Add an alto and bass harmony line following these rules:
1. The alto line should travel mostly in intervals of thirds or fourths from the soprano.
2. The bass line should stay in a range mostly using pitches from C3 (C in the 2nd space of the bass clef) to B3 (space on top of the bass clef staff) to be accessible for all of our low-voiced singers.
3. Avoid jumps as much as possible.
4. Check that the pitches you are using align with the chords in the piano part.

Listen to the recording of "Set Me as a Seal" by Rene Clausen. Then, write a paragraph on the use of the elements of music in the piece. 


Also, should Ms. Bellamy include this in her wedding? Why or why not?

Complete the Google Form to help select the verses for our song! There is another opportunity to write a verse if you want to.

Syllable pattern:
4
4
7
4

Rank the melodies with 1 being your favorite choice.

Change the pitches to create a melody, but do not change the rhythm. Follow our guidelines of a good melody.

Compare a performance of Sakura to ours.

Reread your goal from the beginning of the semester. Then answer the following questions:

- What steps have you taken toward accomplishing your goal?
- Which steps have been successful? Not successful?
- What steps are next?
- What changes, if any, do you want to make to your goal?

Listen to "The Beauty of the Night" by Laura Farnell. Then, write a paragraph about the use of the elements of music.

As a reminder, the elements are:
Pitch
Rhythm
Melody/Harmony
Texture
Structure/Form
Expression

1. Create a 4-measure melody with at least 2 skips or leaps following the "rules."
2. Keep the key of C Major (no sharps or flats)
3. The time signature may be 3/4 or 4/4.
4. You can write for any instrument you want!

Rules:
Use stepwise motion (scales) up or down
Multiple leaps in the same direction should outline triad (like do-mi-so)
Leaps bigger than a 6th are awkward
After a large leap change direction (ex. Leap up, step down)
Leap first, then move stepwise
Avoid steps with a leap at the end
Leap on strong beats (in this case, 1 and 3)

Use the link below to choose a song to listen to. Then, write a paragraph (at least 4 sentences) describing how the elements of music are used. Finish with your opinion on the song (Did you like it? Why?). Be sure to include the song title and composer so I know which song you listened to!

*If you say the song was happy, sad, etc, be sure to talk about how the elements created that feeling.

As a reminder of the elements:
Pitch
Melody/ harmony
Rhythm
Texture
Structure/form
Expression

Using the link below, listen to the recording of "Winter Wind" by Brandon Williams. Then, write a paragraph (at least 4 sentences) describing how the elements of music are used. Finish with your opinion on the song (Did you like it? Why?).

As a reminder of the elements:
Pitch
Melody/ harmony
Rhythm
Texture
Structure/form
Expression

Using the link below, listen to the recording of "Consolamini." There are many recordings on this page, so be sure to listen to the correct one. Then, write a paragraph (at least 4 sentences) describing how the elements of music are used. Finish with your opinion on the song (Did you like it? Why?).

As a reminder of the elements:
Pitch
Melody/ harmony
Rhythm
Texture
Structure/form
Expression

https://flipgrid.com/cea5bd1b

Speak the rhythm for measures 2-10 (soprano line).
You can use numbers, syllables, the text...

This will count towards your weekly rehearsal points.

Edit the document to create your own goal(s) relating to this course.

Submit some of your wintery photos for our virtual choir video!
Ideas:
* Photos of you (recent or from your childhood *cough memories cough*) doing winter activities, like drinking hot cocoa, skiing, building a snowman...
* Pretty snow scenes
* Anything winter but not holiday-specific

Make sure these are YOUR photos and not images pulled from the internet!

1. Login to Soundtrap using Google
2. Open the guide track for Winter Dreams in another tab. You can find the track in Google Classroom.
3. Go back to Soundtrap and press "add new track" on the left
4. Select "voice"
5. Press the "start recording" button
6. Start the guide track and sing along with it (WEAR HEADPHONES)
7. Press "stop recording" when finished.
8. Press the purple "save" button at the top of the screen.

*If you are in more than one choir, you only need to record yourself once.
**Soundtrap is AUDIO ONLY, so you don't need to worry what you look like.
***PLEASE WEAR HEADPHONES WHILE YOU RECORD.
****Listen to the recording so you can make sure you are heard clearly and there aren't distracting background sounds.

1. Use the link to go to musictheory.net
2. Complete at least 20 exercises CORRECTLY. You may listen as many times as you need.
3. Click the ... in the top right corner
4. Select "show progress report"
5. Type your name in the signature box and "sign"
6. Press "copy link"
7. Past the link in a private comment here in Google Classroom for your submission. This will count as your attendance for your online day.

*Don't forget the accidentals!

Remember your acronyms for the treble clef:
Every space spells FACE
Every Good Boy Deserves Fudge (or whatever other one you like)

In Sight Reading Factory:
Select your voice type and the level you think would be most appropriate for your current skills (or challenge yourself)! Since this is our first time using this system, you will be graded on attempting it.

Let me know if you have technical problems.

*This will count as your attendance for 11/30*

Record yourself singing Winter Dreams following these steps:
1. Find a pair of headphones to use!
2. In a separate tab, open the recording for your voice part.
3. In Flipgrid, press record.
4. Go back to the recording and press play.
5. Sing along :)

Arrange the piece/ folk song for a small group of instruments. Remember to stay within the playable register for the instruments. We will do this using an online system, and it can be completed as a group. Begin by finding the written melody (you might be able to find piano sheet music), or by transcribing it. Ask Ms. B for help if you need it!

