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Jared Miller Buzzer Beater - TSO Canada...

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  • FORM: Jared Miller Buzzer Beater

    TEACHER WORKSHEET: GRADES 4-6

    This lesson plan provides an engaging way for students to listen to Jared Miller’s Buzzer Beater and learn about musical notation. Miller uses instruments and objects to create a musical representation of the last two minutes of a basketball game. Using the Melody Tracker, students will follow the principal line around the orchestra and listen in a focused way to the piece. Next they will learn about a variety

    of musical elements, and finally apply their knowledge by colour coding a page from the score for Buzzer Beater. Age appropriate learning within this lesson plan includes reading musical notation and

    understanding the symbols for musical elements.

    • Use the Melody tracker to engage in active listening of Buzzer Beater, observing the principal line as itis played throughout the orchestra.

    • Learn how to identify and define basic music notation symbols across the musical elements.

    • Identify these symbols in a real orchestral score.

    OBJECTIVES

    STEPS

    • Together as a class or in pairs, have students read the introduction to this module found atTSO.CA/Elearning, which includes composer Jared Miller’s description of the piece.

    • In pairs, have students access Buzzer Beater and the interactive Melody Tracker at TSO.CA/Elearning.While they listen once more to the performance by the TSO, have them use the melody tracker to follow the principal line around the orchestra.

    • Hand out the first two pages of the Buzzer Beater Score (page 7 & page 8) and a Colour CodersWorksheet (attached) to each pair of students.

    • Have students use the the key on the worksheet to colour code their page of the score.

    • Time permitting, listen to the piece again and listen for the different elements in action.

  • Lesson plans created by Carlie Howell for the Toronto Symphony Orchestra. For more digital symphony experiences and classroom lesson plans, please visit TSO.CA/elearning.

    [email protected] TSO Canada Mosaic is a Canada 150 Signature Project.

    © 2017 Toronto Symphony Orchestra

    TAKING IT FURTHER

    • Play a musical bingo game with your students by:

    - Printing a copy of the Colour Coders Key, cutting it up into individual squares, and placing those in a bag. - Draw a square from the bag, read it aloud and have each student pair find it in their score. - As soon as somebody gets 3 symbols, they can call BINGO, but in order to win, they must correctly define each element from memory!

    2

  • BUZZER BEATER COLOUR CODERSStudent Worksheet

    1) Look over the key below to study the following musical elements and their symbols.

    2) Search for those symbols in the orchestral score for Buzzer Beater, and circle or out-line them with the corresponding colour.

    COLOUR CODERS KEY

    RHYTHM=

    Note Value

    DYNAMICS=

    Volume

    TIME SIGNATURES & TEMPO

    =Counting & Speed

    ARTICULATION

    =Attack texture

    CLEFS=

    High & Low Ranges

    QUARTER NOTE1 beat

    QUARTER REST1 beat (silent)

    EIGHTHNOTE1/2 beat

    EIGHTHREST1/2 beat (silent)

    PIANO or PIANISSIMO

    (soft)

    MEZZO PIANO

    (moderately soft)

    MEZZO FORTE

    (moderately strong)

    FORTE or FORTISSIMO

    (strong)

    Four beats in a measure,

    Quarter note is 1 beat

    Seven beats in a measure,

    Eighth note is 1 beat

    TEMPO - 144 beats per

    minute, each beat is a quarter

    STACCATIOsharpley detached

    ACCENTemphasized

    TIEDon’t re-articularte. Note values are added together.

