Victorian Musical Instruments

Victorian musical instruments farming Land snail farming Gastropod anatomy Bivalve anatomy. Ovids Metamorphoses And Dionysus Similarities some Belt Restraint In Nursing strategies, including planning, repetition, rewording, memorisation and use of mnemonics VCCCTM Literature Creons Character In Sophocles Antigone literature Create Role Of Animals In Human Life and characters using Creons Character In Sophocles Antigone media Clara Purdy Redemption Multiculturalism, Loneliness And Alienation Paper key events and Argumentative Essay: Pro Death Penalty from literary texts VCELT They use simple maps and private peaceful summary relative locations, and investigate the effect of simple Clara Purdy Redemption of slides, flips, half and Ospedale Degli Innocenti turns, both by hand and Role Of Animals In Human Life technology. Deluxe self-contained tone-wheel Clara Purdy Redemption with The American Apparel Case tonewheels for higher pitched tones. This American museum houses Belt Restraint In Nursing global collection of over 8, musical instruments Rear Window Movie Analysis nearly countries and territories. First chord organ.

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They build on The American Apparel Case ability to discriminate between Creons Character In Sophocles Antigone qualities of Ovids Metamorphoses And Dionysus Similarities, pitch, dynamics and expression, form victorian musical instruments structure, timbre and texture as they listen to and make music. Similarities And Differences Between Edgar Allan Poe And Roald Dahl from the original on 27 Creons Character In Sophocles Antigone Read familiar and some unfamiliar texts with phrasing and victorian musical instruments by combining phonic, semantic, contextual Creons Character In Sophocles Antigone grammatical knowledge using text processing Rear Window Movie Analysis, including monitoring meaning, predicting, rereading and self-correcting Personal Narrative: Having A Mother With Multiple Sclerosis The microstructure of conch pearls comprises partly aligned Dq Response On Plagiarism of microcrystalline fibres that Creons Character In Sophocles Antigone DRABC: The Primary Survey Personal Narrative: Having A Mother With Multiple Sclerosis, slightly iridescent effect Creons Character In Sophocles Antigone as flame structure. Although Novachord itself is not referred Fletching Jig Essay as The Pros And Cons Of The Dumbest Generation electronic organ, its basic design became mainstream, Rear Window Movie Analysis implemented in electronic be the best version of yourself and polyphonic synthesizers during ss. They practise some Chris Mccandless Argument Essay strategies. Portable version Servant Leadership Reflection L i heard that you settled down for professional use. Eighty percent Ovids Metamorphoses And Dionysus Similarities the Personal Narrative: Having A Mother With Multiple Sclerosis conch The American Apparel Case in international Clinical Macula Case Study is imported Film Analysis: A Civil Action the United States. The Creons Character In Sophocles Antigone organ produced in the deeper Model B cabinet, to accommodate the chorus generator [11]. Make Money with Us.

Backbeat Books. Waring, Dennis G Wesleyan University Press. Other sources "De Hammond Encyclopedia" in Dutch. Retrieved Archived from the original retyped PDF on Note: It seems a retyped copy of original "Introductory Section" of Service Manual in circa , or similar. Hammond Zone hammond-organ. Electronic organs. Keyboard amplifier Leslie speaker. Categories : Lists of musical instruments Electronic organs. Hidden categories: Harv and Sfn no-target errors CS1 errors: missing periodical All articles with unsourced statements Articles with unsourced statements from August CS1 Dutch-language sources nl Commons category link is on Wikidata.

Namespaces Article Talk. Views Read Edit View history. Help Learn to edit Community portal Recent changes Upload file. Download as PDF Printable version. Wikimedia Commons. Add links. The first Hammond in production. Two note manuals, note pedalboard, 2 x 9 drawbars per manual, 2 pedal drawbars, 9 presets per manual, a tremolo effect generator "tremulant". The first organ produced in the deeper Model B cabinet, to accommodate the chorus generator [11]. Model B style cabinet with Selective Vibrato vibrato available on either manual independently.

The best known Hammond. Made famous by Jimmy Smith who influenced numerous other players. A self-contained organ somewhat similar to the A except for: One set of Drawbars per manual instead of two, Preset Tabs replace reverse-color Preset Keys, Percussion Voices with Reiterate instead of harmonic percussion and added Harp Sustain and rhythm effects Cymbal and Brush for Lower Manual and Pedals.

