Year 7 The Elements of Music Name: Class: Strand pg. 1
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) Do not get out of your seat and walk around the class unless you are told to do so. 8) Stop any activity straight away if you are told to do so. 9) Do not touch the Blinds!!!!!! 10) Treat all equipment and each other with respect. 11) Follow all instructions from your teacher without question. pg. 2
Music Strand Descriptors Higher Middle Lower Component 1: Listening to and Understanding Music Identify: Common popular and orchestral instruments. Simple time signatures consistently with minimal prompt. Basic musical structures (Verse / Chorus, Ternary Form). Basic rhythms or melodies with little or no support. Major or minor tonalities with little or no support. Identify: Common key orchestral instruments. Simple time signatures with some support. Basic musical structures (Verse / Chorus, Ternary Form). Basic rhythms or melodies. Major or minor tonalities with support. Identify: Common key orchestral instruments. Simple time signatures with some support. Basic musical structures (Verse / Chorus, Ternary Form). Basic rhythms or melodic shape with much support. Major or minor tonalities with constant support. Component 2: Performing Music A safe performance in music that uses basic music notation (quavers, crotchets, minims, semibreves and rest values). Successful in accuracy of metre, rhythm and pitch. Some consideration of style with some attention to detail. Generally assured performance that uses basic music notation (quavers, crotchets, minims and semibreves). General success of accuracy in three or more of the following: metre, rhythm and pitch. Some attention to stylistic detail. Performs music that uses basic music notation (crotchets, minims and semibreves). Almost no success in accuracy of metre but some general success of accuracy in rhythm or pitch. Little to no consideration of style or attention to detail. pg. 3
Music Grade Schemes for Element KS3 Year 7 Year 7 Elements Elements of Music /9 Listening to Timbres /9 Listening to ET /10 Listening and Dictation /32 Musical Maths Give it a go /12 Time to Practice Part 1 /16 Time to Practice Part 2 /16 Elements of Music /9 Listening to Music 10 F- F F+ M- M M+ H- H H+ 2-4 5+ 3-4-5 6+ 5-6-8 9 2-3-4 5+ 4-5 6+ 5-6-8 9 2-3 4+ 3-4 5+ 5-6 7+ 10-12 12+ 15-15 25+ 25-25+ 30-32 2-4 5+ 3-5 8+ 5-6-8 9+ 2-4 5+ 3-5 8+ 8-9-15 16 2-4 5+ 3-5 8+ 8-9-15 16 2-4 5+ 3-5 6+ 5-6-8 9 2-3 4+ 3-4 5+ 5-6-8 9-10 pg. 4
The Elements When music is composed (written), composers use sound in many ways to create contrasts and make the music interesting. Fill in the definitions for each element below. Then draw a symbol to help you identify these elements. 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. Year 7 F- F F+ M- M M+ H- H H+ Elements Elements of Music /9 2-4 5+ 3-4-5 6+ 5-6-8 9 My Score =.. pg. 5
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 Strand for Singing is pg. 6
Instruments There are four families of instruments. They are: STRINGS, BRASS, WOODWIND and PERCUSSION. In the table below, name as many instruments as you can that belong to each family. STRINGS BRASS WOODWIND PERCUSSION Can you describe the timbre of a/an: Oboe Bassoon Trumpet Cello Trombone pg. 7
Listening to Timbres Listen to each of tracks and identify the solo instrument. You will hear each track twice. 1. 2. 3. 4. 5. 6. 7. 8. 9. Score /9 Strand = Listening to Timbres /9 F- F F+ M- M M+ H- H H+ 2-3-4 5+ 4-5 6+ 5-6-8 9 pg. 8
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) Listening to ET /10 pg. 9 F- F F+ M- M M+ H- H H+ 2-3 4+ 3-4 5+ 5-6 7+ My Score /10 Strand=
RHYTHM Below each word, draw its correct musical symbol. SEMI BREVE MINIM CROTCHET QUAVER SEMI QUAVER pg. 10
Musical Maths Give it a go! Add or subtract the beats: e.g. + = 4 (2 + 2 = 4) Musical Maths Give it a go /12 F- F F+ M- M M+ H- H H+ 2-3-4 5+ 5-6-8 9+ 5-6-8 9+ My Score / 12 Ext: Now make up some of your own! + + = - + = + + = + - + = pg. 11
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: The symbol at the beginning is called a treble clef. See if you can draw a line of treble clefs on the stave. Each line and space on the stave shows a letter of the musical alphabet. First we ll have a look at the 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 Task: Make up your own rhyme to help you remember the notes on the lines. E G B D F pg. 12
