Watch Episode 4 Now: Create Musical Soundscapes with Invoke

Lesson Description:
Learn about compositional building blocks by helping Invoke create a soundscape through a series of musical games.

Materials Needed:
Check back soon for details!

Presenter Biography:
Described by one pretty important radio guy as “not classical…but not not classical” (David Srebnik, SiriusXM Classical Producer), Invoke continues to successfully dodge even the most valiant attempts at genre classification. The multi-instrumental band’s other not-nots encompass traditions from across America, including bluegrass, Appalachian fiddle tunes, jazz, and minimalism. Invoke weaves all of these styles together to create truly individual music, written by and for the group. Equally at home in a collaborative setting, Invoke has performed with musicians from widely varying genres, from the Ensō Quartet, to chamber rock powerhouse San Fermin, to beatboxer/rapper/spoons virtuoso Christylez Bacon. Invoke’s two albums Souls in the Mud and Furious Creek both feature original works composed by and for the group, plus the quartet has also performed and recorded numerous world premieres. Invoke believes in championing diverse American voices, including their ongoing commissioning project American Postcards, which asks composers to pick a time and place in American history and tell its story through Invoke’s unique artistry.

Visit their page for more information: https://www.invokesound.com/

TEKS ALIGNMENT

Grades K-5 | Music. Music literacy: Identify instruments visually and aurally. Creative expression: Sing songs and play musical games, including rhymes, folk music, and seasonal music; sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups. Historical and cultural relevance: Sing songs or play classroom instruments from diverse cultures and styles, independently or in groups; move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement.

Middle School 1, 2, 3 | Music. Music literacy: Experience and explore exemplary musical examples using technology and available live performances; describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems; describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology. Critical evaluation and response: Demonstrate appropriate cognitive and kinesthetic responses to music and musical performance.

High School 1, 2, 3, 4 | Music. Historical and cultural relevance: Identify music-related vocations and avocations.