Yamaha MIE-3XG Bedienungsanleitung

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Die Vorschriften verpflichten den Verkäufer zur Übertragung der Gebrauchsanleitung Yamaha MIE-3XG an den Erwerber, zusammen mit der Ware. Eine fehlende Anleitung oder falsche Informationen, die dem Verbraucher übertragen werden, bilden eine Grundlage für eine Reklamation aufgrund Unstimmigkeit des Geräts mit dem Vertrag. Rechtsmäßig lässt man das Anfügen einer Gebrauchsanleitung in anderer Form als Papierform zu, was letztens sehr oft genutzt wird, indem man eine grafische oder elektronische Anleitung von Yamaha MIE-3XG, sowie Anleitungsvideos für Nutzer beifügt. Die Bedingung ist, dass ihre Form leserlich und verständlich ist.

Was ist eine Gebrauchsanleitung?

Das Wort kommt vom lateinischen „instructio”, d.h. ordnen. Demnach kann man in der Anleitung Yamaha MIE-3XG die Beschreibung der Etappen der Vorgehensweisen finden. Das Ziel der Anleitung ist die Belehrung, Vereinfachung des Starts, der Nutzung des Geräts oder auch der Ausführung bestimmter Tätigkeiten. Die Anleitung ist eine Sammlung von Informationen über ein Gegenstand/eine Dienstleistung, ein Hinweis.

Leider widmen nicht viele Nutzer ihre Zeit der Gebrauchsanleitung Yamaha MIE-3XG. Eine gute Gebrauchsanleitung erlaubt nicht nur eine Reihe zusätzlicher Funktionen des gekauften Geräts kennenzulernen, sondern hilft dabei viele Fehler zu vermeiden.

Was sollte also eine ideale Gebrauchsanleitung beinhalten?

Die Gebrauchsanleitung Yamaha MIE-3XG sollte vor allem folgendes enthalten:
- Informationen über technische Daten des Geräts Yamaha MIE-3XG
- Den Namen des Produzenten und das Produktionsjahr des Geräts Yamaha MIE-3XG
- Grundsätze der Bedienung, Regulierung und Wartung des Geräts Yamaha MIE-3XG
- Sicherheitszeichen und Zertifikate, die die Übereinstimmung mit entsprechenden Normen bestätigen

Warum lesen wir keine Gebrauchsanleitungen?

Der Grund dafür ist die fehlende Zeit und die Sicherheit, was die bestimmten Funktionen der gekauften Geräte angeht. Leider ist das Anschließen und Starten von Yamaha MIE-3XG zu wenig. Eine Anleitung beinhaltet eine Reihe von Hinweisen bezüglich bestimmter Funktionen, Sicherheitsgrundsätze, Wartungsarten (sogar das, welche Mittel man benutzen sollte), eventueller Fehler von Yamaha MIE-3XG und Lösungsarten für Probleme, die während der Nutzung auftreten könnten. Immerhin kann man in der Gebrauchsanleitung die Kontaktnummer zum Service Yamaha finden, wenn die vorgeschlagenen Lösungen nicht wirksam sind. Aktuell erfreuen sich Anleitungen in Form von interessanten Animationen oder Videoanleitungen an Popularität, die den Nutzer besser ansprechen als eine Broschüre. Diese Art von Anleitung gibt garantiert, dass der Nutzer sich das ganze Video anschaut, ohne die spezifizierten und komplizierten technischen Beschreibungen von Yamaha MIE-3XG zu überspringen, wie es bei der Papierform passiert.

Warum sollte man Gebrauchsanleitungen lesen?

In der Gebrauchsanleitung finden wir vor allem die Antwort über den Bau sowie die Möglichkeiten des Geräts Yamaha MIE-3XG, über die Nutzung bestimmter Accessoires und eine Reihe von Informationen, die erlauben, jegliche Funktionen und Bequemlichkeiten zu nutzen.

Nach dem gelungenen Kauf des Geräts, sollte man einige Zeit für das Kennenlernen jedes Teils der Anleitung von Yamaha MIE-3XG widmen. Aktuell sind sie genau vorbereitet oder übersetzt, damit sie nicht nur verständlich für die Nutzer sind, aber auch ihre grundliegende Hilfs-Informations-Funktion erfüllen.

Inhaltsverzeichnis der Gebrauchsanleitungen

  • Seite 1

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Institute & Small Gr oup V ersion MIE T eac her Handbook[...]

  • Seite 2

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k i ©2013 Y amaha Corpor ation of America The information contained in this book is believe to be correct at the time of distribution. Y amaha r eserves the right to change or modify specification at any time without notice or obligation to update existing systems and/or components. MIE T[...]

  • Seite 3

    Pr eface[...]

  • Seite 4

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Curriculum ✦ MIE T eac her Handbook (this digital book) ✦ 40 Opuses (includes instructional and assessment acti vities and ma- terial) ✦ 10 Preludes (instructional acti vities and materials targeting early c hildhood and learners with special needs) Literature ✦ 20 MIE Songbooks ([...]

  • Seite 5

    ✦ Intel Computer (exact specification subject to c hange) NO TE: MIE requires Macintosh System 10.7 (Lion) as a minimum – this comes with the bundled computer . ✦ Set of MIE combo-cables for connecting all keyboards (eac h is a color coded multi-plug cable for connect- ing MIDI and audio between the MIE-3XG keyboards) ✦ iP ad to be used as[...]

  • Seite 6

    designed to accommodate two students per keyboard. Eac h MIE-3XG has “Split” and “Ensemble” modes with separate Left and Right v olume and timbre con- trols. ✦ Eac h keyboard has two “Enter” buttons (one for eac h student) as well as a v oice c hip that provides eac h stu- dent immediate and positi ve feedbac k when taking quizzes. Al[...]

  • Seite 7

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Project Development T eam MIE 3rd Edition “Songbook” Curriculum A UTHORS ✦ Brian R. Moore, Uni versity of Nebr aska-Lincoln ✦ Lauren Altiere, W ilson Primary Sc hool, Phoenix, Arizona ✦ Katherine W . Punw ar , Sennett Middle School, Madison, Wisconsin Review & Quiz ✦ Brian[...]

  • Seite 8

    ✦ Katherine W . Punw ar , Contributor , Sennett Middle Sc hool, Madison, W isconsin MIE PDF Charts & W orksheets ✦ Brian R. Moore, Editor , Univ ersity of Nebraska- Lincoln MIE TEA CHER RESOURCES ✦ Brian R. Moore, Editor , Univ ersity of Nebraska- Lincoln ✦ Katherine W . Punw ar , Contributor , Sennett Middle Sc hool, Madison, W isconsi[...]

  • Seite 9

    Matthew Henry , Seattle, W ashington Brian R. Moore, Uni versity of Nebr aska-Lincoln Bret Cline, Houston, T exas Steve Eric kson, Michigan ✦ V ersion 3.0 and higher: Art & Logic, Mike Stone, Project Leader Brian R. Moore, Uni versity of Nebr aska-Lincoln MIDI Arrangements: ✦ Mic hael Skinner , Chicago, IL ✦ Brian R. Moore, Uni versity of[...]

  • Seite 10

    Chapter 1 Quick Start Guide Setting up your MIE Classr oom[...]

  • Seite 11

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k 1. Arrange the furniture – see sample la youts on next page. 2. K eyboard Setup – (Each keyboard box contains a keyboard, a co ver , a split di vider , and a music rac k) a) La y the keyboards on the tables according to your floor plan. b) Be sure the student keyboards are close enou[...]

  • Seite 12

    4. Computer Setup – see instructions with computer (NO TE: Y ou don’ t need to install MIE software y et) 5. T eac her Area Setup a) Y amaha 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 bac k of the iMac (NO TE: do NO T connect this p[...]

  • Seite 13

    6. Student K eyboard Cables [MIDI/Audio Cable coming from T eac her Keyboard] a) Connect to Y ellow/Blue MIDI plugs of Student K eyboard #1 b) Connect RED/WHITE A udio plugs to A UDIO IN of Student K eyboard #1. c) MIDI/A udio Cables – " Continue from keyboard #1 to keyboard #2 to final keyboard (NO TE: last keyboard will ha ve nothing plug[...]

  • Seite 14

    Audio Out of T eacher Keyboar d NOT used Photo 1.3 T eacher K eyboard - Rear V iew 13[...]

  • Seite 15

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k MIE T ec h T ips HO W T O ST ART Y OUR MIE SYSTEM T he proper order of turning on your MIE system: 1. T urn on the KEYBO ARDS 2. T urn on the COMPUTER 3. Start MIE 4. Start mieRemote (iP od T ouch / iP ad) WHA T SHOULD HAPPEN ONCE THE MIE SOFTW ARE IS RUNNING ✦ Make sure the keyboards n[...]

