Multicultural Arrangement — Toryanse (Japanese Folk Song) Shannon Smith Objectives Students will be able to perform an arrangement of the traditional Japanese folk song, Toryanse. Procedure Wann Up * Students will play D Major scale (altemating slurs and staccato) Se Historical Context + Review lyrics * Importance of articulation — speech of Japanese language LYRICS INTERPRETATION Pass through, pass through What is this narrow pathway here? The narrow path of the Tenjin shrine? ‘express gratitude by visiting shrine; Please allow me to pass through Peasants were not usually allowed to pass through, Those without good reason shail not pass only allowed on special occasions; Thave come with my child infant mortality rate was high, To present an offering celebrating their seven years 80 when a child turned 7 it was a special occasion; Going in is fine but returning is scary afier a child turns 7 they loose protection from the Gods, Even in my fear let me pass through the rest of the child’ life they must defend themselves Pass through. Playing +” Students will play the first 4 measures of Toryanse twice. Students will play measures 5-8 twice. Students will play measures 1-8 twice. Students will play measures 9-12 twice. Students will play measures 13-16 twice. Students will play measures 9-16 twice Students will play measure 17-19 twice. Students will play measures 9-19 twice. Students will play the entirety of Toryanse. Assessment Students will be able to play through the entirety of Toryanse using appropriate playing styles and explain the meaning of the song. Standards Used MIB.2 The student will echo, read, and perform rhythms and rhythmic patterns, including half notes, quarter notes, eighth notes, dotted quarter notes, and corresponding rests. MIB.3 The student will identify and demonstrate half-step and whole-step patterns. MIB.4 The student will identify, read, and perform music in simple meter.MIB.5 The student will identify and notate key signatures of scales and literature being performed. MIB.6 The student will read and perform one-octave ascending and descending D major scale. MIB.11 The student will demonstrate proper instrumental techniques, including matching pitches and beginning to make adjustments to facilitate correct intonation; production of tones that are clear, free of tension, and sustained; string student-—proper bow placement, weight, angle, and speed; contrasting articulations (pizzicato, legato, staccato, two-note slurs); ‘MIB.12 The student will demonstrate ensemble skills at a beginning level, including balancing instrumental timbres; making adjustments to facilitate correct intonation; matching dynamic levels and playing style; responding to conducting patterns and gestures; and maintaining a steady beat at various tempos in the music literature being studied. MIB.13 The student will read and interpret standard music notation while performing music of varying styles and levels of difficulty, in accordance with VBODA Levels 1 and 2. MIB.14 The student will begin to use articulations, dynamic contrasts, and phrasing as means of expression. MIB.19 The student will explore historical and cultural aspects of musie by identifying the cultures, musical styles, composers, and historical periods associated with the music literature being studied; describing ways in which culture and technology influence the development of instruments, instrumental music, and instrumental music styles; describing the relationship of instrumental music to the other fine arts and other fields of knowledgeFull Score Toryanse traditional Japanese folk song arr. Shannon Smith Viotin Viola in TC Double Bass Vin. Via. Via. DB.