Yamaha MIE-3XG - Manuals - manualsarea.com

MUSIC IN EDUCATION MIE Institute Handbook i ©2013 Yamaha Corporation of America The information contained in this book is believe to be correct at the time of distribution. Yamaha reserves the right to change or modify specification at any time without notice or obligation to update existing systems...

Page 3 - Preface

Page 4 - Curriculum; 6 Yamaha Power Adapters (1 for each keyboard); Section 1; Authors & Contributors; Component List

MUSIC IN EDUCATION MIE Institute Handbook Curriculum ✦ MIE Teacher Handbook (this digital book) ✦ 40 Opuses (includes instructional and assessment activities and ma-terial) ✦ 10 Preludes (instructional activities and materials targeting early childhood and learners with special needs) Literature ✦ 2...

Page 7 - Project Development Team; MIE 3rd Edition “Songbook” Curriculum; AUTHORS

MUSIC IN EDUCATION MIE Institute Handbook Project Development Team MIE 3rd Edition “Songbook” Curriculum AUTHORS ✦ Brian R. Moore, University of Nebraska-Lincoln ✦ Lauren Altiere, Wilson Primary School, Phoenix, Arizona ✦ Katherine W. Punwar, Sennett Middle School, Madison, Wisconsin Review & Qu...

Page 10 - Chapter 1; Quick Start; Setting up your MIE Classroom

Chapter 1 Quick Start Guide Setting up your MIE Classroom

Page 11 - Arrange the furniture; – see sample layouts on next page.; Keyboard Setup; c) Label the back ledge of each keyboard with the colored sheets of; Power Setup; a) Plug in power strips to the wall in a daisy chain fashion. NOTE:; Quick Start Setup Guide; Keyboard Label

MUSIC IN EDUCATION MIE Institute Handbook 1. Arrange the furniture – see sample layouts on next page. 2. Keyboard Setup – (Each keyboard box contains a keyboard, a cover, a split divider, and a music rack) a) Lay the keyboards on the tables according to your floor plan.b) Be sure the student keyboar...

Page 12 - IN; – connect the orange and green MIDI plugs to the Teacher Keyboard; Cables for Teacher Area Setup

4. Computer Setup – see instructions with computer (NOTE: You don’t need to install MIE software yet) 5. Teacher Area Setup a) Yamaha UX-16 MIDI Interface – this interface has a USB plug at one end (b) and two MIDI plugs (c/d) at the other... b) USB Plug – Connect to a USB port on the back of the iM...

Page 13 - Student Keyboard Cables; have nothing plugged in GREEN THRU, ORANGE MERGE IN, and AUDIO OUT); Student Headphones; Please see separate setup instructions.

6. Student Keyboard Cables [MIDI/Audio Cable coming from Teacher Keyboard] a) Connect to Yellow/Blue MIDI plugs of Student Keyboard #1b) Connect RED/WHITE Audio plugs to AUDIO IN of Student Keyboard #1.c) MIDI/Audio Cables – Continue from keyboard #1 to keyboard #2 to final keyboard (NOTE: last ke...

Page 14 - Audio Out of Teacher Keyboard NOT used; Teacher Keyboard - Rear View

Audio Out of Teacher Keyboard NOT used Photo 1.3 Teacher Keyboard - Rear View 13

Page 15 - Make sure the keyboards number properly.; Section 2; MIE Tech Tips

MUSIC IN EDUCATION MIE Institute Handbook MIE Tech Tips HOW TO START YOUR MIE SYSTEM The proper order of turning on your MIE system:1. Turn on the KEYBOARDS2. Turn on the COMPUTER3. Start MIE4. Start mieRemote (iPod Touch / iPad) WHAT SHOULD HAPPEN ONCE THE MIE SOFTWARE IS RUNNING ✦ Make sure the ke...

Page 16 - HOW TO TROUBLESHOOT YOUR SYSTEM; incorrect; CONTACTING MIE TECH SUPPORT; At the end of the day, you should

boards. Again, as long as you see the last (usually #15) student keyboard, all the others will be operating correctly.When you wish to see the student numbers on the keyboards, go to UTILITIES or you can use the remote to RESET. HOW TO TROUBLESHOOT YOUR SYSTEM ✦ If the keyboards do NOT number proper...

Page 18 - Other Computer Settings:; Use the “Energy Saver” control; Energy Saver System Preference

iTunes (to play music and more), and iPhoto (to view, edit, and share your pictures). And if you’re a switcher, be sure to check out Switch 101—Mac 101 for former PC users. http://www.apple.com/support/mac101/ http://www.apple.com/support/switch101/ MIE Install and Setup... The MIE software must be ...

