Perfect Match Music Primary 1

Music is in all of us. Let’s have fun making music together!

Consultant: Wong Joon Hwang

Writers: Zhu An Li • Zhang Zi Ping • Zhang Hui Chun • Chen Hong Mei

Hachette Singapore’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.

ISBN: 978 981 06 0761 6

© Wong Joon Hwang 2008, 2016

This edition published in 2016 by Hodder Education Singapore

An Hachette Singapore Company

52 Genting Lane

#06-05, Ruby Land Complex Block 1

Singapore 349560

Impression number 25 24 23 22 21 20 19 18

Year 2020 2019

All rights reserved. Apart from any use permitted under Singapore copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher.

Printed in Singapore

Preface

The Perfect Match Music series believes that everyone can enjoy and play music.

This series teaches music concepts step by step for easy understanding. There are fun exercises to train your aural perception and develop your singing and instrument playing skills. You will also have many opportunities to make music with your friends!

This series will expose you to music from all over the world. You will also get to explore the wonderful sounds of different kinds of musical instruments. Through this exposure, you will learn interesting things about other cultures and see how important music is in our lives.

With the Perfect Match Music series, music learning will be a truly enjoyable experience.

Note to teachers:

The Perfect Match Music series is based on the methodologies of renowned pedagogues, Carl Orff and Zoltán Kodály. Orff believed that pupils should learn music in the same natural way as they learn a language where listening and imitating are key. Kodaly shared a similar belief that music should be taught in a way that will make it naturally accessible to pupils. For both Orff and Kodály, it is important that music learning is based on activities pupils are familiar and comfortable with, such as singing, movement and games. An approach based on these activities emphasises listening and performing. Pupils exposed to such an approach develop a keen aural perception and sense of pitch. They are also able to express themselves musically with confidence.

Guide to Features

The Pupil’s Book is organised into eight units, each focussing on a specific musical skill to be acquired. The following are features in the book:

The information and activities in each unit are carefully organised into subsections. The Unit Opener introduces the unit. It is attractively designed to stimulate pupils’ interest from the start.

Creating, listening and performing (singing or playing musical instruments) activities provide an enriching music education.

Each unit concludes with a Creative Corner or Activity Spot.

Activity Spot involves creativity or research-based individual project work. This will be followed by a sharing session in class where pupils have to discuss their work with their classmates. Activity Spot trains pupils to work independently and to articulate their views confidently.

Creative Corner provides opportunities for group music-making where pupils acquire the fundamental musicianship skills of cooperating and performing with others. The activities involved are creative in nature and require pupils to improvise or compose. The activities also integrate skills from other disciplines such as art and drama. They aim to help pupils express themselves creatively.

Assessment rubrics provide guidelines for self-evaluation.

Try It Out suggests interesting activities to reinforce music concepts learnt. Check It Out suggests relevant supplementary material on the web to allow pupils to learn beyond the book, or suggests using IT activities from the Perfect Match Music E-book.

Work It Out suggests tips to guide pupils through activities in a sequential manner.

This music icon indicates that an accompanying audio recording is available. Pupils listen to a melody or song before they learn it, or to a piece of music for interpretation.

Solfege names guide pupils to sing the song without having to read the notes.

Visual representation of music notes reinforces pupils’ aural perception of high and low pitches.

Acknowledgements

We are grateful to the following for having granted us permission to reproduce copyright material on the following pages:

For songs and music:

Chandos Record Ltd, Under the Double Eagle: p64; Naxos, Military March No. 1: p19; Naxos, Violin Concerto No.1, 2nd movement (excerpt): p56, Naxos, Carnival of the Animals (excerpts): p56 and 61; Naxos, Flight of the Bumblebee: p56; Naxos, Clarinet Concerto in A, 2nd movement (excerpt): p67; Naxos, Surprise Symphony 2nd movement (excerpt): p37

We would also like to record our thanks for the following:

•Composers and Authors Society of Singapore Ltd (COMPASS), for their assistance in copyright clearance

•Mandeville Music School, for the use of their premises

•Chloe Chen, Felyn Toh Le Chun, Ashlynn Ler Ai Li, and Amanda Tam, for their contribution to the Perfect Match Music audio CDs

•All others who have contributed in one way or another towards the development of the book

While every effort has been made to trace the copyright holders of the reproductions, we have been unsuccessful in some instances. To these we offer our sincere apologies and hope they will take our liberty in good faith. We would appreciate any information that would enable us to acknowledge the copyright holders in future editions of this book.

