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1. What is a diatonic scale, and how is it defined in Western music?

2. Whats the purpose of studying The technical name for diatonic scales?

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1. What is your name and how long have you been in this school?

2. What instrument do you play?

3. Do you have any favourite genre of music?

4. What's your aim and goal in this subject?

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Welcome to a new Quarter ! This quarter, we will be venturing into the topics of Breves, Double Dots, Duplets, irregular time signatures, and most interestingly Bulgarian traditional dance music. so, let's have a look on the SOI and concepts and answer a few questions.

SOI: Understanding the importance of culture and tradition inspired the innovative preservation of the art forms.
GC: Orientation in space and time
KC: Change
RC: Boundaries and Innovation

1. What's your fondest memory of songs or do you have any songs or music that you really like? Now, imagine, years later, you want to show those songs or music
to your children or grandchildren or hypothetically, you are a composer, of course, you want your music to be passed on to the future, what would you do?

2. You have favourite music, you want to preserve it. How do you think we can preserve the music?

3. Understanding the importance of culture and tradition inspired the innovative preservation of the art forms. (SOI )
what do you think about the statement?

4. Do you think culture and tradition are important?

5. Listen to the following music and share your thoughts.
https://www.youtube.com/watcBulgarian traditional dances - YouTube

6. Now, in a hypothetical situation, you heard this music, and you want to tell your friend what this music sounds like but you don't have an electronic device to record it. What is the other option of recording the music?

7. What could be the reason we learn music notation and theory?

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While attending a cultural fair, you are introduced and heard the Bulgarian folk dance music for the first time. You are excited about the music you have heard and are inspired to compose a similar rhythmic composition to imitate the excitement in the Folk dance music to your peers to enjoy.

Product: 4 bars of 3 parts rhythmic composition in irregular time signatures. Do include audio recording of the performance.

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Classroom Etiquette:

● Treat classmates, teachers, and instruments with respect.

● Listen attentively when someone is speaking or playing.

● Raise your hand to speak and wait for your turn.

● Follow directions from the teacher promptly and respectfully.

● Use kind and respectful language at all times.

● Listen to others' ideas and opinions with an open mind.

Positive Attitude:

● Engage fully in all activities, whether playing an instrument, singing, or listening.

● Be open to trying new things and taking creative risks.

● Encourage and support one another in musical endeavors.

● Provide constructive feedback and celebrate each other's achievements.

● Maintain a positive attitude and be open to learning from mistakes.

● Work collaboratively and contribute to a positive classroom atmosphere.

● Give your best effort in all activities and practice regularly.

● Stay focused during lessons and rehearsals. ( No electronic devices unless permitted

to use them during class.)

Responsibility for Materials:

● Take care of instruments, sheet music, and other materials.

● Return all materials, chairs, and music stands to their proper place after use.

Punctuality and Preparedness:

● Arrive on time and be ready to start class promptly.

● Bring all necessary materials, and equipment ( Laptop ) and be prepared for each

lesson.

Safety First:

● Follow all safety guidelines, especially when handling instruments.

● Report any damage or issues with equipment immediately.

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The longest note we have come across in earlier theory grades is the semibreve (whole note)- written as an open note-head without a stem.
We’ll now learn about a note twice as long as a semibreve – the BREVE, (or DOUBLE WHOLE NOTE in Amrican term).
The breve is written just like a semibreve, plus 2 short, vertical lines on each side of the note head, like this:

(attached your notations/drawings in the comments)

Why is a breve called a breve? One might wonder this since the word sounds a lot like “brief”, which means short. “Breve” and “brief” are indeed connected – in the 13th century, the note we call a breve today was the shortest note available to composers. There were notes that were longer than the breve, which were called “longa” and “maxima”.

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Please complete the following take home task and we will discuss the answer next week.

(complete and post the homework in the comments)

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Summarise what have been taught in the class in your process journal and listen out 2 components that you find interesting and 1 question on anything that intrigue you during the class. (2+1)

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Beyond the single dotted note, there exists an even more intricate concept in music notation: the double dotted note. This advanced element further extends the duration of a note, adding complexity and richness to musical rhythm.
A double-dotted note is a musical note with two dots written after it. The first dot adds half the original value of the note, and the second dot adds half the value of the first dot. For example, a double-dotted crotchet would last for the duration of a crotchet, plus a quaver (the first dot), plus a semiquaver (the second dot). This makes double-dotted notes particularly useful in creating extended, nuanced rhythmic patterns.

