Ultimate Music Theory Certification Course INTERMEDIATE RUDIMENTS

Transcription

1 Ultimate Music Theory Certification Course Glory St. Germain ARCT RMT MYCC UMTC Edited by Shelagh McKibbon-U Ren RMT UMTC INTERMEDIATE RUDIMENTS UltimateMusicTheory.com UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 1

2 Intermediate Rudiments Requirements Intermediate Rudiments Theory Examination requirements are: Pitch - Double sharps and double flats Rhythm - Note and rest time values (breve, whole, half, quarter, eighth, sixteenth and thirty-second) - Double dotted notes - Time Signatures in Simple Time and in Compound Time - Irregular groups in Simple Time (quintuplets and septuplets) - Irregular groups in Compound Time (duplets and quadruplets) Scales in Major and minor keys up to and including seven sharps and seven flats - Write or identify: Major and minor (natural, harmonic and melodic) scales, ascending and descending - Write or identify: Related keys: relative Major and minor, tonic (parallel) Major and minor; enharmonic Major and minor - Write or identify: Technical degree names of the scale degrees - Write or identify: Whole-tone scales and chromatic scales (using any standard version) - Identify: blues scales, Major pentatonic scales, minor pentatonic scales and octatonic scales Triads in all Major and harmonic minor keys - Write: Solid (blocked) in Root Position and inversions (close position only) - Identify: Solid (blocked) or broken in Root Position and inversions (close position or open position) Intervals - Perfect, Major and minor - Write or identify: above or below a given note, all intervals and their inversions up to and including an octave, melodic or harmonic form (with or without a Key Signature) Recognition of Key Signatures up to and including seven sharps and seven flats - Identify the key (Major or minor) of a given melody with a Key Signature - Rewrite the excerpt using the correct Key Signature and identify the key (Major or minor) Transposition (Major Keys up to and including seven sharps and seven flats) - Transpose a melody up or down any interval within the octave Cadences in all Major and harmonic minor keys - Identify cadences in keyboard style only in a musical excerpt - Perfect (Authentic): V - I (Major) and V - i (minor); Plagal: IV - I (Major) and iv - i (minor); Imperfect (Half Cadence): I - V or IV - V (Major) and i - V or iv - V (minor) Musical Terms and Signs - Recognize, define or supply the musical terms or signs as listed in the Intermediate Rudiments Workbook Analysis - Analyze a short musical composition, identifying any of the above theory requirements Score: Pass; Honors; First Class Honors; First Class Honors with Distinction UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 2

3 Table of Contents UMTC- Intermediate Rudiments Intermediate Rudiments Requirements... 2 Class 1 - Workbook Lesson 1 - Pages 5 to Class 2 - Workbook Lesson 2 - Pages 17 to Class 3 - Workbook Lesson 2 - Pages 24 to Class 4 - Workbook Lesson 3 - Pages 31 to Class 5 - Workbook Lesson 3 - Pages 38 to Class 6 - Workbook Lesson 3 - Pages 42 to Class 7 - Workbook Lesson 4 - Pages 46 to Class 8 - Workbook Lesson 4 - Pages 50 to Class 9 - Workbook Lesson 5 - Pages 54 to Class 10 - Workbook Lesson 5 - Pages 62 to Class 11 - Workbook Lesson 5 - Pages 69 to Class 12 - Workbook Lesson 6 - Pages 73 to Class 13 - Workbook Lesson 6 - Pages 78 to Class 14 - Workbook Lesson 7 - Pages 83 to Class 15 - Workbook Lesson 7 - Pages 88 to Class 16 - Workbook Lesson 8 - Pages 95 to Class 17 - Workbook Lesson 8 - Pages 100 to Class 18 - Workbook Lesson 9 - Pages 104 to Class 19 - Workbook Lesson 9 - Pages 110 to Class 20 - Workbook Lesson 10 - Pages 114 to Class 21 - Workbook Lesson 10 - Pages 119 to Class 22 - Workbook Lesson 11 - Pages 123 to Class 23 - Workbook Lesson 12 - Pages 132 to Class 24 - Workbook Lesson 12 - Pages 140 to UMT Intermediate Map Congratulations! Intermediate Rudiments UMT Club Ultimate Music Theory: The Way to Score Success! UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 3

4 UMT Club Intermediate Class 1 Concept: Lesson 1 - Pages 5 to 16 Basic Review and Review Test 1. Workbook: Circle of Fifths and Key Signatures - Page 5. Tones and Intervals - Page 6. Scales - Page 7. Note/Rest Values and Transposing - Page 8. Simple Time - Page 9. Terms - Pages 10 and 11. Analysis - Page 12. Lesson 1 Review Test - Pages 13 to 16. Teaching Tip: At the piano, review the example box on Harmonic and Melodic intervals on page 6. Play the intervals in question #2 a). Have students verbally identify these as Harmonic (both notes played together) or Melodic (one note played after the other) intervals. At the Lesson: Complete the following. Page 5, #1 and #2. Read through the page. Complete the first 2 for each question. Page 6, #1, #2 and #3. Read through the page. Complete the first 2 for each question. Page 7, #1 and #2. Read through the page. Complete all exercises in class. Page 8, #1, #2 and #3. Review this page. This page will be completed during study time. Page 9, #1 and #2. Read through the page and complete all exercises in class. Pages 10, 11 and 12. Assign these pages for homework. Pages 13 to 16. Read through the questions in class. Have students underline the important words in the instructions. Assign the Review Test for homework. Study Time and Marking Tip: Each class has min. for students to start on their homework assignment while you are marking their homework from the previous lesson. While you are marking their individual workbook, assign the individual whiteboard activity. For the first lesson, give students 10 min. to work during class time. Have students start on page 5 and complete each page in order for 10 min. As the first student completes page 5, have them bring their book to you for marking. While you mark page 5 in their book, they have a whiteboard activity: Ask the student to draw a Treble Clef on the first staff. Write the E Major scale, ascending and descending, using a Key Signature. Use whole notes. (Before each lesson, write out the whiteboard activity instructions on the back of the Teacher s whiteboard. Students will complete your instructions while you mark their work.) This will only take a minute, but it will let students know how the study time and marking time will go at each lesson. Then call up the next student and ask them to complete the same whiteboard activity while you mark their page 5. They only have as much time to complete the activity on the whiteboard as the time it takes you to mark their page 5. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 4

