music book
TRANSCRIPT
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El present manual sorgeix de la tasca realitzada pels departaments de música dels IES de
Campos i de Binissalem per professionals de música en llengua anglesa i professors de llengua
anglesa durant els dos darrers anys (els cursos 07-08 i 08-09). Aquesta col·laboració ha portat a:
– Un intercanvi constant de material, a nivell personal primer i després a través d´un grup de
treball creat expressament al CEP de Manacor.
– La celebració de tres trobades que tengueren lloc a l'ermita de Campos i a can Gelabert durant
els esmentats cursos.
Les conclusions a què hem arribat després d'aquesta intensa tasca són principalment les
següents:
– Hi ha una gran mancança de manuals adaptats al nostre currículum. Al Regne Unit els
manuals de música de secundària preparen l'alumnat per a la Standard Grade Music d'una
manera molt específica amb tota una sèrie de proves que ja en el seu plantejament no són
aplicables a la nostra realitat.
– Les competències musicals del nostre alumnat necessiten ser explicades en un anglès més
senzill que el es troba en manuals i webs anglesos del mateix nivell educatiu.
Per tot això, i a partir de la nostra experiència, hem decidit elaborat un manual de música
en llengua anglesa per a primer d'ESO, que pot servir d´ajuda al professorat implicat dins aquest
programa.
L´objectiu al que es pretén arribar és doble i se centra en l´aprenentatge dels continguts de música
i en l´aprenentatge simultani d´una llengua estrangera, en aquest cas l´anglès, tal com es fa
referència a la metodologia CLIL (Content and Language Integrated Learning). Això ha comportat
una gran feina d´equip entre els departaments d´anglès i de música per tal d´adaptar els continguts
de les dues àrees i elaborar activitats encaminades a millorar les destreses orals i escrites dels
alumnes en llengua anglesa.
Antònia M. Vaquer Adrover i Miquel À. Bauzà (professors de música)
Antònia Motos Moens i Maria Vicens Nadal (professores d'anglès)
Joana Cabot (professora de plàstica)
Mallorca, tardor del 2009
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INDEX
Presentation activities 4
Unit 1 Elements of music 6
Unit 2 Rhtyhm and beat. Tempo terms 22
Project 1 Inventing a Christmas song 36
Unit 3 Melody and harmony. Textures: how music is made. Expression terms
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Unit 4 Dynamics, expression terms and form in music 52
Project 2 Orchestral instruments project 65
Unit 5 Musical instruments 70
Unit 6 Music in films 88
Project 3 99
Language Appendix 110
Si teniu alguna observació per ajudar-nos a millorar aquest manual podeu contactar amb nosaltres en el següent número 971 886612 o a l'e-mail [email protected]
Aquest manual el teniu també a la vostra disposició al weib de la Conselleria d'Educació
Dipòsit legal: PM. 2238-2009
Imprimeix: Centre d'Edició i Distribució Secció de Material Didàctic i Divulgació Educativa
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PRESENTATION ACTIVITIES
ANYONE WHO HAS...
Sit on chairs in a circle one standing in the middle. The person in the center calls out Anyone who likes... or Anyone who wears... Example given: Anyone who likes chocolate?People who like chocolate change seats... but you cannot return to a chair you have just vacated.If you call FIRE – everyone has to change places.
BUDGE
Five in a group- four stand on the points of a square and one in the middle – object of game is the middle person to get onto one of the points. Point players can change places – but they must send a visual or aural message to one of the others before they move – otherwise everyone just runs to the same place making it easy for the guy in the middle! Try to do it fast! It's quite exhausting so don't let it go on too long!
TRAFFIC LIGTHS
A control game. The group moves around the room and responds to orders – if anyone gets it wrong they are out.The orders we used were:
RED - stopGREEN - go
YELLOW – sit downOther orders could be BRIDGE- lie down with only your hands and feet touching the floor, and LEVEL-CROSSING – lie on floor. A variation: after playing this way for a while you could change the meaning of the orders so for example RED could equal go.
WIZZ HEY!
Throw a imaginary ball.Learn the game in sections:- Demonstrate a round of wizz and practice before going on to,. You pass the ball to the next person.- Demonstrate a hey and practice wizz and hey before going on to. Change the way of the ball, rising your arms up.- Demonstrate a ping and practise a round of pinging before going on to. You jump to who you watch and point with your finger.
Play a round of wizz, hey, ping and then explain the rules:
1. You cannot ping anyone on either side of you - that is a wizz,2. You cannot ping a ping – that is a hey,3. You are out if you go wrong, or hesitate but you cannot leave or sit down.
Play it as fast as you dare!
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YOU KNOW MRS JONES
An action game – like I sent my love to market and she bought... With each student adding to the list and telling the rest the contents of the basket. Here though it is all action:
A. Do you know Mrs Jones? B. Yes
A. She's dead B. How did she die?
A. Like this – then show an action plus you add all the actions that have gone before...
SNOW WHITE AND THE SEVEN DARWFS
Hi ho, hi ho, It's off to work we go,
With a shovel and a pick And a walking stick,
Hi ho, hi ho.
This is the “passing the shoe game”: learn it in sections – first the words, then the shoe patterns. Pass a shoe and place it in front of the person on your right and on the beat. Then teach the “pass, pass, false pass, pass” sequence – or make up one of your own.
LULA
Lula, lula, lula, lula leylula lula lula lula lula leyLula, lula, lula, lula leyLula, lula lula ley. Hey!
For this song we worked out a series of actions e.g. touching the knees of the persons on either side of you!
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UNIT 1: ELEMENTS OF MUSIC
1.1 What is Music?
Music is always present in our lives1, from lullabies2 to the songs we listen to on the radio. But do you know what music is? What are its elements?
Many people have said things about music:
“Without3 music life would be4 a mistake5”. Friedrich Wilhelm Nietzsche“Music is the universal language of mankind”6. Henry Wadsworth Longfellow“When words leave off7, music begins” Heinrich Heine
ME Can you write your own definition?Music is ________________________________________________________
Let´s talk a bit more about Music…
As an art
Music is one of the arts and all musicians are artists, like painters, sculptors, poets, novelists, dancers and actors. All of them8 need9 to use some material (medium) to create a final product. For example, a painter can use paints to make a painting and a sculptor can use wood10 or stone11 to make a sculpture. Without extraordinary skills12, effort13 and talent it is impossible to create a piece of art.
1 lives: vides2 lullabies: cançons de bressol3 without: sense4 would be: seria5 mistake: error6 mankind: humanitat7 leave off: t’abandonen8 all of them: tots ells9 need: necessiten10 word: fusta11 stone: pedra12 skills: destressa13 effort: esforç
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What happens14 with music?
A composer uses sounds and rests to create music on a score. Then, the musician plays it on an instrument. When you hear music, you feel an emotion. So, what does the musician use? Paper? Pencil? No, because these are just tools15. The musician’s medium is the sound, and the art of combining sounds in space is music.In music, we can speak about:
Melody: ascending or descending, high or low, ... Tempo: fast, slow, getting faster or slowing down16, regular, ... Dynamics: very soft, loud, getting17 gradually louder or softer... Form/structure: chorus and verses, repetitions, ... Timbre: instruments you can hear, contrasts, solos... Style: jazz, classical, folk, pop...
EE Translate these words into your language and add them to your Music Dictionary (MD):
Musician, Composer, Sound, Rest, Score, Audible, Play an instrument
EE Are these activities/subjects forms of art? Discuss in groups of 3-4 people.e.g. A. I think dancing is a form of art.
B. I agree/I disagree…...
Dancing Tennis Swimming Biology Writing MathematicsPoetry
EE Complete the chart:
ARTSWhat´s the name of the artist?
What´s the artist’s medium?
What´s the final product?
MUSIC
PAINTING
DANCING
POETRY
ACTING
WRITING
SCULPTURE
14 happens: què passa15 tools: eines16 slow down: reduïr velocitat17 getting: tornant-se
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LANGUAGE CORNERTo refer to the people who do a certain activity, we can use the following noun suffixes: -er, -or, -ianeg. Magic: magicianeg. Teach: teachereg. Conduct: conductor
EE Who is who?Match these artists to the form of art:
Gauguin PainterRamon LlullShakespeare MusicianRodinGoya SculptorPau CasalsMichelangelo WriterJoan Miró
Describing a work of art is difficult, but it is similar to describing a classmate. This exercise will help you understand:
EE Describe the facial features18 of other students in your group:Eye colour: blue, brown, grey...Shape19 of face: oval, round, square...Skin20 colour: dark, fair21, pale...Mouth: thin/ wide lips...Hair colour: blonde, brown, red...Hair style: long, curly, short, straight, wavy, ...
LANGUAGE CORNERRemember! For descriptions use the verbs:
have got: to talk about eyes skin colour, nose, hair colour, etc.
e.g. She has got wide lips. To be: to talk about height, weight, beauty
etc.e.g. He is handsome.
And finally, can you describe a piece of music in the same way22?
EE Read the following paragraph and find these words in English:
1. suau:_____ 2. ràpid:______ 3. agut: _____
18 features: característiques19 shape: forma20 Skin: pell21 fair: clar skin: pell22 same way: de la mateixa manera
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Now find their opposites:
English Catalan1. ________ alt2. _______ lent3. _______ greu
EE Many words are similar to Catalan. Try to guess their meaning before looking them up in a dictionary, e.g. Ascending ==> ascendent. Try to find
5 more examples.
English Catalan1. ____________ 1. ____________2. ____________ 2. ____________3. ____________ 3. ____________4. ____________ 4. ____________5. ____________ 5. ____________
EE Write all these new words in your MD (=Music Dictionary) with their translations.
As a universal language
Music is considered as a universal language. Do you know why?
Firstly, music is always composed with these 7 notes in any place, with any instrument. It is not important if the notes have different names. For the musician, they are the same. And secondly, music, like any other language, can express all kinds23 of emotions all over the world.
As a way of expression from different cultures
All cultures in the world have their own24 music. People use it in many different ways, they create different types of music for different purposes25, for example religious or ceremonial purposes or entertainment26.
Music is a way of communication. It transmits knowledge27, ideas and feelings28. There are various examples along the years, such as the drums29 language or the sound of bells30 ringing.
23 kinds: tipus24 their own: la seva pròpia ...25 purposes: finalitats26 entertainment: divertiment27 knowledge: coneixement28 feeling: sentiment29 drums: percussió30 bells: campanes
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1.2 The Sound Qualities
We can distinguish four qualities in musical sounds: duration, pitch, dynamics and timbre.
a) DURATION : It is the length of a sound. A sound can be long or short and the different note values31 make the different rhythms.
You can also find notes with a dot located on its right. Do you know what it means?The dot adds32 half of the note’s value to the previous note. Look at the example:
A minim has 2 beats. If the note has a dot, you have to add 1 beat more (half of 2) to its value, so33 its value is 3 beats.
