Chimes. Not Just for Concerts Anymore

Transcription

1 Chimes Not Just for Concerts Anymore

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3 Bio Facts: Presenter: Charlene Revel, Southern Elem., Georgetown Principal: Bryan Blankenship B.M.E and M.E. from Georgetown College Private Piano Studio, 31 years Employed by Scott County Schools since 1985, 23 years in K-5 music Trained with Dr. Paul Rosene, Pioneer in the development of chime technique Church handbell director, 24 years Director of Southern Elem Honor Choir and Act Up drama club. Involved in Georgetown Community Theater

4 Where s the B&B? Benefits of Bells Highly mo*va*ng, even for difficult students. Whole class can be engaged most of the *me. Promotes focus and concentra*on. Easy to evaluate student performance and iden*fy problems. Only large motor skills needed. (Also great for elderly and adult mentally handicapped.) Instant success. Students are delighted at the sounds they make.

5 What s in a Name? Malmark: Choirchimes Schulmerich: Melodychimes Suzuki: Tonechimes

6 G6 Range of 2 Octave Set of Chimes G4

7 Technique Grip bell under the leier name tab. Thumbs DO NOT go up on the bell name tab. Ring: in a circular mo*on from boiom to top. Wrist flick controls the clapper strike. Arm movement circulates the sound. Damp(stop sound): flip bell upside down and touch on shoulder. Insist on quality work.

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9 Rules for Ringing Mgmt is key to your sanity! 1) Bell stays silent un*l instructed to ring. (For youngers: Your bell must behave and be silent. It not if must have a *me out back in it s case) 2) Never touch the moving parts. 3) Hold bell at the waist. 4) Never touch anything metal (or anyone!)with the bell. Whenever possible I let students choose their bell and learn how to put them away.

10 Rhythm Students physically begin and end every note. Bells ring for the en*re dura*on of the note. (Unlike rhythm s*cks, xylophones, etc.) Resources Rhythm Flashcards, Hal Leonard Rockin Rhythm Raps, Cheryl Lavender Book/ CD

11 K-1 Rhythm Pre/K teacher will love you for reinforcing alphabet recognition! 1. Introduce individual notes you will use and play each. 2. Hear different small groups play. Ex: chord groups, all silver, all black, etc. 3. Assign different notes to groups of students. 4. Try short rhythm paiern together. Group 1: Pumpkin Pie Group 2: Turkey, Turkey Group 3: Yum, Yum

12 2 nd 5 th 1. Introduce/rehearse one measure rhythm paierns. 2. Have every student play rhythm together(i warn students it will sound like all piano keys at the same *me! Not real pleasant.) 3. Isolate and hear smaller groups. Ex. F, A, C or D, F, A. (Use minor keys too!) 4. Add measures together. Challenge to see how many consecu*ve measures can be performed accurately. 5. Allow students to rearrange rhythm measures. 6. Create two 8 measure phrases. Divide players into 2 groups and play the 2 phrases simultaneously.

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14 Stems up: Silver bells Stems down: Black bells

15 Harmony* Simple explana*on of a chord: 3 (or 4) notes sounding together in this paiern: Spell using name a note, skip a note method. A B C D E F G A Like you, every chord has a first, middle and last name. Most of us are called by our first name. So are chords. Ex. the F A C chord is called the F chord. *how and when black bells (# and b s) are used is not explained at this point but handed out as part of the chord.

16 Choose a 3 chord progression and display chord cards. Discuss who plays in each chord. Note who plays in more than 1 chord. Tap chord cards in a steady beat changing from one chord to another. G C E A C F D B G

17 When students seem familiar, challenge them by covering all but the name of each chord or give each chord a rhythm pa>ern. Reinforce that all the notes s*ll plays even though only the chord name is showing. Make the connec*on to chord symbols in songs found in music textbooks.

18 Rhythm/Harmony Merger Return to the 8 measure rhythms used earlier. Using a 3 chord progression, lay chord cards above rhythm measures to create a common chord progression. Allow students to create the progression. Only rule is to begin and end with the I chord.

19 Extending Chord Reading Allow students to explore simple 3 or 4 chord songs where the chord symbols are wriien above the staff. Sing, clapping on the words where chords change. Point out where chords change using lyrics as a guide. Have students play all chords shown while singing song.

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21 MELODY Pre notaeon music reading for K- 1. Poster chart shape songs. Chord shapes Staff Reading can be slightly more tedious for students because they must play alone, read from the staff and wait longer for their turn. Hal Leonard Melody Flash cards. Handbell method books Music text melodies (pitches are limited and rhythms may not be appropriate.)

22 Tempo & Dynamics Add tempos and dynamics to the rhythm/ harmony measures. Let students create the dynamic plan for each example. Form Have students create 2 or 3 four measure phrases and decide on their form, Ex.: AB, ABA, ABACABA, etc.

23 Show Me the Money! (Funding a New Set of Chimes) 1. Before asking for monies, borrow a set of chimes. 2. Have classes play for their teachers, principal, office staff. Demo the possibili*es at a PTA mee*ng. Have the school choir use them on a song at their concert. 3. Ask parents, businesses, etc., to choose and donate 1 chime from the set. Make sure there is some permanent recogni*on such as a plaque. 4. Grants. One thought: chimes are wonderful for special needs students making it a great TIP grant idea. 5. Great resource. They have a chime loan program. The American Guild Of English Handbell Ringers, Inc 1055 E. Centerville Sta*on Road, Dayton, OH AGEHR Handbell Hotline: hip://

24 Bell Buddies: For every student who donates a designated amount, give them a Bell Buddy to color, name, decorate. Display them on a Bell Adop*on Wall. Have a class compe**on. Award class with largest dona*on or par*cipa*on.

25 Resources To purchase resources from AGEHR, visit hip:// To purchase resources from MENC, visit hip:// Handchimes in General Music: A Curriculum Guide, Janet Van Valey and Martha Avery Grades 1-3, AGEHR #R- 212 Grades 4-6, AGEHR #R- 213 Quick FoundaNons, Kirtsy Mitchell, AGEHR #R- 218 Teaching Young Ringers, Carolynne Mathis, AGEHR #R- 217 Musical Elements: Classroom Method for Handchimes, Kenneth Liske, AGEHR #R- 216 Learning to Ring Series, Janet Van Valey and Susan Berry Using Handchimes, Lorenz #HB- 315 All- Time Favorites, Lorenz #HB- 266 Director's Manual, Lorenz #HB- 200 Let's Ring Chimes and Bells, Kirtsy Mitchell, Lorenz #CGBK- 48 Clapper Classics, Martha Lynn Thompson and Frances Callahan, Agape #1253 AdapNve NotaNon for Handbells, Letha McGrew, AGEHR #R- 204 Dalcroze ApplicaNons for Handbells, Keilniarz, AGEHR #R- 215 MeeNng NaNonal Standards with Handbells and Handchimes, McBride and Baldwin, MENC #1712 Chime Magic, Linda Miller, Jeffers Handbell Supply ( JHS- BELL)

26 A big thanks to Malmark for all the wonderful chimes used today!! Malmark Choirchimes Malmark, Inc. Bell Crest Park, PO Box 1200 Plumsteadville, PA Enjoy Being a Dingaling!!