5 UMT Club Intermediate Class 1 Whiteboard: This is a class activity. Each student will use an individual whiteboard. You will need one large teachers UMT whiteboard and a class set of the student whiteboards. Students may also purchase their own whiteboard for use at home. On the whiteboard, review how to draw the Grand Staff by adding the bar line and brace. Using the example box at the top of page 8, complete the following exercise: Write the following notes in the Treble Clef. - Middle C, using a thirty-second note. - G (above Middle C), using a half note. - A flat (use a ledger line above the Treble Clef), using a quarter note. - D sharp (use a ledger line above the Treble Clef), using a sixteenth note. - A natural (use a ledger line above the Treble Clef), using an eighth note. - B flat (use a ledger line above the Treble Clef), using a whole note. In the Bass Clef, write a rest of the SAME value BELOW each note. On the keyboard, use a Happy Face to identify Middle C as the first C on the far left of the keyboard. Draw lines from the notes in the Treble Clef to the corresponding key on the keyboard, at the correct pitch. USE (Ultimate Sight and Ear): On the piano, play the melody on page 14 #5. Ask students to identify the following: the tempo (allegro - fast); the dynamic p (piano - soft); the type of note on beat one in measure 1 (eighth note - ½ beat); the number of measures (four). Clap the rhythm and count out loud. Do any of the measures have the same rhythm or are they all different? (2 have the same rhythm, measures 2 and 4). Homework Review and Assignment: Complete all exercises on pages 5 to 16. At the bottom of the outside corner of page 16 have students put a Happy Face. That is a reminder of where to stop for homework. Use the UMT ruler (clips inside the workbook as a bookmark) to show students where to start their homework (page 5). Remind students to use their UMT ruler when drawing ledger lines, stems and beams, lines from the note on the staff to the key on the keyboard and bar lines. Remove all the Flashcards from the back of the book and place them in a zip lock sandwich bag. Bring the Flashcards to each lesson. Flashcards: The TERM is in bold on each side and the answer is in the square box on the opposite side. Review the Basic Flashcards from the Basic Rudiments workbook. For proper pronunciation, go online and visit the Virginia Tech Multimedia Music Dictionary: UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 5

6 UMT Club Intermediate Class 2 Concept: Lesson 2 - Pages 17 to 23 Circle of Fifths, Major Scales. Workbook: Circle of Fifths - Pages 17, 18 and 19. Major Key Signatures with Flats and Sharps - Pages 20 and 21. Major Scales with Flats and Sharps - Pages 22 and 23. Teaching Tip: At the piano, review the Major scale pattern of tones and semitones. Play C Major scale (tone, tone, semitone, tone, tone, tone, semitone). Play the same pattern beginning on B. Students see that a Major scale may begin on any note, using the same Major pattern. Each Major scale has the SAME sound, just beginning on a different pitch. Play several Major scales and ask students to identify if the starting pitch was higher or lower than the previous scale. (Play G Major scale then D Major scale. Which one was higher in pitch?) At the Lesson: Complete the following. Pages 17, 18 and 19. Read through these pages in class. Complete the exercises together. Pages 20 and 21, #1 and #2. Read through these pages in class. Do the first 2 exercises in each question. Assign the rest for homework. Pages 22 and 23. Do the first scale exercise on each page in class. Remind students that the first note of the scale begins AFTER the Key Signature, not below the Key Signature. When writing scales ALWAYS be consistent, write scales either WITH or WITHOUT a center bar line. Study Time and Marking Tip: Students work on pages 17 to 23 in class. Use a red pen and correct the pages assigned from the previous class. Use the Answer Book for quick and easy marking. Use scissors to snip the bottom outside corner of the page when BOTH sides of the page are completed and corrected. (Page numbers are in the middle of the page so they won t be cut off.) This also helps you see which pages are already marked and which pages need to be corrected. Students feel successful when a completed page is snipped. Add a J Face! While marking students homework, their whiteboard activity is: Draw the Circle of Fifths on the top left using the Circle. Write the following scales, ascending and descending, using the correct Key Signature. Use whole notes. G flat Major scale in the Treble Clef. C sharp Major scale in the Bass Clef. Mark the homework from the previous class. Snip the corner of the pages when completed. After marking the review test, write the score of the Lesson 1 Review Test on page 3 in the Table of Contents. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 6

