). We had a few pokey ones. They will get better I am sure. I always help those who are unsure. It would be helpful to have a parent volunteer for tuning and you could learn to play as a side benefit of helping. I have a few extra instruments. I will be hiring a high school or college level student I hope, in the future when the students are learning more complicated solos and duets.
I rechecked everyone's bow holds and we bowed (using about 1/3 of bow) page 4. Homework is to bow page 5, trying to use longer and longer bows without going crooked (stay parallel to bridge), and applying the right amount of speed and tension with wrist and index finger from frog to tip. Remember to start down bow first and then go up bow, alternating in the song.
At the end of the lesson I listened to as many students as possible to give them individual pointers on their bowing. I will start next class with students who did not stay after, bowing for the class. Don't be shy, make your mistakes big, and we can all learn together. Remember you have just begun a wonderful journey of learning to read musical notes. You will get better sounding tones (bowing and plucking), the more you practice. Two hours per week is a good goal. You will learn that practice improves performance. It applies to everything you do in life.
We reviewed PIZZACATO (plucking) D string notes, page 6 thru 8. This should be practiced as well as page 9. We will start bowing these pages next week. If that is good we will learn to pizz. the notes on the A string. If you are writing finger numbers above the notes, I would like you to start erasing the open D note and the 3 above the G note (4 for cell0).
Saturday, October 31, 2009
Thursday, October 29, 2009
Middle School Orchestra works on New Music and Polite Behavior
We are still learning how to be more polite to each other in the classroom and especially as we start the class. I am sure it would help if everyone could arrive earlier by at least 3:45 to get tuned up and greet each other quietly and politely. Maybe even a few parents could help out at the beginning to calm things down. So if you have the time, come in for a few minutes, they are a fun and intelligent group of kids. I listened to a few solos this week, but a few more kids need to come in even earlier once in a while, so that I can help you with your vibrato and solo. Come in as early as 2:30PM. That is when I am setting up chairs and music stands.
I have some code names invented for the kids. They will be characters in a book I am working on entitled "The Composer is Dead" a primer for the Youth Orchestra Book I. The characters are students and groups of students in the orchestra who occasionally make errors both in music and politeness that basically kills the music and the composer and the conductor. We will be narrating a version of the book at our January concert, complete with MUSIC POLICEMEN who will help with investigating the crimes committed.
So far the character Charles has been at least twice stopped by the conductor for playing when the conductor is at the stand speaking or thinking about speaking to the orchestra. He needs to learn to stop that! The character William has a habit of coming in late and not getting his music in the order listed on the board. I also want to hear his solo start to take shape, so he needs to put some extra time in with the conductor before class so he knows what to do.
One character Mary, was very good this lesson, because she had practiced her solo very carefully, slowly, a small part, and memorized that part. By the end of the year at the final finale solo concert I am sure she will be presenting something wonderful for the audience to hear. She will have also learned that regular, conscientious work pays off in the end.
You will hear more of the adventures of middle school youth orchestra next week.
I have some code names invented for the kids. They will be characters in a book I am working on entitled "The Composer is Dead" a primer for the Youth Orchestra Book I. The characters are students and groups of students in the orchestra who occasionally make errors both in music and politeness that basically kills the music and the composer and the conductor. We will be narrating a version of the book at our January concert, complete with MUSIC POLICEMEN who will help with investigating the crimes committed.
So far the character Charles has been at least twice stopped by the conductor for playing when the conductor is at the stand speaking or thinking about speaking to the orchestra. He needs to learn to stop that! The character William has a habit of coming in late and not getting his music in the order listed on the board. I also want to hear his solo start to take shape, so he needs to put some extra time in with the conductor before class so he knows what to do.
One character Mary, was very good this lesson, because she had practiced her solo very carefully, slowly, a small part, and memorized that part. By the end of the year at the final finale solo concert I am sure she will be presenting something wonderful for the audience to hear. She will have also learned that regular, conscientious work pays off in the end.
You will hear more of the adventures of middle school youth orchestra next week.
Adult Class will Review this Week but you get to Start Christmas Early
We still need to work on more sustained bowing with the right amount of pull on the D and A string for proper speed and tension. So we will review the practice we did last week, but improve the bowing. You should barely be able to tell when you change from a down to and up bow, and vice versa. Use your whole bow for quarter and half notes and shorter wrist strokes for eighth notes. The index finger and wrist catch the string lightly on the down bow and by the time you are at the tip the index finger has to apply a slightly greater tension or you will lose the tone. You slow down slightly as you switch directions and use your wrist as a paint brush to reverse and go back to the frog.
After you have tuned, warm up on the same long bowed D scale and make sure you have that memorized. Now you can alternate one long down bow on the open D string followed by two short eighth notes on D at the tip of bow, then 1 finger (E note) up bow followed by two short eighth notes on E at the frog, and so on until you have reached the high D (3 fingers on A string for violin and viola, 4 fingers for cello). Repeat the high note at the top of the scale and go backwards, this time playing open strings instead of 4th finger. The cello may change to second position on fingerboard and play 4th finger instead of open A in scales only for now.
You get to start Christmas early with The First Nowell the first two top lines, the melody line (not harmony, which is second line). This song is in 3/4 time, so there are only 3 quarter notes per measure. Bow two short bows at the frog starting down bow to start, then long down bow on dotted quarter which is 3x longer than short eight note that follows it, then two more short eight notes staying at tip. Now it is easier if you LIFT YOUR BOW BACK TO the FROG LIGHTLY for the long slower half note. The rest of the bowing will be back and forth because when the melody resumes it starts on an up bow. You will really get the idea of alternating long and short bows from frog to tip on this melody. Go slowly at first so that you hear the difference between the long and shorter bows. If you need to have numbers on the notes at first go ahead.
The music builds from medium loud mezzo forte, to forte, and finally double forte at the end with a gradual slowing at the end (rallentando). That means use a little less bow on your quarter notes at the start and gradually increase the amount of bow used till you are playing quite loud. When you can play this piece well individually I will give you another Christmas Carol (which means dance, incidentally).
After you have tuned, warm up on the same long bowed D scale and make sure you have that memorized. Now you can alternate one long down bow on the open D string followed by two short eighth notes on D at the tip of bow, then 1 finger (E note) up bow followed by two short eighth notes on E at the frog, and so on until you have reached the high D (3 fingers on A string for violin and viola, 4 fingers for cello). Repeat the high note at the top of the scale and go backwards, this time playing open strings instead of 4th finger. The cello may change to second position on fingerboard and play 4th finger instead of open A in scales only for now.
You get to start Christmas early with The First Nowell the first two top lines, the melody line (not harmony, which is second line). This song is in 3/4 time, so there are only 3 quarter notes per measure. Bow two short bows at the frog starting down bow to start, then long down bow on dotted quarter which is 3x longer than short eight note that follows it, then two more short eight notes staying at tip. Now it is easier if you LIFT YOUR BOW BACK TO the FROG LIGHTLY for the long slower half note. The rest of the bowing will be back and forth because when the melody resumes it starts on an up bow. You will really get the idea of alternating long and short bows from frog to tip on this melody. Go slowly at first so that you hear the difference between the long and shorter bows. If you need to have numbers on the notes at first go ahead.
The music builds from medium loud mezzo forte, to forte, and finally double forte at the end with a gradual slowing at the end (rallentando). That means use a little less bow on your quarter notes at the start and gradually increase the amount of bow used till you are playing quite loud. When you can play this piece well individually I will give you another Christmas Carol (which means dance, incidentally).
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