St Ciaran’s College M U S I C D E PA R T M E N T
keystage3music 8CIAR WORKBOOK
Name: . ................................................................................................................ Class:
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Teacher:
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1
St Ciaran’s College M U S I C D E PA R T M E N T
Music Assessment Record You will be assessed during each topic in three different activities: • LISTENING • PERFORMING • COMPOSING
STUDENT PROGRESS RECORD Unit Title
Task
L/P/C
2
Grade/Mark
Key Terms and Word Bank Instruments
Elements of Music
Words to know
Keyboard
Duration
Beat
Violin
Dynamics
Pulse
Viola
Pitch
Rhythm
Cello
Silence
High
Double bass
Tempo
Low
Oboe
Texture
Melody
Flute
Form
Verse
Clarinet
Tonality
Chorus
Bassoon
Timbre
Graphic score
Saxophone
Listen
Trumpet
Perform
Trombone
Pattern
French horn
Rehearse
Tuba
Ostinato
Timpani
Jingle
Xylophone
Crotchet
Glockenspiel
Quaver
Tambourine
Semibreve
Triangle
Minim
Woodblock
Glissando
Cymbals
Pizzicato Conductor Orchestra Valves 3
Learning Objective
The Elements of Music DYNAMICS
DURATION Duration
Loud
Long Short
Quiet Elements of Music_black.indd 6
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Elements of Music_black.indd 4
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TIMBRE
PITCH
High
The type of sound the instrument makes. Elements of Music_black.indd 12
Low
TONALITY
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Elements of Music_black.indd 8
TEXTURE
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Elements of Music_black.indd 16
TEMPO
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Fast
Thick Slow
Thin Elements of Music_black.indd 14
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The different parts of the music. It is how the music is ‘made up’.
Major Minor Elements of Music_black.indd 10
STRUCTURE & FORM
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Elements of Music_black.indd 2
4
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Learning Objective
The Elements of Music Listening Activity Extract A
1.
Is this song fast or slow?
____________________
2.
Is this song loud or quiet?
____________________
3.
Is the pitch high or low?
____________________
4
Is it a male or female singer?
____________________
Extract B
1.
What instrument begins this song?
____________________
2.
Is it fast or slow?
____________________
3.
Is it loud or quiet?
____________________
4
What instruments join in? Name 2!
____________________
Extract C
1.
Is this piece loud or quiet?
____________________
2.
Does it stay the same throughout?
____________________
3.
What instruments can you hear?
____________________
Extract D
1.
Does the song start quiet or loud?
____________________
2.
Does it start fast or slow?
____________________
3.
Describe what happens as it progresses.
____________________
5
Learning Objective
The Elements of Music Complete the following table by matching each musical element to its correct description.
Element
Description
Pitch Speed of the music Volume of the music Length of each sound Texture
Timbre
A rest in the music. As important as sound
Structure
Whether the sound is high or low
Duration Silence The type of sound
Dynamics Tempo
The amount of different sounds heard at the same time
How the music is put together 6
Learning Objective
The Elements of Music USING ADJECTIVES
High
You have learnt that all types of music are made up of
Verse & Chorus
Soft
eight elements. You will now learn how to use adjectives (describing words) when talking about the elements. Match the adjectives on the left with the elements below.
Long Thick
__________________ Pitch
__________________ __________________
Hard
Short
Tempo
__________________ __________________
Loud (forte)
Thin
A ABAC
Slow (lento)
Quiet ) (piano
Low Fast (allegro)
Dynamics
__________________
Duration /Silence
__________________ __________________ __________________
Texture
__________________ __________________
Timbre
__________________ __________________
Structure 7
__________________
Learning Objective
Dynamics Symbol
Italian Term
Dynamic
pp
pianissimo
very quiet
p
piano
quiet
mp
mezzo piano
moderately quiet
mf
mezzo forte
moderately loud
f
forte
loud
ff
fortissimo
very loud
crescendo
getting louder
diminuendo
getting quieter
8
Learning Objective
Investigating Keyboard Sounds You are going to investigate the sounds on your keyboard. But first remember the important rules about playing keyboards. • NEVER THUMP THE KEYS • NEVER TUG AT THE WIRES • TAKE CARE WHEN PRESSING THE BUTTONS • RESPECT YOUR KEYBOARD AT ALL TIMES Now investigate the sounds on your keyboard. Below are 14 tasks. For each task write down the name and number of the sound on your keyboard which you think is the best choice. Write the name and model of your keyboard here: ______________________________________ TASK
Voice No.
A
Find a sound that sounds like a woodwind instrument.
B
Find a scary sound.
C
Find a tinkly sound.
D
Find a sound that sounds like a Brass instrument.
E
Find a sound that reminds you of an animal.
F
Find a shrill sound.
G
Find a sound that would be good in a film.