  • Seite 16

    boards. Again, as long as y ou see the last (usually #15) student keyboard, all the others will be operating correctly . When y ou wish to see the student numbers on the keyboards, go to UTILITIES or y ou can use the remote to RESET . HO W T O TROUBLESHOO T Y OUR SYSTEM ✦ If the keyboards do NO T number properly OR the Note Monitor does not funct[...]

  • Seite 17

    1. Exit the MIE softw are. T o do this, clic k on MIEv4 in the APPLE T OOLB AR and follow the on screen prompt. 2. T urn OFF y our computer . J ust click on the Apple Icon in the upper left-hand portion of the APPLE T OOL B AR and clic k Shut Down. 3. T urn OFF the keyboards. NO TE: When possible, pull the main power plug from the w all outlet. T i[...]

  • Seite 18

    iT unes (to pla y music and more), and iPhoto (to view , edit, and share your pictures). And if you’ re a switc her , be sure to c hec k out Switc h 101—Mac 101 for former PC users. http://www .apple.com/support/mac101/ http://www .apple.com/support/switc h101/ MIE Install and Setup... T he MIE software must be run via an “ Administr ator” [...]

  • Seite 19

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Suggested Room La youts for MIE Section 3 QUICK ST ART GUIDE 1. Quic k Start Setup Guide 2. MIE T ec h T ips 3. Suggested Room La youts Suggested Room Layouts 18 The “U” configuration is one of the most popular and versatile arrangements Gallery 1.1 Suggested Room Layouts[...]

  • Seite 20

    Chapter 2 Intr oduction Philosophy and Brief Overview of Music In Education[...]

  • Seite 21

    20 Philosoph y T he purpose of the Music In Education program is to cre- ate a tec hnology-empowered gener al music classroom that enables the music teac her to provide a comprehen- si ve music education. Supporting this purpose is the phi- losoph y that every c hild should ha ve a sustained educa- tion in music as an acti ve music maker , creator [...]

  • Seite 22

    21 traditions and a contempor ary setting for instruction. Music reading is viewed as a critical means tow ard music literac y . Acti ve engagement with liter ature from multiple perspecti ves (performing, composing, analyz- ing, listening, etc.) fosters the development of music literac y that leads to fluenc y . 3. T ec hnology : MIE technology i[...]

  • Seite 23

    Chapter 3 MIE Curriculum Overview Summary of Opus Content Instructional Planning[...]

  • Seite 24

    23 Overview T he Music In Education curriculum is sequential, compre- hensi ve and designed to systematically pro vide students with musical knowledge that they can use to express their own creati vity . T he foundation for this creati ve ex- pression is the development of musical liter acy . T he sys- tematic acquisition of musical skills and the [...]

  • Seite 25

    24 ✦ Review – provides for tec hnology–assisted activities for formati ve assessment. ✦ Quiz – provides for tec hnology–assisted activities for summati ve assessment. Eac h Opus provides instructional str ategies that specifi- cally target secondary and elementary levels. T o assist lo- cal, district, and state curriculum initiati ves,[...]

  • Seite 26

    Opus Summary Below is a listing of the 40 Opuses with the musical area for eac h, the specific concept(s), as well as the curriculum ma- terials used in eac h. Opus Area Concept Music 1 Rh ythm Stead y Beat 1 – New Ri ver T r ain 2 Pitc h: Melod y/Harmon y Register/Clusters 2 – T he Siamese Cat Song 3 Pitc h: Melod y Up/Down/Same 3 – T he No[...]

  • Seite 27

    Opus Area Concept Music 10 Articulation Legato/Staccato 12 – T he Ghost of John 11 Pitc h: Melod y Grand Staff 13 – Sakura 12 Duration: Rh ythm Eighth Note/Rest 14 – P olly W olly Doodle 13 Duration: Rh ythm Duple, Strng./Wk. 15 – Minka " ! " 16 – Marc h (from “Children's Notebook, Op. 69”) 14 Pitc h: Melod y C Major to[...]

  • Seite 28

    Opus Area Concept Music 20 Duration: Rh ythm Sixteenth Notes/Rest 22 – Listen to the Moc kingbird 21 Dynamics f/p, cresc./decresc. 23 – Jingle Bells 22 Pitc h: Melod y Sharp and Flat 24 – Swingin' Sharp & Flat 23 Pitc h: Melod y Music Reading – D Major 25 – T he Muppet Show T heme " ! ! 26 – Come to the Sea (“V ieni Sull[...]

  • Seite 29

    Opus Area Concept Music 30 Pitc h: Melod y/ Harmon y Major Scale/Diatonic T riads 36 – Chumbara 31 Pitc h: Melod y Music Reading – Bb Maj/G Min 37 – F eed the Birds " ! ! 38 – Catc h a F alling Star 32 Harmon y Single/F ing. Acc./Lead Sheets 34 – Oh, How Lo v ely is the Evening (major) " 39 – Skip T o My Lou " ! ! 40 – [...]

  • Seite 30

    Instructional Planning As with an y instructional endea vor , Music in Education does require instructional planning and decision-making on the part of the music educator . In preparing to teach an y aspect of the MIE Curriculum, the following points will assist in this preparation: 1. Read through entire Opus or Prelude (either on screen or via th[...]

  • Seite 31

    Chapter 4 Softwar e Guide Etudes ar e self-guided practice sessions and tutorials for the MIE softwar e and ar e used in conjunction with the MIE Institute. They ar e included her e as an addendum to the MIE Help section available thr ough the Menu Bar of the softwar e.[...]

  • Seite 32

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #1 – Softw are Overview & Lesson Book T hemes: Overview , Na vigation, and Menu Bar O VER VIEW : MIE software is designed to be b y the music teacher , stand- ing up, moving around the music classroom. Some of these design fea- tures include: ✦ Blac k bac kground with light-[...]

  • Seite 33

    1. Begin b y clic king once on the large blue “Lesson Book” icon... 2. Identify the following information ✦ MIE V ersion Number (INFO: please ha ve this number w hen requesting an y kind of tec h support). ✦ Status Area (INFO: displa ys current class (if an y) and current song (if an y). ✦ Date/T ime (INFO: displa ys toda y’ s da y and [...]

  • Seite 34

    4. Return to the Les- son Book (clic k the Lesson Book) ✦ Note the following buttons in an y set of lessons... 33 Opus List Opus Info Opus T itle Note Monitor Pla yList “Smart T ext” Lesson Selection Interactive 4.2 Lesson Book Context Buttons 1234567[...]

  • Seite 35

    5. Pla y music content via the Music T oolBar 6. Menu Bar: ✦ MIEv4 – ! Used for Preferences and Quit ✦ W indow – typing keyboard access to Books/Controls ✦ Help – Specific assistance with all aspects of the MIE softw are. Includes searc h feature. 34 Pla y P ause Stop T eac her Mute T eac her V olume Student Mute Student V olume Speake[...]

  • Seite 36

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #2 – Grade Book [A] T hemes: Add/Edit Classes and Attendance Section 2 Etude #2 - Grade Book (part 1) 35 ETUDE T ABLE OF CONTENTS Etude #1 – Softwar e Overview & Lesson Book Etude #2 – Grade Book (part 1) Etude #3 – Refer ence Book Etude #4 – Remote Contr ol Etude #5 ?[...]

  • Seite 37

    T he Grade Book allo ws y ou to create classes via adding students, assign seats to students, edit names of students and classes, and take attendance. 1. P art 1 – Create new classes… 1. Select Grade Book. 2. Clic k “GradeBook” context button. (Add/Edit Classes will be selected b y default.) 3. Clic k the “Create New Class” button. 4. T[...]

  • Seite 38

    3. P art 3 – Editing Names 1. Return to “ Add/Edit Classes” in the GradeBook. (Note that the current class is still selected.) 2. Clic k “Edit Names” button (turns blue). T ext fields for names are now acti ve. 3. Rename Jessica Anderson’ s first name to “Jessica A ” – clic k after her first name and add “ A ”. Do the same [...]

  • Seite 39

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #3 – Reference Book Section 3 Etude #3 - Refer ence Book 38 Alpha Listing Song Edit Pla yList Interactive 4.4 Refer ence Book - Number (& Alpha) Listing, Song Edit, PlayList 123 ETUDE T ABLE OF CONTENTS Etude #1 – Softwar e Overview & Lesson Book Etude #2 – Grade Book [...]

  • Seite 40

    Clic king on the “Song Edit” button for an y MIE Song- Book song brings up the “Song Orc hestration” dialog: Every MIE Songbook Song has three possible accompani- ments: “ Accomp. 1”, “ Accomp. 2”, and “F actory”. Y ou can freely edit Accomp. 1 and 2. (F actory is the default and cannot be c hanged.) An y c hanges y ou make are [...]

  • Seite 41

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #4 – Remote Control T he MIE Remote Control provides access to all of the functions of the music toolbar plus man y others. iP od T ouch/iP ad as Remote An iP od T ouch or iPhone or iP ad can no w be used as the MIE remote control. T he iP od T ouch will ‘connect’ to y our MIE[...]

