Matt's Music Blog

Week of Feb. 8th

mmclean — Thu, 04 Feb 2010 16:01:33 +0000

LAPS for 3rd quarter- Voice Exchange

mmclean — Thu, 04 Feb 2010 15:37:55 +0000

All of the LAPS for the 3rd quarter will be submitted by making a recording on you Voice Exchange account.

To access your account and to view the LAPS click here

Your user ID is your first initial and last name.

The password is: LREI123

Remember to watch my comment on each LAP to help you play each assignment. I’ll always include demonstrations and helpful tips.

Any LAPS that are submitted late will only be given 1/2 credit.

6th Grade Music Homework Assignments

mmclean — Thu, 04 Feb 2010 15:29:50 +0000

Click here for all homework assigments.

5th Grade Music Assignments

mmclean — Mon, 01 Feb 2010 19:42:04 +0000

Click here to view all music assignments

LAPS for 2nd Quarter

mmclean — Wed, 04 Nov 2009 19:52:45 +0000

Below is a complete listing of all the Performance LAPS available for the 2nd quarter. Keep in mind that there are several other categories from which to earn LAPS.

The grading for the second quarter is as follows.:

A+= 11 LAPS

A= 9 LAPS

B+ = 8 LAPS

B = 7 LAPS

C+ = 6 LAPS

C = 5 LAPS

Sheet 2 has 3 possible LAPS FOR ALL INSTRUMENTS. Yes, guitarists and pianists you can earn a lap for playing each of the songs on Sheet 2: Bebop Scale, Twinkle, Twinkle or Theme by Beethoven.

Blues Machine LAPS

Saxophones- mm. 21-25 = 1 LAP

-mm. 26-31 = 1 LAP

-mm. 57-58 = 1 LAP

-mm 63-67 = 1 LAP

Trumpets- mm. 6-9 = 1 LAP

-mm.15-17 = 1 LAP

-mm. 57-58 = 1 LAP

-mm. 63-67 = 1 LAP

-mm. 70-72 = 1 LAP

Trombones -mm. 21-25 = 1 LAP

-mm. 29-32 = 1 LAP

-mm. 57-58 = 1 LAP

-mm. 63-67 = 1 LAP

Pianos -Section B, Blues Scale = 1 LAP

-mm. 7-18 (both hands) = 1 LAP

-mm. 21-24 (both hands) = 1 LAP

-mm. 45-48 (both hands) = 1 LAP

-mm 63-66 (both hands) = 1 LAP

Guitars – Section B, Blues Scale = 1 LAP

-mm. 7-18 = 1 LAP

-mm. 45-47 = 1 LAP

-mm. 63-66 = 1 LAP

Bass -Section B, Blues Scale = 1 LAP

-mm. 7-18 = 1 LAP

- mm. 45-48 = 1 LAP

-mm. 63-68 = 1 LAP

Drummers (Snare and cymbal)

-mm. 15-17 = 1 LAP

-mm. 57- 62 = 1 LAP

-mm.63-68 = 1 LAP

-mm. 69-76 = 1 LAP

Let’s Go Band (to be passed out) =1 LAP

Performance Evaluation for Oct. 6th

mmclean — Wed, 07 Oct 2009 18:46:27 +0000

Below is a list of Performance Evaluations and the Dates on which they need to be performed in class. The title of the Performance Evaluation is a link to the actual music!!

Students can click on the link and it will take them to a Noteflight web page that has the music. Here, students can also play the music so they can here how it goes.

The following Performance Evaluations are due on Tuesday, October, 6th. If a study does not pass the Evaluation he or she may try again on Thursday, October, 8th. A LAP will not be awarded unless a successful performance is completed.

Pianists: Groove Sheet -Piano

Guitarists: Groove Sheet- Guitar (you must be able to play the indicated chords

Bassists: Groove Sheet -Bass

Trumpets, Trombones, Saxophones: Rhythm Sheet 1 Lines 1-4 These are to be performed on you mouthpiece only!

Percussionists: Lesson 7 Combination Study

Performance Evaluations for Thursday Oct. 15th

mmclean — Wed, 07 Oct 2009 18:41:07 +0000

Below are links to the Performance Evaluations for each instrument for Thursday, Oct. 15th

Pianists -Mambo Max

Bassists -Mambo Max

Guitarists -Mambo Max

Saxophones- Track 10 only

Trumpets – Track 10 only

Trombones – Track 10 only

Percussionist – Count when you play

Songs in the Key of Life

mmclean — Thu, 02 Apr 2009 15:29:30 +0000

8th Grade music classes are beginning a new project in which students will reflect on how and why music is meaningful in their lives and lives of people around the world. They then will create a music soundtrack with liner notes that reflect the concerns of teens across time! After reading the article “Headbangers in Iraq, Thrashing and Waiting” we will discuss how music defines us and why it is important. Students will then prepare to interview at least five people to create an original music compilation that explores music that defines or has defined a cross-section of teenagers, as heavy metal defined the Iraqi teens profiled in the article. The five people should include at least four people other than their own peers or friends, including at least one adult over 60, one between the ages of 20 and 40, and one first or second generation immigrant, if possible. At least one song of the student’s choice should also be included in the compilation. Interviews should address the following questions:-Name the song that defines/defined you most as a teenager.-Who sings this song? For adult interviewees: What year was it popular?-What is the song about, if anything?-How does/did this song connect to your life? (Include in your liner notes excerpts from the lyrics that illustrate this point.)-What do/did you like most about this song?-How does/did this song make you feel? All songs mentioned will be included in the students’ compilations with accompanying liner notes, designed for a CD. The liner notes should clearly explain how each song defined the person interviewed as a teenager. As an introduction or conclusion to their liner notes, students will write a paragraph that makes a general statement about the musical choices of the five interviewees and him/herself.

Springtime Composition

mmclean — Thu, 02 Apr 2009 01:13:19 +0000

Spring is finally here and to celebrate the 5th Grade music classes are working on a class composition entitled Springtime! After listening to Vivaldi’s Four Seasons and singing The Beatles’ “Here Comes the Sun” we discussed how each song related to the feeling of Spring. Each student was then asked to offer two words that relate to Springtime and all that the season represents. A few volunteers were asked to then try and ‘perform’ one of the words on a class room instrument of their choice. After several volunteers took turns trying to play various words we engaged in a discussion of how the elements of music (rhythm, timbre, pitch, dynamics) can be used in to create programmatic compositions. Working with a partner, students have now set out to musically portray two words of their choice. After sufficient experimentation and rehearsal time a class composition will be realized through a planned improvisation to be recorded.

Music is the Soundtrack to Our Lives

mmclean — Wed, 01 Apr 2009 18:36:15 +0000

7th Grade music classes are beginning a new project in which they will create song lists, artwork, and liner notes for an original soundtrack reflecting their experiences, opinions, and perceptions of the world around them. Students will examine how music defines their lives; consider how hardcore music represents the early 80’s by reading and discussing the article, “How Hard Was Their Core? Looking Back at Anger.” and they will research particular songs for original music CDs that reflect their own lives, experiences, AND opinions on current events. After writing liner notes using this research students will create artwork for the covers of these CDs using original artwork. To help create their liner notes students will respond to the following questions for each selection:What is the song about?How does this song connect to your life or opinions on current events? Copy out lyrics that illustrate this point.What do you like most about this song?How does this song make you feel? Once cover art is completed, students will compile liner notes onto one or two CD-sized pages, along with blurbs of gratitude, a way of thanking people who have been supportive or influential in some way. Students will burn their music selections onto CDs to share with the class.