Fundamental of Music

8/8/2019 Fundamental of Music

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FUNDAMENTAL OF

MUSIC AND INSTRUMENTS

JIMMY M. PERILLO

Author

MR. DEXTER L. REYES MR. FOR-IAN V. SANDOVALModule Consultant Module Adviser

COLLEGE OF EDUCAT

VISION

The University shall be known as

CALABARZON offering academic programsdesigned to respond to the requirements / need o

global economy particularly Asian Countries.

MISSION

The University shall primarily provid

professional, technological and vocational infisheries, forestry, science, engineering, industriaeducation, medicine, law, art and science, info

other related fields. It shall also undertake researc

and provide progressive leadership in its areas of

GOALS OF THE COLLEGE OF E

In pursuit of the University mission / Education is committed to develop the full pote

and equip them with knowledge, skills and attitud

and allied fields to effectively respond to thchanges and opportunities of changing times for g

OBJECTIVE


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ACKNOWLEDGEMENT

The researcher would like to express her gratitude to the intelligentand kind hearted person who sacrificed their precious time and for giving

their supports to help in this preparation of this study.

To his family for loving, moral and financial support.

To Mr. Dexter L. Reyes (module consultant), for the sharing ofideas thoughts and suggestions.

To the Dean of College of Education, Mrs. Lydia R. Chavez, for

her supervision and guidance for this work.

To Mr. For-Ian V. Sandoval (module adviser) for the advices,supports and efforts for the success of this project.

To all classmates and friends for giving some ideas and for helpingme to make this work possible.

And to the Lord Almighty.

The Author

FOREWORD

This Teachers Instructional PresentaFundamental of Music and Instruments is a pa

Educational Technology 2 under the revised cur

Secondary Education based on CHED Memoranseries of 2004. Educational Technology 2 is designed to introduce both traditional and inn

facilitate and faster meaningful and effective leaare expected to demonstrate a sound understan

production of the various type of educational tech

The students are provided with guidance afaculty members of the college through the se

utilization of appropriate technology tools in deveteacher support materials. Through the role and

especially the Internet, the student researchers andesign and develop various types of alternative

kinds of activities offer remarkable learning expstudents as future mentors especially in the pre

Materials.

The output of the groups effort serves asof the institution in providing effective and qualit

and evaluation presented in the workbook supplementary reference for elementary teachers a

FOR

ModEduc

DEX

ModMAP

LYD

Dean


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INTRODUCTION

Some people think trying to read music is hard and difficult. Thefollowing set of pages will try to introduce the most important topics in

music in a very easy to understand way. Dont expect to fly through all the

lessons and understand. As with anything new, it will appear complicatedand complex but as you look at the examples and read the explanations itwill make sense, with that said, lets go on and introduce the first lesson.

The music that the musical experience is essentially temporal

rather than spatial is immensely important and does much to explain theunique nature of music. In other arts which deal with time, especially

drama and dance, space plays an important role. But music requires the perceiver to develop the ability to listen to a sequence of events and to

relate them to one another.

Thus music can be defined as the organization of sound. The studyof music is concerned with the methods, composers, employ to relate

sounds to one another. Yet music is not meaningless; it organizes soundsso that they assume meaning. This meaning results from the internal

relationship which the sounds acquire through their use in a musicalcomposition.

The activities in the book can help parents lead their children in

understanding new information, in acquiring new skills and in coping withthe lessons faster.

TABLE OF CONTENT

AcknowledgementForeword

Introduction

CHAPTER I

The Importance of Music in TeachingLesson 1 History of Music

Lesson 2 What is MusicLesson 3 Value of Music

CHAPTER IIThe Elements of Music

Lesson 4 RhythmLesson 5 Melody

Lesson 6 HarmonyLesson 7 Tempo

Lesson 8 DynamicsLesson 9 Timbre

CHAPTER IIIForm in Music

Lesson 10 Song FormLesson 11 Sonata Form

Lesson 12 Free FormsLesson 13 Program Music

CHAPTER IVReading Musical Notes

Lesson 14 How to Read Musical NotesLesson 15 Sharps, Flats and Naturals

Lesson 16 Musical SheetsCHAPTER V

The Principal Musical InstrumentsLesson 17 Strings

Lesson 18 WoodwindsLesson 19 Brasses

Lesson 20 percussion InstrumentsLesson 21 Keyboard Instruments

ReferencesAuthors page


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CHAPTER I

The Importance of Music in Teaching

After studying this chapter, you are expected to:

y develop the students appreciation of art in music as a very useful toolfor teaching.

yequip the students knowledge on the values of music and how theyare used.

y enhance the skills of students in doing the processes involved indifferent music activities.