LANGUAGE CORNERIn English, when a note has a dot, we call it a dotted note. The word “dotted” goes before the noun.e.g. a dotted crotchet
Furthermore, there are groups of three notes played in one beat. They are called triplets (=tresets) and they are marked with a ´3´ above34 or below35 the middle
This triplet has 1 beat
31 note values: figures rítmiques32 Adds to: afegeix33 so: així doncs34 above: damunt35 below: abaix
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NOTE VALUES
British English American English Catalan Definition
Semibreve Whole note Rodona It lasts36 for a count of 4 crotchet beats
Dotted37 minim Dotted half note Blanca amb puntet It lasts for a count of 3 crotchet beats
Minim Half note Blanca It lasts for a count of 2 crotchet beats
Dotted crotchet Dotted quarter note
Negra amb puntet It lasts for a count of 1,5 crotchet beats
Crotchet Quarter note Negra It lasts for a count of 1 crotchet beat
Dotted quaver Dotted eighth note
Corxera amb puntet
It lasts for a count of ¾ crotchet beat
Quaver Eighth note Corxera It lasts for a count of ½ crotchet beat
Semiquaver Sixteenth note Semicorxera It lasts for a count of ¼ crotchet beat
LANGUAGE CORNERHOW TO SAY FRACTIONS IN ENGLISH?¼ : One Fourth (the second is an ordinal number!)Do you remember ordinal numbers? 1. The first 3 are irregular (1: first, 2: second; 3: third) 2. From 4 on, add “th”, e.g. fourth, fifth, sixth, etc.
EE Let’s play a couple of games to learn the names of the notes!
I. First, we are going to play MEMORY. Take 2 sheets of paper and cut each one in 12 squares. On one piece of paper, write down the name of a note in American or British English, with or without dot. On another, write its translation in Catalan. You have to make pairs, like this:
QUAVER CORXERA
When you have finished, you are ready to play a game of memory with your cards. Exchange cards with a classmate after a couple of times.
II. Now you are ready to test your knowledge with a game of KNOTS & CROSSES. Divide the class in two groups. Each group need to know the names of the notes in English if they want to win, because if you don’t know a translation, you lose your turn!
EE Before reading the following paragraphs, remember the meanings of these adjectives.
High: Low:Fast: Slow:Long: Short:Loud: Soft:
36 lasts: dura37 dotted: amb puntet.
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ME Could you fill the gaps?
b) PITCH: The highness or lowness of a sound. A sound can be high or low and we use different clefs38 for high or low pitches.
The pitch of a sound is determined by the frequency of its vibrations. When the vibrations are fast, the pitch is high and when the vibrations are slow, the pitch is low.
The highness or lowness depends on how long or short the string is. If you pluck39 a short string40, the sound will be higher than if you pluck a long one. For instance, a violin produces high pitches because it has got short strings. A double bass produces lower pitches because it has got longer strings.
c) DYNAMICS : an increase or decrease41 in the volume of a sound. If you pluck hard the string of a guitar, the sound will be loud.
Composers have traditionally used Italian words and their abbreviations to indicate dynamics. The most common terms are:
pppp,ppp,pp,p mp,mf, f, ff, fff, fff,ffff and so on.
crescendo/decrescendo: getting42 gradually softer or louder, a gradual increase/decrease in volume.
d) TIMBRE or TONE COLOUR: It is the quality that distinguishes43 which instrument is being played. The musical instruments that belong to44 the same family have a similar timbre. You can describe timbre using words like bright (=brillant), dark (=obscur), rich (=ric en) ...Like changes in dynamics, changes in tone colour create variety and contrast. When the same melody is played on one instrument and then, on another, it takes45 different expressive effects because of46 each instruments’ timbres. On the other hand, you can use a contrast in timbre colour to highlight47 a new melody.
Timbre also gives a sense of continuity. It is easier to recognize the return of a melody when the same instruments play it again. In fact, composers often create a melody with a particular instrument tone colour in mind48. The brilliant sound of a trumpet is good for heroic or military tunes or the tone colour of a flute is perfect for a calm melody.
38 clef: clau39 pluck: puntetjar40 string: corda41 increase/decrease: augmentar/disminuir42 getting: tornant-se43 distinguish: distinguir44 belong to: pertànyer45 it takes: agafa46 becaude of: per47 highlight: emfatitzar48 in mind: en ment
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ME Listen to the following sounds played by the teacher and complete the sentences below:
a) The first sound is__________ (high/medium/low) ______ and ______ (short/long).
b) The second sound is _________(loud/soft) ________and its timbre belongs to the ________(violin/flute/piano).
c)The third sound is___________(short/long)_______ and ______ (loud/soft).
EE Translate all these concepts into your language and add them to your MD.Duration:Pitch:Dynamics:Timbre/tone colour:
AND all the new words specific to music!
HAVE A LOOK AT THE FOLLOWING WEB PAGES!http://www.sfskids.org/templates/musiclab.asp?pageid=4http://www.classicsforkids.com/music/
1.3 Elements taking part in the musical communication
When the composer creates music, he/she does it on paper, trying to write down all the ideas he/she has in his/her mind. But when this score49 has to be listened to, we need someone to perform50 it. For this reason, we say that the role of the performer is very important in the communication process. He/she has to51 express what the composer wants his/her music to express.
More performers can play the same piece of music. Do they play it in the same way? Maybe they don´t in spite of52 having the same music score. That’s because they play his/her own version. Nowadays, there exist hundreds of versions of all music pieces.The people that listen to the performer, are called the public. Here you have all the elements together:
COMPOSER - PERFORMER - PUBLIC
49 score: partitura50 perform: tocar, representar, actuar/ performer: person who performs51 has to: ha de52 in spite of: malgrat el fet de què
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1.4 Sound,silence and noise
The sound is the most important material in music and it has four qualities. Do you remember them? You measure53 sounds in decibels and an excess of dB can provoke damage54 to our hearing.
Silence is also a very important element in music. We can define it as the absence of sound.
Can you hear the sound of silence? Do you know any places where we can listen to this sound?
In music, silence is represented by a symbol called rest. Each note value has its own rest, as you can see on the table.
Semibreve rest
Whole note rest Silenci de rodona It lasts for a count of 4 crotchet beats
Minim rest Half note rest Silenci de blanca It lasts for a count of 2 crotchet beats
Crotchet rest Quarter note rest Silenci de negra It lasts for a count of 1 crotchet beat
Quaver rest Eighth note rest Silenci de corxera It lasts ½ crotchet beat
Semiquaver rest
Sixteenth note rest
Silenci de semicorxera It lasts ¼ crotchet beat
LANGUAGE CORNER With rests, you have to use the word “rest” after the name of the word, like in the example:
e.g. Crotchet rest
Do you know their symbols? Do this exercise to help you remember.
ME Draw its symbol below:
Semibreve rest has_______beat/s ________Minim rest has__________beat/s ________Crotchet rest has_________beat/s ________Quaver rest has__________beat/s ________Semiquaver rest has______beat/s ________
HAVE A LOOK!John Cage (1912-1992) composed a musical piece titled 4´33´´.Go to www.youtube.es , write John Cage 4´33´´ and listen to it.Pay attention and explain what happens.
53 measure: medir54 damage to your hearing: mal a l’oïda.
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The noise is a sound that disturbs55 us. It can be too loud or have an unpleasant56 timbre for a certain activity.
But it’s important to know that the definition of noise57 depends on each of us, it's very personal. Maybe, what I perceive as a noise, is not a noise for you and vice versa. Nowadays, noises are also used in a lot of musical pieces and in electronic music. But, is this just noise pollution58?
Can you name a few examples of noisy activities, noisy jobs or things that produce noises?
EE Give your classmates some tips to reduce noise pollution. Use the imperative.
For example: “Don’t shout”.DO’s DON’Ts
______________________ _____________________
______________________ _____________________
______________________ _____________________
1.5 How is the sound transmitted?
Sound begins with the vibration of an object, such as a knock59 on a door. The vibrations are transmitted to our ears by a medium, usually air. The speed60 of a sound depends on the type of medium. It is different if the medium is air, a solid object or water.
What happens to the sound?The ear is very important in this process. The ear has got 3 parts:-middle ear-external ear-inner ear
First, the vibrations are transmitted through61 the auditory canal62 and our eardrums63 start vibrating. Then, the vibration is transmitted through the ear bones64 to the cochlea65. The cochlea has got liquid and this liquid has got sensory cells66. These cells transmit signals to the brain67 and the brain selects, organizes and interprets the nerve impulses68.
55 disturbs us: ens molesta56 unpleasant: poc plaent57 noise: renou/noisy: sorollós58 noise pollution: contaminación acústica59 knock: cop, truc60 speed: velocitat61 through: a través de62 auditory canal: canal auditiu63 eardrums: timpans64 ear bones: ossos de les orelles65 cochlea: coclea66 sensory cells: cèl.lules sensorials67 brain: cervell68 nerve impulses: impulsos nerviosos
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1.6 What is music made up of? Music is made up of69 different symbols. We use these symbols to write and read a score. It’s like cooking, the cook needs different ingredients to cook a meal.The musician needs 5 horizontal lines and 4 spaces to write music on. This is called70 a STAFF.
Then, the musician needs a CLEF: a TREBLE CLEF for high pitches and a BASS CLEF for low pitches
To read music, you have to memorize the names of the NOTES.
You can name the notes as DO RE MI FA SOL LA SI DO´or C D E F G AB C´. When you reach Si or B, you start again.
Ordinary scales have 8 notes, starting and ending with the note of the same name. The scale is divided into tones and semitones. They are the different distances between71 the sounds.
There are two main types of scales: Major scales sound bright72 and cheery73 and they follow the same pattern74:
Tone-tone-semitone-tone-tone tone-semitoneMinor scales sound a bit sadder because they have a different pattern:
Tone-semitone-tone-tone-semitone-tone-tone
69 made up of: feta de70 is called: s’anomena71 between: entre72 bright: animat73 cheery: alegre74 pattern: model, patró
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Apart from these scales, there are other types, like pentatonic or chromatic scales. They follow a different pattern.
ME Type www.exploratorymusic.net/TeacherResources.html – 14kon your computer .You will find some worksheets to print.
Exercise 1: go to the 9th worksheet.It´s a secret message that you have to decipher, writing the letter names of the notes.
Exercise 2:go to the 13th worksheet and do the musical math additions.
Exercise 3:go to he 14th worksheet and do it.
Exercise 4:go to the 15th worksheet and complete the missing notes.
ME Read these scores and find out the missing words.
Hey, _ _ _ _! Are you _ _ _ _? He said to my _ _ _ _
The symbol # represents a SHARP (= sostingut) and the symbol b represents a FLAT (=bemol). When you see a sharp, you play a note half a step higher than a natural note. If you move one step75 lower, you play a flat.When you see a sharp or a flat in front of a note in a bar, all the same notes in that bar are also sharp or flat.
LANGUAGE CORNERDo you remember how to make the comparative? higher than, lower,…Short adjectives -ER THANLong adjectives MORE…THANLook it up in your English grammar appendix!
Sometimes, the musician needs a KEY SIGNATURE after the clef. It indicates how many sharps and flats there are. After the key signature, there is the TIME SIGNATURE: the top number tells you how many beats are in each measure and the bottom number tells you how long each beat lasts.
75 step: pas, passa
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LANGUAGE CORNERRemember!How many? - Quants/quantes?How long? - Quant de temps/ quina duració?
The staff is divided into MEASURES or BARS. The vertical line located between bars or measures, is called the bar line. The bar situated at the end of the melody is called a double bar.
ME Could you write down the bar lines?