  • Seite 42

    Notes for music tab: P age Up & P age Down ✦ If “K eyboard Presets” Screen, c hanges Banks ✦ If viewing a pdf (song, c hart, etc) pages up or down Notes for presets/sfx tab: ✦ “BounceBac k” switc h if ON will return to the mu- sic tab once an y row is tapped. Notes for curriculum tab: ✦ T apping an y row will dis- pla y a list o[...]

  • Seite 43

    Step b y Step Instructions for mieRemote 1. Using the connector cable that came with y our iP od, connect y our iP od to whatev er computer y ou will be syncing with via iT unes. 2. iT unes ma y w ant to update the OS (operating system). Clic k OK and let it sync. 3. On the iP od: Open SETTINGS (the Gear) on your iP od. 4. Clic k on General, then A[...]

  • Seite 44

    Setting up wifi for mieRemote: Creating a computer -to-computer network... 1. Choose “Create Network” from the AirP ort status icon in the menu bar of y our Macintosh... ! (NO TE: If the Airport icon is not in the menu bar , choose Apple menu ➢ System Preferences, and then clic k “Network”. Clic k Airport and select the “Show Airport s[...]

  • Seite 45

    4. T he Airport Icon in the menubar will now c hange to 5. Using y our iP ad, go to Settings ➤ W i-F i and make sure W i-F i is turned on... Choose the network y ou just created in the earlier steps on y our computer . 6. Download and install the ‘mieRemote’ v ersion of the Macintosh application to y our MIE macintosh. ! (T his is a full vers[...]

  • Seite 46

    OUT of the T eac her K eyboard. Insert the USB connec- tor into an open USB port ON THE COMPUTER (not on the computer’ s keyboard). NO TE: if y our system has a different MIDI interface that is alread y installed, y ou ma y continue to use it as it does not need to be replaced in order to use the mieRemote iOS softw are. 11.UX-16 Dri vers: Do wnl[...]

  • Seite 47

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #5 – Utilities Section 5 Etude #5 - Utilities 46 My Info Sa ve Log Email Log Interactive 4.5 Utility 123 ETUDE T ABLE OF CONTENTS Etude #1 – Softwar e Overview & Lesson Book Etude #2 – Grade Book (part 1) Etude #3 – Refer ence Book Etude #4 – Remote Contr ol Etude #5 ?[...]

  • Seite 48

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #6 – Quiz Section 6 Etude #6 - Quiz 47 Responses Eraser Answer K ey Quiz Info Interactive 4.6 Quiz 1234 ETUDE T ABLE OF CONTENTS Etude #1 – Softwar e Overview & Lesson Book Etude #2 – Grade Book (part 1) Etude #3 – Refer ence Book Etude #4 – Remote Contr ol Etude #5 ?[...]

  • Seite 49

    48 1. 2. 3. 4. 5. 6. 7. 8. Interactive 4.7 T aking A Quiz Question 1 o f 9 Quiz Question with V olume Controls V olume Dra wer: Allows c hanging the v olumes of the indi vidual parts of an y question music content. T he “Reset V olume Sliders” returns all 5 sliders to their default v olume. As students respond, the seating c hart will displa y [...]

  • Seite 50

    T here are sever al types of quiz questions. T he v arious types can be seen in Gallery 4.1 49 Blac k/White questions are used for ‘y es/no’ or ‘true/false’ types of responses. T he student keyboards are silent. Students use middle C and C# in split mode for these questions. – see Quiz 1 Gallery 4.1 T ypes of Quiz Questions Scr eenshot 4.[...]

  • Seite 51

    Quiz Continued - Indi vidual “Re-do” and Makeup Quiz Indi vidual “Re-do” – What if y ou accept an answer , but realize that one or two students did not respond? Or , y ou w ant to gi ve one student a c hance to do a question ov er , but still keep the other students’ responses. In Screenshot 4.9, question 1 has been asked and notice tha[...]

  • Seite 52

    every one is marked PRESENT . (If y ou mark every one absent except for student making up quiz, that absence w ould ap- pear on all of their personal information.) Gi ve the quiz. As long as the other keyboards are “dormant, ” the computer will know to ignore them, and only register the keyboard(s) being “entered. ” Scr eenshot 4.10 Selecti[...]

  • Seite 53

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #7 – K eyboard Presets T hemes: Banks, Edit, Send Section 7 Etude 7 - Keyboar d Pr esets 52 ETUDE T ABLE OF CONTENTS Etude #1 – Softwar e Overview & Lesson Book Etude #2 – Grade Book (part 1) Etude #3 – Refer ence Book Etude #4 – Remote Contr ol Etude #5 – Utilities [...]

  • Seite 54

    Preset 1 from Bank A is the “Startup” preset. When MIE is first run, this preset is automatically sent to all student keyboards. NO TE: Y ou are encour aged to edit Preset 1. Suggestions include: • F ront P anel Loc k – Chec ked (On) • V oice Select Loc k – Chec ked (On) • Speakers Loc ked – Chec ked (On) • T ouc h On – Unchec [...]

  • Seite 55

    Clic king the left or right buttons allows selection of an y of the 710 timbres. If the v oice is not on the V oice P anel of the MIE-3XG, the timbre will be sent to the ASSIGN button. Octa ve sliders pro vide -2 to +2 shifts. If Normal or an Accomp mode has been selected, only the Left V oice will be a v ailable. ✦ Loc ks disable the correspondi[...]

  • Seite 56

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #8 – Grade Book [B] Delete Classes, T ransfer Students, Export Class Info, Bac kup/Reset Classes, “Import Class” P art 1 – Delete Classes… 1. Select Grade Book. 2. Clic k “GradeBook” context button. (Add/Edit Classes will be se- lected b y default.) 3. Clic k the “De[...]

  • Seite 57

    3. Clic k a student name (either list) and clic k the “>” or “<” button to transfer the student. Note that y ou can only select one student at a time. 4. A transferred student will be placed in the first a vail- able seat. (Use the “ Add/Edit Classes” tab of the GradeBook to s witch seats.) NO TE: Y ou ma y w ant to create a moc [...]

  • Seite 58

    P art 5 – Creating a New Class via “Import Class” 1. Clic k the “Import Class” button. Y ou will see a stan- dard “open file” dialog. Select the text file (.txt) or comma delimited file (.csv) to import. 2. T he name of the file will appear in the “Edit Class Name” field – rename the class. 3. Clic k the “Sa ve Class” b[...]

  • Seite 59

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #9 – MIE & iT unes Apple’ s iT unes is integr ated within MIE. Y ou can pla y an y of y our iT unes library via MIE. T his also means y our remote control can be used to PLA Y , ST OP , P A USE and c hange v olume. T o Use iT unes with MIE: 1. Open iT unes. 2. Create a new p[...]

  • Seite 60

    T o Use Gar ageBand to Create A udio T rac k for Use with MIE: 1. Open GarageBand. (Create New Music Project) - Sa ve the Project with the title of the new song. (T his title is w hat will appear in MIE.) 2. Create y our song using loops or direct recording of the keyboard. 3. Use the Share Menu to send y our song to iT unes. 4. In the following di[...]

  • Seite 61

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Etude #10 – MIE T unes MIE T unes provides y ou and your students the means to sa ve composi- tions they create using the MIE-3XG sequencer . Songs created with the MIE-3XG are ‘.sng’ files. T hey can be loaded to either the teac her OR all the student keyboards. ‘.sng’ files [...]

  • Seite 62

    Chapter 5 MIE-3XG Keyboar d Guide Explanations of various MIE-3XG keyboar d functions including r ecor ding, playback, and keyboar d per cussion.[...]

  • Seite 63

    62 General Description and F eatures NORMAL T he keyboard is a five-octa ve keyboard (C1 to C6) pla y- ing the same v oice in all five octa ves. SPLIT/ENSEMBLE T he keyboard is split into two separ ate two-octa ve key- boards. T he di vider should be in place. Middle C mo ves to the solid triangles t abov e and below the Middle C point found in t[...]

  • Seite 64

    63 ✦ Notes in parentheses can be omitted. ✦ If y ou pla y any three adjacent keys (including blac k keys), the c hord sound will be cancelled and only the rh ythm instruments will continue pla ying (CHORD C ANCEL function). ✦ Pla ying a single key or two same root keys in the adja- cent octa ves produces accompaniment based only on the root. [...]

  • Seite 65

    64 ✦ If y ou acti v ate the right keyboard percussion in the Ac- companiment Mode, the accompaniment rh ythm function will stop. INTRO , MAIN and ENDING BUTT ONS T here are v arious types of Accompaniment sections that allow y ou to v ary the arrangement of the accompani- ment to matc h the song y ou are pla ying. T hey are: Intro, Main and Endin[...]