*All website links published in this book were last accessed in August 2007. The information provided in the contents of the websites does not necessarily represent the views of the publishers.

I Learn About... Songs and Music

I Learn About... Songs and Music

1 a Sing the National Anthem in class. Write the lyrics of your National Anthem below.

Zubir Said (1907-1987) composed the National Anthem of Singapore, Majulah Singapura. He also wrote many other songs, including Semoga Bahagia.

Find out about the composer who created your country’s National Anthem. Write down the details in the space below.

Writedown your National

Anthem

translated into English .

b How does the National Anthem sound? happy

calm grand

sad others

2

a Where do you normally hear or sing the National Anthem?

b How should you sing the National Anthem? Tick the correct .

1 We sing the National Anthem every day in school. We also sing the school song.

Paste or write the words of your school song below. Learn your school song.

2 U nit The Different Sounds of Music

Listen to the sounds around you. Can you hear how sounds can be high or low, long or short?

Sounds Around Me

1 a Listen to the sounds. Which comes first? Write the correct numbers in the . rain

girl

fast train

duck

b Listen to the sounds. Fill in the with the words in the brackets.

fast trainslow train

(fast / slow)

(high / low)

(soft

Listen to the sounds for the pictures below.

Can you describe them?

Are the sounds fast / slow, high / low, long / short, loud / soft?

What are some sounds you hear in school?

Use your voice to make sounds for the pictures below. Which sound should stay the same? How can you tell?

The Different Sounds of Music

Percussion Instruments

1 Play the percussion instruments below by hitting or shaking them.

sleigh bells

triangle

castanet

cymbals

claves

maracas

tambourine

woodblock

2

a Listen to how each instrument sounds.

b Use actions to show the different instrument sounds.

high low long short slow fast soft loud

The Different Sounds of Music

Creative Corner

1 a Listen to the story. Hear how the music fits into the story. Now listen again to just the music and act out the story.

3.

b How do your actions fit in with the music and story?

3 U nit Rhythm is Fun!

Let’s find out about steady and unsteady beats.

Rhythm is Fun!

Sounds that Have a Steady Beat

1

a Close your eyes. Feel your heartbeat.

boom boom boom boom

Circle your answer.

Heartbeats ( have / do not have ) a steady beat.

b Name some sounds with a steady beat.

1.

2.

2 a Read the words below to a steady beat.

1 2 3 4

Hel - lo, Tea - cher !

I am hap - py . You are love - ly .

b Do an action to a steady beat.

1 2 3 4

Listen to:

Military March No. 1 Schubert

Can you feel the steady beat of the music? This is the pulse. Do an action to the pulse of the music.

Rhythm is Fun!

Clap the Rhythm

1 Listen to the 2 lines below. How are they different?

One and two and three lit – tle friends

One and two and three lit – tle chil – dren

Circle your answer.

Some notes in ( Line 1 / Line 2 ) are faster.

is a quarter note. It has 1 count.

are 2 eighth notes beamed together. They make 1 count. A single eighth note looks like

Pulse is the steady beat of music.

Rhythm is made up of long and short beats.

2 a Read the rhythmic syllables aloud, followed by the words.

I am Mis-ter Wang. Listen to the drum beats.

Don’t be shy now, sing a - long!

b Change the words in blue and read again. (Do not change the rhythm.)

The rhythmic syllable for is ta.

The rhythmic syllables for q q are ti-ti.

Rhythmic syllables (ta, ti-ti) help us to feel the rhythm.

1 a Listen to Nine Little Children. Clap along to the rhythm.

Nine Little Children &

&

American folk tune

Lyrics by Pearson Longman

One and two and three lit – tle friends, One and two and three lit – tle chil – dren, Four and five and six lit – tle friends,

Four and five and six lit – tle chil – dren,

Se – ven, eight and nine lit – tle friends, Se – ven, eight and nine lit – tle chil – dren,

All to – ge – ther ha – ving fun

All to – ge – ther ha – ving fun. .

This song is sung to the tune of Ten Little Indian Boys

b Sing the song.

1.

2.

1.

2.

1.

2.

1.

2.

