Early Music Pupil Book

National QualificationsAdvanced Higher Music

Understanding and Analysing Music Unit

Early Music (Renaissance & Fugue)

Name: ______________________________

Class: _______________________________

Teacher: _____________________________

Learning intentions

In this unit you will:

• Re-cap concepts linked to Early music from Nat 5 and Higher

• Identify level-specific music concepts linked to Early music

• Analyse level-specific music concepts linked to Early music

• Identify music signs and symbols

Prior knowledgeCreate a Mindmap or list below of all the concepts you know that are related to Renaissance music.

As you are working listen to this famous Renaissance piece. It is called ‘Spem in Alium’ by Thomas Tallis.

How many did you remember?

As you listen to the following piece, with a partner discuss these concepts and write a definition for each of them.

William Byrd – ‘Ave Verum Corpus’

National 5

A cappella :________________________________________________________________________

__________________________________________________________________________________

Contrapuntal/Polyphonic:_______________________________________________________________________________________________________________________________________________

Syllabic: ___________________________________________________________________________

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Melismatic: _______________________________________________________________________

__________________________________________________________________________________

Higher

Mass:_____________________________________________________________________________

__________________________________________________________________________________

Mode/Modal: ______________________________________________________________________

__________________________________________________________________________________

Plainchant: ________________________________________________________________________

__________________________________________________________________________________

Concepts revisionListen to the beginning of this piece of vocal music. From the list of concepts listed below, identify which four are present in the music.

Mass contrapuntal/polyphonic

Mode/Modal Syllabic

Plainchant Melismatic

A cappella

I think this excerpt belongs to the _____________ period because _____________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Concepts you will learn:

Renaissance

Pavan

Galliard

Motet

Ballett

Madrigal

Ayre/Air

Fugue

Composer FactfileWith a partner or in small groups, research a composer from the selection below. You will present your findings to the class as a mindmap, prezi, powerpoint or a format of your choice. As well as biographical information, be sure to include some audio examples of their famous pieces.

Palestrina

1525-1594

Thomas Tallis

1505-1585

William Byrd

1540-1623

Pavan

A court dance which is slow and stately with 2 beats in the bar. This dance is often paired with the Galliard.

Listen to and watch the video here

Below is a copy of the beginning of the melody. Fill in the missing notes.

Galliard

A court dance which often follows the Pavan. It is quick and lively with 3 beats in the bar.

Listen to and watch the video here. (‘Round Battle Gallird’- Dowland)

The music for the first 4 bars is below. Write an appropriate chord at the beginning of each bar above the music.

MotetA polyphonic sacred choral composition which, in the Renaissance period, was sung a cappella. The text is in Latin.

Compare these two motets

1 – Palestrina ‘Sicut Cervus’

2 – Bruckner ‘Locus Iste’

Excerpt 1 Excerpt 2Melody/Harmony

Timbre/Texture

Rhythm/ Tempo

Madrigal

Polyphonic vocal music which is secular (non-religious). They are usually unaccompanied and written for a small group of singers. The use of word painting is

common and madrigals tend to be through composed.

Listen to ‘Sleep, fleshly birth’ by Scottish composer Robert Ramsey.

You should now find a Motet or Madrigal to sing as a class and rehearse this to perform in front of your teacher.

Ayre / Air

Like a Madrigal except it is for solo voice, usually with an instrumental accompaniment. This would normally be Voice and Lute.

After watching Extract 1 and Extract 2, what similarities and differences are there between each extract?

Extract 1concepts

Extract 2concepts Similarities Differences

Ballett

Like a Madrigal except a Ballett is strophic and often danced to. It is easily recognised by its Fa-la-la refrain.

Now is the month of Maying

My bonny lass she smileth

You should now find a Ballett to sing as a class

Draw up a table outlining the key similarities and differences between the Madrigal, Ballett and Ayre

Fugue

A complex, contrapuntal piece based on a theme (subject) heard in one part or voice only to begin with. The theme (subject) is then imitated by other voices in

close succession.

Watch and listen to the colour coded fugue by W.F. Bach.

After watching the RSAMD Musicworks DVD and looking at the accompanying score of Verdi’s fugue from ‘Falstaff’, try writing your own fugue. Follow the guidelines underneath.