  • Seite 66

    65 ENDING T his is used for the ending of the song. When the ending is finished, the auto accompaniment stops automatically . T he length of the ending (in measures) differs depending on the selected style. SYNC ST ART , ST AR T , AND ST OP BUTT ONS T hese buttons control the pla ying of the accompaniment. SYNC ST ART In Normal mode, press SYNC ST[...]

  • Seite 67

    66 tained if the keyboard is turned off. Eac h time the record function is used, the previous recording will be erased. A recording can be sa ved and stored in the computer b y us- ing the Music In Education softw are (see “Softw are Guide” for more details). T O RECORD MELOD Y/A CCOMP ANIMENT ✦ Press MELOD Y REC/ A CCOMP REC. T he Beat light[...]

  • Seite 68

    67 K eyboard P ercussion Diagram 5.5 K eyboard P ercussion C - Bass Drum C# - Rimshot D - Low Snare 1 D# - Hand Clap E - High Snare 2 F - Low Floor T om F# - Open Hi-Hat G - High Floor T om G# - Closed Hi-Hat A - Low T enor Drum A# - Open Hi-Hat w/drumstic k B - Middle Low T enor Drum C - Middle High T enor Drum Diagram 5.6 K eyboard P ercussion (c[...]

  • Seite 69

    Chapter 6 Peer T eaching Peer T eaching Guidelines and Instructions[...]

  • Seite 70

    P eer T eaching Guidelines Get Opus Assignment from MIE Staff 1. Go ov er entire opus with your group. 2. Gi ve Quiz for y our opus. 3. T eac h assigned lessons and letters to your group. 4. Use ‘smart text’ and remote. 5. Program songs needed; use presets. 6. Before y ou start teac hing, T AKE A TTEND ANCE. 7. T eac h other groups (5 minutes p[...]

  • Seite 71

    8. OPUS 12 – Eighth Note and Rest a) Lesson #1-B; C b) Lesson #2-Chart 8 c) Lesson #3-P olly W olly Doodle-Student parts 1 + 2 d) Quiz examples 9. OPUS 13 – Duple Meter a) Lesson #1-Listen; examples with acti vities b) Lesson #2-A; B c) Lesson #3-Minka-Student part 3 d) Quiz examples 10. OPUS 14 – C Major T onality a) Lesson #1-Chart 7 b) Les[...]

  • Seite 72

    Chapter 7 Self-Paced Review This chapter pr esents a r eview of various aspects of MIE that have been cover ed in the pr evious chapters.[...]

  • Seite 73

    72 Review 7.1 Please choose all corr ect r esponses for each of the following questions... Check Answer Question 1 of 9 What is the di ff er ence between “speakers o ff ”, and “student mute”? A. Speakers of f: nothing can be hear d fr om the student keyboards or student headphones B. Student mute: speakers ar e of f but headphones ar e no[...]

  • Seite 74

    Chapter 8 Refer ence Listing of MIE content arranged by concept, style, and cultur e.[...]

  • Seite 75

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Repertoire Cross-Reference & Index A Major Battle Hymn of the Republic (60) Louie, Louie (106) Scotland the Bra ve (T unes of Glory) (32) Sweetly Sings the Donkey (31) T he Star Spangled Banner (141) Bb Major Canon (63) Canon (64) Catc h a F alling Star (38) F eed the Birds (37) Minue[...]

  • Seite 76

    T he Banana Boat Song (59) Boogie W oogie Bugle Boy (49) Chopstic ks (67) Chumbara (36) Come Sail A w a y (68) Don’ t W orry , Be Happ y (73) Do-Re-Mi (7) Dry Bones (77) Edelweiss (78) Eine Kleine Nac htmusik: II (79) God Bless the U.S.A. (88) Hail to the Chief (89) Hakuna Matata (90) Hill and Gully Rider (94) I W ant to Hold Y our Hand (95) Jeop[...]

  • Seite 77

    K um Ba Y ah (40) Musette (113) P ac helbel Canon in D (123) Shenandoah (29) T he Muppet Show T heme (25) Db Major New Ri ver T rain (1) Supercalifr agilisticexpialidocious (137) T he Siamese Cat Song (2) F Major Alleluia (53) Alouette (54) America (33) Can Can (62) Chiapañecas (65) Dec k the Halls (71) Dona Nobis P acem (74) Erie Canal (81) Hallo[...]

  • Seite 78

    G Major A Bushel and a P eck (30) Amazing Grace (55) A u Clair de la Lune (58) Bingo (61) Down b y the Ba y (75) Down b y the Riv erside (76) Eleanor Rigb y (80) F rère Jacques (4/4) (20) F rère Jacques (3/4) (21) Gi ve My Regards to Broad wa y (87) Jingle Bells (23) Jolly Old Saint Nic holas (97) La Bamba (99) Lightly Row (104) Listen to the Moc[...]

  • Seite 79

    G Minor Mission: Impossible T heme (112) Pi M’Chinanga (124) C Modal Ah, V ous Dirais-J e Maman a la Mode (46) 2/2 Meter Boogie W oogie Bugle Boy (49) Eine Kleine Nac htmusik: II (79) Hakuna Matata (90) Zip-A-Dee-Doo-Dah (19) Everybod y Lov es Saturda y Night (82) Supercalifr agilisticexpialidocious (137) Hello! Ma Bab y (93) Gi ve My Regards to [...]

  • Seite 80

    Over the Ri ver and T hrough the W oods (122) Stic k Game (136) T ake Me out to the Ballgame (139) Come to the Sea (26) K um Ba Y ah (40) America (33) Chiapañecas (65) Dona Nobis P acem (74) Halloween (92) La Cucarac ha (100) Las Mañanitas (102) Oh, How Lo vely Is the Evening (34) Amazing Grace (55) F rère Jacques (21) Minuet in G (111) W e W is[...]

  • Seite 81

    Hallelujah (from “Messiah”) (91) Hill and Gully Rider (94) I W ant to Hold Y our Hand (95) Jeopard y T heme (96) Joshua F it the Battle of Jeric ho (41) K y e K y e K ule (10) La Bamba (99) Largo (101) Listen to the Moc kingbird (22) Lollipop (44) Louie, Louie (106) Lov e Somebody (11) Musette (113) My Home’ s in Montana (114) O Canada! (117)[...]

  • Seite 82

    Skin and Bones (132) Iconic Notation A Ram Sam Sam (4) Alphabet Song (6) Do-Re-Mi (7) Hello! Ma Bab y (93) New Ri ver T rain (1) Supercalifr agilisticexpialidocious (137) T he Noble Duke of Y ork (3) T he Siamese Cat Song (2) T here’ s a Hole in the Bucket (5) Y ou’ re a Grand Old Flag (154) Zum Gali Gali (V ersion A) (8) Zum Gali Gali (V ersio[...]

  • Seite 83

    Dona Nobis P acem (74) Don’ t W orry , Be Happ y (73) Down b y the Ba y (75) Eine Kleine Nac htmusik: II (79) Eleanor Rigb y (80) Everybod y Lov es Saturda y Night (82) F eed the Birds (37) F rère Jacques (20) F rère Jacques (21) Hakuna Matata (90) Hallelujah (from “Messiah”) (91) Irish W asherwoman (27) Jeopard y T heme (96) Jingle Bells ([...]

  • Seite 84

    T he W ater is Wide (143) D . C. al Coda Chopstic ks (67) Don’ t W orry , Be Happ y (73) F eed the Birds (37) La Bamba (99) Louie, Louie (106) D . C. al Fine Alouette (54) Largo (101) Lollipop (44) T he Lonely Goatherd (105) Oh, W on’ t Y ou Sit Do wn? (120) T his Land is Y our Land (144) W e W ish Y ou a Merry Christmas (47) Y ellow Submarine [...]

  • Seite 85

    Chim Chim Cher -ee (66) Come to the Sea (26) Dark Ey es (69) Dry Bones (77) Für Elise (85) Gi ve My Regards to Broad wa y (87) Halloween (92) Musette (113) Swingin’ Sharp ‘n’ Flat (24) T ake Me out to the Ballgame (139) W e W ish Y ou a Merry Christmas (47) What A W onderful W orld (149) Scale Alphabet Song (6) Chumbara (36) Stic k Game (136[...]

  • Seite 86

    Syncopation A Whole New W orld (Aladdin’ s T heme) (51) Come Sail A w a y (68) Down b y the Riv erside (76) Hakuna Matata (90) Hello! Ma Bab y (93) Hill and Gully Rider (94) La Bamba (99) Louie, Louie (106) Mission: Impossible T heme (112) Old Dan T uc ker (121) Pi M’Chinanga (124) Roc k Around the Cloc k (127) Stand By Me (134) T he Eldest Dau[...]

