February 1st
We had to get up infront of the class one after the other and improvise on the keybord. Mr Truscott had set up a backing track and we had to improvise a rhythm using only black notes. We all did it successfully and were very suprised they all sounded decent. This was because we were using a pentatonic scale and whatever order you played them in, they would all work together.
We got into pairs and I was working with Imogen. We both gave pentatonic improvising a go, but Imogen decided she would do that so i was left to play the cords. We added a backing track, which failed when it came to performing so we had to choose a random one.
February 8th,
We looked at various pictures on the board and had to quickly come up with a piece of mood music.
One was a sunrise. The pieces were happy, and note were generally higher.
Another was a man in the shadows. Mood music for this was sinister and contained lower notes.
For homework, we had to find a piece of existing music to fit them.
One was a sunrise. The pieces were happy, and note were generally higher.
Another was a man in the shadows. Mood music for this was sinister and contained lower notes.
For homework, we had to find a piece of existing music to fit them.
February 14th,
We all chose a percussion instrument from the trolley, such as maracas, tambourines and even triangles.
We were told to close our eyes, and only play the instrument when we felt it was best.
Some people automatically became the main rhythm to follow and others added to it. Olly and his cowbell stood out the most, and everyone just followed that beat. We thought it was great that we could make something like that so naturally.
We were told to close our eyes, and only play the instrument when we felt it was best.
Some people automatically became the main rhythm to follow and others added to it. Olly and his cowbell stood out the most, and everyone just followed that beat. We thought it was great that we could make something like that so naturally.
We tried again. This time, some people swapped instruments and we started again. Mr Truscott told Olly that he had to try not to lead the piece this time. It didn't work so well. We thought this was because we over thought it and tried to make it better than the one before.
We tried a third time, and Abi took the lead with a hand drum. We still couldn't match the first time!
The next exercise was the think of a 4 note tune on either a xylophone or glockenspiel and we did the same again. It was very random, because the two instruments had different pitches and some people prefered the low notes to high and vise versa. There were mixed opinions on this piece. I thought it was pretty good, but other people didn't like the mixed notes.
Next, we had to write a graphic score with an instrument of our choice. I did a few 4 note tunes on an xylophone. Then we chose our best idea and made a graphic score with it. We had to experiment with it. Make it get louder or quieter. Add another sound at the same time (I TRIED to play a cymbol at the same time by hitting it on the table. That didn't work very well!). Make it get faster or slower. We added these to the graphic score. Mr Truscott then asked people to show it to the class. First he played someones, but he couldn't quite get it how it was supposed to be. He said graphic scores arn't always accurate.
Next, we had to write a graphic score with an instrument of our choice. I did a few 4 note tunes on an xylophone. Then we chose our best idea and made a graphic score with it. We had to experiment with it. Make it get louder or quieter. Add another sound at the same time (I TRIED to play a cymbol at the same time by hitting it on the table. That didn't work very well!). Make it get faster or slower. We added these to the graphic score. Mr Truscott then asked people to show it to the class. First he played someones, but he couldn't quite get it how it was supposed to be. He said graphic scores arn't always accurate.
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