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 Strand= Time to Practice Part 1 /16 F- F F+ M- M M+ H- H H+ 2-3-4 5+ 7-8-10 11+ 8-10 11-14 15+ pg. 13
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) Time to Practice Part 1 /16 F- F F+ M- M M+ H- H H+ 2-3-4 5+ 7-8-10 11+ 8-10 11-14 15+ Score / 16 Strand= Extension Task. Give the note names and lengths for the following exercise. Score /25 Strand= F- F F+ M- M M+ H- H H+ Time to Practice Part 2 Ext 4-5-8 8+ 8-14-18 19+ 18-19-22 23+ pg. 14
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. 15
pg. 16
pg. 17
pg. 18
PERFORMANCE REFLECTION What was good about my performance?... How could it be improved?... My Level for this performance is. - 19
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 Strand = Elements of Music /9 F- F F+ M- M M+ H- H H+ 2-4 5+ 3-5 6+ 5-6-8 9-20
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) 2 3 4 4 4 4 2. 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 = Listening to Music 10 F- F F+ M- M M+ H- H H+ 2-3 4+ 3-4 5+ 5-6-8 9-10 - 21
Task Singing Harvest Samba Type of Activity Performance Time to Evaluate Assessment What went well? What can develop? Theme from E.T. Listening Time to Practice Part 1 Theory Time to Practice Part 2 Theory Elements Definitions Theory Jingle Bells Performance Shostakovich Violin Concerto Listening - 22
Year 7 Music from Latin America STRAND:. - 23
Latin American Music 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 A small guitar like instrument. High pitched and made from armadillo shell. Bombo A drum. Syncopation A way of changing the rhythm so that it sounds wrong or against the beat. Ostinato A short repeated pattern (rhythm or melody). Ternary Form Music in three sections. A B A Bossa Nova A Brazilian style of music that fuses samba and jazz. Percussion Instruments that you hit, bang, shake or scrape. - 24
Music Grade Schemes for Latin Music KS3 Year 7 Year 7 F- F F+ M- M M+ H- H H+ Terms 2-3 4+ 3-4 5+ 5-6-8 9 The Stave Listening to Leno Verde 1-2 3+ 3-4 5+ 5-6 7 2-3 4+ 3-4 5+ 5-6-7 8 Reading Notes and Rhythms 2-4 5+ 3-5 8+ 8-9-15 16 General Theory 1 2 3 4 5 6+ 7-8 9-10 - 25
The Stave Year 7 The Stave F- F F+ M- M M+ H- H H+ 1-2 3+ 3-4 5+ 5-6 7 Use the following words to label the stave. Stave Treble Clef Key Signature Time Signature Bar Line Final Bar Line New Symbols on the Stave Sharp # - raises the note by a semi-tone (the smallest step you can go on a keyboard). If a piece of music had the key signature below, what notes will be sharp? Answers and My Score is - 26
Latin America What part of the world is Latin America? Label and colour the Andean mountains, Brazil and Cuba on the map below. - 27
Music of the Andes Use the words below to label the pictures correctly. Then give a brief description of each instrument. Charango Panpipes Bombo - 28
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 - 29
Year 7 F- F F+ M- M M+ H- H H+ Listening to Leno Verde 2-3 4+ 3-4 5+ 5-6-7 8 My Assessment for this task is.. I was pleased with In the future I could improve - 30
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. - 31
Assessing Singing Skills My assessment in this task is My performance was good because: It could be improved by: - 32
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. My Assessment Year 7 F- F F+ M- M M+ H- H H+ Reading Notes and Rhythms 2-3-4 5+ 7-8-10 11+ 8-9-15 16-33
Reading Music Extension For H strand 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. Year 7 F- F F+ M- M M+ H- H H+ General 1 2 3 4 5 6+ 7-8 9-10 Theory My mark out of 10 is. - 34
Floreo de Llamas Performance Sheet 1 For each accompaniment part, name the notes and their values. The first one has been done for you. Parts 1 and 2 will give you an F. All four Parts mostly in time with the metre will give you an M. Part 1 G2 G1 E1 G2 G1 E1 F#2 F#1 D1 E4 Part 2 Part 3 Part4-35
Floreo de Llamas Performance Sheet 2 Practice the SYNCOPATED melody. TASKS Name each of the notes under the stave. Practice playing the syncopated melody for an M+. Then try playing the melody with the chords. Em = EGB for 4 Beats D = DF#A FOR 4 Beats of the metre. - 36
If you can play all of this you will get an H+ if you are in the H Strand. - 37
PERFORMANCE REFLECTION What was good about my performance?... How could it be improved?... My Level for this performance is. - 38