Blues improvisation

For the blues unit in music class, we are doing an improvisation. Mr. Johnston gave us a backing track and we needed to play on that. But we needed to only play the blues scale, so that was an extra challenge for us. I used only the c blues scale. I also did not use any of the sheet music that the teacher gave us to use for ideas. I made everything up myself. I have tried it multiple times to try and improve it. Now I have my final one ready and here is it:

blues unit post

Hello readers

During music class we are learning about the blues. We  have learned about the history of it in class and we also had a guest who taught us about the blues. He was called ‘Steve Gartner’ he played blues  and he taught us  two times.

In the blues there is  the 12 bar blues, I have played it on the piano an it are the chords c, f and g and it it goes like c-c-c-c-f-f-c-c-f-c-c in the c version, here I have an audio recording of it:

Here are two images that might help you understand the 12 bar blues better,

 

12 bar blues

12 bar blues

There is also the blues scale on the piano, I have recorded myself playing it:

You can also do the blues scale with other notes.

And finally there is the walking bass, there are some versions of that one too but I’ll just let you hear the normal one:

Here is one picture with the notes of the walking bass, so people who can read a bit of notes can do it!

walking bass notes

Here I have a last version of the extended walking bass 12 bar version:

 

 

So, in the blues there are a lot of basic things you can do on the piano, but mr.  Gardner tought us that the instrument is the same thing but your voice.

 

The effect of the music on the movie the nutcracker.

In music class we watched the movie the nutcracker.
First, here is the link: https://www.youtube.com/watch?v=HKySM1ie2aM

In this post I am going to tell a few scenes where the music by Tchaikovsky effected  the mood of the scene.

the opening part from 1:35 to 2:28
I think this part with the violins  and the flutes it really sounds happy, a bit of a high and not slow note so it really gives a happy feeling. In the scene the boy runs and the sister behind him, they also slide over ice. The music really makes them look extra happy doing this.

35:50 to 36:09

A very low noise that makes it very exited and gives also a scary mood and the excitement really starts when the trumpets start playing. Then the clarinets go higher and higher to build up extra excitement and she fells scared but then a few mouses come out and then she finds it a dit funny. And then for her the scary mood is out.

1:06:18 to 1:08:20

In this scene the clarinets, violins and harp make the mood a bit frustrated, exiting and sad. I think the music fits the scene very well because what happens in the scene has about the same mood so I think in this part they really combine very well, I think that is very important in this scene and gives the message of the scene very good.

I think these parts of the movie really show well what mood there is.

 

 

Performance Reflection

For music class we performed the song yesterday for the rest of middle school…
Here are the steps of how I learned the song. First I practiced the lyrics with a classmate, but then I did not really do it a with the right pitches. Sometimes it was difficult to know how it worked so we only new the lyrics but after that we practiced with the whole class and then we learned how we needed to sing it properly. We then needed for homework to record ourselves singing it and put it on our blog, comment on it and let other people give us feedback too. During a few classes we practiced and then some people played piano and guitar. After that we went in groups outside and  then we practiced and we changed a few words and then it became very good! Then we also got feedback from other people. One of my feedback was to shake the thing a bit softer. I think also during the performance I did it better, so I think I had also improved with that too! In the morning before the performance we practiced  one more time so we would be ready for the assembly.

At the assembly when we performed I think everybody sang a bit soft because I think everybody was a bit nervous to perform for whole middle school. Also I think it was a bit like that because we were performing at the start of the assembly. Overall I think we did a good job! I think I could do better next time by singing a bit louder and I could also try to by more confident. Also next time I  could try to shake the object  more and be a bit more active.

Music Jingle bells/Yesterday

For music we played jingle bells and here are the melody and the chords:

And here here is Jingle bells played with a partner.

Also for homework we needed to sing yesterday…
Here is it:

And here finally is my Jingle bells music sheet. The circles around some of the notes  are  the leaps, leaps mean that notes have a distance of about  3 places or more.
The lines above the notes are the slur, that means if you  sing it you sing it in one breath.

 

jingle bells sheet

Melody

 

During music class we have learned more about notes and clefs.
We have learned the base clef in class the notes and where they are.
We also learned that the bass clef symbol was an old fashioned F so it is also sometimes called the F clef.

Here is an image of the bass clef


Link image.

We have also worked on  finding the slurs on a music sheet.
A slur is a line from a note to another note and it means it is done in one breath when you sing it.

The curved lines above the notes are the slurs.
Here I have an example from Jingle bells.

From jingle bells slur

Link image.

We also learned some words such as Range. Range is  the distance between  the highest and the lowest pitch of the melody. So  It is the number of notes it is from the lowest to the highest note.

We are now also doing a program called staff wars to practice the notes of the bass and the treble cleff.

 

 

here is a quiz where you can test if you know everything I have told you in this blog post.