Music Education is a very relevant field of study. In almost all

subjects, its usefulness cannot be denied. It is the teachers greatest tool inachieving his desire to have effective teaching. Music Education maintains

the teachers desire to teach and the students desire to learn. A mentor whois skillful in art of music is most the times inspired by the music activities

in the preparation of teaching aids and lessons in the different fields. Thisis encourages the learners to react positively, thus creating a wholesome

atmosphere contributory to better learning.

Various other skills in music also enhance the teachers personality. Greatest part of the teachers job demands his talents and

skills. Form administrative to classroom tasks and even up to personaldealings with students learned in music education is very relevant.

Lesson 1: History of Music

bjectives

y discuss the origin of musicy studies of the relationship between words and music.y knowing the methods of music history

Overview of musical analysis to further these goals in often a part

of music history, though pure analysis or the development of new tools ofmusic analysis is more likely to be seen in the field of music theory. (For

more detailed discussion of the method see the section Research in Music

History below).


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Activity:

Arranged the sequences according to the chronological order. Write on thespace provided.

_____1. Historical musicology has played a critical role in renewedinterest in Baroque music as well as medieval and Renaissancemusic.

_____2. The denomination of German language scholarship ebbed assignificant journals sprang up throughout the West, especially

America._____3. Gerbert followed this work with a three volume work Scripto

ecclesiastic de musica sacra containing significant writings onsacred music from the third century AD onwards in 1784.

_____4. Wolfs writings on the history of musical notation areconsidered to be particularly notable by musicologists.

_____5. G.B. martini published a three volume history titledStoriadellaMusica between 1757 and 1781.

_____6. Ludwig Van Beethovens manuscript sketch for Piano Sonata No. 28, Movement IV, Geschwind, doch. Nichtzusehr und

mitEnstschlossenheit (allegro), in his own handwriting._____7. Martin Gerbert published a two volume history of sacred music

titled De Cantu de Musica Sacra in 1774.

_____8. The piece was completed in 1816. In the twentieth century, thework of Johannes Wolf and others developed studies in

Medieval music and early Renaissance music._____9. The first studies of Western musical history date back to the

middle of 18th

century.

_____10.In particular, the authentic performance movement owes muchto historical musicological scholarship.

Lesson 1: What is Music?

Objectives:

y define musicy explain the importance of music educationy determine the advantages and disadvantages of music.Overview:

Music appreciation is not so hard to learn. The beauty of music can

always fascinate a person to experience music himself. Therefore it needsto be developed for some and it needs to be learned by those who have

less desire for it.


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Discussion:What is Music?

Different individuals define music in different ways as follows:

Music adds pleasure to life

Music is an expression of ones feelings.Music is an inevitable part of live, necessary to make it enjoyable.

Music is organization of ideas expressed by the individual in

different forms.

Music is expressed through skills and talents.

Music is something that is appreciated.

Music is therapeutic

Music is the exercise of god given gifts.Music is an expression of ones individual

Music is an experience.

Various other definitions of music can be given depending on what

we feel or think about music, whatever they are all of these proves that

music is really a part of our individuality, therefore it needs to be

developed for some and it needs to be learned by those who have less

desire for it.

Activity:

Construct your own concept definition of M

Give as many relevant ideas possible in teof the students, knowledge or skill developed, and

1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.

Music Education

Students

Physical Students


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Lesson 1: Values of M

Objectives:

y describe values of musicy develop students patience and skillfulness to ly identify the factors which determine the develOverview:The value of music proves the real importance o

daily life activities. In as much as people of this can be a means to increase finances and earn th

skills.

Discussion:

Values of MusicFor the teacher music is valuable. This is

and everybody who have the real openness tfollowing states that music is really valuable for u

1. Music is the best way to communicate oursedo, what we express and what with we place i

our dealings with others, we always apply. Thwho we are and what we are to them.

2. Music enables us to socialize with othearrangements one makes encourages friend

expressions help restore broken relationship contacts.

3. Music is good tool in solving psychological pvalue keeps emotionally and mentally disturbe

pent up emotion that they have. Expressrelieves tension and anxiety.

4. Music is good visual tool in all areas of learnactivities to become more interesting.

5. Music serves as a means to increase financeexcellence in outputs call for the utilization of6. Music keeps a record of history.7. Music helps the individual develop his visua

his ability to explore and see things extensivel

8. Music develops creativity of individual wseveral personality traits.

What a Teacher should know about music?More specifically the role of music in teac

few things still follow in order to learn music.

A teacher leaner needs to consider the following:1. Knowledge of the value of music for students

for others he will be working with in the futur2. A good idea of the different elements of beaut3. Knowledge of the principles of design and the4. The know how or skills and the processes

activities.