A TIE(=lligadura) is a curved line that joins76 two notes of the same pitch together. You have to play or sing them like one note, not like two. Look at the example:
EE There are a lot of specific music words in the last paragraph. Let’s make a list, translate them and add them to your MD.Staff natural bar/measure Clef key signature tone/semitone Scale time signature beat Sharp flat bar line Tie triplet break
76 joins: uneix
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CROSSWORD Complete the crossword below :
10
7 8
15 3
16 2
5 9
1
6 14
4 12
13
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Across:1. It´s also a very important element in music. 4. It´s a group of five lines and four space where we write the music on. 5. It´s the notation of a musical work. 3. a measure 6. A way of communication. 8. It´s the speed of the music. 11. It´s the highness or lowness of a sound. 12. Person who creates music. 13. Person who plays music. 14. It lasts 4 crotchet beats. 15. A sign placed on the staff after the clef and the key signature. 16. It´s a curved line that joins two notes of the same pitch.
Down:2. You use it for high pitches. 3. It´s the vertical line placed between two bars. 6. The third note of C major scale 7. Play very soft 8. How many beats has a dotted minim? 9. A gradual increase in volume. 4. When you see it, you play the note a semitone higher. 10. It´s the sound quality that distinguishes which instrument is playing.
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CHECK YOUR KNOWLEDGE
Fill in the following chart with the values of different types of dotted notes:[12 points]
Notation name Symbol Value Rest Dotted whole note
Dotted half note
Dotted quarter note
Dotted eighth note
II. Match these qualities with the different elements of music. [8 points]
1. High/Low a. Tempo
2. Fast/Slow b. Pitch
3. Loud/Soft c. Dynamics
4. Long/Short d. Duration
III. Translate into British English (and the notes, also in American English) and correct with a classmate. [10 points]
Rodona:
Blanca:
Negra:
Corxera:
Semicorxera:
Negra amb puntet:
Silenci de blanca:
Clau de Sol:
Clau de Fa:
Lligadura:
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IV. Match these terms with the definitions. [12 points]
1.Beat is … a. … the speed of beats
2.Duration means… b. …the organisation of rhythm in bars indicated by two numbers
3.Tempo is… c. …the regular pulse in a piece of music.
4.Time signature is … d. …a group of 3 notes played in 1 beat.
5.A triplet is … e. …the quality that distinguishes which instrument is being played.
6.Timbre is … f. … the length of each sound.
V. How is the sound transmitted? Put the sentences in the right order.[8 points]Sounds begins with the vibration of an object.
__a. Our eardrums start vibrating.
__b. Vibrations are transmitted by a medium, usually air.
__c. The vibrations go from the ear bones to the cochlea.
__d. Vibrations are transmitted by the auditory canal.
__e. The brain interprets the nerve impulses.
__f. The sensory cells in the cochlea send signals to the brain.
__g. The cochlea has got liquid with sensory cells.
__/50
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UNIT 2: RHYTHM AND BEAT. TEMPO TERMS
1.1 Rhythm and beat
We can find rhythm everywhere. It’s what makes music move, but are rhythm and beat the same77?
The rhythm has a beat which is the regular pulse in a piece of music. It is what people tap78 when they listen to music or the pulse of their heart. Now take a minute to feel your heartbeat. Your heartbeat will not always have the same rhythm or tempo. It can change depending on your level79 of activity or other factors.
EE Translate these words and add them to your music dictionary:● Rhythm● Beat● Pulse● Tempo
77 the same: el mateix78 tap: colpejar fluix79 level: nivell
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CUPS ACTIVITY
Class organisation: Everybody in circle having a turned-down80 cup in front of him/her. Students have to play this rhythm.
1st bar1st & 2nd beat: clap your hands3rd & 4th beat: tap with your fingers on the top of the cup, alternating hands
2nd bar1st & 2nd beat: clap your hands3rd beat: tap with your fingers on the top of the cup, alternating hands
3rd bar1st beat: clap your hands2nd beat: take the cup with the right hand and turn it upside down3rd beat: take the cup with your right hand and tap it onto your left palm4th beat: tap the desk with the cup in your right hand
4th bar1st beat: pass the cup to your left hand2nd beat: tap the desk with your free right hand3rd beat: pass the cup to the neighbour on your right with your left hand turning it upside down.
Rhythm is made up with81 sounds and rests which are put together in a pattern82 you can repeat. This is called83 a rhythmic obstinato.Look for a 2/4 song with Queen obstinatoIn a Persian market
80 turn down: girar cap abaix81 made up with: compost per82 pattern: pauta83 …is called: …es diu
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When you repeat a melodic pattern, the obstinato is called melodic obstinato.
Do you know which sound quality the rhythm is related to?... Duration!, that is to say the length of a sound.
1.2 The notation of rhythm
Musical notes do not have the same length or duration. There are long notes and short ones, and all others in between. All of them together form the rhythm. Musicians need a way 84of indicating how long to hold85 each note. This is why each note looks a little different.
This is a semibreve or a whole note, sitting on a line:
This diagram helps you visualize its length. It is showing that the semibreve value fills86 the entire line. If we divide the line into two equal parts, the semibreve would be too big to fit87 in it. We need notes of shorter duration, called minims or half notes:
You can tell88 with this diagram that you need two minims to make a semibreve. The next smaller note value is called a crotchet or a quarter note:
You need four crotchets to make a semibreve or two crotchets to make a minim. This is a mathematical exercise!
There are notes of shorter value, called quavers or eighth notes. They look like89 crotchets or quarter notes with flags:
So, eight eighth notes or quavers have the same value as one semibreve, two minims, four crotchets...and so on90.
Let's look at all the diagrams placed together. You can see the relationships between note lengths very clearly.
84 a way: una manera85 hold a note: mantenir una nota86 fill: omplir87 fit: cabre88 tell: veure, contar89 look like: semblar90 and so on: etc.
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The notation system consists of various combinations of note heads, stems and flags.
ME Let´s remember the values of the notes:
Sign Name in British English
Name in American English
Duration Rest
Semibreve Whole note 4 beats
Minim Half note 2 beats
Crotchet Quarter note 1 beat
Quaver Eighth note ½ beat
Semiquaver Sixteenth note ¼ beat
You can also find notes with a dot located on its right. Do you know what it means?
The dot adds91 half of the note´s value to the previous note. Look at the example:
A minim has 2 beats. If the note has a dot, you have to add 1 beat more (half of 2) to its value, so92 its value is 3 beats.
In the musical notation, we can find also rests.The rest is an interval of silence and we can find different symbols that correspond with a note value.
91 add: afegir92 so: així doncs
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Here you have the most common rests in music:
Note Rest Name
Semibreve rest or whole note rest
Minim rest or half note rest
Crotchet restor quarter note rest
Quaver restor eigth note rest
Semiquaver restor sixteenth note rest
ME Can you write the values of these dotted notes?
Note ValueDotted semibreveDotted minimDotted crotchetDotted quaverDotted semiquaver
LANGUAGE CORNERWith rests, you have to use the word “rest” after the name of the word, like in the example:
e.g. Crotchet rest
INTERESTING WEB PAGEShttp://www.bbc.co.uk/schools/gcsebitesize/music/musicalelements/rhythmandmetrerev1.shtml
ME Could you say these equivalents?
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EE FLASH CARD ACTIVITYForm groups of 4 or 6 people. Place the cards in the middle of the table. Each student picks a card and asks his/her neighbour the question written on it. It can be a translation of a musical concept into English or Catalan, a question about duration or the names of the notes. Pass the card to the neighbour on your left. Take turns to ask. Discard the cards which you have already used.
1. 1.3 Time signatures
Some beats are stronger than others, like the first one of each time signature. This symbol > is used to mark the accent.
Rhythm is organized in bars, so that you can read it. After the treble clef, you will find two numbers that we call time signature . They give us information about the beat: -the top number tells you how many beats there are in each bar.-the bottom number tells you how long each beat lasts93, that is to say what kind of beats. For instance, if the bottom number is a 4 it tells us they are crotchets or quarter notes. If it is an 8, what kind of notes do you think they are?__________
LANGUAGE CORNERRemember:How many: QuantsHow long: Quina durada/ quant de temps
Look at the example:
4/4 means that there are 4 beats in each bar. This time signature is sometimes written as C.3/4 means that there are 3 beats in each bar.2/4 means that there are 2 beats in each bar.6/8 means that there are 6 beats in each bar.
EE Translate these musical terms and add them to your music dictionary:
Time signature, Bar, Accent, Double Time, Triple Time, Quadruple Time
Simple TimesTwo beats in a bar Double Time
Three beats in a barTriple Time
Four beats in a barQuadruple time
Crotchet beats 24
34
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Compound TimesTwo beats in a bar Double Time
Three beats in a barTriple Time
Four beats in a barQuadruple time
Dotted Crotchet beats
68
98
128
93 last: durar
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ME For he is a jolly good fellow
For he is a jolly good fellow (3x)Which nobody can deny
ME Test yourself. Add the missing bar-lines:
In a 2/4
In a 3/4
In a 4/4
1.4 Tempo
The speed94 of beats is called tempo. Composers can indicate tempo in two ways:
-by a metronome, marking95 for example = 77 -by Italian words
Tempo can be slow, fast or in-between and it can change during the piece of music.
What happens when a musician wants to practise a piece of music at a specific tempo? They use a metronome, a device96 that indicates the beat with audible ticks97. It has a stick98 with a piece of metal that you can move up and down to increase99 or decrease100 the tempo.
94 speed: velocitat95 marking: senyalant96 device: instrument, aparell97 ticks: fer tictac98 stick: pal99 increase: augmentar100decrease: disminuir
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1.5 Tempo terms
The following are the most common terms for tempo:
Grave - Very Slow Largo - Lento - Slow Larghetto - A bit101 faster than Largo Adagio - Moderately102 Slow Andante - "Walking" Tempo Andantino - A bit faster than Andante Allegretto - A bit slower than Allegro Allegro - Fast Vivace - Lively103 Presto - Very Fast Prestissimo – Very, Very Fast Moderato - Moderate
Terms indicating changes of tempo:
Accel., Accelerando - Gradually becoming faster Rit., Ritardando - Gradually becoming slowerRubato – Flexible tempo
EE Your teacher will give you a tempo term and you have to represent it without words for your classmates. They have to guess. The person who guesses will have to represent it. Extra points will be given to people who can provide the English translation as well.
AUDITION
Listen to the music “In the cave104 of the king of the mountain” composed by Edward Grieg. Do you know him?
He was born105 in Norway in 1847 and he belongs to106 the Romantic period. His first teacher was his mother. She sent him to study in Germany where he graduated107. He became108 a great pianist and he gave concerts all over Europe. He composed the music for Peer Gynt, a play written by the famous playwright109 Henry Ibsen. This piece of music belongs to it.
101 a bit: un poc102 moderately: moderadament103 lively: animat104 cave: cova105 was born: va néixer106 belongs: pertany a107 graduated: es va llicenciar108 became: es va convertir109 playwright: dramaturg
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LANGUAGE CORNER In English there are two ways to form the Simple Past tense, depending on the type of verb: - Regular verbs form the past simple adding –ed to the base form: e.g. graduate – graduated - Irregular verbs use a different word for the past. You have to memorize it:e.g. send-sent, become – became
After listening to this piece answer the following questions:
1) Tap the beat on the table. Can you guess110 the time signature?________2) Tap the rhythm of the theme on your legs and write it down in the box :
3)Choose the suitable111 tempo term at the beginning:a. Grave b. Moderato c. Adagio d. Allegro
4) True or False? a. The music starts slowly and it gets faster. b. The music starts softly and it gets louder. c. All the instruments of the orchestra play together at the
beginning. d. The beats are regular during all the piece of music e. All the beats are the same, none of them112 are stronger than
others.5) Which musical term in this musical piece is suitable to express changes in…
dynamics?________________tempo?___________________
6) Underline113 the adjectives that describe this music:Firm114, calm, idyllic, sad, repetitive, agitated, brilliant
7) How many times is the theme repeated?