A

music rest tells you to keep silent.

3 a Say the rhythmic syllables and clap the rhythms below. At the Œ, open your palm like this .

ta ta ta ta ta ta ta SILENCE!

ta ti - ti ta ta ta ti - ti ta SILENCE!

Try other actions for the Œ

b Listen to Skip to My Lou again. Clap the rhythm.

c Sing the song with actions.

example

clap hands, skip, tip-toe like a ballerina

d Clap the rhythm below as you sing the song.

tells you there are 4 quarter-note beats in a bar.

tells you to repeat.

1 a Sing the song below.

One Little Finger

b In your groups, add actions to the song.

How do your actions

the words?

2 Group Work: Write a rhythm you can play to One Little Finger.

work out

Writing a rhythm is easy! You can:

1. Use a rhythm in the song.

2. Make small changes to a rhythm in the song.

a Write , qq or Πin the below.

4 4 :

b Some group members can sing the song. The rest can clap the rhythm.

c What do you think of your own work? Complete the below.

good

3. Write a new rhythm. SingingCompositionTeamwork

fairneeds improvement

4 U nit It’s Time to Sing!

Singing can be great fun. Let’s learn the rules of singing.

Music Class

It’s Time to Sing!

1 Sing the song below.

Music Class

French folk tune

This song is sung to the tune of Twinkle Twinkle Little Stars.

Lyrics by Pearson Longman is a treble clef.

Put your own words to songs you know.

Things to do when singing:

Posture

Both feet should be firmly on the floor.

Place feet as wide apart as your shoulders.

Stand straight.

Posture for sitting

Sit forward in the chair.

Both feet should be firmly on the floor.

Sit straight.

1

a Listen to 2 music notes, me and soh. Me and soh are solfege names.

b Which is higher / lower? Show by writing m for me and s for soh in the .

c Sing the 2 notes, me and soh.

Solfege names are music names we give to different high and low sounds, such as doh, ray, me, fah, soh, lah, ti.

2 The words we speak also have different high and low sounds. Read the words below.

Oh yes here I’m

Read the words below. Fill in the with m or s.

School starts Each one

3 a Sing the solfege notes below.

1.

2. soh me me me me soh

3.

4. soh me soh me soh me

b We can show high and low notes on a music stave. Sing the solfege notes below.

Music stave

c We can also use handsigns to show high and low notes.

Learn the me and soh handsigns.

Little

Discovery

The higher the note, the the position of the handsign.

d Sing the solfege notes and do the handsigns.

4 a Sing the song below in solfege with the handsigns.

b Get into 2 groups. Group 1 sings the words in pink. Group 2 sings the words in black. Both groups sing the words in blue.

5 Learn a new note, lah. Its short form is l. Learn the lah handsign.

time tells you there are 2 quarter-note beats in a bar.

2 Listen and write the 2 missing notes on staves 1 and 2. Sing the notes with the handsigns.

Music stave 1

Music stave 2

3 Use handsigns to compose a 5-note phrase. Get your classmates to sing the phrase. l s s m s

A phrase is made up of a group of notes.

Wonderful Melodies (3)

1

a Listen to the song below in solfege

Hear the new note, doh.

Learn the doh handsign.

d is short for doh.

b Sing the song below.

Pe se Porridge Hot

1. Pease por-ridge hot, pease por- ridge cold.

2. Some like it hot, some like it cold.

Pease por-ridge in the pot nine days old.

Some like it in the pot nine days old.

c Sing the notes below with the handsigns.

1.

2.

3.

2 Sing the phrase below.

4.

When you hear the above phrase in the Surprise Symphony, raise your hand.

Listen to:

Surprise Symphony 2nd movement (excerpt) Haydn

3 Sing the song in solfege, then sing the words.

Great Big House

American folk song

1. Great big house in New Or – leans,

2. Went down to the old mill stream,

For

ty sto – ries high, To fetch a pail of wa – ter,

Eve – ry room that I’ve been in, Put one arm a – round my wife,

d

Filled with pump – kin pie. The o – ther round my daugh – ter.

The new note, r, is ray. It is between doh and me. Learn the ray handsign.

1 a Sing the song in solfege, then sing the words.

Down by the Station

b Get into 2 groups. Group 1 sings the words on page 39. Group 2 makes the ‘choo ch-ch’ sounds of a train.