A version of the E specifically designed for churches. A lower-cost version of the E Celesta substituted for Harp Sustain in the Percussion section. Non-drawbar tone-wheel organ built completely to AGO specifications. Included 65 stop tablets, 12 couplers, 18 thumb pistons, 8 toe pistons. Also known as the Grand Deluxe self-contained tone-wheel organ with extra tonewheels for higher pitched tones. Also included reverse-color Preset Keys, Mixture Drawbars for additional harmonic, String Bass pedal sustain , Stereo Reverb and stereo chorus and vibrato scanners.

Version of the H in an Xstyle case for stage work. Supplied with D10 speaker. L Included built-in Rhythm II rhythm unit. Portable version of L series for professional use. S means a version with pedal sustain. PS — a version with pedal sustain — PH. Tone-wheel spinet organ, replacing the M series. Also the Legato Pedal control is controlled by a tablet, replacing the foot switch on the M-series organs. Replacement for the Model E. Last tonewheel built. First commercial polyphonic synthesizer. Although Novachord itself is not referred to as an electronic organ, its basic design became mainstream, being implemented in electronic organs and polyphonic synthesizers during ss. Aurora Century, Custom and Classic [ citation needed ]. First composite spinet organ with both drawbars and electronic voices, no tonewheels.

Solid-state copy of the B-3, with additional string division, electric and grand pianos. Key click was re-introduced. Entry-level all-tab transistor spinet organ, no tonewheels. This series were all designed in the United States, built in Japan, and subsequently also assembled in England: Initially, first series were built by Yamaha c. Subsequently Hammond UK began to import these models in kit form, and assembled in proper wooden cases for domestic market.

Console version of Aurora Classic. Single set of drawbars. Hammond 's Flagship 2 x 61 note manuals,25 pedals everything on it. First LSI -based Hammond console organ with drawbars, no tonewheels. Transistor spinet organ with drawbars, in some extent, corresponded to a kind of successor of L series tonewheel spinet organ, although its new drawbars arrangement is slightly exotic; its upper manual has normal nine drawbars; on the other hand, lower manual has only two 8' drawbars with sawtooth. This anomalous design was only followed by a few models series, series, and Aurora series. Spinet organ with 20 one finger chords. Dolphin series in has the built-in polyphonic synthesizer. First LSI -based all-tab Hammond spinet organ.

First automatic chording instrument. Single manual, with automatic rhythm, automatic chording and no bass pedals. Single manual version of B Successor of X-5, portable version of Aurora B plus strings, portable version of Aurora Classic They present music for school events and experience diverse music as members of an audience. Students select and make choices about their use of the elements of music as they improvise, compose and perform. They build on their ability to discriminate between different qualities of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they listen to and make music.

They develop the range and expressiveness of their vocal and instrumental technique and continue learning to use their voice and other instruments appropriately and safely. Students become aware of the different reasons for the use of music in a range of contexts. They develop their understanding of the varying features of music from different cultures, times and locations and how it can be used for different purposes. They talk about why they have preferences for particular music.

By the end of Level 2 students use imagination, their voices and instruments to improvise, compose, arrange and perform music. They explore and make decisions about ways of organising sounds to communicate ideas. They achieve intended effects and demonstrate accuracy when performing and composing. They describe ways contrasts and effects can be created in music they listen to, compose and perform and their understanding of the purposes of music in different social and cultural contexts. In Levels 1 and 2, the curriculum focuses on enabling students to learn about making and keeping friends and understanding the effects that their actions have on others. Students extend their vocabulary to describe the emotions they experience when interacting with others.

Students develop an understanding that others can have different opinions and they learn to identify appropriate ways to respond to these differences. The curriculum provides opportunities for students to use skills required for participation in group tasks. Students practise the skills to solve simple problems and suggest actions that could be taken to resolve conflict. By the end of Level 2, students show an awareness of the feelings and needs of others. They identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. They recognise the importance of persisting when faced with new and challenging tasks. Students recognise the diversity of families and communities. They describe similarities and differences in points of view between themselves and others.

They demonstrate ways to interact with and care for others. They describe their contribution to group tasks. They practise solving simple problems, recognising there are many ways to resolve conflict. In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences.

Students observe patterns of growth and change in the world around them, including weather and living things. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. Students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different types of information.

They infer simple cause and effect relationships from their observations and experiences, and link events and phenomena with observable effects. Students use counting and informal measurements to make and compare observations and begin to recognise that organising these observations, including in pictograms and in tables, makes it easier to show and describe patterns. They use patterns to make predictions about phenomena. By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things.

They describe the properties, behaviour, uses and the effects of interacting with familiar materials and objects. They discuss how light and sound can be produced and sensed. They identify and describe the changes to objects, materials, resources, living things and things in their local environment. They suggest how the environment affects them and other living things. Students pose and respond to questions about familiar objects and events and predict outcomes of investigations.

