music illustrations by ispeakdesign ©2009 - · 5 all create music introduction these books are...

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Table of contents: All Create Music

Workbook section:

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Notes Section: Page 45

Completion Page: Page 55

Music Illustrations by iSPEAKDESIGN ©2009 - www.ispeakdesign.com

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All Create Music

Introduction

These books are designed to give you solid musical training while you LEARN SONGS.

• Our books support 3 different steps in your musical journey, first you PLAY

music, then you UNDERSTAND music, finally you CREATE your own music.

This book is the book for CREATING music.

• At the back of this book is the “NOTES” section. At the end of each lesson your

teacher should write a brief description in the “notes” section, of the things you

should work on in between lessons. This gives you a clear outline of what to

work on, as well as how far you have come.

• At the very back of each book is a checklist of information that you should

understand before moving on to the next book. And the COMPLETION page,

stating that you learned all of the info on the checklist.

• Upon completing each level/book you instructor will notify the office and we will

send you a CERTIFICATE OF COMPLETION and the book for the NEXT

LEVEL.

What you should expect when your teacher gets to your house.

• There must be ADULT SUPERVISION other than the instructor in the home

while the lesson is conducted.

• Your teacher should ARRIVE ON TIME, and should leave on time.

• Your teacher should have a way to play recordings.

• Your teacher should always encourage and facilitate the learning of SONGS.

• If you have questions or concerns about your lessons please call our office at:

(310) 745-4007

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In the ALL CREATE workbook, there is

not a designated SONG section.

You will be creating your own songs and

phrases.

But your teacher should continue teaching

you songs, and applying the concepts in

each workbook to those songs.

There are a variety of song charts at:

www.allplaymusic.com

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Tablature:

Staff

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PAGE GOAL: Explore the different PURPOSE FOR WRITING music, and

learn about WRITING OBJECTIVES.

ACTION!

Your teacher should explain the concept of WRITING WITH A PURPOSE, such as

writing for FUN, WORK, or ART.

Then your teacher should help you explore WRITING WITH AN OBJECTIVE, such as

writing music that is HAPPY, SAD, ANGRY, ROMANTIC. And you should fill in the

exercise below.

You should write examples of songs that you think fit in the following categories.

Happy:

(Example: Sweet home Alabama- Lynyrd Skynyrd)

_____________________________________________________________________

_____________________________________________________________________

Sad:

(Example: Behind Blue Eyes- The Who)

_____________________________________________________________________

_____________________________________________________________________

Angry:

(Example: Iron Man- Black Sabbath)

_____________________________________________________________________

_____________________________________________________________________

Romantic:

(Example: Chasing Cars- Snow patrol)

_____________________________________________________________________

_____________________________________________________________________

CHECK BOX when task is complete

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Tablature:

Staff

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PAGE GOAL: Know basic WRITING METHODS.

ACTION!

Your teacher should explain and demonstrate the following methods for song writing.

You should try to write a song using each of the following methods.

Lyrics first:

Explanation: Write lyrics, and then try out different chords and melodies until you find

the right pairing for your lyrics.

Music first:

Explanation: Write the music, including chords, melodies, and rhythms, and then write

the lyrics to your nearly completed song.

Melody first:

Explanation: Hum or sing a melody, then ad the chords, rhythm and lyrics.

Rhythm first:

Explanation: Clap, stomp, beatbox- do what ever it takes to create a basic rhythm. Then

ad the chords or melody, and lyrics.

Emotion based:

Explanation: Channel an emotion such as Love, Anger, Hate, or Sadness, then use either

LYRICS FIRST, or MUSIC FIRST to create a song.


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Tablature:

Staff

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PAGE GOAL: To know and understand and write 8 and 12 BAR SONG

STRUCTURES.

ACTION!

Your teacher should explain and play recorded examples of the 8 BAR, and 12 BAR

progressions. Then your teacher should HELP YOU WRITE chord progressions that fit

in the 8 bar and 12 bar structures in the spaces below.

The following structures are most common in BLUES styles.

The 8 Bar:

The 12 Bar:


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Tablature:

Staff

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PAGE GOAL: To know and understand and write a 32 BAR SONG

STRUCTURES.

ACTION!

Your teacher should explain and play recorded examples of the 32 BAR progression.

Then your teacher should HELP YOU WRITE a 32 bar progression in the space below.

The following structure is most common in JAZZ styles.

The 32 Bar:


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Tablature:

Staff

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PAGE GOAL: To understand and write using SONG SECTIONS.

ACTION!

