Mr. Baum - Music
Grading Policy45% Effort
(15% Preparation 15% Participation 15% Conduct) 20% In class work 20% Homework/Projects 15% Assessments Music classes will receive a number grade on report cards |
Course DescriptionStay tuned for more remote learning info GOOGLE CLASSROOM CODES: 601 - wlogspi 602 - nafkk7z 603 - wte45ve Please take the following survey: https://forms.gle/7zUDjJoGefB6Jhpm8 Test Link for youtube videos (Make sure you are signed into your BELL gmail account to view it) - youtu.be/OIKnSeQaxZg Watch this video for info on how to log into BELL account in youtube: youtu.be/2V_CgzvJglM |
Contact email - lbaum@thebellacademy.com
JupiterEd.com
Homework, assignments and upcoming assessments will be posted on the calendar page the day they are assigned.
Contact via email for any questions or concerns.
Contact via email for any questions or concerns.
WHats going on in class
Unit 3 - Sound / Dynamics
Lesson 1 - 3 things needed to have sound
Watch this video and answer the first question on the assignment sheet
Lesson 1 - 3 things needed to have sound
Watch this video and answer the first question on the assignment sheet
After watching video and answering question 1, watch youtube lesson and then answer question 2
3 things needed in order to have sound
1. A Vibration
2. A medium for the vibration to pass through (air, water, solid)
3. Someone to hear it
Lesson 2 - Amplitude & Intensity
Sound is visually represented as a wave
3 things needed in order to have sound
1. A Vibration
2. A medium for the vibration to pass through (air, water, solid)
3. Someone to hear it
Lesson 2 - Amplitude & Intensity
Sound is visually represented as a wave
Amplitude - The size of a sound wave
We can see amplitude when looking at a visual representation of a sound wave
The bigger the amplitude, the louder the sound
The smaller the amplitude, the quieter the sound
Intensity - The amount of molecules moved around by a vibration
Small Amplitude = little amount of intensity = Quiet sound
Big Amplitude = large amount of intensity = Loud sound
We can see amplitude when looking at a visual representation of a sound wave
The bigger the amplitude, the louder the sound
The smaller the amplitude, the quieter the sound
Intensity - The amount of molecules moved around by a vibration
Small Amplitude = little amount of intensity = Quiet sound
Big Amplitude = large amount of intensity = Loud sound
Lesson 3 - Decibels
Decibels: The unit of measurement for the intensity of a soundwave.
The intensity of a sound is measured by Decibels.
We can use decibels to know exactly how loud or quiet a sound is.
Decibels are written as a number value (example = 80dB)
Decibels: The unit of measurement for the intensity of a soundwave.
The intensity of a sound is measured by Decibels.
We can use decibels to know exactly how loud or quiet a sound is.
Decibels are written as a number value (example = 80dB)
Unit 2 - Time
Student will learn about different elements of time and how they are used to create music.
Beat -
The basic unit of time in music
The underlying, repetitive pulse of a piece of music.
A beat can be felt without actually being heard.
Songs with a steady beat
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Songs without a steady beat
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Tempo
The Speed of the beat in a piece of music.
Tempo is measure by BPM (Beats per Minutes)
The Speed of the beat in a piece of music.
Tempo is measure by BPM (Beats per Minutes)
Fast Tempo Slow Tempo
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Measure
A segment of time which contains a specific number of beats.
A segment of time which contains a specific number of beats.
Pieces of music are divided into measures to make them easier to follow for the musicians.
Meter
The repeated number of beats that occur in each measure of a song.
Meter examples:
Meter of 3 Meter of 4 Meter of 5 Meter of 7
Meter
The repeated number of beats that occur in each measure of a song.
Meter examples:
Meter of 3 Meter of 4 Meter of 5 Meter of 7
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Subdivision
To divide a beat into smaller equal parts.
Subdividing allows us to play more complex combinations of sound over the same amount of time
(4 beats, 2 measures, etc)
Rhythm
The placement of sounds and rests over time.
Rhythm can increase in complexity by use of subdivisions and emphasis on strong beats (Down beats) and/or weak beats (Up beats)
To divide a beat into smaller equal parts.
Subdividing allows us to play more complex combinations of sound over the same amount of time
(4 beats, 2 measures, etc)
Rhythm
The placement of sounds and rests over time.
Rhythm can increase in complexity by use of subdivisions and emphasis on strong beats (Down beats) and/or weak beats (Up beats)
Unit 1 - Defining Music
Students will discuss what is required in order to consider something to be music resulting in constructing a definition of music.
Class Definition = MUSIC IS SOUND PURPOSEFULLY ARRANGED OVER TIME
Example analysis - Classes are analyzing different examples as to whether or not they can be considered music in relation to the class definition of music.
Definition Analysis Assignment (See jupitered.com for specific due dates)
Directions - Watch both videos (Imaginary Landscape #4 and Wind Chimes)
Answer the following question:
Which example fits our class definition of music better?
Provide evidence from the piece and justify how that evidence supports your answer.
Make sure your evidence is connected to the definition of music.
Students will discuss what is required in order to consider something to be music resulting in constructing a definition of music.
Class Definition = MUSIC IS SOUND PURPOSEFULLY ARRANGED OVER TIME
Example analysis - Classes are analyzing different examples as to whether or not they can be considered music in relation to the class definition of music.
Definition Analysis Assignment (See jupitered.com for specific due dates)
Directions - Watch both videos (Imaginary Landscape #4 and Wind Chimes)
Answer the following question:
Which example fits our class definition of music better?
Provide evidence from the piece and justify how that evidence supports your answer.
Make sure your evidence is connected to the definition of music.
| music_definition_analysis.docx |
Imaginary Landscapes #4 by John Cage
Wind Chimes