Junior

• Junior Division - Gr. 7 - 10 - Presentation No.1
• Junior Division - Gr. 7 - 10 - Presentation No.2
• Junior Division - Gr. 7 - 10 - Presentation No.3

Focus on: History of the different instruments in the group

• Different families of instruments
• Materials - All brass instruments
• How is the sound produced? (Play a piece on just the mouthpieces. This Old Man or other kids tune
• Demo with a concch shell, animal horn, bugle, garden hose, funnel and mouthpiece
• Identify the materials, shapes, sizes, parts of instrument
• How do you produce different pitches on each instrument?
• Do a show and tell on each instrument.
• Mutes
• Styles of music

During each of these presentations, the members of KSBQ will also be answering some of the questions to try to lead the students in the direction we would like to go. Sometimes the performers will answer the question correctly...some times incorrectly.

Concept: History of different instruments.

1. Perform - Just A Closer Walk with Thee - walking in memorized.
2. Introduce: group and individual members. eg "Hi Wayne!"
3. Find what students know about instruments and tone quality. What instruments are we playing? What are they made of? What instrument family are they?
4. Perform - Pezel - This a piece of music written for Brass instruments a long time ago when brass instruments were first becoming popular. This would have been played from a church tower or meeting place to tell the people that something important. (No TV, no radio, no computers, so when something important needed to be told to the people in a town, they would be called to the town centre by something like this.)
5. " Why would Brass Instruments be used to announce something important?" (Loud...can be heard a long way. Bright, piercing sound.)
6. " How is the sound produced?"
7. Start with historical sound production - shell, horn, bugle
8. Demo using garden hoses. Ask students to hold one end with funnel. Buzz in garden hoses in a range that would mimic the real instrument.
9. Length of instruments. Members of KSBQ play something simple like a scale so students can easily identify differences of pitch in instruments.
10. Perform a short fanfare to demo concept again. Thus Spake Zarathustra (or similar)

Concept: Highlight different instruments

1. Different sizes of trumpet...Wayne or Larry explain where the air goes on a trumpt. Buzz on mouthpiece. Brief demo on each of Bb, C, D, Eb, piccolo, flugel, perhaps a natural trumpet. Sound of trumpet with/without mutes.
2. "How would you describe the trumpet sound." (loud, bright, clear, high, etc.)
3. Perform Purcell Trumpet Voluntary to demo Trumpet.
4. Cory explains French Horn. Explain air path. Buzz on mouthpiece. Horn with/without mute.
5. "How would you describe the Horn sound." (mellow, warm, not so high)
6. Perform Simple Gifts or other tune that highlights French Horn.
7. John explains the Trombone. Explain air path. Buzz on mouthpiece. Small bore tenor, Bass trombone? Euphonium? Trombone with/without mute.
8. "How would you describe the sound of the trombone...euphonium?"
9. Perform Can you Feel the Love Tonight (Trombone) or Mack the Knife.
10. Sylvain explains the Tuba. Explain air path. Buzz on mouthpiece. Tuba with/without mute.
11. "How would you describe the Tuba sound"
12. Perform Theme and Turkey or The Elephant to highlight the Tuba.

 

Questions to ask:

1. How are these made?
2. When were these instruments first made?
3. What did they look like originally?
4. Can anyone play them?
5. How long have we been playing?
6. When can you begin to play an instrument?
7. How long does it take to learn how to play?
8. Others?

Finale: Theme of recent movie.

Focus on:

• Unison, Harmony, Tone quality, ostinato
• Iidentify when different instruments are playing the same thing and when they are not
• Ostinato, round, tone colours, accompaniment, introduction

Concept: Unison, Harmony, accompaniment, introduction

1. Perform - Scheidt - Battle Galliard - Larry at one end of gym, rest of us at the other.
2. Introduce group and players.
3. In this piece one trumpet played the tune for a few beats, then the other instruments copied. "When the other instruments copied the trumpet, did they all play the same notes/tune?"
4. When everyone is playing or singing the same tune we use the word Unison to describe it. (Unicycle, ...others?)
5. Quintet plays The Entertainer melody unison. ...as demo of unison
6. When people are playing or singing different notes with the tune, we call it Harmony.
7. There are different types of harmony. A very common kind of harmony happens when someone is playing the Melody and there is an accompaniment underneath or along with the melody.
8. To remind you, this is what the tune sounds like....Trumpet plays tune at beginning.
9. This is the accompaniment...other quintet members play accompaniment at beginning of tune.
10. When we play this piece of music, you will also notice that there is a short introduction at the very beginning.
11. Perform The Entertainer .

