Firstpublished2024
TheEducationalCompanyofIreland
BallymountRoad
Walkinstown
Dublin12 www.edco.ie
AmemberoftheSmurfitKappaGroupplc
©Laura Lynch2024
ISBN978-1-80230-167-0
Editor:KilmenyMacBride
Design:AilbheHooper
Layout:Compuscript
Cover:AilbheHooper
CoverImage:AnnaSzonn/Shutterstock
Forallaudio,musicsheetandlyricsacknowledgmentspleaseseepagexiofthetextbook.
Theauthorandpublisherswouldliketothankthefollowingforpermissiontoreproducephotosandothermaterial: P1WENNRightsLtd/Alamy;p2GroundPicture/Shutterstock,Karolina Yanko/Shutterstock;p4 TayaOvod/Shutterstock;p5Prathankarnpap/Shutterstock;p7Rawpixel.com/Shutterstock;p17LucianaCarla Funes/Shutterstock;p18Ekaterina Pokrovsky/Shutterstock,InesBazdar/Shutterstock,Raul Jichici/Shutterstock,MikaelDamkier/Shutterstock, Popartic/Shutterstock;p20JacobLund/Shutterstock;p24Nico.Stock/Shutterstock;p25Sergey Goryachev/Shutterstock;p26GroundPicture/Shutterstock,BlueRingMedia/Shutterstock,Alicia Fdez/Shutterstock,pio3/Shutterstock,sirtravelalot/ Shutterstock,DianeDiederich/Shutterstock;p31jgorzynik/Shutterstock;p34fizkes/Shutterstock,BearFotos/Shutterstock;p44Smit/Shutterstock, Ecleposs/AdobeStock,MathiasBerlin/Shutterstock;p47Dinga/Shutterstock;p48Neo Tribbiani/Shutterstock;p49Steve Collender/Shutterstock;p50 PatrickKrabeepetcharat/Shutterstock;p52M.Schuppich/Shutterstock;p54Solarisys/Shutterstock,AndrewAtkinson/Shutterstock,AksenovaNatalya/ Shutterstock;p56Kuritafshen/Shutterstock,AndrewMobbs/Shutterstock,Krasula/Shutterstock,FauzanMaududdin/Shutterstock,p58ISliMphotos/ Shutterstock,MBI/Alamy;p59LightFieldStudios/Shutterstock;p62vivasis/Shutterstock,KachalovaKseniia/Shutterstock;p63OmarOmar/Shutterstock,dafne/Shutterstock;p67NejronPhoto/Shutterstock;p78stockphoto-graf/Shutterstock;p98Alexey_Ivanov/Shutterstock;p104Alexander Yurkevich/Shutterstock;p106FabrikaSimf/Shutterstock;p107LuisRojasEstudio/Shutterstock;p113kseniya_tretyakova/Shutterstock,BorisBulychev/Shutterstock,SeventyFour/Shutterstock,Lijphoto/Shutterstock,GusAnd/Shutterstock,antstang/Shutterstock;p115 TATYANA Yamshanova/ Shutterstock;p116FamVeld/Shutterstock,Romolo Tavani/Shutterstock,julia_smile/Shutterstock;p119MEImage/Shutterstock;p121 Korionov/Shutterstock;p137 Zoa.Arts/Shutterstock;p142 TayaOvod/Shutterstock;p160AndrewAtkinson/Shutterstock,BachkovaNatalia/Shutterstock,Aksenova Natalya/Shutterstock,Solarisys/Shutterstock;p166danm12/Shutterstock;p176SergeyGoryachev/Shutterstock,KitjaKitja/Shutterstock,DenisNata/ Shutterstock;p202Anton_Ivanov/Shutterstock;p203WillrowHood;p212EzumeImages/Shutterstock,AnnMerrow/Shutterstock;p220IgorBulgarin/ Shutterstock;p228Prostock-studio/Shutterstock;p236PhotosBrianScantlebury/Shutterstock;p245BenHoudijk/Shutterstock.
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The Pitch Perfect packageincludesseveralfeaturestomake learningeasier,more-accessibleandfun!
Thecoverflapincludesalabelledpiano keyboardononeside, andaquickguidetorhythm,metreandnotationontheother.
The Pitch Perfect TextbookandStudentActivityBookincludemanyaudio tracksandvideostoaid yourlearning. Lookoutforthebelowicons: A1.1 Clickontheaudioiconsin youre-booktolistento100sof audiotracks,orusethePitch PerfectAudioApp.
WATCH
Clickonthelinksin youre-bookortypein thecodetoview over200relevantvideos. ListenandRespond! Questionsaskedonaspecificpieceofmusic
STUDENTACTIVITYBOOK
LinkstoStudentActivityBook activitiesonspecifictopics
Indicatesthecountryacomposerorcreatorofapieceofmusicisfrom invites youtoworkinpairsorgroups
PowerPoint
Clickonthisiconin youre-booktoviewasummary PowerPointpresentation
TOPTIP Highlightstopicadvice
RAPIDREVIEW Activitiestohelp youcreaterevisionaids
EXAMTIP! Invaluable examadvice
Let’sRecap! Recallsinformationlearnedinpreviousunits
LEARNINGINREVIEW! Recallsinformationlearnedinthe correspondingunitinSectionA
RECAP Asummaryoftheinformation youhave justlearned
REVIEW Invites youtoreflectontheunit
SECTIONAREVIEW Asummaryof keyinformationfromSectionA
SHOWWHATYOUKNOW Questionsthattest yourknowledgeattheendofatopicinthetextbook
Otheractivitiesgive youtheopportunityto:
TeachersandstudentscanaccessthePitch Perfectinteractivee-bookatwww.edcolearning.ie,plusabankof freedigitalresources,including:
• PowerPointpresentationsforeachunittosupportrevision
• Unitreflectiontemplatesandusefulreferencematerial
We hope youenjoyusing Pitch Perfect on yourjourneythroughJuniorCycleMusic. Goodluck!
Where and when do youhearmusic?UsethisThink-Pair-Sharegridtorecord yourideas.Discuss thewaysinwhich you experiencemusicwith yourpartnerandaddtheirideastothegrid.Then worktogethertoidentifythe similarities youhave found.Writetheseintothe‘Share’columnbelow.
Think Pair Share
Youhave beeninvitedtoappearasaguestonthe‘Soundtrackto YourLife’ segmentof TheRay D’Arcy Show on RTÉRadio1.
Makealistofthe music and sounds that youwouldsharewiththe audience.Explainwhy youhave chosenthesesoundclipsfortheshow. Whatdotheytellusabout you?Whatare youremindedofwhen youhear them?
When youhave completedthisactivity, interview anotherperson in yourlife,e.g.amemberof yourhouseholdoragrandparent.Arethereanysoundsorpiecesofmusicthataresignificantto them? Complete this task in your copybook. INTERVIEW
LISTENANDRESPOND
Listen to the four excerpts. They willbeplayed twice. Match each excerpt to one of the fourmoodsor feelings listed below. Give reasons for your choice.
AExcitedBCalmCHappyD Frightened
Excerpt1 A1.3 AB CD
Reason:
A1.4
Excerpt2 AB CD
Reason:
A1.5
Excerpt3 AB CD
Reason:
A1.6
Excerpt4 AB CD
Reason:
a) Make alist of feel-goodsongs for yourschool’s Wellbeing Week usingthetableonthenextpage.Remembertoincludethenameofthe artist/performerinthespacesprovided.Giveabrief explanationof why youhave selectedeachsongfor your ‘FeelGoodVibes’ playlist.
b) Discuss how youwould share your ‘FeelGoodVibes’ playlistwithotherpeople. Worktogether to explorehowtodothisusing yourchosenstreamingservice.Listthesteps youwouldneedto taketoshare yourplaylistwithothers.
Stepstaken:
c) In your copybook,design aplaylist cover image togowith your ‘FeelGoodVibes’ playlist. Try toreflectthemusic youhave chosenfor yourplaylist!
1.3MusicandCommunity
Activity5:Research!
Researchtwocommunitymusicgroupsin yourlocalitywhoperform twodifferentstyles ofmusic. Writeanoteoneachgroupinthespacebelow.
Style1:
Style2:
Activity7:QuestionTime!
Complete thebelow tasksin your copybook.
1 List two musicgroupsin yourlocalcommunitywhoplay contrasting styles ofmusic.
2 Identify one differencebetweenthestylesofmusicplayed by thegroups youhave mentioned.
3 Name one musicgroupthatmakesmusicin yourschoolcommunity.
4 Identify two eventsontheschoolcalendarwhichinvolveperformances by musiciansin yourschool.
Activity8:MusicCareers!
1.4TheMusicIndustry Match themusiccareerwiththeroletheyplayincreating,producing, andpromotinganartist’smusic.Draw linestolinkupthejobtitleand thejobdescription.
Artist
Soundengineer
Producer
Record label
Manager
Agent
Media
Radio,TVandonlinestreamingservicesthat provideaplatformforshowcasingandpromoting newmusic.
Isresponsibleforbookingliveperformancesand tours.Agreeshowmuchanartistwillbepaidand makessuretheyhaveeverythingtheyneedonthe dayofaconcert.
Signstheartist,engineerandproducer. Paysfor therecordingandproductionofthealbum.
Writes,createsandperformsnewmusic.
Managesthecareeroftheartist.Setsupmeetings withrecordlabelsandarrangeslicencesforthe artist’smusic.
Setsupthesoundequipment.Recordsandedits recordingstocreatethefinaltrack.
Helpstheartistwithallaspectsoftheirrecording project. Workswiththeartistandthesound engineer.
a) Answer the followingquestionsin your copybook.
1 EdSheeranpaidout dollarsinac i caseforhis songP in2017.
2 Whatotherhitsongdidhereleasein2017?
3 WhydidtheartistSamiChokriinsistheshouldbenamedinthesong’scredits?
4 HowdidEdSheeranrespondtotheseclaims?
5 WhydidtheHighCourtruleinEdSheeran’sfavour?
6 Whatimpactdo youthinkthiscasehashadonthe award-winningsinger-songwriter?
7 WhatchangesdidEdmaketohisrecordingroutinesasaresultofthiscase?
8 Whyisitdifficultforhigh-profileartiststo avoidthesetypesofcourtcases?
b) Answerthe followingquestions.
1 Researchoneothercopyrightinfringementcasewhichisongoing.Sharesomeofthedetails ofthecase,theartistsandthemusicinvolvedinthespacebelow.
2 In2022,‘Shapeof You’wasnamedthemoststreamedsongofalltime.Surveyyour classmatestoidentifythenumberofstudentswhoaccessandlistentomusiconmusic streamingapps.Insertthenumberofstudentsin yourclassgroupwhouseeachofthe streamingoptionsinthegridbelow.
Whatactionscanwetakethatcouldsupportartists’incomes?Inpairs, brainstorm yourideasandaddthemtothemindmapbelow.
Inthisunitwehave exploredthemanywaysinwhichthemusicaroundusaffectsourlives.Insmall groupscomposea shortstatementor rap aboutoneofthetopicswehave exploredinthisunit:
• musicandidentity
• musicandwellbeing
• musicinthelocalandschoolcommunities
• themusicindustry.
a) Usethespaceprovidedbelowtorecord yourideas.Makealistofrhymingwordsrelatedto your topic.
Music connections
Musicand wellbeing
Musicinthelocaland school communities
Themusicindustry
b) Usethisspacetorecord yourRapcreation!
Activity1:Create!
Workinpairstocreateabody-percussionpatternandprepareitforperformance. notate yourpieceusingapicturetorepresenteachaction.
Step1:Createa key
Chooseanewshapeorimagetorepresenteachofthebodypercussionactions youhave beenworkingwithinthisunit.
Addthesesymbolstothebodypercussion keybelow.Asymbolfor‘Stomp’hasbeeninsertedfor you. Youwillusethesesymbolstonotate yourbodypercussionpiece.
Bodypercussionkey
StompClap Patchest PatthighsFingersnapShhh! Footslide
Step2:Getcreative!
Thereare8boxesinthegridscore. Eachboxinthisgridisequaltoonebeat. Choose oneaction foreachbeatandinsertasymboltorepresentitinthegridbelow. Tryusingamixofactionstomake yourperformancefunandinteresting.
Practiseperforming yourpatternideas.
Remembertocountthepulseoutloud.Thiswillhelp youtostayintimewitheachotheras you practise.
Makechangeswhere youfeeltheyareneeded.
Step3:Notateandperform!
Write yourfinalbodypercussionpatterninthegridbelow.
Insertonesymbolfrom your keyintoeachbox.
Don’tforgettogive yourpieceatitle.
Title:
1234 5678
1 Explaintheterm metre.
2 Somebeatsaresandsomearew .
3 Whereare timesignatures found?
4 Howmanynumbersareusedinatimesignature?
5 Explainwhatthetopnumberofatimesignatureindicates.
Writeablogpostontheroleoftheconductorin yourcopybook.
FindoutaboutononeIrishorchestraconductorandincludesomeinformationaboutthemin yourblog.
Activity4:Note Values
a) NamethatNote! Completethegridbelow.
NotevalueNotenameNumberofbeats
NotevalueNotenameNumberofbeats
b) PracticeTime!
Practisedrawingthesenewsymbols.Rememberthatthenoteheadis ovalinshapeandthestem shouldbeplacedtothesideofthenoteheadasshownabove.Practiseclappingthesenotevalues.
1 Draw alineofsemibreves.
2 Draw alineofminims.
3 Draw alineofcrotchetswithupwardstems.
4 Draw alineofcrotchetswithdownwardstems.
5 Draw alineofquavers.
i) Single œ j
c) MusicalMaths!
ii) Pairs œ œ
Addupthevaluesofthefollowingnotestofindthetotalnumberofbeats.
Activity5:TimeSignatureMatch-Up!
Insertthecorrecttimesignaturebeforeeachbarofrhythminthegridbelow.Thefirstoneisdonefor you.
Activity6:LabelandDefine
LabelthesymbolsmarkedAtoEandwriteadefinitionforeachofthesein yourcopybook.
2.4Rhythmic Features
Activity7:ComposingOstinatos PERFORM
a) Composea rhythmicostinato in 4 4 onthe rhythmlinebelow.
/ 4 4
Activity8:DottedRhythms
a) MusicalMaths
b) Rehearseandperform your ostinatofor yourclassmates!
Addupthevaluesofthefollowingnotestofindthetotalnumberofbeats.
b) Composingdottedrhythms
Inserta dottednote tocompletethefollowing rhythmicpatterns.
Activity9:Rests
a) Fillinthegrid.
Note NotesymbolRestsymbol Value Semibreve Minim Crotchet Quaver
b) PracticeTime!
Practisedrawingtherestsymbols.
c) Fillinthemissingbeatsusingrests.
Makesure youendupwiththerightnumberofbeatsineachbar! /
2.5RhythmicSight-Reading
In yourManuscriptBook,composetwostavesofrhythmsight-readingteststhatcouldbeshared with yourclassmatesinasight-readingtestresourcebooklet. Testsshouldbefourbarslong.Use thetimesignaturesgivenhere.
Insertthemissingnotevaluesintheshadedpartsprovided.
Two excerptswillbeplayedthreetimes.
Insertthemissingbarofrhythmineachofthefollowingrhythmicpatterns.
Explain the termpitch.
Activity1:AllaboutPitch!
a) Guess That Sound! Five soundswillbeplayedonceonly.Identifywhetherthepitchis high or low.Guesswhatthesoundsourceis.Completethegrid.
b) Explaintheterm sound source
c) Higher or Lower? Five excerptswillbeplayedtwice. Twopitcheswillbeheard,oneafterthe other.Eachtimedecidewhetherthe secondpitch youhearis higher or lower thanthefirst pitch.Circlethecorrectanswer.
Explain the term sound source. A3.21
LISTENANDRESPOND
Listentothemusicinthis excerpt,playedonceonly.Completethefollowingsentences.Choose youranswersfromthewordbankbelow.
1
Reason:
I made thischoicebecause…
WATCH edco.ie/3efh
a) Watch theshortdocumentaryontheartof Foleyandanswerthe followingquestionsin yourcopybook.
1 Whatistheartof Foley?
2 Describetheroleofthemixer,whatarethechallengesintheirrole?
3 Whenarethe Foleysoundsaddedtothefilmfootage?
4 Whydo Foleyartistswatchthefilmsceneswhiletheyrecordthe Foleysounds?
b) In yourcopybook,describehowthe Foleyartistscreatedsoundeffectsforthefollowing: dog’s paws, bird’swings, horse’shooves, icecracking, wind, rainhitting a hat.
Activity4:CreativeComposing!
1 Workingingroups,choose one ofthefollowingstoryboards.Explorethesequenceofimages anddiscussthesoundsthatwouldbringthestorytolife. THINK’N’LINK Child’sPlay! A
2 Whichstoryboarddid youdecidetoworkwith?
Listthesounds youwouldrecordtobringthisstorytolifeanddescribehow youwouldgoabout creatingsamplesforeachofthesesounds.
Activity5:‘TheSoundCollector’
ComposerBrief! COMPOSE
Youhave beenaskedtocreateanaudiotracktoaccompanyareadingofthepoem‘TheSound Collector’ by RogerMcGoughonachildren’sCD. Workingroupstochooseone verseandthen gettoworkimaginingthedifferent sound effects thatcouldbringthat versetolife!Thewords ofthepoemareprintedbelow.
‘TheSoundCollector’ A3.22
A stranger came this morning
Dressed all in black and grey
Put every sound into a bag
And carried them away
The whistling of the kettle
The turning of the lock
The purring of the kitten
The ticking of the clock
The popping of the toaster
The crunching of the flakes
When you spread the marmalade
The scrapingnoise it makes
Step1: Investigate
The hissing of the frying-pan
The ticking of the grill
The bubbling of the bathtub
As it startsto fill
The drumming of the raindrops
On the window-pane
When you do the washing-up
The gurgle of the drain
The crying of the baby
The squeaking of the chair
The swishing of the curtain
The creaking of the stair
A stranger called this morning
He didn’t leave hisname
Left us only silence
Life will never be the same
Decidetogetherwhichwords youaregoingtofocusoninthe verse youhave chosen.Circlethemin thepoemabove.
Step2:Create
Considerhow youbringthewordstolifewithsounds.Exploreand experimentwithanysound sourcesaround you.Arethereanysoundswhichcouldberecordedtocreatesamplestoplay alongsidethepoem.Recordsomeof yourcreativesoundideasin yourcopybookunderthe followingheadings: words, sound sources, ideas.
Step3: Rehearse
Playbackthepoem’saudioandtryout yourchosensounds intimewiththeaudio.Makesure youarehappywiththe sounds youhave created.
Step4: Perform
Recordaperformanceofthepoemwith yoursound effects.Onepersonfromthegroupshouldreadthe verse ofthepoem youhave beenworkingwithwhiletheother membersofthegroupperformthesoundeffectsinsyncwiththewords.
Step5: Reflect
Answer the following questions in your copybook.
1 Whichsoundeffectwas yourfavouriteandwhy?
2 Whatdid youenjoyaboutthistask?
3 Writeaboutsomeofthechallenges youfaced.
4 Givean exampleofhow you overcameoneofthesechallenges.
5 Outlineonething youlearnedaboutfoundsoundsduringthistask.
6 Sharetwopiecesofadvice youwouldgivetostudentsabouttobeginthistask.
What is melodicnotation?
Activity6:IllustratingPitch
LISTENANDRESPOND
Playthe excerptsthreetimesandlistentoeach.Designa visual representation ofthemelodyheard ineach excerpt.Draw yourvisualrepresentationintheboxesprovided.
LISTENANDRESPOND
a) Playthese two excerptstwice.Ineach excerptthe vocalistsingsanascendingscaleusing‘la’instead ofsolfasyllables.Circlethesolfapitchwhichhasbeenomittedfromthescaleineach excerpt.
b) Three excerptswillbeplayedthreetimes.Identifywhichsolfapatternmatchesthemotifplayed by thepianoineach excerpt. To help you, Doh willbeplayedbeforeeachpatternbegins.Tickthe relevantbox.
doh– soh –doh lah– te –dohʹ doh– ray – me
Excerpt1
Excerpt2
Excerpt3 A3.32 A3.33 A3.34
ComposerBrief! COMPOSE
Put yournewskillstowork.
a) Compose afour-barmelodyandpresentitontherhythmstave onpg22.Selectatime signature,notevaluesandsolfasyllablesfromthecomposingbankbelow.Placethesolfa symbolsbelowtherhythmstocombinerhythmandpitchtogether. End your phrase on doh.
TimesignatureNote values Solfa syllables
Rough Work: / 12 34
b) PERFORM Rehearseandperformthiscompositionfor yourclassmates!
Activity9:Stave Notation
Activity9:Sta
a) Practisedrawingsemibrevesonthe lines onthestave below.
b) Practisedrawingminimsinthe spaces onthestave below.
Activity10:The TrebleClef
Practisedrawingthetrebleclefsymbolonthestave below. Followthestepsonpg46of yourbook.
Activity11:NamingtheNotes
a) Workinpairstocreate yourownmnemonicforthelinesandspacesofthetreblestave.
b) Labeleachnoteusingthecorrectpitchname.RemembertouseCAPITALLETTERS.
c) Writetheletternameundereachnotetoidentifythesecretwords!
Secret words:
d) Can youmakeupmorewordsusingthenotesofthemusicalalphabet?Writethemonthestave below.Don’tforgettostart by addingthetrebleclef.
e) Plotthefollowingpitchesontothestave usingsemibreves.Rememberthetrebleclef!
EGFABDEDABGCEDFBGAC
a) Whatare ledgerlines usedfor?
b) Labelthenotesusingcapitalletters. & œ œ œ œ œ œ œ œ œ & œ œ œ
Composeamelodytothe givenrhythm tocompletethefollowingtunes.ThescaleofCisprinted heretohelp you.Endeachmelodyondoh.
MelodyNoteBank
Youhave beenaskedtocomposevariousshortpieces ofmusicforthesoundtrackforadocumentaryon climatechange.
a) Composing to agivenrhythmicpattern
Composeamelodyforeachoftherhythmsbelow.
Usethegivenrhythmpattern.
Endonthenote doh (c).
&
b) Composingamelody to a givenopening
Addthreebarstothegivenrhythmpatternbelow.
Composeamelodyusing yourcompletedrhythmicpattern.
(C).
&
c) Composingamelodyinspired by amelodicshape
Chooseoneofthemelodicshapesshownhere.Writeafour-barrhythmpatternin 4 4 andcompose amelodythatfollowsthemelodicshape youhave chosen.End yourmelodyonC (doh).
Circleandlabelone exampleofeachofthefollowingmelodicfeaturesinthephrasebelow: repeatednotes, stepwisemovement anda leap
Bonusquestions!
1 Namethetypeofrestusedinbar1.
2 Identifythelowestnoteandthehighestnoteinthismelody.
Lowest:
Highest:
In yourcopybook,writeablogpostfor yourschoolwebsiteaboutapieceof illustrativemusic that youhave listenedto.Describehowthecomposerillustratesamood,character,emotionoraspectof natureinthepieceofmusic youhave chosen.
WATCH edco.ie/e4yj
‘Love Me Tender’isapopularsongwhichwasperformed by ElvisPresley forthefilm Love Me Tender in1956.Explorethemelodicfeaturesof thisfamoustune.