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Activity:

Synthesize the concepts about the value of music.Summarize your ideas through a chart.

Values Skills Knowledge

Activity:

Make your own discussion regarding to thBased on your personal impression in this

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CHAPTER 2

The Elements of Music

After studying this chapter, you are expected to:

y develop music appreciationy gain through experience the expression of any one element of music as

a center of interest.

y Identify the different elements of Music.Music may be said to deal with sound solely for its own sake. Yet

music is not meaningless; it organized sounds so that they assumemeaning. This meaning results from the internal relationship which sounds

acquire through their use in musical composition. One tone is made to leadnext, with the results that the total effect seems to have meaning. This to

the organization distinguishes music from the random sounds that we hearabout us everyday. Thus music can be defined as the organization of

sound. The study of music is concerned with the methods composers

employ to relate sounds to one another.Before turning to these methods, it will be helpful to consider thegeneral characteristics of sound itself. Perhaps the most important feature

of musical sound is that it is experienced temporally and not spatially.When one tone to another, it does so only as time passes. The fact that the

musical experience is essentially temporal rather that spatial is immenselyimportant and does much to explain the unique nature of music. In other

arts which deal with time especially drama and dance, space plays an

important role. But music requires the perceiver to develop, space plays animportant roles. But music requires the perceiver to develop the ability tolisten to a sequence of events to relate them to one another.

Lesson 4: Rhythm

Objectives:

y define rhythmy differentiate the types of rhythmy discuss the main role or function of rhythm in music.

Overview:

In music rhythm is the order of movement which gives us theduration of tones and the degree of accent. By tapping out the melody of

the song, we become aware of its rhythmic structure. Music concerns itselfwith durations which have a clearly perceptible relationship to one

another. In Western music this relationships is usually based upon

multiples of either two or three. In a way, rhythm corresponds to visualrhythm.


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Discussion

RhythmThe most basic of elements, is that which gives us a sense of

movements. Rhythm pervades all nature; we can sense it in the

movements of the tides in the ordered progression of the seasons, in the beating of a heart. In these rhythms is more than repetition; we areconscious of varying degrees of emphasis or accent, which evoke

expectation and tension.

Types of Rhythm1. Meter is a way of measuring rhythm. It is the arrangement of rhythm

in a fixed, regular pattern with a uniform number of beats in uniformmeasures. Meter is confined to the basic underlying pulse; it is always

perfectly regular like the ticking of a clock. The pulse of meterinevitably coincides with rhythmic beats but the number and

placement of beats added to the meter by the rhythm make music sodistinctive that we can often tell one piece from another merely by

hearing the added beats.

Example 1: Shows the rhythm and meter of Deck the Halls. Whenthen melody is played or sung, we hear the rhythm, whereas we fell

the metrical pulse.

Pulse

There are basically two kinds of meter: dexample, in which the accent falls on every othe

one, two, etc), and triple, as in AMERICA, in

every third beat (ONE two three, ONE two threethee, SWEET land of LIB-er-ty).

The written indication of meter is called appears at the beginning of every piece of musi

how many basic beats there are in each measure, the basic duration value waltzes, we have thre

equivalent for each measure and quarter notes or measure and quarter noted or their equivalent to e

Example 2 shows time signature;

Example 3 is table of duration values

Example 2 Time Signatures

Example 3:


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only by direct listening. It is performers mecan be made is legitimate, and use of

ornamentation and syncopation is left to thegives jazz its special spontaneous quality.

Activity:A. Label the corresponding notes below.

1.2.3.4.5.

B. Draw the kind of rests according to the given n1. Half-rest2. Thirty second rest3. Whole rest4. Quarter rest5. Sixteenth rest

Lesson 5: Melody

Objectives:

y define melodyy discuss the importance of melody in musicy knowing the different types of melody.Overview:

Melody move be defined as a specific

pitches of the scale used. Melody is any successiby virtue of being places sequentially, give a sen

is hard in terms of duration and pitch.

Discussion:Because most melodies in Western music

are tonal and metrical, the pitches and durations the pitches relate to one central tonality and all

basic metrical pattern.

Normally the notes will not appear on ththese are exceptions to this: the hymn Joy to

outlines a descending major scale.

If this melody compared with that in example, w

occur in reverse order. Note the effect the differenhave upon the scale. If each pitch in the melody

length of time, it would sound like a scale, not lik

In example 11: the melody begins with athen breaks off into longer intervals.

When certain patterns of intervals are repeated

have sequence. The sequence embodies melrepetition. There is a sequence in America (La

land of the Pilgrims pride)

Example shows two sequences following the without pause.

TYPES OF MELODY


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Fundamental of Music

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