Examples and usage in music composition
Double-dotted notes are often used in classical and contemporary music to achieve a specific rhythmic effect. For example, in some Baroque music, double dotted notes are used to create a grand, stately rhythm, reflecting the formality and grandeur of the period. In modern compositions, they can be employed to add a layer of complexity and interest to the rhythm. Comprehending double-dotted notes is essential for musicians looking to tackle more advanced pieces. Their correct interpretation and execution can add a profound depth to the musical expression, challenging and engaging both the performer and the audience.

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Summarise what have been taught in the class in your process journal and listen out 2 components that you find interesting and 1 question on anything that intrigue you during the class. (2+1)

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List out 2 types of regular time signature and give 2 example to each type.

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What are Irregular Time Signatures? | Music Theory 3 | Video Lesson

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List out 2 types of regular time signature and give 2 example to each type.

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Find and post 2 youtube links that are examples of irregular time signature.

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Summarise what have been taught in the class in your process journal and listen out 2 components that you find interesting and 1 question on anything that intrigue you during the class. (2+1)

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List any 2 components you have learned in this week's class and 1 question on anything that you find intriguing.

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Goal: students will understand how music can serve as a powerful medium for expressing identity or advocating for social change.

Role: Cultural Ambassador or Social Advocate Students will assume the role of Cultural Ambassador if they choose a nationalistic song, representing and promoting their country’s culture. Alternatively, if they choose a song related to a social issue, they will become Social Advocates, using music to voice their stance on important social issues (such as equality, justice, or environmental concerns). In both roles, students will act as performers, educators, and communicators of significant cultural or social messages.

Audience: community members who are attending a cultural showcase event

Situation: In today's globally interconnected world, cultural pride and social advocacy are increasingly important. Students will be participating in a simulated real-life event, such as a cultural festival or social awareness campaign, where they must showcase their national or cultural identity or advocate for an important social issue through music. Their task is to select a song that reflects either their cultural pride or a pressing social issue and to present it as if they are part of a larger festival or campaign aimed at celebrating diversity, raising awareness, and inspiring action.

Product: Students will produce a live or recorded performance of the selected song, either vocal, instrumental, or both.

This performance will be accompanied by a presentation that provides:

A selected Song (Ci)

song’s cultural or social background, its historical significance, and its relevance in a national or global context.

Call to Action: students can include a call to action, encouraging their audience to engage with or support the cause the song addresses.

Appraise their performance (Di)

A reflects on their development as an artist, as well as why they chose this song, its meaning to them personally, and how it reflects their identity or values. (Dii)

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1. What do you think of your achievement for last quarter? Have you achieved your goal or accomplished anything?

2. What's your short-term goal for this quarter?

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1. The technical name for diatonic scales

2. Augmented, Diminished interval

3. Compound Interval

4. Music as a medium

SOI: Art advocates social consciousness

GC: Fairness and Development

KC: Communication

RC: Audience

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Let's listen and do some analytical research and studies on this music.

1. What is the genre of this song?

2. what‘s the background of this song? Do you think it has a message to deliver?

3. What musical elements (such as melody, rhythm, or harmony) do you think are used to convey the social message in this song?

4. How do the lyrics and the music work together to communicate the message of the song?

5. Who do you think is the intended audience for this song, and how might they respond to its message?

6. How can the audience play a role in spreading the social message of this song?

7. Can music like this inspire positive changes in society? How?

8. How does this song make you more aware of the social issue it addresses?

9. Can you think of another song that addresses a similar social issue? How does it compare to "Do You Know What I Hear"?

10. After you are aware of the background of this music, how would it affect you when it comes to performing this song? Or how would it contribute to your growth as an artist?

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Bing Crosby - Do You Hear What I Hear? (Lyric Video)

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Performance

1. Why did you choose the song for your performance and how does performing it help you connect to the song's national pride or the message the song is addressing?

Appraising the Performance

1. How do you feel about your performance of your chosen song? What aspects went well?

2. What vocal or instrumental techniques are important in your rendition of the song?

3. What challenges did you face during the performance, and how did you address them?

4. How did the cultural significance or understanding of the message addressed in the song influence your performance?

Reflection on Artistic Development

1. How has preparing for and performing the chosen song contributed to your growth as an artist?

2. What personal values or identity are reflected in your choice of song?

3. How did performing this song influence your understanding of music as a form of expression?

Call to Action & Overall Performance and Reflection

1. What cause or issue does your chosen song address, and how can your audience engage with it?

2. How can your performance inspire others to connect with or support this cause?

3. What did you learn about yourself through this assignment?

4. How does this performance reflect your artistic identity?