Notice that the length of the notes is short. This is called staccato, an Italian word that means detached or separated notes.
The term legato means the opposite, connected or joined notes.
LANGUAGE CORNERSome adjectives are formed adding the suffix –ed to the base form of a verb:e.g. connect (v) – connected (adj)
110guess: endevinar111suitable: apropiat112none of them: cap d’ells113underline: subratlla114firm: ferm
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8) Let’s play it with the recorder or Orff instruments and body percussion.
1.6 Body percussion*
When we use our body to make sounds, we call it body-percussion. Body percussion can be performed on its own115 or as an accompaniment to a song. We can produce a lot of sounds, but how?
We can find four main116 sounds:
Stomping: stamping the feet against the floor. Tapping either the left, right or both117 thighs118 with hands. Clapping hands together. Snapping or clicking with the thumb and middle fingers.
There are other possible sounds: hitting the chest, whistling, slapping the cheeks with the mouth open, clicking with the tongue against the roof of the mouth, grunting and hitting the buttocks…
What is polyrhythm?
When we play different rhythmic patterns together with one or more instruments, we are making poly rhythm. It’s a simultaneous and independent rhythm.
LANGUAGE CORNERIn English, adjectives are invariable and they always go before the noun: e.g. different rhythmic patterns.
115 on its own: “tot sol”, “només” 116 main: important117 both: tots dos118 thighs: cuixes
* Go to the language appendix
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Play Everybody dance now
Play Tarragona m'esborrona
1.7 The drum set119
119 bateria
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The drum set is a percussion instrument. A person alone120 can use it to make different rhythms at the same time. Coordination is needed121 because he/she has to play different patterns with hands and feet.
INTERESTING WEB PAGE: http://www.musictechteacher.com/musicquizzes.htm
120 tota sola 121 necessita
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WORDSEARCH
Find the words bellow. Words can be found vertically, horizontally, forwards or backwards.
t l p e p t s m i m ot d e r t t o p m e ty o r g e l l a c t ce h d u a s o l r r ta o m o m t t c h o ae t e p e s o o y n nm i n i m d e t t o dp o l y r h y t h m aa m o e a l t n m e nn r s o m p m i a m ts t s t o m p u l s e
pulse rhythm dotted minimrest metronome drum set
allegro andante prestolegato tempo clapstomp snap polyrhythm
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CHECK YOUR KNOWLEDGE
➢ Can you write the values of these dotted notes? [2.5 points]
NOTE VALUE
Dotted semibreve
Dotted minim
Dotted crotchet
Dotted quaver
Dotted semiquaver
➢ Tempo terms. Classify the tempo terms in the box. Are they fast or slow? [1 point]
Adagio Presto Largo Grave Moderato AllegroFast Slow- -- -- -
➢ Is it true or False? Correct the mistakes:[4 points]
1. Rubato is a term which indicates flexible tempo. T/F2. Ritardando is a term which indicates that the tempo gradually becomes faster. T/F3. Accelerando is a term which indicates that the tempo gradually becomes slower. T/F 4. Larghetto is a bit slower than largo. T/F
➢ Write the concept next to its definition:[2.5 points]
DEFINITIONS CONCEPTSPlaying different rhythmic patterns together with one or more instrumentsThe regular pulse in a piece of music.Two numbers situated after the treble clef which gives you information about the beatA device to indicate the beat with audible ticks.Using our body to make sounds
/ 10
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Project 1:INVENTING A CHRISTMAS SONG
INTRODUCTION
Have you ever wanted to write your own lyrics for a piece of music, but you didn't know how to? Have you ever realized that pop songs lyrics are sometimes very bad? Have you ever thought of your Music teacher as old-fashioned?If you've answered “yes”, now it's your chance!
Let's invent together a Christmas song!
You will think of new lyrics for any pop or rock songs you like.Your favourite pop star lends you the music, YOU write the lyrics.
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TASK
Your task is to create the lyrics for a song and play it at the Christmas concert.The lyrics you invent have to be about Christmas, even if it's only to criticize society's hypocrisy.You will be working in groups of four, so pick up some of your best hardworking mates!First, give a name to your group;then, each member has to choose one of the following jobs:
1. Writer: in charge of writing the lyrics and handing them to the English teacher.2. Conductor: responsible for the accuracy during the performances.3. Fashion designer: in charge of the group's look and of finding a unique style for
each group member (clothes and hair during the performances).4. Manager: in charge of communication, contact person with the English and the
Music teachers.If there are more than 4 members in a group, the additional members will assist the others in any way necessary.
PROCESS
Let's start with...
Activity 1
Start singing the song, play it with the recorder or the xylophone, change the lyrics, hand them to your English teacher and finally, perform the new version of the song with your group in the Music
class.
Snow White and the Seven DarwfsHi ho, hi ho, It's off to work we go,
With a shovel and a pick and a walking stick, hi ho, hi ho.
This is the “passing the shoe game”: learn it in sections – first the words, then the shoe patterns. Pass a shoe and place it in front of the person on your right and on the beat. Then teach the “pass, pass, false pass, pass” sequence – or make up one of your own.
Activity 2
1 Start singing and playing the song with the recorder or the xylophone, 2 do the canon,3 change the lyrics, 4 hand them to your English teacher5 and finally, perform the new version with your group in Music class.
Hey ho, nobody at homeHey Ho* Nobody at home*
Meat, nor drink, nor* money have I none*Fill the pot Edie
In the canon, the following voice must start after the *
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Activity 3
Don't you know...?
Oh can't you seeYou belong to me
How my poor heart acheswith every step you take.
1st step
Surf the Net searching for the lyrics of the most famous Rock and Pop music hits. These two websites can help you:
http://www.metrolyrics.com/http://www.azlyrics.com/
but sure you know more!
2nd step
Write down the chorus (NOT THE VERSES!)
3rd step
Invent a new chorus for the song and:➢ hand it to the English teacher➢ sing it to the Music teacher.
Activity 4
Try now with one of Bonnie Tyler's best known singles: It's a Heartache
1st step
Surf the Net looking for the lyrics.2nd step
Surf the Net looking for the chords (it's in C major). Be careful, sometimes it's better to search by the title, sometimes by the singer...
http://www.azchords.com/ http://www.lyrics-p.com/ http://www.chordie.com/
3rd step
Make your own lyrics and hand them to the English teacher.
4th step
Rehearse your version and perform it with your group in Music class.
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ASSESSMENT
Your WebQuest will be evaluated based on the following rubric.At the end of the project you will have two different grades: one Music mark and one English mark.
MUSIC MARK
Assignment Criteria Points
Activity 1 They sing in tune. ___out of 10
Activity 2 Canon can be noticed clearly.It is a tuned and accurate performance in Music class.
___out of 10
Activity 3 The new lyrics go well together with the chorus music.The performance is tuned, accurate and original.
___ out of 10
Activity 4 The new lyrics go well together with the music.The performance is tuned, accurate and original.
___ out of 50
Individual responsability
Developing your own role.Playing and singing well during the performances.
____out of 10
Group dynamicas
The group rehearses properly.Everybody starts and finishes at once.The students hand in the tasks at the required dates.
____out of 10
Total ____ out of 100
ENGLISH MARK
Assignment Criteria Points
Activity 1 Handing the new lyrics to the English teacher on time.Writing the new lyrics without spelling errors.
___ out of 10
Activity 2 Handing the new lyrics to the English teacher on time.Writing the new lyrics without grammar and spelling errors.
___ out of 10
Activity 3Handing the new lyrics to the English teacher on time.Writing the new lyrics without grammar and spelling errors.Differentiating chorus and verse.
___ out of 10
Activity 4
Handing the new lyrics to the English teacher on time.Writing the new lyrics without grammar and spelling errors.Differentiating chorus and verse.Having original and coherent lyrics.
___ out of 50
Individual responsability
Individual responsabilityDeveloping your own role.Having an accurate pronunciation.
___ out of 10
Group dynamicas
The group is well organized.The students hand in the tasks at the required dates.
___ out of 10
Total ____ out of 100
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CONCLUSION
By doing this WebQuest, not only will you have learned how to play in group for an audience, but also you will have learned to surf the web and work in collaboration with your mates.
And now...,finally..., after two weeks...,you are ready to perform your own work!
So... relaxand enjoy yourself!!!!!!!!!
Do not feel overwhelmed!
If you do the activities step by step, you'll do fine.
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UNIT 3: MELODY AND HARMONY.
TEXTURES: HOW MUSIC IS MADE.
3.1 Melody
Melody is a very important element of music. We can define it as a group of notes with some character. It appears122 when you play or sing a group of different notes, one after another123. All these notes can have different pitches and lengths and they are usually repeated and contrasted124 at the same time in a musical piece.
MUSICAL NOTEDo you remember the meaning of pitch and length?Pitch refers to the highness or lowness of a sound.Length refers to how short or long a sound is.
122appears: apareix123one after the other: un darrere l'altre124contrasted: contrastats
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Melody is the horizontal structure of music. It is the easiest part to remember. A lot of popular melodies survive125 from the past to nowadays because they are transmitted across generations126. When we talk about melody we talk about:
➢ Range: The distance between the lowest and the highest note. The range of a melody can be narrow127, medium or wide128. If the lowest note is a C and the highest one is an A, the range is of 6th (=sixth): C-D-E-F-G-A.
➢ Direction: it can be ascending (= going up), descending (=going down) or it can remains129 static (= the same).
➢ Melodic motion: notes can move by short intervals (Conjunct motion) or by large (= big) intervals130 (Disjunct motion).
➢ Form: The parts there are in a melody.
LANGUAGE CORNERDo you remember how to make the superlative?- Short adjectives: the + adj-est eg. Low: the lowest- Long adjectives: the+ most +adj. eg. intelligent: the most intelligent
Let's clarify what an interval is. An interval is the distance between two notes. For instance, the distance between a D and a F is three notes: D-E-F. So, it is an interval of third. What is, then, the distance between the E and the B? .............................................
Intervals can be descending (if they go down) or ascending (if they go up). Also, intervals can be melodic (as a part of the melody) or harmonic (as a part of the harmony).
LANGUAGE CORNERTo talk about intervals we use ordinal numbers.
a) Melodic
Could you say what kind of intervals are they? Could you say if these intervals are ascending or descending?
b) Harmonic
125survive: sobreviure126across generations: de generació en generació127narrow: estreta, 128wide: ampla129remain: mantenir130for the definition of interval, see below
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ME Activity 1
Click the following webpage http://makingmusicfun.net/
1. Go to PRINT IT! and click PRINT IT! Index.2. Go down and you will find FREE PRINTABLE MUSIC THEORY SHEETMUSIC.
Click FREE INTERVAL WORKSHEETS.3. Try to do the four exercises!
ME Activity 2
COMPOSING YOUR OWN MELODYCompose a melody of 8 measures using the notes C, D, E, G and A.Write the time signature, the range. Don’t forget to write the treble clef!
ME Activity 3
Click the following webpage, go to COMPOSE YOUR OWN MELODY and follow the instructions:
http://www.musicatschool.co.uk/year_7/melodicphrase_worksheets.htm
3.2 Harmony
It is a group of notes that supports131 the melody. They are the vertical structure of the music and they give mood132 to the music. If the harmony changes, the melody will sound very different. The chords and arpeggios form the harmony.
