Year 7. Topic 1: The Elements of Music. End of Year Expected. pg. 1

Transcription

1 Year 7 Topic 1: The Elements of Music Name: Class: End of Year Expected Grade pg. 1

2 Music Department Rules 1) Line up quietly in a straight line outside the classroom. 2) When you are told to by your teacher come in and stand behind your desks and have a uniform check. 3) Quiet during the register. 4) Do not talk when the teacher is talking. 5) Put your hand up when asking a question and do not shout out Sir/ Miss. 6) No chewing gum or eating in the department. 7) Stop any activity straight away if you are told to do so. 8) Treat all equipment and each other with respect. 9) Follow all instructions from your teacher without question. pg. 2

3 The Elements When music is composed (written), composers use sound in many ways to create contrasts and make the music interesting. Learn the definitions for each element below. Metre The pulse or beat. Rhythm Dynamics A pattern of different note values that fit into a regular metre. The volume of music. Timbre The sound / tone of instruments. Melody The tune. Texture How much is going on in music at any one time. Thick / thin. Harmony Two or more pitched notes played at the same time. Tonality The key the music is in. Major or Minor for example. Structure How music is put together. Test my knowledge: My Score /9 pg. 3

4 Harvest Samba Cabbages and greens, Broccoli and beans, Cauliflower and roasted potatoes Taste so good to me! Apricots and plums, Ripened in the sun, Oranges and yellow bananas, Good for everyone! It s another Harvest Festival When we bring our fruit and vegetables, Cause we want to share the best of all the good things that we ve been given. It s another opportunity, To be grateful for the food we eat, With a Samba Celebration to say Thank you to God the Father. Golden corn and wheat, oats and sugar beets Fluffy rice and tasty spaghetti wonderful to eat. Coffee, cocoa, tea, growing naturally Herbal plants and all kinds of spices very nice indeed. It s another Harvest Festival When we bring our fruit and vegetables, Cause we want to share the best of all the good things that we ve been given. It s another opportunity, To be grateful for the food we eat, With a Samba Celebration to say Thank you to God the Father. Thank you for the harvest Thank you for the goodness For all of the fruit and vegetables and the wonderful things that grow. (Repeat) It s another Harvest Festival When we bring our fruit and vegetables, Cause we want to share the best of all the good things that we ve been given. It s another opportunity, To be grateful for the food we eat, With a Samba Celebration to say Thank you to God the Father. To, God the Father. My grade for Singing is pg. 4

5 Instruments In the table below, name as many instruments as you can that belong to each family. STRINGS BRASS WOODWIND PERCUSSION KEYBOARDS pg. 5

6 Listening to Timbres Listen to each of tracks. First identify the family that the solo instrument belongs to and then the solo instrument. 1. Family Solist/s 2. Family Solist/s 3. Family Solist/s 4. Family Solist/s 5. Family Solist/s 6. Family Solist/s 7. Family Solist/s 8. Family Solist/s Score / 16 pg. 6

7 The Elements of Music Activity: Listen to the theme tune from E.T. composed by John Williams and answer the questions that follow. You will hear the extract 4 times. Q1a. What instrument plays the melody at the beginning? (1) Q1b. What instrument then takes the melody? (1) Q1c. What family of instruments do these instruments belong to? (1) Q2. Name the family of instruments that play the main theme. (1) Q3. Name one percussion instrument heard on this track. (1) Q4. Describe the dynamics of the opening section. (2) Q5. How does the composer keep the texture interesting? (2) Q6. Is the music mainly in a major or minor tonality? (1) My Score /10 Grade= pg. 7

8 RHYTHM Name Symbol Counts Semibreve 4 Minim 2 Crotchet 1 Quaver 1-2 pg. 8

9 Musical Maths Give it a go! Add or subtract the beats: e.g. + = 4 (2 + 2 = 4) My Score / 12 Ext: Now make up some of your own! + + = - + = + + = = pg. 9

10 Melody and Pitch Pitch describes how or a sound is. So that we know which pitch to play, we use a stave. A stave is a set of five lines that looks like this: Treble clef. There are 4 spaces. There is an easy way to remember which notes are in the spaces just remember face in the space. To learn the lines, we use rhymes Every Good Boy Deserves Fruit pg. 10

11 Time to practice! Part 1 So, now you know the notes on the stave. You might notice some extra notes and lines on the stave below. If we need to write pitches that are higher or lower than the ones you have already learned, we add ledger lines. Task: Name these notes and their note values (2 marks per exercise) Score / 16 Extension Task: Create words by drawing notes on the lines and spaces. pg. 11