Page 19 - Suggested Room Layouts for MIE; Suggested Room Layouts; The “U” configuration is one of the most popular and

MUSIC IN EDUCATION MIE Institute Handbook Suggested Room Layouts for MIE Section 3 QUICK START GUIDE 1. Quick Start Setup Guide 2. MIE Tech Tips 3. Suggested Room Layouts Suggested Room Layouts 18 The “U” configuration is one of the most popular and versatile arrangements Gallery 1.1 Suggested Room ...

Page 20 - Chapter 2; Introduction; Philosophy and Brief Overview of

Chapter 2 Introduction Philosophy and Brief Overview of Music In Education

Page 22 - Technology; : MIE technology is conceived as an impor-; Staff Development & Support; Music In Education; Curricular & Instructional Inclusion; tion

21 traditions and a contemporary setting for instruction. Music reading is viewed as a critical means toward music literacy. Active engagement with literature from multiple perspectives (performing, composing, analyz-ing, listening, etc.) fosters the development of music literacy that leads to fluen...

Page 23 - Chapter 3; MIE; Overview

Chapter 3 MIE Curriculum Overview Summary of Opus Content Instructional Planning

Page 26 - Opus Summary

Opus Summary Below is a listing of the 40 Opuses with the musical area for each, the specific concept(s), as well as the curriculum ma-terials used in each. Opus Area Concept Music 1 Rhythm Steady Beat 1 – New River Train 2 Pitch: Melody/Harmony Register/Clusters 2 – The Siamese Cat Song 3 Pitch: Me...

Page 30 - Instructional Planning; As with any instructional endeavor,

Instructional Planning As with any instructional endeavor, Music in Education does require instructional planning and decision-making on the part of the music educator. In preparing to teach any aspect of the MIE Curriculum, the following points will assist in this preparation: 1. Read through entir...

Page 31 - Chapter 4; Software

Chapter 4 Software Guide Etudes are self-guided practice sessions and tutorials for the MIE software and are used in conjunction with the MIE Institute. They are included here as an addendum to the MIE Help section available through the Menu Bar of the software.

Page 32 - Etude #1 – Software Overview & Lesson Book; ETUDE TABLE OF CONTENTS

MUSIC IN EDUCATION MIE Institute Handbook Etude #1 – Software Overview & Lesson Book Themes: Overview, Navigation, and Menu BarOVERVIEW: MIE software is designed to be by the music teacher, stand-ing up, moving around the music classroom. Some of these design fea-tures include: ✦ Black backgroun...

Page 33 - Identify the following information; MIE Version Number; : These appear in the top; Version Number

1. Begin by clicking once on the large blue “Lesson Book” icon... 2. Identify the following information ✦ MIE Version Number (INFO: please have this number when requesting any kind of tech support). ✦ Status Area (INFO: displays current class (if any) and current song (if any). ✦ Date/Time (INFO: di...

Page 34 - Lesson Book Context Buttons

4. Return to the Les- son Book (click the Lesson Book) ✦ Note the following buttons in any set of lessons... 33 Opus List Opus Info Opus Title Note Monitor PlayList “Smart Text” Lesson Selection Interactive 4.2 Lesson Book Context Buttons 1 2 3 4 5 6 7

Page 35 - Music Tool Bar

5. Play music content via the Music ToolBar 6. Menu Bar: ✦ MIEv4 – Used for Preferences and Quit ✦ Window – typing keyboard access to Books/Controls ✦ Help – Specific assistance with all aspects of the MIE software. Includes search feature. 34 Play Pause Stop Teacher Mute Teacher Volume Student Mu...

Page 39 - Etude #3 – Reference Book

MUSIC IN EDUCATION MIE Institute Handbook Etude #3 – Reference Book Section 3 Etude #3 - Reference Book 38 Alpha Listing Song Edit PlayList Interactive 4.4 Reference Book - Number (& Alpha) Listing, Song Edit, PlayList 1 2 3 ETUDE TABLE OF CONTENTS Etude #1 – Software Overview & Lesson Book ...

Page 41 - Etude #4 – Remote Control

MUSIC IN EDUCATION MIE Institute Handbook Etude #4 – Remote Control The MIE Remote Control provides access to all of the functions of the music toolbar plus many others. iPod Touch/iPad as Remote An iPod Touch or iPhone or iPad can now be used as the MIE remote control. The iPod Touch will ‘connect’...