Task: Identifythemovementbetweenthenotesandinsertan R between repeatednotes,an S betweentwonotesthatmoveby step andan L betweentwonotesthatmoveby leap.Thefirstthreepitchesare labelledfor you.
5
6
Activity18:Think-Pair-Share!
ComposerBrief! COMPOSE
Youhave beenaskedtocreatesoundeffectsforthefollowingimagesforaTVadvertisement.
a) Think!
Considerthetypesofmelodicmovementthatcouldbeusedtoillustratetheactionsshowninthe imagesbelow.
b) Pairand Share!
Inpairsdiscusstheseimages.Describehow youwouldillustrateeachimageusingmelody.What soundswould youusetoperform yourmelody?Completethegirdbelow.
ImageHowwewouldillustrateit…
c) Create Choose one oftheimagesfromthisactivityandrecordasoundsamplethatcanbeusedtoillustrate theactioninthisimage.
1 Share yourideasandplansintheboxbelow.
2 Createa visual representation of yourmelodyusingshapesandcolourtorepresentthemelody youhave created.
3 Selecta soundsource toperform yoursoundand explainwhy youhave chosenit.
4 Usesoftwaretorecordandplayback yoursoundeffect.Writedownthedetailsofthesteps you tooktodothis.
Activity19:SolfaSight-Reading
a) Sing thefollowingsolfapatterns.
b) Addsolfasyllablestothefollowingrhythmpatternstocreateashortsight-readingtestthat you cansharewith yourclassmatestotesttheirskills!
a) Match up!
Listentothree excerptsplayedthreetimes. Foreach excerpt,choosewhether youheardAorB. Circle youranswer.
A3.46
b) Dictation challenge!
Listentothree excerptsplayedtwice.Eachtwo-barmelodyusesonlythe pitchesshowninthepitchbank. Fillin the missing melodynotes onthe stave foreach excerpt,usetherhythmgivenabove thestave tohelp you.
Activity21:MelodyScramble
Afour-barmelodywillbeplayedthreetimes. Workinpairstoarrangethemelody boxesintotherightorder.
Transcribethecorrectmelodyonthestave below.
Three excerptswillbeplayedthreetimes.Fillinthemissingmelodynotesonthestave.Usethe rhythmgiven.
Warmupwithatune youknow!
Explain the term tempo.
German DanceinC major by Joseph Haydn
Listen to this excerpt from German Danceagainandin your copybook, answer the questionsthat follow.
WATCH edco.ie/tasz
Lookatthescoreprintedbelowtofindeachoftheitemslistedinthegrid.
Labelthescoreusingthelettersfromthegrid.Defineeachterminthespaceprovided.
A 5
allthathecouldsee,see,see,wasthebot-tomofthedeepbluesea,sea, sea, sai -lortosea,sea,seatoseewhathecouldsee,see,see ’ But went
Label Symbol/FeatureDefinition
Atime signature
Bdoublebarline
Crepeatednotes
Dtrebleclef
Estepwise movement
Fleap
Listentotwo excerptsfrom ‘CopenhagenRailwayGalop’thenanswerthe followingquestionsin yourcopybook.
1 Namethe composer ofthe ‘CopenhagenRailwayGalop’.
2 Inwhich country wasthiscomposerborn?
3 Whywasthispieceofmusiccomposed?
4 Thisisapieceof illustrative music.Explaintheterm illustrativemusic.
5 Whatdo youthinkthecomposerwastryingto illustrate inExcerpt1?
6 Identifyone sound effect heardinthispieceofmusic.Whatisthissoundeffectintendedto illustrateforthelistener?
7 Describethe tempo ofthemusicheardinExcerpt2.Howdoesthecomposerusetempoto illustratethestoryofthispieceofmusic?
8 DescribeonedifferencebetweenthemusicheardinExcerpt1andExcerpt2.
Explainthe termdynamics.
a) Identifythefollowingmusicalsymbols.
b) Matchandinsertthecorrecttermsandsymbolstocompletetherevisiongridbelow. Forte Symbol
Activity5:ListenandRespond!
LISTENANDRESPOND
EineKleine Nachtmusik by Austrian composer Mozart
Listen to this excerpt from EineKleineNachtmusikandanswer the questions that follow.
1 Inserta dynamic marking thatmatchesthemusicheardinthe excerptatpointsmarkedAandBon thescore.
2 Findabarthatincludesan exampleofthefollowingsymbolsorfeatures.Writethebarnumberinthe gridbelow. FeatureBar Symbol FeatureBar Symbol Crotchetrest Repeated notes Ledgerline Aleap A4.8
Activity6:Compose! Compose arhythmpatternin 4 4.Addamelodytothisrhythmpattern.EndwithalongnoteonC. Addatempomarkinganddynamicstocomplete yourcomposition. Take carewheninserting symbolsontothestave. /
Create aplaylist for eitherameditationclassora Zumbadanceclass.
Considerthestylesandgenresofmusicbestsuitedtotheactivity youhave chosen.Fastorslow, loudorsoft?Makealistoffoursongsthat youwouldchooseandshare one reason whythesesongs aresuitableforthatactivity.
Explainthe termarticulation.
Activity8:Accents
a) Explaintheterm accent anddraw aminimwiththissymbolassignedtoit,onthestave below.
DefinitionSymbol
b) Practiseaddingaccentstothenotesbelow.
‘Russian Dance’ from The Nutcracker by Pyotr Ilyich Tchaikovsky
c) Listentotheopeningphraseofthe‘RussianDance’from Tchaikovsky’s Nutcracker.Themusichas beenprintedfor youbelow.Identifywherethetwoaccentednotesareheardinthismelodyand addaccentsymbolstothenotesonthestave below.
a) Definetheterm legato anddraw an exampleof threecrotchetswith a slur overthemonthe stave below.
A4.11 ‘For Children’ Vol.1, No.3 by Béla Bartók A4.14
b) Listento ‘For Children’ by Béla Bartók playedonthepianoandanswerthequestions thatfollow.Themusicisprintedfor youbelow.
3 Identifythehighestpitchnoteandcounthowmanytimesthisnoteisheardinthisphrase.
Highest pitch Number of times heard
4 Inwhichbardoesthemusicmove only by step?
5 Explainthesymbolswrittenunderthestave,howdothesesymbolseffectthemusic?
6 Whatdoesthemetronomemarkingforthisphrasetellus?
a) Definetheterm staccato anddraw an exampleoftwoquaverswithstaccatomarksassignedto themonthestave below.
DefinitionSymbol
b) Listen tothefirsttwophrasesof‘DonaNobis Pacem’(traditional).Addarticulationmarkingsto matchwhat youhear.
c) Nowchangethestyleofthis excerpt by adding yourownarticulation.
d) Describetheeffectoneof yourchangesabove wouldhave onthemusicwhenitisplayed?
Workinpairsto identify and define thesymbolsandfeatureslabelledAtoPonthescore of Tchaikovsky’s‘DanceoftheReedFlutes’.Someanswershave beenaddedtohelp you.
‘Dance of the Reed Flutes’ by Pyotr Ilyich Tchaikovsky A4.17
Dynamicmarking‘piano’whichmeansplaysoftly
J Repeatednotes
K
L Leaps
M
Thenotesofthemelodymovebystep
What is form?
Activity13:MusicalPhrases
a) Explaintheterm phrase.
b) Composeamelodicphrasein 3 4.EndwithalongnoteonC (doh).Addaphrasemarkto your completedphrase. /
Answer these questions.
A4.23
Thelyricsfor ‘Greensleeves’areprintedbelow.Listentothe excerptandanswerthequestionsbelow.
Line1 Alas my love you do me wrong, to cast me off discourteously.
Line2 And I have loved you oh so long, delighting in your company.
Line3 Greensleeves was all my joy, Greensleeves was my delight.
Line4 Greensleeves was my heart of gold, and who but my Lady Greensleeves.
1 Line1hasastarbesideit.Draw astarbesideanyotherlinethathasthesamemelodyas line1.
2 Draw adifferentshapebesidetheremaininglinestoillustratethestructureof verse1.
3 Theseshapesgivethe versetheformof AABA
4 Thisformisknownas
5 Nameoneotherpieceofmusiccomposedinbinaryformthat youhave listenedto.
a) Answer the following questions.
1 Explaintheterm ternary form in yourownwords.
2 Whatlettersareusedtoindicateternaryform?
3 Illustrateternaryformusingshapes.
LISTENANDRESPOND ‘Believe Me, ifall Those Endearing Young Charms’,wordsandmusic by ThomasMoore
b) A4.25
love round twine the itself ver-dantlystill. dearru li ness fade as ineachwishofmy heartwoulden it will and-ato mor row -andfleetinmy arms like lievemeifallthoseen -dear -ingyoungcharmswhichI
Listen to the excerpt andanswer the following questions.
1 Describethetempoofthemusicheardinthis excerpt.
2 Nameonefeatureofthemusicheardinthis excerpt.
3 Thereare four phrases inthis verse.Markeachphraseonthescoreusingnumbers1–4.Make sureitisclear exactlywhereonephraseendsandthenextonestarts.
6 Identifytheformofthispieceofmusic by insertinglettersintheboxesprovidedabove thescore.
7 Theformofthis verseis binary ternary unitary.
8 Listentothe verseagain.Insertthemissingmelodynotesmarked X onthescore.Therhythmis printedabove thebartohelp you.
COMPOSE
ComposerBrief!
Task: Composean8-barmelodyinbinaryform(AB).
a) ComposingChecklist!
CompletethemelodyofphraseAtothe givenrhythm
Compose yourownrhythmpatternin 4 4 forbar7andwriteitabove thestave.
CompletethemelodyofphraseBusingtherhythm youhave completed
Choosesuitabletempoanddynamicmarkingsfor yourmusicalphrases.
Addsomearticulationsymbolstoaddinteresttothemelody.
Addaphrasemarktoeachphrase.
b) Perform yourmelody.
c) Discuss, yourworkwith yourclassmates,makenoteofthestrengthsandweaknessesofthe melody youhave composedintheboxbelow.
Explain the term mood.
Activity1:ListenandRespond!
LISTENANDRESPOND DESIGN
A5.1
‘Spiegelim Spiegel’ by Arvo Pärt
Respondtothemusicas youlistentoit.Howdoesitmake youfeel?In yourcopybook,createa pieceofartworkwhichreflectsthemoodofthemusicheardinthis excerpt.
Let yourimaginationguide you!Usewhateverartsupplies youhave availabletocomplete your artwork. Youmaychoosetousewashesofcolour ratherthanspecificshapes.Gowherever your imaginationtakes you!
Activity2:ShowWhat YouKnow!
SHOWWHATYOUKNOW
Answerthebelowquestionsin yourcopybook.
1 NameIreland’sNationalAnthem.List three occasionsor eventswheretheIrishnationalanthem wouldbeperformed.
2 Circlethe moods oremotions youassociatewithsingingorlisteningtothisanthem.
sadlonely patriotichappyangry energeticproud
3 Createa playlist ofanthemstorepresentthenationalitiesin yourschoolcommunity.Explain how youcouldsharethiswithallmembersof yourschoolcommunity.
4 Createaplaylistofthreesongsthatmake youfeelhappyandenergised.Describeonefeature (e.g. dynamic,tempo)ofeachsongthathelpstomake youfeelthiswaywhen youlistentoit.
Three excerptswillbeplayedtwice.Explorethethreeimagesbelowanddiscusswith yourpartner which excerptisbestsuitedtoeachoftheimages.Discussthe reasonsfor yourdecisionandrecord your findingsinthegridbelow. Activity3:ListenandRespond!
Explain the term tonality.
a) Complete the following sentences.
b) LISTENANDRESPOND Play these three excerpts twice.
Indicatewhetherthemusichasamajororminor tonality?Suggestone mood thateach excerpt wouldhelptoillustrateinascenefromamovie.
A5.8
A5.9
A5.10
Excerpt1
Excerpt2
Excerpt3
Revisittwo excerptswehave listenedtoearlierinthischapter.Considertherolethe rhythm, melody, tempo, dynamics and tonality playinhelpingtocreatethe mood ofthemusic.Write ashortnoteoneachelementinthegridbelow,referringtothemusicheardinthe excerpt.
LISTENANDRESPOND
A5.11
Excerpt 1 Suite for Strings by Bernard Herrmann
ElementRoleincreating mood…
Rhythm
Melody
Tempo Dynamics
Tonality
A5.12
Excerpt 2 PetiteSuite Movement 1:‘EnBateau’ by Claude Debussy
ElementRoleincreating mood…
Rhythm
Melody
Tempo Dynamics
Tonality
Listen againto‘SunriseintheAlps’andcompletethefollowingquestionsin yourcopybook.Choose your answersfromthewordbankprovided.
Compose acheerfuljinglein C major foramorning radiostation.Therhythmpatternisgivenfor you.Endonthe keynote/tonic.Addsuitablephrasing.
1 Insertthemissing time signature at X onthestave above.
2 Identifyone exampleof repeatednotes inthismelody.
3 Identifythebarwhichfeaturesthemelody descending by step.
4 Whatdoesthesymbolmarked Y onthescoretelltheperformer?
5 Insertthemissingpitchesinbar4.Therhythmhasbeengivento you.
6 What keyisthemusicwrittenin?
7 Namethe keynote/tonic ofthis key.
8 Themelodyinthis excerptendsonthe keynote,alsoknownasthetonic. True / False
Listentothethree excerptsandcompletethetaskbelow.
1 Thenotesprintedonthestavesbelowwillbeplayedonthepianoinascending order. Label thepitchesineachpattern.
2 Trytoidentifythenotesthatsoundoutofplaceineachscale. Circle the imposternotesheardineach excerpt.
Excerpt1 A5.20
Excerpt2 A5.21
Excerpt3 A5.22
Circle one imposternoteheardinthispattern.
Circle one imposternoteheardinthispattern.
Circlethe two imposternotesheardinthispattern.
Copy thescale of Cmajor onto thestave below. Labelthe tonesandsemitones.
a) ThescaleofGmajorhasonenotewhichsitsonablack key. Thisnoteiscalled .A#symbol thepitchofanote by asemitone.
Lookback at Activity9 andfindthenotethatsoundedoutofplacewhenthepatternofnotesbegan onG.Did yourearrecognisethatitwastheFnoteinthispatternthatsoundedoutofplace?
b) Onthepiano keyboardontheright,colourin the keysthatareusedtoplayGmajor.Label thepatternoftonesandsemitonesthat makeupamajorscale.
Writethescale of Gmajor onto thestave below, usingsemibreves.Labelthepitchescarefully.
c) CirclethenoteF#inthescale youhave justwrittenout.
d) Compose amelodyinthe keyofGmajor.
Task: Completeafour-barmelodyinspired by this openingmelodicidea.
• Plan yourrhythmpatternfirstontherhythmline.
• Endingwithalongnotehelpstomakethemelodysoundlikeithascometoarestingpoint.
Challenge: Includeone example of adottedcrotchet followed by aquaver.
• Yourmelodyshouldendonthe keynote/tonic.Endingon doh makes yourmelodysound complete.
• Don’tforgettoincludephrasingandtempoanddynamicmarkings.
Melody
a) ThescaleofDmajorhastwonotesthatsitonblack keys:Fsharp(F#)andCsharp (C#).A # symbol thepitchofanote by a .
Lookback at Activity9 andfindthenotesthatsoundedoutofplacewhenthepatternofnotesbeganon D. Did yourearrecognisethattheFandCnoteinthispatternsoundedoutofplace?
b) Colourinthepiano keysusedtoplay Dmajor onthepiano keyboardontheright.Labelthe patternoftonesandsemitonesthatmakeup amajorscale.
Copy thescale of Dmajor onto thestave below. Labelthepitchescarefully.
CirclethenotesF#andC#inthescale youhave justwrittenout.
c) Compose amelodyinthe keyofDmajor.
Task: AddthreebarsofmusictocompletethismelodyinDmajor.
Melody Fast (Allegro)
• Write yourrhythmontherhythmlinefirst.
• Endingwithalongnotehelpsthemelodytosoundlikeitiscomingtoarestingpoint.
Challenge: include one example of acrotchet reston a weakbeat.
• Yourmelodyshouldendonthe keynote/tonic.Endingonthe doh makes yourmelodysound complete.
• Don’tforgettoincludephrasinganddynamicmarkings.
a) ThescaleofFmajorhasonenotewhichsitsonablack key. Thisnote iscalled .
A flat symbol(b) lowers thepitchofanote by a .
Look back at Activity 9 andfindthenotethatsoundedoutofplacewhenthepatternofnotes beganon F. Did yourearrecognisethattheBnoteinthispatternsoundedoutofplace?
b) Colourthepiano keyswhichareusedtoplay F major onthepiano keyboardontheright. Labelthepatternoftonesandsemitones thatmakeupthemajorscale.
Write the scale of F major onto the stave below. Label thepitchescarefully.
CirclethenoteBb inthescale youhave justwrittenout.
c) Compose amelodyinthe keyofFmajor.
Yourfriendhasaskedfor yourhelptocompletean 8-barmelodyinFmajorcomposedin unitary form.
A5.29
Moderate speed (Moderato) COMPOSE
Listentothefirstfourbarsandcomposeamelodyforbars5–8thataresimilartothe firstphrasebutendonthe keynote/tonic (doh).
• Write yourrhythmfirstontherhythmline.
• Endwithalongnoteto make yourmelodysoundlike itis coming to a restingpoint.
Challenge: includeone example of apair of quavers
Challenge: includesome repeatednotesin yourmelody.
• Endonthe keynote/tonic (doh)tomake yourmelodysoundcomplete.
• Don’tforgettoincludephrasinganddynamicmarkings. & b Melody
Yourschoolisrunninga radiojinglecompetitiontopromote theirnewhand-hygienemessage.Completethemelodyin Fmajortothegivenrhythm.Endonthe keynote/tonic (doh)andaddsuitablephrasing.
Explainthe termprogrammemusic. 5.4ProgrammeMusic
Listen tofour excerptsfromVivaldi’s FourSeasonsandplaythemtwice.
Think! Matchthemusicheardineach excerpttotheseason youthinkthemusicisillustrating.
Pair! UsethisThink-Pair-Sharegridtorecord yourideas,thenadd yourpartner’sideasinthe ‘Paircolumn’.
Share! Worktogetherto identify onefeatureofthemusicthatsupports youranswer.Writethis intothe‘Share’column.
The musicin this excerpt illustrates…
The musicin this excerpt illustrates…
Share
Identify one feature of the music to support your answer
Excerpt1
Excerpt3
Excerpt4
LISTENANDRESPOND A5.37
a) Listentoan excerptfromMussorgsky’s Night on the Bare Mountain.Describethemusic underthefollowingheadings.
b) Answer the following questions in your copybook.
10 Describethecomposer’suseofrestsinillustratingthemood. SHOWWHATYOUKNOW
1 Explaintheterm programmemusic
2 Inwhichmusicaleradidprogrammemusicbegintoflourish?
3 Whatarethedatesforthismusicalera?
4 Listtwoauralsignpostsassociatedwithmusiccomposedduringthisera.
5 Listtwocomposersfromthisera.
6 WhatcountrywasMussorgskybornin?
7 WhatwastheinspirationforMussorgsky’swork Night on the Bare Mountain?
8 Identifytwofeaturesofthemusicwhichhelptoillustratethemood.
9 Nameonepercussioninstrumentthataddstothedramaticeffectofthemusic.
Activity16:CarnivaloftheAnimals
features Rhythmic features DESIGN
a) Create alistening map toillustratethe form of‘TheElephant’from TheCarnival of the Animals by CamilleSaintSaëns.
1 Thismovementisint form.Thereare themes,whichare played byp andd b .Theopeningmaterialis called andthecontrastingsectioniscalled material.The sectionreturnsaftertheBsection.
b) Illustratetheformofthismovementusingshapesorimages.Thenlistsomemusicalsignpoststo helpotherlistenersidentifyeachsectionwhentheyhearit (e.g.instrument,dynamic,tempo).
‘The Elephant’ Musical Map
LISTENANDRESPOND
c) Three excerptsfromothermovementsof TheCarnival ofthe Animals willbeplayedtwice.Matchthe musictotheimageoftheanimal youthinkSaint-Saenswasillustrating.Share two reasonsto explain yourchoices.
Excerptmatch: Excerptmatch: Excerptmatch:
Reason 1Reason 1Reason1
Reason 2Reason 2Reason2
LEARNINGINREVIEW!
Task: Compare twopieces of programmemusic by twodifferent Romantic composers,from twodifferent countries.
Romantic Era
Style of Music:
Composer 1: Composer 2:
Country of Birth: Country of Birth:
Name of Music:Name of Music:
Identify three headingsunderwhich youwillcomparethetwopiecesofprogrammemusic.
Usethespaceprovidedbelowtomakeacomparisonbetweenthetwopiecesofmusicusingthe headings youhave listedabove. Refer to bothpieces of music undereachheading.
Comparison1:
Comparison2:
Comparison3:
Task: Composeapieceofprogrammemusicforanaturedocumentaryinspired by one ofthefollowing images.Considerthecharacteristicsoftheanimal youchoosetoworkwith.Composeamelodywhich helpstobringthecharacterof yourchosencreaturetolifethroughmusic.Decidingonthetempo, dynamicsand evenarticulationwillhelp!Identifyinstrumentsorsoundsthatcouldbeusedtoperform yourcomposition.
Brainstorm Box!
Drafting Rhythmic Ideas
/
Drafting Melodic Ideas
Feedback
Finale!
Explain the termincidental music.
‘Méditation’ from Thaïs by Jules Massenet
a) Listenagain to ‘Méditation’ andanswer the following questions in your copybook.
1 Explaintheterm incidental music.
2 Whocomposed‘Méditation’andinwhichcountrywasthiscomposerborn?
3 Whywasthispieceofmusiccomposed?
4 Whenis‘Méditation’heardintheopera?
5 Identifytheinstrumentthatplaysthemainmelody.
6 IdentifytheinstrumentthataccompaniesthemainmelodyinSectionA.
7 Describethe mood ofthemusicheardinthis excerpt.
8 Identifythe key signature ofthemusicheardinthis excerpt.
b) Explorethescoreof‘Méditation’onpages92–93ofthetextbookandnamethesymbolsmarked onthescoreinthecorrespondingboxesbelow.
c) Identifytheformof‘Méditation’.
d) Withreferencetomusicalfeatures,describeonesimilarityandonedifferencebetweenthe musicheardinSectionAandSectionBmarkedonthescore.
Similarity Difference
Activity20:ComeFlyOverNeverland! Activity20:ComeFlyOverNe
ComposerBrief! COMPOSE
Theplay Peter Pan waswritten by ScottishplaywrightJamesMatthew Barrieandpremieredin Londonon27December1904.Intheplay, Peter PanandhismischievousfairysidekickTinkerbellvisitthenurseryofthe Darlingchildrenduringthenight.Withasprinkleoffairydust,thechildren areabletoflyandtheygowith PeteronamagicaljourneytoNeverlandto meetthe LostBoys.
Task: Your communitytheatre groupisputtingonaperformance of the play Peter Pan. Thedirectorhasasked you to write apiece of incidental music to illustratethesceneinthebelow line. Composea shortpiece inD major to illustratethemagicand excitementthechildren of taking flight!
Asprinkle of pixiedustandtheDarlingchildrentakeflightwithPeter.