12 Time to practice Part 2! Task: Now put the right note values in the right place. (2 marks per exercise) B F C G Crotchet Minim Semibreve Quaver A E C G Semibreve Quaver Minim Crotchet (2 marks per exercise) Score / 16 Extension Task. Give the note names and lengths for the following exercise. Score /25 pg. 12

13 Performing Jingle Bells Using what you know about reading notation work towards learning this with your partner playing together in time. Don t forget C is to the left of the two black keys!! pg. 13

14 pg. 14 JINGLE BELLS 2

15 pg. 15 JINGLE BELLS 3

16 PERFORMANCE REFLECTION What was good about my performance?... How could it be improved?... My Grade for this performance is. - 16

17 The Elements of Music Choose the correct Element of Music and enter it in the box beside its definition. Metre Dynamics Structure Texture Tonality Melody Timbre Rhythm Harmony Definition Element of Music The pulse of music. The number of beats. The key the music is in. Major or Minor for example. A pattern of different note values that fit into a regular metre. The volume of music. The sound / tone of instruments. A pattern of pitches that make the tune. How music is put together. How much is going on in music at any one time. For example, the number of instruments playing. Two or more pitched notes played at the same time My Score /9-17

18 Listening to Music Listen to this extract of music by Shostakovich and answer the questions that follow. You will hear the extract three times. 1. What is the time signature of this extract? (1) Describe the dynamics of the opening section. (1) 3. What graphic musical score best represents the opening melody of this track? Select your answer. (1) a) b) 4. Name the FOUR families of instruments that can be heard on this track. (4) 5. Name the solo instrument. (1) 6. Describe the texture when the solo instrument enters. (1) 7. Describe how the violin melody ends. (1) My Score = My Grade

19 Year 7 Topic 2 Music from South America - 19

20 Music from South America KEY WORDS Find definitions for the following terms and then learn for Homework. My Mark for this test is Latin America Countries in South America like Cuba, Brazil, Chile and Peru. Panpipes A woodwind instrument made from bamboo. Charango Bombo A small guitar like instrument. High pitched and made from armadillo shell. A drum. Ostinato A short repeated pattern (rhythm or melody). Percussion Instruments that you hit, bang, shake or scrape. Samba Polyrhythms A style of music from Brazil that focuses on the use of percussion instruments. Lots of different rhythms heard at the same time. Syncopation Call and Response A way of changing the rhythm so that it sounds off the beat. When a leader plays or sings an idea and everyone else repeats it back. Ternary Form Music that has 3 sections. A B A (the first section repeats). - 20

21 Central and South America Label and colour the Andean mountains, Mexico and Brazil on the map below. - 21

22 Music of the Andes Use the words below to label the pictures correctly. Then give a brief description of each instrument. Charango Panpipes Bombo - 22

23 Listening to Leño Verde Here is a map of the structure of the piece. Follow it as you listen to the whole piece, and think about the questions. Introduction Which instruments begin the piece? Section 1 The panpipe enters, with each phrase echoed by a second panpipe. They play this twice. Section 2 The first panpipe plays the main melody, repeated by a second panpipe. They play this twice. Link A short link section featuring the charango and a voice. Section 3 The first panpipe plays a simple three-note theme, echoed by the second panpipe. Ending How does the piece end? 1 a What two instruments can you hear in the introduction? (Tick your two answers.) PANPIPE BOMBO CHARANGO TRUMPET GUITAR 1 b How does the piece end? 2 Listen to the panpipes in Section 1. There are two of them, and they seem to copy each other. But do they play exactly the same notes? If not, how are they similar and how are they different? Similarities: Differences: 3 Here are three graphic musical shapes of the beginning of each section. Match the graphic shapes (A, B or C) to each section (1, 2 or 3). = Section = Section = Section My Score /10-23

24 La Bamba Para bailar La Bamba Para bailar La Bamba Se necessita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba Ay, arriba arriba Por ti sere, por ti sere, por ti sere Yo no soy marinero Yo no soy marinero, soy capitan Soy capitan, soy capitan Bamba, bamba Bamba, bamba Bamba, bamba, bamba Para bailar La Bamba Para bailar La Bamba Se necessita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba (Guitar solo - instrumental) Para bailar La Bamba Para bailar La Bamba Se necessita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba Ay, arriba arriba Por ti sere, por ti sere, por ti sere Bamba, bamba Bamba, bamba FADES- Bamba, bamba. - 24

25 Reading Notes and Rhythms Let s revise! Lines: Every Good Boy Deserves Football Spaces: F A C E in the spaces. Task 1: Name the notes on the treble clef and then write how many beats each is worth. Each is worth two marks. Task 2: Draw the bar lines. Look at the top number of the time signature and when you count up to that number of beats, draw a line. My Score /28-25