2 Group Work: Add actions to the song. Your actions should go with the rhythm and melody of the song.

Is your singing posture correct?

Are you opening your mouth wide enough?

5 U nit The Right Dynamics

When we talk about how loud or soft sounds are, we are talking about dynamics. Let’s have fun creating loud and soft sounds!

The Right Dynamics Loud and Soft Sounds

1 The giant and the dwarf are playing in the field. Who has heavier footsteps?

Play the instruments below. How do they sound?

The special sound of an instrument is its tone colour.

bass drum

cymbals

tambourine

maracas

woodblock

Choose two instruments. Use them to create footstep sounds of the giant and the dwarf.

out

You can see how these different percussion instruments are played at:

http://resources.emb.gov.hk/percuss/eng/eng.htm

3 Get into 2 groups.

Group 1 chooses the instrument for the Dwarf.

Group 2 chooses the instrument for the Giant.

Play the percussion part of the song.

Making Music Together

Arranged by Pearson Longman

The Right Dynamics Dynamic Markings

1 Listen to 3 percussion instrument parts.

1. 2. 3.

How do the picture signs match the loud and soft sounds?

Circle: Circle:

loud / soft

small x

small wave

light-shade circle

loud / soft

big X

big wave

dark-shade circle

Follow the picture signs and clap or play a percussion instrument.

2

a Dynamic markings (example: , ) express soft and loud sounds. Listen to the song and fill in the below with or .

Giant and Dwarf English folk song

Lyrics by Pearson Longman

This song is sung to the tune of Mary had a Little Lamb.

means soft. means loud.

is short for piano. is short for forte.

b Listen to the song again. Which note is longer?

A half note has 2 counts.

Say the rhythmic syllables and clap the rhythm below.

ta ta ta ta ta ta ta – a

The rhythmic syllable for is ta-a. Clap and hold your palms together when you say ta-a.

Optional

c Sing Giant and Dwarf in solfege with the handsigns. Follow the dynamic markings and sing the words.

d Clap the rhythms below. Follow the dynamic markings.

Little Flying Elephant

Music by Yuan Jing Wei

Lyrics by Pearson Longman

b The new note, f is fah. Sing the notes below.

Music stave

Learn the fah handsign. Sing Little Flying Elephant. Follow the dynamic markings as you sing.

Make Your Own Instruments!

1 Household objects can be percussion instruments too. Think of household objects you can use to make music.

example

wooden chopsticks

paper box

straws

plastic bottles

Creative Corner

1 a Group Work: Make percussion instruments from common household objects.

MyPercussion

What is it made of?

How is it played? How does it sound?

b Use your percussion instruments to play the rhythms below.

2 a Draw picture signs to show loud and soft sounds below.

b Play the picture signs drawn by another group. You may use percussion instruments or household objects.

c What do you think of your group’s performance?

Complete the below.

goodfairneeds improvement

Judging CriteriaYour Performance

Picture signs are clear

Followed picture signs when playing

6 U nit The Animal Concert

Do you know that music can ‘paint’ pictures? In this unit, we will see how music can ‘paint’ pictures of animals.

1

a Listen to In the Farm, and guess the animals in the song.

b Do the animals below make long, smooth sounds or short, detached (not smooth) ones?

detached sounds

smooth sounds

c Get into 2 groups. Pretend you are animals in a farm. When you say “MOO”, swing your arm like a tail. March on the spot to keep a steady pulse. When you say “gok”, tip-toe to walk like chicks.

Try this with In the Farm. The song’s count-in will give you the pulse.

Can you think of other animal sounds to make?

= left foot

= right foot

All Animals Big and Small

1 a Listen to the music and guess the animal. Write the music track number in the next to the animal.

Listen to:

1. Violin Concerto No.1, 2nd Movement (excerpt) Prokofiev

Listen to:

2. The Carnival of the Animals (excerpts) Saint-Saëns

Listen to:

3. Flight of the Bumble Bee Rimsky-Korsakov

How it sounds or moves

Animal

Bird Elephant

Kangaroo

Hen

Tortoise Swan

Duck

Find out one fact about each animal.

out

E-book exercise: See the animals move. Describe the music and check your answers. Does the music remind you of the animal?

57

2 Sing the song below.

Let’s Catch Him!