Page 43 - Step by Step Instructions for mieRemote; Using the connector cable that came with your iPod,

Step by Step Instructions for mieRemote 1. Using the connector cable that came with your iPod, connect your iPod to whatever computer you will be syncing with via iTunes. 2. iTunes may want to update the OS (operating system). Click OK and let it sync. 3. On the iPod: Open SETTINGS (the Gear) on you...

Page 44 - Wifi Menu to Create Network

Setting up wifi for mieRemote: Creating a computer-to-computer network... 1. Choose “Create Network” from the AirPort status icon in the menu bar of your Macintosh...   (NOTE: If the Airport icon is not in the menu bar, choose Apple menu ➢ System Preferences, and then click “Network”. Click Airport ...

Page 45 - MIE Server Popup

4. The Airport Icon in the menubar will now change to 5. Using your iPad, go to Settings ➤ Wi-Fi and make sure Wi-Fi is turned on... Choose the network you just created in the earlier steps on your computer. 6. Download and install the ‘mieRemote’ version of the Macintosh application to your MIE mac...

Page 47 - Section 5; Utility

MUSIC IN EDUCATION MIE Institute Handbook Etude #5 – Utilities Section 5 Etude #5 - Utilities 46 My Info Save Log Email Log Interactive 4.5 Utility 1 2 3 ETUDE TABLE OF CONTENTS Etude #1 – Software Overview & Lesson Book Etude #2 – Grade Book (part 1) Etude #3 – Reference Book Etude #4 – Remote ...

Page 48 - Section 6; Quiz

MUSIC IN EDUCATION MIE Institute Handbook Etude #6 – Quiz Section 6 Etude #6 - Quiz 47 Responses Eraser Answer Key Quiz Info Interactive 4.6 Quiz 1 2 3 4 ETUDE TABLE OF CONTENTS Etude #1 – Software Overview & Lesson Book Etude #2 – Grade Book (part 1) Etude #3 – Reference Book Etude #4 – Remote ...

Page 49 - As students respond, the seating chart; Quiz Responses

48 1. 2. 3. 4. 5. 6. 7. 8. Interactive 4.7 Taking A Quiz Question 1 of 9 Quiz Question with Volume Controls Volume Drawer: Allows changing the volumes of the individual parts of any question music content. The “Reset Volume Sliders” returns all 5 sliders to their default volume. As students respond,...

Page 50 - see Quiz 1; Types of Quiz Questions

There are several types of quiz questions. The various types can be seen in Gallery 4.1 49 Black/White questions are used for ‘yes/no’ or ‘true/false’ types of responses. The student keyboards are silent. Students use middle C and C# in split mode for these questions. – see Quiz 1 Gallery 4.1 Types ...

Page 51 - Individual “Re-do” and Makeup Quiz; Makeup Quiz; – If a student was ab-; Quiz Question After Accepting All Responses

Quiz Continued - Individual “Re-do” and Makeup Quiz Individual “Re-do” – What if you accept an answer, but realize that one or two students did not respond? Or, you want to give one student a chance to do a question over, but still keep the other students’ responses.In Screenshot 4.9, question 1 has...

Page 53 - Etude #7 – Keyboard Presets; Etude 7 - Keyboard Presets

MUSIC IN EDUCATION MIE Institute Handbook Etude #7 – Keyboard Presets Themes: Banks, Edit, Send Section 7 Etude 7 - Keyboard Presets 52 ETUDE TABLE OF CONTENTS Etude #1 – Software Overview & Lesson Book Etude #2 – Grade Book (part 1) Etude #3 – Reference Book Etude #4 – Remote Control Etude #5 –...

Page 54 - You are encouraged to edit Preset 1. Suggestions; Keyboard Percussion; controls - if Normal or an Accomp; Student Speakers On; corresponds to the Speaker button; Edit Keyboard Presets

Preset 1 from Bank A is the “Startup” preset. When MIE is first run, this preset is automatically sent to all student keyboards. NOTE: You are encouraged to edit Preset 1. Suggestions include: • Front Panel Lock – Checked (On)• Voice Select Lock – Checked (On)• Speakers Locked – Checked (On)• Touch ...

Page 55 - Locks disable the corresponding buttons on the; dent; You want the class to be working on an independent; Using Bank B of the Presets:; activity AND a Preset that would support it.

