Japanese Music

Japan http://www.pbs.org/empires/japan/instruments.html

Japanese Music Three general types of instruments percussion instruments stringed instruments wind instruments Gagaku (Imperial court music). Taiko group Kodo Shamisen duo the Yoshida Brothers

Koto It is a 2 metre long, 13-string zither It is made of Paulownia wood. It is plucked using picks on the thumb and first two fingers of the right hand. The left hand can modify pitch and tone. It is used in an ensemble in Gagaku or as a solo instrument. A famous blind koto player and composer is Miyagi Michio (1894-1956)

Shamisen It is a 3-string lute Made from one of a variety of woods such as red sandalwood. The head is covered with cat or dog skin. The pegs are traditionally made of ivory. The strings are twisted silk. Look up for a video of the Yoshida Brothers

Biwa Short-necked lute Used in Gagaku, to accompany early puppet plays It was also used by blind monk entertainers Held almost vertical and played with a large bachi (plectrum).

Drums Large Japanese drums are called taikos. Most have two membranes which are nailed or laced and are struck with sticks. The hourglass-shaped tsuzumi is from 7th century Asia There are two varieties, the small kotsuzumi and the large otsuzumi. Kotsuzumi held on right shoulder. Squeeze strings to alter tone. Otsuzumi held on left thigh

Flutes The Shakuhachi is a bamboo flute. It has 4 or 5 finger holes on the front face and a thumb hole on the back. It was used in Gagaku. In medieval times the shakuhachi was played by wandering Buddhist priests known as komuso or 'priests of nothingness'.

2 3 5 1 4 What can you hear? Shamisen Shakuhachi Tsuzumi Taiko Koto http://www.pbs.org/empires/japan/instruments.html 2 3 5 1 4

Scales Pentatonic The notes have Male and female characteristics They represent the five basic elements of earth, water, fire, wood and metal In Sen Hirajoshi semitones 1 4 2 3 Notes C Db F G Bb http://www.howmusicworks.org/hmw408.html semitones 1 4 2 Notes C Db F G Ab

Blue Cube If it lands on: 1 – 5 you say the Japanese number 6 you say a keyword and its meaning

The Itchy Knee C D E D C D G C D E D G E C Ichi Ni San Ni Ichi Ni Go Ichi Ni San Ni Go San Ichi C D E D C D G C D E D G E C http://www.howmusicworks.org/hmw408.html

Virtual instruments Virtual shamisen http://www.itchu.com/e/e_shamisen_sound.html Virtual koto http://genkienglish.net/genkijapan/koto.htm

In Sen In Sen 1 2 3 4 5 C Db F G Bb http://www.howmusicworks.org/hmw408.html http://www.youtube.com/watch?v=5OA8HFUNfIk gagaku clip

http://genkienglish.net/genkijapan/koto.htm virtual koto

Use imaginative timbres! Compositional Task: Using the pentatonic scale of In sen, compose a piece of music in groups of 4. The piece must be inspired by an anime and it must have 3 sections. Use imaginative timbres! Instrument Voice numbers Shamisen 116 217 Koto 117 218 Taiko Drum 227

Spirited Away

Use imaginative timbres! Compositional Task: Using the pentatonic scale of In sen, compose a piece of music in groups of 4. The piece must be inspired by an anime and it must have 3 sections. http://www.youtube.com/watch?v=5OA8HFUNfIk gagaku clip http://www.youtube.com/watch?v=75uAD-XYs6U&feature=related koto clip http://www.youtube.com/watch?v=DSi3X5xzQ5M Zatoichi Shamisen Use imaginative timbres! Instrument Voice numbers Shamisen 116 217 Koto 117 218 Taiko Drum 227

Match up the sentences A) Japanese music... 1. ...is called Gagaku B) The Shamisen... 2. ...is a flute C) Imperial Court music... 3. ...uses a drone rather than chords D) The Shakuhachi... 4. ...uses a pentatonic scale E) Japanese Music often... 5. ...is like a banjo