7 UMT Club Intermediate Class 2 Whiteboard: Ask students to draw the Circle of Fifths on the whiteboard. Write the numbers 0 to 7 around the outside of the circle. Use the instructions from page 19. Always write the Circle of Fifths in the SAME order. Draw the Grand Staff. Divide the staff into two equal measures. Write the 7 flats (in proper order) in the first measure in both the Treble Clef and Bass Clef. (Flats must line up vertically.) Write the 7 sharps (in proper order) in the second measure in both the Treble Clef and Bass Clef. (Sharps must line up vertically.) Students can show you their whiteboard as they complete your instructions. USE (Ultimate Sight and Ear): On the piano, play the Minuet on page 16 of Lesson 1 Review Test. Ask students to identify the following: How many measures are in this musical excerpt? (10) Write the measure numbers above the first measure in each line of the music. (1 and 6) What is the dynamic marking for soft? Write it in measure 1 on the first beat. ( p ) What is the dynamic marking for loud? Write it in measure 5 on the first beat. ( f ) Clap the rhythm in the Treble Clef while counting out loud. Which measures have the same rhythm? (measures 1, 2, 3, 5, 7 and 9), (measures 4 and 10) and (measures 6 and 8). Homework Review and Assignment: Complete all exercises on pages 17 to 23. Do ALL corrections. Review all Basic Flashcards and the Key Signature cards from Intermediate. Bring Flashcards (in a zip lock bag) to class. (Basic - yellow and Intermediate - blue) Flashcards: Review Flashcards from Basic Rudiments and the Key Signature Flashcards from Intermediate Rudiments. As a group, play One Minute Madness : how many Flashcards can students identify correctly in one minute. Hold up the Flashcards one at a time. Students can shout out their answers or they can write their answer on the back of their whiteboard and play Reveal. (Students write their answers and when everyone has an answer, you say Reveal. Students then turn their whiteboards around to show their answers to the class.) UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 7

8 UMT Club Intermediate Class 3 Concept: Lesson 2 - Pages 24 to 30 Enharmonic Tonic Major Scales, Major Scales, Slur, Tie, Dotted Note and Review Test. Workbook: Enharmonic Tonic Major Scales - Page 24. Major Scales using accidentals - Page 25. Slur, Tie and Dotted Note Review - Page 26. Lesson 2 Review Test - Pages 27 to 30. Teaching Tip: At the piano, play the note C sharp. Have students identify the enharmonic name for C sharp. (D flat) Play the scale of C sharp Major, then play the scale of D flat Major. Do they sound the same or different? (the same) They are called Enharmonic Tonic Major Scales because they begin on the SAME pitch but are written with notes using different letter names (Enharmonic Equivalents). At the Lesson: Complete the following. Page 24, #1. After reading the notes at the top of the page, do the first two in class. Page 25, #1. Read through the top of the page. Assign this page for homework. Page 26, #1 and #2. Complete this page together in class. Pages 27, 28, 29 and 30. Read through each question and have students underline the important words. Remind students to Cross off the count as each beat is completed for Question 2 (a very important habit). Review the Bar Line Rule for canceling accidentals for Question 7. Review the Circle of Fifths, rest placement, Key Signatures, triads on the Tonic, Subdominant and Dominant, transposing, harmonic and melodic intervals, scales, terms and definitions, whole tones, semitones, enharmonic equivalent and analysis. Students should always cross off the counts as each beat is completed. This develops the habit of completing one beat at a time, showing students how easy it is to add rests, while preparing them for more complicated rhythms in the upcoming lessons. Study Time and Marking Tip: Students work on pages 24 to 30 in class. While marking students homework, their whiteboard activity is: Draw the Circle of Fifths. Draw the Bass Clef on the first staff. Write the G flat Major scale, ascending and descending, using a Key Signature. Draw a Treble Clef on the second staff. Write the Enharmonic Tonic Major scale of G flat Major, ascending and descending, using a Key Signature. Mark the homework from the previous class. Snip the corner of the pages when completed. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 8

9 UMT Club Intermediate Class 3 Whiteboard: Draw the Circle of Fifths by copying the one on page 24. Draw the Bass Clef on the first staff, and divide the staff into 3 equal measures. Write the Key Signature and the Tonic note for the following Major keys: C sharp Major, G flat Major and B Major. Identify Middle C on the keyboard with a Happy Face. Draw lines from the notes on the staff to the corresponding keys on the keyboard. On the staff below, draw a a Treble Clef. Write the Key Signature and Tonic note for the Enharmonic Tonic Major keys. USE (Ultimate Sight and Ear): On the piano, play the melody on page 28 #4 of Lesson 2 Review Test. Ask students to identify the following: What is the tempo of this piece? (allegretto - fairly fast) What does the dynamic marking mean? ( F - mezzo forte - moderately loud) Explain the articulation in measure 1. (slur - play the notes legato, smooth) Explain the articulation in measure 2. (staccato - detached) Explain the line joining the notes from measure 2 to 3. (tie - hold for the combined value of the tied notes) How many beats does the tied note receive? (5) Explain the sign above measure 3. (fermata - a pause, hold the note longer than its written value) Homework Review and Assignment: Complete all exercises on pages 24 to 30. Do ALL corrections. Bring Flashcards (in a zip lock bag) to class. Reminders for students: - Always be sure to write the sharps and flats in the correct place in the Key Signature. - When adding rests to complete a measure, be sure to cross off the Basic Beat as each beat is completed. Rests must be written in the correct position on the staff. - Always check your work and look things up if you forget, so that all the concepts are understood. - Use the UMT ruler to draw ledger lines, stems, lines connecting notes on the staff to the keys on the keyboard and bar lines. Students should expect the score on their review test to be over 90%. Flashcards: In pairs, use the Flashcards for a Two Minute Madness review of dynamics, style in performance (from Basic Rudiments) and new Key Signatures learned. Have students put all the dynamic Flashcards in order from loud to soft. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 9