H
Find the sounds of a percussion instrument.
I
Find an unusual sound.
J
Find a beautiful sound.
K
Find a sound which sounds like a string instrument.
L
Find a sound which begins with S.
M
Find a sound that makes you think of ghosts.
N
Find the weirdest sounds on your keyboard. 9
Note/ Letter
Learning Objective
Composing Music Creating a suitable mood
The Haunted House
The door creaked open. The four children walked carefully into the old dark house. Outside the rain was violently hitting against the window. The wind howled through the trees. From the top of the stairs they heard distant footsteps. The steps gradually got louder and louder, then faster... The children ran to the front door. The door slammed behind them as they fled out of the house. They took one last look, never to return!
The Murder It was a dark windy night. A man was slowly walking along a rather narrow and uneven path. In the distance there was a mighty roll of thunder. Lightning struck nearby, trees and branches crashing to the ground. The man froze as he saw two shadows arguing in the near distance. As he drew closer to the scene there was a loud scream and one of the figures fell violently to the ground. The other figure scurried into the dead of the night.
Outer-Space
The countdown began, FIVE, FOUR, THREE, TWO, ONE! There was a loud crashing sound from the engines. The rocket blasted its way into space. The ship shook as it travelled at a high velocity through the atmosphere. There was a sudden screech of the engines - then silence! All around the ship spun millions of stars, large and small. The ship travelled deeper and deeper into space in search of its mission.
Funfair Ready, steady, GO! The hustle and bustle of the crowds, eating candyfloss and laughing with the rattle and hum of the rides in the background. The Big Wheel towers above everything, moving round and round getting faster and faster - WHOOSH! The screech of the dodgems, racing around, building up speed until they collide - CRASH! BANG!! At the Coconut stall the balls are thrown one-by-one until SMACK! - a prize is won! 10
Learning Objective
Graphic Scores A graphic score gives a picture of the sound using shapes and symbols to represent different sounds used. You read a graphic score from left to right, just as you would when reading a book. A graphic score can be written down in any way at all that represents the sound as closely as possible, and makes sense to the performer. Music can also be written down in a more traditional way on the five lines called a STAFF, using musical notes. This is called STAFF NOTATION and you need to be able to read music in order to play it. With a graphic score, you are given much more responsibility for what to play. You need to listen very carefully to the music to feel the right moment to make each sound be part of the music. Staff notation shows the performer the exact PITCH of the note and the DURATION of the note whereas in a graphic score, performers are left to choose the pitch and duration for themselves giving them much more freedom.
STAFF NOTATION
GRAPHIC SCORE
1. What is a graphic score? ________________________________________________ 2. What is staff notation? ________________________________________________ 3. What is the musical name for the five lines used to record music? _______________ ______________________________________________________________________ 4. How is a graphic score written down? ______________________________________ ______________________________________________________________________ 5. How does the performer know what to do when playing a graphic score? __________ ______________________________________________________________________ ______________________________________________________________________ 6. Which two of the elements of music are clearly given when playing from staff notation? _____________________________________________________________ 7. How do you follow a graphic score? ________________________________________ ______________________________________________________________________ 11
Learning Objective
Graphic Scores 1. Look at the following symbols. For each group pick the one the should be played the LOUDEST. (a) (b) (c) Answer_________ [1]
T
T
(a) (b) (c) Answer_________ [1]
T
(a) (b) (c) Answer_________ [1] 2. When reading a graphic score, what type of shape means play loudly? __________________________________________________________ [1] 3. Which element of music describes the volume of the music? __________________________________________________________ [1] 4. Look at these symbols. Which is the longest duration? (a) (b) (c) Answer_________ [1] SH... 5. What does duration mean? ______________________________________________________________ [2] 6. Which element of music is changing in both examples here? (a) (b) Answer_____________ [1] 7. Draw symbols to show 5 beats on the woodblock, each one getting quieter. The first one is done for you. [4]
12
8. Choose a shape that best represents the sound of footsteps (played on a tambour). (a) (b) (c) Answer__________ Why? ___________________________________ [2] 9. A man whistles a long low note, followed by two short high notes. Choose the symbols that best reflects this as a graphic score. (a) (b) (c) Answer__________ Why? ___________________________________ [2] 10. Choose the symbol that best represents the sound of an ambulance’s siren. (a) (b) Answer__________ Why? ___________________________________ [2] 11. Read the story below. Once you are familiar with the sequence of events, draw a graphic score to tell the story in sounds. Use a different colour for each instrument. [6]
A man walks along a pavement whistling. He stops at a crossing and waits for an ambulance to go past. He begins walking across the road. When he crosses the road he keeps walking and starts whistling again. Tambour (Footsteps) Xylo (Whistling) Glock (Siren)
13
Mark _____/25
Learning Objective
Graphic Scores Using your knowledge of graphic scores, describe how you would perform the following symbols in your own words. Think about:
• the PITCH of the sounds • if the sounds RISE or FALL in pitch • if the sounds are LONG or SHORT
1.