Activity21:SilenceonSet!
Workingroups to create andpresentashortsilentfilm to your classmates.
• Useaschooldevicetocaptureascenewhichillustratesa dayinthelifeofastudent. Perhapsabusycorridor,panic atthelocker,conversationsinthecanteen,singinginthe choirhalloradreadedtriptotheoffice.Somethingcaptured inslowmotionoratimelapsethat youhave spedupcould worktoo.
• Before youbegincreatingmusictoaccompany yourfilm, examinetheactionclipcarefully together. Lookoutforopportunitiestoillustratetheactiontakingplacein yourrecording. Identifythemoodandconsiderhowtheelementsofmusiccanhelp youtoachieve thismoodin yourcomposition.
• Rehearse yourcompositioninsyncwith yourfilmclip.
UseiMovieoranothersuitablemusicsoftwareprogramtorecord yourcompositionand synchroniseitwith yourfilmclip. Watchitback,andif youarehappywithit,saveevidence of yourworkin your compositionale-portfolio.If youdecidetomakeanychangesto your composition,makeanoteofthesechanges.
1 Designa rhythmicostinato toaccompanyachasescene inamovie.
2 Composeamelodicphrasethatcanplay overtherhythmic ostinatoasitrepeatsagainandagain. Perform yourcompositiontogether.
Drafting Rhythmic Ostinato /
Drafting Melodic Ideas
Feedback
Finale!
Ostinato / Melody
Four excerptswillbeplayedtwice.
Trytoidentifythe sound source ineach excerpt.Howwould you describe thesound? SoundSource Description…
Four excerptswillbeplayedtwice.
Challenge!Can you name the sound source?
1 Explaintheterm‘symphonyorchestra’
2 Namethefourfamiliesoftheorchestraandlistthemintheorderinwhichtheyarefoundon stage,fromfronttoback.
Front Back
3 Usecolourtoindicatewheretheinstrumentsineachfamilysit.Shadethe stringsPURPLE,the woodwindGREEN,the brassBLUE,andthe percussionORANGE.Colourthe conductorRED andthe leaderPINK Leader Trumpets FrenchHorns Timpani
4 Lookatthelabelleddiagramoftheorchestraabove.Organisethenamesofeachinstrument intothecorrectfamilycolumninthegridbelow.
Strings
Woodwind Brass Percussion
Writeabriefdescriptionofeachoftheinstrumentsbelow.Describehow theyareplayedandhowtheysound.Nameonefamousperformertoo.
Instrument Description Performers
Flute Clarinet Oboe Bassoon
Writeabriefdescriptionofeachoftheinstrumentsbelow. Describehow theyareplayedandhowtheysound.Nameonefamousperformertoo.
InstrumentsDescriptionPerformers
Violin Viola Cello Double Bass Harp
Writeabriefdescriptionofeachoftheinstrumentsbelow.Describehowtheyareplayedandhow theysound.Nameonefamousperformertoo.
InstrumentsDescriptionPerformers
French Horn
Trumpet
Trombone
Tuba
Listsomeofthedifferentpercussioninstrumentsthatbelongtothetwo categoriesgivenhereandgiveabriefdescription.Explainhowthe instrumentsareplayedandhowtheysound.Nameonefamous performertoo.
Instrument Description Performers Pitched
Unpitched
Activity8:FinalCallListeningMap
A6.30
FinalCall!
BenjaminBrittentakesusthroughafinalcallforeachoftheinstruments.
Listenagainandadd theinstruments to thelistening mapin the order that you hear them. The musicbegins onthepiccolo, butwho joinsinnext?
piccolotubacellopercussionviolin
clarinetviolabassoonoboetrumpet doublebasstrombone Frenchhornharpflute
piccolo
ComposerBrief! COMPOSE
Task: Youhave beenaskedtocomposea radio jinglefortheannouncementoftheNSO’sSummer LunchtimeSeries. Yourjinglemelodywillneedto accompanythestatement‘Love YourOrchestra’ Thejinglemelodyshouldbein 4 4andthe keyofGmajor.
Let’sRecap!
Jingle Brainstorm Box!
A jingle isashorttuneorsongusedto advertiseaproductinthemedia. Drafting
Reflections!
a) Writeashortblogpostonthiscomposingtaskin yourcopybook.Includeinformationabout steps youhave takentocompose your radiojingle;how youhave goneaboutit.
b) SharetworeasonswhyadvertisingcampaignssuchasthisoneareimportantfortheNSO.
Activity10:GoCompare!
‘Riverdance’byBillWhelan WATCH edco.ie/ksjj
‘Newfoundland’from TheBrendanVoyagebyShaunDavey WATCH edco.ie/6ybb
Watch theNSOperformtheworksoftwoIrishcomposers:BillWhelanandShaunDavey Bothperformancesareconducted by DavidBrophy.
a) Usethegridbelowtohelp youtocomparethemusicunderthegivenheadings.
‘Riverdance’ ‘Newfoundland’
Composer
Nationality
Style
Inspiration/Purpose
Mood
Tempo
Dynamics
Instrumentation
b) Describe twosimilarities and twodifferences between‘Riverdance’and‘Newfoundland’.
1stSimilarity: 1st Difference: 2ndSimilarity: 2nd Difference:
Createa playlist ofmusicfororchestrawritten by Irishcomposers.Choosefourworks by Irish composersandanswerthequestionsthatfollow.
Answerthe followingquestionsin your copybook.
1 Suggesttwobusinesspremisesthatmightchoosetoplaythemusicfrom yourplaylist.
2 Nametwonationalorcommunity eventswheretheorganisersmightchoosetoplay your playlist.
3 Suggestoneschoolcelebrationor eventthat yourplaylistwouldbesuitedto.
4 Describehow youwouldmake yourplaylist availabletoaglobalaudience.
5 Howoftenwould youheartheseworksplayedonIrish radioorTV?
6 Do youthinkthatIrishcomposersreceiveenoughrecognitionfortheirwork by Irishaudiences? SuggesttwostepswecouldtaketohelptopromotetheworkofIrishcomposers.
7 NameoneorganisationinIrelandwhichsupportsandpromotestheworkofIrishcomposers.
8 Explaintheterm radio royalties and explainwhytheseroyaltiesaresoimportantforIrish composers.
In yourcopybook,createaposteradvertisementdesigned torecruitnewmembersfor yourschoolchoiroranother activechoirin yourlocalcommunity.
Youshouldincludeinformationaboutthechoir,suchascontact information,rehearsalscheduleandthestyleofmusictheyperform. Includesomestatementsaboutthebenefitsofsingingfornewmembers.
LISTENANDRESPOND
Listentofour vocalperformancesandidentifythe voicetypeheardineach excerpt. Voice Type
Listentotwodifferentperformancesofthis hymnandanswerthequestionsbelow.
a) Listentothisplaylistandreviewthesongs.Mentiononething youlikeaboutthesongand identifyoneauralsignpostforotherstolistenoutfor;whatcaught youattention?
ROCKÉIRE Song WATCH
‘Dies Irae’ from Messa da Requiem by Giuseppe Verdi A6.44 ©TheEducationalCompanyofIreland
One thingIliked aboutthis song….
An aural signpost to listen out for…
‘Sunday
‘Zombie’ edco.ie/knpx
‘The Boys are Backin Town’ edco.ie/dqdr
‘Dearg Doom’ edco.ie/rxke
‘Run’ edco.ie/5kjv
b) Add five moresongs by Irishrockartiststocompletetheplaylist.
ROCKÉIRE
c) Select twosongs that youhave chosentoaddtotheRockÉireplaylist.In yourcopybook, comparethesetwosongsanddescribethesimilaritiesanddifferencesbetweenthem.
6.5MusicinAdvertising
Activity16:AudiQ8Advert
LISTENANDRESPOND
Listen to the ‘Dies Irae’ from Verdi’s Requiem andanswer the following questions.
1 Theintroductionisplayed by stringfamilybrassfamilyfullorchestra
2 The vocalmusicissung by femalechoirmalechoirmixedchoir
3 The vocalmelodyfeatures
stepwisemovementleapsrepeatednotes
4 The vocalpartisfollowed by rapiddescendingscales,played by thes section.
5 Thepercussionsectionplaysaccentedbeatsaddingtothedramaofthissection.Identifyone percussioninstrumentheardinthis excerpt.
Roleofmusic: ©TheEducationalCompanyofIreland
6 Identifythedynamicsofthis excerpt. loud moderate soft
7 Identifythetempoofthis excerpt. fast moderate slow
8 Describeone musicalfeature in Verdi’s‘DiesIrae’thathelpstosupportthemessage‘TheBig Entrance’inAudi’sQ8advert.
Chooseoneadvertisementthatuses vocalmusicand evaluatetherolemusicplaysinsupporting theadvertisingmessageintheadvert youhave chosen.
1 Nametheadvertandthemusic.
Advert: Music:
2 Describetwofeaturesofthemusicinthisadvert.
Feature1: Feature2:
3 Describetherolethemusicplaysinsupportingtheadvertisingmessage.
What is texture?
LISTENANDRESPOND
a) Scarborough Fair isatraditionalEnglishfolksong.Thefirstphraseisprintedbelow.Howmany layersarethereintheperformance?
b) Listentothethree excerpts.Inpairs,discusshowmanydifferentlayers youhearineach excerpt. Howdotheselayersworktogether?
(i) Identifytheinstrumentor voiceperformingthe melody.Identifytheinstrumentsplaying the accompaniment
(ii) Identifyone similarity andone difference between PerformanceAand PerformanceB.
Similarity: Difference:
Create!
Visual representations oftextureare veryhelpfulastheyillustratethelayersinapieceofmusic andhowtheyinteract.Draw avisualrepresentationforeachofthreeformsoftexture youhave just learnedabout.
Monophony Homophony Polyphony
LISTENANDRESPOND
Identify thetextureofthefollowingfour excerpts. Describe thetexturewithreferencetothemusic heardinthe excerpt.
Polyphonic Homophonic Monophonic
(i)
Answer: Excerpt1 A7.13
(ii)
Polyphonic Homophonic Monophonic Excerpt2 A7.14
Answer:
(iii)
Polyphonic Homophonic Monophonic Excerpt3 A7.15
Answer:
(iv)
Polyphonic Homophonic Monophonic Excerpt4 A7.16
Answer:
What isharmony?
Considerthestrengthsandweaknessesofinstrumentsnamedbelow.
Whichoftheinstrumentsaresuitedtoplayingthemelody?ortheharmonyinaperformance?
Putthefollowinginstrumentsintotherightcolumns.
Flute Harp Ukulele Xylophone Trumpet Piano Piccolo
Violin Cello GuitarClarinet Keyboard Oboe
Bassoon Organ Double Bass Banjo
Melody InstrumentsHarmony Instruments
LISTENANDRESPOND
A7.18
Chords
Listen toeightchordsplayedoneaftertheother.Eachofthenumberedboxesrepresents onebarofmusicwhichisin 4 4.Identifythechordsinthepatternthataredissonant. Ticktheboxeswhere youhearadissonantchordplayed.Dissonantchordsareusually resolved by theuseofachordthatispleasingtotheear.
12345678
Dissonantchord
What isatriad?
Triadscanbebuilton everynoteofthemajorscale.
Buildallseventriads for the key of Cmajor.
• UsetheCmajorscaleprintedheretoidentifythenotesthatformeachtriad.
• BuildatriadoneachnoteoftheCmajorscale.Writeitonthestave below.
• Stackthethreepitchesoneontopoftheotherusing semibreves.
w & w w w w w w w
• Usetheinformation youhave collectedonthisstave tohelp youcompletethechordbankbelow.
• InsertthenamesofthenotesthatmakeupeachtriadinCmajor.Thefirstoneisdonefor you.
• AlwaysuseCAPITALletterswhennamingnotes.
Workwitheachofthemajor keysignaturesGmajor,DmajorandFmajortocompletethe followingtasksonpage75.
• Writeoutan ascendingscale.
• Label thenotes by placingthe pitchname beloweachnote.
• Build triads oneachnoteofthescale.
• Circleandidentifythe major triads.
• Copy themajortriadsintothespacesprovided.
• Namethemajortriads.Thefirstoneisdonefor you.
Scale: &#
Workinpairstoidentifythetriadsusedinthepiano accompaniment for‘Kumbaya’.
• Insertthetriadnames,usingcapitalletters,intotheemptyboxesthatsit overthemelodynotes.
• Eachboxindicatesachangetoanewtriad.
a) Usingthemajortriadsin Cmajor,composea4-barmelodicphrase.Thenamesofthetriads printedabove thestave areprovidedtoguide yourcomposition.
• Base yourtriadicmovementonthenotesofthetriadsnamedbelow.
• Don’tforgettoendonthe keynote/tonic (doh).
• Addsuitablephrasingto yourmelody.
b) Composea4-barmelodicphrasein Dmajor
• Use triadicmovement basedonthedoh,fahorsohtriadsinthis key.
• Endonthe keynote/tonic (doh).
• Addsuitablephrasingto yourmelody.
• Writearhythmicaccompanimentto yourmelodyontherhythmline.
Ready Tech Go!
UseMuseScore,Finaleoranothersuitablemusicsoftwareprogramtoinput yourcomposition. Listenbackand,if youarehappywithit,saveevidenceof yourworkfor yourComposition Portfolio.If youdecidetomakeanychangesto yourcomposition,makeanoteofthesechanges on yourwrittenscore.
Activity 10: YouAreMySunshine :
Yourfriendisperformingthissongforhersister’sbirthday. Shewouldlikehercousintoaccompany heronthepiano.Writeapianoaccompanimenttothissong.Do yourpreparatoryworkfirst!
1 Lookforthepositionoftheemptyboxesabove thestave.
2 Examinethemelodynotesthatarebeloweachbox.
3 Chooseatriadthatissuitabletoaccompanythosemelodynotes.Writethenameofthetriadin theemptybox.
4 Insertthetriad youhave selectedontothepianostave using semibreves.Stackthetriadnotes carefully.
Rough Work & Chordbankgrid– key of Cmajor Notes
Writethenotesofthemajorchords(I,IVandV)inCmajoronto thestave provided.
ComparethenotesofthechordswiththepitchesoftheCmajorscaletoidentifythemajorchord(s) thatmatcheachofthenotesinCmajor.Thefirstnoteiscompletedfor you.
Themajorchordsinmajor keysarefoundonthefirst,fourthandfifthnotesofthescale.These notesarelabelledusingRomannumerals: I,IV and V
Foreachmajor key
• insertan ascendingmajor scale onthestaveprovided
• buildachordoneachnote
• circlethe major chords
• completethechordbankgridprovided. & b FMajor
Notes of chord
Chordname
Romannumeral IIVV & DMajor ##
Notes of chord
Chordname
Romannumeral IIVV & GMajor #
Notes of chord
Chordname
Romannumeral IIVV
WorkinpairstoinvestigatethechordsthatareusedtoaccompanyBobDylan’shitsong‘Blowin’in theWind’.Theremaybesomenotesineachbarthatdonotmatchthechordforthatbar.Theseare called non-chordnotes.Recordthechordnotesandnon-chordnotesinthegridonpage80.
Howma-nyroadsmust amanwa-lk be-foreyoucallhima down CF
LISTENANDRESPOND
a) Listenand Compare
Compare twodifferentarrangementsofthetraditionalAmericansong‘Blowin’intheWind’ undertheheadingslistedinthegridbelow.
Blowin’inthe Wind
b) DescribeonewayinwhichthearrangementofthesonginExcerpt2issimilartothe arrangement youheardinExcerpt1.
Similarity:
DescribeonewayinwhichthearrangementofthesonginExcerpt2isdifferenttothe arrangement youheardinExcerpt1.
Difference:
LISTENANDRESPOND
a) Listentotwoperformancesofthe Irish folksong ‘WildMountainThyme’. Comparethetwo performancesunderthefollowingheadings.
Excerpt 1Excerpt2
Vocals
Accompaniment
Vocals
Instrumentation
Texture
Tempo
Style/Influences
DescribeonewayinwhichtheperformanceofthesonginExcerpt2issimilartothe performance youheardinExcerpt1.
Similarity:
DescribeonewayinwhichtheperformanceofthesonginExcerpt2isdifferenttothe performance youheardinExcerpt1.
Difference:
b) ResearchIrishfolksongsand,in yourcopybook,createaplaylistoffourIrishfolksongsthat couldbeplayedintheschoolcanteentocelebrateourcultureduringSeachtainnaGaeilge.
COMPOSE
ComposerBrief!
Asingerin yourmusicclasshasasked youtoaccompanythemon yourguitarfortheirupcoming performance.Theyaresinging ‘AmazingGrace’inFmajor.
Insert suitablechordstoaddharmonicsupporttothismelody.
ComposerBrief! COMPOSE
Thismelodyisan advertisingjingle foralocal radiostation.Themelodyisplayedontheviolin.It repeats overand overagainunderthe voice-overaudio. Forthisreasonthemelodydoesnotendon the keynote/tonic (doh).
Identifysuitablechordstoaddharmonicsupporttothejinglemelody.Insertthesechordsintotheboxes provided.
Describeonelayerofsoundthat youwouldaddtothejingletovarythe texture asitrepeats?
Explainhow youwouldsharethe jingle with yourschoolcommunitytoadvertiseanewbusiness venture.
Task1: Addingharmony to amelody
a) Workinpairs toidentifyabackingchordprogressionthatissuitabletoaddaccompanimenttothis shortmelodyinDmajor.
Step1:Rough Work
WriteoutthescaleofDmajoronthestave below.
Labeleachnoteofthescaleusingpitchnames andromannumerals.
IdentifythemajorchordsI,IVand V. Addthemtothechordbankgrid.
Notes of chord
Chordname Romannumeral IIVV
Step2: Look for cluesinthemelody!
Explorethemelodynotes.Considerwhichofthemajorchordsisthebestmatchforthemelody notes.Rememberthat everynewchordboxrequiresachangeofchord.
Chooseasuitablechordforeachemptychordboxandinsertthechordnameusingcapitalletters. Do notuse romannumerals
SHOWWHATYOUKNOW
b) 1 The pulse ofthemusicinthis excerptis .
2 The key signature is .
3 Namethethreenotesinbar1.Note1: Note2: Note3:
4 Thesenotesformthechordof major, whichisalsoknownasthe t chord.
5 IdentifythesymbolsmarkedBandConthesheetmusicand explaintheirpurpose.
6 Themelodynotesinbaronearean exampleof triadicmelody. True False
c) Instrumentation:Chooseoneinstrumenttoplayeachlayer;whowillplaychordsandthe melody?Suggestonereasonwhytheinstruments youhave chosenaresuitedtotherole youhave giventhem.
d) Describethe texture ofthisperformance.
Answer thebelow questionsin your copybook. 1
Workinpairs toidentifyasuitablechordprogressiontoaccompanythismelodicphrase.Insert blockchords onthestave providedtoaddharmonicsupporttothemelodyline.
a) Brokenchordaccompaniments
1 Explaintheterm brokenchord
2 Suggesttwoinstrumentsthataresuitedtoplayingbrokenchords.
(i)
(ii)
3 Examinethemelodicphrasebelow.Ithasasimplebrokenchordaccompaniment.
• Usethenotesofthebrokenchordstohelp youtoidentifythechordprogressionthe accompanimentisbasedon.
• Insertthechordnamesintotheboxesabove themelodylineusingcapitalletters.Donot useromannumeralsorsolfa.
b) Create!
Composeashortmelodyforafluteduet.Writeapartforflute1usinglongnotes,basedonthechord progressionprintedbelow.Flute2playsabrokenchordaccompaniment.Flute2’sparthasbeen addedtoguide yourcomposition.
Ready Tech Go!
UseMuseScore,Finaleoranothersuitablemusicsoftwareprogramtoinput yourcompositions. Listenback,andif youarehappywithit,saveevidenceof yourworkin yourCompositione-Portfolio. If youdecidetomakeanychangesto yourcomposition,makenoteofthesechangeson yourwritten score.
Alterthestyleofaccompanimenttochangethefeelofthemusic.
Changeablockchordaccompanimenttoabrokenchordaccompaniment.
1 Identify thechordsthatareaddingharmonicsupporttothismelodicphraseandwritethechord namesintheemptyboxesabove themelody. Take caretopositionthemcorrectly.
2 Adapt the block chord accompanimenttocomposea brokenchord accompanimentto accompany yourmelodyinstead.
3 Write yournewaccompanimentonthestave providedbelow.
4 Check thatthenotesofthebrokenchordsarealignedwiththenotesinthemelodylineabove.
ComposerBrief! COMPOSE
AddtwobarsofmusictocompletethismelodyinFmajor.Experimenttofindwaystomake yourmelodysoundfinished.Addsuitablephrasing.
Describe thesteps youhave takentoensurethat yourmelodywillsoundfinishedinbar4.
Workinpairs toidentifythechordsrequiredtocreatefinishingcadencesinthefourmajor keys: Cmajor, Gmajor,Dmajor and F major.Insertthechordnamesintothegridbelowusingcapital letters.Donotuseromannumerals.
PerfectCadenceChords PlagalCadenceChords
Cmajor
Gmajor
Dmajor
F major
Put yourlearningtowork!Completethecomposingtaskssetoutbelow.
Task1: Selecting cadencechords
a) Identifysuitablechordstoaddharmonicsupporttothisphrasein Dmajor.Endthephrasewith aperfectcadence.
Rough Work:
b) Answerthebelow questions.
1 Identifytwofeaturesofthemelodyline.
2 Insertasuitabletimesignatureinto bar1.
3 Describehow youwouldliketheaccompanisttoperformthechords youhave chosen.
4 Describethetextureofthiscomposition.
5 Identifythe keysignatureofthis excerpt.
6 Identifythe rangeofthemelody?
Task2: Designanaccompanimentthatprovidesharmonicsupport to thegivenmelodyabove.
a)
• Identify suitablechordstoaddharmonicsupporttothisphrasein G major.
• Insert afinishingcadenceinthefinaltwochordboxes.
• Design aharmonicaccompanimentandwritethisaccompanimentonthestaveprovided belowthemelody.
Rough Work:
b) Answerthebelow questions.
1 Describe theaccompaniment youhave addedtothismelodicphraseandgive one reason for yourchoice.
2 Suggest one instrumentwhichissuitabletoperformtheaccompaniment youhave composedandgive one reasonfor yourchoice.
3 Describe thetextureofthispieceofmusic.
4 Describe how youcouldrecordthispieceofmusicandshareitwithothermembersof your musicclassforperformance.
4 Selectonegenrefrom yourlist.Nametwopiecesofmusicfromthisgenreandtheartist/ composerofthesepiecesofmusic. Genre: TitleArtist/Composer Piece1 Piece2
5 Identifytwosimilaritiesbetweenthesetwopiecesofmusic.Whatcharacteristicsdotheyshare?
SHOWWHATYOUKNOW!
a) Answerthefollowingquestionsin yourcopybook.
1 Religiousmusicisalsoknownass m
2 Whatisthepurposeofreligiousmusic?
3 Describeonewayinwhichmembersofareligiousfaithusemusicaspartoftheirreligious worship.
4 Explaintheterm Gregorianchant
5 Describetwofeaturesofthisstyleofsinging.
LISTENANDRESPOND
A8.3
‘Ubicaritas’ (anonymous)
b) ListentotheGregorianchant‘Ubicaritas’andanswerthequestions.
