Watch the video then answer the following questions:
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How is music like a language? (Use examples from the video as well as your own ideas.)
What do you think about Wooten's idea that music can be taught to young children in the same way they learn language? Do you think this could work? Why or why not? What could he mean by stating "there are no wrong notes?" |
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Mere Exposure Effect
"Repetition invites us into music as imagined participants...." Musical Earworms |
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(~17 min, Unit 18)
Beethoven's Fifth Symphony How does the fast tempo change the emotion of the music? How do you feel about classical music? If you don't enjoy it, do you agree with the idea that playing the revered classical works at faster tempos could help make them more exciting and/or accessible? Radiolab Videos (The Fifth at 160 BPM) - Speedthoven |
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Compare/contrast the features and possibilities inherent in composed music and in improvised music
What are the "whats" of today's music? What is music created for? What is it created to do or express? What sticks with us after listening to a recording of music? How is it the same/different than what sticks with us after a live performance? What are some advantages and disadvantages of the ability to record and share music to broad audiences? |
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(Unit 17 - Blues)
As we listen/watch, notice where the players' musical ideas come from. How did the piece develop? What does Harris mean by stating "every mistake is an opportunity...?" How can we apply these ideas to our blues compositions and improvisations? |
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What is music?
Write down your own definition of music. Then watch the 2 videos. Discuss. |
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