DESCRIPTION:
2.
DESCRIPTION:
3.
DESCRIPTION:
4.
DESCRIPTION:
14
Learning Objective
p
ff
pp
ff
Graphic Score 1
CYMBAL
GLOCK
KEYBOARD 15
DRUM
Learning Objective
ff
p
ff
p
f f p
ff
p
ff
Graphic Score 2
WOODBLOCK
KEYBOARD
DRUM 16
CYMBAL
Learning Objective
The Haunted House
Compose a graphic score for some music to go with a film called The Haunted House. The music must include changes in volume. It should last between thirty seconds and one minute.
Think about using these sounds... • A slow repetitive organ sound • Door creaking • Footsteps • Sudden sounds that make the audience jump • Heartbeat
Your graphic score should be in pencil and should be coloured in neatly, with each part in a different colour. Use a ruler for the straight lines. Your score should be neat and it should be clear enough to give it to another group to play.
Perform it...
if you dare!
17
18
Time
The Haunted House
Music composition self-assessment sheet
St Ciaran’s College M U S I C D E PA R T M E N T
Others in my group were: ____________________________________________ ________________________________________________________________ What was each group asked to do? ____________________________________ ________________________________________________________________ ________________________________________________________________ What makes a good performance? _____________________________________ ________________________________________________________________ ________________________________________________________________ Describe your part in the music. _______________________________________ ________________________________________________________________ ________________________________________________________________ What was the best part of the finished music? _________________________ ________________________________________________________________ ________________________________________________________________ How did you organise your composition? _______________________________ ________________________________________________________________ ________________________________________________________________ How could you improve the composition? ______________________________ ________________________________________________________________ ________________________________________________________________ Did you enjoy this task? ____________________________________________ ________________________________________________________________ ________________________________________________________________ Give yourself a mark out of ten. ______________________________________ 19
Learning Objective
Rhythm Grids 1
• Say the numbers 1-8 at a steady beat. • Say the numbers again and clap on the Xs in Grid A. • Repeat it several times to make a rhythm.
GRID A Count
1
Clap
X
2
3
4
5
X
6
7
X
X
8
Now...
• Divide into small groups and clap the rhythms in Grid B. • Repeat them several times. • Practise Grid B until you are good at keeping it together.
GRID B Count
Player 1 Player 2
1
X X
2
3
4
X
5
X X
X
6
7
X
X X
8
Extension: Play these rhythms on small drums.
• Have a go at writing your own two part rhythm grid and try and perform it with a partner!
Count
1
2
3
4
Player 1 Player 2 20
5
6
7
8
Learning Objective
Rhythm Grids 2
• Divide into four groups and play Grid C below. • Each group must choose a line to play and use the instruments suggested. • Repeat your line several times. • Practise it, perform and record it!
GRID C Count Player 1
1
Player 2
X X X
Player 3 (Small drum)
Player 4 (Large drum)
3
X
(Cowbell or metal sound) (Claves or woodblock)
2
4
5
X X
X X X
X X
6
7
8
X X X
X X X X
X
• Make up a rhythm grid of your own for four players! • Choose four classroom percussion instruments to perform your rhythms.
Count Player 1
1
2
3
4
_________
Player 2 _________
Player 3 _________
Player 4 _________
21
5
6
7
8
Learning Objective
Pulse Piece Part One: Class Piece
Group
1
2
3
4
5
6
7
8
Instruments
1 2 3 4 Part Two: Compose your own ostinato pattern a) as a rhythm b) as a pitched melody Use these notes: C D E G A. Use between two and six of the eight beats.
Group
1
2
3
4
5
6
7
8
Unpitched Pitched Part Three: In groups create a texture that includes a steady pulse, a pitched ostinato and two or three rhythmic patterns. Write them on the grid below. REMEMBER: If you want a clear texture use plenty of rests.
Name of pupil
1
2
3
4
5
_______ _______ _______ _______
22
6
7
8
Instruments
Learning Objective
Rhythm to Words To help us remember note values we use the following words:
q
Tea
!£$q q q q
Cof-fee
Co-ca-co-la
Fill in the missing rhythms using the words above to help you!
1
q
Tea
2
!£$q q q q Co-ca-co-la
Cof-fee
__________
__________
__________
__________
!£$q q q q
__________
q
Tea
Cof-fee
3 __________
__________
__________
__________
!£$q q q q
q
q
__________
__________
4
5
Co-ca-co-la
Tea
Tea 23
Co-ca-co-la
Learning Objective
Rhythm Dictation Listen to the rhythm clapped. For each choose the correct rhythm you hear!
