Texas Music Educators Association Beyond B-A-G

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1 Texas Music Educators ssociation eyond -- Rob mchin, University of Louisville January 13, 2018 Opening Movement activities using recorder music ransle Van Eyck: Selections from "Der Fluyten Lust-Hof" ("The Flute's arden of Delights") Marion VerbruggenDer Fluyten Lust-Hof: Prins Robbert[s] Masco, met 2 (Prince Robert's Masque, duet) Philip Pickett; New London Consort Dances from Terps. ransle de la Torche Philip Pickett; New London Consort Susato: Dansereye 1551 Susato: Les quatre ranles Neo-Medieval: Medieval Improvisations for a Postmodern ge Hesperus Dorian DIS De ce Que Foule Pe ransle Simple Single to the Rt, double to the Lt ransle Double Double to the RT, double to the Lt (movements to the right slightly larger) Preparing to play Non-metric work Mirror amefollow as in a mirrorr what the teacher does. Use your recorder (or similar manipulative) to begin. Opposite amefollow the same game in movement but in opposites (the teacher moves to the left while the group moves to their left, etc. Expand to recorder (left hand on top) Note: Invite students to see that you are playing the instrumentt correctly and that they will not be mirroring. This helps them with left hand on top issues. Echoing patterns and creating melodies Invite students to learn rhythmic patterns and echo them vocally and on recorder Start with your basic notes (). Invite students to do each 4-beat pattern on a single note Expand to several notes within a 4-beat pattern Work in small groups to createe new patterns Transfer to traditional notationn Link patterns together to createe melodies dd a simple accompaniment to the improvisations

2 amerhythms and fingering charts One person holds up rhythm card while another holds a fingering chart. Play the rhythm on the given pitch Switch to traditional notation Question and answer with rhythm charts ive several choices to play in response to a given pattern. Play on your favorite note or several notes. Consider when you will change notes. Question and nswer process Take a rhythm (from a visual) Count it (ta s and titi s) Play on your favorite note Do two patterns changing notes for each 4-beat pattern Questionplay the note given and then nswer with a different rhythm Have your question use two or three notes. nswer on a given pitch (usually do) Your favorite notestake a poem and orchestrate Read the poem Play each line on your favorite note Change notes on each line. Find a good ending note for your poem Perform as an piece (Speak-Play-Speak) s I was walking down the street s quiet as can be great big ugly man came up nd ties his horse to me. If all the world were paper nd all the seas were ink nd all the trees were bread and cheese What would we have to drink? (Ink)

Take a poem and create your own 4-line melody Charlie Chaplin Queenie, Queenie Caroline, Sat on a pin Dipped her hair in Turpentine. How many inches Turpentine made it shine Did it go in? 1-2-3-4.

3 Take a poem and create your own 4-line melody Charlie Chaplin Queenie, Queenie Caroline, Sat on a pin Dipped her hair in Turpentine. How many inches Turpentine made it shine Did it go in? Queenie, Queenie Caroline Eenie meenie minie moe, Catch a tiger by his toe If he hollers let him go! Eenie meenie minie moe, 1, 2, 3 Daddy caught a flee Flee died, daddy cried Tee hee hee ll ood children go to heaven ll bad children have to wait! Two little sausages Sitting in a pan One went sizzle and The other went am! Mickey Mouse build a house Under an apple tree Mickey Mouse called his house Number twenty-three Down in the jungle Living in a tent etter than a pre-fab No Rent! Late last night and the night before, 24 robbers at the door. Some went east, some went west. Some went towards the cuckoo s next! New notese, and D, egin to introduce new notes in the -pentatonic scale (E and D) and then other notes. Songngel and Harry Potter Rondo (-C-D) Create a rondo from this section: Harry potter s gone to sea Magic want upon his knee He will put a spell on me, Lovely Harry Potter! First answer with one note then with several. dd barred percussion and unpitched percussion creating improvisatory pieces using recorders and percussion (and voices!).

4 Ensembles Wake up you sleepy head (mchinrecorder Frolics. ridgewater, V: eatin' Path Publications, 1998.) Wake Up You Sleepy Head, Time to reet the Day. Wake Up You Sleepy Head, Time to reet the Day. Wake Up you Sleepy Head Sing and Play! Wake Up you Sleepy Head, Sing and Play! Wake Up You Sleepy Head, Wake Up You Sleepy Head...Wake Up you Sleepy Head, Sing and Play! Processs for learning Wake up etc, greet the day dd one more note or change to the rhythm experience: etc. greet the day. dd additional pitches to the piece with the class assistance: etc. greet the day. Continue through phrases as above. ccompaniment pattern for Tenor recorder/ass Xylophone: D E notherostinato for beginning recorder to accompany the melody: D Songim om (Yiddish, Trad.) Visual

5 What To Do With Three and Two (Recorder Frolics, Page 8)New notes (F# high D) We will learn this piece from Recorder Frolics and add improvisations and movement What to do with 3 and 2, I will start to say. It is fun to sing and play. Each and every day What to do with 3 and 2, I will start to say. Come and join me as be learn music every day! Other notes to improvise with: Low C, High C and D Cameron s Train Recorder Frolics, page 11 (and dding Tenor Recorder!) If you go on Cameron s train, We will travel home. We will ride along ll day and won t be alone.

Beyond BAG: Integrated Recorder into Your Classroom

Beyond BAG: Integrated Recorder into Your Classroom Oregon Music Educators Association January, 2016 Rob Amchin, University of Louisville robamchin@gmail.com www.robertamchin.com https://www.youtube.com/channel/ucxggsi0jewfdzhecjpng-nw