1 Unit 1.1 Rhythm and melody Page 2 2. The words are dramatic, the dynamics varied, the tempo/speed changes, the rhythm is free. The teacher should encourage students to discuss the song, using the limited music vocabulary available to them at this stage. Page 3 4. (a) crotchet (b) minim (c) quavers (d) semibreve (e) quavers (f ) minim (g) crotchet Page 4 6. (a) (i) ta ta ti-ti ta (ii) ti-ti ti-ti ta-a (iii) ti-ti ta ti-ti ta (iv) ta ti-ti ta-a (v) ta-a-a-a (vi) ta-a ti-ti ta (b) Each missing beat can be lled in by a crotchet or two quavers at student’s choice. 7. (a) (ii) (iii) (iv) (v) (vi) Page 5 (b) (ii) (iii) (iv) (v) (vi) (vi) (c) The missing beat can be lled in with a crotchet or two quavers – as played by teacher. Page 6 9. (a) (i) m r m s m d s m (ii) d m s l s m r m d (b) (i) d œ m œ s œ l œ s s m œ œ œ d ˙ d m s œ œ œ œ œ œ œ ˙ (ii) d œ r œ m œ s œ l l s œ œ œ m ˙ d m s œ œ œ œ œ œ œ ˙ Section 1: the Basic elements of music
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Unit 1.1 Rhythm and melodyPage 2 2. The words are dramatic, the dynamics varied, the tempo/speed changes, the rhythm is free. The
teacher should encourage students to discuss the song, using the limited music vocabulary available to them at this stage.
Page 4 6. (a) (i) ta ta ti-ti ta (ii) ti-ti ti-ti ta-a (iii) ti-ti ta ti-ti ta (iv) ta ti-ti ta-a (v) ta-a-a-a (vi) ta-a ti-ti ta
(b) Each missing beat can be filled in by a crotchet or two quavers at student’s choice.
7. (a) (ii) (iii) (iv) (v) (vi)
Page 5 (b) (ii) (iii) (iv) (v) (vi) (vi)
(c) The missing beat can be filled in with a crotchet or two quavers – as played by teacher.
Page 6 9. (a) (i) m r m s m d s m (ii) d m s l s m r m d
(b) (i)
1-1 7 (d)
d
œ
m
œ
s
œ
l
œ
s s m
œ œ œ
d
˙
dms œ œ œ œ œ œ œ ˙
(ii)
1-1 7 (e)
d
œ
r
œ
m
œ
s
œ
l l s
œ œ œ
m
˙
dms œ œ œ œ œ œ œ ˙
Section 1: the Basic elements of music
2
Page 7 10. (b)
1-1 8 (c)
d
œ
s
œ
l l s
œ œ œ
m r m
œ œ
s l
œ œ
r r
œ œ œ
dms œ œ œ œ œ œ œ œ œ œ œ œ
d
œ
s
œ
l l s
œ œ œ
l r s
œ œ
s m
œ œ
d d
œ œ œ
dms œ œ œ œ œ œ œ œ œ œ œ œ
11. (a) 1-1 8 (e)
d'
œ
d'
œ
s
œ
m s l
œ œ œ
l
œ
s
˙
d'
œ
d'
œ
l
œ
s l s
œ œ œ
m
œ
d
˙
Doh
œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ ˙
12. A melody based on given rhythm using the tonic solfa notes d r m s l d ’
Page 8Crossword 1. pitch
2. rhythm
3. soh
4. tune
5. American
6. chilly
7. quavers
8. notes
3
Unit 1.2 moRe on RhythmPage 9 1.
There are four beats in each bar.
4
Page 10 2. (a)
There are four beats in each bar.
(b)
There are three beats in each bar. 3. (a)
(b)
(c)
Page 11 4.
Rocky Mountain (a) d r m s l (b) minim (c) the same rhythm (d) Bars 1 & 2; 5 & 6
Botany Bay (a) under the first line
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(b) semibreve (c) The words of each verse are different. The words of each chorus are the same. (d) Accept students’ interpretations of the words, and discuss in class.
