|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||||||||||||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||||||||||||||||||||
RESONANCE1. Sit in a circle, everyone with an instrument. Listen to each person in turn playing one sound only.
1.1 Find out which instruments are able to sustain a single note. Then find out which instruments can sustain sound only by a tremolando or a trill.
1.2 Divide into two groups : A those instruments which sustain sound with breath or a bow and B those whose sound is non-sustaining.
1.3 Find out how long the sustaining instruments can hold a note for. Find out how long a single note played on a non-sustaining instrument rings on for.
1.4 Improvise a sequence combining long notes with short notes. This could be done with random pitches or on a given note or chord.
- Ask different students to try leading the sequence.
- Add some dynamics.
- Make use of silence.
HARMONY
2. Divide the class into smaller groups making sure that each has either sustaining or non-sustaining instruments only.
2.1 Using the six note chord from Dérive as a model, ask each group to invent on their instruments
a) a new inversion of the Dérive chord
b) a new transposition of the Dérive chord
c) a new inversion of the transposed chord. Encourage each chord to be in changing registers and spacings.
With the original chord, each group will have four chords to play.
2.2 Listen to all the chords and experiment with different combinations as in exercise 1.4.
2.3 Ask the sustaining instruments to fix a length to each chord. Ask the non-sustaining instruments to fix the length of the gaps between each chord.
Introduction : Workshop 1 : Workshop 2 : Workshop 3 : Workshop 4 : L.S. 1 : L.S. 2 : L.S. 3 : L.S. 4 : Helpfiles : Membersboulez : composing : workshops : support : contact