1 Thechantconsistsofonemelodiclinewhichissungin unison harmony
2 Thetextissungin LatinEnglish
3 Thisperformanceis accompanied unaccompanied
4 Thetextureis monophonichomophonic
5 Explainthefollowingtermsin yourownwords. Unison Freerhythm
c) BlogSpot!Research Taizéandwriteashortblogposton Taizémusicin yourcopybook.
LISTENANDRESPOND
‘Gloria’
Listen tothe excerptanddescribethemusicunderthefollowingheadings.Refertothemusicin youranswers. Description
LISTENANDRESPOND
Listenagainto‘Siignoraste’andanswerthequestions.
Answer the followingquestions.
1 Explaintheterm classicalmusic
2 Usethetimelineprintedin yourbooktomatchthecorrectmusicalerawiththedates associatedwithit. Medieval1600–1750
3 DescribetwodifferencesbetweenmedievalmusicandRenaissancemusic.
Difference1:
Difference2:
4 DescribeonesimilaritybetweenmedievalmusicandRenaissancemusic.
‘Allegro’ fromthe Lute Concerto inD major by AntonioVivaldi
a) Scavenger Hunt
In pairs exploretheviolinpartforthefirstmovementofthisconcerto. Together,findthefollowing featuresandsymbolsinthescore.Markthelettersonthescore.
b) Answerthefollowingquestionsin yourcopybook.
1 Namethecomposerofthisluteconcerto.
2 To whicheradoeshismusicbelong?
3 Whatisalute?
4 Identifythe keysignatureofthispieceofmusic.
5 Insertthemissingtimesignatureonthescore.
6 Explainthefollowingterms: texture; polyphony; harpsichord; ritornello.
LISTENANDRESPOND
c) Answerthebelowquestionsin yourcopybook.
1 Identify one changeinthemusicinbar6.
2 Identify one changewhichoccursinthemusicinbar13.
3 Whathappensinthemusicafterbar23?
4 Explaintheterm ritornello.
5 Identifyoneplaceonthesheetmusicwheretheritornellothemereturns.
‘Andante’ from Piano Concerto No.21 by WolfgangAmadeus Mozart
Listen tothis excerptandanswerthequestionsthatfollow.
1 Namethefamilyofinstrumentsheardatthestartofthis excerpt.
2 Whatisthepulseofthemusic?
3 Thetonalityofthis excerptis
4 Describethetextureofthemusicheardinthis excerpt. A8.11
a) Answerthefollowingquestionsin yourcopybook.
(i)IdentifythedatesoftheRomanticera.
(ii)Nametwocomposersfromthisera.
(iii)Describethreefeaturesassociatedwithmusicfromthisera.
(iv)Explainthefollowingterms: leitmotif;dissonance; tonepoem; found sound; tonality.
b) Createa keyfora visual representation thatillustratesthemusicheardinthiswork.
CamilleSaint-Saënsincludesfiveinterestingfeaturesthatheusestoillustratethestoryof DanseMacabre
• Designfivesymbolsthatcanbeusedasavisualrepresentationofeachofthefivemusical featuresdescribedin yourtextbook.
• Addadescriptionofwhateachsymbolrepresentsinthegridonpage96.Thefirstoneis donefor you.
Musical featureSymbolThe symbol represents…
Task: Create yourowngraphicscoreusingthegridbelow.
a) Designsymbolsorgraphicsforthetencellsprintedbelow.
b) Giveadescriptionofthesoundsorideas youhave representedusingthesesymbols.
c) Whatadvicewould yougivetoperformerswhoarepreparingtoperform yourcomposition?
a) 12345 678910
b) Graphicscore key
SymbolsDescription
c) Advice
8.3AStudyofRomanticMusic
‘InWunderschönenMonatMai’from Dichterliebe by RobertSchumann
WATCH edco.ie/2n88
Watchthisperformanceof‘InWunderschönenMonatMai’andanswerthequestionsthatfollowin yourcopybook.
HerearetheGermanlyricsalongwithanEnglishtranslation.
ImwunderschönenMonatMai, Inthe wonderfulmonthofMay
AlsalleKnospensprangen, Whenallthebuds wereburstingopen
DaistinmeinemHerzen
Therein my heart
DieLiebeaufgegangen. Love sprangup.
ImwunderschönenMonatMai, Inthe wonderfulmonthofMay
Alsalle Vögelsangen, Whenallthebirds weresinging Dahabichihrgestanden ThendidIconfesstoher
MeinSehnenund Verlangen.Mylonginganddesire.
8
A8.16
‘Kangaroos’ from The Carnival of theAnimals by Camille Saint-Saëns
Listento‘Kangaroos’. Workinpairstodescribetheelementsofmusic listedinthegridbelow.
Elements What IheardWhat my partnerheard
Pulse
Rhythm
Tempo
Pitch
Tonality
Dynamics
Timbre (Instrumentation)
Texture
Mood
COMPOSE
ComposerBrief!
Task: Yourartteacherhasasked youtocomposeapieceofincidental musictobeplayedduringan exhibitionoftheentriesforaphotography competitiononthethemeofsunsetsin F major.
Composeapieceof illustrative music inspired by asunset. Take inspiration fromStraussandincludeamotifthatillustratesdarknessfallingasthesun sets.Considerthemovementofthesunandmoodofnight.Composea melodythatbringsthisimagerytolife.
Brainstorm Box!
Drafting Melodic Ideas & b
Melody & b
Feedback Finale! & b
Melody & b
1 Describehowthiscompositionillustratesthesunsetting.
2 Identifyaninstrumentthatissuitabletoperform yourpiece.
Task: Compare twotonepoems from the Romantic era written by composers from different countries.
Romantic Era
Style of Music:
Composer 1:
Country of Birth:
Composer 2: Country of Birth:
Name of Music: AlsoSprachZarathustra Name of Music: Nightonthe Bare Mountain
a) Fromthelistbelowchoose three headingsunderwhich youwillcomparethetwopiecesof programmemusic.
b) Usethespaceprovidedbelowtomakeacomparisonbetweenthesetwopiecesofmusicusing two of theheadings youhave listedabove. Refer to both pieces of music undereachheading.
Comparison 1:
Comparison 2:
c) Identifyone similarity andone difference betweenthepiecesofmusic.
SimilarityDifference
a) 1 Whatisanocturne?
2 Describe three commonfeaturesofthisform.
Feature1
Feature2
Feature3
b) Task: Compare the two nocturnes.
Composer 1:
Country of Birth:
The Nocturne
Style of Music: Nocturne
Composer 2:
Country of Birth: Name of Music: Name of Music:
1 Identify two headingsunderwhich youwillcomparethetwopiecesofprogrammemusic.
2 Usethespaceprovidedbelowtomakeacomparisonbetweenthetwopiecesofmusicusingthe headings youhave listedabove. Refer to both pieces of music undereachheading.
Comparison 1:
Comparison 2:
3 Identifyone similarity andone difference betweenthepiecesofmusic.
SimilarityDifference
LISTENANDRESPOND
Listentothemusicplayedinthis excerptandanswerthequestionsbelow.
Excerpt 1, playedthreetimes. A9.2
An excerptfrom‘MoGhileMear’,awell-knownIrishlament,willbeheard.
1 The vocalistis male female
2 Selectthegraphicthatin youropinionbestrepresentsthetextureofthemusicheardinthe introduction.
Giveareasonfor yourchoiceofgraphic,withreferencetothemusicheardinthe excerpt.
3 Select two featuresofthisperformancefromthelistbelowanddefineeachfeature you have selectedinthespaceprovidedonp103.
Features
Syncopation
Repeatedfinalnote
Ornamentation Sequence
Ostinato
Freerhythm
4 Identifyonechangethatoccurstowardstheendofthis excerpt.
5 Identify one similarityand one differencebetween excerpt1and excerpt2.
Similarity: Difference: Excerpt 1 willbeplayedagainandanew excerpt, Excerpt 2, willbeheard once only. A9.2 A9.3
WorkinpairstocomparetwointerpretationsoftheIrishfolksong‘SiuilaRúin’. edco.ie/xweu WATCH Arrangement1 edco.ie/5cf8 WATCH
Arrangement2
Seo Linn The Haar
Identifytwosimilaritiesandtwodifferencesbetweentheartists’performances ofthissong. Refertothe elementsofmusicin youranswers(instrumentation,texture,tempo,dynamics,etc.)
Similarity 1:
Similarity 2:
Difference1:
Difference2:
1 In yourcopybook,createandshareaplaylistofsongsbelongingtotheIrishsongtraditionto celebrateIrishartistsandculture.
2 Describehow youwouldshare yourplaylistwithothers.
Describesome of the effortsmade by organisations to promote Irishartists work.
Printmediaplaysanimportantroleinadvertisingandpromotingmusicfestivals each year.
In your copybook,designapromotionalposter for one of theannual Irishmusic festivals.
• Includealistofperformerswhowillappearatthefestivalandnametheheadlineartist.
• Remembertoincludeimportantdetailssuchasthedate, venueandhowtogettickets.
SHOWWHATYOUKNOW! DESIGN
Answerthebelowquestionsin yourcopybook.
1 Musicianswhoperforminpublicspacesareknownas .
2 Do youneedalicencetobuskinIreland?
3 WhydomusicianschoosetobuskinlocationslikeGraftonStreetinDublin?
Completethefollowingsurvey of yourmusicclass by askingforashowofhandsforeachoption.Insertthe numberofpeoplewhogiveeachresponseintheboxes below.
For example:If 14 peoplein yourclass ‘always’access music everyday, youshouldplacethenumber 14 inthe boxbelowtheoption Always inquestion1below.
Foreachquestion,thenumbers insertedacrossallthecolumns shouldequalthetotalnumberof studentsparticipatinginthesurvey.
a) Ingroups, exploretheamountofairtimeIrishartistsreceiveonnational radiostationsnamedinthegridandlocal radiostationsin yourarea. Tune infor a one-hour period.Record yourfindingsinthegridbelow.
To find yourlocal radiostations,searchtheIrishRadioLivewebsite.
Search https://irishradiolive.com for your local Station
1 What radiostationhaveyoulistenedto?
2 Itisalocalornationalbroadcaster?
3 Sharethedata youhave gatheredinthegridbelow.
Station Date Time
List of songs by Irishartists
Search https://irishradiolive.com for your local Station
b) Share youranswerswithmembersof yourgroupandanswerthequestionsthatfollow.
4 Were yousurprised by yourfindings?Why/Whynot?
5 Which radiostationplayedthehighestnumberofsongs by Irishartistsinthis experiment?
6 SuggesttworeasonswhyIrish radiostationsshouldplaymoremusic by Irishartists.
Firstreason:
Secondreason:
WatchtheIMROvideo‘MusicMatters’abouttheIrishmusicindustryandanswerthequestions belowin yourcopybook.
9.3Artists’Incomes edco.ie/avfk
8 Thevideo’sfinalmessageisacalltoaction.Describeonechangethat youcouldmakeand explainhowitwouldimprove the experiencesofartistsacrossIreland.
Activity9:Artists’Incomes
Answer the followingquestions.
1 WhyishavingasourceofincomeimportantforIrishartists? SHOWWHATYOUKNOW!
WatchtheIMROvideo‘BenefitsofMusictoMyBusiness’inwhich businessownersareinterviewedabouthowtheyuseofmusicin theirbusiness.Answerthefollowingquestionsin yourcopybook.
1 Chooseoneofthebusinesstypesrepresentedinthisvideoandwriteashortblogpostonthe businessowner’sviewsonthebenefitsofmusicforthatbusiness.
2 Describehowmusiccanaddtotheatmosphereofabusiness.
3 Listthreeotherbusinesspremiseswheremusicisusedtoenhancetheatmosphere.
9.4 Music Copyright
Activity11:PublicDomain
a) 1 Explaintheterm publicdomain
2 Whendoesmusicenterthepublicdomain?
3 Whydo youthinkartistschoosetousemusicfromthepublicdomainintheirown compositions?
4 Explainwhyartistswhoadaptormodifymusicfromthepublicdomainfortheirown compositionscanhave theirinterpretationofthemusicprotected by copyright?
b) Watchand Respond
‘Molly Malone’ performed by SinéadO’Connor
Describethemusicheardinthis excerptundereachofthefollowingheadings.Refertothe musicin youranswers.
FeatureDescription
Vocals
Accompaniment Texture
Watchand Respond
‘Molly Malone’ performed by The Dubliners
WATCH edco.ie/3swd
Describethemusicheardinthis excerptundereachofthefollowingheadings.Refertothe musicin youranswers.
Vocals
Accompaniment
Texture
Processing effects
Tempo Dynamics
Mood
c) Go Compare!
SinéadO’Connor The Dubliners
ComparethesetwoperformancesoftheIrishfolksong‘MollyMalone’. Identifytwosimilarities andtwodifferencesbetweentheartists’performanceofthissong.
Firstsimilarity:
Secondsimilarity:
Firstdifference:
Seconddifference:
Activity12:Copyright
In your copybookdesignaposteron copyright for your musicclassroom.
Outlinethe do’s anddon’ts ofcopyright.Shareclearguidelinesthatcouldbe placedonthewallin yourschool’smusicroom.
COMPOSE
ComposerBrief!
Task: Composeashortjinglefora radioadvertisingcampaignthataimsto raise awarenessaboutillegal downloadingofmusicandcopyrightinfringement.
Remindlistenersthat by doingtherightthing,theywillbedoingtheirparttoensurethatartistscan keepcreatinggreatmusic!
Brainstorm Box!
Drafting Rhythmic Ideas
/ Rhythm / Rhythm
Drafting Melodic Ideas
& b
Melody
Melody & b
Feedback
Finale!
Activity1:CisforCreating
Creative Doodles
Whatpotentialdo yousee?Can youmakethesedoodlesintosomethingmore?Addtothedoodles ineachboxtocreate yourownimage.Usethelinesandshapesasastartingpoint.
Activity2:CreativeListening
Foursoundclipswillbeplayedonceonly.Describethesoundheardineachofthefoursoundclips andtrytoidentifywhatthesoundsourceis.
Listentosixsoundclips.Matcheachsoundtooneoftheimagesbelow.Whichimagedo youthink couldhave inspiredthesoundclip?
Activity4:CreativeCombinations
ComposerBrief! COMPOSE
Task: Compose apiece of incidental music to accompany anarration of ‘From a Railway Carriage’ by Robert Louis Stevenson.Seepage206in your textbook.
• Considerwaysofusingthe elements of music (tempo,dynamics,rhythmandinstrumentation) toillustratethepoem.
• Arethereanyinstrumentsorfoundsoundrecordingsthat youcouldaddtoillustratethewords?
Brainstorm Box!
In yourcopybook,writeashortreviewof yourcomposition.Includeinformationaboutsteps you have takentocompletethistaskandreviewhowitsoundedwhenperformed.
• Describehowthiscompositionillustratesthepoem.
• Identifyoneormoreinstrument/ssuitabletoperform youraccompaniment.
• Whatarethebenefitsofaddingmusicalaccompanimenttothenarrationofthepoem?
Imagine youarecomposingapieceofmusicinspired by themoodslistedbelow.
Considertheroletempo,dynamicsandinstrumentscanplayinhelpingtoillustrateeachofthese moodsinmusic.Shareadescriptionofthetempo,dynamicsandinstruments youwoulduseto illustrateeachmoodand explainwhy youhave madethesechoices.
Joy
Tempo Dynamics Instruments
Tempo Dynamics Instruments
Sadness
Tempo Dynamics Instruments Magical
Tempo Dynamics Instruments
Activity6:VisualRepresentationsofSound
a)
Explaintheterm visual representation of sound. LEARNINGINREVIEW!
LISTENANDRESPOND
b) Selectthegraphicwhichbestrepresentthemelodyheardonthepiano. A10.12
c) Draw visualrepresentationsofthefollowingfoursoundclips.
Task: Youhave beenaskedtoteachamusiclessonin yourlocalprimaryschool.Thechildrenare learningabouttheweather.Composeagraphicscoreinspired by oneofthepicturesbelowthatis suitablefor7–8 yearoldstoperform.
2 Choose two symbolsusedin yourgraphicscoreandwriteadetaileddescriptionofwhatthis symbolindicatesinthescoreandhowitshouldbeinterpreted by performerswhowishto perform yourpiece.
Symbol Detailed Description
Reflections!
Writeashortreviewof yourcomposition.Includeinformationaboutsteps youhave takento completethistaskandreviewhowitsoundedwhenperformed.
Activity8:ComposingaMelodicOstinato
ComposerBrief!
Task: Youhave beenemployed by AppletocreateanewringtonefortheirnewiPhone.Compose andrecorda melodicostinato in F major usingrhythmsandpitchesfromthebankofideasbelow. Makearecordingof yourmelodicostinatorepeating.
Rhythm Bank Pitch Bank
LEARNINGINREVIEW!
Explainthetermterms:
An ostinato is A melodicostinato is
a) Composea melodicostinato in F major.Usetherhythmandpitchbankprovidedonpage117.
Drafting Rhythmic Ideas /
Drafting Melodic Ideas
& & b b
MelodicOstinato
b) Record yourostinatorepeating. Improvise arhythmicaccompaniment over yourrecording.
LEARNINGINREVIEW!
Explaintheterm improvisation.
Reflections!
Writeashortreviewof yourcomposition.Includeinformationaboutsteps youhave takento completethistaskandreviewhowitsoundedwhenperformed.
SleepBaby isacompanythatdesignsand manufactureschildren’smusicboxesinIreland. Theirnewmobiletohang overababy’scothas softlightingfeaturesandplaysgentlemusic.Both featuresareintendedtohelpsmallbabiesdriftoff tosleep.
Theproductdesignersat SleepBaby aresearching for gentlelullaby musicthatcanberecordedand usedinthisnewproduct.
A lullaby isaquiet, gentlesongplayedorsung to helpachild to drift off to sleep. Themusicis oftenslow, quietanduses repetition.
Task: Createamelodyfor SleepBaby’s newproduct.Composealullabymelodyinthe keyofG major.Endonthe keynote/dohandaddsuitablephrasing.
Createalullabyforacribmobileproduct. Compose yourmelodyinGmajor.
Endonthe keynote/doh.
Addsuitablephrasing.
Drafting Rhythmic Ideas
Drafting Melodic Ideas
SleepBabyMobileLullaby
Reflections!
Writeashortreviewof yourcomposition.Includeinformationaboutsteps youhave takento completethistaskandreviewhowitsoundedwhenperformed.
1 Describehowthiscompositioncreatesasleepymood.
2 Identifyaninstrument/swhichissuitabletoperform youraccompaniment.
ComposerBrief!
Task: Yourclassmatehaschosentosingthesong‘The TownI LovedSo Well’fortheirmusicpractical. Theyhave asked youtoplaytheguitaralongwiththemaspartofagroupperformance.Compose achordalaccompanimenttoprovideharmonicsupporttothesong’smelody.
An excerptfrom‘The TownI LovedSo Well’isprintedfor you below.Insertsuitablemajorchordsintheboxesprovidedand endwithaperfectcadence.AchordgridinDmajorhasbeen providedfor you.
• Insertsuitablechordsintheboxesprovided.
• Insertchordsthatcreatea finishingcadence
Chordbankgrid– key of Dmajor
Identifyaninstrument/sthatissuitabletoperform youraccompaniment.
Reflections!
Writeashortreviewof yourcomposition.Includeinformationaboutsteps youhave takento completethistaskandreviewhowitsoundedwhenperformed.
ComposerBrief!
Task: Yourschoolhasinstalledanewphonesystemintheschooloffice.Composeandrecorda harmonic ostinato inFmajorthatcanberecordedandlistenedto by callerswhohave beenplaced onhold.Makearecordingof yourostinatorepeating.
Achordbankgridin F major hasbeenprovidedfor yo
Chord bankgrid – keyofF major
Notes of chord C A
ChordnameF Bb C
Romannumeral IIVV
a) Composea harmonic ostinato in F major.Usethechordbankprovidedabove tohelp you.
Drafting Rhythmic Ideas
DraftingChord Patterns
b) Makearecordingof yourharmonicostinatorepeating.Playitbackand improvise themessage fortheschooloffice overthisrecording.Hereisan exampleofthekindofmessage youmight hear:‘Thanksforholding. We understand yourtimeisvaluable,andwe’llbewith youshortlyto help youwith yourrequest.’
Reflections!
Writeashortreviewof yourcomposition.Includeinformationaboutsteps youhave takento completethistaskandreviewhowitsoundedwhenperformed.
a) Completethe followingsentences.
CBA1:TheComposition Portfolio iscompletedin andrequires youtoshare piecesofmusicfromthep ofcompositionworkthat youhave completedduring yourlearningtodate.
CBA1:TheReflectionNote: Inadditiontothetwopiecesofmusic, youmustcompletea R N toaccompanyeachpieceofmusic.TheReflectionNoteshares importantinformationaboutthec process.Thisisintendedtohighlightthe stepsinvolvedineachpieceofwork:Whati it?Howdidit evolve? andmost importantlywhatdid youl aboutc duringthecreativetask?
Workinpairstocheck yourlearning.Identifywhichstatementsare trueorfalsefromthelistbelow.
a) Insertthestepstosuccessthat you exploredin yourtextbook.
b) Selecttwostepsanddescribewhythesteps youhave chosenareimportantincompleting thistask.Describewhatisinvolvedinthesesteps.
Step Description
Explorethelistofsuggestedcompositionaltasksonpage215of yourtextbook.Selectonetaskand spendtimeworkingonaitasacreativeproject.Choosewhether youwanttoworkaloneorwith others.
Shareinformationaboutthetask youhave choseninthegridbelow.Thenusethespaceprovidedto completethestepsofthecompositionprocess.
Task:
Description of what youhope to achieve
Imagining
Brainstorm Box!
AReflectionNoteallows youtorecord evidenceof yourprogress.AReflectionNotemustbe completedforeachpieceofwork yousubmit.CompletetheReflectionNotebelow,sharing informationaboutthecompositiontask youhave justcompleted.
Reflecting
Description of task…
Ideas for my composition…
What this composition couldbeused for…
Steps to success…
Evidence of my progress…
ChallengesI faced…
What Ilearned…
How I wouldlike to improve…
Refining
Finale!
Building SuccessCriteria forcomposingtasks.
Whatdoesagreatpieceofworklooklike?Shareinformationonwhatstudentsshouldbethinking aboutwhentheyareworkingonthepiecesfortheirComposition Portfolio.
Gothrougheachofthese FrequentlyAsked Questions (FAQs)thatwereemailedtoamusicteacher by herstudents.Provideananswerforthestudentwhosentineachqueryinthespaceprovided.
1 Whatisaportfolio?
2 HowmanypiecesofmusicdoIneedtoincludein my portfolio?
3 WhatisaReflectionNote?
4 IsonlyoneReflectionNoteneeded?
Brainstorm! Makenotesof yourideasin yourcopybook.Whatpiecesofworkhaveyouconsidered andwhy?
Share keyinformationaboutthe two piecesofwork youhave decidedtoworkwithbelow.
