If at all possible, arrange to play several different recordings for the class that prominently include parallel harmonies. (See suggestions
below .) A live demonstration, for example on piano, guitar, xylophone, or violin, is also very effective, as the students can see the note positions moving in parallel.
Decide on a song to teach your students that includes a simple parallel harmony. You may use one of the arrangements below.
Get on Board is recommended for younger or less musically experienced students, and
Rio Grand is recommended for older or more musically experienced students.
Procedure
If desired, you can tie this lesson to many other subjects, including mathematics, social studies, and literature. Begin with a discussion of the meaning of the word
parallel . Demonstrate, or ask the students to describe the literal meaning of the word, from geometry. You can also ask the students what they think would be meant by some of the following phrases: "parallel parking", "a science fiction story in a parallel universe", "the road running parallel to the river", "the many parallels between the two cases", or "living parallel lives", If you would like to tie the lesson to geography, a discussion, with demonstration using a globe if necessary, explaining why lines of latitude (but not longitude) are "parallels", can be enlightening.
Explain to your students that one kind of harmony that you can add to music is called
parallel harmony . Like a road running parallel to a river, a parallel harmony changes direction to match whatever the melody is doing. This is often more interesting than
drones but it is less complex and interesting than
independent harmony .
In geometry, parallel lines are lines that are going in exactly the same direction, always the same distance from each other,so that they seem to follow each other and yet never meet or cross each other. The two long sides of a ruler are a good example. With older, musically experienced students, you may wish to point out that, in music, "parallel" parts may be precisely parallel (always staying the same distance from each other), or only "sort of" parallel. The step 1 discussion can include a discussion of which types of parallel are precise, and which are not, and you may ask students to analyse the piece that they are singing, to see just how parallel the parts are.
Play your live and/or recorded examples of parallel harmony. Many pieces feature parallel harmony only in certain spots; can the students identify when a parallel part begins and ends, or when it strays from being parallel?
If you have copies of the song for the students, hand them out.
Depending on the abilities and logistics in your class, you may teach all the students both the melody and the harmony, or you may divide the class up and teach each group only one part. It may take several sessions for both groups to be able to sing their parts with enough confidence. It often works best to have more students on the melody, but some of the stronger singers on the harmony.
Performance notes for "rio grand"
The tune and lyrics are in the
public domain . The arrangement is the author's and is covered by the same Creative Commons attribution license as the rest of this lesson; feel free to use it as long as the author and source are properly attributed.
Part 1 is the melody. Part 2 is mostly parallel harmony. Whenever the harmony drops out, you may let those singers rest, have them join the melody, or have that part sung by a soloist (as working sailors often would have done).
This arrangement is written for women on the melody and men on the harmony. A male soloist may sing the melody an octave lower.
It is probably historically accurate to use the "Texas" rather than the Spanish pronunciation: "REE-oh GRAND".
The tune and lyrics are in the
public domain . The arrangement is the author's and is covered by the same Creative Commons attribution license as the rest of this lesson; feel free to use it as long as the author and source are properly attributed.
There is plenty of parallel harmony to be found in the following:
medieval chant
some ragtime tunes, such as Scott Joplin's "The Entertainer"
many popular "Country" music songs and modern Hawaiian pop tunes, especially in the vocals and in the dobro guitar parts, and in some folk styles (listen to the group Ladysmith Black Mambazo, for example)
many pieces for solo violin, such as Brahms' Hungarian dances (listen, for example, to the slow sections of "Hungarian Dance No. 4 in Bm")
the saxes and brass in some Big Band jazz tunes such as "String of Pearls" and "In the Mood"
here and there in symphonic music; for example listen to the flutes in the "Dance of the Mirlitons" in Tchaikovsky's
The Nutcracker , or in the "Gypsy Song" from Bizet's
Carmen
Questions & Answers
Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
Scratch that
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you.
Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Specific heat capacity is a measure of the amount of energy required to raise the temperature of a substance by one degree Celsius (or Kelvin). It is measured in Joules per kilogram per degree Celsius (J/kg°C).
AI-Robot
specific heat capacity is the amount of energy needed to raise the temperature of a substance by one degree Celsius or kelvin
ROKEEB
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