[Menvi-discuss] braille music tutoring

Tue Apr 16 08:22:00 EDT 2013

Thank you for that explanation.  

Debra

-----Original Message-----
From: Menvi-discuss [mailto:menvi-discuss-bounces at menvi.org] On Behalf Of
Brandon Keith Biggs
Sent: Tuesday, April 16, 2013 12:45 AM
To: This is for discussing music and braille literacy
Subject: Re: [Menvi-discuss] braille music tutoring

Hello,
Basically there are two types of meters, those that can be divided by two, 
2/4, 4/4, 12/8... And those divided by 3, 3/4, 3/8, 6/8, 9/4... If you think

of all measures as one or the other, you will be doing well.
Just count: 1, 2 or 1, 2, 3. For both divisions of measures, count the 1 
with a louder beat. So a measure in 4/4 would be counted like: 1!, 2, 1!, 2.

If you wish, you can count the beats in the measure and count to the number 
of beats, so in 4/4 you could instead do: 1!, 2, 3!, 4. In 6/8 you would go:

1!, 2, 3, 1!, 2, 3. You could also count a 6/8 measure as: 1!, 2, 3, 4!, 5, 
6.
Once you go through your music examples and get the above concept worked 
out, continue reading:
The meters are categorized into two categories. Compound and simple. Don't 
get daunted by the big words. Simple means the top number is 4 or less. 
Compound means that the top number is all the other numbers.
2/8, 3/4, 4/4 are all simple meters. 9/8, 6/8, 12/8 are all compound
What this means is that in reality, compound meters are just two or more 
simple meters put together. That's all meters really are.
In performance practice I'll let you judge the different feeling of the two.
A piece in 3/4:
https://www.youtube.com/watch?v=_CTYymbbEL4
Here is a piece in compound 6/8:
https://www.youtube.com/watch?v=pXGz5qVkMoA

Basically they are in the same meter, they just have a different sound to 
them.
Thanks,

Brandon Keith Biggs
-----Original Message----- 
From: Miranda
Sent: Monday, April 15, 2013 8:26 PM
To: 'This is for discussing music and braille literacy'
Subject: Re: [Menvi-discuss] braille music tutoring

Hi,
I am a bit confused as to why you say this is too much info. I'm not trying
to sound rude in any way, so I'm sorry if my message comes across as such.
I'm just confused. I do agree that it can be challenging to interpret and
understand such a message with a large amount of info, so I do understand if
this is what you were meaning by your reply.
If this is indeed what you meant, I would like to try and help you by
sharing the techniques I used to better understand the message.
When patern examples were given, I had Jaws read word by word in order to
slow down a bit and take time to walk through the rhythm patterns out loud.
I actually personally found the in-depth explanations helpful, because I
have struggled with certain smaller rhythms and smaller beat values while
studying music and specificly Braille music. I can read the music just fine,
but it can be tricky at times to get the exact rhythm just as it should be
when played.
I have found my metronome to be an invaluable tool when faced with rhythm
difficulties.
I hope this helps to clear things up a bit, and again I mean no disrespect
with my confusion. *Smile*

In Christ, Miranda
-----Original Message-----
From: Menvi-discuss [mailto:menvi-discuss-bounces at menvi.org] On Behalf Of
Bettie Downing
Sent: Monday, April 15, 2013 5:13 PM
To: This is for discussing music and braille literacy
Subject: Re: [Menvi-discuss] braille music tutoring

too much info

On Apr 15, 2013, at 3:46 PM, Rick Coates wrote:

> Kelsey:
>
> Counting requires you to understand how a particular time-signature is
divided into beat values.  Always remember that the top number represents
the number of beats in a measure and the bottom number represents the value
of each beat.  When 8's and 16's are used in the bottom value, compound
groupings of 2's, 3's or 4's are created.  The standard counting pattern for
2's or duplets is 1-n 2-n 3-n 4-n.  For 3's or triplets, the pattern is
counted 1-&-ah 2-&-ah, etc, or 1-la-le 2-la-le, etc.  For 4's or quads, the
pattern is 1-e-&-ah 2-e-&-ah etc.
>
> Duple and Quad signatures will have the top number represented by values
of two and four, while the Triplet signatures will have the top number
represented by values of 3.
>
> 20th century composers challenged the rules of rhythm in their music.
Copland took one work and had the time signature as 2/4 in one measure
followed by 6/8 in second.  Another composer, had one group of players
performing music with a 4/4 time signature while others used a 12/8 time
signature.  Understanding the basic beat values and counting patterns
required for the music made the musicians able to perform these works.
>
> Last year, my school band did an interesting selection written in 6/8
time.  As I analyzed the work, the composer wrote measure one as 2 dotted
quarter notes, and the second measure with three quarter notes.  At times in
the work, he subdivided the dotted quarter notes into triplets (3/8 + 3/8).
Eventually, the music would look like this: x-x-x x-x-x / X X X .  The
counting pattern would be 1-&-ah 2-&-ah / 1 2 3.  The tempo of the eighth
note remained constant throughout the work.  The wind players performed
smooth rhythm patterns in the melody, while the counter-melodies and
percussion had more challenging patterns.  Once again, understanding the
basics of the rhythm and counting made the performance proper and enjoyable.
>
> Rick Coates
>
>
> On Mon, Apr 15, 2013 at 12:13 PM, Kelsey Nicolay
<piano.girl0299 at gmail.com> wrote:
> Hello,
> I am taking Hadley's Braille Music Reading course.  I managed to pass the
first four lessons with B's but now that I have completed my fifth lesson,
I'm starting to get worried about my student record.  My instructor gave me
a D on this lesson, saying that I had trouble with counting.  She told me
that I need to actually count out loud as I am playing but the main issue
was that I had considering difficulty with counting in different time
signatures.  Therefore, I am wondering if there is anyone on the list who
has taken the course and still has their materials who would be willing to
tutor me via phone or skype.  I'm still in school so I am looking for free
tutoring if possible because I don't have a lot of money.  If anyone is
interested in tutoring, please write me offlist at piano.girl0299 at gmail.com
to discuss the details.
> Thanks,
>
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