Clicking the left or right buttons allows selection of any of the 710 timbres. If the voice is not on the Voice Panel of the MIE-3XG, the timbre will be sent to the ASSIGN button. Octave sliders provide -2 to +2 shifts. If Normal or an Accomp mode has been selected, only the Left Voice will be avail...

Page 56 - Part 1 – Delete Classes...; Section 8

MUSIC IN EDUCATION MIE Institute Handbook Etude #8 – Grade Book [B] Delete Classes, Transfer Students, Export Class Info, Backup/Reset Classes, “Import Class” Part 1 – Delete Classes… 1. Select Grade Book.2. Click “GradeBook” context button. (Add/Edit Classes will be se- lected by default.) 3. Click...

Page 57 - Part 3 – Export Class Info; Backup

3. Click a student name (either list) and click the “>” or “<” button to transfer the student. Note that you can only select one student at a time. 4. A transferred student will be placed in the first avail- able seat. (Use the “Add/Edit Classes” tab of the GradeBook to switch seats.) NOTE: Yo...

Page 59 - To Use iTunes with MIE:; Section 9

MUSIC IN EDUCATION MIE Institute Handbook Etude #9 – MIE & iTunes Apple’s iTunes is integrated within MIE. You can play any of your iTunes library via MIE. This also means your remote control can be used to PLAY, STOP, PAUSE and change volume. To Use iTunes with MIE: 1. Open iTunes.2. Create a n...

Page 60 - Create your song using loops or direct recording of; Sharing your

To Use GarageBand to Create Audio Track for Use with MIE: 1. Open GarageBand. (Create New Music Project) - Save the Project with the title of the new song. (This title is what will appear in MIE.) 2. Create your song using loops or direct recording of the keyboard. 3. Use the Share Menu to send your...

Page 61 - Etude #10 – MIE Tunes

MUSIC IN EDUCATION MIE Institute Handbook Etude #10 – MIE Tunes MIE Tunes provides you and your students the means to save composi-tions they create using the MIE-3XG sequencer. Songs created with the MIE-3XG are ‘.sng’ files. They can be loaded to either the teacher OR all the student keyboards.‘.s...

Page 62 - Chapter 5; Keyboard

Chapter 5 MIE-3XG Keyboard Guide Explanations of various MIE-3XG keyboard functions including recording, playback, and keyboard percussion.

Page 63 - Range for Accomp Mode

62 General Description and Features NORMAL The keyboard is a five-octave keyboard (C1 to C6) play-ing the same voice in all five octaves. SPLIT/ENSEMBLE The keyboard is split into two separate two-octave key-boards. The divider should be in place. Middle C moves to the solid triangles t above and be...

Page 64 - Notes in parentheses can be omitted.; Example of Fingered mode Chords

63 ✦ Notes in parentheses can be omitted. ✦ If you play any three adjacent keys (including black keys), the chord sound will be cancelled and only the rhythm instruments will continue playing (CHORD CANCEL function). ✦ Playing a single key or two same root keys in the adja-cent octaves produces acco...

Page 65 - INTRO, MAIN and ENDING BUTTONS; INTRO

64 ✦ If you activate the right keyboard percussion in the Ac-companiment Mode, the accompaniment rhythm function will stop. INTRO, MAIN and ENDING BUTTONS There are various types of Accompaniment sections that allow you to vary the arrangement of the accompani-ment to match the song you are playing....

Page 66 - ACCOMPANIMENT VOLUME CONTROL

65 ENDING This is used for the ending of the song. When the ending is finished, the auto accompaniment stops automatically. The length of the ending (in measures) differs depending on the selected style. SYNC START, START, AND STOP BUTTONS These buttons control the playing of the accompaniment. SYNC...

Page 68 - B - Middle Low Tenor Drum

67 Keyboard Percussion Diagram 5.5 Keyboard Percussion C - Bass Drum C# - Rimshot D - Low Snare 1 D# - Hand Clap E - High Snare 2 F - Low Floor Tom F# - Open Hi-Hat G - High Floor Tom G# - Closed Hi-Hat A - Low Tenor Drum A# - Open Hi-Hat w/drumstick B - Middle Low Tenor Drum C - Middle High Tenor D...

Page 69 - Chapter 6; Peer; Peer Teaching Guidelines and Instructions

Chapter 6 Peer Teaching Peer Teaching Guidelines and Instructions

Page 70 - OPUS 7 – Music Alphabet

Peer Teaching Guidelines Get Opus Assignment from MIE Staff1. Go over entire opus with your group.2. Give Quiz for your opus.3. Teach assigned lessons and letters to your group.4. Use ‘smart text’ and remote.5. Program songs needed; use presets.6. Before you start teaching, TAKE ATTENDANCE.7. Teach ...

