By Elizabeth Ann McAnally
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The stylistic evolution of Mozart's Viennese instrumental repertory as a complete [1781-1791], heavily tied to historic and contextual strains of enquiry, has but to obtain systematic recognition. This booklet fills the space via a research of stylistic re-invention, a essentially- and empirically-based conception that explains how leading edge, putatively encouraged principles take form in Mozart's works and bring about stylistic re-formulation.
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Additional info for Middle School General Music: The Best Part of Your Day
COMPOSE THE CALL, IMPROVISE THE RESPONSE Actually a variation on some of the call-and-response improvisations described previously, this activity involves the class composing a call and notating it on the chalkboard or chart paper. Instead of the teacher improvising the call, the class performs the composed call together between individual improvisations. This is a good way to encourage participation from the whole group, reducing the potential classroom-management issues that can occur when students don’t have enough to do.
Clap the rhythm as a two- or three-part canon. • Are your volunteers getting too wiggly? Ask them to hand their cards to friends, and then sit down to join the rest of the class. • Replace a quarter-note card with a half-note card. Help the class discover that the rhythm now has too many beats, and choose another card to remove. Ask two students to hold the half-note card, visually reinforcing that this note gets two beats. • Do the same with a dotted half note, a whole note, or a pattern that is worth more than one beat, such as dotted quarter and eighth note.
Should we cover treble clef, bass clef, or both? • Would we like students to understand terms like forte and allegro, or should we only use English equivalents? • How about key signatures, major/minor tonality, and chord symbols? • Is it enough for students to understand the basic idea, or are we aiming for students who can read music as easily as they read words? • Does the school, district, or state have a music curriculum that makes these decisions for us? What methods will we use to teach our objectives?