English folk tune

Lyrics by Pearson Longman

1. One big black cat walked this way, walked this way, walked this way.

2. One big brown rat scut - tled by, scut - tled by, scut - tled by.

3. One white bun-ny hopped this way, hopped this way, hopped this way.

4. One old tur - tle crawled this way, crawled this way, crawled this way.

1. One big black cat walked this way, let’s catch him!

2. One big brown rat scut - tled by, let’s catch him!

3. One white bun-ny hopped this way, let’s catch him!

4. One old tur - tle crawled this way, let’s catch him!

This song is sung to the tune of London Bridge.

Animal How to sing the song?

Rat Elephant loud / softfast / slow

Bunny Turtle

loud / softfast / slow

loud / softfast / slow

loud / softfast / slow

3 a Listen to the story The Ducks’ Encounter with the Black Cat. Use the castanet and tambourine to add sound effects.

Follow the picture signs when you play. Make duck and cat masks. Act out the story with these!

1. The ducks were on their way home. Some of them moved quickly along while some waddled slowly behind.

2. A black cat crept up quietly on the ducks...

3. The sight of the black cat frightened the ducks, and they ran home as fast as they could.

b Sing the song below.

Six Little Ducks

1. Six lit - tle ducks that I once knew,

2. Down to the riv - er they would go,

3. Out of the riv - er they would go,

Short ones skin - ny ones, fat ones too, Wib - ble, wob - ble, wib - ble, wob - ble, to and fro, Wib - ble, wob - ble, wib - ble, wob - ble, ho - hum - hum,

but the

one lit - tle duck with a fea - ther on his back,

He led the oth - ers with his quack, quack, quack.

1

Activity Spot

Listen to: The Carnival of the Animals (excerpt) Saint-Saëns

a What animal does the music ‘paint’ for you? Give a title to the piece.

b Draw the animal below.

c Create sounds of the animal.

example

1. How does the animal sound or move? high / low long / short, loud / soft fast / slow

d How do your sound effects remind you of the animal?

7 U nit Swinging Moods

Each music piece has a certain mood. It could be happy or sad. The speed and dynamics (how loud or soft) of the music help to create the mood.

1 a Listen to the piece below. What is its mood?

Listen to: Under the Double Eagle J.F.Wagner

The mood is: lively / sad / majestic

* Is the speed fast or slow?

* Are the dynamics loud or soft?

Listen to the piece again. Can you march to it?

Does the music have a steady beat?

c Are you likely to hear this piece in 1 or 2 below? Tick the of your choice.

Stand Up for Singapore

Hugh Clinton Harrison Singapore national song

Stand up for Singapore, do the best you can

Reach out for your fellow man

You’ve got to make a stand

Recognise you can play your part

Let it come right from your heart

Be prepared to give a little more Stand up, stand up for Singapore

Singapore our home and nation

Together with determination

Join in like we’ve never done before Stand up, stand up for Singapore ( X 3 )

Is the speed fast or slow? Are the dynamics loud or soft?

b Do you know a song that is about your country? Write down the song title below.

c Sing the song and create actions for it.

d Choose a percussion instrument. Play the rhythm below as you sing the song about your countr y.

1 a Listen to the piece. What can you imagine? Draw it in the box below.

Listen to:

Clarinet Concerto in A, 2nd movement (excerpt) Mozart

b Why did you draw this picture?

c Which piece sounds more like a lullaby: Under the Double Eagle or Clarinet Concerto?

I sang teddy to sleep with a lullaby.

How I think a lullaby should sound:

1. Speed: slow / fast

2. Dynamics: loud / soft

3. Melody: legato / staccato

4. Mood: lively / calm

Feel the Mood

1 a Listen to the song below. How would you sing it?

example gaily / sadly / angrily / timidly

Singapura

Singapura, Oh Singapura, Sunny island set in the sea, Singapura, Oh Singapura, Pretty flowers bloom for you and me. Come along join the song in merry singing Blend our voices, join in the chorus. Singapura, Oh Singapura, Pretty flowers bloom for you and me.

Gather Round

English folk tune

Lyrics by Pearson Longman

Ga –ther round, join our hands,

But a – las, they are gone, I’m a – lone with – out my friends.

Let us sing to – ge – ther now.

Join our voi – ces, make them ring as one

I still hear their laugh – ter in my head, Fills my la – den heart with rue.