  • Seite 87

    Movie/Cartoons A Bushel and a P eck (30) A Whole New W orld (Aladdin’ s T heme) (51) A Whole New W orld (Aladdin’ s T heme) (17) Chim Chim Cher -ee (66) Do-Re-Mi (7) Edelweiss (78) F eed the Birds (37) Hakuna Matata (90) Halloween (92) T he Lonely Goatherd (105) Mic key Mouse Marc h (28) Mission: Impossible T heme (112) My F a vorite T hings (4[...]

  • Seite 88

    F rère Jacques (20) F rère Jacques (21) Galw a y Piper (86) Hill and Gully Rider (94) Irish W asherwoman (27) K um Ba Y ah (40) La Cucarac ha (100) Las Mañanitas (102) Lightly Row (104) Lov e Somebody (11) Lov e Somebody (107) Mein Hüt (109) Minka (15) Mos’, Mos’! (18) My Home’ s in Montana (114) New Ri ver T rain (1) Oh Hannukah (Y’mey[...]

  • Seite 89

    Canada Chumbara (36) O Canada! (117) China T he Eldest Daughter (140) Denmark Sim Sa-La-Bim (130) England Scarborough F air (42) Sweetly Sings the Donkey (31) W e W ish Y ou a Merry Christmas (47) F rance Alouette (54) A u Clair de la Lune (58) F rère Jacques (3/4) (21) F rère Jacques (4/4) (20) German y Lightly Row (104) Mein Hüt (109) Hassidic[...]

  • Seite 90

    Russia Dark Ey es (69) Minka (15) Scotland Scotland the Bra ve (T unes of Glory) (32) W ales Dec k the Halls (71) Holida y/P atriotic America (33) America, T he Beautiful (56) Battle Hymn of the Republic (60) Dec k the Halls (71) F rosty the Snow Man (83) God Bless the U.S.A. (88) Hail to the Chief (89) Jingle Bells (23) Jolly Old Saint Nic holas ([...]

  • Seite 91

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Listening Excerpt Cross-Reference & Index ‣ A KNIFE AND A FORK (Hennie–Anderson–Barge) Roc kpile. ! p ! 1980 Rivier a Global Re- cord Productions Ltd. Courtesy of Son y Music Entertainment Inc. :29 ‣ A MIGHTY FOR TRESS (Bach) E. P ower Biggs, organ. Courtesy of Sony Music Ente[...]

  • Seite 92

    ‣ ASCENDIT (OFFER T OR Y) Schola Cantorum of Amsterdam Students; Wim v an Gerven, conductor . ! p ! 1973 Son y Music Entertainment Inc. Courtesy of Son y Music Entertainment Inc. :26 ‣ B AILERO from CHANTS D’A UVERGNE (Cantaloube) T helma K eating, soprano; T he London Symphon y Orc hestra; John K eating, conductor . ! p 1973 EMI Records Ltd.[...]

  • Seite 93

    ‣ EINE KLEINE N A CHTMUSIK, 1. ALLEGRO (Mozart) Academy of St. Martin- in-the-F ields; Neville Marriner , conductor . ! p ! 1977 EMI Records Ltd. Cour- tesy of EMI Records Ltd. :04 ‣ EINE KLEINE N A CHTMUSIK, 3. MENUETT O (Mozart) Academy of St. Martin- in-the-F ields; Neville Marriner , conductor . ! p ! 1977 EMI Records Ltd. Courtesy of EMI R[...]

  • Seite 94

    ‣ LAISSER LES BONTEMPS ROULER (K elly–Didier) Helen Redd y . ! p ! 1977 Capitol Records, Inc. Courtesy of Capitol Records, Inc., under license from CEMA Special Markets :31 ‣ LAMA NORBU GY AMTSHO, sung b y Monks of Bhutan. Courtesy of L yrichord Records. :24 ‣ LE B ANANIER (Gottsc halk) Eugene List, piano. Courtesy of Omega Records, Inc. 1:[...]

  • Seite 95

    ‣ PRELUDE No. 1 IN C MAJOR from THE WELL-TEMPERED CLA VIER, BOOK I (Bac h) Glenn Gould, piano. Courtesy of Sony Music Entertainment Inc. :32 ‣ PRELUDE No. 12 IN B-FLA T MAJOR from THE WELL-TEMPERED CLA VIER, BOOK I (Bac h) Glenn Gould, piano. ! p ! 1975 Sony Music Entertainment Inc. Courtesy of Son y Music Entertainment Inc. :37 ‣ PSALM 67 (I[...]

  • Seite 96

    ‣ SYMPHONY No. 2 IN C MINOR, Second Mov ement (Tchaiko vsk y) Chicago Symphony Or c hestra; Claudio Abbado, conductor . ! p ! 1985 Sony Music Entertain- ment Inc. Courtesy of Sony Music Entertainment Inc. :40 ‣ SYMPHONY No. 39 IN E-FLA T , K. 543, T hird Movement (Mozart) Ba varian Radio Symphon y Orchestr a; Rafael K ubelik, conductor . Courte[...]

  • Seite 97

    ‣ THREE BLIND MICE (arr . Orff) Carl Orff and Gunild K eetman. Courtesy of EMI Records Ltd. :32 ‣ T ONIGHT from WEST SIDE ST OR Y (Bernstein–Sondheim) Original soundtrack recording; J ohnn y Green, conductor . Courtesy of Son y Music Entertain- ment Inc. :44 ‣ TREA T (Santana) T he Santana Band. Courtesy of Sony Music Entertainment Inc. :27[...]

  • Seite 98

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k MIE Charts T able of Contents and Usage Section 3 Charts & W orksheets 97 Reference 1. Songbook Cross-Reference 2. Listening Excerpt Information 3. Charts & W orksheets 4. Opus 1 Notes & Content Charts Opus 1 Fi ve Octa ve K eyboard 1 1a Fi ve Octa ve K eyboard (vertical) 1 2 [...]

  • Seite 99

    98 Charts 1-3 Charts 4-7[...]

  • Seite 100

    99 Charts 8-11 Charts 12-15[...]

  • Seite 101

    100 Charts 16-19 Charts 20-23[...]

  • Seite 102

    101 Charts 24-27 Charts 28-29[...]

  • Seite 103

    MIE W orksheets T able of Contents and Usage 102 W orksheet Opus 1 Create Accompaniment 1 2 F iv e Octa ve K eyboard 2,7 3 Single Line Staff (large) 2,3,4,5,6 4 P ercussion Score P aper 3,12,13,18,20,26 5 A Ram Sam Sam Accompaniment 5 6 Grand Staff W ith K eyboard 8,9,15,23 7 Call & Response 9,14,17 8 T reble Clef Score P aper 10,13,15,18,24,29[...]

  • Seite 104

    MIE Quiz Overheads 103 W orksheets 5-8 W orksheets 9-12[...]

  • Seite 105

    104 W orksheets13-16 Quiz Overheads 1-4 (Opus 2, 5, 8, 11)[...]

  • Seite 106

    105 Quiz Overheads 5-8 (Opus 12, 15, 20, 21) Quiz Overheads 9-12 (Opus 22, 23, 24, 26)[...]

  • Seite 107

    106 Quiz Overheads 13-16 (Opus 27, 28, 31, 33) Quiz Overheads 17-19 (Opus 34, 35, 39)[...]

  • Seite 108

    MIE Miscelleanous Overheads 107 Misc Overheads[...]

  • Seite 109

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Section 4 Opus 1 Notes & Content 108 Opus 1 Notes 10. O PUS N OTES | 1 Opus 1 Steady Beat Conc ept: Student Outcomes: STEADY BEA T - Duration /Rhythm: M usic may m ove to an un der lyin g b eat or pulse t hat is s tea dy. Iden tify ste ady be at. Crea te or igi nal acc ompa nime nt . [...]

  • Seite 110

    109 Opus 1 - continued Not e Mon ito r C. Po in t to s ymb ols fr om Cha rt 2 Ch art 2 . Hav e s tud en ts : • iden ti fy a nd pla y app rop ria te c lus ter(s ). D. Direc t students to : • loca te a t wo bla ck ke y c lus te r. • loca te a t hr ee blac k ke y c lus ter . • echo o r imitat e short rhythmic patt erns using two/t hree black k[...]

  • Seite 111

    Chapter 9 Opus Content[...]

  • Seite 112

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Opus 1 Stead y Beat Concept: Student Outcomes: STEAD Y BEA T - Duration/Rh ythm: Music ma y move to an underlying beat or pulse that is steady . Identify steady beat. Create original accompaniment. V ocabulary/Keyboard: V ocabulary/Keyboard: Symbols: - two blac k key clusters, three black[...]

  • Seite 113

    • list common things in their liv es that ha ve stead y beats (i.e. ticking cloc k, ocean w av es). Kbd P erc Off Lesson Completed 2. Sing & Move - New Ri ver T rain (Song 1) A. Kbd P erc On Play Song New Ri ver T rain . Encour age students to: • tap a stead y beat. • read, then trac k words w hile listening to song. • sing melod y with[...]