What is a chord? It is a group of notes which sounds at the same time and which is written one above the other. The most common chord in Western music is the triad chord. It is a combination of 3 notes and we can build133 them on every note of the scale.Look at the example: C major chord
131support: donar suport132mood: ambient, estat d'ànim, sentiment, 133build: construir, montar
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LANGUAGE CORNERBe careful: Chord is pronounced /ko:d/
If these chords notes sound one after another, we call it arpeggio.
You can use chords and arpeggios to make an accompaniment for a song.EE Look for the names of these concepts in Catalan and add them to your music vocabulary:
Range: Disjunct motion:
Direction: Scale:
Melodic motion: Harmony:
Interval: Accompaniment:
Chord: Triad Chord:
Form: Arpeggio:
Conjunct motion:
3.3 Textures: How music is made
The texture describes how the tune and supporting harmony are woven134 into a piece of music:
- Monophony: a single line of melody. It is usually a solo, unaccompanied, unison...
134woven-weave: teixir
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- Homophony: melody with harmonic accompaniment. It is usually a strong lyrical melody with chordal accompaniment (like in the pop songs).
− Polyphonic: melodies weaving together. It is usually a canon or different melodies going rhythmically independent.
ME Activity 4Can you write down the name of these popular melodies?
1)_________________
2)_________________
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3)_________________
4)_________________
5)________________
6)_________________
7)_________________
8)_________________
9)__________________
10)_________________
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CROSSWORD
Harmony
Melody
Interval
Range
Form
Monophony
Melodic
Polyphony
Arpeggio
Homophony
Chord
Direction
Ascending
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WORDSEARCH
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CHECK YOUR KNOWLEDGE
Let’s do a little quiz! Form groups of three people. You have 15 minutes to answer these questions about the unit. You MAY NOT look at your photocopies!
I. Define melody [2 points]
II. Name the types of melodic motion. [1 point]
III. What is the difference between range and interval? [2 points]
IV. Write what you can about these intervals. [3 points]Give information about:
1. The distance (Remember to use ordinal numbers!)2. Melodic or harmonic?3. Ascendant or descendent?
1-2-3-
1-2-3-
1-2-3-
1-2-3-
1-2-3-
1-2-3-
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V. What gives support to the melody in a piece of music? [0,5 point]
VI. What’s the difference between chord and arpeggio? When do we use them? [1 point]
VII. A canon, is it a polyphony or homophony? [0,5 point]
Now, exchange your answer sheet with another group. Correct your classmates’ answers. The group with the highest score gets a prize!!!Good luck!
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UNIT 4: DYNAMICS, EXPRESSION TERMS AND FORM IN MUSIC
1. DYNAMICS
In music, dynamics normally refers to the softness135 or loudness136 of a sound or note, e.g. “pianissimo” or “fortissimo”. Traditionally, dynamic markings137 come from Italian, but there is nothing wrong with simply writing things like "quietly" or "loudly" in music. “Forte” means loud and “piano” means soft. In the past, the name of the piano (instrument) was the "pianoforte" because it could play dynamics, unlike138 earlier popular keyboard instruments like the harpsichord139.
LANGUAGE CORNERBe careful! Don't mix these words:
Softness (noun) - Loudness softest (superltive) - loudest softer (comparative) - louder soft (adjective) -loud
135 Softness: Qualitat de só fluix136 Loudness: Qualitat de só alt137 Markings:senyals, marques138 Unlike: a diferència de139 Harpsichord: clavecí
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The two basic dynamic indications in music are➢ p or piano, meaning140 "soft." ➢ f or forte, meaning "loud" or "strong", can also mean "deep".
More subtle degrees 141of loudness or softness are indicated by:
mp, standing for142mezzo-piano, meaning "moderately soft" and mf, standing for mezzo-forte, meaning "moderately loud".
Beyond143 f and p, there are also
ff, standing for "fortissimo", and meaning "very loud" and pp, standing for "pianissimo", and meaning "very soft".
Dynamic indications are relative144, not absolute145. For example, mp does not indicate an exact level of volume, it only indicates that music in a passage so marked is a little louder than p and a little quieter than mf. Interpretations of dynamic levels depends on the performer.
Abbreviation Italian word English meaning
pp pianissimo very quiet
p piano quiet
mp mezzopiano medium quiet
mf mezzo forte medium loud
f forte loud
ff fortissimo very loud
cresc crescendo getting louder
dim diminuendo getting quieter
1.1. Gradual changes
In addition, there are words to indicate gradual changes in volume. The two most common are crescendo, sometimes abbreviated to cresc., meaning "get gradually louder"; and decrescendo or diminuendo, sometimes abbreviated to decresc. and dim. respectively, meaning "get gradually softer".
● crescendo: becoming louder ● decrescendo or diminuendo: becoming softer ● morendo: dying away146 ● marcato: stressed, pronounced ● sotto voce: soft, subtle
140 Meaning: que significa141 Subtle degrees: graus subtils (delicats)142 Standing for: que significa143 Beyond: més enllà144 Relative: relatiu 145Absolute: absolut146Dying away: fer-se inaudible
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1.2. Sudden changes
Sforzando indicates a strong, sudden147 accent and is abbreviated as sfz . Fortepiano indicates a forte followed immediately by piano and is abbreviated as fp.
1.3. Accents
Sometimes a composer wants a particular note to be louder than all the rest, or wants the very beginning of a note to be the loudest. Accents are markings used to indicate these especially-strong-sounding148 notes.
EE There is a lot of new specific vocabulary. Make sure you add these new words to your MD.
Dynamics : Degree of loudness:Soft: Degree of softness:Loud: Marking:Quiet: Indication/indicate:Strong: Level of volume:Interpretation: Music passage:Gradual change: Sudden change:Stressed/pronounced: Subtle:Get louder: Become softer:Accent:
EE Let's play Hangman with these new words.
2. EXPRESSION TERMS
As you know, a lot of musical terms are in Italian. Do you know why? Because a lot of composers of the Renaissance Period were Italian and they used many indications for the first time. Here you have some of them:
affecttuoso with feeling, tenderly grazioso gracefully,with charm
agitato agitated and fast legato smoothly and connected
animato animated maestoso majestic
cantabile in a singing style rubato taken out of tempo
dolce sweetly scherzando playfully
espressivo expressively staccato short and detached
giocoso humorously Tranquillo Calmly, peacefully
147 Sudden: sobtat, instantani148 Specially-strong-sounding: que sona especialment fort
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EE Translate all these expressions terms into Catalan and add them to your MD.
EE Let's play Bingo. Draw a table of 6 squares and write an expression term in English. When you hear the teacher say the equivalent Italian term, cross out
the square and write its translation. You win when you've crossed out all the terms in a row or on your card.
3. FORM
What is form?
Every piece of music has a structure or form. You can analyze every piece of music like you can analyze every word you write.You can enjoy the music without analyzing its form, of course, but it helps to understand and perform it.Form is the basic structure of a piece of music.
3.1. What does a composer need in order to make a composition?
-repetition: you can repeat any element you want (notes, phrases, themes, dynamics...). Most of the popular songs uses it
-contrast : you can mark the difference between two notes, phrases, themes, dynamics... A new theme appears.
-variation : the melody varies during the composition. The first theme is usually a simple one and after this, the composer writes the variations he/she wants. This form is called the theme and variation form and it can be written like this: A A1 A2 A3 A4...
3.2. The most common forms
Binary form A B or A A B B
Ternary form A B A
Rondo A B A C A...
Strophic form A A A AA...
Theme and variations A A1 A2 A3 A4...
Canon A-----------------------------------------A----------------------------------
A---------------------------A--------------------
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BINARY FORM
A piece of music with two different sections, an A section and a B section, is a binary form. We can repeat both sections. Section B contrasts with section A and the two themes sound different.
Section A Section B
This is a traditional dance from the Basque country.
Can you underlin section A?Can you circle section B?
TERNARY FORM
In a ternary form, the A section returns after a contrasting B section. It is a musical sandwich.It has three sections that repeat. Section A contains the first composer´s musical idea. Section B is a contrasting idea and the last section A can be the same as the first or can vary a bit.
Section A Section B Section A
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Copy section A:
Section B
Twinkle, twinkle, little star,How I wonder what you are.Up above the world so high,Like a diamond in the sky.Twinkle, twinkle, little star,How I wonder what you are!
When the blazing sun is gone,When he nothing shines upon,Then you show your little light,Twinkle, twinkle, all the night.Twinkle, twinkle, little star,How I wonder what you are!
Then the traveler in the darkThanks you for your tiny spark;He could not see which way to go,If you did not twinkle so.Twinkle, twinkle, little star,How I wonder what you are!
In the dark blue sky you keep,While you thro' my window peep,And you never shut your eye,Till the sun is in the sky,Twinkle, twinkle, little star,How I wonder what you are!
RONDO FORM
In this form, the main theme, A, keeps coming around or repeating after contrasting sections. These sections are called episodes.Section A is always alternated with a new one.
Section A Section B Section A Section C
Section A Section D Section A Section E ...
Look at the music score Te deum composed by Charpentier and answer the questions:How many sections does this piece have?
Could you fill the gaps with the letters of the form?
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Copy section A:
Section B
Section C
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STROPHIC FORM
Strophic song in a song is when we use the same music for every verse.
Centuries ago, when televisions did not exist, people in Majorca used to149 sing ancient150 stories about love or traditions, called romanços. The composer of the song was anonymous and the most important thing was the lyrics so the musical form of the romanç was the strophic.
Nou Romancer: La donzella i el mariner
A la vorera del mar, hi ha una donzella,que brodava un mocador, que és per la reina.Quan el té a mig brodar, li mancà seda.Mariner, bon mariner, que portau seda.De quin color la voleu, blanca o vermella?Vermelleta la vull jo, que és millor seda.Pujau, pujau dalt la nau, triareu d’ella.Mentre va mercadejar, la nau pren vela.Mariner es posar a cantar, cançons novelles,i amb el cant del mariner, s’és dormideta.I amb els aires de la mar, ella es desperta.Quan ella s’ha despertat, fou lluny de terra.Mariner, bon mariner, tornau-me a terra,que a mi els aires de la mar, me donen pena.Això sí que no ho faré, que heu de ser meva,set anys fa que vaig pel món, per vós donzella.De tres germanes que tenc, som la més bella,una porta vestit d’or, l’altra de seda,l’una és casada amb un duc, l’altra és princesa,i jo pobreta de mi, marinereta.No en sou marinera, no, que en sereu reina,que jo en som el fill del rei, de l’Anglaterra,que jo en som el fill del rei, de l’Anglaterra.
THEME AND VARIATIONS
As in the strophic form, the “only” theme repeats indefinitely, but it varies each time. Each variation is a recognizable version of the main theme but with some differences.
Section A Section A1 Section A2 Section A3...
149 Used to150 ancient
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Haydn: Emperor Quartet. 2nd movement
This is the theme of the string quartet. After this, there are 4 more variations.
Which instruments play in a string quartet?
Who plays the melody in each variation?
Theme 1st variation 2nd variation 3rd variation 4th variation
What is the tempo of the piece?
CANON
It is a form with a melody with one or more imitations of that melody played after a few beats151.
