http://www.dolmetsch.com/musicalsymbols.htm
Friday, January 28, 2011
Thursday, March 25, 2010
Children's choir
STAR offers professional quality children's choir, art classes, and music theory lessons for kids ages 4-12
Our staff is a team of enthusiastic professionals who enjoy teaching children. Their expertise and dedication help us develop age-specific music and art programs to address the many stages of child development.
Our staff is a team of enthusiastic professionals who enjoy teaching children. Their expertise and dedication help us develop age-specific music and art programs to address the many stages of child development.
Singing in the choir helps children:
- Develop ability to read and understand music
- Learn music of different styles, time periods, and countries
- Acquire strong vocal skills
- Improve confidence to perform on stage
- Develop self-discipline and responsibility
- Make new friends
- And much, much more!
The main goal of choral education is teaching each child correct singing technique. During choir rehearsals we do special vocal exercises that help children develop strong singing skills. Each member of the choir gets personal attention from conductors. When necessary, the conductors and vocal coach work with choir members individually or in small groups.
Children's Choir is structured to place children into one of its many choirs according to age, musical ability, and singing experience. The choirs perform both as separate choirs and as a combined choir.
The youngest children (K-2) start singing in the Sunny Smiles Choir and the Creative Notes Choir. These children begin learning the basics of choral singing. The students explore their singing voices and gain confidence singing alone and with others. They learn breathing techniques, proper singing posture, and how to follow a conductor. Using singing games and folk songs from many different cultures, students learn to read and perform simple rhythmic and melodic patterns. Students will prepare repertoire for and perform in one or two concerts per year.
Voices Choir is for advanced beginners in grades 2-4. This ensemble is for children who are already comfortable with their singing voices and want to increase their musical knowledge. These children build their music reading skills and develop healthy singing habits. They learn proper breathing techniques, singing posture and tone production and develop basic musical artistry using dynamics and articulation. This group focuses on building a beautiful unison sound and begins developing part-singing skills. This choir sings sacred and secular repertoire in a variety of languages, and from a variety of historical periods, including folk music, art music and contemporary popular song.
There's another intermediate-advanced level choir for children grades 4-7. These singers learn to develop vocal strength and sing with a healthy tone quality. This is accomplished by work with a vocal coach one-on-one and in groups. They are also trained in sight reading and solfege. Rehearsals include the development of listening skills for more accurate intonation, vocal blend and balance. The goal of this level is to increase independence in music reading and sing more difficult repertoire with confidence. The Swallow Choir members have an opportunity to travel and meet with other choirs in a yearly tour.
At the end there's an advanced, select choir. Only the finest singers in grades 7-12 are admitted to this group. These singers develop strong vocal skills by work with a vocal coach and by singing advanced repertoire. This group demonstrates outstanding music abilities and responsible behavior.
Wednesday, December 9, 2009
Guitar tablature
Guitar tablature
Guitar tablature consists of a series of horizontal lines forming a staff (or stave) similar to standard notation. Each line represents one of the instrument's strings. Therefore standard guitar tab has a six-line staff and bass guitar tab has four lines. The top line of the tablature represents the highest-pitched string of the guitar. By writing tablature with the lowest pitched notes on the bottom line and the highest pitched notes on the top line of the tablature follows the same basic structure and layout of Western Standard Notation.
The following examples are labelled with letters on the left denoting the string names, with a lowercase e for the high E string. Tab lines may be numbered 1–6 instead, representing standard string numbering, where "1" is the high E string, "2" is the B string, etc.
The numbers that are written on the lines represent the fret used to obtain the desired pitch. For example, the number 3 written on the top line of the staff indicates that the player should press down at the third fret on the high E (first string). Number 0 denotes the nut—that is, an open string.
For chords, a letter above or below the tab staff denotes the root note of the chord.