10 UMT Club Intermediate Class 4 Concept: Lesson 3 - Pages 31 to 37 Double Sharps, Double Flats, Minor Scales, Enharmonic Scales. Workbook: Double Sharps, Double Flats - Page 31. Chromatic and Diatonic Whole Tone (whole step) and Semitone (half step) - Page 32. Intervals using a Double Flat - Page 33. Circle of Fifths with Minor Keys - Pages 34 and 35. Minor Scales - Pages 36 and 37. Teaching Tip: At the piano, review pitch. Play F to F sharp: have students identify that the sharp raises the pitch one semitone higher in sound. Then play F sharp to F double sharp: this raises the pitch another semitone. F to F double sharp is a whole step. A Chromatic (same letter name) whole step is F to F double sharp. A Diatonic (different letter name) whole step is F to G. Repeat the same exercise going from F to F flat, then F to F double flat. (E flat). At the Lesson: Complete the following. Page 31, #1. Complete this page in class. Use your UMT ruler to draw lines from the notes to the keyboard. Page 32, #1, #2, #3 and #4. Do the first exercise in each question together. Assign the rest for homework. Page 33, #1, #2 and #3. Do the first 2 exercises in each question together. Be sure to write the double flat so the half heart is in the same space or on the same line as the note. Pages 34 and 35. Do these pages together in class. Always write the Circle of Fifths in the same order. Pages 36 and 37, #1. Read through the pages together and review the example boxes. Do the first exercise a) on each page together. Assign the rest b), c) and d) for homework. Study Time and Marking Tip: Students work on pages 31 to 37 in class. While marking students homework, their whiteboard activity is: Draw the Circle of Fifths. Write the following scales, ascending and descending, using accidentals. Use whole notes. Write the g sharp minor harmonic scale, WITH a center bar line, in the Treble Clef. Write the a sharp minor melodic scale, WITHOUT a center bar line, in the Bass Clef. Once you have marked the homework pages, have students do the corrections with you so that the page may be completed and snipped. After marking the review test, write the score of the Lesson 2 Review Test on page 3 in the Table of Contents. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 10

11 UMT Club Intermediate Class 4 Whiteboard: Draw the Circle of Fifths. Draw a Treble Clef on the first staff. Play Simon Says on the whiteboard. Example: Simon Says write the harmonic interval of C flat to A double flat. Simon says name the interval (minor 6). Simon says write the harmonic interval of A flat to B double flat. Simon says name the interval (minor 2). Simon says write the harmonic interval of G flat to B double flat. Simon says name the interval (minor 3). Draw corresponding lines from the notes to the keys on the keyboard. AH - HA! Simon didn t say... Simon says draw the corresponding... USE (Ultimate Sight and Ear): Review melodic intervals. Play the following notes and have students identify the intervals they hear. (Note: An interval is determined by the Major Key Signature of the lower note.) C to E (Major 3), C to E flat (minor 3), C flat to E flat (Major 3), C flat to E double flat (minor 3). C to G (Perfect 5), C to C (Perfect 8). Homework Review and Assignment: Complete all exercises on pages 31 to 37. Do all corrections from the previous classes if there are still some pages to be completed. Have students write a story using the vocabulary terms learned from lessons 1-3. You can read the story for the class at the next lesson. Also encourage them to draw a picture of their story. This is a fun way of learning and remembering the musical terms and definitions. You may also write a story and have fill in the blanks with appropriate terms. It is funny how students will put different terms in to create a different outcome for the story. Example: One day I decided I was only going to use my _ (mano sinistra) to write, feed myself and text my friends. I was also going to only to use one foot on the (pedale) as I was riding my bike down the street. I would also only sing (fortissimo) at the top of my lungs but still I would use my (cantabile) voice. Much to my surprise, this was becoming a very (lento) day. I could not do things. (presto) I finally had to (fermata) and decided to use my _ (mano destra) after all. I did have an interesting day but I don t want to (D. C al fine) that adventure again. I will now (ritardando) home to have a rest. Unless you want to hear this again...! (da capo) The End! (Fine) You get the idea! Flashcards: Review Flashcards with dynamics, style in performance, tempo, changes in tempo and articulation. Read the story above and ask students to find the Flashcard that has a word that could be put in the blank. Lots of different stories will appear. Have fun! UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 11

12 UMT Club Intermediate Class 5 Concept: Lesson 3 - Pages 38 to 41 Scales - Relative, Tonic, Enharmonic Tonic and Enharmonic Relative. Workbook: Tonic Major and Tonic Minor Scales - Pages 38 and 39. Enharmonic Tonic Minor Scales - Page 40. Enharmonic Equivalents Major or Minor Scales - Page 41. Teaching Tip: At the piano, review enharmonic equivalents by showing that the keys on the keyboard for B flat and A sharp are the same pitch. Therefore B flat Major and A sharp Major or b flat minor and a flat minor begin on the SAME pitch, but are written using different letter names. At the Lesson: Complete the following. Pages 38 and 39. Read through the pages together and review the example boxes. Do the first exercise for each question #1 and #2 together. Assign the rest for homework. Page 40, #1. Read the page in class and complete the first scale a) in class. Assign b) and c) for homework. Page 41, #1. Complete this exercise in class. Read the Scale Box in class. Do the first 2 exercises in questions #2 and #3. Assign the rest for homework. Study Time and Marking Tip: Students work on pages 38 to 41 in class. While marking students homework, their whiteboard activity is: Draw the Circle of Fifths as on page 40. Copy it exactly. Draw a Bass Clef on each staff and divide each staff into three measures. On the first staff, write the Key Signature for: b flat minor, e flat minor and a flat minor. Write the Tonic note for each minor key. On the staff below, write the Key Signature for the enharmonic Tonic minor for each. Write the Tonic note for each minor key. This is catch up week for marking. Correct all pages up to and including page 39. Snip the pages for all corrected and completed pages. Both sides of the page must be completed and have all corrections done before the corner can be snipped. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 12

