The first session starts with a review of the basic instrument groups covered in the first generation program followed by an audio instrument recognition game.  We then review instruments with a distinctive sound, some covered in the original program and other new ones such as harpsichord, bagpipes and calliope.  We then explore how sounds of nature (e.g. thunder, whale sounds, etc.) have been incorporated into recorded music.

 

 

The second session is a review of the human voice as an instrument.  We review how the voice works from a physical perspective and then present examples from around the world of how people have used their voices in unusual ways (e.g. Bobby McFerrin, India Carnatic vocals, etc.)  I  then explain and demonstrate the art of conducting using both a well-known movie theme and a very entertaining bugs bunny cartoon.

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In the third session, I build on the music notation session in the first generation program, presenting the basics of reading music including music notation, note values, introduction to the staff, the concept of sharps and flats, scales and chord structure.  This session concludes with an audio ear training game.

 

 

 

In the fourth session, I explain and demonstrate the art of song writing.  Examples are provided of a song that started as a poem and another that started with a melody.  I then discuss the different sound and feel of major and minor chords, along with examples of how each are used to create songs that elicit different feelings.  We then attempt to compose a song together starting with any story the students may want to tell.  As time permits, I will then provide audio examples of “call and response” music, both vocal and instrumental.
 

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The fifth session is an audio/visual presentation of four distinctive types of music including Italian, Latin, Celtic and Middle Eastern. For each type, I start by showing the different types of instruments that are used, then show videos of some of the instruments being played, then pictures and videos that explore the underlying culture in the part of the world where the music comes from.

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The last session is called The Pairing of Sight and Sound.  I start by matching types of famous paintings (by Monet, Picasso, Van Gogh, etc.) to a selection of music and then asking the students to pick which music best seems to go with each of the paintings.  We then do that same exercise in reverse (starting with the music), and conclude with video clips of 3 well-known movies showing the clip with the original music and then with other music that is not very compatible with the theme of the movie.

 

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