1 2 3 4 5
A
B
Answer
A
B
Answer
A
B
Answer
A
B
Answer
A
B
Answer
Now compose your own rhythms and get your partner beside you to try and write them down! This is called ‘dictation’. Write your rhythm below and clap it for your partner to write down!
1 2 3 4 24
Write the rhythm your partner claps for you here!
ƒ � „ � Learning „ …… Objective  �
Rhythm Fact File
A RHYTHM is a pattern of long and short notes. A BEAT is a regular PULSE , not always heard, but felt throughout the music.
In music, we use a system of writing down rhythms using symbols to represent the units of
length based on the pulse.
Â?
Â?
 � �
Â? Â?
Â? Â?
25
Learning Objective
Drinks Composition Have a go at performing this drinks composition!
4 /4œ
Tea
œ
œ œ œ
Milk
Cof - fee
Tea
œ œ œ œ œ œ œ œ œ
Co - ca - co - la Milk - shake Tan - go Sprite
/ œ œ œ œ œ œ œ œ œ Fan - ta Pep - si
Co - ca - co - la Tea
œ œ œ œ œ œ œ
Cof - fee Milk - shake Tan - go Tea.
This composition has used some other drinks for the rhythms. Can you think of any other drinks that could be used. Complete the grid below...
q
Tea
Cof-fee
Co-ca-co-la
Using the word bank you have created above write your own ‘Drinks Composition’!
4 /4
My Drinks Composition
/ / / 26
Music composition self-assessment sheet
St Ciaran’s College M U S I C D E PA R T M E N T
What was I asked to do? ____________________________________________ ________________________________________________________________ ________________________________________________________________ What makes a good performance? _____________________________________ ________________________________________________________________ ________________________________________________________________ Describe how your performed the music. ________________________________ ________________________________________________________________ ________________________________________________________________ What was the best part of the finished music? _________________________ ________________________________________________________________ ________________________________________________________________ How did you organise your composition? _______________________________ ________________________________________________________________ ________________________________________________________________ How could you improve the composition? ______________________________ ________________________________________________________________ ________________________________________________________________ Did you enjoy this task? ____________________________________________ ________________________________________________________________ ________________________________________________________________ Give yourself a mark out of ten. ______________________________________
27
Learning Objective
Today’s Menu Look at today’s menu for Lunch! Match the correct rhythm to the item on the menu!
Fish in a fruit cake Ice-cream sandwiches Sausage with whipped cream Ants in Chocolate Eel pie with peanuts
Say it, clap it, play it... but don© t eat it!
Can you think of what might be on tomorrow’s menu? Write out the menu and notate the rhythm for the courses below! Course
Item
Rhythm
Starter Main Dessert 28
Learning Objective
Music Class Rap First year music class here we are, And we’ve got talent so we’ll go far! ‘Cause now we know that music has a beat, We clap our hands and stamp our feet! And feel it in our fingers and tap our toes, To keep a steady pulse, ‘cause that’s how it goes! The beat, the pulse, it means the same, And keeping it steady’s the name of the game (yeah!) Music class, music class, keep a steady beat, Come join in the fun it’s such a treat! 1
Beat
2
3
4
Music
class
3
4
1
2
3
4
Rhythm Lyrics
First
Beat
1
Year 2
here
we
1
are 2
and 3
4
Rhythm Lyrics
we’ve
Beat
1
got
talent 2
so
3
we’ll 4
go
far!
‘Cause
1
2
3
music
has a
beat,
1
2
3
4
Rhythm Lyrics
now
we 1
Beat
know 2
that
3
4
we 4
Rhythm Lyrics
clap
our
hands
1
2
Lyrics
feel it
in our
Beat
1
2
Beat
and
3
stamp 4
our
1
feet! 2
And
3
4
Rhythm
fingers 3
and
tap 4
our 1
toes 2
3
how it
goes!
Rhythm Lyrics
keep
steady
pulse
‘cause 29
that’s
to 4
Learning Objective
Basic Keyboard Skills NOTES ON THE KEYBOARD
The black notes are grouped together like this: two together GAP three togther Remember that the note to the left of the two black notes together is C
C D
E
F G A B C
The C note in the middle of your keyboard has a special name. It is called MIDDLE C
Basic Keyboard Skills
roperly on the keyboard
C D
CARD 2 E
F G A B C
Middle ‘C’
how the fingers are numbered. Then do the following exercises.
USING THE FINGERS PROPERLY ON THE KEYBOARD
es up and down with your RIGHT hand in time to a
Look at this diagram of how the fingers are numbered.
Now complete following s down and up withthe your LEFTexercises. hand in time to a beat
1. together Play the starting 5 notes upwith and both down with your s, hands thumbs on C in RIGHT hand in time to a beat. his is called CONTRARY MOTION
2. Play the 5 notes down and up with C D E F G Ayour B CLEFT withhand yourinRIGHT time to aHAND beat. using the 3.
Play the 5 notes, hands together starting with both thumbs on C in time to a beat. This is called CONTRARY MOTION.