Page 72 - Chapter 7; Review

Chapter 7 Self-Paced Review This chapter presents a review of various aspects of MIE that have been covered in the previous chapters.

Page 73 - Please choose; all; Question 1 of 9; What is the di; Student mute: speakers are off but headphones are not

72 Review 7.1 Please choose all correct responses for each of the following questions... Check Answer Question 1 of 9 What is the di ﬀ erence between “speakers o ﬀ ”, and “student mute”? A. Speakers off: nothing can be heard from the student keyboards or student headphones B. Student mute: speakers ...

Page 74 - Chapter 8; Reference

Chapter 8 Reference Listing of MIE content arranged by concept, style, and culture.

Page 75 - A Major; Songbook Cross-Reference; Listening Excerpt Information

MUSIC IN EDUCATION MIE Institute Handbook Repertoire Cross-Reference & Index A Major Battle Hymn of the Republic (60)Louie, Louie (106)Scotland the Brave (Tunes of Glory) (32)Sweetly Sings the Donkey (31)The Star Spangled Banner (141) Bb Major Canon (63)Canon (64)Catch a Falling Star (38)Feed th...

Page 76 - D Major

The Banana Boat Song (59)Boogie Woogie Bugle Boy (49)Chopsticks (67)Chumbara (36)Come Sail Away (68)Don’t Worry, Be Happy (73)Do-Re-Mi (7)Dry Bones (77)Edelweiss (78)Eine Kleine Nachtmusik: II (79)God Bless the U.S.A. (88)Hail to the Chief (89)Hakuna Matata (90)Hill and Gully Rider (94)I Want to Hol...

Page 91 - Listening Excerpt Cross-Reference & Index; Listening Excerpt Reference

MUSIC IN EDUCATION MIE Institute Handbook Listening Excerpt Cross-Reference & Index ‣ A KNIFE AND A FORK (Hennie–Anderson–Barge) Rockpile. p 1980 Riviera Global Re- cord Productions Ltd. Courtesy of Sony Music Entertainment Inc. :29 ‣ A MIGHTY FORTRESS (Bach) E. Power Biggs, organ. Courtesy ...

Page 98 - MIE Charts Table of Contents and Usage

MUSIC IN EDUCATION MIE Institute Handbook MIE Charts Table of Contents and Usage Section 3 Charts & Worksheets 97 Reference 1. Songbook Cross-Reference 2. Listening Excerpt Information 3. Charts & Worksheets 4. Opus 1 Notes & Content Charts Opus 1 Five Octave Keyboard 1 1a Five Octave Ke...

Page 103 - MIE Worksheets Table of Contents and Usage

MIE Worksheets Table of Contents and Usage 102 Worksheet Opus 1 Create Accompaniment 1 2 Five Octave Keyboard 2,7 3 Single Line Staff (large) 2,3,4,5,6 4 Percussion Score Paper 3,12,13,18,20,26 5 A Ram Sam Sam Accompaniment 5 6 Grand Staff With Keyboard 8,9,15,23 7 Call & Response 9,14,17 8 Treb...

Page 104 - MIE Quiz Overheads

MIE Quiz Overheads 103 Worksheets 5-8 Worksheets 9-12

Page 108 - MIE Miscelleanous Overheads; Misc Overheads

Page 109 - Section 4; Opus 1 Notes & Content; Opus 1 Notes

MUSIC IN EDUCATION MIE Institute Handbook Section 4 Opus 1 Notes & Content 108 Opus 1 Notes 10. O PUS N OTES | 1 Opus 1 Steady Beat Concept: Student Outcomes: STEADY BEAT - Duration/Rhythm: Music may move to an underlying beat or pulse that is steady. Identify steady beat. Create original accomp...

Page 111 - Chapter 9; Opus

Page 112 - Steady Beat; Preludes

MUSIC IN EDUCATION MIE Institute Handbook Opus 1 Steady Beat Concept: Student Outcomes: STEADY BEAT - Duration/Rhythm: Music may move to an underlying beat or pulse that is steady. Identify steady beat.Create original accompaniment. Vocabulary/Keyboard: Vocabulary/Keyboard: Symbols: - two black key ...