  • Seite 114

    Opus #2 Registers/Clusters Concept: Student Outcomes: REGISTERS & CLUSTERS – Pitch/ Melod y: Pitch or melody ma y be in a high, middle or low register . Harmony: A melody ma y be accompanied by single pitches, interv als or chords. Identify and pla y various registers. Analyze musical affect/use of registers. V ocabulary/Keyboard: V ocabulary[...]

  • Seite 115

    • practice entering “blac k” = pla yed correctly , “w hite” = pla yed incorrectly . Review Completed Opus #3 Up, Down and Same Concept: Student Outcomes: UP , DOWN & SAME - Pitch/Melod y: Pitches or melody ma y move upw ard or downw ard or sta y the same. Identify melodic direction. Compose accompaniment and percussion piece using reg[...]

  • Seite 116

    Split Mode Lesson Completed 3. Pla y – T he Noble Duke of Y ork: P art 2 clusters A. Normal Mode Pla y Song Ha ve students: 1. discuss registers and pitch direction of clusters used in P art 2. 2. identify similar lines. 3. take turns practicing P art 2 as clusters (ignore notched notes). Speakers Off 4. take turns pla ying P art 2 as clusters wi[...]

  • Seite 117

    Opus #4 T empo Concept: Student Outcomes: TEMPO – Duration/ Rh ythm: Music may mov e with a fast, moderate, or slow tempo. Recognize various tempi and their musical affect. Analyze & comprehend metronome/tempo markings. V ocabulary/Keyboard: V ocabulary/Keyboard: Symbols: - tempo: fast, moderate, slow; tempo markings, metronome, metronome mar[...]

  • Seite 118

    Opus #5 Quarter Note, Quarter Rest Concept: Student Outcomes: QUARTER NO TE/REST - Duration/Rh ythm: Rh ythm v alues ma y be symbolized. Identify , play , read and notate quarter notes/rests. Compose percussion duet using quarter notes/rests. V ocabulary/Keyboard: V ocabulary/Keyboard: Symbols: - quarter note, quarter rest, phrase - quarter note, q[...]

  • Seite 119

    • echo patterns. • pla y patterns by reading previously created examples (i.e. W orksheet 3 overhead). B. Pla y examples from W orksheet 3 with one mistake in rh ythm or pla yed correctly . Ask students to: • practice entering “blac k” = pla yed correctly , “w hite” = pla yed incorrectly . Note Monitor Kbd P erc Off Review Completed O[...]

  • Seite 120

    3. Sing & Pla y - T here’ s a Hole in the Bucket: P art 1 (Song 5) A. Ha ve students: • sing melod y . • trac k entire melod y in “notched” notes (P art 1). Note: Assist students in placing fingers on appropriate black key clusters. • practice melod y Split T reble Speakers Off • pla y melod y with song. Speakers On Play Song B. [...]

  • Seite 121

    Opus 7 Music Alphabet Concept: Student Outcomes: MUSIC ALPHABET – Pitch/Melod y: Pitches ma y be symbolized Identify & pla y the music alphabet. Pla y chords using combinations of pitc hes. V ocabulary/Keyboard: V ocabulary/Keyboard: Symbols: - music alphabet, melodic pattern, ascending (up) and descending (down), A-B-C-D-E-F-G - music alphab[...]

  • Seite 122

    Split Mode Synthesis Completed R. Review A. Note Monitor Ask students to: • practice entering v arious notes of music alphabet. • practice entering register -specific notes of music alphabet (i.e. lowest C, highest A). • practice entering harmonic interv als (A-E, A-C, A-D). Make sure bottom note is alw a ys A. Review Completed Opus 8 Steps/[...]

  • Seite 123

    B. Create 3 to 4 note phr ases using C-D-E. (Sing: start-same-skip-same, OR 1-1-3-3, OR C-C-E-E) Ha ve students: • listen to a one-measure melodic pattern using steps, skips or same. • shape melodic pattern. • sing melodic pattern. • pla y melodic pattern. • continue imitating melodic patterns with rh ythm accompaniment. Play Rh ythm Spli[...]

  • Seite 124

    Opus 9 Call & Response Concept: Student Outcomes: C ALL & RESPONSE – Pitch/Melody: Melod y may be organized into patterns or phrases w hich are the same, similar or different Identify , play and create call & response patterns. V ocabulary/Keyboard: V ocabulary/Keyboard: Symbols: - repeated melodic pattern, repetition, call & resp[...]

  • Seite 125

    • identify skips, steps and repeats on five-line staff. • air pla y with melod y while singing finger numbers. Pla y Melody • pla y with melod y . B. Pla y Student P art 2 . Hav e students: • identify P art 2 as call or response. • identify skips, steps and repeats on five-line staff. • air pla y with melod y while singing finger nu[...]

  • Seite 126

    • compare the two articulations. • think of additional legato and staccato music examples. Lesson Completed 3. Sing & Move - T he Ghost of John (Song 12) A. Pla y Song Introduce legato and staccato by singing melod y of T he Ghost Of John with the song. Encourage students to: • sing each phr ase of melod y using appropriate articulation. [...]

  • Seite 127

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Opus 11 Grand Staff Concept: Student Outcomes: GRAND ST AFF - Pitch/Melody; Pitc hes ma y be symbolized Identify the Grand Staff. Understand how registers are displa yed on the Grand Staff. Analyze timbres/voices/sound effects in different registers. V ocabulary/Keyboard: V ocabulary/Keyb[...]

  • Seite 128

    A. Normal Mode Ha ve students: • identify clefs and registers they symbolize. • assign a number to each line and space of gr and staff. • identify a line or space using its number . B. Chart 6 T urn Chart 6 to displa y the keyboard horizontally (staff lines vertical). Ha ve v olunteers: • identify each A on the keyboard by writing the note [...]

  • Seite 129

    Opus 12 Eighth Note and Rest Concept: Student Outcomes: EIGHTH NO TE & REST - Duration/Rh ythm: Rhythm values ma y be symbolized. Music may combine long and short durations of sound and silence. Identify , play , read and notate eighth notes/rests. Compose rh ythmic ostinati using eighth notes/ rests. V ocabulary/Keyboard: V ocabulary/Keyboard:[...]

  • Seite 130

    Opus 13 Duple Meter Concept: Student Outcomes: DUPLE METER - Duration/Rh ythm: Rhythm ma y be organized into consistent groups of beats Recognize duple meter and time/meter signature. Understand how meter is determined b y groupings of strong and weak beats. Create rh ythm and melod y patterns in duple meter . V ocabulary/Keyboards: V ocabulary/Key[...]

  • Seite 131

    • create and write eight measure rh ythm piece in 2/4 meter , using quarter and eighth notes/rests. • practice new rh ythm piece. Speakers Off • pla y rh ythm piece for class. Speakers On Kbd P erc Off Synthesis Completed R. Review A. Kbd P erc On Create percussion patterns that use bass drum on strong beat. Ask students to: • pla y bass dr[...]

  • Seite 132

    Pla y Rh ythm Option: Repeat above acti vities using left hand (bass clef). Split Mode Lesson Completed 2. Listen, Pla y & Evaluate - Mar ch from “Six Children’ s Pieces” (Song 16) A. Pla y Song Marc h from “Six Children’ s Pieces” . Hav e students: • pla y C major pentachord pattern (C-D-E-F-G) as an ostinato with the piece. • [...]

  • Seite 133

    Opus 15 Half Note and Rest Concept: Student Outcomes: HALF NO TE and REST - Duration/Rh ythm: Rhythm values ma y 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. V ocabulary/Keyboard: V ocabulary/Keyboard: Symbols: - half note,[...]

  • Seite 134

    Opus 16 Harmonic Interv als: 2nds and 3rds Concept: Student Outcomes: HARMONIC INTER V ALS, 2nds and 3rds – Harmony: T wo or more pitches ma y be combined to create harmony . A melody ma y be accompanied by single pitches, interv als or chords. Recognize & pla y harmonic intervals of 2nds and 3rds. Improvise interv al accompaniments. V ocabul[...]

  • Seite 135

    Opus 17 G Major T onality Concept: Student Outcomes: G MAJOR TON ALITY – Pitch/ Melod y: Pitc hes may be organized around a tonality , i.e., pentachord, scale. Read, pla y and notate the G major pentachord. Identify “home tone” of G major tonality . Create call & response patterns using notes in G major pentachord. V ocabulary/Keyboard: V[...]

  • Seite 136

    • notate both call (created by teac her) and response (created b y student) on W orksheet 7, num- ber 1. C. Speakers Off Ensemble Mode With partners: • create new call & response in G major . • notate on Worksheet 7, number 2. • Option: Create two-measure call and tw o-measure response on W orksheet 7, number 3. Speakers On Split - Rese[...]

