Without Music, Life would B♭: 2013

Thursday, March 7, 2013

A Well-Rounded Education

As many of you know, anyone between the ages of six and sixteen is required by law to have some form of schooling. Whether you are enrolled in a public school, private school, boarding school, or home-schooled, you (ideally) receive a quality education.

A quality education creates a person who:

a. Is curious about the world around them

b. Is forever learning

c. Has a wide and deep knowledge about many, varied subjects

d. Can use this knowledge acquired to support and better themselves during their lifetime

The question is, are American schools today providing the kind of education students need to compete in this global market?

There are many factors that go into this answer: Different schools will have different requirements for graduation, different courses may be available in some schools and not in others, and of course the best school won’t make a difference to a student who isn’t motivated to learn and there is little that can be done to change this type of student’s attitude. There are certain subjects, according to Castiglione’s The Courtier, that are essential for a well-rounded, educated person.

Some qualities that are essential to have are:

- Eloquent, yet understandable public speaking and address

- Studied in the Classics (Greek and Roman literature) and humanities (reading and writing)

- Experience with the fine arts (musical instruments, dance, and visual arts)

- Athletic ability/ physical fitness

All of these qualities are goals of standard curriculums today. However with budget cuts affecting our schools, music and art are often the first to go, after all, who needs art and music???

As Queen of the world, if I were to ever hold such a title, I would ensure that music and art are never lost to a humanity that is obsessed with doing too many things in too little time with no appreciation of life and all of its abundance. We as a culture need art and music in society. Without the freedom to express ourselves, we lose a part of our humanity. We need to be able to be creative and expressive, and that’s a lot easier done through art and music than math itself. Music teaches math: every note has a value, and their sums need to be correct for the music to sound good. Music also teaches students to listen and to be sensitive to how the music sounds, to make adjustments to blend with the group, and to appreciate how the music affects the listener. Music can communicate without words. There are many languages in the world, but only music can be understood by everyone.

Math, science, and reading are very important topics in education; however music and art are just as important. Take away these, and students will know how to solve a math problem and read a novel, however they will be like robots, lacking creativity and expression. Teach a child to solve a problem, and they will do just that, but nothing more. Teach a child to create and they will never run out of things to do.

Sunday, February 10, 2013

Lesson 16: Intro to Instruments part V: Percussion

Reading sheet music is like reading a foreign language. There are rules and patterns that must be followed for the music to sound pleasing to the ear and so the musician can interpret the music correctly in order to perform it.

Before we get to the music, we must first know how to write it correctly, understand the notes, and know how to organize it.

To learn about how to correctly label a note, head to: http://nomusicbflat.blogspot.com/2012/09/what-is-c4.html

To learn about clefs, head to:
http://nomusicbflat.blogspot.com/2012/12/lesson-2-staffs-clefs-and-lines-oh-my.html

To learn about the major scale and whole and half steps, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-3-major-and-minor-scale.html

To learn about key signatures, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-4-key-signatures.html

To learn about notes and their rhythms in simple meter, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-5-notes-and-rhythm-part-i.html

To learn about simple time signatures, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-6-simple-time-signatures.html

To learn about rests in simple time, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-7-rests.html

To learn about ties and slurs, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-8-ties-and-slurs.html

To learn about dotted notes and rests: head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-9-dotty-good-time.html

To learn about compound time, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-10-notes-and-rhythms-part-ii.html

To learn about the basics of sound, head to:http://nomusicbflat.blogspot.com/2013/02/lesson-11-science-behind-sound.html

To learn about string instruments, head to:
http://nomusicbflat.blogspot.com/2013/02/lesson-12-intro-to-instruments-part-i.html

To learn about keyboard instruments, head to:
http://nomusicbflat.blogspot.com/2013/02/lesson-13-intro-to-instruments-part-ii.html

To learn about woodwind instruments, head to:
http://nomusicbflat.blogspot.com/2013/02/lesson-14-intro-to-instruments-part-iii.html

To learn about brass instruments, head to:
http://nomusicbflat.blogspot.com/2013/02/lesson-14-intro-to-instruments-part-iv.html

This is the last of five installments about instruments. We will finally learn about percussion.
Percussion consists of two different types of instruments: melodic and rhythmic. Melodic percussion instruments can play different pitches where rhythmic can only play one pitch.