Your teacher should explain each of the following SONG SECTIONS and help you write

a song on the staff below using these sections. INTRO, VERSE, CHORUS, SOLO,

BRIDGE, INTERLUDE, OUTRO.


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Tablature:

Staff

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PAGE GOAL: To understand and be able to CREATE MELODY.

ACTION!

Your teacher should explain the roll and function of MELODY in music. Then your

teacher should help you create a “Melody first”, and then ad chords.

UNDERSTANDING TIP:

Melody is considered the most important part of a song; it is the part that usually stays in

the memory even after the song has ended.

Write the chords and measures to your melody on the staff below.


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Tablature:

Staff

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PAGE GOAL: To understand and write using DYNAMICS.

ACTION!

Your teacher should explain and give you examples of DYNAMICS in music. Then your

teacher should help you write two 8 measure phrases. One that has a CRESSENDO and

the other should have BREAKS.

UNDERSTANDING TIP:

Dynamics is generally created by changing volume, creating more notes, or having silent

breaks.

Write an 8 measure phrase with a “crescendo” on the staff below.

Write an 8 measure phrase with “breaks”.


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Tablature:

Staff

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PAGE GOAL: To understand the “KEY” STORY and use it to write.

ACTION!

Your teacher should help you learn the “Key” Story, and then help you use it to write a

song on the staff below.

UNDERSTANDING TIP:

The “Key” Story shows how different chords relate to each other in a key. Its called a

story because it can give the listener a sense of being at home, then leaving home, Then

hanging out away from home, then feeling the need to return home, and finally arriving

home again.

Use the intervals below to find the chords in a key that make the key story.

1 & 6 = home,

2 & 3 = leaving,

4 = being away from home

5 & 7 = going home

Use the key story to write a song on the staff below.


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Tablature:

Staff

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PAGE GOAL: To understand and write using TONAL CENTER.

ACTION!

Your teacher should explain Tonal Center, and then play songs for you that are written in

tonal center. Next you should use the staff below to write a tonal center progression.

UNDERSTANDING TIP:

A Tonal Center is the tone or the chord that the song revolves around.

In a key the tonal center is clear, it’s the chord built from interval “1”, and most songs

use the keys number “1” chord as the tonal center. But sometimes there are songs where

the tonal center is not the “1” Chord. A good example is Jane says- by Janes addiction.

Create a progression using tonal center on the staff below.


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Tablature:

Staff

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PAGE GOAL: To understand and be able to write using MODAL

INTERCHANGE.

ACTION!

Your teacher should explain MODAL INTERCHANGE and help you use the diagram

below to write a progression using modal interchange.

UNDERSTANDING TIP:

Modal interchange takes place when you borrow a chord from a parallel key. Parallel

keys are two keys that start from the same root. The most common Parallel keys are

major and minor. For example, if you are writing in C major and play a Bb cord you

borrowed that chord from the parallel key of C minor.

Use the diagram below to write a progression that uses modal interchange.

Chords in the key of “C”:

C Dmin Emin F G Amin Bminb5 C 1 2 3 4 5 6 7 8/1

Chords in the key of “C minor”:

Cmin Dminb5 Eb Fmin Gmin Ab Bb C 1 2 3 4 5 6 7 8/1


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Tablature:

Staff

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PAGE GOAL: To understand and be able to write a RIFF BASED song.

ACTION!

Your teacher should play examples of songs that are based around riffs, and then your

teacher should help you create a riff-based phrase and write it on the staff below.

UNDERSTANDING TIP:

A riff is a short melody, usually two or four measures in length, and most commonly

played in the mid to low register of your instrument.


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Tablature:

Staff

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PAGE GOAL: To understand BLUES HARMONY and know how and when

to use it.

ACTION!

Your teacher should explain the concept of blues harmony and how a minor pentatonic

or blues scale can be used over a major or dominant chord.

Then your teacher should help you write a 12 bar blues progression on the staff below

and then show you which pentatonic or blues scale could be played to create BLUES

HARMONY.

UNDERSTANDING TIP:

Blues harmony is created through the dissonance that happens when you play a minor

scale over a major chord, most commonly the minor pentatonic over a dominant 7 chord.


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Tablature:

Staff

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PAGE GOAL: Be able to know what SCALES ARE BEST to use for

IMPROVISING over common chord progressions.

ACTION!

Your teacher should help you analyze each of the following chord progressions and then

should play the chord progressions while you use the suggested scales for improvising.


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Tablature:

Staff

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PAGE GOAL: To understand and write a DUET.

ACTION!

Your teacher should explain what a DUET is and play some examples for you. Then

your teacher should help you write a short duet, including lyrics, on the staff below.

