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This score includes bass clarinet parts in both Bb and A, which is VERY unusual. The only other piece I ever played that had an A bass clarinet part was one of the Mahler symphonies.
I agree about not cutting the string for a few days and my teacher does the same thing, at least on her Prelude.
They look like a bunch of very musical porcupines at times, but it does ease the pain of getting to the end of the process and finding you have to start again from scratch.Many students confuse tempo with duration. Describing notes as being shorter-longer and not faster-slower can help get across the idea that notes with flags are shorter so that more fit into each beat, but that the tempo can be faster or slower so that as the beat changes, the size of the note changes accordingly. Describing a whole note as so many beats long emphasizes the fact that there is a certain amount of space that each note has.
The Kodaly method addresses this issue in a succinct and amazingly simple way. I’ve had second and third graders reading varied rhythm patterns with notes from whole notes to dotted halfs to eight notes.
Many (not all) music teachers don’t know how to teach rhythm reading, so students sometimes get very little experience with rhythm reading in typical general music programs.
Many students confuse tempo with duration. Describing notes as being shorter-longer and not faster-slower can help get across the idea that notes with flags are shorter so that more fit into each beat, but that the tempo can be faster or slower so that as the beat changes, the size of the note changes accordingly. Describing a whole note as so many beats long emphasizes the fact that there is a certain amount of space that each note has.
The Kodaly method addresses this issue in a succinct and amazingly simple way. I’ve had second and third graders reading varied rhythm patterns with notes from whole notes to dotted halfs to eight notes.
Many (not all) music teachers don’t know how to teach rhythm reading, so students sometimes get very little experience with rhythm reading in typical general music programs.
Many students confuse tempo with duration. Describing notes as being shorter-longer and not faster-slower can help get across the idea that notes with flags are shorter so that more fit into each beat, but that the tempo can be faster or slower so that as the beat changes, the size of the note changes accordingly. Describing a whole note as so many beats long emphasizes the fact that there is a certain amount of space that each note has.
The Kodaly method addresses this issue in a succinct and amazingly simple way. I’ve had second and third graders reading varied rhythm patterns with notes from whole notes to dotted halfs to eight notes.
Many (not all) music teachers don’t know how to teach rhythm reading, so students sometimes get very little experience with rhythm reading in typical general music programs.
I think your program is ambitious and interesting!
You probably know the Bernard Andres pieces for one instrument and harp. I like the very short pieces in the “Algues” collection, because they provide the chance for a nice balance between the harp and the other instrument. They can be done with violin, oboe, or flute.
Although they would be easy to prepare as encores, I think they are little jewels. There is plenty of room for musical expression.
I’ve not seen them, but I think Bernard Andres has also written some harder pieces for harp and another instrument. You might want to have a look at them.
What a happy question! My answer- My teacher!
She is a wonderful person, a gifted musician, a source of constant musical surprises, and a great harpist.
What more would an adult beginner want?
Could someone check something in the first movement for me? In measure 13, there is a deviation from the pattern appearing in the ensuing measures.
Should the second eighth note chord in measure 13 be the same as the sixth eight note chord? All of the subsequent measures are the same chord on the second and sixth eighth note.
Thanks for your help!
I’m about 5’3″, my teacher is about 5″. I’ve been taking lessons on her very large Salvi. She sits much higher than I do when she plays, even though I’m taller.
When I started playing her Salvi I was almost overwhelmed with the weight, but after quite a bit of experimentation I’ve found the right height, distance, and so on, and now the harp feels like no weight at all.
My point is that sometimes finding the appropriate balance point can be counter-intuitive. I would have been very discouraged if I had continued to play
the “heavy” harp, but now that I’ve figured this out, it’s become a non-problem.
When I was playing viola regularly I developed a partial tear of my rotator cuff,but with the intervention of an interested physical therapist, I no longer have any trouble with that either.
I feel about ten years younger than I did before I discovered the harp. I find that all of my efforts to improve my health contribute in some way to better playing, raise my spirits (and endorphins), and make me want to play more.
I’m presently enrolled in Music Theory Level IV at my local community college, which sits atop a hill. thus making me walk every day. What serendipity- I can’t get to my wonderful class unless I hike up the hill.
I think getting old WAS the pits, but now I’m not getting old. I’m in a holding pattern and determined to stay in it as far into the future as my presbyopia will permit me to see. Thanks for the perspective Judy.
Hi Jennifer- I don’t know about NYS, but in NJ there is presently a post graduate certificate program for a year or so of instruction and a practicum, after which you are permitted to take the licensing exam.
The graduate degree is definitely preferred, but in my own personal situation, the post grad sequence would work because of my other degrees.
Jeffrey, take a look at “music therapy” through the John Cali School of Music, at Montclair. Naturally MSU uses a large number of NYC resources for their music therapy degrees. Montclair presently offers undergrad, graduate, and certification degrees in music therapy, and the program is highly regarded. 🙂
Also, look up the name Tomaino for a truly inspiring look at what can be done in a top-notch music therapy hospital based program.