Percussion instruments are played with mallets, a stick with a head at the end made of metal, wood, plastic or soft material like yarn or string. These heads create different timbers (characteristics of sound) when playing an instrument. Drumsticks are a little bit different because the ends are filled into smaller heads and are made of the same continuous piece of wood as the stick of the mallet. The end of the stick/mallet without the head is referred to as the butt of the stick, and can also be used to play the instrument for a different effect (or just to beat time on another object, such as a stand, podium, or person.... JK, JK [maybe]).

Keyboard percussion includes marimbas, vibraphones, xylophones, and bell sets. These all have bars made of either wood or metal that are in a keyboard configuration (like a piano). These bars are struck with mallets and the pitch is determined by the length of the bar and by the length of the pipe underneath; the longer they both are, the lower the pitch. Vibraphones also have a motor that, if powered, can cause the instrument to have vibrato, or a wavering within the sound that creates interest within held-out notes [and can also hide tuning issues!!!!!] .

This is a marimba. It's range is from C2 to C7.

This is a bell set, it's range is from F5 to C8.
Rhythmic percussion instruments fall into one of two categories: drums and auxiliary. Drums have a membraneous head that is struck with either mallets or sticks.

This is a bass drum in concert band form. It is struck with a big padded mallet. It has a low, booming sound that can sometimes be felt if it is loud enough and you are close enough. It keeps time alot during concert pieces by playing quarter or half notes.

This is a snare drum. It is struck with drumsticks. It often keeps time when marching and is known for having complicated and complex rhythms. It has a sizzling sound.

Timpani (and yes, the word is the same singular and plural) are the only drum that can change pitch. It is still considered a drum because it can only play one pitch at a time and it is struck to be played with mallets. They come in different sizes and can be tuned to specific notes [although in my experience is quite difficult unless you have perfect pitch, ESPECIALLY in the middle of a performance in the cold of marching band season]. They are usually grouped as four or five different sizes for a performance. As a collective, they can play a range from D2 to F#5.

Auxiliary can be almost any [inanimate!!!!!!!] object that, when struck, makes a noise.

These are cymbals. When smashed together, they make quite a crash. They are used mainly for emphasis of important parts within the music [or for giving someone a headache by playing them right nest to their head!!!].

Other common examples include: wood blocks, cowbell[ YOU NEED MORE OF IT!!!!!!!, sorry, the music geek in me couldn't resist! ], triangle, and chimes.

This concludes our 5-part series (YAY!!!!)

Lesson 15: Intro to Instruments part IV: Brass

Before we get to the music, we must first know how to write it correctly, understand the notes, and know how to organize it.

To learn about how to correctly label a note, head to: http://nomusicbflat.blogspot.com/2012/09/what-is-c4.html

To learn about clefs, head to:
http://nomusicbflat.blogspot.com/2012/12/lesson-2-staffs-clefs-and-lines-oh-my.html

To learn about the major scale and whole and half steps, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-3-major-and-minor-scale.html

To learn about key signatures, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-4-key-signatures.html

To learn about notes and their rhythms in simple meter, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-5-notes-and-rhythm-part-i.html

To learn about simple time signatures, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-6-simple-time-signatures.html

To learn about rests in simple time, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-7-rests.html

To learn about ties and slurs, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-8-ties-and-slurs.html

To learn about dotted notes and rests: head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-9-dotty-good-time.html

To learn about compound time, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-10-notes-and-rhythms-part-ii.html

To learn about the basics of sound, head to:http://nomusicbflat.blogspot.com/2013/02/lesson-11-science-behind-sound.html

To learn about string instruments, head to:
http://nomusicbflat.blogspot.com/2013/02/lesson-12-intro-to-instruments-part-i.html

To learn about keyboard instruments, head to:
http://nomusicbflat.blogspot.com/2013/02/lesson-13-intro-to-instruments-part-ii.html

To learn about woodwind instruments, head to:
http://nomusicbflat.blogspot.com/2013/02/lesson-14-intro-to-instruments-part-iii.html

This lesson will introduce you to the brass family.