  • Seite 137

    2. Create and notate percussion patterns in 4/4 and 3/4 meter (W orksheet 4) A. W orksheet 4 Demonstrate percussion patterns in 4/4 or 3/4 meter (use only two instruments). En- courage students to: • identify percussion instruments heard. • identify time signature. • notate percussion patterns on Worksheet 4. Note: Include names of percussion[...]

  • Seite 138

    Opus 19 Harmonic Interv al: F ifth Concept: Student Outcomes: HARMONIC INTER V AL/5 th - Harmony: T wo or more pitches ma y be combined to create harmony . A melody ma y be accompanied by single pitc hes, interv als or chords. Recognize & pla y harmonic interval of 5 th . Compose accompaniments using intervals of 2nds, 3rds, or 5ths. V ocabular[...]

  • Seite 139

    Opus 20 Sixteenth note and rest Concept: Student Outcomes: SIXTEENTH NO TE & REST - Duration/Rh ythm: Rh ythm v alues ma y 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 notes/ rests. V ocabulary/Keyboards: V ocabula[...]

  • Seite 140

    • pla y both measures. • write pattern on student Worksheet 4, measure 1, P art 2. Note: Encourage students to align their notation between P art 1 and P art 2. D . Ensemble Mode Speakers Off Let partners: • work together to create additional rh ythm patterns to complete 8 measure duet. • write patterns on worksheet. • assign percussion i[...]

  • Seite 141

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Opus 21 F orte/Piano, Crescendo/Decrescendo Concept: Student Outcomes: FORTE/PIANO , CRESCENDO/DECRESCENDO - Dynamics: Music ma y be soft or loud OR become softer or louder . Recognize variety of musical d ynamics. Analyze how d ynamics affect music. Compose P ercussion piece using dynami[...]

  • Seite 142

    2. Pla y – Jingle Bells: P arts 1, 2 and 3 (Song 23) A. Pla y Song Jingle Bells . Direct students to: • identify d ynamics in song. • discuss how d ynamics can be ac hieved on keyboard. (T ouc h Sensitivity Button or V olume Slid- ers) T ouch Sensitivity On T ouch Sensiti vity Off • practice P art 1 with written d ynamics. Split – T reble[...]

  • Seite 143

    • label all white keys and their corresponding sharps. E. With W orksheet 12, Number 4 ha ve students: • label all white keys and their corresponding flats. F . Introduce term “enharmonic”. Lesson Completed 2. Sing & Pla y - Swingin' Sharp 'n' Flat: P art 1 (Song 24) A . Pla y Song Swingin' Sharp 'n' Flat [...]

  • Seite 144

    Opus 23 Music Reading – D Major/Accidentals Concept: Student Outcomes: D MAJOR TON ALITY - Pitch/Melod y – Pitc hes may be grouped to form a set, e.g., pentachord, scale, mode, tone row . A set of pitc hes may or ma y not ha ve a tonal center . Read, pla y and notate the D major pentachord. Identify “home tone” of D major tonality . Create [...]

  • Seite 145

    R. Review A. Note Monitor Ask students to: • practice entering v arious notes in D major . B. Create short melodies using a) only notes in D major OR b) D major with accidentals (i.e. C natur al, F natural). Ha ve students: • practice entering “blac k” = D major , no added accidentals or “white” = D major with acci- dentals. C. Create s[...]

  • Seite 146

    Lesson Completed 3. Pla y – Irish W asherwoman: P arts 3, 2 & 1 (Song 27) A. Clap rh ythm patterns from Irish Washerwoman student parts. Ha ve students: • imitate and chant eac h pattern. • discover w hich student part uses that pattern . B. Pla y Student P art 3 Ask students to: • trac k P art 3. • find new time signature. • ident[...]

  • Seite 147

    Opus 25 F orm Concept: Student Outcomes: AB A FORM – F orm: T he structure of a composition ma y be a combination of smaller sections. Sections of a composition ma y be the same, similar or different. Recognize how music ma y be structured into AB A form. Identify musical phrases. Create a song in AB A form. V ocabulary/Keyboard: V ocabulary/Keyb[...]

  • Seite 148

    Opus 26 Dotted Rh ythms Concept: Student Outcomes: DO TTED RHYTHMS – Duration: Rh ythm values ma y be symbolized Identify , play , read and notate dotted rh ythms. Compose accompaniments using dotted rh ythms. V ocabulary/Keyboard: V ocabulary/Keyboard: Symbols: - dotted half/quarter , dotted quarter/eighth, dotted eighth/sixteenth - dotted half/[...]

  • Seite 149

    Repeat activities for P art 2. Speakers On Speakers Off Pla y Song Split – Reset Lesson Completed S. Synthesis: Compose – New P arts 2 & 3 Largo (from the “New W orld Symphony”) using dotted rh ythms (W orksheet 13) A. Ask students to: • identify rh ythm values, repeated patterns and note names in P art 1 of W orksheet 13. • pla y P[...]

  • Seite 150

    Split - Reset Lesson Completed 2. Pla y - Sweetly Sings the Donkey: P arts 1, 2 & 3 (Song 31) A. Split - Bass Pla y Student P art 3 Sweetly Sings T he Donkey . Have partners: • identify two different rh ythm patterns. (Note: Play this part with tw o hands.) • identify notes, melodic direction, and fingering. • practice P art 3. Speakers [...]

  • Seite 151

    Opus 28 Music Reading - F Major Concept: Student Outcomes: F MAJOR TON ALITY - Pitch/Melod y: Pitc hes may be grouped to form a set, e.g., pentachord, scale, mode, tone row . A set of pitc hes may or ma y not ha ve a tonal center . Read, pla y and notate the F major pentachord. Identify “home tone” of F major tonality . Read music using notes i[...]

  • Seite 152

    Opus 29 Minor T onality Concept: Student Outcomes: MINOR TON ALITY : Pitch/Melod y – Pitc hes may be grouped to form a set, e.g., pentachord, scale, mode, tone row . A set of pitc hes may or ma y not ha ve a tonal center . Pla y , read minor melodic patterns. T ranspose major song to minor . Recognize minor & major tonalities. V ocabulary/Key[...]

  • Seite 153

    R. Review A. Note Monitor Ha ve students: • practice entering v arious major and corresponding (parallel) minor pentac hords (C, G, D , A, F). B. Pla y various major and minor triads. Ask students to: • identify triads as minor or major . • practice entering “blac k” = minor , “white” = major . Review Completed Opus 30 Major Scale and[...]

  • Seite 154

    • describe melodic direction or contour . • sing home tone. Option: Ha ve class pla y Examples 1 & 2 together . C. Let class: • create new C major melodies for examples 3 and 4 on chart. • pla y new melodies. D . Speakers Off Improvise melody using the C major scale. Encour age students to: • improvise sev eral melodies using C major [...]

  • Seite 155

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Opus 31 Music Reading – Bb Major/G Minor Concept: Student Outcomes: Bb Major/G Minor TON ALITY - Pitch/Melod y – Pitches ma y be grouped to form a set, e.g., pentachord, scale, mode, tone ro w . A set of pitches ma y or ma y not ha ve a tonal center . Read, pla y and notate the Bb Maj[...]

  • Seite 156

    • identify half and whole step pattern in pentac hord (w hole-whole-half-w hole). • compare to other major pentachords. B. Pla y several two-measure melodic patterns using notes of the Bb major pentac hord. Have partners: • imitate each pattern. • pla y patterns for each other to imitate. Ensemble Mode Speakers Off C. Chart 22 Speakers On A[...]

  • Seite 157

    Opus 32 Single/F ingered Accompaniment & Leadsheet Concept: Student Outcomes: SINGLE/FINGERED A CCOMP . & LEADSHEET – Harmony: A melody ma y be accompanied by single pitches, interv als or chords. Identify , read & write chord symbols. Pla y leadsheets using chord symbols to create accompaniments. V ocabulary/Keyboard: V ocabulary/Key[...]

  • Seite 158

    R. Review A. Note Monitor Pla y K um Ba Y ah with Single Accomp. correctly or incorrectly . Ask students to: • read leadsheet chords and decide w hether correct c hords were play ed. • practice entering “blac k” = chords were correct, “w hite” = chords were incorrect. B. Pla y simple melodies and chord accompaniments using D and G chord[...]

  • Seite 159

    Lesson Completed 3. Listen & Pla y – Chord Progressions A. Pla y Song T wist 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). • pla y with excerpt using “roots” or chords. (Note: K ey of D major) Speakers Off B. Pla y Song Louie, Louie . Hav e [...]

  • Seite 160

    A. Pla y Song Joshua F it T he Battle. Speakers Off Have students: • identify chord symbols (Cm, Fm, Gm). • compare notes in keyboard part to leadsheet chord symbols. • practice pla ying chord symbols as blocked triads. • pla y triads with song Speakers On OPTION: Encourage students to pla y written keyboard accompaniment. B. Ha ve students[...]

