My toes don't know what my feet know
the grass don't know what the street knows
the birds don't know what the bees know
but they all get along so well
The hills don't know what the trees know
the milk don't know what the cheese knows
the fish don't know what the seas know
but they all get along real well
got different sounds, different moods
different greens different blues
different highs different lows
different ways they go
(ADD)
Sunday, December 14, 2008
12.14.08 Music Changes/ Ideas
Story wheel is genre specific so each site/ place has a loop to represent that music.
Master song is performance based and introduced in some way (potentially find it in a box).
Dr. Watson is story wheel music of that day so you can deconstruct it.
Hootin Annie is licensed music that potentially parents vote on (so they get to hear what they want to hear).
In question: option A story wheel, performance, dr. watson
option B performance, story wheel, dr. watson
Master song is performance based and introduced in some way (potentially find it in a box).
Dr. Watson is story wheel music of that day so you can deconstruct it.
Hootin Annie is licensed music that potentially parents vote on (so they get to hear what they want to hear).
In question: option A story wheel, performance, dr. watson
option B performance, story wheel, dr. watson
Monday, December 1, 2008
Rhythm Section Progression
Rhythm Section Progression
Weeks 1-4 (no instruments)
Group stands in a circle. Leaders begin with a simple rhythm pattern using open vocal sounds “bah bum” with flowing, core-based movements, ie: arm arcs, knee-bounces, bends and sweeps, etc.. The group mirrors the sound and movement back. Everyone in the circle takes a turn leading. As weeks progress rhythms become increasingly complex
Week 1 is two beats in 2/4
Week 2 is three beats in ¾
Week 3 is in 2/4 or 4/4
Week 4 is in ¾ or 6/8
Weeks 5-8 (leader plays percussive instruments)
Group stands in a circle. One leader plays simple rhythm on drum or other instrument. Other leaders begin by responding to the played rhythm with a sound and movement for each beat. The group mirrors back the sound and movement. Each person in the group had a turn leading * children are mirrored, not redirected. As weeks progress rhythms become increasingly complex, tempo varies, and we alternate between double and triple meter.
Week 5 is in 2/4
Week 6 is in ¾
Week 7 the rhythm is continuous and the form changes from a circle to a line for “follow the leader” to the rhythm, moving around the room, alternating leaders. 2/4.
Week 8 same as week 3. ¾.
Weeks 9-12 (children play instruments)
Week 9 “Follow the Drummer”. Children are given mallets/drumsticks. Follow the leader format. With a steady rhythm in the background, the leader goes around the room playing on anything and everything he/she can in cadence. Children stop at each location in the room and attempt to copy what the leader just did.
Week 10 “Fast Slow Fast Stop”
Week 11 “Pow-Wow Druminators” variation #1: split the group in two and have each group circle around a big drum. Using hands or mallets, the groups take turns repeating a basic rhythm played first by the leader.
Week 12 “Pow-Wow Druminators” variation #2: the drum is in the middle of the circle, each child approaches the drum and beats out a simple rhythm, the group repeats their rhythm using “bah-bum”
Weeks 1-4 (no instruments)
Group stands in a circle. Leaders begin with a simple rhythm pattern using open vocal sounds “bah bum” with flowing, core-based movements, ie: arm arcs, knee-bounces, bends and sweeps, etc.. The group mirrors the sound and movement back. Everyone in the circle takes a turn leading. As weeks progress rhythms become increasingly complex
Week 1 is two beats in 2/4
Week 2 is three beats in ¾
Week 3 is in 2/4 or 4/4
Week 4 is in ¾ or 6/8
Weeks 5-8 (leader plays percussive instruments)
Group stands in a circle. One leader plays simple rhythm on drum or other instrument. Other leaders begin by responding to the played rhythm with a sound and movement for each beat. The group mirrors back the sound and movement. Each person in the group had a turn leading * children are mirrored, not redirected. As weeks progress rhythms become increasingly complex, tempo varies, and we alternate between double and triple meter.
Week 5 is in 2/4
Week 6 is in ¾
Week 7 the rhythm is continuous and the form changes from a circle to a line for “follow the leader” to the rhythm, moving around the room, alternating leaders. 2/4.
Week 8 same as week 3. ¾.
Weeks 9-12 (children play instruments)
Week 9 “Follow the Drummer”. Children are given mallets/drumsticks. Follow the leader format. With a steady rhythm in the background, the leader goes around the room playing on anything and everything he/she can in cadence. Children stop at each location in the room and attempt to copy what the leader just did.
Week 10 “Fast Slow Fast Stop”
Week 11 “Pow-Wow Druminators” variation #1: split the group in two and have each group circle around a big drum. Using hands or mallets, the groups take turns repeating a basic rhythm played first by the leader.
Week 12 “Pow-Wow Druminators” variation #2: the drum is in the middle of the circle, each child approaches the drum and beats out a simple rhythm, the group repeats their rhythm using “bah-bum”
Monday, November 24, 2008
Friday, November 21, 2008
This American Life THIS WEEKEND
this weekend's this american life is all about music lessons. should be amazing. could be super informative.
While we are Away
If we could all spend a little time brainstorming the story wheel, I think we are close.
Friday, November 14, 2008
monday tasks 11.17.08
Finish Last Months task for IceBreakers
Budget Talks
Eff (his role)
voice over considerations (come in with ideas of people)
Bring in revisions for Song Court wrote lyrics for
Add effects to Guitar VO track
Plan the holiday week assignments...
Budget Talks
Eff (his role)
voice over considerations (come in with ideas of people)
Bring in revisions for Song Court wrote lyrics for
Add effects to Guitar VO track
Plan the holiday week assignments...
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