A brass instrument is made out of metal, usually brass, and has a cupped mouthpiece. To produce sound, the player buzzes their lips together while in the mouthpiece. They change the speed of buzzing and/or the position within the mouthpiece to change shelf(group of notes played with the same mouthpiece/buzzing setup) and press keys or buttons to play a specific note within that shelf. They can be tuned by pulling and pushing tuning slides to lengthen or shorten the tubing of the instrument.

The tuba is the biggest and lowest-sounding of the brass family. It is sat in the player's lap and then played through the mouthpiece. It's range is from D1 to F4.

The trombone is the next lowest-pitched instrument of the brass family. Unlike the rest of the brass instruments, it doesnt have valves and keys, it has a large slide on the front that you slide to different lengths, called positions, and play to a shelf to produce different notes. It's range is from E2 to F5.

The next instrument is the horn, (also known as the french horn). It is slightly different from the other brass instruments because you play it with your right fist in the bell of the horn. It's range is from B1 to F5.

The final brass instrument in todays lesson is one that probably everyone has seen and heard: the trumpet. It is one of the most commonly remembered instruments in band, and alot of the time, the loudest. It's range is from E3 to C6.

This concludes the lesson for today.

Lesson 14: Intro to Instruments part III: Woodwinds

Before we get to the music, we must first know how to write it correctly, understand the notes, and know how to organize it.

To learn about how to correctly label a note, head to: http://nomusicbflat.blogspot.com/2012/09/what-is-c4.html

This is a flute*. It was originally made of wood, but is now made out of metal, usually electroplated brass or silver. The flautist, or flute player, holds the flute parallel to the ground and rests the mouthpiece on their lower lip. They blow a focused stream of air into the tone hole and move their fingers to play notes. The flute family are the only woodwinds that dont have some sort of reed. The flute has a range from C4 to C7.

This is an oboe*. It is usually made of wood or plastic. The oboist holds the oboe vertically in front of them and blows into a double reed. The vibrating of the reeds against each other produces the sound. The range of the oboe is from B♭3 to A6.

This is the clarinet. It too is made out of wood or plastic. The clarinetist also holds the instrument vertically in front of them and blow into a mouthpiece. This has a plastic element (the mouthpiece) and has a single reed held on it by a metal ligature. This configuration is the same for any clarinet or saxophone.

The vibrating of the reed against the mouthpiece creates the sound and the pitch is modified by the pressing of keys which changes the distance that the sound travels out of the instrument. The range of a clarinet is from D3 to A7.

These are all the members of the saxophone family: (from left to right) alto sax*, tenor sax baritone sax and soprano sax. Nearly every woodwind instrument (except for oboe) has variations of the instrument that are voiced differently. The bari sax (baritone sax) plays the bartione part (lower male voice in choral scores) and is the longest saxophone.(measured by distance the air travels through the instrument). It's range is from D♭2 to A♭4. The tenor sax plays the tenor part (higher male voice) and is shorter than the bari sax. It's range is from A♭2 to E♭5. The alto sax plays either the alto (lower female voice) or soprano (high female voice) part and is the highest-voiced saxophone commonly used in concert bands. It's shorter than a tenor sax and has a range from D♭3 to A♭5. The soprano sax plays the soprano (high female voice) or sometimes the descant part(extremely high female voice, only used for extra effect for a short time) part and is uncommonly used in concert bands. It's range is from A♭3 to E♭6.

Now that you've met the woodwind family, I expect that you wont confuse an oboe for a "weird looking clarinet" like someone did at my last band concert(I'm an oboist).

*These are instruments that I currently play.

Monday, February 4, 2013

Lesson 13: Intro to instruments part II: Keyboards

Before we get to the music, we must first know how to write it correctly, understand the notes, and know how to organize it.

To learn about how to correctly label a note, head to: http://nomusicbflat.blogspot.com/2012/09/what-is-c4.html

Pianos are the basis for the keyboard family. They have a different key for each note in their range. The ivory keys are for natural notes, and the ebony keys are for the accidentals (sharps and flats) The top picture shows what a piano might look like, and the bottom shows the different keys on the piano (and a very nice looking white rose).