26 Reading Music Extension Look at the melody below and then answer the questions. 1) What does Andante mean?... 2) What is the time signature of the melody?... 3) What does this mean?... 4) The key of the melody is G major. Which degree of the scale does the melody start on?... 5) What is the letter name of the highest note?... 6) What is the letter name of the lowest note?... 7) What is the value of the shortest note?... 8) How many bars contain only crotchets?... 9) How many beats is the last note in bar 7 worth?... 10) Copy out the first four bars. Remember to put in the clef, key signature, time signature, dynamics and articulation. My mark out of 10 is. - 26

27 Explore Music Task: Watch a clip and in groups, answer the following questions. 1. What do you see? 2. What can you hear? List as many instruments as possible. 3. What might this music be used for? Give a reason for your answer. 4. Where in the world might this music come from? Give reasons for your answer. - 27

28 SAMBA and Polyrhythms Each person should pick a part. A is the simplest rhythm. E is the hardest. Build a performance out it considering the structure: When is everyone going to come in? How many times will you repeat your rhythm? - 28

29 Composing Polyrhythms Part 1 Task: In groups compose 4 different rhythms. Each rhythm must add up to 4 beats. Write your rhythms in the boxes below. RHYTHM 1 RHYTHM 2 RHYTHM 3 RHYTHM 4-29

30 Composing Polyrhythms Part 2 Task 1: Perform your rhythms using polyrhythms and layered texture. This will be your FIRST A Section. 1. What order will you play the rhythms? 2. How many times which each rhythm be played? Task 2: Develop your music into Ternary Form. You will need to compose NEW rhythms for your B section. Write them in the boxes below. Task 3: Decide on a texture the B section. Practice and perform. Write your structure here... Task 4: Repeat your A Section to complete the Ternary Form structure. - 30

31 Evaluating our Composition Did we use polyrhythms as part of the texture? Yes No Comment Did we change our music in the B section? Did we use Ternary Form? I contributed to the composition by Our Grade - 31

32 SAMBA TASK: Listen to the extracts and try to match the instrument to its timbre. 1. Surdo 2. Ago-go 3. Tamborim 4. Caixa 5. Ganza - 32

33 Listening to Samba 1. What instrument is first heard on this track? (1) 2. Name 3 percussion instruments heard on this track. (3) 3. What styles of music can you hear in this track? Circle two answers.(2) Jazz Hip-hop Rock Samba 4. How does the texture vary from chorus to verse? (2) 5. What type of rhythmic device is heard throughout this piece? (1) 6. How many DIFFERENT voices are heard on this track? (1) My Score / 10 My Grade - 33

34 Performing Samba 1 Let s start with the Call and Response. This is how Samba starts. Then let s learn the breaks this is how we signal the end of each section before repeating the main groove. - 34

35 Performing Samba 2 Let s learn the main grooves! - 35

36 Performing Samba 3 Let s create a performance using a typical Samba structure! Intro: call and response x2, Main groove all instruments x8 Break 1 Main groove all instruments x8 Break 2 Main groove all instruments x8 Mid-section call and response section Main groove all instruments x8 Break 3 plus Intro! TASK: In groups practice performing these rhythms using this structure. One person will have to be chosen as the leader. They will play the call and signal the Breaks. My Assessment Grade - 36

37 Year 7 Topic 3 Popular Music Singing and Accompanying - 37

38 Performing Human Verse Maybe I'm foolish, maybe I'm blind Thinking I can see through this and see what's behind Got no way to prove it so maybe I'm blind G Em But I'm only human after all, I'm only human after all Don't put your blame on me Don't put your blame on me Take a look in the mirror and what do you see Do you see it clearer or are you deceived in what you believe G Em Cos I'm only human after all, you're only human after all Don't put the blame on me Don't put your blame on me Chorus Some people got the real problems Some people out of luck Some people think I can solve them Lord heavens above G Em I'm only human after all, I'm only human after all Don't put the blame on me Don't put the blame on me Verse Don't ask my opinion don't ask me to lie Chorus Bridge D I'm no prophet or messiah D F# Should go looking somewhere higher Extended Chorus G Em I'm only human after all, I'm only human after all Don't put the blame on me, don't put the blame on me G I'm only human I do what I can Em I'm just a man, I do what I can Don't put the blame on me Don't put your blame on me Ukulele Chord Diagrams: Then beg for forgiveness for making you cry, making you cry G Em Cos I'm only human after all, I'm only human after all Don't put your blame on me, don't put the blame on me - 38

39 Guitar Chord Diagrams: Piano Chord Diagrams: - 39