Sample Beginning Piano Curriculum
February 9, 2006
Beginning Piano Lab Fall Semester Week Scales
1. Right Hand Position
2. Ode To Joy and Song of the Cello
3. Left Hand Position
4. Intermezzo How Can I Leave Thee Test 1 C Major Performance
5. Finger Drill page 31 Test 2 G Major
6. Finger Drill page 34 Test 3 D Major
7. Joy to the World Test 4 E Major
8. Silent Night Test 5 B Major
9. Three Blind Mice He’s a jolly good Fellow Performance Test
10. Semester Review
11. Semester Review
12. All beginning piano lab classes will engage in interface learning, using the Essential of Music Program (four hours per month) Room 260
Sample Performance Program
February 9, 2006
VPA DEPARTMENT PRESENTS
STUDENTS IN CONCERT
APRIL 21, 2004
PROGRAM LISTS
SONATINA OP. 36, NO. 2……………………….M. CLEMENTI
TURKISH MARCH………………………………….W. A MOZART
KIMAGURE ORANGE ROAD…………………….A. MADOKA
PERFORMED BY
MONICA C.
VALSE………………………………………………………F. CHOPIN
PERFORMED BY
LE L.
SERENADE…………………………………………………J. HAYDN
SICILIANA AND GIGA
FROM SONATA V………………………………….G. F. HANDEL
PERFORMED BY
MIRANDA C. FLUTE
MONICA C. PIANO ACCOMPANIST
THEME FROM NEW YORK, NEW YORK……….J. KANDER
YESTERDAY’S………………………………LENNON/CARTNEY
HUNGARIAN DANCE, No. 5……………………….J. BRAHMS
CANON IN D……………………………………….J. PACHELBEL
COME BACK TO SORRENTO…………….E. De CURTIS
PERFORMED BY
LAUREN H.
FIRST LOVE……………………………………….HIKARU UTADA
REASON……………………….KOREAN TELEVISION SHOW
BALLADE POUR ADELINE………….P. DE SENNEVILLE/
O. TOUSSAINI
PERFORMED BY
VICKY S.
TOMORROW…………………………………………TRADITIONAL
TODAY……………………………………………………HONGKONG
LOVE STORY………………………………………..TRADITIONAL
PERFORMED BY
ANGELICA H.
Syllabi
February 7, 2006
Class Syllabus Mr. Douglas
Piano Lab/Music Lab/Beginning Band/Intermediate Band/Advance Band
Beginning Orchestra
Objective:
Give students the opportunity to:
1. Learn about the basic elements of music, such as rhythm melody, harmony, form and timbre.
2. To learn the parts of their individual instrument chosen and to learn proper procedures for taking care of his/ her instrument.
3. To develop performance skills on his/her instrument.
4. To participate in disciplined and directed group activities in listening playing, and dictation.
5. To develop critical listening skills as a performer and as a consumer.
Activities:
1. Performing on chosen instrument.
2. Rhythmic, melodic, and harmonic, dictation, and musical games.
3. In class assignments, written quizzes, and performance tests.
4. Guided listening and class discussions.
Grading Policy:
1. In class assignments 20%
2. Notebook 10%
3. Quizzes, Final Exam 30%
4. Performance Test 30%
5. Attendance 10%
Classroom Rules:
1. Respect yourself, other, the teacher and the instruments.
2. Follow directions.
3. Work to the best of you ability.
4. Always bring your music notebook, textbook and a pencil to class.
5. No hats, and food/drink.
6. No noise articles.
7. No interfacing with the learning of other students.
8. Stay in your seats unless given permission to leave.
Consequences for Rule Violations:
ALL RULE VIOLATION ARE UP TO THE TEACHER DISCRETION!!
Verbal Warning will be step to correct all rule violations
Objective:
1. Students will be assist in developing proper hand position finger pattern, scales, rhythmic exercise, simple chords and composition.
2. Students will gain knowledge of music theory and written notation, music theory, and multicultural contributions.
3. Students will develop performance skills on the piano as they participate in disciplined and direct group and individual activities in listening, playing, and dictation.
4. Students will be aided in discriminating among the various music styles of this country and from around the world.
5. Students will communicate their feelings and make judgments on music performed by their peers and on selected listening assignments.
Aesthetic Perception:
Respond and use elements of music
Creative Expression:
Perform, create and appreciate music as an individual and in small or large groups.
Music Heritage
(Historical and Cultural)
Understand and appreciate historical and cultural musical styles.