Examples of guitar tab notation:The chords E, F, and G:
e---0---1---3---
B---0---1---0---
G---1---2---0---
D---2---3---0---
A---2---3---2---
E---0---1---3---
E F G
Below is a simple melody in tablature.
e---0-1-3-5-3-1-0-- -----------------
B------------------3--1---------------
G-------------------------------------
D-------------------------------------
A-------------------------------------
E-------------------------------------
[edit] Lower Section
In the lower section of the example above, the top line represents the thinnest string of the guitar (high e) and the lowest line represents the thickest string of the guitar (low E). Each number on a line represents a fretted note on that string. The number zero is an open string, the number one is the first fret, and so on.
The tab is divided into bars using bar-lines but the duration of the notes is not indicated. You can figure out the duration of the notes using the Standard Notation in the upper section. You can also work out the note values using the time signature; which in this example is four-four time. This means that there are four quarter-notes in each bar. The tempo or style, which is given at the top of a piece of sheet music, is also an indicator of how a song should be played.
The key signature is not shown in the example. Key signatures show which sharps or flats are to be used; represented by #'s and b's. Each sharp or flat is shown on their respective line and space after the time signature.
[edit] Upper Section
The upper section of the example above is in Standard Notation and shows that the first bar has 8 notes. Each note is represented by an oval note-head which indicates which note is to be played and the note stem indicates the notes duration (how long the note is to be held). Because the notes in the first bar are all eighth notes they are connected with a beam as shown in the example. The beaming of the same notes in a bar allows for easier reading. Eighth notes would normally be shown with a single tail which here is replaced by a single beam. Sixteenth notes have two tails so a double beam is used when grouping.
At the end of the last eighth note there is a vertical bar-line. The bar-lines are used to show the pulse and rhythm of a piece of music. If a note is tied over the bar-line with a curved tie-line, then the note duration is held over to the next bar. Bars must never have more notes in them than is indicated by the time signature. In the next bar there is a whole note, which is an oval that is not shaded in the middle and has no stem.
The two vertical black lines at the end are called a double bar-line and this shows that the piece of music has ended.
"Every Good Boy Deserves Food" and the word "face" = egbdf and face
Guitar tablature consists of a series of horizontal lines forming a staff (or stave) similar to standard notation. Each line represents one of the instrument's strings. Therefore standard guitar tab has a six-line staff and bass guitar tab has four lines. The top line of the tablature represents the highest-pitched string of the guitar. By writing tablature with the lowest pitched notes on the bottom line and the highest pitched notes on the top line of the tablature follows the same basic structure and layout of Western Standard Notation.
The following examples are labelled with letters on the left denoting the string names, with a lowercase e for the high E string. Tab lines may be numbered 1–6 instead, representing standard string numbering, where "1" is the high E string, "2" is the B string, etc.
The numbers that are written on the lines represent the fret used to obtain the desired pitch. For example, the number 3 written on the top line of the staff indicates that the player should press down at the third fret on the high E (first string). Number 0 denotes the nut—that is, an open string.
For chords, a letter above or below the tab staff denotes the root note of the chord.
Examples of guitar tab notation:The chords E, F, and G:
e---0---1---3---
B---0---1---0---
G---1---2---0---
D---2---3---0---
A---2---3---2---
E---0---1---3---
E F G
Below is a simple melody in tablature.
e---0-1-3-5-3-1-0-- -----------------
B------------------3--1---------------
G-------------------------------------
D-------------------------------------
A-------------------------------------
E-------------------------------------
[edit] Lower Section
In the lower section of the example above, the top line represents the thinnest string of the guitar (high e) and the lowest line represents the thickest string of the guitar (low E). Each number on a line represents a fretted note on that string. The number zero is an open string, the number one is the first fret, and so on.
The tab is divided into bars using bar-lines but the duration of the notes is not indicated. You can figure out the duration of the notes using the Standard Notation in the upper section. You can also work out the note values using the time signature; which in this example is four-four time. This means that there are four quarter-notes in each bar. The tempo or style, which is given at the top of a piece of sheet music, is also an indicator of how a song should be played.