C D E F G A B C with your LEFT HAND using the 4. Play the notes C D E F G A B C with your RIGHT hand using the fingering: 1 2 3 1 2 3 4 5
6. Play the notes C D E F G A B C with your LEFT hand using the fingering: 54321321 scale HANDS TOGETHER starting with 5 on left hand and 1 on right hand. PlayTOGETHER the whole scale TOGETHER starting with 5on onC) the left hand and 1 on the scale 7. HANDS in HANDS contrary motion (both thumbs right hand. 8.
Copying permitted only in purchasing institution
Play the whole scale HANDS TOGETHER in contrary motion (both thumbs start on C). 30
Learning Objective
UNIT K1 -Basic Basic Keyboard SkillsSkills Keyboard Reading staff notation using the correct fingering READING STAFF NOTATION AND USING
THE CORRECT FINGERING
Look at how these notes are written. Try to find them on your keyboard Look at how these notes are written. Try to find them on your keyboard.
Play the following excercises with your partner. The STARTING finger is given. Play the following exercises with your partner. THE STARTING FINGER IS GIVEN. In your unit sheets, write down the name of the note (ABCDEFG) and the finger (1234 1
2
& w C 1
w
w
w
D
E
4
3
w
G
w
w
G 5
F
w
G
E
5
& w w w w C 1
E
G
D 2
D
E
F
6
w w w w w w w
w w w w w w w
E
w
w
w
w
C 1
D
7
C
D
E
F
G
F 4
8
F
G
F
D
E
C
9
& w w w w w w w w w w w w w w w w w w w w w www.mtrs.co.uk G 5
& 20
&
30
E
∑
C
E
∑
G
F
∑
E
D D 2
∑
D
E
G
F
E
TOP TIP! ∑
∑
G 5
∑
Use this helpful chart to
E
G
E
F
E
D
∑
∑
∑
help you remember the
∑ ∑
∑ ∑
∑ ∑
∑ ∑
numbers of your fingers on
∑ each hand! ∑
31
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
Copying perm
Learning Objective
Basic Keyboard Skills READING STAFF NOTATION, USING THE CORRECT FINGERING & CHANGING THE RHYTHM Here are some well known tunes. Play them on your keyboard using the correct rhythm. Be careful to follow the fingering given! 1
2
3
& w w w w w w w w w w w w w w w w w w w w w w w w w C 1
D
E
C
E
C
E
E D 3
4
C
D
E
E
E
G E 5
5
C
C
C
D
E
F
G
G
G
6
w w & w w w w w w w w w w w w w w w w w w w w w w w w w E D 3
C
E
D
C
G
F
F
7
E
C D 1
E
F G 1
A
F
C 1
8
C
C
D
E
E
D
E
F
G
9
wwwww & wwwwwwwwwwwww ww w w w ww w www www w ww w F F G A F A G F F G A F E 2
Ú
∑
C D E C C D E C E F G 1 2
Ú
Ú
Ú
& down the name of each theme below. Write Ú
Ú
Ú
11 1:
_____________________________
3:
_____________________________
& ∑
16
∑
∑
∑
2: 4:
F F F 4
∑ Ú
C D D C AA G G F 1 5
∑
∑
_____________________________
∑
∑
∑
∑
_____________________________
5:&
_____________________________ ∑ ∑ ∑ ∑ ∑ ∑
6: ∑
_____________________________ ∑ ∑ ∑ ∑ ∑
7: 28
_____________________________
8:
_____________________________
9:& 40
&
52
&
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
_____________________________
∑
∑
∑
∑
∑
∑
32
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
∑
Learning Objective
Basic Keyboard Skills PLAYING TWO FAMILIAR TUNES Below are two well-known melodies. PRACTISE the ONE melody your teacher has chosen for you. When we’re ready we will perform the melodies together!
OH WHEN THE SAINTS Oh When the Saints To be played by TRUMPETS and HORNS
4 &4 Ó (Count
5
& ˙ D
‰ j œ œ ™™ ˙ œ
1 2 3)
C E F
G
C E F
‰ j œ œ œ œ œ œ œ
G
C E F
G
E
C
E
G
G F
E F
G
E
C
D
C
E
‰ j œ œ ™™ œ
U j Œ œ œ œ œ™ œœ œ œ œ œ ˙
‰ œj œ œ ˙ E E D
‰ j œ ˙ œ œ
C
C E F
SWING LOW, SWEET CHARIOT Swing Low, Sweet Chariot To be played by TROMBONES and TUBAS
4 &4 Ó
(Count
5
&
Π1 2 3)
œ E
™™ ˙™ C
˙™
œ œ ˙™
œ
G
A G
G
E
œ
Ϫ
E
C
œ™ œ œj œ ™ J
C
C A G
33
œ œj œ ™ J
C
A
G
œ œ œ œ œ œ œ C
C
C
C
œ œ œ œ œ œ œ
U ˙™
C C C C E E D
C
E
E
G
œ ™ ™ E
Learning Objective
Ostinato What is an ostinato in Music?