Aesthetic Valuing
Make intelligent judgments about music, its function, its role historically, and the music elements when combined to produce a style or form.
Contents:
Be able hear notate rhythms, intervals and chord types. Demonstrate a working knowledge of Pitch, Rhythm, Harmony, Form, Texture, Tempo, Dynamics, and Timbre.
Content:
Demonstrate the ability to play simple melodies and exercises.
Be able to participate as an individual and in a group.
Create a simple melody.
When listening to music, be able to differentiate among various musical characteristics and styles.
Content:
Identify and become familiar with (including performances) music of cultures and possible social implications. Engage in simple research projects.
Content:
Demonstrate the ability to listen to music (live & recorded) and give reasons for certain preferences. Will be able to discuss and write about the function, possible cultural background of a piece or several pieces of music. Be able to criticize their own performance and that of others utilizing the proper terminology.
Objective:
1. Students will be assist in developing proper hand position finger pattern, scales, rhythmic exercise, simple chords and composition.
2. Students will gain knowledge of music theory and written notation, music theory, and multicultural contributions.
3. Students will develop performance skills on the piano as they participate in disciplined and direct group and individual activities in listening, playing, and dictation.
4. Students will be aided in discriminating among the various music styles of this country and from around the world.
5. Students will communicate their feelings and make judgments on music performed by their peers and on selected listening assignments.
Aesthetic Perception:
Respond and use elements of music
Creative Expression:
Perform, create and appreciate music as an individual and in small or large groups.
Music Heritage
(Historical and Cultural)
Understand and appreciate historical and cultural musical styles.
Aesthetic Valuing
Make intelligent judgments about music, its function, its role historically, and the music elements when combined to produce a style or form.
Contents:
Be able hear notate rhythms, intervals and chord types. Demonstrate a working knowledge of Pitch, Rhythm, Harmony, Form, Texture, Tempo, Dynamics, and Timbre.
Content:
Demonstrate the ability to play simple melodies and exercises.
Be able to participate as an individual and in a group.
Create a simple melody.
When listening to music, be able to differentiate among various musical characteristics and styles.
Content:
Identify and become familiar with (including performances) music of cultures and possible social implications. Engage in simple research projects.
Content:
Demonstrate the ability to listen to music (live & recorded) and give reasons for certain preferences. Will be able to discuss and write about the function, possible cultural background of a piece or several pieces of music. Be able to criticize their own performance and that of others utilizing the proper terminology.
About
February 7, 2006
Who are you? What’s this site about? How can people send you feedback?
Welcome
February 6, 2006
With a tone that the dean of American jazz critics, Leonard Feather, described as “velvety and silky,” Larry Douglas has ruled as one of San Francisco’s top trumpet/flugelhorn players for more than three decades.
In addition to leading his own electro-acoustic group, the Larry Douglas Alltet, Douglas has worked with such stellar musicians as Freddie Hubbard, Chuck Berry, Albert Collins, Sun Ra and Rufus and Carla Thomas.
As a member of Johnny Otis and His Orchestra, his playing was featured on four albums including the Grammy-nominated Spirit Of The Black Territory Bands. His debut solo album Dedications released in 1985, received a great response from fans in Europe and the Eastern Bloc.
Douglas has collaborated with flute/saxophone player, and director of the jazz program at the University of California, Santa Cruz, Dr. Karlton Hester since the late-1970s, playing with Hester’s groups, the Contemporary Jazz Art Movement and the Hesterian Musicism.
The recipient of a Bachelors degree in instrumental music education from Florida A&M, and a Masters of Music degree from the San Francisco Conservatory, Douglas has shared his knowledge with students at Aptos, Middle School, from 1981 until 1990, and Galileo High School of San Francisco, since 1991. He also teaches Black Music: Jazz, Blues, & Popular Music in American Culture, a jazz history course at Vista Community College. Who’s Who Among America’s Teachers honors our nation’s most respected teachers and has placed Larry T. Douglas on its roster for the past 3 years; Editions 7-9, 2002-2005.
A native of Statesboro, Georgia, Douglas found early inspiration in the music of an older brother, Gary, who played trumpet, one of his high school teachers and alto saxophone player, James Blakely. While in college, he and his band, Funk, Incorporated, took first place in the national and international levels of the Budweiser Music Festival competition. He moved to San Francisco, as a member of the United States Army’s Sixth Division Band, in 1975 and continues to make his home in California