L’il Liza Jane (a) semibreve, minim, crotchet, quaver (b) Doh is on the second line in both songs. (c) d r m s l (d) on different tonic solfa notes
Unit 1.3 Staff notationPage 12 1.
L L L LS S S S
3. (a)
1-2 14 (a)
B A D C A G E B A D G E
(c)1-2 14(c)
&B
wÁ
wD
w
G
wE
w
Á
wG
wA
wF
wE
wA
wC
wC
wÉ
wA
wD
w1-2 14(d)
&C
wÁ
wC
wÁ
wF
w
Á
wG
wD
w
A
wD
w
A
wB
wE
wA
wG
w
Page 13 4. (a) D (crotchet) (b) E (minim) (c) CB (quavers) (d) F (crotchet) (e) G (minim) (f ) B (semibreve) 6. (a)
Page 21 (c) B (e) (i) 5 (ii) 3 beats (f ) 2, 3, 4, 5, 6, 9, 10, 11, 12, 13 (g) D.C. al fine means go back to the start and repeat the chorus. [N.B. Not repeated on the recording] 7. (b)
(b) Student’s own 2-bar rhythmic ostinato (repeated). 9. (a) Sad: The words refer to ‘crying’. The key is minor. (b) Happy: The words refer to ‘joy’. The tonality is major.
14
10. (a)
34
1 36 (a)
& b ˙ œ œ ™ œjœ œ ™ œj
œ ˙ ™ lah
Major or minor? minor
fah mi re doh ti doh ti lah
Page 29 (b)
24
1 36 (b)
&##
œ œ œ œ œ œ œ œ œ ™ œ œ œ œ œ œ ™
d r m s s l s m m m dd r r r
Major or minor? major
(c)
c
1 36 (c)
& bbœj œ œ œ œ œ œ œ œ œ œ ™ œJ
œ œ œ œ œ œ œ œ# œ ‰
m l d lt m r t tl r f m r d t l si ld d
Major or minor? minor
(d)
c
1 36 (d)
&#
œj œ œ œ œ œ œ œ œ œ ‰œj œ œ œ œ œ œ# ˙ ‰
m l t d t t l t d d m l t d t l lsi
Major or minor? minor
11.
B
E
D C
F E D
A G E
B A D G E D E A D
12. (b) 44
1 39 (b)
œ œ œ œ (c) 32
1 39 (c)
˙ ˙ ˙ (d)
48
1 39 (d)
œj œj œj œj
(e) 42
1 39 (e)
˙ ˙ ˙ ˙ (f )
28
1 39 (f)
œj œj
15
Page 30 13. (b) Students complete bars with suitable notes. (c) (i) simple
(ii) compound
(iii) simple
(iv) simple
(v) compound
Page 31 14. (a) Song: Amazing Grace Time signature: Correct order of bars: 5, 2, 1, 4, 3 (b) Song: Oh Dear, What Can The Matter Be Time signature: Correct order of bars: 3, 1, 4, 2 (c) Song: Old Macdonald Had a Farm Time signature: Correct order of bars: 3, 2, 4, 1
Unit 1.8 inStRUmentS of the oRcheStRaPage 32 1. (a) violin (b) viola (c) cello (d) bass