• A tune or rhythm that keeps repeating throughout a piece of music. • It makes the music ‘catchy’. • Lots of songs have ostinatos - they help keep a song in your head!
There are TWO different types of ostinato:
1. RHYTHMIC 2. MELODIC
a repeating rhythmic pattern a repeating melody/tune
Why would a composer use an ostinato?
• It makes the music ‘catchy’. • Lots of songs have ostinatos - they help keep a song in your head, • It can be used as a structural device to bring unity to a piece.
Listening Activity Listen to the following extracts of music and decide whether the extract has a MELODIC or RHYTHMIC ostinato! (Circle your choice)
1.
Rhythmic ostinato
Melodic ostinato
2.
Rhythmic ostinato
Melodic ostinato
3.
Rhythmic ostinato
Melodic ostinato
4.
Rhythmic ostinato
Melodic ostinato
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Learning Objective
Ostinato MISSION IMPOSSIBLE Eb
Can you perform ‘MISSION IMPOSSIBLE’ with your partner on a keyboard? Use the keyboard at the side to help find some of the notes you will need!
G#
MISSION IMPOSSIBLE THEME
PART 1
5 &4 œ œ ˙
œœ b˙
˙
œœ ˙
˙
F G A B C
˙
œœ >
Œ Œ Ó
C A D
œ™ œ œ
Ϫ
Ϫ
œ™ œ œ
Ϫ
Ϫ
A
A
A
A
A
A
PART 2
A
E
C A E¨
C A E
5 & 4 Ϫ
C D
C
D
œ™ œ #œ
A
G G©
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C
C D
D
œ #œ
G G©
Learning Objective
The Orchestra An orchestra is made up of four sections or ‘families’ of instruments. In each of these sections, all the instruments are in some way alike. The four sections of the orchestra are called:
• STRINGS • WOODWIND • BRASS • PERCUSSION
36
Learning Objective
The String Section
The String section is the biggest in the orchestra. There are FOUR kinds of strings instruments in the orchestra. S T U D E N T M A T E R I A L S / The String Family • VIOLINS • VIOLAS The String Family • CELLOS • DOUBLE BASSES
The violin, viola, cello, bass, and harp make up the string family. In most orchestras, the strings are the biggest section. String instruments look very All stringed instruments have four strings and are all made of wood with the same curvy shape. much alike, except in size. Which is the smallest and which is the largest? Stringed instruments are made of wood and each instrument has four strings stretched it. Youways play them by drawing a bow across or sometimes by S / The String Family across There are two of playing a string instrument: plucking. Which stringed instrument do you think plays the higher notes, 1. WITH THE BOW - when the bow is drawn across the strings the lower notes, the next lowest, and the very lowest notes? The bigger the 2. PIZZICATO - when the strings are plucked with the fingers amily instrument, the lower the pitch. Color the string family on the orchestra seating chart.
THE VIOLIN
ola, cello, bass, and harp make up the string family. In most very e strings are the biggest section. String instruments look • The violin is the smallest string instrument. xcept in size. Which is the smallest and which is the largest? y • It has the shortest uments are made of wood and each instrument has four strings strings, so it can play the highest notes. ss it. You play them by drawing a bow• It across or sometimes by is the most important instrument in the orchestra. ich stringed instrument do you think• plays the higher notes, There are more violins in the orchestra than any other instrument. es, the next lowest, and the very lowest notes? The bigger the • Theonviolins are divided into two groups - first and second violins. the orchestra he lower the pitch. Color the string family and harp make Violin up the string family. In most Viola Cello e biggest section. String instruments p make up the string family. In most look very Which is the smallest and which is the verylargest? section. String instruments look • The viola is slightly bigger than the violin. de wood and each has four strings he of smallest whichinstrument is the largest? hem by drawing a bow across or sometimes by A T Eand R I Aeach L S / The String Familyhas four strings • Its strings are longer so it can play lower notes. od instrument strumenta do you think the higher drawing bow across orplays sometimes by• Itnotes, has a deeper sound. west, and think the very lowest notes? notes, The bigger the t do you plays the higher the string family the orchestra tch. the Color very lowest notes? Theon bigger the String Family r the string family on the orchestra iolin, viola, cello, bass, and harp make up the string family. In most in Viola Cello stras, the strings are the biggest section. String instruments look very alike, except in size. Which is the smallest and which is the largest? • The cello plays evenstrings lower than the viola Harp and ged instruments are made of wood each instrument has fourBass • The strings are longer hed across it. You play them by drawing a bow across or sometimes byand thicker and so its notes are deeper. ing. Which stringed instrument do you think plays theand higher notes,that you have to sit down when you are playing it. • Its is so big heavy wer notes, the next lowest, and the very lowest notes? The bigger the ument, the lower the pitch. Color the string3family on the orchestra Viola Cello g chart. ola Cello
THE VIOLA
THE CELLO
THE DOUBLE BASS
• This is the largest string instrument. Bass • Its strings are very long and thick so its notes are very low. • It’s so big you have to sit on a stool or stand up beside it when you are playing it.