13 UMT Club Intermediate Class 5 Whiteboard: Using the Circle of Fifths on page 40, copy the Circle of Fifths on to the whiteboard. Write the following scales, ascending and descending, using the correct Key Signature. Use whole notes. - The enharmonic Tonic minor scale, harmonic form, of b flat minor, in the Bass Clef. (The scale is a sharp minor harmonic.) - The enharmonic relative minor scale, melodic form, of D flat Major, in the Treble Clef. (The scale is a sharp minor melodic.) USE (Ultimate Sight and Ear): Play Reveal. Students must use their ear to listen to you play different scales at different dynamic levels using different articulation. Using the blank side of the whiteboards, have students write what they hear: 1) type of scale (Major, harmonic minor or melodic minor) 2) dynamic (crescendo, decrescendo, p or f ) 3) articulation (legato or staccato) (No one else should be able to see their answer). Then count Reveal and students show their answers to see who was correct. Erase the whiteboard and play another scale, changing the starting pitch, dynamic and articulation. Examples: G Major, crescendo, legato d minor harmonic,, staccato c minor melodic,, legato A flat Major, decrescendo, staccato p f Homework Review and Assignment: Complete all exercises on pages 38 to 41. Do all corrections from the previous classes if there are still some pages to be completed. Flashcards: Story Time. Read the student stories written from the last lesson. Ask students to identify the terms used by the writer. Review Flashcards from lessons 1 to 3. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 13

14 UMT Club Intermediate Class 6 Concept: Lesson 3 - Pages 42 to 45 Review Test. Workbook: Lesson 3 Review Test - Pages 42 to 45. Teaching Tip: Look at the UMT Guide on the inside front cover of the workbook. Read the definitions out loud for the Major and minor scales as well as for the Enharmonic scales. Have students write a list of the following scales and write the definition for each scale: Relative Major and minor scale (same Key Signature, different Tonic notes), Tonic Major and minor scale (same Tonic notes, different Key Signature), Enharmonic Tonic Major scale (Same pitch, different letter names, both Major scales), Enharmonic Tonic minor scale (Same pitch, different letter names, both minor scales), Enharmonic Tonic Major/minor scale (Same pitch for the Tonic note, different letter names, one scale is Major and one is minor) and Enharmonic relative minor scale (Begins on the same pitch as the relative minor scale but using a different letter name.) At the Lesson: Complete the following. Pages 42 to 45. Review Test Lesson 3. Assign this for homework. Ask students to read the question twice, underlining the important words. Students must ALWAYS use a pencil and an eraser to correct a mistake. They cannot scribble out the incorrect answer and write beside it. It must be erased and completed neatly. Study Time and Marking Tip: Students work on pages 42 to 45 in class. While marking students 4 homework, their whiteboard activity is: Draw the Grand Staff. Add the Time Signature of (in both Treble and Bass Clef). Write 2 measures of rhythm (anything they want, be creative). They must use at least one thirty-second rest and one dotted eighth note. Use three different articulation markings (staccato, slur and accent). Add dynamics. Can they hear what they see? Ask students to sing (hum) or play their 2 measure melody on the piano, so they can hear what they wrote. Did it sound like you thought it would? When marking the homework pages, be sure students are accurate with drawing line notes and space notes, correct placement of accidentals and Key Signatures, and completing work neatly. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 14

15 UMT Club Intermediate Class 6 Whiteboard: Draw a Treble Clef on the first staff. Play Simon Says on the whiteboard. Example: Simon says always use whole notes. Simon says write the note F double sharp. Simon says write a chromatic semitone lower. Simon says write a whole tone higher. Simon says write G double flat. Change the same note to G natural. Oops - I didn t say Simon Says. Continue in Simon Says fashion for: write the note B flat; write the enharmonic equivalent; name the notes; draw a line from each note to the key on the keyboard. Erase. Give the definition for the following Style in Performance Italian terms. Using the blank side of the whiteboard, have students write the (Italian) term. - in a singing style (cantabile), sweet, gentle (dolce), graceful (grazioso), majestic (maestoso). For proper pronunciation, go online and visit the Virginia Tech Multimedia Music Dictionary: USE (Ultimate Sight and Ear): Play Lizzie the Lizard on page 45, #10. (Students should be looking at their books.) Have students identify the movement in measures 5 to 8 in the Treble Clef from one note to the next as: same note, chromatic semitone, diatonic semitone, whole tone, enharmonic equivalent or interval distance. Answer: mm. 5 - starting note (E sharp), same note, down a whole tone (D sharp), same note mm. 6 - up a chromatic semitone (D double sharp), same note, down a fourth (A sharp), same note mm. 7 - up a third (C sharp), same note, down a third (A sharp), same note mm. 8 - down a whole tone (G sharp), up a chromatic semitone (G double sharp), up a diatonic semitone (A sharp) Homework Review and Assignment: Complete Review Test on pages 42 to 45. Do all corrections from the previous classes if there are still some pages to be completed. Remind students to check their answers after completing the review test, then double check. Flashcards: Play Slap. Have students place the following Basic Flashcards face up in front of them in any order: maestoso, dolce, grazioso, allegretto, allegro, cantabile, andantino, lento, andante, prestissimo, presto and moderato. Give the definition of a term and have students find the Flashcard with the correct Italian term by slapping their hand on top of the correct Flashcard. (This can also be played using clean flyswatters.) UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 15