Page 117 - Tempo

Opus #4 Tempo Concept: Student Outcomes: TEMPO – Duration/ Rhythm: Music may move with a fast, moderate, or slow tempo. Recognize various tempi and their musical affect.Analyze & comprehend metronome/tempo markings. Vocabulary/Keyboard: Vocabulary/Keyboard: Symbols: - tempo: fast, moderate, slow...

Page 118 - Quarter Note, Quarter Rest

Opus #5 Quarter Note, Quarter Rest Concept: Student Outcomes: QUARTER NOTE/REST - Duration/Rhythm: Rhythm values may be symbolized. Identify, play, read and notate quarter notes/rests.Compose percussion duet using quarter notes/rests. Vocabulary/Keyboard: Vocabulary/Keyboard: Symbols: - quarter note...

Page 119 - Ostinato

• echo patterns. • play patterns by reading previously created examples (i.e. Worksheet 3 overhead). B. Play examples from Worksheet 3 with one mistake in rhythm or played correctly. Ask students to: • practice entering “black” = played correctly, “white” = played incorrectly. Note Monitor Kbd Perc ...

Page 121 - Music Alphabet

Opus 7 Music Alphabet Concept: Student Outcomes: MUSIC ALPHABET – Pitch/Melody: Pitches may be symbolized Identify & play the music alphabet.Play chords using combinations of pitches. Vocabulary/Keyboard: Vocabulary/Keyboard: Symbols: - music alphabet, melodic pattern, ascending (up) and descend...

Page 125 - Legato and Staccato

• identify skips, steps and repeats on five-line staff. • air play with melody while singing finger numbers. Play Melody • play with melody. B. Play Student Part 2 . Have students: • identify Part 2 as call or response. • identify skips, steps and repeats on five-line staff. • air play with melody w...

Page 127 - Grand Staff

MUSIC IN EDUCATION MIE Institute Handbook Opus 11 Grand Staff Concept: Student Outcomes: GRAND STAFF - Pitch/Melody; Pitches may be symbolized Identify the Grand Staff.Understand how registers are displayed on the Grand Staff.Analyze timbres/voices/sound effects in different registers. Vocabulary/Ke...

Page 129 - Eighth Note and Rest

Opus 12 Eighth Note and Rest Concept: Student Outcomes: EIGHTH NOTE & REST - Duration/Rhythm: Rhythm values may be symbolized. Music may combine long and short durations of sound and silence. Identify, play, read and notate eighth notes/rests.Compose rhythmic ostinati using eighth notes/rests. V...

Page 130 - Duple Meter

Opus 13 Duple Meter Concept: Student Outcomes: DUPLE METER - Duration/Rhythm: Rhythm may be organized into consistent groups of beats Recognize duple meter and time/meter signature.Understand how meter is determined by groupings of strong and weak beats.Create rhythm and melody patterns in duple met...

Page 131 - C Major Tonality

• create and write eight measure rhythm piece in 2/4 meter, using quarter and eighth notes/rests. • practice new rhythm piece. Speakers Off • play rhythm piece for class. Speakers On Kbd Perc Off Synthesis Completed R. Review A. Kbd Perc On Create percussion patterns that use bass drum on strong bea...

Page 133 - Half Note and Rest

Opus 15 Half Note and Rest Concept: Student Outcomes: HALF NOTE and REST - Duration/Rhythm: Rhythm values may be symbolized. Music may combine long or short durations of sound and silence. Identify, play, read and notate half notes/rests.Compose melodies using half notes/rests. Vocabulary/Keyboard: ...

Page 134 - Harmonic Intervals: 2nds and 3rds

Opus 16 Harmonic Intervals: 2nds and 3rds Concept: Student Outcomes: HARMONIC INTERVALS, 2nds and 3rds – Harmony: Two or more pitches may be combined to create harmony. A melody may be accompanied by single pitches, intervals or chords. Recognize & play harmonic intervals of 2nds and 3rds.Improv...

Page 135 - G Major Tonality

Opus 17 G Major Tonality Concept: Student Outcomes: G MAJOR TONALITY – Pitch/ Melody: Pitches may be organized around a tonality, i.e., pentachord, scale. Read, play and notate the G major pentachord.Identify “home tone” of G major tonality.Create call & response patterns using notes in G major ...

Page 138 - Harmonic Interval: Fifth

Opus 19 Harmonic Interval: Fifth Concept: Student Outcomes: HARMONIC INTERVAL/5 th - Harmony: Two or more pitches may be combined to create harmony. A melody may be accompanied by single pitches, intervals or chords. Recognize & play harmonic interval of 5 th . Compose accompaniments using inter...