The answers A) Japanese music... 4. ...uses a pentatonic scale B) The Shamisen... 5. ...is like a banjo C) Imperial Court music... 1. ...is called Gagaku D) The Shakuhachi... 2. ...is a flute E) Japanese Music often... 3. ...uses a drone rather than chords

2 3 5 1 4 What can you hear? Shamisen Shakuhachi Tsuzumi Taiko Koto http://www.pbs.org/empires/japan/instruments.html 2 3 5 1 4

Homework Imagine you have been on holiday in Japan and have seen a musical performance. Task: Create a postcard, include: What instruments were playing it (Koto, Shamisen, Shakuhachi) What the performance looked like (what did the instruments look like? What were they made of? Who was playing them? Where were they playing them? Etc.) What the music sounded like (describe the timbre of the instruments eg. Metallic, the general mood, sacred etc.) Where you saw it (Japan) Or Create a leaflet clearly describing: The features of Traditional Japanese music (what kind of scales does it use? What musical features does it emphasise?) Who played it (monks, Geishas etc.) The instruments (their names, what they look like, how they sound, what they are made from) Any famous pieces of music You must Include a map of Japan Due April 26th

Crossword Clues The country of the music we’re looking at 5 note scale J A P A N Clues The country of the music we’re looking at 5 note scale 2 metre long Japanese instrument Popular form of drumming Like a banjo E T N A T I A K T USE AS A STARTER K O T O N S H A M I S E N C

What am I? Shakuhachi Koto Biwa I was originally played by Kumusos. I have 13 strings and I am played by using picks on the thumb and first two fingers of the right hand. 3. I was used to accompany to early puppet plays and I am a variation of a lute. Shakuhachi Koto Could use something similar to this as a starter, envelope flash card game Biwa

Task: In groups of colour play and/or sing ‘Falling Leaf’ as a class Ichi San Go San Ni Shi San Ichi Ni San Ni Go Ichi Shi Shi Ni San Ni Shi Go Shi Shi Ni Go Ichi Shi Task: In groups of colour play and/or sing ‘Falling Leaf’ as a class http://www.howmusicworks.org/hmw408.html

Objectives By the end of the lesson you will: Have finished your anime composition and been recorded Have begun evaluating the composition and performance process

Blue Cube 1 - a musical feature you included in your piece 2 – an instrument you included in your piece 3 – the type of scale you used 4 – A problem with your piece that you overcame 5 – A musical feature you used in your piece 6 – A problem with your piece that you overcame

Evaluations Describe and evaluate the process of composing your piece, include any difficulties you experienced and how you overcame them as a group. Evaluate the process of performing your piece. Was it a good performance? What could you have done to improve it? Look at the levels. Write down the level you think you have achieved and explain why you think you have achieved it.

Task Write your part into Sibelius 6, your group must use one computer as the parts should be all together in one file. Whilst group members are writing their parts into Sibelius 6, write your evaluation. Everyone in your group must write an evaluation. You are evaluating the composition and performance process, mention how your group worked together to compose the piece, focus on how you wrote your part, how it fitted with other parts and how you overcame any difficulties, what you could have done to improve the piece. Include your level and why you think you achieved it. 3. If you finish putting your part into Sibelius 6 and writing your evaluation see me

Objectives By the end of the lesson you will: Have finished writing all the parts of your group into Sibelius 6 Have finished evaluating the composition and performance process Have looked at how some of your pieces relate to the film, ‘Spirited Away’

Task for the next 30 mins Finish writing your part into Sibelius 6, your group must use one computer as the parts should be all together in one file. Whilst group members are writing their parts into Sibelius 6, write your evaluation. Everyone in your group must write an evaluation. You are evaluating the composition and performance process, mention how your group worked together to compose the piece, focus on how you wrote your part, how it fitted with other parts and how you overcame any difficulties, what you could have done to improve the piece. Include your level and why you think you achieved it. 3. If you finish putting your part into Sibelius 6 and writing your evaluation see me.