UNDERSTANDING TIP:

A DUET is where there are two voices, or instruments, that are working together to form

the melody, harmonies, and/or call and response.

Write a short duet on the staff below; include chords, lyrics, and melody.


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Tablature:

Staff

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PAGE GOAL: Understand and be able to use TENSION AND RELEASE.

ACTION!

Your teacher should explain how to create HARMONIC TENSION AND RELEASE,

MELODIC TENSION AND RELEASE, and RHYTHMIC TENSION AND RELEASE.

Your teacher should then help you write examples of each on the staff below.

UNDERSTANDING TIP:

Harmonic tension and release is usually created when the “5” chord is resolved to the

“1” chord and the tension is increased when the “5” chord is altered.

Melodic tension and release is usually created when non-diatonic notes are played and

then resolved into chord or arpeggio notes.

Rhythmic tension and release is usually created through syncopation and complexity

and resolved by playing on the beats.

You should write a phrase using HARMONIC tension and release on the staff

below.

You should write a phrase using MELODIC tension and release on the tablature

below.

You should write a phrase using RHYTHMIC tension and release on the staff

below.


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Tablature:

Staff

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PAGE GOAL: Be able to WRITE CHARTS of your songs.

ACTION!

You should WRITE A CHART of a song that you wrote on the staff below, and then

your teacher should read and play it. That way you know if you are getting your ideas

across to another player on paper.


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Tablature:

Staff

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PAGE GOAL: To understand how to WRITE USING THE MODES.

ACTION!

Your teacher should explain and give you example of writing using the MODES OF THE

MAJOR SCALE. And then help you write using the a few select modes.

UNDERSTANDING TIP:

Using the chord scale to a mode of the major scale to write can give you a very exotic

sound.

Use “D” Dorian to write a phrase on the staff below.

Use “E” Phrygian to write a phrase on the staff below.

Use “G” Mixolydian to write a phrase on the staff below.


Steps to achieving your musical goals!

1. With your teachers help, select a target date to complete this book. Workbook target completion date:_____________________

2. Each week your teacher will make sure you have material to focus on for each subject, and will write what to practice in the space provided next to each subject.

The teacher will check the box next to each subject confirming that they taught you the information listed during that weeks class.

Then the teacher and the student will briefly share what is being taught with the parent.

The teacher will also write the lesson date, and sign their initials showing that weeks lesson is completed.

3. In the days between lessons the student must practice a minimum of 3 times, for a minimum of 10 minutes each time.

The parent must write their initials and the date on the practice page for each of the 3 required practices.

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LOOK HERE FOR WHAT TO PRACTICE

PRACTICE SUBJECTS SONGS __________________________________________________________________________________________________________________________________________________________________________________________________

RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________

PLAY ALONG WITH RECORDING (Package permitting)

PARENTAL INVOLVEMENT. Student plays for the parent, and the teacher informs the parent what the student is learning. Teachers initials________________ Lesson Date_____________

PRACTICE CONFIRMATION The above subjects were practiced for a minimum of 10 minutes. Parents initials_________________ Practice Date_______________ The above subjects were practiced for a minimum of 10 minutes. Parents initials_________________ Practice Date_______________ The above subjects were practiced for a minimum of 10 minutes. Parents initials_________________ Practice Date_______________

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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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All Create Music COMPLETION PAGE

So now you have completed the subjects of this workbook. Listed below are some topics

that you should understand and be able to play before moving on to the next workbook.

Your teacher should go through the following subjects with you and make sure that you

understand them and or can play them. If you are struggling with a subject you should

refer back to the workbook and your teacher should work with you on that subject.

Check off the completed subjects once you are confident with it.

Be able to list the writing methods.

Understand and be able to write 8 and 12 bar blues phrases.

Recognize and be able to write in the 32 bar structure.

Be able to create a melody.

Be able to use dynamics in writing.

Be able to write using the “key story,

Be able to write using Modal interchange.

Be able to write a Riff based song.

Be able to understand and use blues harmony to write.

Be able to improvise solos over chord progressions.

Be able to write charts of your songs.

Be able to write using the modes.


Congratulations! You have completed the ALL CREATE MUSIC workbook.

Your teacher SHOULD ALERT ALL PLAY MUSIC office of your achievement so

we can mail you your certificate of achievement!

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www.allplaymusic.com

Contact us at:

[email protected]

or

(310) 745-4007

By Tim Guille

Copyright 2009

music illustrations by ispeakdesign ©2009 - · 5 all create music introduction these books are...

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