Page 139 - Sixteenth note and rest

Opus 20 Sixteenth note and rest Concept: Student Outcomes: SIXTEENTH NOTE & REST - Duration/Rhythm: Rhythm values may be symbolized. Music may combine long and short durations of sound and silence. Identify, play, read and notate sixteenth notes/rests.Compose percussion duet using sixteenth note...

Page 141 - Section 3

MUSIC IN EDUCATION MIE Institute Handbook Opus 21 Forte/Piano, Crescendo/Decrescendo Concept: Student Outcomes: FORTE/PIANO, CRESCENDO/DECRESCENDO - Dynamics: Music may be soft or loud OR become softer or louder. Recognize variety of musical dynamics.Analyze how dynamics affect music.Compose Percuss...

Page 142 - Sharp and Flat

2. Play – Jingle Bells: Parts 1, 2 and 3 (Song 23) A. Play Song Jingle Bells . Direct students to: • identify dynamics in song. • discuss how dynamics can be achieved on keyboard. (Touch Sensitivity Button or Volume Slid-ers) Touch Sensitivity On Touch Sensitivity Off • practice Part 1 with written ...

Page 144 - Music Reading – D Major/Accidentals

Opus 23 Music Reading – D Major/Accidentals Concept: Student Outcomes: D MAJOR TONALITY - Pitch/Melody – Pitches may be grouped to form a set, e.g., pentachord, scale, mode, tone row. A set of pitches may or may not have a tonal center. Read, play and notate the D major pentachord.Identify “home ton...

Page 147 - Form

Opus 25 Form Concept: Student Outcomes: ABA FORM – Form: The structure of a composition may be a combination of smaller sections. Sections of a composition may be the same, similar or different. Recognize how music may be structured into ABA form.Identify musical phrases.Create a song in ABA form. V...

Page 148 - Dotted Rhythms

Opus 26 Dotted Rhythms Concept: Student Outcomes: DOTTED RHYTHMS – Duration: Rhythm values may be symbolized Identify, play, read and notate dotted rhythms.Compose accompaniments using dotted rhythms. Vocabulary/Keyboard: Vocabulary/Keyboard: Symbols: - dotted half/quarter, dotted quarter/eighth, do...

Page 149 - Music Reading – A Major

Repeat activities for Part 2. Speakers On Speakers Off Play Song Split – Reset Lesson Completed S. Synthesis: Compose – New Parts 2 & 3 Largo (from the “New World Symphony”) using dotted rhythms (Worksheet 13) A. Ask students to: • identify rhythm values, repeated patterns and note names in Part...

Page 151 - Music Reading - F Major

Opus 28 Music Reading - F Major Concept: Student Outcomes: F MAJOR TONALITY - Pitch/Melody: Pitches may be grouped to form a set, e.g., pentachord, scale, mode, tone row. A set of pitches may or may not have a tonal center. Read, play and notate the F major pentachord.Identify “home tone” of F major...

Page 152 - Minor Tonality

Opus 29 Minor Tonality Concept: Student Outcomes: MINOR TONALITY : Pitch/Melody – Pitches may be grouped to form a set, e.g., pentachord, scale, mode, tone row. A set of pitches may or may not have a tonal center. Play, read minor melodic patterns.Transpose major song to minor.Recognize minor & ...

Page 153 - Major Scale and Diatonic Triads

R. Review A. Note Monitor Have students: • practice entering various major and corresponding (parallel) minor pentachords (C, G, D, A, F). B. Play various major and minor triads. Ask students to: • identify triads as minor or major. • practice entering “black” = minor, “white” = major. Review Comple...

Page 155 - Music Reading – Bb Major/G Minor

MUSIC IN EDUCATION MIE Institute Handbook Opus 31 Music Reading – Bb Major/G Minor Concept: Student Outcomes: Bb Major/G Minor TONALITY - Pitch/Melody – Pitches may be grouped to form a set, e.g., pentachord, scale, mode, tone row. A set of pitches may or may not have a tonal center. Read, play and ...

Page 157 - Single/Fingered Accompaniment & Leadsheet

Opus 32 Single/Fingered Accompaniment & Leadsheet Concept: Student Outcomes: SINGLE/FINGERED ACCOMP. & LEADSHEET – Harmony: A melody may be accompanied by single pitches, intervals or chords. Identify, read & write chord symbols.Play leadsheets using chord symbols to create accompaniment...