    PIZZ.(string players play with the

    fingers)

    TREBLE CLEF

    BASS CLEF

    ALTO CLEF

    PERCUSSION CLEF

    = 144

  • °

    ¢

    °¢°

    ¢

    °

    ¢°

    ¢

    Flute 1 & 2

    Oboe 1 & 2

    Clarinet 1 & 2 in Bb

    Bassoon 1 & 2

    Horn 1 & 2 in F

    Horn 3 & 4 in F

    Trumpet 1 & 2 in C

    Trombone 1 & 2

    Bass Trombone & Tuba

    Timpani

    Percussion 1

    Percussion 2

    Violin I

    Violin II

    Viola

    Violoncello

    Double Bass

    mp

    q = 144

    obnoxiouslyfff

    obnoxiouslyfff p

    obnoxiouslyfff p

    obnoxiouslyfff p

    obnoxiouslyfff p

    p

    p

    q = 144

    fff p

    44 7844 7844 78

    44 7844 78

    44 78

    44 78

    44 7844 78

    44 78

    44 78

    44 78

    44 7844 7844 7844 7844 78

    &

    Score in C

    ∑ ∑ a2: Jet Whistle**> >

    Jared Miller (b. 1988)

    Buzzer Beater Sesquie for Canada's 150th

    & ∑ ∑

    & a2>? ∑ ∑

    & a2>* .>

    & a2>* .>

    & a2>* .>

    ?a2>

    * .>

    ? ∑ ∑ * .>

    ? ∑ ∑

    / ∑ ∑Basketball, bounced on floor> >

    /High Airhorn Sports Whistle.> .>

    & ∑ ∑

    & ∑ ∑

    B ∑ ∑

    ? ∑ ∑

    ?

    **Diamond noteheads with an arrow such as this indicate for the flutes to play a short, abrupt, barely pitched jet whistle. It should sound like a "swooshing" of air.

    *Forming an "ooo" shape with their mouths, brass players inhale and exhale sharply into their instruments.Upward-pointing, triangle-shaped noteheads indicate an inhale. Downward-pointing noteheads indicate an exhale.

    ∑ ∑

    Œ Œ Œ ™ ‚ Œ Œ ™ Œ Œ Œ ™ ‚ Œ Œ ™Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    wb w Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    wb w Œ Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Ó Œ 1Jwb w Œ Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Ó Œ 1Jwb w Œ Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Ó Œ 1Jwb w Œ Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Ó Œ 1J

    Œ Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Ó Œ 1JŒ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    œ Œ Œ ™ Œ Œ Œ ™ œ Œ Œ ™ Œ Œ Œ ™w w Œ Œ œ ‰ Œ Œ Œ ™ Œ Œ œ ‰ Œ Œ Œ ™

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

  • °

    ¢

    °¢

    °

    ¢

    °

    ¢°

    ¢

    Fl. 1 & 2

    Ob. 1 & 2

    Cl. 1 & 2

    Bsn. 1 & 2

    Hn. 1 & 2

    Hn. 3 & 4

    Tpt. 1 & 2

    Tbn. 1 & 2

    B. Tbn. & Tba.

    Timp.

    Perc. 1

    Perc. 2

    Vln. I

    Vln. II

    Vla.

    Vc.

    Db.

    7

    p

    & > > >

    &

    &

    ?

    & .> .> .>

    & .> .> .>

    & .> .> .>

    ? .> .> .>

    ? .> .> .>

    ?

    / > > >

    / .> .> .>

    &pizz.

    > > > > > >pizz.

    > > > >

    &

    B

    ?

    ?

    Œ Œ Œ ™ ‚ Œ Œ ™ Œ Œ Œ ™ ‚ Œ Œ ™ Œ Œ Œ ™ ‚ Œ Œ ™

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    - Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ 1 -- Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ 1 -- Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ 1 -- Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ 1 -- Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ ‰ 1J - Œ Œ ™ Œ Œ ‰ 1 -

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    œ Œ Œ ™ Œ Œ Œ ™ œ Œ Œ ™ Œ Œ Œ ™ œ Œ Œ ™ Œ Œ Œ ™

    Œ Œ œ ‰ Œ Œ Œ ™ Œ Œ œ ‰ Œ Œ Œ ™ Œ Œ œ ‰ Œ Œ Œ ™

    ˙# œ ™ ˙n Œ ™ ˙# œ ™ ˙n Œ ™ œ# œ œ ™ ˙n Œ ™

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™ Œ Œ Œ ™

    8

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