Fugue Activity1. Select a news article from a newspaper or from the web to inspire your

work.

2. Compose four short sentences to summarise the article. Each sentence should be four beats long. Write the sentences in the beatboxes on the worksheet.

Try clicking a pulse and saying the sentences on top. Aim to speak as rhythmically as possible.

Here is an example. The text was taken from a news article about the World Cup final.

Beats

1 2 3 4

Italy has won the World Cup.

Beating France in a penalty shoot out.

Fabio Grosso scored the winning

penalty, the

last time they won was in nineteen eighty- two.

Don’t worry too much about creating beautifully crafted sentences.The words are used purely for their percussive sound and rhythmical qualities.

The four sentences will function as the FUGUE SUBJECT.

3. Now create some text to function as the COUNTER SUBJECT. Fill in the relevant beatboxes on the worksheet.

Aim to create four lines of text, but this time don’t worry so much about making complete sentences.

It is absolutely fine to use single words or short phrases. Likewise, empty boxes are also allowed. However, the text must continue on the same topic as the FUGUE SUBJECT.

Beats

4. Finally, in the last four lines of the worksheet, fill in some random words taken for the article. Leave plenty of gaps; you only need to fill a few boxes. The words don’t have to make sense here.

1 2 3 4

RefereeZidane OFF

Spot kickGOAL GOAL

This will act as an extension to the COUNTER SUBJECT.

Check up Before proceeding, check that the students have created:

4 lines of FUGUE SUBJECT 4 lines of COUNTER SUBJECT a 4 line extension to the COUNTER SUBJECT

FUGUE SUBJECT

1 2 3 4

COUNTER SUBJECT

1 2 3 4

EXTENSION

1 2 3 4

Revision Question 1Listen to this piece of music and identify 4 concepts from the list below which are present in the music. You will hear the music twice.

A capella Mass

Descant Motet

Galliard Plainchant

Homophony Polyphony

Lied Suspension

Revision Question 2Listen to this piece of music and identify 4 concepts from the list below which are present in the music. You will hear the music twice.

Fugue Diminished 7th

Trill Stretto

Harpsichord Classical

Turn Baroque

Syllabic Compound time

In this question you are asked to comment on two excerpts of music.

(a) Listen to each excerpt. For each excerpt identify at least two prominent concepts in each of the following categories:

* Melody / Harmony

* Timbre / Texture

Both excerpts will be played three times with a pause of 15 seconds between playings, and with a pause of 4 minutes at the end for you to complete your final answer. A warning tone will sound 30 seconds before the start of part (b).

You may use the table on the next page for rough working, but your final answer must be written where indicated on the lined spaces.

Your final answer could be bullet points or short answers identifying the concepts you have heard.

Here is excerpt 1 for the first time

Here is excerpt 2 for the first time

Here is excerpt 1 for the second time

Here is excerpt 2 for the second time

Here is excerpt 1 for the third time

Here is excerpt 2 for the third time

You now have 4 minutes to identify at least four concepts in each excerpt.

Rough Work

For each excerpt identify at least two prominent concepts in each of the following categories:

* Melody / Harmony

* Timbre / Texture

Categories Excerpt 1 Excerpt 2

Melody/Harmony

Timbre/Texture

FINAL ANSWER

I) Excerpt 1

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II) Excerpt 2

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(b) This question has two parts.

I) Analyse the two excerpts you have just heard.

In your extended answer you should refer to six similarities / differences across the following categories:

* Type of work

* Melody / Harmony

* Timbre

II) Conclude your answer with a statement on the style / period of each excerpt and justify your answer.

You will hear the excerpt one more time and then have a further 10 minutes to complete your answers for part (I) and part (II).

Rough work will not be marked.

You should write your final answers on the following page.

A warning tone will sound 30 seconds before the end of the question paper.

Here is excerpt 1 for the last time

Here is excerpt 2 for the last time.

You now have 10 minutes to complete your analysis and conclusion.

[Rough Work]

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FINAL ANSWER

I) Analysis

Remember to comment on six similarities/differences you hear in the excerpts. Your final answer should be a written description of what you have heard and not simply a list of similarities/differences.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II) Conclusion

Remember to include a statement on the style/period of each excerpt and justify your answer.

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Total Marks 10