Quaver FUNdamentals Project Book
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1 (Blues) VOLUME (Pop) (Baroque) (Rock) (Reggae) Quaver FUNdamentals Project Book Name: Grade/Class:
2 Project Overview Welcome! Dear 6th Graders, Welcome to Quaver 6th Grade it s the start of an amazing musical adventure. This year is full of exciting projects, challenges, and music like you ve never created before. But first, a challenge! You ll be working in groups to make sure the Quaver radio station has the correct music on the correct stations, and in the process review rhythm, pitch, chords, form, tempo, dynamics, melody, and loads more. All of the challenges you overcome in the next six lessons will equip you to enjoy the other musical projects in 6th grade even more BOOM! Quaver Fundamentals Project Book page 2
3 Project Overview Project Goals Goal 1: Review musical elements by listening to and analyzing different musical genres. Goal 2: Review musical elements of rhythm, pitch, chords, form, and melody. Goal 3: Working in groups of four, compose an eight measure melody that includes rhythm, pitch, and chord accompaniment. Quaver FUNdamentals Project Book page 3
4 Project Overview Rubric EXEMPLARY (10 points) PROFICIENT (8 points) PROGRESSING (6 points) Not Meeting Expectations (4 points) Teamwork Fills assigned role and contributes positively to the group. Usually fills assigned role and contributes to the group. Needs reminders to fill assigned role and contribute to the group. Allows team members to assume team role and rarely attempts to participate in teamwork. Performance Student performs the rhythms and pitches as written with accurate articulation and phrasing. Student performs most of the rhythms and pitches as written with accurate articulation and phrasing. Student performs some of the rhythms and pitches as written with accurate articulation and phrasing. Student performs few of the rhythms and pitches as written with accurate articulation and phrasing. Rhythm Writing All required note and rest values are used in the composition. All measures have four beats in them. More than three rhythmic note and rest values are used in the composition. Most measures have four beats. More than two note and rest values are used in the composition. Some measures have four beats. One to two note and rest values are used in the composition. Measures do not have four beats. Melodic Writing Five or more pitches are used in the composition. Starting and ending pitch are correct. Four or more pitches are used in the composition. Either starting pitch and/or ending pitch are correct. Three or more pitches are used in the composition. Starting or ending pitch is correct. Two or less pitches are used. Starting and ending pitches are incorrect. Independent Work Is on task, is process and product oriented. Offers assistance to others in the class. Is on task, is process and product oriented. Needs monitoring throughout many steps of the project. Rarely attempts to complete work independently and needs constant monitoring throughout all steps of the project. Clarity of Communication Student is able to articulate the information regarding their composition in a clear manner, providing information regarding the composition process. Student is able to articulate the information regarding their composition in a clear manner. Student is somewhat able to articulate the information regarding their composition in a clear manner. Student attempts to articulate information regarding their composition. Overall Impression Student creates a composition that is unique and pleasing to hear. Student creates some unique and musical ideas with a minimum of support. Student creates some unique and musical ideas along with classroom examples. Student uses classroom examples only and does not create unique and musical ideas. Quaver FUNdamentals Project Book page 4
5 Radio Mix-Up LESSON 1-5 It s a Quaver Radio Qutastrophe! All the music tracks from the Quaver Studios have gotten completely mixed up! The Quaver Studio manages and operates all of Quaver s radio stations, but the tracks need to be sorted so they can be played on the correct radio station. You and your partners have been given the job of sorting each track by musical style. Next to each track below, list the radio station which best describes its musical style. Good Luck! RADIO STATIONS (Impressionist) (Rock) (Classical) (Reggae) (Country) (Pop) (Disco) (Romantic) (Baroque) (Blues) TRACK LIST Agent V7 The Clock Symphony Symphony No. 5 Let s Get Started Room for Me Lightning Bolt of Love Let s Go Day to Day Simple LIfe Claire de Lune Will It Ever Be the Same? Dig Your Scene Faust Symphony Badinerie Crying Alone Spring The Four Seasons La Mer A Musical Joke Everybody Can t Steal My Heart Good Bye In the Hall of the Mountain King What s in the Coleslaw? Piano Concerto I Wanna Go to the Country Quaver FUNdamentals Project Book page 5