The key signature is not shown in the example. Key signatures show which sharps or flats are to be used; represented by #'s and b's. Each sharp or flat is shown on their respective line and space after the time signature.
[edit] Upper Section
The upper section of the example above is in Standard Notation and shows that the first bar has 8 notes. Each note is represented by an oval note-head which indicates which note is to be played and the note stem indicates the notes duration (how long the note is to be held). Because the notes in the first bar are all eighth notes they are connected with a beam as shown in the example. The beaming of the same notes in a bar allows for easier reading. Eighth notes would normally be shown with a single tail which here is replaced by a single beam. Sixteenth notes have two tails so a double beam is used when grouping.
At the end of the last eighth note there is a vertical bar-line. The bar-lines are used to show the pulse and rhythm of a piece of music. If a note is tied over the bar-line with a curved tie-line, then the note duration is held over to the next bar. Bars must never have more notes in them than is indicated by the time signature. In the next bar there is a whole note, which is an oval that is not shaded in the middle and has no stem.
The two vertical black lines at the end are called a double bar-line and this shows that the piece of music has ended.
"Every Good Boy Deserves Food" and the word "face" = egbdf and face
Tuesday, November 3, 2009
STAR Kids Rhythm
Drumming With Kids
STAR Kids Rhythm
Sound like FUN? You bet it is! Drums & Percussion are FUN!
Kids are instinctive drummers!
Music is so interesting. If you are ready to ROCK, we will show you how we ROLL!
STAR Kids Rhythm is an exciting music, movement, drumming and character-building program designed to integrate rhythm into the lives of children, educators, schools, families and communities.
You will sing, drum and dance together to the infectious beats--it's hard not to dance.
What are some of these principles?
1. Study and regular practice increase your abilities, and make it more fun
2. Good timing and good tone are important.
3. Pay attention.
4. Relax, keeping the back straight and the arms and shoulders relaxed.
5. Begin slowly and carefully. If it is hurting you to play, stop doing whatever is causing the pain
6. Take off your rings when hand drumming, to avoid damaging the membrane.
Homemade Percussion & Junkmusic ? Musical Instrument Building.
Just another idea……this class will teach you how to build truly unique musical instruments…….
STAR Kids Rhythm
Sound like FUN? You bet it is! Drums & Percussion are FUN!
Kids are instinctive drummers!
Music is so interesting. If you are ready to ROCK, we will show you how we ROLL!
STAR Kids Rhythm is an exciting music, movement, drumming and character-building program designed to integrate rhythm into the lives of children, educators, schools, families and communities.
You will sing, drum and dance together to the infectious beats--it's hard not to dance.
What are some of these principles?
1. Study and regular practice increase your abilities, and make it more fun
2. Good timing and good tone are important.
3. Pay attention.
4. Relax, keeping the back straight and the arms and shoulders relaxed.
5. Begin slowly and carefully. If it is hurting you to play, stop doing whatever is causing the pain
6. Take off your rings when hand drumming, to avoid damaging the membrane.
Homemade Percussion & Junkmusic ? Musical Instrument Building.
Just another idea……this class will teach you how to build truly unique musical instruments…….
Kid's Guitar Lessons
Yes! Your child can play the guitar!
Kid's Guitar Lessons
"Finally, A Quick and Easy Way For
Your Child to Play the Guitar,
Without any Musical Background,
Training or Experience."
If you're going to start playing guitar early in life, you might as well do it right.
The lessons were created with the beginner in mind. It is suggested that new guitarists start at lesson one, spending at least one week learning the exercises and songs in that lesson before moving on.
Dear Parent, Grandparent, Uncle, Aunt,
and friend of a precious Child:
Does your child enjoy music? Does he, or she, like to sing around the house? Have they ever expressed an interest in learning to play the guitar?