A-----------------------------------------A----------------------------------
A---------------------------A--------------------
The Red Book of Montserrat152: Laudeamus Virginem
151 A few beats: unes quantes pulsacions152The “Llibre Vermell de Montserrat” is a collection of medieval songs from the 14th century.
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3.3 How can we vary a theme?
a)Start with a simple melody
Popular: Frêre Jacques
b) Change the tune into a minor tune.
c) Add notes to he theme like a melodic decoration.
d) Change the time signature or the rhythm.
e)....
ME Read the following instructions and compose a ternary form in C major.Instructions:
a. Each section must be 1534 measures longb. Start and end section A on C, and section B on G.c. Label A, B, and A sections
EE What are the names of the different forms in Catalan? Add them to your MD.
EE Make groups of 3 people. You have 2 minutes to learn as many words as you can from this unit. Close your books and write down all the words you remember on a piece of paper . The group with the highest number of words wins.
153 Must be: ha de ser
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AUDITION ACTIVITY
Listen to the following music pieces and write their forms: Audition Composer Title Musical Form
Nº 1
Nº 2
Nº 3
Nº 4
Nº 5
Answer the following questions about the composers listed above154:
When was he born? When did he die?
What instrument/s did he study?
Write the name of his most well- known155 musical pieces.
154 Above: dalt155 Well-known: ben conegudes
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MATCH-UP WORKSHEET
Write the letter of the correct match next to each word:
1. Crescendo a. AB or AABB
2. sotto voce b. short and detached
3. diminuendo c. in a singing style
4. sforzando d. soft
5. legato e. ABACA...
6. staccatto f. AAAAA
7. binary form g. very soft
8. rondo h. ABA
9. strophic form i. sweetly
10. ternary form j. a strong and sudden accent
11. cantabile k. becoming softer
12. dolce l. smooth and connected
13. ff m. becoming louder
14. pp n. very loud
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CHECK YOUR KNOWLEDGE
I. Complete this table [10 points]
Indicator Italian term English term/explanationffmpsfzdimfp
II. Match these definitions with the concepts.[10 points]
➢ Form a. …is a gradual change in volume meaning “dying away”
➢ Accent b. ….tell us about the mood in a piece of music
➢ Dynamics c. … is the basic structure of a piece of music.➢ Morendo d. …is a marking used to indicate a strong -
sounding note.➢ Expression terms e. …is an element of music which refers to the
loudness or loudness of a sound.
III. What does a composer need to make a composition? [6 points]
IV. Write the name of 4 different types of forms and their structure. [8 points]
V. Give the Catalan or the English term for these expression terms.[6 points]
“In a singing style” “Taken out of tempo” “Short and detached” “Grazioso” “Scherzando” “Legato”
GRADE: ……./40
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Project 2:ORCHESTRAL INSTRUMENTS PROJECT
PROJECT DESCRIPTION
Poster presentation about one family of orchestral instruments.
WHAT FOR?
Objectives:
At the end of this project you will be able to:
➢ Explain the most important characteristics of one family of orchestral instruments
and describe the different instruments within that family.
➢ Make up a visually-attractive poster which summarises the information you have
collected.
➢ Present the poster with the information to your class.
➢ Understand and actively listen to you classmates´presentations.
➢ Show in a test your acquired knowledge of orchestral instruments.
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HOW?
➢ You will work in groups of 3 or 4 people.
➢ Divide the workload evenly among the members of the group. Remember that your
active participation in the task is required.
➢ Within the group there should be a leader (who organises the work), a secretary
(who records everything his/her group has decided in writing), a time-watcher (who
controls the time and prevents his/her team mates from losing time) and a
spokesperson (a student who asks the teacher any doubts and transfers the
information back to his/her classmates).
WHAT?
At the end of this project you have to:
Hand in the poster and a questionnaire for your classmates.
Present the contents of the poster to your classmates.
Choose an audition to illustrate best your presentation.
Test your classmates with 5 made-up questions about your presentation.
1. Requirements on the poster:
On the poster there should be information about:
− Name of the family of instruments and main description.
− Names and drawings of the most important instruments representing the chosen
family.
− Definition of each instrument, with special emphasis on how the sound is produced.
− The layout of the orchestra.
2. Requirements on the presentation:
•15 - 20 minutes long
•During the presentation all members of the group are required to talk the same amount
of time.
•No reading will be allowed.
•Provide difficult vocabulary to your classmates or repeat if necessary.
3. Requirements on the questionnaire:
5 made-up questions about your presentation to test if your classmates were
listening carefully. Don´t make them too difficult!
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WHEN?
Date What to do in class? What to do at home? Finished?Week
…
Project presentation
1 Choose your group and
the roles.
2 Divide the tasks
Look for information
and possible auditions
Week
…
Each group reads and
summarises the
information
Look for information
and possible auditions
Week
…
Start on the poster: form,
content,…
Finish draft poster
Week
…
Hand in a draft of the
poster to the teacher
Prepare presentation in
English class.
Make up questionnaire
and make copies.
Practise presentation at
home.
Week
…
Present your poster to the
class.
Hand in poster and
questionnaire.
Practise presentation at
home.
Week
…
Present your poster to the
class.
Test on orchestral
instruments.
Study for test
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WHAT DO I GET FROM IT (apart from learning English and Music)?
Evaluation:
1. A final grade for English class, which will be the average of the following parts:
Poster (40%, group grade). Grade based on accuracy, clarity and creativity.
Poster presentation and questionnaire (20% group grade). Based on accuracy,
structure and clarity.
Individual presentation (20%, individual grade). Based on fluency, accuracy and
pronunciation.
Group work ( 10% group grade). How did the groupwork go ?
2. One grade for Music class:
1. 50% Poster presentation (group grade)
2. 50% Test on instruments (individual grade).
Remember!!
•Delays won´t be allowed and will be penalised with the extraction of points.
•All group members have to participate equally. If a student doesn´t carry out his/her
task, he/she will be penalised with the extraction of points. ]
We hope you enjoy this project!
Your teachers
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YOUR GROUP
Fill in this form and give it to your teacher when asked.
MEMBERS OF THE GROUP AND ROLES
Name Role Phone
number
DIVISION OF TASKS
Name Task related to poster Part of presentation
Answer these questions:
1. Did you have any problems working together? If so, were you able to solve them
yourselves? Did you need the teacher´s help?
2. What would you improve next time?
3. Give a grade to how your group.worked together: ......................
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UNIT 5: MUSICAL INSTRUMENTS
5.1 Musical instruments
Musical instruments are divided into families. The members of one family of instruments have things in common, like people in human families can look and sound similar. There are different ways of classifying musical instruments:
A. We can group them according to 156 how their sounds are produced , which is the most accurate way:•Chordophones: The sound is made157 by vibrating the strings, like in the violin.•Aerophones: The sound is produced by vibrating air, like in the flabiol.•Membranophones: The sound begins with the vibration of a streched158 membrane or skin159, like the timpani. •Idiophones: It´s the vibration of the instrument itself that is the main source160 of the musical sound, like the xylophone.•Electrophones:They rely on161 electronics instead of162 a resonator to produce and amplify the sound, like the keyboard.
EE There are a lot of new words in this unit. Don’t forget to write them down in your MD and translate them. Sound Vibrate/vibration Resonator Chordophones/aerophones/ … Amplify
B. The most common classification, however, is the one that divides the instruments in four families: strings, woodwinds, brass and percussion.
156 According to:Segons157 …is made …: Es produiex, es fa158 Streched: Tesa/tensada159 Skin: Pell160 Source: Font161 Rely on: Depenen162 Istead of: En lloc de
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STRING163 INSTRUMENTS
Four stringed instruments are commonly used in the modern orchestra: violin, viola, cello and double bass. All are made of wood164 and have four strings.They are usually played by:
-BOWING: You draw a bow165 across the strings.
-PLUCKING : You pluck166 the strings with your fingers like with the harp or the guitar or with a little piece of plastic called pick167, like in the guitar or mandolin.The violin, viola, violoncel and double bass can also be plucked.
The violinThe violin is the smallest member of the string family. It´s a very popular instrument and it has a very wide range (=tesitura ampla). It has 4 strings and its tone is sweet and clear .It´s commonly used in solos of the orchestra.The body of the violin is made of wood.They exist in different sizes (=talles): full-size, half-size or quarter-size, for younger students.
The bow is made of horsehair.
If the string is short and thin, the sound will be higher and if the string is long and thick, the sound will be lower.Italy was an important country of violin makers. A lot of families became famous making violins, using the best materials to produce a beautiful sound.The Stradivarius, Amati and the Guarnieri were luthiers from Italy.Do you know what a luthier is?Did you know...? Mr Antonio Stradivari was an Italian violinmaker who lived between 1644 and 1737. His violins are considered the best ever made168 and they are still the most prestigious of all. Nowadays, a Stradivarius violin could cost about 1.5 million euros!
163 String: Corda164 Wood: Fusta165 Draw a bow/bowing: Passar l’arc166 Pluck: Puntejar167 Pick: Pua168 Best ever made: Que s’han fet mai
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WOODWIND INSTRUMENTS
Woodwinds169 were all originally made of wood. Now, they are made of metal or wood. Their different shapes170 and materials give them a variety of sounds. They have the form of a tube with keys171 you can press with your fingers. Some instruments have reeds172 to produce their sound. Clarinets and saxophones have a single reed, while173 oboes and bassoons have a double reed. They use vibrating air to produce sounds.The sound is produced by BLOWING174 through a hole175 (flute, recorder) or a reed (clarinet, oboe...).
Some of the woodwind family instruments that we can find in an orchestra are the flute, the clarinet, the oboe and the bassoon.
If the tube is longer, the sound will be lower and if the tube is shorter, the sound will be higher.
The bagpipeCould you draw a bagpipe? Try to indicate the name of its parts.
This is a traditional woodwind instrument around Europe.It´s a double reed instrument and it has been played in Majorca for centuries. Do you know its name in Catalan?The parts of the bagpipe are: chanter,bag,blowpipe,bass drone, tenor drones. Can you guess what these parts are?
Fill in the gaps.Parts English name Catalan name1 Bufador
2 Sarró o sac
3 Grall
4 Bruma
5 Fiols
169 Woodwinds: Instruments de vent fusta170 Shape: Forma171 Key:Clau172 Reed: Canyeta173 While: Mentre que174 Blow: Bufar175 Hole: Forat
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BRASS176
These instruments are made of metal. Their sound is produced by BLOWING and BUZZING177 the lips against the mouthpiece. The orchetral brass instruments are: the trumpet, the French horn, the trombone and the tuba.Their sound is louder than the woodwinds and they are commonly used in military bands playing outdoors.
The tromboneCould you draw a trombone? Trombonists use the slide (=”vara”) and the shape
of the lips to change the pitch.
They hold (=”agafen”) it with the left hand while moving the slide back and forth (= “cap envant I enrera”) with the right hand.
The trombone sounds wonderful. In orchestras they play harmonies and also, great solos.
176 Brass instruments:Instruments de vent-metall177 Buzz:Brunzir
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PERCUSSION
The percussion family is very big and includes a variety of different instruments. The sound is produced by HITTING178 or SHAKING179.
There are two types of percussion instruments. There are the ones you can play tunes180 with, which are called tuned percussion. There are also percussion instruments you just hit and these are called untuned181.
