5th+Grade

=Welcome to 5th Grade Music at I n d e p e n d e n <span style="color: #0001ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">c <span style="color: #f60909; font-family: 'Comic Sans MS',cursive; font-size: 120%;">e <span style="color: #0001ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">! =

=<span style="color: #0001ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Robert Johnson - "Crossroads" =

retrieved from: http://i675.photobucket.com/albums/vv118/BRAINSTORM_ARTISTS_GROUP/CROSSROADS.gif

Robert Johnson - "Cross Road Blues" - recorded in 1936
<span style="color: #0001ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">media type="file" key="Cross Road Blues - R Johnson.mp3" width="240" height="20"

<span style="color: #0001ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Wikipedia article about the song, "Cross Road Blues"]

Cream (feat. Eric Clapton - "Crossroads" - recorded in 1968
<span style="color: #0001ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">media type="file" key="Crossroads - Cream-Eric Clapton.mp3" width="240" height="20"

For fun, make up your own blues song here at [|The Blues Maker]
from Wikipedia: http://en.wikipedia.org/wiki/Lynching_in_the_United_States

**Lynching**, the practice of killing people by extrajudicial (outside of the justice system) mob action, occurred in the United States chiefly from the late 18th century through the 1960s.
It is often associated with <span class="wiki_link_ext">white supremacy in the <span class="wiki_link_ext">South after the <span class="wiki_link_ext">American Civil War. The granting of civil rights to <span class="wiki_link_ext">freedmen in the <span class="wiki_link_ext">Reconstruction era (1865–77) aroused anxieties among white citizens, who came to blame <span class="wiki_link_ext">African Americans for their own wartime hardship, economic loss, and forfeiture of social privilege. African Americans, and <span class="wiki_link_ext">whites active in the pursuit of equal rights, were frequently lynched in the South during Reconstruction, but lynchings reached a peak in the late 19th and early 20th centuries, when Southern states enacted a series of <span class="wiki_link_ext">segregation and <span class="wiki_link_ext">Jim Crow laws to reestablish white supremacy. Notable lynchings of civil rights workers during the 1960s in <span class="wiki_link_ext">Mississippi contributed to galvanizing public support for the <span class="wiki_link_ext">Civil Rights Movement and civil rights legislation.

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(2009-2010)
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= = = = =<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Miles Davis' "All Blues" =



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The above image is linked from http://farm3.static.flickr.com/2249/2193453631_4c66c4755d.jpg, & was found on Wikipedia, licensed under the [|Creative Commons] [|Attribution-Share Alike 2.0 Generic]license.======

====**During the last part of the 09-10 school year, Mr. McDade's 5th Gr. classes studied the many innovations in Jazz music created by Miles Davis, & learned to play his composition "All Blues", from his classic album "Kind of Blue". We played the bigger recorders - Alto & Tenor, & various sizes of xylophones. We concentrated mostly on learning the two-part accompaniment figure that's played on the original recording by the tenor & alto saxophones (John Coltrane & "Cannonball" Adderley, respectively). While we didn't have time to pull together a complete performance with all the musical parts, below are some recordings we made of the various parts. The rhythm section parts were either played live by Mr. McDade on the keyboard, or came from the Midi file that Mr. McDade created, using sounds from the keyboard (Ensoniq ZR-76).**====

===In addition to learning how, on "Kind of Blue", Miles created his own unique variations on the 12 bar blues (a musical form which we had already studied), our 5th graders were also the recording engineers for these recordings. These recordings were made using the free audio software Audacity ([|Audacity from Sound Forge]) & our "Snowball" USB microphone (from [|Blue Microphones]).===

Soprano Xylophone Part
media type="file" key="Sop Xyl.mp3" width="240" height="20"

Alto Recorder & Xylophone Parts
media type="file" key="Alto Rec & Xyl.mp3" width="240" height="20"

Tenor Recorder Part
media type="file" key="Tenor Rec.mp3" width="240" height="20"

Tenor Recorder playing melody (Mr. McDade also playing melody on Soprano Recorder)
media type="file" key="Ten Rec mel.mp3" width="240" height="20"

Alto & Tenor Recorder Parts (w/ melody played by Mr. McDade on Soprano Recorder)
media type="file" key="both rec pts w mel.mp3" width="240" height="20"

Mrs. Kelly's class was able to play all the Recorder & Xylophone accompaniment parts together:
media type="file" key="Kelly all pts.mp3" width="240" height="20"

Mrs. Johnson's class sang the melody, using the "ooo" vowel:
media type="file" key="Johnson All Blues voc.mp3" width="240" height="20"

Ben, Jekori, Nick & Stephen's Miles Davis Rap:
media type="file" key="Ben Jekori Nick Stephen Rap.mp3" width="240" height="20"

Drew, Owen & Riley's Miles Davis Rap:
media type="file" key="Drew Own & Riley Rap.mp3" width="240" height="20"

===For our first online listening discussion activity, we have several different mp3 files of an excerpt of the Gloria Estefan song "Get On Your Feet", which we have sung in class. Make sure your computer speakers are turned on (or your headphones are plugged in)!===

Go through the listening exercise below, & follow the directions after each listening example to go the Discussion tab (above) and join in the discussion!
====** Tech Help: ** the listening examples below play with an embedded QuickTime player. If they will not play, or you do not see the QT player, you may need to update your computer's QuickTime player.====

Picture of Gloria Estefan linked from http://www.starpulse.com/Music/Estefan,_Gloria/gallery/NVB-000374/

1. Here's an excerpt of "Get On Your Feet" in which you can hear all the instrument sounds.You will not hear any singing, but you will hear the melody that we have sung in class being played by an instrument sound.

As you listen, think about what instrument sounds you hear, & about the __Form__ of the music. media type="file" key="GetOnYrFt full.mp3" width="240" height="20"

After you listen to the excerpt above, go to the Discussion and contribute your thoughts to Topic #1.

2. Now, listen to this version that features the drums. As you listen, think about how important you think the drums are to the overall sound and style of the song.

media type="file" key="GetOnYrFt drums loud.mp3" width="240" height="20"

After you listen to the excerpt above, go to the Discussion and contribute your thoughts to Topic #2.

3. Now, listen to this version that features the electric bass. Think about what parts of the song the bass part is supplying - rhythm? melody? harmony?

media type="file" key="GetOnYrFt bass loud.mp3" width="240" height="20"

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