16 UMT Club Intermediate Class 7 Concept: Lesson 4 Pages 46 to 49 Technical Degree Name and Chromatic Scales. Workbook: Technical Degree Names - Page 46. Major and Minor Triads - Page 47. Harmonic Chromatic Scales - Page 48. Melodic Chromatic Scales - Page 49. Teaching Tip: At the piano, play a chromatic scale beginning on C. A chromatic scale is all 12 semitones for a total of 13 notes. A chromatic scale may begin on any note and always will sound the same (series of 12 semitones), but may be written using different letter names. At the Lesson: Complete the following. Page 46, #1. Complete this exercise in class. Do the first 2 exercises in #2 and #3. Assign the rest for homework. Page 47. Read through the page and complete the example box in class. Do the first 3 exercises in #1, #2 and #3. Assign the other for homework. Page 48, #1. Read through the page and complete the first exercise in #1. Assign the other for homework. Page 49, #1. Read through the page and complete the first exercise in #1. Assign the other for homework. Can you hear the difference between a harmonic chromatic and a melodic chromatic scale? (No, they sound the same, just written differently on the staff.) ALWAYS be consistent: either write scales WITH a center bar line, or WITHOUT a center bar line. Either way is correct. Teachers may like one way better than the other. This is a personal preference. Students must be consistent. Study Time and Marking Tip: Students work on pages 46 to 49 in class. While marking students homework, their whiteboard activity is: Draw a Treble Clef on the first staff. Write a harmonic chromatic scale starting on D flat, using accidentals. Draw a Bass Clef on the second staff. Write a melodic chromatic scale starting on D flat, using a Key Signature. Use whole notes. (If time, have students play both scales. Is there a difference in sound?) After marking the review test, write the score of the Lesson 3 Review Test on page 3 in the Table of Contents. All previous pages should be corrected and snipped. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 16

17 UMT Club Intermediate Class 7 Whiteboard: Draw the Circle of Fifths. (When completed it should look like the Circle of Fifths on the top of page 34.) Draw a Bass Clef. Write the Key Signature for D Major. Write a root position triad on each of the following degrees: Tonic, Supertonic, Mediant, Subdominant, Dominant and Submediant. Use whole notes. Below each triad identify the Type/Quality as Major (I, IV, V) or minor (ii, iii, vi). (If time, play the triads on the piano to hear the difference between Major and minor triads using the notes of the D Major scale.) Erase. Draw a Treble Clef. Write the Key Signature for a sharp minor. Write a root position triad on each of the following degrees: Tonic, Subdominant, Dominant and Submediant. Use whole notes. Below each triad identify the Type/Quality as Major (V, VI) or minor (i, iv). (If time, play the triads on the piano to hear the difference between the Major and minor triads.) USE (Ultimate Sight and Ear): Play the game Can you HEAR what you SEE?. Turn to page 45, #10. This is a listening activity so students are NOT writing the answers in their book. Can you HEAR what you SEE? Thumbs up, thumbs down or equal? Look at the first measure in the Treble Clef. Is the sound from the first note moving to the next note getting higher (thumbs up), lower (thumbs down) or equal (flat hand)? Do this exercise quickly. Once they say thumbs up, down or equal; play the first note, then the second note. See how many measures they can identify correctly. We want to develop inner hearing so students learn to associate the visual notes on the staff with the actual pitch they create. Homework Review and Assignment: Complete all exercises on pages 46 to 49. Ask students to play the scales on pages 48 and 49 at home. Listen to the sound of the chromatic scale. Each chromatic scale has the same pattern of 12 semitones, just beginning on a different pitch. Do ALL corrections on pages that are not snipped. Note to Teachers: When writing the chromatic scales for exams, either way is accepted. Have students always write the chromatic scale in the same way, either harmonic or melodic, so they are secure with writing the chromatic scale. It is a good idea to write the notes first, then add the accidentals. Be sure the whole notes are not written too big. Flashcards: Each group of 2 students have one set of Flashcards. Play One Minute Madness. Have one student pronounce the Italian term while the other student gives the definition. After one minute, count to see how many cards were identified. Shuffle the cards, reverse the rolls and play for one minute. How many terms can they identify correctly? Everyone s a winner. Nice to have a small treat as a little perk for Class 7. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 17

18 UMT Club Intermediate Class 8 Concept: Lesson 4 - Pages 50 to 53 Review Test. Workbook: Lesson 4 Review Test - Pages 50 to 53. Teaching Tip: At the piano, review page 50, #3. Play the melody. Ask students to identify the Key Signature (F sharp Major), the Tempo (larghetto - not as slow as largo; fairly slow and broad), the dynamics (crescendo and decrescendo), the articulation (slur - smooth, and staccato - detached), the meaning of the sign above the last note (fermata - a pause, hold the note longer than its written value). At the Lesson: Complete the following. Pages 50 to 53. Review Test Lesson 4. Begin this in class and assign the rest for homework. Ask students to read the question twice, underlining the important words. Read through page 53, #10 together. Do not write the answers in the book - have students identify the answers verbally. Ask students to complete the Lesson 4 Review Test at home in one hour. At the top of Page 50 they should mark their start and finish times. If they require more than one hour, have them indicate how much more time they needed. Study Time and Marking Tip: Students work on pages 50 to 53 in class. Lesson 4 Review Test gets the 100% Score Challenge. Any student that receives 100% on the Lesson 4 Review Test gets a treat from the Treasure Chest (sticker, candy, gum). They must receive 100%, not 99.5%, to get the special treat. You can look everything up in your book, double and triple check your work. Anyone up for the challenge? YES YOU CAN! While marking students homework, their whiteboard activity is: Draw the Circle of Fifths. Draw a Bass Clef. Write G flat Major scale, ascending and descending, using accidentals. Use staccato quarter notes. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 18