Why haveyouchosen to workonthesetwopieces? Composition
Snippets of Soundand Notation
Other Notes:
Elements Description
Tonality
Tempo
Rhythmic Features
Melodic Features
Points of Interest
Digitalprograms,resourcesor websitesvisited
Reflectingonour progresshelps to motivateus to move forward,especiallywhen we face challenges. At theend of eachclass,makeanote of what you’ve doneandwhat you want to workonnext. Includeany challenges youhave met. Youwillneed to write aboutthesein your Reflection Note. PIECE1
Seekadviceandfeedbackfrom yourteacherandfrom yourpeersas yougoalong.Makeanoteof thefeedback youreceive.Itiseasytoforgettheadvice yourteachergives you.Itisagoodideato makenoteofit,so youcanrevisititwhen youarecompleting yourReflectionNote.
Keeptrackof yourprogressusingthisReflection Log.
REFLECTION LOG
PIECE1
Date:Goal Progress
Name: Title of Piece 1: Iworked alone aspartofagroup
Descriptionofthetask:
Myideasfor my projectandthestepsItooktopreparefor my chosentask:
Stepsinvolvedincompleting my composition:challengesIfacedandhowI overcamethem:
HowIpresented my workforassessment:
HowIfeltitwent,andwhatIdidwell:
ImportantthingsIhave learned:
ThingsIwouldliketoimprove onordodifferentlynexttime:
Feedbackfrom my teacherincluded:
Datesubmitted:
Name:
Start Date:
Title of Piece
Soloor Group Task
Inspiration
Intended Audience
Style/Genre
Medium(Instrument/Voice)
Type of Performance (soloist/duet/group)
Snippets of Soundand Notation
Reflectingonour progresshelps to motivateus to move forward,especiallywhen we facechallenges. At theend of eachclass,makeanote of what you’vedoneandwhat you want to workonnext. Includeany challenges youhave met. Youwillneed to write aboutthesein your Reflection Note.
STRIVE FORPROGRESS,NOT PERFECTION!
Date What have Idone today? What amI going to donext?
Seekadviceandfeedbackfrom yourteacherandfrom yourpeersas yougoalong.Makeanoteof thefeedback youreceive.Itiseasytoforgettheadvice yourteachergives you.Itisagoodideato makenoteofit,so youcanrevisititwhen youarecompleting yourReflectionNote.
Teacher Feedback
Peer Feedback
Keeptrackof yourprogressusingthisReflection Log.
REFLECTION LOG
PIECE 2STRIVE FORPROGRESS,NOT PERFECTION!
Date:Goal Progress
Name: Title of Piece 2: Iworked alone aspartofagroup
Descriptionofthetask:
Myideasfor my projectandthestepsItooktopreparefor my chosentask:
Stepsinvolvedincompleting my composition:challengesIfacedandhowI overcamethem.
HowIpresented my workforassessment:
HowIfeltitwent,andwhatIdidwell:
ImportantthingsIhave learned:
ThingsIwouldliketoimprove onordodifferentlynexttime:
Feedbackfrom my teacherincluded:
Datesubmitted:
ShareadviceforstudentswhoareabouttobeginworkingontheirComposition Portfolio.
Activity1:CreatingaSoundscape Create!
Thinkaboutthesoundsintheenvironmentaround youatschool.What soundmarks remind youof yourschoolcanteen,thehustleandbustleofthelockerroomor yourmusicclassroom? Createasoundscapecalled ‘Schoolscapes’,inspired by oneoftheseschoolenvironments.
1 Concentrateonthesoundsaround you.Jotdown yourideasinthemindmapbelow.
LEARNINGINREVIEW!
Explaintheterm found sound.
2 Identifywhetherthesounds youhave listedin yourmindmaparehuman-madeorenvironmental. Categorisetheminthegridbelow.
3 Nameone soundmark listedabove and explainthesignificanceofthissoundinillustrating your schoolenvironment.
Soundmark Description
4 Describehow youwouldcaptureaudioofthesoundsneededtocreate yoursoundscape.
5 Selectone processing effect that youcouldaddto yourrecording.Describetheeffectitwould have onthesounds.
Processing Effect Description
• Readthefollowingarticleandanswerthequestionsthatfollow.
MeandJohn,theProducer,startedhittingdifferentpartsofhis metaldeskwithspoonsandmetal keys,whichmadethatrhythm atthestart.
Bonzai —September2016 (Adapted)
Foundsoundsare everydaysoundsrecorded by acomposertouseinapieceofmusic.Thesecanbe environmentalsounds. For example,thesoundofwindwhistlingthroughthetreesor rainpeltingoff atinroof.Theycanalsobehuman-madesounds,suchashandsclappingorhittingametaldeskwith spoons. Lotsofinterestingsoundscanbeblendedintoapieceofmusic.
Aftercollectingtheirfoundsounds,composersworkontheminarecordingstudio.Theymixthefound soundsandaddprocessingeffectssuchasdistortion,reverbandcompressiontocreatetheirmusic.
(i) Whatare‘foundsounds’?
Answer:
(ii) Name one exampleofeachtypeoffoundsoundbelow.
Environmental:
Human-made:
(iii) Namearecording youhave studiedanddescribe one processingeffectusedinthatrecording.
Recording:
Processingeffect:
Play these three excerptsthree times. Identifyfeaturesofthe musicheardineach excerptandaddthemtothegraphicbelow.
Excerpt1 B1.5
Excerpt2 B1.6
Excerpt3 B1.7
LEARNINGINREVIEW!
Explaintheterm playlist.
Youarevisitinganelderlymemberof yourcommunitywhoisinanursinghome.Createa playlist of songsthat youcouldplayduring yourvisit.
a) In your copybook, compileaplaylist to share with residents of thenursinghome. Includethe songtitle, composer/artistandthe reason for yourchoice.
b) Outlinehow youwouldshare yourplaylistwithothermembersofthecommunitysothatthey couldaccessandlistentothesesongstoo.
ExamPractice COMPOSE
Answer the followingquestions.
(i) Namean eventthat youhave createdaplaylistfor.
Answer:
(ii) Name one song/piece,withitscomposer/performer,that youincludedinthisplaylist.
Song/Piece:
Composer/Performer:
(iii) Stateonereasonwhy youchosethissong/piece.
Answer:
(iv) Describeonewaythisplaylistcouldbesharedwithaglobalaudience.
Answer:
a) Rhythmicdictation
Eachdictationtestwillbe played three times.
Identifythemissingrhythmineachphrase.
Addstemsandbeamstothenoteswhereappropriatetocompletetherhythminbars2and3.
B1.13 Test 1
B1.14 Test 2
b) Melodicdictation
Eachdictationtestwillbe played three times.
Identifythemissingpitchesineachphrase.Therhythmisprovidedfor youabove thestave
Fillinthemissingmelodynotesinbars3and4usingthegivenrhythm. Youmayuse staff notation or tonic sol-fa
B1.16 Sample Test
Listentothissample excerptandlookathowthenoteshave beenplacedcarefullyonthestave.
B1.17 Have a Go! Test1
1.3Music&Community
Researchthecommunitygroupsin yourlocality.Can youfindmusicgroupsthatperform contrastingstyles of music?
Compare two contrastingcommunitymusicgroupsfrom yourlocality.Identifythestyleofmusic eachgroupperforms.Describetwocharacteristicsor keyfeaturesofeachofthesestylesinthegrid.
Musicgroup
Style of music
Features of music
Dateofperformance:
Nameofperforminggroup/performer:
Pieceperformed Styleorgenre
Describetwomusicalfeaturesofthemusicheardinthisperformance.
Feature 1Feature2
Suggestonepieceoffeedbackthat youmightsharewiththeperformer/s.
Considerthefollowingaspectsoftheperformance.Ratetheperformancefrom0–5undereachof theheadings.
Themusic wasclear and audible
The performance wasfluent and confident
Ratethisperformance overall.
Accurate pitch
Accurate rhythm
Maintaineda steadypulse
Included suitable dynamics
Amemberoftheschoolbandhasasked youtocomposeamelodytoarhythmtheycomposed andtosuggestaprocessingeffectthatcouldbeaddedtothemusic.
(i) Composeamelodyinthe keyofCmajortothegivenrhythm.Endonthe keynote/doh.
(ii) Namea processing effect thatcouldbeaddedtothemelodyanddescribeitseffectonthe music.
Processingeffect:
Description:
(iii) Explainhowthebandcouldsharearecordingoftheirmusiconline.
Answer:
Inthegridbelowsuggestsomeofthepositiveandnegativeaspectsofusingtechnologytoshare musicwithaglobalaudience.
Answerthefollowingquestions.
(i) ExplainonewayinwhichIrishmusiciansbenefitfromroyalties.
Answer:
(ii) NameoneorganisationresponsibleforcollectingroyaltiesonbehalfofIrishsongwritersand performers.
Answer:
2.1PulseandMetre
LEARNINGINREVIEW!
Explaintheterm pulse.
Activity1:ListenandRespond
Playthesetwo excerptstwice.Clapalongtothe pulse ofthemusicheardinboth excerptsandthen answerthequestionsbelow.
B2.1 Excerpt1
‘Hit the Road Jack’ by Ray Charles
a) Excerpt 1: ‘Hit the Road Jack’ by Ray Charles
B2.2 Excerpt2
‘Wooden Heart’ by Elvis Presley
1 Whichofthegraphicsbelowrepresentstheshapeofthefirstfournotesinthesong’sintroduction?
2 Themotifisplayed by Brass Woodwind
3 Howmanytimesisthisfour-notemotifplayed,beforethe voicesenter? one two three
4 Theopening verseissung by .
a) Three excerptswillbeplayedfor youthreetimes. Followthesheetmusicprintedbelow. Circle thenoteswhichfallonthe strong beat ofthebarineach excerpt.
B2.3
Excerpt1 & ##4 4 f
B2.4
Excerpt2 &# 4 4 p
B2.5
Excerpt3 # & 4 3
b) Identifyandinsertthemissingtimesignaturesforeachphrase.
c) Insertthemissingbarlinesinthefollowingphrases.
10
AdaptVivaldi’sopeningtheme by changingtherhythmoftheAphrase.Writeitontherhythm linebelow.Rehearseandperformtheadaptedtheme.
‘The Promenade’ from Picturesatan Exhibition byModest Mussorgsky
‘ThePromenade’isan exampleofaworkthatuseschangingtimesignatures.Theopeningbarsare printedbelow.
Insertthemissingtimesignatures.
Goto examinations.iefortheaudiotrackforthisquestionfromtheSEC2022 exampaper.
Identifythe three missingtimesignaturesat X, Y and Z onthescoreandticktherelevantboxes.
a) Insertthemissinginformationfromthisrevisiongridandincludeasamplebarofrhythm. Note
b) Insertnoteswhereneeded,tocompletetherhythmpatternsbelow.
c) Workinpairstolabeltherhythmstave belowusingthetermslisted.
Activity6:Semiquavers Activity6:Semiqua
Composeafour-barmelodyinthe keyofGmajorusingthegivenbarsofrhythm. Workoutwhat orderwouldworkbesttogive yourmelodyshapeandasenseofdirection. End onthe keynote/tonic (doh) andadd suitablephrasing.
Followthescoreas youlistentothis excerpt.Answerthequestionsbelow. B2.8
cresc.
4 Namethefamilyofinstrumentswhichplaythemainmelodyinbars13and14ofthe score.
5 Whatnotevalueisusedinthefour-noterisingmotifplayedinbar13?
6 Designagraphicwhichcanbeusedtorepresentthefive-notebird-callmotifheardinthisopera.
7 Describehowonecomposerthat youhave studiedhasillustratedoneofthefollowinginapieceofmusic that youhave listenedto.
Character Mood EmotionNature
Composer: Title:
Description:
Excerpt 1,played three times.
Addstemsandbeamstothenoteswhereappropriatetocompletetherhythmat X.
c) Compose twobarsofmelodyinthe keyofGmajortocompletethistune.Addsuitablephrasing. Endonthe keynote/tonic (doh).
Challenge!
Whenchoosinghowtocomplete yourmelody,thinkabouttheshapeofthewholephrase. Try to extendthe range outsideofthepitchesinthegivenopening.
Draftingrhythmicideas
Draftingmelodicideas
a) Explaintheterm tiednotes
b) Themusicprintedhereisan excerptfromSymphonyNo.5 by LudwigvanBeethoven.
Circlethetiednotesinthis excerptandworkoutthenumberofbeatseachshouldbeheldfor.
a) Explaintheterm syncopation.
b) Composethreebarsofsyncopatedrhythmin 4 4 andaddthemtotherhythmbankbelow.
c) Composeafour-bar rhythmicostinato thatcanberecordedand improvised over by a jazz musician.
Explaintheterm ostinato. LEARNINGINREVIEW!
Explaintheterm improvise. LEARNINGINREVIEW!
a) Explaintheterm triplet.
b) Insertthemissingbarlinesinthisphrase.Rehearseandclaptherhythmpatterntogether.
Listentothemusicinthis excerptandanswerthequestionswhichfollow.
(i) Identifytheinstrumentwhichplaystheintroduction.
(ii) Identifyonefeatureoftheintroduction.
(iii) The vocalistis male female
The vocal rangeofthe vocalistis soprano tenor alto bass
(iv) IdentifythemeaningofthefollowingsymbolsmarkedX,YandZonthe‘Erlkönig’sheetmusic.
a) œ œ œ œ œ œ 3 Thisrhythmicfeatureisknownasa: trill triplet tremolo
b) ΠThissymbolindicatesa: minimrest crotchetrest quaver
c) f Thissymboltellsthemusiciansto: slowdown playloudly graduallyget quieter COMPOSE ExamPractice
(v) Explaintheterm ostinato
Listentothe excerpt,itwillbeplayedthreetimes.Organisethefourbarsofrhythmto matchthemusicheardinthis excerpt.
Three excerptswillbeplayedthreetimes.Addstemsandbeamstothenoteswhereappropriate tocompletetherhythm.Thepitcheshave beengivenfor you.
Goto examinations.iefortheaudiotrackforthisquestionfromtheSECsample exampaper. Question2c).
a) Listentothe excerptandanswerthefollowingquestions.
AddstemsandbeamstothenoteswhereappropriatetocompletetherhythmatA.
b) Excerpt 1,played three times.
(i) Listentothe excerptandidentifytherepeatedrhythmicpatternheardinthis excerpt.
(ii) Identifythetimesignatureofthe rhythmicpattern youhave chosen.
(iii) Whatmusicaltermisusedtodescribetherepeatedrhythmicpatternheardinthis excerpt.
(iv) Identifytheinstrumentplayingtherhythmicpatternheardinthis excerpt.
Snaredrum Bassdrum Timpani
(v) Suggest one otherpercussioninstrumentthatcouldperformthismotif.
(vi) Composeatwo-barrhythmicpatternin 3 4 whichcouldrepeatwhilstaguitarplayer improvises overit.Insert yourtwo-barpatterninthespacebelow.
LISTENANDRESPOND
Four excerpts fromthis work willbeplayed twice.
Matcheach excerpttotheanimalbestillustrated by themusicheardinthis excerpt.Identifythe pitchoftheinstrumentusedtoillustratetheanimal youhave chosenanddescribetwoother featuresofthemusicwhichhelptoillustratethisanimal.
Feature1
Feature2
LEARNINGINREVIEW!
(i)Explaintheterm programmemusic
(ii)Selectoneofthe excerptsfrom TheCarnivalofthe Animals suiteabove anddescribetwo waysinwhichthemusicrepresentsthecharacter(theanimal)thatSaint-Saënshaschosen toillustrate.
Categorisetheinstrumentsfromthefour families of the orchestra andthemain voicetypes inorder of pitch, highest to lowest.Selectwordsfromthewordbankprovidedtohelp youtocompletethe gridbelow.
Flute
Cello
Trumpet
Viola
Clarinet
Bassdrum
Violin
Soprano
Cymbals
Oboe Snaredrum Trombone Bassoon Triangle Piccolo
Alto Tuba Doublebass
Bass Frenchhorn Timpani Tenor
Strings Woodwind Brass Percussion Voice Types
LEARNINGINREVIEW!
Explaintheterm timbre.
LEARNINGINREVIEW!
Therearetwotypesofpercussion instrument; pitchedandunpitched.Can younametwounpitchedinstruments?
(i)
(ii)
‘MiniatureOverture’ from TheNutcracker Suite Op.71 by Tchaikovsky
Two excerpts from Tchaikovsky’s overture to TheNutcracker Suite willbeplayed twice.Thiswork isfromthe Romanticera.
Excerpt1
ThemusicforExcerpt1isprintedbelow. Followthescoreandanswerthequestions.
Answerthefollowingquestions.
Excerpt2
ThemusicforExcerpt2isprintedbelow. a) Followthemusicandanswerthetrueorfalsequestionsthatfollow.
ThisisthesamemelodyastheoneheardinExcerpt1.
Themelodicphrasebeginswithadownwardleap.
Themelodicphraseisrepeated.
ThemelodyisheardatalowerpitchthanitwasheardinExcerpt1.
Themelodyisplacedonledgerlines.
WoodwindinstrumentsplaythethemeinExcerpt2.
b) DescribeonedifferenceandonesimilaritybetweenthemusicheardinExcerpt1andExcerpt2.
Difference:
Similarity:
LEARNINGINREVIEW!
Explaintheterm foundsound.
LEARNINGINREVIEW!
Explaintheterm compression.
a) Designagraphicnotationsymbolforeach found sound Daithídiscussesinthevideothatcould beusedinagraphicscoreofhisCastlepaloozatrack.
SoundSource Graphic Notation SymbolSoundSource Graphic Notation Symbol
Taxidoor
Lawnmower
Chain Stonehitting bike rack
Pedestrian crossingbutton
Wateranddog
Chimesinshop doorway
Daithí’s voice
b) If youwantedtousethesesoundsinatrack,whichprocessingeffectwould youusetoachieve thefollowing
(i) Makingthesoundofthestonehittingthebike rackmoreechoey?
(ii) MakingthesoundofDaithí’s voicesoundlesshuman?
(iii) Balancingthe volumebetweenthedog’sbarksandthesplashingofthewater?
ExamPractice COMPOSE
Goto examinations.iefortheaudiotracksforthisquestionfromtheSEC2020 exampaper.
Question4
a) Two excerptsfrom CopenhagenSteamRailwayGalop by HansChristianLumbye.
• Answerthequestionsbelow.
Excerpt1,playedthreetimes.
(i) Whichofthegraphicsbelowrepresentstheshapeofthefirstfivemelodynotes?
Excerpt2,playedthreetimes.
(ii) Describe one wayinwhichthecomposerrepresentsthemovementofthetraininthis excerpt.
Answer:
b) Excerpt3 –An excerptfrom Motorbike Concerto by JanSandström,playedthreetimes. Inthispieceofmusicthetromboneimitatesthesoundofthemotorbike.
(i) Describe one featureofthemusicthathelpstocreatethesoundofthemotorbike.
Answer:
Yourschoolisrunninga jingle competitiontopromotehealthyeating.Composeamelodyfor flute in F major tothegivenrhythmandaddarhythmicpartthatcanbeplayed by anotherstudent. Drafting
a) Practisedrawingbassclefsonthestave below.RemembertobeginontheFlineandincludeadotin thespaceabove andbelowtheFlineasshownhere. ?
b) Identifythefollowingpitches. ?
c) Notatethefollowingpitchesonthebassstave using semibreves
LISTENANDRESPOND
B3.15
‘The Elephant’ from The Carnival of theAnimals by Camille Saint-Saëns
ThispiecewaswrittenduringtheRomanticera by CamilleSaint-Saënstoillustrateanelephant.
Thescoreof‘TheElephant’isprintedbelow.
a) Followthemelodyandanswerthefollowingquestions.
1 Theintroductionisplayed by the .
2 Themainmelodyisplayed by the
3 Thetextureofthemusicinthis excerptis .
b) Onthescorelabelone exampleofeachofthefollowing:
(i)anaccent
(ii)astaccatomark
(iii)dynamicmarking
(iv)atiednote
(v)apairofsemiquavers
(vi)adottednote
(vii)aquaverrest
(viii)noteF
(ix)noteG
(x)noteC
c) TheCarnivalofthe Animals isapieceofprogrammemusic.In yourcopybook,writeaboutone otherpieceofillustrativemusicthat youhave studied.
CanoninDbyPachelbel
B3.16 Theopeningbarsof Pachelbel’s Canon inD areprintedbelow. Followthemusicand answerthequestionsthatfollow.
a) ShowWhat You Know Answerthefollowingquestions.
1 To whicheradoesthiscomposer’smusicbelong?
2 Identifythe keysignaturemarkedatXonthescore.
3 Identifythepitchnamesofthenotesinbars1and2ofthecellopart.Insertthemunderthe stave inthespaceprovided.
4 Describetheaccompaniment.
5 Describethetextureofthemusicheardinthis excerpt.
6 IdentifythesymbolsmarkedYandZonthescore.
b) Compose!
Composeatwo-barmelodicostinatoforabassclefinstrument. ?
LEARNINGINREVIEW!
Explaintheterm ostinato.
ExamPractice COMPOSE
LEARNINGINREVIEW!
Explaintheterm inimitation.
Goto examinations.iefortheaudiotracksforthisquestionfromtheSEC2023 exampaper.
Question5
Two excerpts.
a) Excerpt1,playedthreetimes.
Whichofthegraphicsbelowbestmatchesthemelodyline?Tickone.
Excerpt2,playedthreetimes.
b) Identifytheorderinwhichthefollowingthreemusicalideasareheardinthis excerpt.Write youranswerintheboxesbelowusingthenumbers1,2,3.
=3shortfallingnotes
=aloudchordthatgetssofter,louder,andsofter
=8repeatednotes
c) Composingtask
Amemberoftheschoolbandhasasked youtocomposeamelodytoarhythmtheycomposed andtosuggestaprocessingeffectthatcouldbeaddedtothemusic.
(i) Composeamelodyinthe keyofCmajortothegivenrhythm.Endonthe keynote/doh.
(ii) Nameaprocessingeffectthatcouldbeaddedtothemelodyanddescribeitseffectonthe music.
Processingeffect:
Description:
(iii) Explainhowthebandcouldsharetheirmusiconline.
Answer:
a) Lookagainatbars9–16ofMinuetinG by Christian Petzold.Answerthefollowingquestions
9& ?# #
1 Whatisthe keyofthis excerpt?
2 Findthe rangeofthemusicprintedonthetreblestave.
3 Findthe rangeofthemusicprintedonthebassstave.
4 Identifyamelodicsequenceinthis excerpt.Labelitonthescore.
b) Completethefollowingmelodicsequences.Theyaremarkedwithabracket.Thefirstnoteof therepeatedmaterialisgiven.Addtheremainingnotestocompletethepattern.
c) Thesong‘Do-Re-Mi’isinCmajor.WriteouttheCmajorscaleusingsemibrevesonthebass stave.Labelthescalebelowthestave usingthepitchnamesandthesolfasyllables.
?
Pitchnames:
Solfa:
B3.25
‘What a Wonderful World’ by George David Weiss and Bob Thiele
‘Whata Wonderful World’wasfirstrecorded by Americanjazzartist LouisArmstrongandreleased in1967.Answerthefollowingquestions.
B3.26
Excerpt1willbeplayed three times. Thelyricsofthefirst verseareprintedbelow.
Line1 I see trees of green,
Line2 Red roses too,
Line3 I see them bloom,
Line4 For me and you,
Line5 And I think to myself
Line6 Whata wonderful world.