We’ll have such a mer – ry time.

This song is sung to the tune of This Old Man.

Listen to the song. Do the 2 verses sound different?

Circle your answer.

2 The words of a song (lyrics) can change its mood. The 1st verse below is about happy times. The 2nd is about feeling lonely.

Swinging Moods

Creative Corner

1 a Listen to the song below. What is its mood?

The Muffin Man American folk song

b Fill in the with or . Follow the dynamic markings and sing the song.

2 a Group Work: Compose your own rhythm. Write

q q or Πin the below.

b Some of you can sing the song. The rest can use a percussion instrument to play the rhythm.

1. Use a rhythm from the song or compose something new.

2. Play the r hythm softer than the singing.

c What do you think of your group’s performance? Complete the below.

8 U nit Painting Pictures with Sounds

Let’s have fun with picture signs and creative story-telling! We shall make our stories come alive with sound effects.

Painting Pictures with Sounds

Sounds and Pictures

1 a Listen to 5 sets of sounds. Match each set to the picture signs below. Write the track number of the sounds in the

1.

3.

broad and narrow waves high and low patterns thick and thin patterns connected and disconnected lines

5. long and short pattern

b What sounds do these picture signs show?

example loud / soft, high / low, smooth / detached sounds

2.

4.

2 a Listen to the sounds of each picture on the left. Match the sounds to the picture signs on the right.

1.

a puppy barking

2.

an alarm clock ringing

3.

knocking on the door

4.

a vase breaking

b Choose 2 pictures from page 75. Write their numbers in the . Draw new picture signs for their sounds.

2.

c Get a classmate to play your picture signs.

3 a Listen to the sounds for the pictures below. Draw picture signs to show their sounds.

b Follow your picture signs on page 77 to create sound effects. You may use any of the following.

1. your voice

2. household objects

chopsticks

lids for cups

3. percussion instruments

castanets

tambourine

straws

cymbals

maracas

sleigh bells

Painting Pictures with Sounds

Creative Corner

1 a Group Work: Draw picture signs to show the sounds for the actions below.

1. It was a bright sunny afternoon. A bird was singing merrily in the trees.

2. The giant and the dwarf were sleeping under a tree.

3. The little ducks were taking a stroll along the lake.

Suddenly, a black cat threw itself onto the ducks.

The ducks quacked loudly in panic, and tried to escape from the cat.

The giant and the dwarf awoke and came to the ducks’ rescue. They had a fierce quarrel with the black cat.

The giant and the dwarf chased the black cat away. The little ducks were thankful. They became great friends with the giant and the dwarf.

b Follow your picture signs to create sound effects for the story.

4.

5.

6.

c What do you think of your group’s performance? Complete the below.

needs improvement fair good

Judging Criteria

Picture signs

Instrument playing

Sound effects

Your Performance

Teamwork

1. Dynamics have to do with loud and soft sounds.

2. Dynamic markings (such as , ) tell us if the music is loud or soft.

3. Legato means smooth sounds.

4. Lyrics are the words sung in a song.

5. Mood is how the song feels to you. The mood of a song can be happy or sad.

6. Music Rest tells you to keep silent.

7. Percussion Instruments are musical instruments that are played by striking or shaking them.

8. Phrase is like a musical sentence. It is made up of a group of notes (instead of words).

9. Picture signs are a set of pictures which show us different types of sounds.

10. Pulse is the steady beat of music.

11. Rhythm is made up of patterns of long and short beats.

12. Rhythmic syllables are syllables we say to help us feel the rhythm.

13. Slurs are curved lines that help divide music into phrases.

14. Solfege names are music names we give to high and low notes.

15. Sounds can be high or low, long or short, smooth or detached (not smooth).

16. Staccato means short and detached sounds.

17. Steady beats are beats that stay at the same speed.

18. Tone colour is the quality of a singing voice or an instrument.

19. is a treble clef.

20. Piano, , means soft.

21. Forte, , means loud.

22.

is a quarter-note rest.

23. is a half-note rest.

24. is a half note. Its rhythmic syllables are ta-a.

25. is a quarter note. Its rhythmic syllable is ta.

26. is a pair of eighth notes. Their rhythmic syllables are ti-ti.

27. is in simple duple time. It means 2 quarter-note beats in a bar.

28. is a sign telling you to repeat.