19 UMT Club Intermediate Class 8 Whiteboard: Draw the Circle of Fifths on the top left. Draw a Bass Clef on the first staff. Divide the staff into 4 measures. Write the Key Signature for the following minor keys: a flat minor, e minor, g sharp minor, e flat minor. Write the Dominant triad for each. Use whole notes. Erase. Draw a Treble Clef on the first staff. Write the following notes, followed by their enharmonic equivalent, BELOW the Treble Clef using ledger lines. Use half notes. G flat, A sharp, C flat and F. Identify Middle C on the keyboard above. Draw lines from the ledger line notes to the corresponding keys on the keyboard. On the second staff, write the following rests: half rest, thirty-second rest, quarter rest, eighth rest, whole rest and sixteenth rest. USE (Ultimate Sight and Ear): Play the game The Rhythm Cat and the Copy Cats. 4 Teacher is the first Rhythm Cat, then each student has a turn. Clap one measure of time and have the students copy you. Then without missing a beat, the next student is the Rhythm Cat and the class is the Copy Cat. Continue around the class until each student has a turn being the Rhythm Cat. You may try this several times, changing the Time Signature to 4 3 or 4 2, adding rests, or increasing the tempo. Each student will be creative with their own idea when it comes to their turn. Homework Review and Assignment: Complete all exercises on pages 50 to 53 (Lesson 4 Review Test). Review all terms and definitions. Do ALL corrections. Flashcards: Play Slap. Have students place the following Basic Flashcards face up in front of them in any order: adagio, allegretto, allegro, largo, lento, andante, prestissimo, moderato, pianissimo, fortissimo, mezzo piano and mezzo forte. Give the definition of a term and have students find the Flashcard with the correct Italian term by slapping their hand on top of the correct Flashcard. (This can also be played using clean flyswatters.) Place all the tempo Flashcards in order of tempo from slowest to fastest. Place all the dynamic Flashcards in order of dynamics from loudest to softest. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 19

20 UMT Club Intermediate Class 9 Concept: Lesson 5 - Pages 54 to 61 Simple Time and Compound Time. Workbook: Simple and Compound Time - Page 54. Dotted Rest - Page 55. Duple Time - Pages 56 and 57. Triple Time - Pages 58 and 59. Quadruple Time - Pages 60 and 61. Teaching Tip: 4 At the piano, play C Major scale, one octave, ascending and descending. Play the scale in time, using quarter notes with a Strong pulse on beat one. Ask students to CLAP only on the Strong beat. How many beats did they hear in a measure? (4) 6 Play the scale again in 8 time, using eighth notes with a Strong pulse on beat one. Ask students to CLAP only on the Strong beat. How many beats did they hear in a measure? (6) Students can now feel the pulse of 4 and of 6. Pulse is where the rhythmic emphasis falls in a measure. The Strong pulse always falls on beat one in ANY Time Signature. At the Lesson: Complete the following. Page 54, #1 and #2. Read the page out loud and complete all the exercises in class. Page 55, #1 and #2. Read the page out loud and complete all the exercises in class. Use the example boxes as a guide when completing these exercises. Page 56, #1. Following the example box, complete a) and b). Assign the rest for homework. Page 57, #1. Following the example box, complete a) and assign the rest for homework. Page 58, #1. Following the example box, complete a) and b). Assign the rest for homework. Page 59, #1. Following the example box, complete a) and assign the rest for homework. Page 60, #1. Following the example box, complete a) and b). Assign the rest for homework. Page 61, #1. Following the example box, complete a) and assign the rest for homework. Study Time and Marking Tip: Students work on pages 54 to 61 in class. While marking students homework, 6 their whiteboard activity is: Draw a Bass Clef on each 12 staff. Write the Key Signature for 8 on the first staff and 4 on the second staff. Write a two measure rhythm for each Time Signature. Write the Basic Beat and Compound B. B. below each measure. After marking the review test, write the score of the Lesson 4 Review Test on page 3 in the Table of Contents. All previous pages should be corrected and snipped. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 20