Harp
3
Violin
Viola Bass Bass
3
Cello
THE HARP
• The harp has 47 strings. • To play the harp, you pluck the strings with the fingertips. • The most common sounds you are most likely to hear from the harp are made by sweeping the fingers across the strings - this is called GLISSANDO. 37
Harp
Bass
Learning Objective
The Woodwind Section The woodwind section are mostly made of wood but some are made of metal! They look like long sticks, and players blow air into them to create sounds. The shorter the instrument - the higher the sound. The longer the instrument - the lower the sound.
Woodwind instruments use vibrating air to produce many different musical sounds. Most woodwind instruments are played using a reed. A reed is a small piece of cane that is put on the instrument and blown through to create a sound.
THE FLUTE
• Flutes are usually made of metal. • They are the highest instruments of the orchestra. • They normally play solos and have a very bright sound.
THE CLARINET
• The clarinet can play a range of notes. • It is a single reed instrument - a reed is a small piece of cane that is attached to the instrument.
THE OBOE
• The oboe looks very like a clarinet except it has a double reed. • The oboe has a squeaky sound. • The oboe is very difficult to play because the player has to force air at a very high pressure into the tiny double reed.
THE BASSOON
• The bassoon is a double reed instrument. • It is the largest woodwind instrument. • To play the bassoon the player must sit down. • The bassoon plays very low notes.
THE SAXOPHONE
• The saxophone is a member of the woodwind family because it uses a reed. • It is a cross between a brass and a woodwind instrument. • Saxophones make a strong, mellow sound. • Lisa in ‘The Simpsons’ plays the sax! 38
Learning Objective
The Brass Section The Brass section is very loud and sits near the back of the orchestra. There are four different kinds of brass instrument in the orchestra, • TRUMPET • TROMBONE • FRENCH HORN • TUBA All brass instruments are really just long metal tubes that flare at the far end!
THE TRUMPET
• The trumpet has a loud clear sound and used to be used to send signals and messages. • The trumpet can be heard over the orchestra. • There are two ways of playing different notes on the trumpet: 1. Pressing down the three keys (valves) 2. Changing the shape of your lips
THE FRENCH HORN
• The horn has a very smooth sound that blends well with all the instruments. • It is a long tubve wound in a circle and flares out into a big bell. • There are two ways of playing different notes on the horn: 1. Pressing down the three keys (valves) which are in the centre of the circle 2. Changing the shape of your lips
THE TROMBONE
• The word Trombone means ‘big trumpet’. • The Trombone has a slide instead of valves (keys). The player uses the slide to adjust the length of the tube.
THE TUBA
• The tuba plays the lowest notes in the brass section. • The tuba is very large and has a very wide mouthpiece. • There is normally only one tuba in the orchestra.
MUTES
A mute makes the sound of a brass instrument softer. It is an object that is put into the bell of the instrument.
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Learning Objective
The Percussion Section The percussion section is very loud and sits at the back of the orchestra. It includes any instrument that has to be hit, scraped or shaken. A percussionist in the orchestra has to play a lot of instruments since different pieces of music need different instruments.
BASS DRUM
• The bass drum makes a low booming noise. • You can play a ‘roll’ or single ‘booms’.
Percussion instruments can be divided into two groups: 1. TUNED ... those that can play different notes (A, B etc,) 2. UNTUNED... those that can only play rhythms
TIMPANI/KETTLE DRUMS
SNARE DRUM
• These are large drums that are copper bowls with skin stretched across the top. • You can play a ‘roll’ by using both sticks very quickly or single strokes.
• The snare drum has two skins -the bottom skin has lengths of wire stretched across it. These are called ‘snares’. • When the top skin is hit, the snares tremble against the bottom skin to make a rattling noise.
XYLOPHONE
GLOCKENSPIEL
• The xylophone has bars of very hard wood. • You use a beater to play it.
• This is similar to the xylophone although instead of bars of hard wood it has bars of steel. • When the bars are hit, they make a ‘tinkling’ sound.
TRIANGLE
CYMBALS
• The triangle is made of steel and is easy to spot!
• Cymbals are dishes of metal. They can be crashed together or one cymbal can be hung up and then hit with a beater.
