Transcript Reading and Writing in Music

Reading and Writing in Music
Mr. Walter Wong
True Light Middle School of Hong Kong
A. Aims
1. Able to read music articles for interest and
pleasure.
2. Able to describe music and sound in words
3. Able to describe their feelings
B. Choice of materials
1. Related to their everyday life.
2. Use video clips as pre-reading activities
C. Time:
1. 1 period (40 minutes)
Form 1
David Garret – Rock Star with a Violin
What would interest the students:
1. Concerts with Hong Kong Sinfonietta in
April.
2. Crossover Artist: Heavy metal
and Classical violinist.
3. Guinness world record holder
of the fastest violin playing.
Form 2
The Sounds of Silence: John Cage’s «4'33''»
What would interest the students:
1. Out of their expectation.
2. Experience 4’33” “quietness”
3. Surprise to find out what
they have heard in the 4’33”
Form 3
Stop and Hear the Music – Joshua Bell
What would interest the students:
1. An experiment with a famous violinist
playing at a busy station.
2. How people react to street musicians, not
their music.
Form 4
Britain’s Got Talent – Paul Potts
What would interest the students:
1. Popular TV show.
2. A common mobile phone sales in debt.
3. Not handsome at all
4. Singing an opera aria in the contest.
Form 2
The Sounds of Silence: John Cage’s «4'33''»
Purpose of the Assignment
What the relationship is between sound and silence in
music.
Pre-reading Questions
Reading skill and strategy: Brainstorming
1. What do you think is the most important element in
music? (2)
2. How would you feel when you have to stay in a silent
room for an hour? (2)
Form 2
The Sounds of Silence: John Cage’s «4'33''»
The Sounds of Silence :John Cage’s «4'33''»
The contemporary American composer John Cage wrote this piece in early
50s. It was premiered (首演) in 1952, and consisted of a pianist sitting
down at a keyboard, closing the lid, setting a stopwatch, and sitting, in
silence, for four minutes and thirty-three seconds. (There are 3 movements
in this piece, the first 30 seconds, the second 2 minutes and 23 seconds
and the third 1 minute and 40 seconds).In the concert, some listeners were
unaware that they had heard anything at all.
Cage said, “People began whispering to one another, and some people
began to walk out. They didn't laugh -- they were just irritated (被激怒的)
when they realized nothing was going to happen, and they haven't
forgotten it 30 years later; they're still angry.”
Many musicians and critics thought the piece was a joke. But the pianist
who never played a note called it one of the most intense listening
experiences he ever had.
In many ways the experience of 4:33 teaches us about the nature of sound,
and silence, and the act of listening to the musicality of ambience that can
be heard in silence.
To Cage, silence had to be redefined. He recognized that there was no
objective dichotomy (二分法)between sound and silence, but only between
the intent of hearing and that of diverting (轉向)one's attention to sounds.
"The essential meaning of silence is the giving up of intention (意圖)," he
said. This idea marks the most important turning point in his compositional
philosophy. He redefined silence as simply the absence of intended
sounds, or the turning off of our awareness.
While-reading Questions
Reading Skill: Summarizing , recognizing main idea, data
reading
Strategy :
3.
4.
5.
6.
7.
Guided questions
Who wrote the piece? When was it written? (1)
How long was the piece? (1)
What did the audience hear? (1)
What were the reactions of the audience? Did they
like it ? Why? (2)
What does Cage think of silence? Use your own
words and summarize it.(3)
Post-reading Questions
Reading skill: Reflection
Strategy: Open-ended questions
1.Do you think silence is important in music? Why? (3)
2.Keep quiet for 4 minutes and 33 seconds. List out what
you have heard. (2)
3.Did you enjoy the experience? Why or why not? (3)