- Write either an instrumental accompaniment or add vocal harmony. Any vocal lines should be easily singable. Jumps of more than a fourth are frowned upon, and try not to "cross voices." This means your second voice should either be unison and above the whole time, or unison and below.

- Remember that intervals of a 3rd and 5th sound nice together, but feel free to experiment with other harmonies.

- Make sure to listen to your whole track. Does it sound like a song that could be performed and enjoyed?

*One person start it, then share with the group members.

Of the songs we have practiced and learned this year, which is your favorite? Why?

Identify a ‘stimulus for creation’ – your goal for the arrangement... what do you want your audience to hear and feel when they listen to your version. This should be a short paragraph, max. 300 words. See rating scale for details.

Edit the slides to demonstrate your understanding of tempos!

This will count as your attendance for 11/2

Research the piece/ folk song and write program notes for the piece. Program notes are like mini-biographies of a piece of music that are handed out to the audience at the symphony, opera, Broadway, and ballet performances. They explain the history of the piece, give some information about the composer, and help the audience to understand what the piece is about or what things to listen for. See the rating scale in your packet for more info and be sure to include:

a. composer, where, and when the piece/ song is originally from
b. what the lyrics mean
c. what instruments or voice types are traditionally used
d. where/ in what situations/ by whom it is typically performed

This is your attendance for today!
Complete exercise 2D
- Go slow
- You start on high Do
- Practice a couple of times before you record
*Beware of skips!

https://flipgrid.com/b9bdfa0e

After filling out the listening logs, write a paragraph comparing the two songs.

5 pts per listening log and 5 points for the paragraph.

Use this link to get the weekly prompts: https://docs.google.com/document/d/1Q6YwJfAPqiLxP_9oeV7SFqFKe_aHUsL5Mt0yeyRICvg/edit?usp=sharing
Note: we will not have a new prompt every day.

Record yourself singing your solo with the piano accompaniment track that Ms. B sent to you!

This will count as attendance for 10/8.

Also, make sure you get the Scoreboard App for our fundraiser!

Sing major, harmonic minor, and melodic minor scales back-to-back! "Do" can be any pitch you choose. Be careful with your intonation.
6 points: 1 point each ascending and descending.

Assignment link: https://flipgrid.com/cf165499

If you forget the syllables or how a minor scale sounds, use the All State Skills Central Resource.

Accurately complete at least 15 examples. That means 15 CORRECT.

Settings:
Mode B
Tempo Slow
Beat highlight ON
Rhythms: quarter, paired eighths, eighth- sixteenths, sixteenths-eighth, four sixteenths

EMAIL THE RESULTS TO MS. B

*Use the photo as a reference if you are unsure.

Sing a major triad and a minor triad. "Do" can be any pitch of your choosing.

Complete exercise 0H
- Go slow
- You start on Do
- Practice a couple of times before you record

Post a video of you speaking your text in rhythm. This can be with numbers, syllables, or the actual words. You may speak while a video of your song is playing in another tab.

https://flipgrid.com/c9f7cd1f

Sing a harmonic minor scale ascending and descending! "Do" can be any pitch you choose. Be careful with your intonation. 5 points.

A (5/5) - All syllables correct, stays in tune, attempts hand signs
B (4/5) - Syllables mostly correct, may fall out of tune or does not attempt hand signs
D (3/5) - Incorrect pitches, does not attempt syllables or hand signs
F - No attempt

Assignment link: https://flipgrid.com/22060931

If you forget the syllables or how a minor scale sounds, use the All State Skills Central Resource.

Based on your voice part (if you're unsure, email Ms. B), browse the solos in the attached photos. You can look up videos on Youtube. There are many languages! If you're feeling brave, choose one that isn't English. Ms. B will help you through the entire process of learning the song.

When you have chosen your solo, submit the title in a private comment on this assignment. This will count as your attendance for 9/11 or 9/14, depending on your online day.

Ms. B will make copies of your selected music for next week!

Your attendance for 9/9 or 9/10 (depending on your online day) will be counted by this assignment in Flipgrid:

Sing a major scale ascending and descending! "Do" can be any pitch you choose. Be careful with your intonation. 5 points.

A (5/5) - All syllables correct, stays in tune, attempts hand signs
B (4/5) - Syllables mostly correct, may fall out of tune or does not attempt hand signs
D (3/5) - Incorrect pitches, does not attempt syllables or hand signs
F - No attempt

Since this is for attendance, please complete it by 3:00 PM of your online day.
Don't remember how to sing it? Check the All State Choir resource!

Interview a member of your family about one of their childhood songs.
*What is the name of the song?
*When and/or where did they learn it?
*Will they teach you the words and melody?
*Why is it important to them/ why do they still remember it?

In your Flipgrid video, answer these questions. Your family member does not need to be in the video. If they teach you the song, sing it for us!

Read through the syllabus with your parent/guardian, then complete the attached Google Form. If you have more than one class with Ms. Bellamy, the form only needs to be completed ONCE.

Introduce yourself to your classmates using Flipgrid!
Respond to at least 1 classmate's video by the due date.

If you need help on how to use Flipgrid, check out the videos in the class Resources!

For in-person students: we will complete this in class.
For online students: please complete this by the due date (August 27th).

Complete questions 1-16 for this pretest. You can use any available features from Kami to help you write or draw in answers.

This will be graded based on completion, NOT the number of correct answers.