6 LESSON 2 Rhythm Composition Create a two measure rhythm pattern. Then, combine your rhythm pattern with those from the rest of your group and make one amazing eight measure compositon! My Rhythm Pattern My Group s Combined Rhythm Patterns Quaver FUNdamentals Project Book page 6
7 LESSON 3 Rhythm & Pitch Composition Use your previous rhythm pattern, but this time add pitches. Then, combine all the patterns from your group into one amazing eight measure composition! My Rhythm Pattern My Rhythm Pattern With Added Pitches My Group s Combined Rhythm & Pitch Patterns Quaver FUNdamentals Project Book page 7
8 LESSON 4 Write a Blues Song Speak these words in rhythm by tapping on and reading each box. Fill in the blank boxes with your own words. Speak your completed words to the rhythm of the backing track. Come up with a tune, then sing your words with the backing track. VERSE measure 1 measure 2 measure 3 measure 4 measure 5 measure 6 measure 7 measure 8 CHORUS measure 9 measure 10 measure 11 measure 12 Woke I to I to wish I Πup this Feeling told my told my didn t no more mornin Momma Momma have cause One box = 1 beat ( ) q Blue es the Bl u es s I I got the ΠΠΠΠΠΠΠQuaver FUNdamentals Project Book page 8
9 LESSON 5 Chords Each measure shows the chord (C, F, or G above the staff) and the notes contained within that chord (below the staff). Redraw your group s eight measure pitch melody from page 7 this time using the notes from the chords in each measure as your new pitches. C (I) C (I) F (IV) C (I) (CEG) (CEG) (FAC) (CEG) G (V) G (V) C (I) F (IV) C (I) (GBD) (GBD) (CEG) (FAC) (CEG) Quaver FUNdamentals Project Book page 9
10 LESSON 6 Musical Elements Below is a list of musical elements which contribute to music belonging to a particular musical style. Lyrics: Instrumentation: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: words of the song what instruments are used in the song the speed of a song the feeling the composer was trying to create in the music changes in the music volume the organization of the music into sections, denoted by letters two or more different pitches performed at once the organization of beats into groups pattern of sound connected to the beat What is the song about? What instrument families are represented? Did any instruments solo? What combinations are used? Does the tempo change? How does the tempo fit the song? What is the mood of the song? Does it match the lyrics? Is the music always loud or soft? When do dynamic changes occur? Are there memorable refrains? How is repitition used? What parts of the song have harmony? How many and which chords are used? How does the meter make the song feel? Is it easy to dance to? Easy to sing to? Are the rhythms simple or complex? Do certain rhythms sound like a particular style? Quaver FUNdamentals Project Book page 10
11 LESSON 6 Analyzing Music Styles You either consciously or subconsciously make decisions about elements of music. Choose four songs from different Quaver radio stations and list them on the next two pages. Describe the characteristics for each musical element, which contributed to your decision about which station should play which songs. For example: Station: QCNY Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Song: That s the Only Way giving advice, try to be a better person piano, violin, mandolin, guitar, slide guitar, drums slow mellow moderately soft (MP) to medium loud (MF) verse/refrain 3 or more chords (I, IV, V and?) in 4 straight rhythm The story, simple chords, along with the instruments used, make this a country song Quaver FUNdamentals Project Book page 11
12 LESSON 6 Analyzing Music Styles Station: Song: Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Station: Song: Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Quaver FUNdamentals Project Book page 12
13 LESSON 6 Analyzing Music Styles Station: Song: Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Station: Song: Lyrics: Instruments: Tempo: Mood: Dynamics: Form: Chords & Harmony: Meter: Rhythm: Style Analysis: Quaver FUNdamentals Project Book page 13
14 LESSON 1 6 Keywords Definitions Write the definition of each term below as you cover it in a lesson. Genre: Syncopation: Melody: Pitch: Chord: Chord Progression: Scale: Quaver FUNdamentals Project Book page 14
15 Journal Lesson 1 Genre Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 15
16 Journal Lesson 2 Rhythm Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 16
17 Journal Lesson 3 Pitch Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 17
18 Journal Lesson 4 Form & Chords Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 18
19 Journal Lesson 5 Melody Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 19
20 Journal Lesson 6 Summary Enter this week s entry below: Journal Sketches Quaver FUNdamentals Project Book page 20
21 Evaluation Lesson 6 Student Name: Teacher Evaluation Teamwork Performance Rhythm Writing Teacher Comments: Melodic Writing Independent Work Clarity of Communication Overall Impression Total Quaver FUNdamentals Project Book page 21
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