A harp is also a string instrument like the piano, however it is also a keyboard instrument because each string on the harp coresponds to a particular note being played. The strings are longer for the lower notes and shorter for the higher notes, and all can be tuned by changing the tension on the strings.

An accordian is also considered a keyboard instrument. It produces sound by pumping it and drawing in and forcing out air through folded flaps of material called bellows. (It is from these bellows that the "accordian fold" got its name). The notes come from pushing keys on one side that are in a keyboard formation.

This concludes our lesson for today.

Lesson 12: Intro to Instruments part I: Strings

Before we get to the music, we must first know how to write it correctly, understand the notes, and know how to organize it.

To learn about how to correctly label a note, head to: http://nomusicbflat.blogspot.com/2012/09/what-is-c4.html

This is the violin. It is the smallest of the bowed string instruments, and therefore has the highest range. It is read in treble clef and plays the soprano part. It rests on the left shoulder and is held there by your chin. (The black rounded plastic piece in the lower left corner is the chin rest.) A bow is drawn across the strings to cause them to vibrate and the right fingers press the strings down in different configurations that change the pitch of the notes being played.

This is the viola. It is bigger than a violin. It has a lower range than the violin. It is read in treble and plays the alto clef and the alto part. It is played in a similar fashion to the violin.

This is the cello. It is much bigger than the violin and viola, so it is set on the floor and rested upright against the seated musician and played. It is read in tenor and bass clef and plays the tenor part.

This is the bass, and sometimes referred to as double bass for distinction from the electric bass, (or the fish). It is pronounced with a long "A" sound (so not like the fish, which is pronounced with a short "a" sound). It is so large that the musician playing it must stand up or be seated on a tall stool to play it. It is read in bass clef and plays the bass part. The bass is often used in jazz to keep time and set the feel.

These are the main instruments when you think of orchestral string instruments, but the category of string instruments includes the piano, guitar, and harp.

The piano is classified as a string instrument because the sound is produced by small hammers that strike a metal string (or strings for lower notes) according the keys being pressed. The pedals below can change the quality of the sound, or the duration of the notes being played at the time. This is a picture of a grand piano.

This is a guitar. It has six strings and is played by plucking strings with either the fingers or with a plastic pick.

This is a harp. It often accompanies a string orchestra, and is played by plucking the strings with the fingers.

This concludes the lesson for today.

Sunday, February 3, 2013

Lesson 11: The Science Behind Sound

Before we get to the music, we must first know how to write it correctly, understand the notes, and know how to organize it.

To learn about how to correctly label a note, head to: http://nomusicbflat.blogspot.com/2012/09/what-is-c4.html

To learn about clefs, head to:
http://nomusicbflat.blogspot.com/2012/12/lesson-2-staffs-clefs-and-lines-oh-my.html

To learn about the major scale and whole and half steps, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-3-major-and-minor-scale.html

To learn about key signatures, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-4-key-signatures.html

To learn about notes and their rhythms in simple meter, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-5-notes-and-rhythm-part-i.html

To learn about simple time signatures, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-6-simple-time-signatures.html

To learn about rests in simple time, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-7-rests.html

To learn about ties and slurs, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-8-ties-and-slurs.html

To learn about dotted notes and rests: head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-9-dotty-good-time.html

To learn about compound time, head to:
http://nomusicbflat.blogspot.com/2013/01/lesson-10-notes-and-rhythms-part-ii.html

Its all well and good to learn about music and how to write it, but without knowing how music really works, you don't know much. This is the (basic) science behind sound.

Sound is vibration, which is made up of waves. If you have ever been near a booming amp or a drumline while they are playing, the movement you were feeling is sound. Vibrations can be transmitted through any medium, however it cannot be transmitted through vacuum. This means that all of those fantastic sound effects in the space battles from a galaxy far, far away are as fake as singing and cleaning your way through life until your prince charming comes and rescues you being a productive pass time in today's modern world. The vibrations have two important qualities, wavelength and amplitude.

The wavelength, or distance between the waves determines the frequency, or pitch of a sound. A long wavelength produces a low-pitched sound. A short wavelength produces a high-pitched sound. The frequency increases for every note according to a set equation. An octave jump up produces a sound that is twice the frequency (measured in Hertz).