2. bow
3. plucked or pizzicato
4. four
5. The violins are divided into two groups called first and second violins.
CD 1, Tracks 49–51 10. (a) horn (Cello Concerto Mov. 1, Dvorak) (b) trumpet (Trumpet Concerto, Telemann) (c) trombone (William Tell Overture, Rossini) 11. (a) clash together, or hit or roll with drumstick (b) shake, tap or hit
12. (a) side drum (b) a metal beater (c) kettle drum (d) wood (e) tuned (f ) piano (g) tubular bells
Page 34Wordsearch
S S K I N A P M I T X
G R W C O D K Y A D Y
T X C A G J Z M N B L
Z R V E W Z B W A M O
B X I Z L O V S J L P
Z W B A U E S F A U H
G I U R N D S B X J O
D T I X R G M T O V N
K N P U S Y L Q A C E
E W M I C Z J E J Q M
A M J S U W U Y X H L
TIMPANI
BASS DRUM
TAMBOURINE
XYLOPHONE
CELESTA
TRIANGLE
CYMBAL
S S K I N A P M I T X
G R W C O D K Y A D Y
T X C A G J Z M N B L
Z R V E W Z B W A M O
B X I Z L O V S J L P
Z W B A U E S F A U H
G I U R N D S B X J O
D T I X R G M T O V N
K N P U S Y L Q A C E
S S K I N A P M I T XS S K I N A P M I T XS S K I N A P M I T XS S K I N A P M I T XS S K I N A P M I T XS S K I N A P M I T XS S K I N A P M I T X
G R W C O D K Y A D YG R W C O D K Y A D YG R W C O D K Y A D Y
T X C A G J Z M N B LT X C A G J Z M N B LT X C A G J Z M N B LT X C A G J Z M N B LT X C A G J Z M N B LT X C A G J Z M N B LT X C A G J Z M N B LT X C A G J Z M N B LT X C A G J Z M N B L
Z R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M OZ R V E W Z B W A M O
B X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L PB X I Z L O V S J L P
Z W B A U E S F A U HZ W B A U E S F A U HZ W B A U E S F A U HZ W B A U E S F A U HZ W B A U E S F A U HZ W B A U E S F A U HZ W B A U E S F A U HZ W B A U E S F A U HZ W B A U E S F A U H
G I U R N D S B X J OG I U R N D S B X J OG I U R N D S B X J OG I U R N D S B X J OG I U R N D S B X J OG I U R N D S B X J OG I U R N D S B X J O
D T I X R G M T O V ND T I X R G M T O V ND T I X R G M T O V ND T I X R G M T O V ND T I X R G M T O V ND T I X R G M T O V ND T I X R G M T O V ND T I X R G M T O V ND T I X R G M T O V N
K N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C EK N P U S Y L Q A C E
E W M I C Z J E J Q ME W M I C Z J E J Q ME W M I C Z J E J Q ME W M I C Z J E J Q ME W M I C Z J E J Q ME W M I C Z J E J Q ME W M I C Z J E J Q ME W M I C Z J E J Q M
CD 1, Tracks 55–58 13. (a) flute (Carnival of Venice, Briccialdi) (b) violin (Spring from the Four Seasons, Vivaldi) (c) harpsichord (Suite in D, Bach) (d) cello (Cello Concerto, Dvorak)
Page 37CD 1, Track 59 14. (a) horn (b) brass (c) (any two of the following) trumpet, trombone, tuba
CD 1, Track 60 15. (a) double bass (b) (any one of the following) violin, viola, cello (c) timpani (d) steady
CD 1, Track 61 16. (a) oboe (b) (i) flute (ii) clarinet (iii) bassoon (c) strings
Page 38Crossword 1. bassoon 2. trumpet 3. cello
4. horn 5. oboe 6. glockenspiel
7. flute 8. trombone 9. viola
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Unit 1.9 expReSSive qUalitieS of mUSicPage 39CD 4, Track 20 1. Section A: The accents over the repeated notes in bar 1, theme 1, contribute to the confident mood.
The crescendo and decrescendo marks in each short phrase of theme 2 contribute to the dramatic effect. Note the accented notes in this phrase.
Section B: The dynamic mark mp creates a quiet contrast at the beginning of Section B.
CD 1, Track 70 2. The song starts softly, slowly, with homophonic texture, voice and guitar and gentle accompaniment.
The singer gets gradually louder (crescendo), the cello is added. By the chorus, voice and cello interact as cello ‘comments’ on the singer’s obsession. Dynamics become louder in second half of song. Accompaniment stronger also. Variation in tempo. Backing vocals added for variety toward the end. Guitar accompaniment is now interesting. Melodic variation, tempo variation. Song ends very softly, with very light accompaniment.
CD 1, Track 71 3. (a) mixed voices, male and female (b) at a moderate speed (c) begin in unison, texture monophonic; then in imitation, texture polyphonic; drum
accompaniment
CD 1, Track 72 4. (a) a symphony orchestra (b) exciting or dramatic (c) The piece opens with repeated notes and a sequence. There is a contrast in dynamics, moving
from ‘f’ to ‘p’. Instruments: the string family is prominent. Any other valid description.