ExamPractice COMPOSE
WATCH edco.ie/mhb2
Excerpt3– An excerptfrom‘There’sa BeeintheCar!’ by RupertGregson-Williams.Playit threetimes.
Describe two waysinwhichthemusicreflectsthepanicoffindingabeein yourcar.
Answer1:
Answer2:
LEARNINGINREVIEW!
• Alwaysinsertthemissingpitchesonthestave usingthegivenrhythm.
• Take caretoensurethattherhythmisnotatedaccurately.
• Makesurethatthestemsaredrawncorrectly.
• Remembertoattachthemtothecorrectsideofthenoteandmakethempointupordown dependingontheirpositiononthestave.
Listentothefollowing excerpts,eachonewillbeplayedthreetimes.Fillinthemissingmelodynotes usingthegivenrhythmpattern.
Excerpt 1,played three times.
Fillinthe seven missingmelodynotesinbars3–4usingthegivenrhythm. Youmayusestaffnotationortonicsolfa.
B4.2
Classify theItaliantempotermslistedbelowintothreetempocategories:fast,moderate,orslow.
Adagio Grave Largo
Allegretto Vivace Moderato Allegro Andante Presto Fast ModerateSlow
LISTENANDRESPOND
HungarianDance No.4 by JohannesBrahms
Brahms’sHungarianDancesareasetoftwenty-onelivelydancetunesinspired by Hungarianfolk music.HungarianDanceNo.4makesinterestinguseoftempochangeswhichhelptocreatea changeinmood.
Followthesheetmusicas youlistenandanswerthequestionsbelow.
Excerpt1
1 NamethecomposerofHungarianDanceNo.4.
2 Identifyonemelodicfeatureofthemusicinthis excerpt.
3 Namethefamilyofinstrumentsthatplaythemelodyinthis excerpt.
4 Explainthesymbolhighlightedorangeonthescore.
5 Describeonesimilarityandonedifferencebetweenthefirsttimeweheartheopeningphrase andwhenitisrepeated.
Similarity Difference
6 Arethefollowingstatements True or False?
(i) The keysignatureisDmajor.
(ii) Themetreis3.
(iii) Thenoteshighlightedin blue aregracenotes.
(iv) Thenoteshighlightedin green arejoined by aslur.
(v) Thenotesinbar1areplacedonledgerlines.
(vi) Woodwindinstrumentsplaythemelody.
(vii) VivaceisaslowertempomarkingthanModerato.
(viii) Thecirclednotesinbar12aretriplets.
True False
B4.3
Excerpt2
1 Withreferencetomusicalfeatures,describeonesimilarityandonedifferencebetweenthe musicheardinExcerpt1andExcerpt2.
Similarity: Difference:
2 Identifytwopercussioninstrumentswhichareheardinthis excerpt.
3 Describeonechangeinthemusicheardattheendofthis excerpt.
B4.4
B4.5
Excerpt 3 Excerpt4
1 Listentothetwo excerpts.Withreferencetomusicalfeatures,describeonesimilarityandone differencebetweenthemusicheardinExcerpt3andExcerpt4.
Similarity: Difference:
Suggestasuitabletempomarkingtouseinapieceofmusiccomposedtoillustratethefollowing ideas.Giveareasonfor youranswer.
Stimulus Painting Mood Character
Tempo
Reason
ExamPractice COMPOSE
Question4
a) Three excerpts, played twice.
(i) Matcheach excerpttooneofthedescriptionsbelow.
(ii) Giveareasonfor yourchoice.
Excerpt1
A: HolidayinIreland
Reason:
B: Dancingatadisco C: Acalmmoment
Excerpt2
A: HolidayinIreland
Reason:
B: Dancingatadisco C: Acalmmoment
Excerpt3
A: HolidayinIreland
Reason:
B: Dancingatadisco
C: Acalmmoment
a) Writeeachdynamicmarkingnexttothecorrectdescription. subito pp cresc. mf ff sfz
b) Hungarian Dance No.5 by Johannes Brahms
Play this excerpt from Brahms’s Hungarian Dance No.5 three times. Followthemusic andanswerthequestions.
Astheviolinhasfourstrings,itcanplayuptofournotes(almost)atonce.Thetechniqueofplaying notesontwostringstogetheriscalled doublestopping Youcanseeseveral examplesofdouble stoppinginthisscore. TOPTIP
Answerthebelowquestionsin yourcopybook.
1 Explaintheterm incidental music.
2 Describeapieceofincidentalmusicthat youhave listenedto.
3 Choosefromthelistofelementsbelowanddescribetheroletwoofthesetheelementsplayin thispieceofmusic.
Question1
a) Three excerpts,playedtwice.
(i) Matcheach excerpttooneofthefilmtitlesbelow. Youmayuseeach filmtitleonceonly.
(ii) Giveareasonfor yourchoice.
B4.11
Excerpt1
Filmtitle:
Reason: Excerpt2
B4.12
Filmtitle:
Reason: Excerpt3
B4.13
Filmtitle:
Reason:
HauntedHouseA Love Story KeepOnMarching!
HauntedHouseA Love Story KeepOnMarching!
HauntedHouseA Love Story KeepOnMarching!
b) Eachofthepiecesheardearlierinthisquestioncouldbedescribedasincidentalmusic.
(i) Explaintheterm incidentalmusic.
Answer:
(ii) Describeapieceofincidentalmusic youhave createdandperformed.
Answer:
Activity6:Articulation
LEARNINGINREVIEW!
Explaintheterm articulation
a) Perform!
Themelodybelowwascomposedinthe keyofGmajorforflute.
1 Sight-claptherhythmpatterntogether.
2 UsethescaleofGmajortohelp youtoidentifythetonicsolfasyllablesforeachnote.Writethe tonicsolfaunderthemelodynotes.
3 Sight-singthephraseusingthetonicsolfasyllables.
b) Discuss!
Afterperformingthephrasetogether,discussarticulationmarkingsthatcouldmakethemelody moreinteresting.Addsuitablearticulationmarkstothephraseprintedabove.
Activity7:AdaptingaPhrase
Task: Changethefeelofamelodicphrase by adding expressivequalitiestoit.
a) Adapt thefeelofthe excerptsbelow by adding expressivequalitiestoreflectthe mood given nexttoeachmelody.
Yourchoiceoftempo,dynamicsand articulationmarkingsshouldbeinspired by thegivenmoods.
b) Write abriefreflectionon yourchoiceoftempo,dynamics,andarticulation.Describehowthe additionofthese expressivequalitieshelpstoillustratethemoodofthemelody.
Symphony No.1inC major 0p.21 by Ludwig van Beethoven
ThefirstviolinpartfortheopeningofBeethoven’sSymphonyNo.1isprintedbelow. Followthe musicandanswerthequestionsthatfollow.
1 Explainthetempomarkingatthestartofthepiece.
2 Describethedynamicsintheopeningbars.
3 Howisthewaythattheviolinistplaysthefirstthreebarsdifferentfromhowtheyplaybar4 onwards?
4 Whathappensimmediatelyaftertheprinted excerptends?
5 Listencarefullytothe excerpt.Addanappropriatedynamicmarkingtobar13onthe stave below.
Excerpt2
6 Describeonechangeinthemusicfrombar13onwards.
7 Whatmusicalerado youthinkthismusicbelongsto?
8 Describetwofeaturesofthemusicthatsupport youranswer.
Firstfeature:
Secondfeature:
ExamPractice COMPOSE
a) Answerthefollowingquestions.
1 Writethemissingtimesignaturesintheboxesonthescore.
2 Explainwhathappenstothetempoinbars5and6?
b) Highlightandlabelthefollowingfeaturesandmarkingsonthescoreabove.
A crescendo Etriplet Isforzando
Bstaccato Fupbeat Jquaverrest
Ctrill Gminimrest Kslur
Daccent Hfermata Ltiednote
a) Identifythemeaningofthefollowingtermsandsymbols:
(i) & b
(ii) œ œ ™ nowfrom
(iii) rall.
This keysignatureindicatesthe keyof:
B-flatmajor
Fmajor
Dmajor
Thedotafterthenote: addshalfofthevalueofthenote makesit staccato (shortanddetached) means legato (smoothly)
Rall.means:
graduallygetquieter
graduallyspeedup
graduallyslowdown
(iv) œ U dream
Thesymbolabove thenoteis:
fermata(pause)
trill (ornament)
tenuto (holdthenoteforitsfullvalue)
LEARNINGINREVIEW!
Explaintheterm musicalphrase.
‘TheLarkin theClear Air’
Listento‘TheLarkintheClearAir’.
• Insertabreathmarkorcomma(’)onthescorewhere youfeelaphrasehascometoanendand anotherisabouttobegin.
• Identifyandlabelanymusicalfeaturesthatmakethephrasesoundcomplete.
• Comparethemelodicshapeofeachphrase.Usecolourtoshadeinthephrasesthat youfeel sharethesamemelody.
• Can yourememberwhatthisformiscalled?
B4.21
Excerpt 1play three times.
Listentotheopeninglinesofthefolksong‘IsleofHope,Isleof Tears’.Thisemigrationsongtellsthe storyofAnnieMoore,thefirstIrishpersontosetfootintheUSasanIrishimmigrant.Thelyricsof theopening verseofthissongareprintedforbelow.
Line1: On the first day of January, eighteen ninety-two
Line2: They opened Ellis Island and they letthe people through
Line3: And the firstto cross the threshold of the isle of hope and tears
Line4: Was Annie Moore from Ireland who was all of fifteen years.
1 Line1hasaredtrianglebesideit.Draw aredtrianglebesideanyotherlinethathasthesame melodyasLine1.
2 Draw adifferentshapebesidetheremainingline(s)toillustratethestructureofthe verse.
3 Illustratetheformofthis verseusingshapesintheboxbelow.
4 Theseshapesgivethe versetheform: AABA AABB ABAB ABCD.
5 Thisformisknownas Unitary Ternary Binary.
B4.22
Excerpt 2play once only.
An excerptfromalatersectionof‘IsleofHope,IsleofDreams’willbeplayedtwice.Identifyone similarityandonedifferencebetweenthemusicheardinExcerpt1andExcerpt2.
Similarity
Difference
Activity11:‘TheGalwayShawl’
a) Listentoarecordingof‘TheGalwayShawl’,anIrishfolksong,andanswerthequestionsbelow.
B4.24
Excerpt 1 willbeplayed three times.
Theshapeofthemelodyisshownnexttoline1and2ofthisfirst verse. Followthelyricsand answerthequestions.
Line1:NearOranmore,intheCountyGalway
Line2:Onepleasant evening,inthemonthofMay
Line3:Ispiedadamsel;shewas youngandhandsome
Line4:Herbeautyfairlytook my breath away
b) ‘TheGalwayShawl’hasbeenrecordedmanytimes.Eachartisthasinterpretedthesongintheir ownwayontheirrecordings. Two versionsof‘TheGalwayShawl’willbeplayedfor you. Compare two interpretations of thelater section of this song using the following headings.
Play Excerpt 3andExcerpt4 threetimes.
B4.26
Excerpt3
Vocals
Accompaniment
Instrumentation
Texture
Tempo Dynamics
Style/Influences
B4.28
ExamPractice COMPOSE
Listen to the excerpt andanswer the following questions.
b) (i) Theformofthemusicinthis excerptis
AABA
AABB
B4.27
Excerpt4
ABBA
(ii) Thisformisknownas unitary binary ternary
a) Identifythemusicalsymbolsnumberedonthemusical excerptsbelow.
NocturneOp.9No.2
b) B5.3
Nocturne Op.9 No.2 by Chopin
(i)Describethe mood ofChopin’sNocturne.
Alwayssupportanycomments youmake aboutthemoodofapieceofmusic by mentioningmusicalfeatures.
(ii)Choose two otherelementsfromtheboxbelowanddescribehowthe element youhave chosencontributestothemoodofthispieceofmusic.
(i)Describethe mood ofLiszt’s Totentanz.
(ii)Choose two otherelementsfromtheboxbelowanddescribehowthe element youhave chosencontributestothemoodofthispieceofmusic.
Composeamoodpieceinresponsetoanewspaperarticle.
a) ExplorethearticlebelowaboutsolopilotMackRutherford.Considerthedifferent moodsor emotions involvedinthisstory.
Moodsor emotions identified
MackRutherfordhasbecometheworld’s youngest persontoflyaroundtheworldalone,inasmall aircraft!Atjust17 yearsofage,Macksetofffrom Bulgaria,inaShark(ahigh-performanceultralight aircraft),onMarch23,2022.
Mackflewto52countries overfivemonths,going throughEurope,Asia,Africa,theUSandacrosstwo oceans.ThelastlegofhisjourneybeganintheUK beforelandingbackinBulgaria!
Mackdidn’talwaysenjoyasmoothestjourney. Hehit sandstormsinSudanandspentanightonanuninhabited Pacificisland.Oncompletinghistrip Mack’sadvicetootheradventurerswas‘follow yourdreams,nomatterhowold youare’.
Mackcomesfromafamilyofpilots.Hisparents,siblingsand evenhisgreatgrandmotherare experiencedflyers.HissisterZaracompletedthesameflightasherbrotherlast year.Sheis very proudofherlittlebrother’sachievements!
Source:https://www.guinnessworldrecords.com
b) Composeandperformashortpiece of music,using instrumentsand other foundsounds to illustratethemoodsor feelings expressedinthenewspaperarticle.
Use standardnotation,solfa or visual representations of sounds tocomplete your composition.Rehearseandperform yourpieceusinginstrumentsorothersoundsources.
Rough Work
Staves (Optional)
c) WhatpartofMack’sstoryinspired yourmoodpiece?In yourcopybook,writeashortreflection onthiscomposingtask.Includeinformationaboutthemoods youhave chosentoillustrateand how youhave goneaboutit.
d) Excerpt 2,played once.
(i) Prokofievcomposedthismusictorepresentthefeud betweentwofamiliesinShakespeare’splay Romeo and Juliet Commenton two featuresofthispiecewhichhelptoillustrate thismoodforthelistener.
Feature 1Feature2
(ii) Suggest one instrumentsuitableforconveyingeachofthefollowingmoodsandgive one reasonforeachchoice.
(iii) Aninstrument’suniquesoundisknownas texture tonality timbre
(iv) Describetheroletonalitycanplayinillustratingmoodsoremotionsinmusic.
(v) Describetheroledynamicscanplayinillustrativemusic.
a) Complete the following statements.
1 Musiccomposedinamajortonalitysounds
2 Musiccomposedinaminortonalitysounds
3 Thetonicnoteis
4 Composerscanchangethetonalityofapieceofmusicto
b) B5.13 Listen to the ‘Raindrop’ Preludeandanswer the following questions.
1 Identifytheinstrumentthatplaysthemusicinthis excerpt.
2 Identifythetonalityoftheopeningmelody.
3 Themetreofthemusicis
4 Therearethreesectionsinthiswork.Thisformisknownas unitarybinary ternary
5 DescribethemoodofthemusicheardinSectionB.Mentionmusicalfeatures.
6 IdentifythedynamicoftheSectionAmelodywhenitreturnsaftertheBsection. pmfff
7 Tempo rubato isusedthroughoutthisperformance. Whateffectdoesthishave onthemusic?
8 To whichmusicaleradoesthispieceofmusicbelong?
c) TheAandBmaterialwillbeplayedoncemore.Describeonesimilarityandonedifference betweenthemusicinSectionAandSectionB.
Similarity:
Difference:
a) Play Excerpt 1 twice. (i) Whatisthepulseofthemusic?
Thetonalityis major minor
LEARNINGINREVIEW!
Explaintheterm key signature
a) WritethescaleofCmajorascendingusingsemibrevesonthetreblestave below.
b) Labeleachnoteusingpitchnames.Circlethe tonicnote & Gmajor
c) Insertthe keysignatureandwritethescaleofGmajordescendingusingsemibrevesonthetreble stave below.
d) Labeleachnoteusingpitchnames.Circlethe tonicnote. & Dmajor
e) Insertthe keysignatureandwritethescaleofDmajorascendingusingsemibrevesonthetreble stave below.
f) Labeleachnoteusingpitchnames.Circlethe tonicnote. & F major
WorkinpairstoconstructascaleforFmajor.Usea piano keyboardasavisualaidtohelp you. Following thepatternwilltake youtooneblack key, can youfind whichone?
g) Insertthe keysignatureandwritethescaleofFmajorascendingusingsemibrevesonthetreble stave below.
h) Labeleachnoteusingpitchnames.Circlethe tonicnote. &
ThescaleofBb majorhastwonoteswhichsitonablack key. Thesenotesarecalled and .
A flat symbol(b) lowers thepitchofanote by a .Anothermajor keywithflats inits keysignatureis major.
Colourinthe keysthatareusedtoplayBb majoronthepiano keyboardprintedhere. Labelthepatternoftonesandsemitones thatmakeupthemajorscalepattern.
Activity6:Compose! ©TheEducationalCompanyofIreland
Writethescale of Bb major onto thestave below. Labelthepitchescarefully. &
WriteoutthescaleofBb major descending usingsemibrevesonthebassstave.Insertthe key signatureforBb majoratthestartandcirclethetonicnote.
Composeamelodyinthe key ofBb major
AddthreebarstocompletethismelodyinBb major.
(i)Write yourphraseonthestave provided.
(iii)Explainthetermimprovisation.
(iv)Composeafour-chordharmonicprogressioninBb majorwhichcouldberecordedand improvised over by aperformer.
Insert yourchordprogressionbelow,usingchordnames.Donotuseromannumeralshere.
Chord 1Chord 2Chord 3Chord4
Notesof
Question3
Compose yourownmelodyinthe keyofBb majortothegivenrhythmtocompletethetune.Endon the keynote/doh.
LEARNINGINREVIEW!
Explaintheterm programmemusic
Activity7:ProgrammeMusicinReview
Selecttwopiecesofprogrammemusicthat youhave studied.Listentothemusicandcompletethe comparisontaskbelow.
Usethegridbelowtohelp youtocomparethemusicunderthegivenheadings.
Composer:
Nationality:
Style:
Inspiration:
Mood:
Tempo:
Dynamics:
Melodic Feature:
Rhythmic Feature:
Instrumentation:
Soloists:
Aural Signpost1
Aural Signpost2
One Similarity:
One Difference
Piece1: Piece2:
Compare twopieces of illustrativemusic by Romantic composersfrom twodifferent countries.
Romantic Era
Style of Music: Composer 1:
Country of Birth: Composer 2: Country of Birth: Name of Piece: Name of Piece:
Identify three headingsunderwhich youwillcomparethetwopieces ofprogrammemusic.
Usethespaceprovidedbelowtomakeacomparisonbetweenthe twopiecesofmusicusingthethreeheadings youhave listedabove Refer to bothpieces of music undereachheading.
Comparison1:
Comparison2:
Comparison3:
Composing Task
Thereisnomusicforthisquestion.
Followingaschooltriptoafunfair, youhave decidedto composeapiececalled Rollercoaster Ride.
Usingthetablebelow:
(i) Name two differentinstrumentsorsoundsources youwanttousein yourcompositiontoreflectthe rollercoasterride.
(ii) Designagraphicnotationsymbolforeachinstrumenttoreflectthesound youwantit tomake.
(iii) Inthecaseofeachsymbol,giveclearinstructionstotheperformerastohowtomake thesound.
• Asampleisgivenbelowtoguide you.
(i) Instrument (ii) Graphic Notation Symbol(iii) Performance Instruction
Xylophone
Hitthebeateragainstanynoteand glissando (slide)inthedirectionofthe arrow.
Thickarrowsareplayedslowlyand thinarrowsareplayedquickly.
LISTENANDRESPOND
B5.31
1 Listentothe‘FlyingTheme’. Tickoffeachauralsignpostas you hearit.
2 Puttheauralsignpostsinorder.
AThe ‘Flying Theme’ returns,played by woodwindand glockenspiel withastring accompaniment
EThe Frenchhorns playanewmelody accompanied by thestrings
BAnaccented brass fanfare isplayed twice
F Cymbalcrash and timpani rolls, sustainednotes
C Fourstaccato chords arefollowed by a restbeforea solo piccolo takesupanew magicalmelody
DAvariationofthe ‘Flying Theme’ ispassed betweenthestringsandbrass
GThe woodwindandbrass play dottednote chordswith crescendos
HA harp glissando introducesthe ‘Flying Theme’ played by the strings accompanied by harpglissandosand ascendinganddescending scales inthe pianoandflutes
1
Inserttheletterofeachsignpostinthegridbelow.
1
b) Adapting the ‘Flying Theme’ from E.T.
Ifacomposerwritesagreatmusicaltheme,itwouldbeashamenottouseitagain!Composers oftenreusethesethemewithinthesamepieceofmusicandsometimestheyreuseoldthemesina newcomposition.
Composerswillmakechangestothemesbeforereusingthem,adaptingthemtosuittheirpurpose. JohnWilliamscomposedthe‘FlyingTheme’toillustrateElliotttakingflightwithE.T.
Adaptthisthemetocomposea‘LandingTheme’toillustrateElliottcomingbackdowntoland havingsafelyreturnedE.T. tohisfamilyonthespaceship.
Draftingmelodicideas
1 Explaintheterm leitmotif
2 Giveone exampleofaleitmotifused by acomposerinafilmscore.
Composing Task: Composealeitmotiftorepresentthe characterofBuzz or Woodyfrom ToyStory Yourleitmotifwill featureinafornewgamebeingdesigned by Nintendo.
Draftingrhythmicideas
(i) Namean eventthat youhave createdaplaylistfor.
(ii) Name two songs/pieces,withitscomposer/performer,that youincludedinthisplaylist.
Song/Piece1:
Song/Piece2: Composer/Performer: Composer/Performer:
(iii) Stateonereasonwhy youchosenthesesongs/pieces.
(iv) Describeoneway yourplaylistcouldbesharedwithaglobalaudience.
LEARNINGINREVIEW!
Explaintheterm timbre
ExamPractice COMPOSE
Question2
a) Identifythefamilyofinstrumentsperformingthethemeineach excerpt.
B6.7
(i) Excerpt 1,played once only.
Woodwind Brass Percussion Strings
B6.8
(ii)Excerpt 2,played once only.
Woodwind Brass Percussion Strings
B6.9
(iii) Excerpt 3,played once only.
Woodwind Brass Percussion Strings
B6.10
(iv) Excerpt 4,played once only.
Woodwind Brass Percussion Strings
a) Indicatewhetherthe performing techniques belowarepossibleonthenamedinstrument(s).In eachcasesuggestaninstrumentthatcanbeplayedinthisway.
Performing Technique Instrument(s)Possible? Anotherinstrument that can usethis technique
Pizzicato Clarinet
Glissando Glockenspiel
Arco Cymbal
Con sordino (muted) Strings
Tremolo Cello
Vibrato Piano
Slurred Snaredrum
Roll Harp
b) Writeadefinitionforeachofthesetechniquesin yourcopybook.
Boléro by Maurice Ravel
(q =72) B6.17
Listentoan excerptfromRavel’s Boléro by the LondonSymphonyOrchestra.Theopeningbarsofthe scoreareprintedbelow.Answerthequestionsthatfollow.
Activity3:Vivaldi’s Gloria
LISTENANDRESPOND
GloriainDmajor RV589 by AntonioVivaldi
Vivaldi’s Gloria isapieceof vocalmusicfortwosopranos,alto,choirandorchestra,composedin the Baroqueera.Itisasettingofthe hymn ‘GloriainExcelsisDeo’fromtheLatinMasswithtwelve movements.