The amplitude, or height of the wave, determines the volume of a sound. A tall amplitude produces a loud sound. A short amplitude produces a soft sound.

There are many other aspects of sound, however these are the most important to our need in these lessons.

Our ears are busy collecting sound with the outer ear. You know, the cartilage on the outside of your head that gets pierced, surgically fixed or changed, and is pointy if you are a member of the elven or Vulcan species??? Yeah, that part.

As the sound is funneled into our ear, the sound waves vibrate little hair-like cells in our inner ear, and the hair cells transmit electrical impulses that our brain interprets as sound.

Cool, huh???

Sunday, January 27, 2013

Lesson 10: Notes and Rhythms part II

Before we get to the music, we must first know how to write it correctly, understand the notes, and know how to organize it.

To learn about how to correctly label a note, head to: http://nomusicbflat.blogspot.com/2012/09/what-is-c4.html

In compound time, the numerator of the time signature will always be the number of beats in a measure times three[hence compound,]. The denominator is the number representing the notes used in the division of the beat note. If the beat note is the dotted quarter note, the denominator will be 8 because the beat note [dotted quarter] divides into three eighth notes. Three division notes added together make one beat note. If you know the beat note, division note, and the number of beats per measure, you can determine the time signature, and if you know the time signature, you can also determine the number of beats per measure, beat note, and division note.

Lets do some practice:
1) In 6/8 time, what is the number of beats in a measure? What is the beat note?

2) What time signature has 3 beats in a measure, and it's beat note is a dotted eighth note?

3) How many dotted quarter notes are in 12/8 time?
b) Is the dotted quarter note the beat note or the division note? How do you know?

4) What is the division note in 9/16 time?

5) Is 3/8 in simple or compound time? Why or why not?

After you complete those, here is a display of some common compound time signatures.

Now we know:
- the difference between simple and compound time signatures
- how to identify the number of beats, beat note, and division note from the time signature
- how to identify the time signature while knowing the number of beats, beat note and division note.

This concludes the lesson for.... oh wait!!!! You probably want those answers to the questions, now don't you! See, I didnt tell you that the answers would be down here because then you would have come straight down here for the answers instead of trying them, or at least, I hope so.

Answers:
1) 6/8 time: there are two beats in a measure, and the beat note is the dotted quarter note.
2) 9/16 : 3 beats of 3 sixteenth notes each= 9/16
3) 4: dotted quarter note is the beat note of 12/8 time, and 12/3=4
b) the dotted quarter note is the beat note because 8 is the denominator, so the eighth note is the division note. 3 division notes make a beat note, and three eighth notes makes a dotted quarter note.
4) sixteenth note: 16 is the denominator, so the sixteenth note is the division note.
5) simple time: the numerator in compound time must be divisible of three, but NOT 3. time signatures with a numerator of 2, 3, or 4 are in simple time.

This concludes our lesson for today.

Lesson 9: A Dotty Good Time

Before we get to the music, we must first know how to write it correctly, understand the notes, and know how to organize it.

To learn about how to correctly label a note, head to: http://nomusicbflat.blogspot.com/2012/09/what-is-c4.html

1.5 beats=1+.5= 1+[1*1/2]

Here is another example:

If a half note sounds for two beats, adding a dot will increase it's duration by 50%.

2+[2*1/2]= 2+1=3 beats

Now it is very impotant that the dot come after the note. Think of the dot as adding and additional half value to the end of the quantity that comes before it. The dot won't make sense until after you know what the original value is that you are modifying.

It is also possible to have more than one dot after a note. That second dot will add an additional half value of the dot before it. The second dot in front of a dotted half note will add an additional [5*1/2]=1/4 of a beat to the note making it [1+.5+.25] = 1.75 beats long.

Here is a chart of various notes, and their dotted lengths.

So a dot adds half of the length of the symbol directly before it, whether it be a note or a dot, to the entire duration of the pitch.

Now that we understand ties [from lesson 8] and dots, we can now move onto the second form of time: compond time. [see lesson 10]

This concludes our lesson for today.