Manuel d'utilisation / d'entretien du produit MIE-3XG du fabricant Yamaha
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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.
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.
Pr eface.
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) .
✦ 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 .
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.
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 .
✦ 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 .
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.
Chapter 1 Quick Start Guide Setting up your MIE Classr oom.
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.
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 .
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.
Audio Out of T eacher Keyboar d NOT used Photo 1.3 T eacher K eyboard - Rear V iew 13.
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.
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 .
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.
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.
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.
Chapter 2 Intr oduction Philosophy and Brief Overview of Music In Education.
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.
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 .
Chapter 3 MIE Curriculum Overview Summary of Opus Content Instructional Planning.
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 .
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.
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 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.
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 – Swingi.
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.
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.
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.
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.
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).
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.
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.
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 E.
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.
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 ”.
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.
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.
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.
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.
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.
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”.
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.
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.
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.
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.
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.
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.
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.
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.
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 – S.
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.
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.
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.
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.
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.
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 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.
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.
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..
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.
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.
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.
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.
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).
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.
Chapter 6 Peer T eaching Peer T eaching Guidelines and Instructions.
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.
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.
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..
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.
Chapter 8 Refer ence Listing of MIE content arranged by concept, style, and cultur e..
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) (3.
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.
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.
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 Jac.
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 .
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) Hallowee.
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 .
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) .
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 .
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.
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.
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, Lou.
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.
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 Someb.
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 r.
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.
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.
‣ 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 .
‣ 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 .
‣ 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.
‣ 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.
‣ 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 .
‣ 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.
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.
98 Charts 1-3 Charts 4-7.
99 Charts 8-11 Charts 12-15.
100 Charts 16-19 Charts 20-23.
101 Charts 24-27 Charts 28-29.
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,.
MIE Quiz Overheads 103 W orksheets 5-8 W orksheets 9-12.
104 W orksheets13-16 Quiz Overheads 1-4 (Opus 2, 5, 8, 11).
105 Quiz Overheads 5-8 (Opus 12, 15, 20, 21) Quiz Overheads 9-12 (Opus 22, 23, 24, 26).
106 Quiz Overheads 13-16 (Opus 27, 28, 31, 33) Quiz Overheads 17-19 (Opus 34, 35, 39).
MIE Miscelleanous Overheads 107 Misc Overheads.
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.
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 .
Chapter 9 Opus Content.
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.
• 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.
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.
• 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.
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).
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.
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.
• 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 .
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.
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.
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).
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.
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.
• 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.
• 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.
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.
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).
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.
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 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.
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.
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.
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.
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 .
• 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.
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.
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 .
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.
• 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.
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.
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.
• 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 .
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 .
• 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.
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 .
• 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.
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.
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.
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.
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.
• 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.
• 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 .
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.
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.
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 DoorS.
Chapter 10 One Day Schedule Schedule for MIE Institute - Small Gr oup 1 Day Schedule.
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 & .
Chapter 11 Schedule Schedule for MIE Institute 2 days.
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 Summ.
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.
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 [Classro.
Un point important après l'achat de l'appareil (ou même avant l'achat) est de lire le manuel d'utilisation. Nous devons le faire pour quelques raisons simples:
Si vous n'avez pas encore acheté Yamaha MIE-3XG c'est un bon moment pour vous familiariser avec les données de base sur le produit. Consulter d'abord les pages initiales du manuel d'utilisation, que vous trouverez ci-dessus. Vous devriez y trouver les données techniques les plus importants du Yamaha MIE-3XG - de cette manière, vous pouvez vérifier si l'équipement répond à vos besoins. Explorant les pages suivantes du manuel d'utilisation Yamaha MIE-3XG, vous apprendrez toutes les caractéristiques du produit et des informations sur son fonctionnement. Les informations sur le Yamaha MIE-3XG va certainement vous aider à prendre une décision concernant l'achat.
Dans une situation où vous avez déjà le Yamaha MIE-3XG, mais vous avez pas encore lu le manuel d'utilisation, vous devez le faire pour les raisons décrites ci-dessus,. Vous saurez alors si vous avez correctement utilisé les fonctions disponibles, et si vous avez commis des erreurs qui peuvent réduire la durée de vie du Yamaha MIE-3XG.
Cependant, l'un des rôles les plus importants pour l'utilisateur joués par les manuels d'utilisateur est d'aider à résoudre les problèmes concernant le Yamaha MIE-3XG. Presque toujours, vous y trouverez Troubleshooting, soit les pannes et les défaillances les plus fréquentes de l'apparei Yamaha MIE-3XG ainsi que les instructions sur la façon de les résoudre. Même si vous ne parvenez pas à résoudre le problème, le manuel d‘utilisation va vous montrer le chemin d'une nouvelle procédure – le contact avec le centre de service à la clientèle ou le service le plus proche.