Excerpt 4:Laudamus Te
Goto examinations.iefortheaudiotracksforthisquestionfromtheSEC2023 exampaper.
a) Excerpt 1,played twice.
(i) Whatisthepulseofthemusic?
(ii) Thetonalityis
b) Excerpt 2,played three times. Thelyricsareprintedbelow.
Line1 Thisis the way you left me, I’m not pretending,
Line2 No hope, no love, no glory, no happy ending.
Line3 Thisis the way that we love, like it’s forever,
Line4 Then live the rest ofour lives, but nottogether.
Line5 (Oh I…) Thisis the way you left me, I’m not pretending,
Line6 (Feel like I’m wasted) No hope, no love, no glory, no happy ending.
Line7 (And I’m…) Thisis the way that we love, like it’s forever,
Line8 (Wasting every day) Then live the rest ofour lives, but nottogether.
Line9 A little bit of love.
(i) Inlines1–4,thetextureis monophonic homophonic polyphonic
(ii) Describetwofeaturesofthe vocalmusicinthis excerpt.
Feature1: Feature2:
a) In yourcopybook,writeadefinitionforsomeofthemainfeaturesoftraditionalmusiclistedbelow.
Solo/unaccompanied Repeatedfinalnote No dynamics Ornamentation Freerhythm
ListenandRespond!
b) Two excerptswillbeplayed three times.
Identifytwotraditionalfeaturesoftheperformanceheardineach excerpt.
Feature1
Feature2
Excerpt 1Excerpt2
a) CategorisetheIrishtraditionalinstruments youhave learnedaboutinthegridbelow.
String InstrumentsWind Instruments Reed Instruments Percussion Instruments
b) InstrumentsandperformersofIrishmusic
Foreachoftheinstrumentsshownbelow,nametheinstrumentandaperformer.Giveabrief descriptionofhowtheinstrumentisplayed.
Instrument PerformerDescription of how itisplayed
Uilleannpipes
Fiddle
Tin whistle
Harp
c) Namethesethreeinstruments.
Watchthesefusionperformancesandwriteadescriptionofthefusionheard.Identifyonetraditional andonenon-traditionalfeatureoftheperformanceandnametheothergenresandstylespresented ineachperformance.
Description of Fusion Style/Genre+ Trad
Video1
edco.ie/uwfc WATCH
Video2
edco.ie/7urk WATCH
Video3
edco.ie/6ybb WATCH
Video4
edco.ie/rnjd WATCH
‘Eleanor Plunkett’ by Turlough O’Carolan
Twoarrangementsof Turlough’sslowair‘EleanorPlunkett’willbeplayedtwice.Comparethese performancesbelow. Excerpt 1Excerpt2
Similarities Differences
1 Explaintheterm céilíband.
2 Outlinetheinstrumentsinastandardcéilíband.
3 Writeaboutthecéilíbandtraditionunderthefollowingheadings.
HeadingsDetails Instruments
Features of céilíband performances
Answer the followingquestions.
1 Identifythetypeofdancetuneheardinthis excerpt. 2
8
RiverdancebyBillWhelan
Three excerptsfrom Riverdanceby Bill Whelan. Answerthequestionsthatfollow.
Play Excerpt1[0.00-01.00]threetimes.
a) (i) Namethefamilyofinstrumentsplayingtheintroduction.
(ii) Identifyaninstrumentaltechniqueheardinthis excerpt. pizzicato vibrato staccato
(iii) Themoodofthepieceis restless angry calm
(iv) Suggestatempomarkingforthisperformance.
(v) Theaccompanimentfeatures brokenchords descendingscales sustainednotes
Play Excerpt2[01.00-02.10]threetimes.
b) (i) Themainmelodyisplayed by thefiddleinthis excerpt.Identify one traditionalfeatureof theperformer’sstyle.
(ii) Identifytheinstrumentthatplaystheintroduction.
(iii) Themainmelodyisrepeatedandisplayed by the clarinet piccolo bassoon
(iv) Identify one featureoftheaccompaniment.
(v) Selectthegraphicthatrepresentsthetextureofthis excerpt.
Play Excerpt3[02.10-05.08]threetimes.
c) (i) Identifyonetraditionalpercussioninstrumentheardinthis excerpt.
(ii) Inthis excerptthemainmelodyisplayed by woodwind brass strings
(iii) Riverdance isan exampleof fusion.Explainthisterm.
Play Excerpts2[01.00-2.10]and3[02.10-05.08]onceonly.
(iv) Describe one similaritybetween excerpt2and excerpt3.
(v) Describe one differencebetween excerpt2and excerpt3.
Compare compositions by twoormore Irish composers
Listentothesetwoworksandcomparethemundertheheadingsbelow.
WATCH
edco.ie/xkzx
‘Woodbrook’ by MicheálO’ Suilleabhan
Features of the performance
Similarities
Differences
WATCH
edco.ie/7jp5
‘ReelAroundthe Sun’ by Bill Whelan
ExamPractice COMPOSE
e) (i) Nameapieceofmusic youhave studied by anIrishcomposerorsongwriter.
Nameofcomposition/song:
Composer/songwriter:
(ii) Describe one musicalfeatureofthiscompositionorsong.
Musicalfeature:
Activity1:MusicalLayers Activity1:MusicalLa
a) Playthesethree excerptsthreetimes.Identifytwofeaturesofthe melody heardineach excerpt.
Youmightmention
repeatednotesstepwisemovementleapascendingmelodydescendingmelody vibratosequenceornamentationtrillglissandowide range
b) Playthesamethree excerptsthreetimes.Identifytwofeaturesofthe accompaniment foreach excerpt.
Youmightmention
sustainednotesblockchordsrepeatednotesleaps countermelodybrokenchordsrestsrepeatedrhythmsostinato ExcerptFeature
c) Playeach excerptoncemore.Can youidentifythetextureofthemusicheardineachofthese excerpts?
a) Designavisualrepresentationforeachofthreetexturesthat youhave studiedandinsertthem intothegridbelow.
Homophony Polyphony
b) Identify thetextureofthefollowing excerpts. Describe thetexturemakingreferencetothe musicheardineach excerpt.
B7.11
Playone excerptthreetimes.
Inthisquestion youwillhear one excerpt from Romeo and Juliet SuiteNo.2‘Montaguesandthe Capulets’ by SergeiProkofiev. Thisworkisalso knownasthe‘DanceoftheKnights’.
Excerpt 1,play three times
Answerthequestions by puttingatick()inthecorrectbox.Tickoneboxonlyforeachquestion.
(i) Thepulsingnotesheardintheopeningbarsareplayed by strings and woodwind strings andbrassbrass and woodwind
(ii) Identifythefamilyofinstrumentswhichplaythemelodyinthis excerpt. woodwind brass strings
(iii) Thetonalityofthissectionis major minor
(iv) Thetimesigatureis
(v) Identify one featureofthemelody.
(vi) Identifythemoodofthissection. calm cheerful tense
(vii) Describe one featureofthemusicwhichhelpstoillustratethemood youhave selected.
(viii) Thetextureis monophonic homophonic polyphonic
(ix) Give one reasonfor yourchoicewithreferencetothemusicheardinthis excerpt.
ExamPractice COMPOSE
c) Excerpt4 –An excerptfrom ShortRideina FastMachine by JohnAdams,playthreetimes.
(i) Selectthegraphicthatin youropinionbestrepresentsthetextureofthis excerpt.
(ii) Giveareasonfor yourchoiceofgraphic,withreferencetothemusicheardinthe excerpt.
Answer:
Explaintheterm triad LEARNINGINREVIEW!
Explaintheterm major LEARNINGINREVIEW!
Identifythethree major chords ineachmajor key. Writeoutthetriadsonthestavesprovided.Build eachtriadfromthe root upwards.Insertthe key signature eachtimeafterthetrebleorbassclef. TheRomannumeralshave beenaddedtothefirst example(i)for you.
(ii)
(iii)
TonicSubdominantDominant Fmajor Fmajor B b majorCmajor & ?
(iv)
TonicSubdominantDominant Gmajor Gmajor CmajorDmajor & ?
(v)
TonicSubdominantDominant Dmajor Dmajor Gmajor Amajor & ?
TonicSubdominantDominant Bmajor E b major B b major Fmajor b
Buildandlabelthethreeminor triads foundineachofthefive major keyswehave studiedonthetreble andbassstavesbelow.Remembertoaddthe keysignatureeachtime.
Cmajor
Gmajor Bmajor b
Dminor Eminor Aminor ii iii vi & ? Fmajor & ? Dmajor & ? & ?
Composeamelodybasedonthechordsprintedabove thestave.Base yourtriadicmovementonthe notesofthetriadsnamedbelow.Don’tforgettoendonthetonic/keynote (doh).Addsuitablephrasing to yourmelody. & &
B7.15
a) This excerptwillbeplayedthreetimes. Followthesheetmusicbelowandanswerthe questionswhichfollow.
(i) Identifythe key signature ofthisshort excerpt.
(ii) Writeoutthescaleandlabelthepitches. &
(iii) Namethefourmelodynotesmarkedat X onthestave.
(iv) Thesenotesbelongtothe triad of Gmajor Fmajor Cmajor
(v) Insertthemissingrhythmpatternat Y onthescore.
B7.16
b) This excerptwillbeplayedthreetimes. Followthesheetmusicbelowandanswerthe questions. Now Waken.flowersgen tle showersO veryou arefalli ng.-at lastwinpast. Hear therob in calli ng.- -
(i) Identifythe key signature ofthisshort excerpt.
(ii) Writeoutthescaleandlabelthepitches. &
(iii) Namethethreemelodynotesmarkedat X onthestave.
(iv) Thesenotesbelongtothe tonictriad subdominanttriad dominanttriad
(v) Namethefourmelodynotesmarkedat X onthestave.
(vi) Thesenotesbelongtothe triad of Dmajor Gmajor Eminor
ExamPractice COMPOSE
Goto examinations.iefortheaudiotracksforthisquestionfromtheSEC2023 exampaper.
c) Excerpt3,playedtwice.
(i) Namethetwofamiliesofinstrumentsheardinthis excerpt.
Family1:
(ii) NamethethreenotesatXonthescore.
Family2:
Note1: Note2: Note3:
(iii) Thesenotesformthetriadof: Cmajor Fmajor Aminor
(iv) Selectoneofthefollowingbarswherethesametriadfitsthemelody.
bar 4bar 5bar6
Activity8:MinorChords B7.21
LISTENANDRESPOND
Youwillhearaseriesofeightchords.Eachchordisheldforfourbeats.Listenandidentifythe minorchordsinthisprogression.
Therearethreeminorchordsinthisprogression.Ticktheboxwheretheyoccur.
• Buildandlabel the minor chords of ii and vi onthe staves provided.
Insertan ascending major scale usingsemibreves,foreachofthesemajor keysonthestave provided.
Buildtheminorchordsonthesecondandsixthnoteofeachscale.
• Circlethe minor chord namesandcompletetheminorchordgridsprovided.
Minor
Activity9:FinishingCadences
a) Completethisrevisiongridandidentifythecadencesinthe keyofDmajor.
FinishingCadences
Roman NumeralsChord Names inD major
b) Completethisrevisiongridandidentifythecadencechordsinthe keyofFmajor.
FinishingCadences
Roman NumeralsChord Names in F major
c) Therearetwocadencesmarkedonthesheetmusicfor ‘Over the Rainbow’ by Harold Arlen with lyrics by Yip Harburg,whichisprintedbelow.
1 CompleteachordbankgridinCmajor.
2 IdentifythechordprogressionsmarkedatXandYonthescorebelow.
3 Identifythecadencethatmatcheseachofthesechordprogressionsinthegridprovided.
ThisphraseinFmajorandwillbeplayedtwice.Selectsuitablechordstocreatethecadence attheendofthisphrase.
Thismelodyendswithap cadence. B7.27
Identifythechordsforthefourcadencesineachofthefollowing keys.ThecadencechordsforCmajor have beendonefor you.
B
(i) Namethefournotesat X onthescore.
Note1: Note2: Note3: Note4:
(ii) Threeofthesenotesformthechordof: Cmajor Fmajor Gminor
(iii) Nameonenoteat X whichisnotpartofthechord youchoseinpart (ii).
Notename:
b) (i) IdentifythesymbolsmarkedAtoEonthescore.
(ii) Selectthecadencethatmatchesthischordprogression. Asampleisgivenbelowtoguide you.
Sample IVI Chord Progression inRoman Numerals
Y Z
Perfect Cadence Plagal Cadence
Imperfect Cadence
a) Create successcriteria forthistask!Listthe keythings youneedtoconsiderwhenchoosingsuitable chordsforthismelody?Whatmakesagreataccompaniment?
Things to considerbefore we begin…..
b) Worktogethertoconstructabackingchordbankinthecorrect key. Gmajor Chord Bank
Notes of chord Chord symbol Roman numeral
c) Insertsuitablechordsymbolsintothesixemptyboxestoaddsuitableharmonytothe‘Happy Birthday’melodyprintedbelow.
d) Usethemarkingschemebelowtopeerassess yourpartner’schordchoices.Therearefive possiblemarksperchord. Partiallycorrectchordwillscorethreemarksorless.
Fivemarksper correctchord (5x6) 30
Chordsthatpartiallyharmonise (apartfromlasttwochordswhichmustbeDorD7 andG):
•
•
•
e) Lookbackat yoursuccesscriteria.Isthereanything youwouldchangeoradd?Makeany necessarychanges.
Each excerptwillbeplayed three times.
a) Listenand Respond
Theboxesaroundthelyricsshowwherethechordschange.Insertboxesaroundfourwordsinline3 where youhearachordchange.
Line1 Bya lonely prison wall,I heard a younggirl call - ing
Line2 Michael, they have taken you away
Line3 For you stole Trevelyan’s corn so the young might see the morn,
Line4 Nowa prison ship lies waiting in the bay.
b) Eachofthenumberedboxesrepresentsabarofmusic.Insertatickin thebarwhere youhear a chordchange.Therearetwobarsofmetronomebeatsheardbeforethe musicbegins.Thesebars give youachancetocountwiththepulsebeforethemusicbegins.Thefirsttwochordsare identifiedfor you.
Excerpt1
a) Listentothechordalaccompanimentinthis excerptanddraw achordboxwherever you hearachordchangeintheaccompaniment.
b) Thisarrangementof‘Lavender’sBlue’isinthe keyofCmajor. Workoutthemajorchordsforthis key below. &
ChordNotes
ChordName
MajorChord IIVV
c) Using yourknowledgeof major chords,identifyasuitablemajorchordtoaccompanythemelodyat eachofthechordchanges youhave identified.Writethechordnamesinthechordboxes youhave addedtothemelody.
ExamPractice COMPOSE
Question5
a) Two excerpts,eachplayedthreetimes.
Goto examinations.iefortheaudiotracksforthisquestion fromtheSECSample exampaper.
• Eachofthenumberedboxesrepresentsonebarofthemusic,whichisin 4 4 time.
• Usingthegridbelow,marka inanybarwhere youhearachordchange.
• To help you,twobarsofthepulsearegivenonthemetronomebeforethestartofeach excerpt.
Excerpt1,bars1–8.
• Thefirsttwochords(bar1andbar5)aregivenfor you.
(i) Thereis one remainingchordchangeinthisprogression.Tickthebarwherethisoccurs.
Excerpt2,bars9–16.
• Thefirstthreechords(bar9,bar10andbar11)aregivenfor you.
(ii) Thereare three remainingchordchangesinthisprogression.Tickthebarswheretheseoccur.
Chord Change ////////
b) Composingtask
Afriendin Transition Yearhasasked youtoaddbackingchordstoajinglemelodytoadvertisetheir ‘SchoolShop’mini-company. Youwillhearthejingleplayedoncewiththerepeat.
Excerpt3,onceonly
(i) Insertsuitablechordsintheboxesprovided.Thefinalchordhasbeeninsertedfor you.Asthe jingleisdesignedtoberepeated overand over, itdoesnotendwithaperfectcadence.Seepage 232foraDmajorchordbank.
B7.42
Excerpt 1
Playthis excerptfrom ‘Greensleeves’threetimes. Followthesheetmusiconpage232andanswerthe questionsbelow.
1 Identifythe voicetypesingingthemelodyinthis excerpt.
2 Identifytheinstrumentthatplaystheaccompaniment.
3 Describe one featureoftheaccompaniment.
4 Describehowthemelodyandtheaccompanimentinteractwitheachotherinthis excerpt.
5 Describethe texture ofthisperformance.
6 Do youthinktheaccompanimentsupportsthemelodyinthis excerpt?
7 Suggestoneotherlayer youcouldaddtothis excerptthatwould not changeits texture. Giveonereasonwhy youhave chosenit.
8 Describeonechangethat youcouldmaketothis excerpttochangethetextureofthemusic.
B7.43
Excerpt2
Playthis vocalperformanceof ‘Greensleeves’threetimes.Answerthequestionsthatfollow.
1 Circle thecorrectanswereachtime.
• Themainmelodyissung by male vocals female vocals.
• Thebacking vocalsaresung by male vocals female vocals.
• These vocaladdharmonytothemainmelody true false.
• Thisaccompanimentfeatures ascendingscales sustainednotes blockchords.
2 Describethe texture ofthemusicheardinthis excerpt.
3 Identifytwochangesinthemusicinthelatersectionofthis excerpt
4 Excerpt 1 and Excerpt2 willbeplayedonceonly.Identifyonesimilarityandonedifferencebetween thesearrangementsof ‘Greensleeves’.
B7.46
Waltz in A Minor, B. 150 by FrédéricChopin
ChopinisacomposerfromtheRomanticera.Thispiecefeaturesawaltz-styleaccompaniment. Answerthequestionsbelow.
1 Thepulseofthis excerptis 3 4
2 This excerptbeginswithanupbeat true false
3 Theaccompanimentuses brokenchords blockchords sustainednotes
4 Describewhathappensonthestrongbeatofeachbar.
LEARNINGINREVIEW!
Explaintheterm dissonance.
a) Dissonant chords
LEARNINGINREVIEW!
Nameadissonantchord youhave studied.
Listentofourchordsplayedinaprogression.Eachchordlastsforfourbeats.Identifythechordsin thepatternthatsounddissonant.
b) Dissonancein music
Fourshort excerptswillbeplayedtwice.Identifythedegreeofdissonanceineach excerpt.
Excerpt4
a) Thesongsin Excerpt1 and Excerpt2 usesimilarchord progressions.
(i) Nametwosongs youhave studiedthatusechord progressions thataresimilarto eachother.
Song1:
Song2:
(ii) Describehowthechord progressions inthesongs youhave namedaresimilar.
Description:
b) Composing Task
Afriendwhoplaystheflutehasasked youtoaddbackingchordstoamelodytheyare practisingforaschoolshow.
Insertsuitablechordsymbolsintheboxesprovided.Thefirstchordhasbeeninsertedfor you.
1 Explaintheterm musical genre.
2 Visita music streaming service tohelp youcomplete thetaskbelow.
a) Usethelibrarysearchonthestreamingservice websitetohelp youidentifytenmusicalgenres.
b) Listthenamesoftwoartistsandtheirpiecesofmusicthat youcanlistentofromeachofthe genres youhave listed.
LISTENANDRESPOND
a) Writeinthecorrectanswerstothe exercise youcompletedonpage329of yourtextbook.
b) Listenagaintothesix excerpts.Thistimetheywillbeplayedinchronologicalorder.Listthemusical featuresineach excerptthathelp youtorecognise.
c) Withapartner,identifytwootherimportantfeaturesofthemusicfromeacheraandthenameofat leastonecomposerfromthatperiod.
Importantfeatures
MedievalRenaissanceBaroque Classical Romantic20th Century
Composers
a) Chooseoneofthemusicaleraslistedintheclassicalmusictimelineabove.Comparetheworks oftwocomposersfromtwodifferentcountries.Chooseonework by eachof yourchosen composersandcomparethetwopiecesundertheheadingsprovidedinthegridbelow.
Chosen Musical Era:
1:
2:
1 Identify three headingsunderwhich youwillcomparethetwopiecesofmusic.
2 Usethespaceprovidedbelowtomakeacomparisonbetweenthetwopiecesofmusicusingthe threeheadings youhave listedabove. Refer to bothpieces of music undereachheading.
Comparison1:
Comparison2:
Comparison3:
b) Createa playlist toaccompanyalocalcelebrationofahistorical eventfromthetimeperiodcovered by themusicalera youchoseinpart(a)ofthisquestion.Includethetitleofthepiece,itscomposer, and yourreasonforchoosingeachtrack.
ExamPractice COMPOSE
(i) Nameacontemporaryorhistoricalstyleofmusicthat youhave studied.
Answer:
(ii) Describetwofeaturesofthisstyle.
Feature1:
Feature2:
(iii) Nameapieceofmusicfromthisstyle.
Answer:
(iv) Describeonemusicalfeatureofthispieceofmusic.
Answer:
8.2AStudyofRomanticMusic
Activity4:RomanticComposers
Workinpairstounscramblethecomposersname.Theirnationalityflagsaregiventohelp youto identifywhatcountryeachcomposerwasbornin.
Activity5:ListenandRespond
Salutd’Amour Op.12 by Edward Elgar
Followthesheetmusicas youlistenandanswerthequestionsthatfollow.
Andantino=80)( dolcelegatiss.
Theelementsofmusicareoutlinedonthegraphicbelow.Notethe keyfeaturesofRomanticmusic associatedwitheachoftheseelements.
B8.18 Answerthebelowquestions1–4in yourcopybook.
1 Explaintheterm programmemusic.
2 Nametwopiecesofprogrammemusicthat youhave learnedabout.
3 Writea Programme Note foraperformanceof Vltava from Má Vlast by Smetanathatcouldbe sharedwithaudiencemembers.
4 Identifytwoauralsignpoststhat youwouldencourageaudiencememberstolistenoutfor.
5 Identifyand explainthepurposeofthesymbolshighlightedonthemainthemeprintedbelow.
&# 6 8 p p
Activity8:ArtSong(Lied)
‘Erlkönig’ by FranzSchubert
B8.20 Listentothesongandanswerthequestionsthatfollow. Themusicfortheopeningbarsisprovidedfor you.
(i) Identifytheinstrumentwhichplaystheintroduction.
(ii) Identifyonefeatureoftheintroduction.
(iii) The vocalistis
male female
The vocal rangeofthe vocalistis
soprano tenor
alto bass
(iv) IdentifythemeaningofthefollowingsymbolsmarkedX,YandZonthe‘Erlkönig’sheetmusic.
a) œ œ œ œ œ œ 3
b) Œ
c) f
(v) Explaintheterm ostinato
Thisrhythmicfeatureisknownas: Atrill
Atriplet
Atremolo
Thissymbolindicates: Afermata
Acrotchetrest
Aquaver
Thissymboltellsthemusiciansto: Slowdown
Playloudly
Graduallygetquieter
(vi) Describetheuseofostinatointheaccompaniment.
(vii) Schubertcreatesatenseandfrightenedmoodinthispiece.Heistryingtoillustratea child’sfearonmeetingasupernaturalbeing.Choose two elementsfromthelistbelowand describehowtheseelementshelptocreatethismood.
Circlethetwoelements youhave chosentowriteabout.