  • Seite 161

    • build an F7 chord. • compare bass accompaniment to leadsheet symbols. • discov er where bass accompaniment uses added 7 th . • practice bass accompaniment. Speakers Off • pla y bass accompaniment with melod y . Speakers On Play Melod y Split – Reset Lesson Completed 3. Listen & Pla y – Lollipop (I-vi-IV -V7) Chord Progression (S[...]

  • Seite 162

    • practice theme. Speakers Off • pla y theme. Speakers On B. Pla y V ariation 1 Ha ve students: • identify what is similar to theme and w hat is different. C. Pla y V ariation 2 Have students: • identify what is similar to theme and w hat is different. • compare to V ariation 1. Split Mode Lesson Completed 3. Create & Pla y - V ariati[...]

  • Seite 163

    student keyboards for practice. Eac h riff is being sent to the "MELOD Y REC" trac k of key- boards. Lesson Completed 3. Improvise - At T he Hop (Song 43) A. Pla y first phrase of melod y . Pla y again, changing a few notes or c hanging rh ythm. Ask students to: • identify changes. • imitate v ariation. Repeat activity c hanging othe[...]

  • Seite 164

    2. Pla y - Scarborough F air (Song 42) A. Pla y Accompaniment Scarborough F air without telling students name of song. Ask students to: • identify song by accompaniment only . • discuss how harmon y can be as descriptiv e as melody . Note: Scarborough F air was last heard in Opus 34 Synthesis. B. Split – T reble Play Melod y Scarborough F air[...]

  • Seite 165

    Opus 39 Chord Symbols & Inv ersions Concept: Student Outcomes: CHORDS: INVERSIONS & ADDED NO TES - Harmony: Chord symbols indicate harmonic notes and ma y indicate inversions. V ocabulary/Keyboard: V ocabulary/Keyboard: - triads, inversion, maj7, +9, bass note - triads, inversion, maj7, +9, bass note Assessment – Assessment – Repertoire[...]

  • Seite 166

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

  • Seite 167

    MUSIC IN EDUC A TION M I E I n s t i t u t e H a n d b o o k Prelude #1 K eyboard Prep 1. Locate/pla y black and w hite keys A. Show blac k and white keys on moc k keyboard. Ha ve students: • Silent K eyboard practice touc hing black and w hite keys on silent keyboards. • pla y black and w hite keys (still silent) to suggested song: Black keys,[...]

  • Seite 168

    Silent K eyboard If you're happ y and y ou know it, touc h black keys If you're happ y and y ou know it, touc h white keys If you're happ y touc h the black keys, if you're happ y touc h the white keys, If you're happ y and y ou know it, touc h black keys. Sound on K eyboards Split Mode Kbd P erc On 3. (Continued) Ask stude[...]

  • Seite 169

    Prelude #2 Rh ythm Prep: Beat/No Beat 1. Zip-a-dee-do-dah: Sing and mov e Normal Mode Pla y Song Zip-a-dee-do-dah Ha ve students: • Section A: P ercussion K eep stead y beat on 3 black keys for this section. • Section B: Bird T weet Send “birds” to student keyboards (students play freely with no beat during this section) • Section A: P er[...]

  • Seite 170

    Prelude #3 Rh ythm Prep: Stead y Beat 1. Y ou’ re a Grand Old Flag: sing and mov e Pla y Song Y ou’ re a Grand Old Flag Pla y song as students enter room. Ha ve students: • mov e to steady beat (mar ch, jump, etc.) • discuss stead y beat/no beat: repeat moving to song • experiment with stead y beat/no beat motions • sing the melod y (or[...]

  • Seite 171

    Prelude #4 Rh ythm Prep: T empo 1. A Ram Sam Sam: sing/mov e/pla y using fast and slow tempos Ha ve students: • sing melod y at different tempos • Pla y Song A Ram Sam Sam • mov e to steady beat at different tempos • pla y clusters of three black keys with song at different tempos (encour age stead y beat) Acti vity Completed 2. Create fast[...]

  • Seite 172

    High Side: Strings (Use lowest C to be tune with CD ...) Low Side: T impani High Side: T impani (Use C and G to be in tune with CD ...) 3. (Continued) Split Reset Acti vity Completed NO TE: Y ou may wish to send Preset 1 since y ou've been using different timbres for student keyboards. 4. K eyboard T imbres: discover and explore long and short[...]

  • Seite 173

    Pla y Song Chinese Dance - Nutcrac ker Acti vity Completed Prelude #7 Melod y Prep: Up/Do wn/Same 1. Dry Bones/Habanera: listen and mo ve to show upw ard/downw ard direction Pla y CD 2 example. Dry Bones Ha ve students: • listen and mov e to show upw ard direction on body i.e. toe bone, foot bone, heel bone, etc. Pla y CD 2 example. Carmen-T he H[...]

  • Seite 174

    4. Hickory Dic kory Doc k: sing and pla y upward/do wnward glissandos on w hite keys Normal Mode Piano T eac h suggested nursery rh yme. Pla y Song Hickory Dic kory Doc k Ha ve students: • sing the melod y • sing and mov e up and down with appropriate lyrics • sing and/or pla y upward/do wnward glissandos on w hite keys with appropriate lyric[...]

  • Seite 175

    5. Create Loud/Soft Accompaniment Ha ve students: • create loud/soft accompaniment using keyboard percussion with either touc h sen- sitivity or v olume slider KB P ercussion On T ouch Control On KB P ercussion Off T ouch Control Off Other songs to create loud/soft accompaniments: • Pla y Song F rère Jacques • Pla y Song Lov e Somebody • P[...]

  • Seite 176

    Prelude #10 T imbre Prep: Instrumental T one Color 1. Introduce the String F amily Using student keyboards, introduce the v arious string instruments: Normal Mode Strings Harpsichord Guitar Harp Pizzicato Cello Banjo Fiddle NO TE: Ha ve students use same set of 3 blac k keys for each instrument to hear the difference of the timbre. Listening Exampl[...]

  • Seite 177

    Acti vity Completed 7. Reference: Sound Bank Normal Mode CuttingNoise2 StringSlap FluteK eyClick Shower T hunder W ind Stream Bubble F eed Dog Horse Bird T weet2 Ghost Maou Phone Call DoorSqueak DoorSlam Scratc hCut Scratc hSplit WindChime T elephoneRing2 CarEngineIgn CarT iresSqel CarP assing CarCrash Siren T rain JetPlane Starship Burst RollrCoas[...]

  • Seite 178

    Chapter 10 One Day Schedule Schedule for MIE Institute - Small Gr oup 1 Day Schedule[...]

  • Seite 179

    Full Da y Start End Minutes 8:00 AM 8:10 AM 10 W elcome & Introductions of Staff & P articipants 8:10 AM 8:30 AM 20 Opus 1 (including Quiz) [Classroom] 8:30 AM 8:50 AM 20 Opus 1 Summary & K eyboard Ov erview [Classroom] 8:50 AM 9:35 AM 45 Setting Up MIE [Lab] Includes setting up iP ad/iP od for use with MIE 9:35 AM 9:45 AM 10 BREAK 9:45[...]

  • Seite 180

    Chapter 11 Schedule Schedule for MIE Institute 2 days[...]

  • Seite 181

    Da y 1 - Full Da y Start End Minutes 8:30 AM 9:00 AM 30 W elcome & Introductions of Staff & P articipants 9:00 AM 9:30 AM 30 Opus 1 (including Quiz) [Classroom] 9:30 AM 10:15 AM 45 Opus 1 Summary & K eyboard Ov erview [Classroom] 10:15 AM 10:45 AM 30 BREAK - includes setting up iP ad as needed 10:45 AM 11:30 AM 45 Setting Up MIE [Lab] 1[...]

  • Seite 182

    Da y 2 - Full Da y Start End Minutes 8:30 AM 9:00 AM 30 Opus 11 & Quiz 11 as Summary/Benc h Mark 9:00 AM 9:45 AM 45 Quiz Presentation (Opus 11) [Classroom] 9:45 AM 10:15 AM 30 Etude #6 - Quiz [Lab] 10:15 AM 10:30 AM 15 BREAK 10:30 AM 11:00 AM 30 Remote Control [Classroom] - mieRemote 11:00 AM 11:30 AM 30 GradeBook B [Demo/Lab] 11:30 AM 12:15 PM[...]

  • Seite 183

    Da y 3 - Half Da y Start End Minutes 8:30 AM 9:20 AM 50 Preludes 9:20 AM 10:05 AM 45 Extended: MIE & iT unes / MIE T unes [Classroom] 10:05 AM 11:05 AM 60 Extended: Recording with MIE-3XG [Classroom] 11:05 AM 11:15 AM 10 W arranty/Support Issues / Closing Session 182 MIE-3XG Quic k Start & Recording Etude #9 (MIE & iT unes) Etude #10 (M[...]