Concept: Tone Colour, ostinato, introduction

1. " How can you tell the instruments apart? " "What is different about the sounds?"
2. " What words can you think of to describe the different sounds that each instrument produces?" (high, low, loud, soft, tone colour)
3. " What colour would you match with each instrument?"
4. Since each instrument sounds different, you should be able to identify each one when it has the tune.
5. Here is another tune that uses melody and accompaniment. The tune moves from one instrument to another.....can you follow the tune?
6. Perform - I just can't Wait to Be King...or other movie music.
7. " Which instruments did you hear playing the tune? Which was your favourite? Why?.....Who has heard this before?"
8. Sometimes the accompaniment for the tune is a simple pattern that repeats over and over while the tune is being sung or played. This is called an Ostinato.
9. Here is an example of an Ostinato pattern. Play the ostinato pattern section in Scotland the Brave.
10. Here is the tune that it will accompany. Larry plays the tune.
11. Here are the two things together. ....Ostinato and Theme
12. Perform Scotland the Brave. - The introduction to this piece is meant to represent a band beginning far away on the other side of a hill, it gets closer, marches past us and then disappears over another hill. Try to imagine the band beginning to play on the far side of a hill or a long way away, then try to picture the band as it marches past, (listen for the ostinato pattern), then try to picture the band as it marches away. Identify each instrument as it sounds.
13. " Can you do this with your eyes closed?"
14. Comments from students after performance.

Concept: Form, round, introduction

1. " Can you identify what instrument(s) has the tune in the following piece of music? and....how many times do you hear the tune begin?"
2. Perform This Old Man. (Theme and Variation)
3. " Which instruments had the tune?" "How many times did the tune begin?" "Which was your favourite?... Why?"
4. " What do you call a piece of music that has only one tune or melody, but can be sung or played by different groups or people starting at different times?" - Round
5. Play Frere Jacques unison.
6. Divide students into 4 groups and have them sing along with the players.
7. One of us is the conductor and each of the other players stand near the group of students who will be singing with them.
8. Play/sing the round twice....starting with a different group each time.
9. Here is the main tune or theme from a famous piece of music.
10. Wayne plays subject from Little Fugue in G Minor.
11. In this piece, the theme will appear many time. Listen to the piece and count how many times the tune enters and what instrument is playing.
12. Perform- Little Fugue in G Minor.
13. " How many times does this tune happen in this piece of music?"

Finale: Perform That's a Plenty

Focus on: Monophonic, Homophonic, Polyphonic

Questions to ask:

• What tunes do you know that are monophonic? (after listening to an example of monophonic music)
• What tunes do you know are homophonic?....Polyphonic?
• How is a round classified?

Concept: Monophonic

1. Perform Hornpipe from Handel's Water Music as show opener.
2. Introduce the group and individuals.
3. Music that is Monophonic has a single tune or melody (mono)with an accompaniment.
4. In the piece we are going to perform, the tune goes like this...
5. Cory plays Hungarian Dance No.5 main theme
6. There are other tunes in this piece of music as well (Cory plays them?)
7. You will also notice something about a section of this piece where something strange happens to the tempo (what does that mean?)
8. The accompaniment is like this... We play the accompaniment
9. The whole piece of music sounds like this. Perform Hungarian Dance No. 5
10. " How would you describe this music? Dance?" Identify the piece. "What happened to the Tempo in this piece?"

Concept: Homophonic

1. Music that is Homophonic has all of the voices/instruments playing together to provide a united or group sound
2. Here is the tune for this piece (Great Gate of Kiev) Trumpet plays main theme of Great Gate
3. When we put all of us together on the tune (with harmony notes added) we sound like this:
4. Perform Great Gate of Kiev
5. " Does that music remind you of anything, or make you think of a special occasion?"

Concept: Polyphonic

1. Polyphonic music means that there is more than one tune going on at the same time. (Poly) It might be one tune happening at different times, or it might be different tunes happening at the same time or a combination of those.
2. The most simple form of Polyphonic music (polyphony) is a round.
3. Here is the tune. Larry plays Dona Nobis Pacem
4. Here is the same tune done in a round. Perform Dona Nobis Pacem as a round.
5. " How would you describe this piece of music?" "How old do you think this music is?" "How many parts to the tune are there?"

Review: Monophonic, Homophonic, Polyphonic.

1. If you can remember: that Monophonic means 1 tune, polyphonic means many tunes, the other term (homophonic) is the other kind of music (all together....hymns are like that.)
2. We are now going to perform 3 different pieces of music... 1 will be monophonic, 1 will be homophonic, and 1 will be polyphonic.
3. Your task is figure out which one is which....ie which piece of music is mostly mono, homo and poly
4. Perform: Newfoundland Sketch or Canadian Folk Medley - Introduce the piece.
5. " What type of music was that?" (Mono, homo or poly) Why?"
6. " Did you recognize any of the tunes?" (They are all Canadian folk songs)
7. Perform: Rondeau - Introduce the piece
8. " What type of music was that? Why?"
9. " Did you recognize the tune?"
10. Perform: Canzon Bergamasca- Introduce the piece
11. " What type of music was that? Who got a chance to play the tune?"

Questions about any of the music or the players?

Finale: John Williams Marches.