Dynamics Tempo Texture InstrumentsRhythm
(i)
(ii)
Question6
a) Playan excerptfrom The Wasps by Ralph VaughanWilliamsthreetimes.
(i) Identifythefeatureplayed by allinstrumentsatthebeginning.
tremolo trills pizzicato
(ii) Describe one otherwayinwhichthemusicrepresentsaswarmofwaspsinthis excerpt.
Answer:
8.3AStudyof PopularMusic
8.3AStudyof
Writeabriefnoteon popular music.
WATCH
‘TakeMyHand’ by PictureThis edco.ie/rvy6
Listentothe excerpt.Describetheelementsofmusiclistedinthegridbelow.
Elements What Iheard
Tempo Dynamics
Melody
Rhythm Harmony
Mood
Tonality
Texture Pitch
Thisstandardrockbeatisplayed by drummersinmanyrockhits. Itisin 4 4 andemphasisesthestrongbeats1and3.Bassdrum,snare drumandhi-hatareusedtoperformthepattern.
a) Composeabodypercussionpatternsuitedtothisrhythmpattern.
Roughwork:
b) Rehearseandperform yourpatternfor yourclassmates.
Makeafactsheet explainingeachprocessingeffect.Include examplesofprocessingeffectsused by musiciansandproducersofrockmusic.
Multitracking/ Overdubbing
Panning
Compression Distortion
Reverb
Musical Examples
Activity12:AnIrishRockSong
‘I Still Haven’t Found What I’m Looking For’ by U2
Describetheelementsofmusicheardinthissonginthegridbelow.
Elements What Iheard
Tempo Dynamics
Melody Rhythm Harmony
Mood
Tonality
Texture Pitch
Auralsignposts!
ExplainthefollowingphrasesusedtodescribefeaturesofU2’ssong.
Percussivechords
Steady rockbeat
Overdubbedguitars
High-pitched vocals
Multitrackedbacking vocals
Instrumentalinterlude
Guitar techniques
Processing effects
Task1: Compose
1 Composeamelodybasedonagivenchordprogression. & 4 4 & 4 4 mf mf
C Moderato Chords:
Melody:Insertyourmelodyonthestavebelow.
2 Addarhythmicostinatoinspired by thestandardrockbeat. & 4 4
Task2: Input your workon GarageBandandmakea recording of it.
a) UseGarageBandtoinput yourmelody(alabelledpiano keyboardishelpfulforthis).
b) Addasecondtracktoinputthegivenchordprogression(guitarchordsstrummed).
c) Addasecondtrackfor yourrhythmicostinato(usebassandsnareonthedrums).
Task3: Produce
Add Processing Effects: Fx
• Adddistortionanddescribetheeffectithasontherecording.
• Addreverbanddescribetheeffectithasontherecording.
Activity1:Sean-nós
Watchand Respond
WATCH edco.ie/8tw3
a) Watchthisscenefromthe2015film Brooklyn wheresean-nóssingerIarlaÓLionáirdgivesa performanceof ‘CasadhAn Tsúgáin’. ÓLionáirdisamemberofthecontemporarymusicgroups TheGloamingandAfroCeltSoundSystem,whosemusicisa fusion of WestAfrican,Irish traditionalandelectronicdancemusic.
Whichfeaturesofsean-nóssingingcan youfindinthisperformance?
Features Comment
WATCH edco.ie/cgub
b) WatchIarlaÓLionáirdgiveanotherperformanceof ‘CasadhAn Tsúgáin’. Usetheperformancecriteriashownheretowriteareviewofthisperformance.
Goodchoiceoftempo
Accuraterhythms
Showsagoodunderstandingof thestyleandmoodofthepiece
Thenotesarerightandintune
Gooddynamicsandar cula on Confident,controlledperformance
Goodphrasingandexpression.
, lin fuley load
eighteenyearsoldwhenwentdownDub Withfistmonandcartofdreams“Takeyour a of a to I
her ing ber ows mo
maythere’syou’llyou’lllearnorseeAndyoucanbringitbackhomemakeeaonmeSo Iman it some mylifework thisdiroldgroundforfewpintspor -andthesmellof apoundAndsure of a callfrom Amersaid“sendtheladver”Andtheouldfel-said ‘‘Sure it would- -a harm”ForI Unclejywas ainmehertheestlookedafthefarmWhena p’lice lyn meyoungbuckandmindyourselfwellAndwillgivethisweenotetomether”broAtthe you wouldcutyouforthecoatonyourbackOrthewatchthatyougotfromyourtherSotake said me fat“StoprushlikehellAndrememallisnotwhatitseemstobeForthere’s -
Ben manBrookAndfat young ter
ca io-la n’t do ny ing ty ter
be thing sy-
SHOWWHATYOUKNOW!
a) 1 Explainthetermballad.
2 NamethecomposerofthisIrishballad.
3 Describeonefeatureofthemusicheardinthe introduction.
4 The vocalistis male female
5 Identifythe keysignatureofthispieceofmusic.
6 Identifyonefeatureofthe rhythm andindicatewhichbarthisfeaturecanbefoundin.
7 Identifyone melodic feature andindicateinwhichbarthisfeaturecanbefound.
8 The form ofthe verseis AAAAAABBABABAABA
9 Describethe texture ofthemusic.
10 Thisisanemigrationsong.Select one linefromthelyricsanddescribewhat youfeelthe wordsofthislinetellusaboutthecharacters’feelingsaboutemigrationtoAmerica.
b) 1 Insert suitablechords to addharmonicsupport totheopeningphraseof‘TheStreetsof New York’. AchordboxinCmajorhasbeenprovidedbelowtohelp you.
Notesof chord
2 Identifythecadencemarked X onthescore.
3 Insertthemissingtimesignatureat Y.
4 Explainthesymbolmarked Z onthescore.
a) Listenand Compare
‘DublinintheRareAuldTimes’remainsa verypopularsong,andmanyrecordings exist.Ithasbeen recorded by IrishartistssuchasTheDubliners,theIrish Tenors,TheHighKings,NathanCarter, DamienDempseyand Kodaline.
ComparethesetwointerpretationsoftheIrishballad‘DublinintheRareAuldTimes’.Identifytwo similaritiesandtwodifferencesbetweentheartists’performanceofthissong.
‘Dublininthe Rare Auld Times’
Vocals
Instruments Processingeffects/ performancetechniques
Traditionalfeatures
Similarity1: Similarity2:
Difference1:
Difference2:
PerformanceA
WATCH edco.ie/dg7g
Kodaline
PerformanceB
WATCH edco.ie/3hwp
Imelda May andthe Dubliners
b) Explorethesheetmusicfor‘DublinintheRareAuldTimes’below.Answerthequestionsthat follow.
glo-riesthatoncewasDub-lintown.Thehal-lowedhallsandses,hou-thehaun-tingchil-dren’s rhymes,That
Listenand Compare
c) ListenagaintothetwoIrishballads‘DublinintheRareAuldTimes’and‘TheStreetsofNew York’.Identifysomeofthesimilaritiesanddifferencesbetweenthesecompositions by Irish songwriters.
‘Dublininthe Rare Auld Times’ WATCH edco.ie/dg7g
Featuresuniquetothissong
Common Features
‘The Streets of New York’ WATCH edco.ie/2pr8
Featuresuniquetothissong
d) ChoosetwomoreIrishballadsandcomparetheminthesameway.
ChoiceA: Featuresuniquetothissong
Common Features
ChoiceB: Featuresuniquetothissong
An excerptfrom‘The TownI LovedSo Well’willbeplayedthreetimes.Listentothe excerptandfollowthescore.Answerthequestionsbelow.
Moderato q=95 town gas home foun. waysinthetown Ilovedso well. Inthe tain. Thosewereha -ppydaysinsoman -y man-y intherain runn-ing upthedarklanepastthejailanddownbe-hindthe yardwallandwelaughedthroughthesmokeandthesmell. Go-ing that I so loved have wellwhereourschoolplayedballbythe X Ishallal -ways Inmymem or yseethe
Explorethe vocalsheetmusicforthefirst verseandchorusofthissongbelow.
Identifyandlabelthefollowingfeaturesonthescore.Insertthecorrespondingletterforeach featureonthesheetmusic.
LISTENANDRESPOND
‘The TownI LovedSo Well’
ListentotwomorearrangementsofPhilCoulter’ssong
‘The TownI LovedSo Well’andcomparethem.
Compare thetwoarrangements of thissongusingthe following headings.
Vocals
Accompaniment
Vocal features
Instrumentation
Texture
Tempo
Style/influences
Similarities
Differences
ExamPractice COMPOSE
Excerpt2,played fourtimes. Thelyricsareprintedbelow.
Goto examinations.iefortheaudiotracksforthisquestionfromtheSEC2023 exampaper.
b) Listentothe excerptandanswerthequestionsbelow.
Line1
Line2
Ofallthecomradesthate’erIhad
They’resorryfor my going away
Line3 Andallthe sweetheartsthate’erIhad
Line4
Line5
Line6
Theywish me onemoredaytostay.
Butsinceit fellinto my lot
ThatIshouldriseand youshouldnot
Line7 I’llgentlyriseandsoftlycall
Line8
Goodnightandjoybeto youall.
(i) Inlines1–3,themelodyissung bya soprano tenor bass
(ii) Inthebackgroundoflines1–3,weheara harp guitar piano
(iii) Identifytwonewfeaturesofthemusicfromline5on.
1stnewfeature:
2ndnewfeature:
Excerpt3,playedtwice.
c) Describetwowaysinwhichthisarrangementofthesongisdifferentfromthearrangement you heardin Excerpt2.
1stdifference:
2nddifference:
e) (i) Nameapieceofmusic youhave studied by anIrishcomposerorsongwriter.
Nameofcomposition/song:
Composer/songwriter:
(ii) Describe one musicalfeatureofthiscompositionorsong.
Musicalfeature:
9.2PromotingandSupportingIrishArtists
Activity6:Think’n’Link
DiscussthetimeallocatedtoIrishartistsinthemedia.Howistheirworkpromotedandsupported?
ExplorethefollowingquestionstogetherandcompletetheThink-Pair-Shareactivity.
1 Howoftendo youhearmusic by IrishartistplayingonIrish radiostations?
2 WhatIrishmediasourcespromoteIrishartists?
3 SuggestwaysthatlocalandnationalmediasourcescoulddomoretosupportemergingIrish talent.
UsethisThink-Pair-Sharegridtorecord yourideas.Thenadd yourpartner’sideasandwork togetherto identify thesimilarities youhave foundandwritetheseintothe‘Share’columnbelow. Think
Activity7:Artists’IncomesandIMRO
LEARNINGINREVIEW!
Explaintheterm royalties.
Lookbackatsection9.2inUnitA9tocompletethesetasks.Writetheanswersin yourcopybook.
a) ListthreesourcesofincomeforIrishartists.
b) ListfourwaysinwhichIMROsupportsIrishmusiccreatorsfinancially.
c) ListtwootherwaysthatIMROhelpsIrishmusiccreators.
ResearchtheworkoftheArtsCouncil.Writeashortnoteontheeffortsmade by theArtsCouncil inpromotingIrishartiststhrough one oftheirinitiativesshownbelowin yourcopybook.
Artsand Health
CreativeSchools PayingtheArtist2020
Task: Composea jingle toadvertisethis year’s Irish Music Month.Thepurposeof youradvertis to raise awarenessaboutthecampaignandshareinsightabouttheimportanceofsupportingIrish artists.
Brainstormbox
Draftingrhythmicideas
Draftingmelodicideas
(i) DescribeonewayinwhichthemusicofIrishperformersispromotedonlocalornational Irishmedia.
Answer:
d) Themediais veryimportanttoIrishsongwritersandmusicians. GivetwowaysinwhichIrishmusicianswouldbenefitfrommoreairplayonIrish radio.
Answer1:
Answer2:
LEARNINGINREVIEW!
9.3Copyright Answerthefollowingquestionsin yourcopy.
(i)Explaintheterm copyright.
(ii)Describehowcopyrightlawsbenefitcomposersandsongwriters.
(iii)Commentontheimpactcopyrightlawshave onhowmusicissharedandpublished.
(iv)NameoneorganisationthatcollectsroyaltiesonbehalfofartistsinIreland.
a) Listentothesetwosongsanddecidefor yourself.DidtheBeachBoysgotoo farintheirtributetoChuckBerry?
Compare thetwosongsusingthe followingheadings.
‘Sweet Little Sixteen’ by Chuck Berry
WATCH edco.ie/gw2u
‘Surfin’ USA’ by the Beach Boys
WATCH edco.ie/zh5x
Vocals
Accompaniment
Vocal features
Instrumentation
Texture
Tempo
Style/Influences
Similarities
Differences
b) Researchoneother copyrightinfringement caseandshareinformationabouttheartists involved,theissuessurroundingcopyrightandtheoutcomeofthecase. In yourcopybook,writeashortreportonacaseof copyrightinfringement that youhave researched.
Composea rapaboutatopicalissueorcurrent eventthatinterests you (e.g.climatechange, cyberbullying,worldpeace). Youmightliketoperform your rap overabackingtrackthatusesa sampleofanothersongwhichissomewayconnectedwiththetopic youhave chosen.
Ideas:
Final rap:
d) Composersandsongwritersmaketheirlivelihoodfromtheirmusic.Onewaytheydothisis by earningroyalties.
(i) Explainwhatroyaltiesareinthemusicindustry.
Answer:
Answer: EXAMPRACTICE
(ii) Howareroyaltiescollected?
Activity12:MusicinAdvertising
Chooseoneadvert youhave studiedandmakenotesinthegridbelow.
Product/Brand: Musictitle: Artist:
Musicalfeatures: Howdoesthemusicsupportthemessageandpromote theproduct?
Do youthinktheadvertissuccessful?
Youhave beenaskedtocreateanaudiologoanIrishcompany. Agoodaudiologoisshort (5–10seconds),distinctiveandmemorable.Createanaudiologoforoneofthebrandsbelow.
Experimentwithmakingdifferenttypesofsoundsonanumberof soundsources until youfinda soundthatconnectswiththecompany youareadvertising.Use graphicnotation symbols tonotate youraudiologo.
Brainstorm Box!
Audiologo
Graphicnotation:
Reflecting!
Answerthebelowquestionsin yourcopybook.
1 Describewhy youchosethese soundsources tousein youraudiologo.
2 Whatmessagedo youhopethisaudiologowillconvey tothosewhohearit?
3 Explainhow youwouldshare youraudiologowith yourlocal radiostationtogetitoutonthe airwaves.
4 Challenge! Howcould youalter youraudiologotosuitaparticulartimeof yearor event?
ExamPractice COMPOSE
a) Musicisusedinadvertisingtosupportthemessageandpromotetheproduct.
(i) Nameanadvertisement youhave studied.
Answer:
(ii) Describetwofeaturesofthemusicusedinthisadvertisement.
Feature1:
Feature2:
(iii) Describehowthemusichelpstosupportthemessageandpromotetheproductinthis advertisement.
Answer:
b) Composingtask
Yourschoolisrunningajinglecompetitiontopromotethemessageofhand hygiene.Oneof yourclassmateshaswrittenlyricsandasked youtocomposeamelody.
(i) Compose yourownmelodyinthe keyofFmajortothegivenrhythmtocompletethe tune.Endonthe keynote/doh.
(ii) Addsuitablephrasing.
c) Composingtask
Afriendin Transition Yearhasasked youtoaddbackingchordstoajinglemelodyto advertisetheir‘SchoolShop’mini-company. Youwillhearthejingleplayedoncewiththe repeat.
(i) Insertsuitablechordsintheboxesprovided.Thefinalchordhasbeeninsertedfor you. Asthejingleisdesignedtoberepeated overand over, itdoesnotendwithaperfect cadence.
(ii) Describe one otherlayerofsoundthat youwouldaddtothejingletovarythetexture asitrepeats.
(iii) Explainhow youwouldsharethejinglewith yourschoolcommunitytoadvertisethe business.
Usetheperformancecriteriagridto evaluatea performanceofthetune‘Too-Ra-Loo-Ra-Loo-Ral’ (alsoknownas‘That’sanIrishLullaby’).Thistunewaswritten by JamesRoyceShannonin1914. Thistuneisinthe publicdomain,butwell-knownartistssuchasBingCrosbyand VanMorrison have releasedrecordingsofthissong.Thesheetmusicissharedbelow.
Goodchoiceoftempo
Steadypulseandaccuraterhythm
Showsagoodunderstandingof thestyleandmoodofthepiece
Thenotesarerightandintune
Gooddynamicsandar cula on Confident,controlledperformance Goodphrasingandexpression.
givethe li
worldifshecouldsingthatsongtomethisday Tooloo -ra- looral Hush nowdon’tyoucry!Toora loo -ra- li Toora loo ra-looral,that’sanI rishlullaby. ralooralooral Too-ra-loo-raToo-ra-looloo-ra -ral sotonessweetandlowJust asim -plelit -tledit -ty, inhergoodould Irish-wayAndI’d -verinKil -lar- -ma ney,nyyears a- go Mymo -thersang asongtomein
Listentothisperformance,writeacommentforeachofthecriteriabelow. Youcanaddmorefeedbackin thespaceprovidedif youwish.Identifythelevelofachievement youwouldgivethisperformerinthespace provided.
Activity: SoloSinging Pitch Rhythm
Musicality
Interpretation of style
Other feedback
b) Explorethemelodicphrasesonpage267again.Labeland explainthehighlightedsymbolsindicatedon phrasesB,Cand D. Checkingthesedetailswillbeimportantwhen youcometothesigh-readingtests.
B Symbol Name Definition
C Symbol Name Definition
D Symbol Name Definition
Activity3:AMMMusicMatch!
a) Listentothefour excerptsplayedthreetimes.Matcheachtracktothecorrectmusicalphrase. Atonicnoteandchordisplayedbeforeeachphase.
B10.12 A & # 4 4
B10.13 B & b 4 4
B10.14 C & b 4 4
B10.15 D & 4 4
b) Explorethemelodicphrasesonpage268again.Labeland explainthehighlightedsymbols indicatedonphrasesA,Band D. Checkingthesedetailswillbeimportantwhen youcometothe sight-readingtests.
A Symbol Name Definition
B Symbol Name Definition
C Take themelodyinphraseCandaddtwobarstothegivenmelodyusingthemusicalstave providedhere.End yourmelodyonthetonic (doh)andaddsuitablephrasinganddynamics. & D
Symbol Name Definition
Activity4:Sight-ReadingClues
Lookatthemusicprintedbelow.Itiseightbarslong,sotwicethelengthoftheactualsight-reading test.Whatcan youfindoutaboutthispieceofmusic?
Youwillheartenbarsofrhythminthis excerpt.Eachbarofrhythmisplayedtwicebeforeabeep isheard.Eachbeepindicatesanewrhythmpatternisabouttobeplayed.Therearesixrhythms on yourbingocard.Tickoffeachrhythmpatternwhen youhearit.Whowillshoutbingofirst! ThefirstRhythmisA.
Practice Makes Perfect!
Reflectingonourprogresscanhelpmotivateustomove forward,especiallywhenweface challenges. Keeptrackof yourprogressusingthis PerformanceReflection Log. PERFORMANCE REFLECTION LOG Date:GoalProgress
When youhave chosen yourpieces,itisimportanttopractiseperformingallthreeasoneperformance. Seekadviceandfeedbackfrom yourteacherandfrom yourpeers. Keepnoteofthefeedback you receiveonthepost-itnotesbelow.Itiseasytoforgettheadvice yourteachergives you.Makeanoteof it,so youcanrevisititwhen youarerehearsingorpreparingforthepractical exam. Activity8:‘Down by
Lookatthesheetmusiconpage376of yourtextbook.Answerthefollowingquestionsin yourcopybook.
ThissectionoftheStudentActivityBookprovidesspacefor youtorecordinformation,makenotes,plan yourtimeandcollectdetailsaboutthethreepieces youaregoingtoperformforthepractical exam.This willhelp youtocompile yourProgrammeNote.
Youmustcomplete yourown individual ProgrammeNote.Itmustincludeinformationonall three pieces of music that youintendtoperformfor yourpractical exam.
Youshouldspendnomorethan three weeks completing yourProgrammeNote.
Programme Notesmustbesubmittedtwo weeksbefore thepractical examsbegin.
Recordthe keyfactsaboutthethreepieces youaregoingtoperforminthegridbelow.Namethe instrument youaregoingtoplay(singerscanwrite voice)andindicatewhether youwillperformasa soloist,inagrouporsingto yourownaccompaniment(SSOA).
Programme Piece 1Piece 2Piece3
Name of piece
Composer/songwriter (ifknown)
Style/genre Medium (instrument/voice)
Type of performance (soloist/group/SSOA)
Notesonwhy youhave chosenthesepieces
Notesongroupperformance(if relevant)
TheProgrammeNoteshouldtakenomorethanthreeweekstocomplete.Usethegridbelowto plan yourtime.Whatneedstobedone?Howwill youusethistimetocomplete yourwork?
Week 1Week 2Week3
As youresearcheachof yourpieces, youwillneedto keepnoteoftheinformation.Usethegrid belowtoguide yourresearchandtolog yourfindings.
Piece1: Who? When? Where? Why? How? Your experience (Writeabout your experienceofpreparing yourpiecesforthepractical exam. Follow thesuggestionsin yourtextbooktohelp youtocompletethispartofthegrid).
Additionalinformation you couldshare
• Whatwashappeninginthecomposer’scountryatthetimeofthiscomposition?
• Isthispiecetypicalofthetimeitwaswrittenorcollected?
• Whatisthemostinterestingmomentinthispieceforme?
• WhatdoIwanttoguidetheattentionofthelistenertowards?
Othernotes
Elements Description
Tonality
Tempo
Rhythmicfeatures
Melodicfeatures
Pointsofinterest
Snippets of soundandnotation
List ofresourcesor websitesvisited to accessthese facts
Piece2: Who? When? Where? Why? How? Your experience (Writeabout your experienceofpreparing yourpiecesforthepractical exam. Follow thesuggestionsin yourtextbooktohelp youtocompletethispartofthegrid).
Additionalinformation you couldshare
• Whatwashappeninginthecomposer’scountryatthetimeofthiscomposition?
• Isthispiecetypicalofthetimeitwaswrittenorcollected?
• Whatisthemostinterestingmomentinthispieceforme?
• WhatdoIwanttoguidetheattentionofthelistenertowards?
Othernotes
Snippets of soundandnotation
ElementsDescription
Tonality
Tempo
Rhythmicfeatures
Melodicfeatures
Pointsofinterest
List ofresourcesor websitesvisited to accessthese facts
Piece3: Who? When? Where? Why? How?
Your experience (Writeabout your experienceofpreparing yourpiecesforthepractical exam. Follow thesuggestionsin yourtextbooktohelp youtocompletethispartofthegrid).
Additionalinformation you couldshare
• Whatwashappeninginthecomposer’scountryatthetimeofthiscomposition?
• Isthispiecetypicalofthetimeitwaswrittenorcollected?
• Whatisthemostinterestingmomentinthispieceforme?
• WhatdoIwanttoguidetheattentionofthelistenertowards?
Othernotes
Snippets of soundandnotation
ElementsDescription
Tonality
Tempo
Rhythmicfeatures
Melodicfeatures
Pointsofinterest
List ofresourcesor websitesvisited to accessthese facts