TAMBOURINE
WOOD BLOCK
• The wood block is a hollow block of hard wood that is tapped with a drumstick.
• The tambourine is a small drum with thin brass discs. • The tambourine can be shaken, tapped or loudly hit.
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Learning Objective
S T U D E N T M A T E R I A L S / The String Family
The Orchestra - Question Time! S T U D E N T M A T E R I A L S / The String Family
The String Family
The String Family
The violin, viola, cello, bass, and harp make up the string fam orchestras, the strings are the biggest section. String instrum The violin, viola, cello, bass, and harp make up the string family. In except most in size. Which is the smallest and which is much alike, very are made of wood and each instrument orchestras, the strings are the biggest section. String instruments look Stringed instruments 1. There are ___________ sections orexcept families inWhich the orchestra. largest? much alike, in size. is the smallest and which is the stretched across it. You play them by drawing a bow across or Stringed instruments are made of wood and each instrument has four strings plucking. Which stringed instrument do you think plays the 2. The conductor stands at the _____________ of the orchestra. stretched across it. You play them by drawing a bow across or sometimes the lower notes, by the next lowest, and the very lowest notes? T Which stringed instrument do you think playsinstrument, notes, lower the pitch. Color the string family on th 3. The largest section of the plucking. orchestra is called the _______________.the higher the the lower notes, the next lowest, and the very lowest notes? The bigger seating chart. the S T U D E N T M A T E R I A L S / The String Family Color the string family on the orchestra the lower the pitch. 4. The smallest instrument ininstrument, the string section is the ______________. seating chart.
STRING SECTION
5. The four sections of the orchestra are Strings, _____________, _____________ and _____________. The String Family
6. Every string instrument has ____________ strings.
The violin, viola, cello, bass, and harp make up the string family. In most
7. There are two ways of playing a string instrument - with _____________ and ______________. orchestras, the strings are the biggest section. String instruments look very much alike, except in size. Which is the smallest and which is the largest?
8. The ___________ is the only string instrument does notand useeach a bow. Stringed instruments that are made of wood instrument has four strings stretched across it. You play them by drawing a bow acrossViolin or sometimes by
9. The harp has ___________ strings. plucking. Which stringed instrument do you think plays the higher notes, Violin
Viola
Viola
Cel
Cello
the lower notes, the next lowest, and the very lowest notes? The bigger the 10. The ____________ is slightly bigger than the violin. instrument, the lower the pitch. Color the string family on the orchestra
seating chart. Label each of the instruments below!
Harp Harp Violin
Viola
Bass
Bass
Cello
WOODWIND SECTION
3
3 1. The woodwind family are mostly made of _______________. The ____________is made of ___________.
2. The five woodwind instruments are _____________, _____________, _______________, _____________ and _____________. 3. The _______________ is the highest pitched instrument in the orchestra, 4. The ________________is the lowest pitched instrument in the woodwindBass family, Harp 5. To play a woodwind instrument you must _________ into them. 6. A ___________ is a small piece of cane which is attached to some woodwind instruments. 3
7. The ______________ is played to the side. 8. The ______________ belongs to the woodwind family even though it is made of brass. Label each of the instruments below!
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Learning Objective
The Orchestra - Question Time! BRASS SECTION 1. All instruments in the brass section are made of _______________. 2. There are _____________ main types of brass instruments in the orchestra. They are called the _______________, ______________, ______________ and ____________. 3. The trumpet is the ________________ pitched instrument of the brass section. 4. The ___________________ is the lowest pitched instrument of the brass section. 5. There are __________ ways of making a sound on a brass instrument. You can press the ___________ (keys) or change the shape of your __________. 6. The brass section is very ___________ so it is at the back of the orchestra, 7. Most orchestras have 5 horns, 3 trumpets, 3 trombones and 1 _________. 8. The ___________ blends very well with almost every other instrument of the orchestra, 9. A trombone is easy to spot because it has a _________________. 10. A ______________ is an object that makes a brass instrument softer. Label each of the instruments below!
PERCUSSION SECTION 1. The percussion family is very ________________. 2. All instruments in the percussion family have to be _____________, _____________ or scraped to make a sound. 3. The percussion section is very ________________ and this is why it is at the back of the orchestra. 4. Percussion instruments can be divided into two groups ______________ and ______________. 5. The drums that are very large are called the ______________. 6. The lowest drum is called the __________________. 7. The snare drum has wires stretched across the bottom skin called _______________. 8. The xylophone has bars of __________ while the ____________________ has bars of steel. 9. The instrument that is a certain shape is the ___________________. 10. The __________________ are dishes of metal that are crashed together. 11. The __________________ has brass discs set around the circle shape. 12. The hollow block of hard wood is called the ________________. Label each of the instruments!
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Learning Objective
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