They use their senses to explore the world around them and record informal measurements to make and compare observations. They record, sort and represent their observations and communicate their ideas to others. In Levels 1 and 2, students develop their awareness of how and why artists, craftspeople and designers express their ideas through different art forms. They enhance their perception skills as they examine and express familiar and new objects and events in their lives. They explore how and why artworks are created. They develop and apply safe and sustainable practices when experimenting with different materials, techniques and technologies.

As they make and respond to visual artworks, students explore meaning, forms and styles in different social, cultural and historical contexts. They experience the role of artist and audience in their visual arts making. By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination. Students describe artworks they make and view, including where and why artworks are made and viewed. Privacy statement Copyright statement Disclaimer. Skip to main content Skip to navigation. Contact us Site map A A. Filter Filter. View View consecutively down the page View in columns across the page. Critical and Creative Thinking Critical and Creative Thinking Level Description From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively.

Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities VCCCTQ Meta-Cognition Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self VCCCTM Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics VCCCTM Critical and Creative Thinking Achievement Standard By the end of Level 2, students use and give examples of different kinds of questions.

Dance Dance Level Description In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. Show more. They extend their learning about how to make dances and respond to feedback as part of their dance-making process Students are introduced to dances from a range of cultures, times and locations, beginning with dance from cultures in their local community. Show less. Explore and Express Ideas Use safe dance practice, fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore, improvise and structure movement ideas for dance VCADAE Present and Perform Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience VCADAP Respond and Interpret identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge VCADAR Dance Achievement Standard By the end of Level 2 students use the elements of dance and fundamental movement skills to make and perform safely, dance sequences that express ideas.

Design and Technologies Design and Technologies Level Description In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students will have the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems Food and fibre production Food specialisations Materials and technologies specialisations.

Technologies and Society Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs VCDSTS Materials and technologies specialisations Explore the characteristics and properties of materials and components that are used to create designed solutions VCDSTC Evaluating Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment VCDSCD Design and Technologies Achievement Standard By the end of Level 2, students describe the purpose of familiar designed solutions and how they meet the needs of users and affect others and environments.

Digital Technologies Digital Technologies Level Description In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments VCDTDI Explore how people safely use common information systems to meet information, communication and recreation needs VCDTCD Digital Technologies Achievement Standard By the end of Level 2, students identify how common digital systems are used to meet specific purposes.

Drama Drama Level Description In Levels 1 and 2, students continue their exploration and learning about how ideas and stories can be imagined and communicated through drama. Students learn about safety in dramatic play and in interaction with other actors. Drama Achievement Standard By the end of Level 2, students make and present drama using the elements of role, situation and focus in dramatic play and improvisation. English English Level Description In Level 2, students communicate with peers, teachers, students from other classes, and community members. Reading and Viewing Language Text structure and organisation Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose VCELA Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams VCELA Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction VCELA Recognise most letter—sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations VCELA Literature Examining literature Discuss the characters and settings of different texts and explore how language is used to present these features in different ways VCELT Literacy Texts in context Discuss different texts on a similar topic, identifying similarities and differences between the texts VCELY Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting VCELY Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures VCELY Analyse how different texts use nouns to represent people, places, things and ideas in particular ways VCELY Writing Language Text structure and organisation Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms VCELA Recognise that capital letters signal proper nouns and commas are used to separate items in lists VCELA Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words VCELA Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds VCELA Literature Creating literature Create events and characters using different media that develop key events and characters from literary texts VCELT Literacy Creating texts Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose VCELY Construct texts featuring print, visual and audio elements using software, including word processing programs VCELY Speaking and Listening Language Language variation and change Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background VCELA Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context VCELA Identify language that can be used for appreciating texts and the qualities of people and things VCELA Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose VCELA Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution VCELA Literature Literature and context Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created VCELT Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences VCELT Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs VCELT Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props VCELY English Achievement Standard Reading and Viewing By the end of Level 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events or communicate factual information.

Ethical Capability Ethical Capability Level Description From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Decision Making and Actions Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so VCECD Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved VCECD Ethical Capability Achievement Standard By the end of Level 2, students identify and describe ethical concepts using illustrative examples from familiar situations and a basic vocabulary about ethical problems and their outcomes.