You know, children learn differently than adults. I've taught classes of little kid's, age 5 - 9, and know this from experience.
They will learn:
♦ How to hold down a note to get a clear tone on the guitar
♦ A simple exercise to strengthen their hands.
♦ Familiar songs they can sing & play.
♦ cool strumming patterns.
♦ new guitar chords.
♦ Exercises to strengthen their hands.
Does your child need a guitar? For your convenience,
we offer two very nice kid's guitars packaged with
our program. They are options on the Enrollment Page.
Our guitar program is the most effective way to enhance the student's talents and abilities. All guitar lessons offer students the opportunity to not only learn their favorite songs, but also learn the fundamentals of music and guitar playing including reading music/notation, music theory, and composition.
Vocals Music: The Essential
Vocals Music: The Essential
The voice is an effective tool for building student confidence and skills.
Our voice and singing program emphasize the development of proper vocal technique to protect the voice, improve sound production and gain confidence for personal enjoyment or public performances.
Small group instruction emphasizing vocal development through proper breath control, articulation and presentation of contemporary and/or traditional repertoire, building your own harmonies; reading music; scales, chords and intervals; stage and studio techniques; drills for the advanced singer; singing through chords; diatonic progressions; chart reading; duets; four-part harmony. Increase your endurance and range, correct bad habits, and sing longer and better. Help to improve your voice with a variety of exercise techniques. Exercises include: warming up, stabilizing the tone, loosening the throat and placing the sound forward, increasing range, breath control, etc.
Performance classes develop skills in singing, movement, and theater while preparing to perform at the end of the quarter.
The voice is an effective tool for building student confidence and skills.
Our voice and singing program emphasize the development of proper vocal technique to protect the voice, improve sound production and gain confidence for personal enjoyment or public performances.
Small group instruction emphasizing vocal development through proper breath control, articulation and presentation of contemporary and/or traditional repertoire, building your own harmonies; reading music; scales, chords and intervals; stage and studio techniques; drills for the advanced singer; singing through chords; diatonic progressions; chart reading; duets; four-part harmony. Increase your endurance and range, correct bad habits, and sing longer and better. Help to improve your voice with a variety of exercise techniques. Exercises include: warming up, stabilizing the tone, loosening the throat and placing the sound forward, increasing range, breath control, etc.
Performance classes develop skills in singing, movement, and theater while preparing to perform at the end of the quarter.
Wednesday, October 28, 2009
REPEATS
REPEATS
One of the most confusing parts of a musical score can be the navigation symbols, such as repeats, D.S. al Coda, D.C. al Fine, To Coda, etc.
Repeat symbols are placed at the beginning and end of the passage to be repeated.
You should ignore repeat symbols with the dots on the right side the first time you encounter them; when you come to a repeat symbol with dots on the left side, jump back to the previous repeat symbol facing the opposite direction (if there is no previous symbol, go to the beginning of the piece). The next time you come to the repeat symbol, ignore it and keep going unless it includes instructions such as "Repeat three times."
A section will often have a different ending after each repeat. The example below includes a first and a second ending. Play until you hit the repeat symbol, jump back to the previous repeat symbol and play until you reach the bracketed first ending, skip the measures under the bracket and jump immediately to the second ending, and then continue.
D.S. stands for dal segno or "from the sign." When you encounter this indication, jump immediately to the sign (
). D.S. is usually accompanied by al Fine or al Coda. Fine indicates the end of a piece. A coda is a final passage near the end of a piece and is indicated with 
. D.S. al Coda simply tells you to jump back to the sign and continue on until you are instructed to jump to the coda, indicated with To Coda .
D.C. stands for da capo or "from the beginning." Jump to the top of the piece when you encounter this indication.
D.C. al Fine tells you to jump to the beginning of a tune and continue until you encounter the Fine indicating the end of the piece (ignore the Fine the first time through).
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