Page 158 - Chord Progressions - Major

R. Review A. Note Monitor Play Kum Ba Yah with Single Accomp. correctly or incorrectly. Ask students to: • read leadsheet chords and decide whether correct chords were played. • practice entering “black” = chords were correct, “white” = chords were incorrect. B. Play simple melodies and chord accomp...

Page 159 - Chord Progressions - Minor

Lesson Completed 3. Listen & Play – Chord Progressions A. Play Song Twist and Shout. Help students: • identify the three progressions in this excerpt (Section A: I-IV-V-IV, Section B: V, Section C: I-IV-V-V). • play with excerpt using “roots” or chords. (Note: Key of D major) Speakers Off B. Pla...

Page 161 - Variations

• build an F7 chord. • compare bass accompaniment to leadsheet symbols. • discover where bass accompaniment uses added 7 th . • practice bass accompaniment. Speakers Off • play bass accompaniment with melody. Speakers On Play Melody Split – Reset Lesson Completed 3. Listen & Play – Lollipop (I-v...

Page 162 - Improvisation

• practice theme. Speakers Off • play theme. Speakers On B. Play Variation 1 Have students: • identify what is similar to theme and what is different. C. Play Variation 2 Have students: • identify what is similar to theme and what is different. • compare to Variation 1. Split Mode Lesson Completed 3...

Page 165 - Chord Symbols & Inversions

Opus 39 Chord Symbols & Inversions Concept: Student Outcomes: CHORDS: INVERSIONS & ADDED NOTES - Harmony: Chord symbols indicate harmonic notes and may indicate inversions. Vocabulary/Keyboard: Vocabulary/Keyboard: - triads, inversion, maj7, +9, bass note - triads, inversion, maj7, +9, bass ...

Page 166 - Composition

Opus 40 Composition Concept: Student Outcomes: CREATING ORIGINAL LEADSHEET – Culmination of concepts taught in Modules 1-39 Create an original leadsheet with melody & chord symbols. Vocabulary/Keyboard: Vocabulary/Keyboard: Symbols: - keyboard skills from previous modules, introduction, ending -...

Page 167 - Keyboard Prep; Opus Content

MUSIC IN EDUCATION MIE Institute Handbook Prelude #1 Keyboard Prep 1. Locate/play black and white keys A. Show black and white keys on mock keyboard. Have students: • Silent Keyboard practice touching black and white keys on silent keyboards. • play black and white keys (still silent) to suggested s...

Page 170 - Rhythm Prep: Steady Beat

Prelude #3 Rhythm Prep: Steady Beat 1. You’re a Grand Old Flag: sing and move Play Song You’re a Grand Old Flag Play song as students enter room. Have students: • move to steady beat (march, jump, etc.) • discuss steady beat/no beat: repeat moving to song • experiment with steady beat/no beat motion...

Page 175 - Timbre Prep: Vocal Tone Color

5. Create Loud/Soft Accompaniment Have students: • create loud/soft accompaniment using keyboard percussion with either touch sen- sitivity or volume slider KB Percussion On Touch Control On KB Percussion Off Touch Control Off Other songs to create loud/soft accompaniments: • Play Song Frère Jacques...

Page 176 - Timbre Prep: Instrumental Tone Color

Prelude #10 Timbre Prep: Instrumental Tone Color 1. Introduce the String Family Using student keyboards, introduce the various string instruments: Normal Mode Strings Harpsichord Guitar Harp Pizzicato Cello Banjo Fiddle NOTE: Have students use same set of 3 black keys for each instrument to hear the...

Page 178 - Schedule for MIE Institute - Small Group

Chapter 10 One Day Schedule Schedule for MIE Institute - Small Group 1 Day Schedule

Page 179 - Full Day; Start; Welcome & Introductions of Staff & Participants; BREAK; Remote Control - mieRemote

Full Day Start End Minutes 8:00 AM 8:10 AM 10 Welcome & Introductions of Staff & Participants 8:10 AM 8:30 AM 20 Opus 1 (including Quiz) [Classroom] 8:30 AM 8:50 AM 20 Opus 1 Summary & Keyboard Overview [Classroom] 8:50 AM 9:35 AM 45 Setting Up MIE [Lab]Includes setting up iPad/iPod for ...

Page 180 - Schedule; Schedule for MIE Institute

Chapter 11 Schedule Schedule for MIE Institute 2 days