ME Classify the instruments below in tuned/untuned, membranophones or idiophones. Be careful! The same instrument can be written in two columns. E.g. the bass drum is untuned and a membranophone:
PERCUSSION Tuned Untuned Membranophones IdiophonesBass Drum X X
178 Hit: Copejar179 Shake: Agitar180 Tune:Tonada181 Tuned/untuned: Determinats/indeterminats
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ME Let’s see how much you remember. Work in groups of 4 students. Find the missing information in the text. You have 5 minutes. The quickest wins. Go!
➢ You can group instruments in four families: strings, ………….., brass and percussion. ➢ Which instruments produce sound by vibrating strings? …………………….➢ Membraphones are classified according to ……………….. of the resonating body.➢ Cello is a ………………….. instrument.➢ The viola is the smallest stringed instrument. TRUE / FALSE➢ How do you play a woodwind instrument? ………………………………………➢ The woodwind members of the orchestra are the flute, …………, clarinet and
………………..➢ In aerophones the sound is produced by ……………………..➢ What´s the difference between brass and woodwinds? ………………………..➢ What type of instrument is a triangle? …………………...
EE A. When talking about the different instruments, it’s important to know how their sound is produced. In pairs, play a guessing game. One student mimics the meaning of these verbs and the other tries to guess the verb in English. For extra points, name instruments that are produced in this way. Keep score!
BLOWING DRAWING A BOW HITTING PLUCKINGBOWING SLIDING SHAKINGSTRIKING BUZZING PRESSING KEYS
B. Let’s play charades, but with instruments. One student gets the name of an instrument and his/her classmates have to guess which one it is by asking questions. The answers can only be Yes or No! Have a look at the type of questions you can ask:
e.g. Is it a strings/brass/woodwinds/percussion… instrument? Yes, it is /No, it isn’tIs it an idiophone/membranophone…?Is it made of wood/metal/plastic…?Do you play it by blowing/ striking/…? Yes, you do/ No, you don’tDo you use your fingers/ a bow to play it?Is it big/small/long/short/round…?Is it bigger/smaller than…?Has it got a low/high sound..? (Yes, it has/ No, it hasn’t)
5.2 What is an orchestra?
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The orchestra is a group of musicians and their instruments playing together. It is divided into different sections. It´s very organized!Copy the common schedule plan for the orchestra from the blackboard:
ME Can you write where the different families are located? Fill the gaps
The string family is located182__________________the conductor.The woodwind family is located_______________the strings.The percussion is located____________________of the orchestra.The harp and the piano are located_____________of the wind family.The brass family is located___________________.
LANGUAGE CORNERBefore doing this exercise remember the prepositions of place in English:Behind Next to In front of On the left/right At the front/back Between …. …….
182 … is located:està situat
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5.3 The conductor
A conductor is the person who leads183 the musicians.He guides them and makes them play louder, softer, faster, slower...A conductor uses his or her whole body, not only his hands: legs, feet, arms, …The expression of the conductor´s face is very important. Eyes are especially useful184 to communicate with the musicians.
Sometimes, conductors wave185 their hands with a thin stick186 that is called the baton187. Occasionally, with the excitement of the music, the conductor loses188 the baton and it goes flying!
The conductor also chooses the pieces the orchestra has to play and he attends the rehearsals189. He corrects the musicians, if they play a part of the piece incorrectly, just like teachers do with their students!
ME As we said before, the orchestra is organised in four sections or families of instruments and their sound is produced in different ways. Fill in the gaps:
SECTIONS INSTRUMENTS HOW THE SOUND IS PRODUCED
Plucking and bowing with a bow sliding across the strings.
Blowing on a single or double reed, except the flute and the piccolo.
Trumpet, trombone, tuba and French horn.
Percussion
Striking190 with different kinds of sticks, striking them together, hitting them with your hands or shaking.
EE There is a lot of new vocabulary to learn. Add these terms to your music vocabulary.Bow tuned / pitched instruments:Reed untuned / unpitched instrumentsValves slide Sticks
183 Lead:Dirigeix184 Useful:Útil185 Wave: Moure186 Stick: Vareta187 Baton: Batuta188 Lose: Perdre189 Rehearsal: Assaig190 Strike: Copejar
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ME Now, you are a musical detective and you need to know where the following instruments sit in an orchestra.
Read the following instructions and you will find out the right answer. One, two, three and…go!
- Percussion instruments sit at the very back of the orchestra.-The harp occupies the smallest space on the left and the 1st violins sit at the front, next to the harp.-The 2nd violins sit next to the the 1st . -The violas are directly in front of you.- Double basses are behind the cellos and that’s where the string section finishes.-The flutes are behind the violas, on the left.-The oboes sit next to the flutes and are directly in front of the bassoons.-The clarinets sit next to the bassoons and in front of the horns.-The trombones and tubas sit in a place behind the bassoons, on the right and the trumpets sit next to them.
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5.4 Chamber music
Chamber music191 is composed for a small group of people and it was originally performed192 in rich people’s homes as entertainment.Rich people used to pay musicians to come and play in their “chambers” and for this reason, the music composed for this private performances is called chamber music.
The name of the main chamber groups are these: Duet, Trio, Quartet, Quintet, Sextet, Septet and Octet. They don´t need a conductor, because there are few people. Instead, one of the players leads the group.
Composers always compose chamber music thinking of specific music instruments.The most popular types are:
String trio: violin,viola,cello.
String quartet: violin 1, violin 2, viola, cello.
Piano trio: piano, violin, cello.
Brass Quintet: 2 trumpets, French horn, trombone, tuba.
191 Chamber music:Música de Cambra192 Perform(v)/performance(n): representar/representació
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ME Click the following web page: http://www.artsalive.ca/en/mus/instrumentlab/, and go to Instrument lab.
A-Draw the string instruments, write their characteristics and listen to them.
STRING INSTRUMENTS
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B-Draw the wind instruments, write their characteristics and listen to them.
WIND INSTRUMENTS
C-Draw the percussion instruments write their characteristics and listen to them.
PERCUSSION INSTRUMENTS
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ME Listen to the following instruments. Guess the instrument that is playing and complete the chart:
Instruments Instrumental family
1st.
2nd.
3rd.
4th.
5th.
6th.
7th.
8th.
EE LET´S MAKE COMPARISONS...
Write comparisons between instruments within each instrumental family using the comparative and the superlative. You can compare the size, the pitch, the length of the strings, how they sound...
STRING FAMILY
Ex. The violin is the smallest instrument in the string family.________________________________________________________________________________________________________________________________________________
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WIND FAMILY
________________________________________________________________________________________________________________________________________________
PERCUSSION FAMILY
________________________________________________________________________________________________________________________________________________________________________________________________ 5.5 Human voice.
Is our voice a musical instrument?
Of course! Our voice is the most natural instrument in the world and the oldest one, as well. It doesn´t cost money and like other instruments, you don´t need a case to put it in, you don´t have to polish it, but it needs care, nonetheless.
How can we produce the voice?
We produce it with our two vocal cords193, two pairs of folds194 of mucous membrane located across the larynx that start vibrating when the air goes through them. You take a big breath195 to produce a long note, like a wind player.
HAVE A LOOK!If you are really interested in watching real vocal cords in action, you can watch the following video:http://es.youtube.com/watch?v=iYpDwhpILkQ
Men and women have different vocal chord sizes. Adult males, for instance, have larger vocal chords and they are usually lower pitched.
193 Vocal cords:Cordes vocals194 Fold:Plecs195 Take a breath:Aspirar
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Types of voices
We can find different types of voices depending on its pitch:
Female voices
Soprano: It´s the highest voice.Mezzosoprano: The pitch of this voice is between the soprano and the contralto.
Alto: It´s the second highest voice
Male voices
Tenor: It´s one of the highest male voices.Baritone: The pitch of this voice is between the tenor and the bass.Bass: It´s the lowest voice.
The choir is a group of voices. A conductor leads them, like in an orchestra. Many people can sing quite well and singing together with others can be a satisfying experience. A choir can sing without instrumental acompaniment. Then, it´s called a capella. It can also sing together with an orchestra, like in Beethoven´s 9th Symphony, where we can find the famous Ode to Joy. Do you know it?
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CHECK YOUR KNOWLEDGE
I. WHICH IS WHICH? [22 points]Label the following instruments and write the instrumental family they belong to:
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II. Match the instrument with its definition [20 points].
1. An untuned percussion instrument made of wood._____
A. Organ
2. A percussion instrument consisting of a metal plate that you strike with a drumstick._____
B. Tuba
3. Wind instrument whose sound is produced by pipes with air running inside it. It has a keyboard.____
C. Triangle
4.A large stringed instrument.The musician holds it upright while playing. _____
D.Saxophone
5. A brass wind instrument with a brilliant tone._____
E. Gong
6. A woodwind instrument with single-reed. _____
F. Castanets
7. It has the lowest pitch of the string instruments.
G. Bass string
8. This brass instrument has the lowest pitch of the brass instruments._____
H.Trumpet
9. A percussion instrument consisting of a metal bar in the shape of a triangle._____
I.Trombone
10. A brass instrument consisting of a long tube with slides.____
J.Violoncel
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III. Which family or families of instruments are played by…? Give examples. [8 points]
By striking
By blowing and buzzing
By bowing
By blowing through a hole or a reed
By shaking
By hitting
By plucking
By drawing a bow
……./50
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UNIT 6: MUSIC IN FILMS
Music plays a very important part in film making. Even in the early days, silent films were accompanied by 'live' music, usually a piano or a chamber ensemble. Then in the late 1920's196, the soundtrack was invented. The voices of the actors and the background music could be recorded. OST means Original Sound Track. It is the music of the film.
6.1 OST
In movies, soundtrack is a contraction of "sound track" and it is an audio recording197 created for a film. Each dialogue, sound effect or piece of music in a film has its own separate track198 (dialogue track, sound effects track, and music track), and these are mixed together.
The abbreviation OST is often used to describe the musical soundtrack on a recorded medium, such as CD, and it stands for Original Soundtrack (BSO in Catalan, that stands for Banda Sonora Original).
196In the late 1920's: A final dels anys 20.197Recording: Gravació198Track:Pista
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LANGUAGE CORNER
Do you remember Passive Voice? In this chapter there are a lot of examples. Can you transform them into active voice?
“The abbreviation is often used …” ==> People …
“Silent films were accompanied by 'live' music” ==> Live music …
“The soundtrack was invented” ==> Somebody …
Spot the grammar! What's the structure of passive voice?
In the soundtrack genre199 there are three types of recordings:
1. Musical film soundtracks which concentrate on the songs themselves. (Examples: “Mamma Mia”, “Moulin Rouge”) 2. Film scores which concentrate on the background music. (Examples: “Star Wars”, “”Braveheart”) 3.Albums of pop songs. Sometimes, you hear the whole200 song or part of it in the background of non-musicals. (Examples: “Love Actually”, “When Harry Met Sally”)
The term “soundtrack” now most commonly refers to the music used in a film (or television show), and/or to an album sold containing that music. Soundtrack may also refer to music used in video games.
6.2 Film scores
A film score is a broad201 term referring to the music in a film, which is different from the songs used in that film. The term soundtrack is often confused with film score. A soundtrack can include songs featured202 in the film and also, previously released203 music by other artists. A score, on the other hand, is written by the original film's composer specifically to accompany a film. Each individual piece of music is generally a composition for instruments (e.g. orchestra). Since the 1950s, a growing204 number of scores are electronic or a mixture of orchestral and electronic instruments.