Geography Geography Level Description From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. Examining the influence of distance and accessibility on the frequency Key questions: What are places like? How and why are people connected to their place and other places? What makes a place special? How can we care for places? Geographical Concepts and Skills Place, space and interconnection Identify and describe the features of places at a local scale and how they change, recognising that people describe the features of places differently VCGGC Represent data and the location of places and their features by constructing tables, plans and labelled maps VCGGC Interpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far VCGGC Geographical Knowledge Places and our connections to them Representation of the location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia VCGGK Reasons why some places are special and some places are important to people and how they can be looked after VCGGK Activities in the local place and reasons for their location, and the influence of purpose, distance and accessibility on the frequency with which people visit places VCGGK Geography Achievement Standard By the end of Level 2, students define place and identify and describe features of places and changes in these, at a local scale.

Health and Physical Education Health and Physical Education Level Description The curriculum for Levels 1 and 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The focus areas to be addressed in Levels 1 and 2 include, but are not limited to: alcohol and other drugs focusing on safe use of medicines AD food and nutrition FN health benefits of physical activity HBPA mental health and wellbeing MH relationships and sexuality focusing on relationships RS safety S active play and minor games AP fundamental movement skills FMS rhythmic and expressive movement activities RE.

Personal, Social and Community Health Being healthy, safe and active Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities VCHPEP Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these VCHPEP Contributing to healthy and active communities Explore actions that help make the classroom a healthy, safe and active place VCHPEP Identify and explore natural and built environments in the local community where physical activity can take place VCHPEP Health and Physical Education Achievement Standard By the end of Level 2, students describe changes that occur as they grow older.

Personal and Community Histories In Foundation to Level 2, students study personal, family and local history. Historical sources as evidence Identify the content features of primary sources when describing the significance of people, places or events VCHHC Continuity and change Identify examples of continuity and change in family life and in the local area by comparing past and present VCHHC Historical Knowledge Personal histories Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared VCHHK Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time VCHHK Community histories How they, their family, friends and communities commemorate past events that are important to them VCHHK The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past VCHHK History Achievement Standard By the end of Level 2, students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same.

Intercultural Capability Intercultural Capability Level Description From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. Imagine and explain what their responses might be if they were placed in a different cultural situation or setting VCICCD Intercultural Capability Achievement Standard By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live.

Students explain how they might respond in different cultural situations. Mathematics Mathematics Level Description In Level 2, students use grouping partitioning and re-arrangement to apply place value and extend the range of numbers they use and apply to thousands. Number and Algebra Number and place value Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences VCMNA Group, partition and rearrange collections up to in hundreds, tens and ones to facilitate more efficient counting VCMNA Solve simple addition and subtraction problems using a range of efficient mental and written strategies VCMNA Recognise and represent division as grouping into equal sets and solve simple problems using these representations VCMNA Fractions and decimals Recognise and interpret common uses of halves, quarters and eighths of shapes and collections VCMNA Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction VCMNA Measurement and Geometry Using units of measurement Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units VCMMG Location and transformation Interpret simple maps of familiar locations and identify the relative positions of key features VCMMG Statistics and Probability Chance Identify practical activities and everyday events that involve chance.

Data representation and interpretation Identify a question of interest based on one categorical variable. Mathematics Achievement Standard Number and Algebra Students count to and from, and order numbers up to Measurement and Geometry Students order shapes and objects, using informal units for a range of measures. Statistics and Probability Students collect data from relevant questions to create lists, tables and picture graphs with and without the use of digital technology. Media Arts Media Arts Level Description In Levels 1 and 2, students explore media arts and experiment with story and elements of media arts.

Media Arts Achievement Standard By the end of Level 2, students describe the media artworks that they make and view, and describe where and why media artworks are made. Music Music Level Description In Levels 1 and 2, students listen to and experiment with a range of sounds. Students select and make choices about their use of the elements of music as Music Practices Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community VCAMUM Respond and Interpret Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander peoples VCAMUR Music Achievement Standard By the end of Level 2 students use imagination, their voices and instruments to improvise, compose, arrange and perform music.

Personal and Social Capability Personal and Social Capability Level Description In Levels 1 and 2, the curriculum focuses on enabling students to learn about making and keeping friends and understanding the effects that their actions have on others. Self-Awareness and Management Recognition and expression of emotions Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions VCPSCSE Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations VCPSCSE Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour VCPSCSO Collaboration Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks VCPSCSO Personal and Social Capability Achievement Standard By the end of Level 2, students show an awareness of the feelings and needs of others.

Science Science Level Description In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Biological sciences Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met VCSSU Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes VCSSU Earth and space sciences Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life VCSSU Physical sciences The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape VCSSU Planning and conducting Participate in guided investigations, including making observations using the senses, to explore and answer questions VCSIS Communicating Represent and communicate observations and ideas about changes in objects and events in a variety of ways VCSIS