21 UMT Club Intermediate Class 9 Whiteboard: Divide the circle (the whole measure) at the top left into 6 equal pieces (beats). When the Time Signature is 16 6, what kind of note is equal to one beat? (A sixteenth note.) Write one note in each piece. Erase. Divide the circle (the 6 whole measure) at the top left into 6 equal pieces (beats). When the Time Signature is 8, what kind of note is equal to one beat? (An eighth note.) Write one note in each piece. Erase. Divide the circle (the whole measure) at the top left into 6 equal pieces (beats). When the 6 Time Signature is 4, what kind of note is equal to one beat? (A quarter note.) Write one note in each piece. Remind students the TOP number indicates how many beats in a whole measure and the BOTTOM number indicates what kind of note equals one beat. USE (Ultimate Sight and Ear): Use the whiteboard for this rhythm dictation. Teachers clap the rhythms on the following pages and students write the rhythm on the whiteboard in space one of the staff. (Students do not look at their workbooks.) Draw a Bass Clef on the first staff. Write the Time Signature of Clap the rhythm on page 56 in 9 the example box for 16 6 time. Students write the rhythm. Erase. Write the Time Signature of 8. Clap the rhythm on page 58 in the example box for 8 9 time. Students write the rhythm. Erase. 12 Write the Time Signature of 4. Clap the rhythm on page 60 in the example box for Students write the rhythm time. Homework Review and Assignment: Complete all exercises on pages 54 to 61. Ask students to CLAP the rhythms on pages 57, 59 and 61 for homework. Be sure to put a Strong accent on beat one. Feel the Strong pulse with Duple, Triple and Quadruple Time. Flashcards: Play Key Signature Slap. Students place the Key Signature Flashcards in any order in front of them on the table. Ask them to slap down on the Key Signatures as you call out the Major key. You can also ask them to slap the Key Signature that would be used to identify the Major key with G flat as the Tonic note (for example). Hold up the Key Signature Flashcards one at a time. Ask students to name the Major Key and identify the Tonic note. Students can either shout out their answer or use the back of their whiteboards for Reveal. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 21

22 UMT Club Intermediate Class 10 Concept: Lesson 5 - Pages 62 to 68 Compound Time - Adding Rests. Workbook: Combining Basic Beats and Adding Rests - Pages 62 and 63. Dotted Whole Rest and Whole Rest in Compound Time - Pages 64 and 65. Irregular Groups in Simple Time and Compound Time - Pages 66 and 67. Double Dotted Notes - page 68. Teaching Tip: Before adding rests to complete a measure, always write the Basic Beat and Pulse AND Compound B.B. and Pulse below each measure. Cross off the Basic Beat as each beat is completed, then cross off the Compound B.B. as each group of three (Sww or Mww) is completed. Clap a two measure rhythmic pattern. 6 9 Ask 12 students to clap it with you the second time and then identify the Time Signature as: 8, 8 or 8. Be sure to have a Strong, weak and medium pulse so students can feel the rhythmic accentuation. At the Lesson: Complete the following. Page 62, #1. Read through the page together, looking at the first measure of each question. 6 Complete the first exercise of 8 time and assign the rest for homework. Page 63, #1. Read through the page together, looking at the first measure of each question. 6 Complete the first exercise of 4 time and assign the rest for homework. Pages 64 and 65, #1. Read through the example box and note on each page. Complete the first exercise on each page and assign the rest for homework. (Remind students: The dot for a dotted rest always goes in space three.) Pages 66 and 67, #1 and #2. Read and complete these two pages in class. Page 68, #1. Complete the note value chart in class. Assign #2 and #3 for homework. Study Time and Marking Tip: Students work on pages 62 to 68 in class. While marking students homework, their whiteboard activity is: Divide the circle (pie) into 9 equal pieces (beats). 9 Draw one note 9in each piece of the pie that equals ONE beat when the Time Signature is: 4 (quarter note), 8 (add a flag to create eighth notes), 16 9 (and another flag to create sixteenth notes). On the staff, using one of the Time Signatures above, write 2 measures of rhythm using any combination of notes and rests. Use correct groupings. When marking students workbooks, be sure they are lining up the Basic Beat and Compound B. B. directly below the correct note in the rhythm above it. See the example boxes on pages 56, 58 and 60. Accuracy is very important. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 22

23 UMT Club Intermediate Class 10 Whiteboard: Draw the Circle of Fifths on the top left. Draw a Bass Clef on the first staff. Write 8 whole notes using C flat. Using the notes of the C flat Major scale ascending only, create a harmonic interval above each of the C flat notes. Use whole notes. Name the intervals. Draw a Bass Clef on the second staff. Change all the Major intervals into minor intervals by lowering the top note one chromatic semitone. Double flats will be needed. Name the intervals. Erase. Draw a Treble Clef on the first staff. Write the Key Signature for F sharp Major. Write the following melodic intervals above F sharp: Perfect 4 (F sharp to B), Major 3 (F sharp to A sharp); minor 3 (F sharp to A natural); minor 6 (F sharp to D natural); Major 6 (F sharp to D sharp). Remind students that an accidental (natural) will be needed to cancel the D sharp in the Key Signature and then the D sharp must be written again to change the natural back to a D sharp. USE (Ultimate Sight and Ear): Play a Major 3 on the piano (Middle C to E). Have students identify the interval as a Major 3. Change the interval to a minor 3 (Middle C to E flat). Have students identify the minor 3. Play another Major 3, then minor 3. Sing the notes. Can you hear the difference between a Major 3 and a minor 3? Play a Major 6 (Middle C to A), then a minor 6 (Middle C to A flat). Can you hear the difference between a Major 6 and a minor 6? Remind students that the type/quality of an interval is based on the Major key of the lower note. Always determine the Major or Perfect interval first, then determine the minor. Homework Review and Assignment: Complete all exercises on pages 62 to 68. Review the Flashcards with intervals. Remember the bottom (lower) note names the Major key. If the higher note is in the Major scale, the interval is Major. If the higher note is one semitone (half step) smaller, the interval is minor. Intervals of 1, 4 and 5, based on the notes of a Major scale, are always Perfect. Flashcards: Divide the class into groups of two. Use the Flashcards with intervals. Use the Circle of Fifths found on the back inside cover of the Intermediate Rudiments workbook as a guide. Identify the Major key of the lower note in each interval, then name the interval. Students can do this verbally with their partners or they can write their answers on the back of their whiteboards. UltimateMusicTheory.com Copyright 2013 Gloryland Publishing. All Rights Reserved. 23