199Genre: Gènere200Whole: Tota/Completa201Broad: Ample202Featured: ...que surten203Release: Publicar, 204Growing: Cada vegada més nombrós
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6.3 Leitmotiv
A leitmotif (also leitmotiv; lit. "leading motif") is a recurring205 musical theme, associated with a particular person, place, or idea.
It is usually a short melody, but it can also be a chord progression206, a few notes or even a simple rhythm.
ME Do you know the film? Who is the composer?
The word is usually used when talking about dramatic works, especially operas, although207 leitmotifs are also used in other musical genres, such as208 instrumental pieces, cinema, and video game music. Leitmotifs are very common in film scores. A well-known example is the Star Wars Imperial March associated with Darth Vader in the Star Wars series of films:
and the Superman theme from modern film, both composed by John Williams,
or the alternating "E" and "F" key sequence from the "Jaws" film series. Sometimes, a leitmotif of a main character is the same as the theme music of the movie or TV show.
205Recurring: Often repeated206Chord progression: Progressió d´acord207Although: Tot i que208Such as: Com per exemple
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6.4 Functions of film music.
There are many ways in which good film music can make you enjoy yourself or understand a film better. It has different functions:
1. It can create a mood209 or an atmosphere210. Music can be often quicker211 and more effective than words or pictures.
2. It can give us information about a place or a character212 in the film. Music can set213 the atmosphere of a certain country or a period of time. Moreover, it can also tell us something about a character, like his state of mind214, for instance, better than words and pictures.
3. It can build up suspense. Music can prepare us for something about to215 happen, perhaps not hinted at216 by the pictures we see.
4. Finally, it can emphasize an emotion. Music can make us feel sadness, fear217, pity218 or laughter more strongly.
LANGUAGE CORNERSome emotions terms are made by adding suffixes to verbs or adjectives. Have a look!Sad ==> sadnessLaugh ==> laughterHappy ==> happinessCan you guess their meaning? Add all emotion terms to your MD.
209Mood: Estat d'ànim210Atmosphere: Ambient211Quick: Ràpida212Character: Personatge213Set: Determinar214State of mind: Estat anímic215About to: A punt de216Hinted at: Sugerit217Fear: Por218Pity: Pena
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6.5 Some important composers of film music
HENRY MANCINI
Henry Mancini (1924 –1994) was an Academy Award winning American composer, conductor and arranger219. People remember him particularly for being a composer of film and television scores.
LANGUAGE CORNERYears are said in two parts (in tens). For instance, 1924: nineteen twenty-four.
EE Write down these years:1994____________________1965____________________
Now, practise with a partner. One says an arbitrary year; the other one, writes it down.
__________________________ __________________________ __________________________ __________________________
Do you know the film?
219Arranger: arreglista
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JOHN WILLIAMS
John Towner Williams (born in 1932) is an American composer, conductor, and a pianist. In his career, Williams has composed many of the most famous film scores in Hollywood history, including Star Wars, Superman, Born on the Fourth of July, Harry Potter and all but one220 of Steven Spielberg's feature films including the Indiana Jones series, Schindler's List and Jaws.
Williams is a five-time Academy Award221 winner and has been strongly influenced by Wagner. With 45 Academy Award nominations, Williams is, together with composer Alfred Newman, the second most nominated individual after Walt Disney.
Do you know the film?
HOWARD SHORE
Howard Shore (1946) is a Canadian composer, orchestrator, conductor and music producer. He composed the scores for The Lord of the Rings film trilogy and King Kong.
Do you know the film?
And the leitmotiv?
220All but one: Tots/totes menys una221Academy Award: Óscar
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JAMES HORNER
James Horner (1953) is an American composer and conductor of orchestral and film music. He's famous, because he integrates choral and electronic elements in many of his film scores and he often uses Celtic musical elements. Horner won two Academy Awards for his score and song compositions for the film Titanic in 1997.He has composed: Willow, The mask of Zorro, and All the King's Men. Recently, Horner finished the score for The Boy in the Striped Pyjamas.
Do you know the film?
YANN TIERSEN
Yann Tiersen (1970) is a Breton musician and composer. He is internationally famous for composing the score to the movie Amélie. His music is characterized by222 its use223 of a large variety of instruments in relatively minimalist224 compositions. There is often a touch of European classical music and he uses primarily the piano, accordion or violin together with instruments like the xylophone, toy piano, harpsichord and a typewriter.
Do you know the film?
222...is characterized by... està caracteritzada per 223Its use: El seu ús224Minimalist: Minimalista (=very simple, few things)
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ME What is the film? Who is the Composer?
1 Film:Composer:
2 Film:Composer:
3 Film:Composer:
4 Film:Composer:
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5 Film:Composer:
6 Film:Composer:
7 Film:Composer:
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CHECK YOUR KNOWLEDGEI. a. What's a soundtrack? [5 points]
b. Is a soundtrack the same as a film score? If not, why? [5 points]
II. Can you explain the differences among the soundtracks of these films? [12 points]
Mamma Mia - Love Actually - Braveheart
III.Film music has different functions. Match the beginnings and the endings to make up correct sentences. [8 points]
1. It can create....... …. a. … an emotion.
2. It can build up … ….. b. ...quicker than words or pictures.
3. It can give us … …. c. ...a mood.
4. It can set … …. d. ...something about a character.
5. It can emphasize … …. e. ...suspense.
6. It can tell us …. …. f. ...feel sadness, happiness, etc.
7. It can make us …. …. g. … the atmosphere of a country.
8. It can be …. …. h. ...information about a place.
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IV. Complete the chart with the names of important composers of soundtracks, 2 famous films they composed for and some characteristics of their music. [20 points]
COMPOSER FAMOUS FILM SOUNDTRACK CHARACTERISTICS
…../50 points
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Project 3:SINGING PROJECT
INTRODUCTION
In this project you have the instrumental accompaniment of three pop songs.Can you add the lyrics?
Let's sing them!!!
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LANGUAGE APPENDIX1. CLASSROOM LANGUAGE
1. Make groups of 3 people.
2. Write in Catalan on a piece of paper 10-15 expressions/words you normally use in the classroom in the following situations:
a) Asking/Saying things to the teacher (e.g. Can you repeat that, please?)
b) Asking/ Saying things to a classmate (e.g. Can I borrow your pen, please?)
c) Asking/saying things to teacher/classmate in group work? (Did you print the paper?)
d) Asking things to the music teacher (e.g. Do we have to play it on the recorder?)
e) Things your music teacher might say to you (e.g. “Too fast”, “Finger the notes without blowing”)
3. Each group writes about 1 situation (3 minutes). Then you have to hang your paper on the wall with a bit of cello tape.
4. Walk around the classroom to see what your classmates have written. Add 1 or 2 more expressions/ words to their lists.
5. The teacher will help you translate them. You can also use the information on your photocopies in appendix 1. Each student should write everything down in the classroom language section.
6. Homework: think of 10 classroom objects and look for their translation in a dictionary.
7. Each group takes to class 10 sheets of colour paper and cuts each in 6 square pieces. Each square piece will be a flashcard. Write on one side the Catalan word or expression and on the other side, the English translation.
8. Use the flashcards to ask each other the vocabulary.
9. At home you have to write all the words and phrases in the section Classroom Language and hand it in to your English teacher.
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CLASSROOM LANGUAGE
GENERAL CLASSROOM LANGUAGE
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CLASSROOM LANGUAGE
GENERAL CLASSROOM LANGUAGE
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CLASSROOM LANGUAGE
CLASSROOM LANGUAGE IN MUSIC CLASS
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CLASSROOM LANGUAGE
CLASSROOM LANGUAGE IN MUSIC CLASS
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2. DANCING VOCABULARY
I. Draw a human body and match these words with the different body parts.
Fingers knees toes waist arms chest heel legshand foot(feet) eyes head back
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II. On the wall there are different texts with dancing instructions. You’ll need them to do these exercises. Work in groups of 3 people. Each one does a different exercise. Help each other! You have 5 minutes.
A. Find the translations to these words or phrases.
Mirant cap a…Les mans juntesAixecar els braçosBotarPassa/fer una passaParella de ballEn la direcció de les manetes del rellotgeDonar voltesGirar i tocDes del començament una altra vegada
B. Match the words with their translations.
1. caminar …. a. kick2. juntar (peus, cames,…) b. sideways/to the side3. començar una altra vegada c. follow the beat4. segueix el compas d.forwards/backwards5. giro/girar e. open6. potada f. one more time7. cap el costat g. walk8. cap endavant/enrera h. restart9. obrir i. bring together10. un cop més j. turn
III. Revise the prepositions of place (in, outside, etc…). Find them in the text and locate them with the help of these forms.
IV. Let’s play a game! Simon says…. TURN!
V.In groups of 3 invent an easy choreography in 10 minutes. Then, explain it to another group. Show it to your teacher.
VI. Copy all the specific vocabulary in the section Classroom language in Music Vocabulary.
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3. BODY PERCUSSION LANGUAGEI. Look at the following pictures and make sure you understand the meaning of the words. Then copy them in the section Classroom Language in Music Class.
STOMPINGTAPPING
CLAPPING SNAPPING OR CLICKING
HITTINGWHISTLING
SLAPPINGGRUNTING
II. Match the English terms with their translations:
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COLUMN I COLUMN II Whistle ___ colpejar Stomp / Stamp ___ esclafir Clap ___ donar copets Click ___ xiular Tap ___ trepitjar Hit ___ aplaudir
III. Let’s play the game “Simon Says”. Listen to the teacher’s instructions and do what “Simon Says”.Eg. Simon says.... stomp your feet on the ground ONCE-TWICE-THREE TIMES,etc
IV. In pairs invent a rhythmical pattern in four beats using body percussion. Then, you have to explain to your classmates how to play it. Remember to use linkers such as “First, then, finally”.
V.Label the parts of the body you know:
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4. YOUR MUSIC DICTIONARY
During this year you will learn a lot of new English vocabulary. It is important that you start building your own Music Dictionary (MD) from the very first day. You can use it when you study the theory for an exam or when you do the tasks set by your teacher.
What is it?It is a list of words which are specific to Music: words used in class or difficult words from your photocopies. Look at this sentence from the first unit. You could add the underlined words to your MD.
“PITCH: The highness or lowness of a sound. A sound can be high or low and we use different clefs for high or low pitches.”
How do we do it?In this section you will write all the important new words that are specific to music in the corresponding unit. In order to remember what they mean, you can write their translation in Catalan, an explanation in English, a drawing, a sentence, etc. anything that will help you understand the word. Look at these examples:
1.Pitch: altura2.Highness – high: î3.Low: the opposite of high4.Use: When you write you use a pen.
Don't forget to build up your MD every time you study or do your tasks. Revise and study the words and their meaning, specially before an exam.
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UNIT 1WORD TRANSLATION/EXPLANATION
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UNIT 1WORD TRANSLATION/EXPLANATION
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UNIT 1WORD TRANSLATION/EXPLANATION
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UNIT 2WORD TRANSLATION/EXPLANATION
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UNIT 2WORD TRANSLATION/EXPLANATION
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UNIT 3WORD TRANSLATION/EXPLANATION
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UNIT 4WORD TRANSLATION/EXPLANATION
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UNIT 5WORD TRANSLATION/EXPLANATION
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UNIT 5WORD TRANSLATION/EXPLANATION
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UNIT 5WORD TRANSLATION/EXPLANATION
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UNIT 6
WORD TRANSLATION/EXPLANATION
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