Perfect Match Music Primary 4 by Hodder Education

Music is the universal language that brings the world 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 0764 7

First published by Pearson Education South Asia Pte Ltd in 2008

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 24 23 22 21 20 19 18 17 16 15

Year 2020 2019 2018 2017 2016

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. Kodály 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.

� �� & w � & w � �� & w � & w � � � � � � � � � ��

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.

�� Creating Performing Listening

��

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.

��

�� ஒ - ளி - �ம் விண் - மீ - ேன த - னி - மை - யி - ேல பய - ன் - த நா - � - கள் இ- � - ளில் ஒ - ளி- ெப - ற உன் - ைன நா - � ேமல்- ேநாக் - � வா - லி- பா என்-�ம் �ன்-ேன - றி ெதா- � - வான் ேநாக் - � - வாய் ��

��

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.

Memory Note reinforces a musical concept or deﬁnition that has been covered previously from an earlier level.

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:

ARC Music Productions International Limited, Futatsu No Den-en-shi I: p30; PT. Gema Nada Pertiwi, Pulau Bali: p35; Naxos, Minuet in G: p2; Naxos, ‘March’ from The Nutcracker Suite: p2; Naxos, Tritsch-Tratsch-Polka: p11; Naxos, The Beautiful Blue Danube: p11; Naxos, The Young Person’s Guide to the Orchestra: p46; Naxos, New World Symphony (Theme from 2nd mvt): p68; Naxos, Ode to Joy: p69; Naxos, Songs My Mother Taught Me: p57

For images:

www.dancemalaysia.com, picture of joget: p17; Hanmaeum Samulnori, pictures of Korean percussion instruments and ensemble: p24; Chugoku Shimbun, pictures of shakuhachi and koto: p30

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

• Klara Koh and Branden Kok, for writing the lyrics of The Orchestra (p47) and By the Lake (pp60–61) respectively

• 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.

and Music • Traditional Korean Percussion Ensemble • Triplets • Pentatonic Scale 1 • Arirang • Doraji • Pentatonic Scale 2 • Traditional Japanese Musical Instruments • Sakura Creative Corner • Composing Melody using Pentatonic Scales Unit 4 Indonesian and Filipino Music Indonesian Music • Traditional Indonesian Music: Gamelan • Tabuh Pisan • Pulau Bali • Bengawan Solo 34 Filipino Music• Tinikling (Bamboo Dance) • Planting Rice 38 40 Unit 3 Music from Korea and Japan Page

I Learn About...Songs

Topic

I Learn About... Songs and Music Orchestral Instruments • Orchestral Instruments • String, Woodwind, Brass and Percussion 42 Orchestral Music • Musical theme • The Young Person’s Guide to the Orchestra • The Orchestra 46 Topic Family Unit 6 A World Filled with Love Page Express Your Feelings • Expression and Dynamic Markings • My Family • Home Sweet Home • Home • Songs My Mother Taught Me • Home on the Range 52 Creative Corner • Filling in Performance Directions • By the Lake 60

Unit 7 The Season for Giving Form and Repetition • Binary and Ternary Forms • My Bonnie Lies Over the Ocean • Brahms’ Lullaby • Jingle Bells • New World Symphony • Ode to Joy 64 Call and Response • Call and Response • Sea Shanty • Drunken Sailor • The Beautiful Blue Danube 70 Creative Corner • Optional: Creating Your Own Cartoon Music 72 Unit 7 Forms and Repetitions Page Topic Glossary 75

1 U nit The Carnival of Rhythms

Your heart beats to a steady rhythm. So does music! We will learn how to sing and play along with music in different time signatures. We will also play our own dance rhythms!

Simple Time

1 a Listen to the following songs. Feel the rhythm of the music. Can you tell what their time signatures are?

Tick your answer in the

Listen to:

Minuet in G Beethoven

Listen to: ‘March’ from The Nutcracker Suite Tchaikovsky

Memory

Note

• , and are in simple time.

• The following rhythms have the same time value as 1 beat ( ).

RhythmRhythmic syllables ta ti-ti

tik-ka tik-ka ti-ti-ka ti-ka-ti

Unit 1

The Carnival of Rhythms

b Listen to the rhythms below. Write down their time signatures ( , or ) in the . example

c Pick any 2 rhythms in time. Write your 2-bar rhythm below. Clap your rhythm.

Did you clap your rhythm correctly? Your teacher will assess your performance. excellent fair needs improvement

qqqq Œ q qq qqqqq qqqqq qqqqqqqq qq Œ q . qe qqqqqqq q qq q qqqq 4 4 2.

4. 3. 6. 5. 8.

2 a Sing Rasa Sayang Eh, a lively Malay song in time.

Rasa Sayang Eh

Traditional Malay song

Note Memory

An anacrusis is the note or notes in a melody that come before the ﬁrst beat of a bar. Can you identify the anacrusis in the song Rasa Sayang Eh?

means lively or quick.

Allegro & œ Œ ˙ s eh! t Ehœ œ œ œ l li-hat s no-na œ œ œ œ m jas uh, d Ram sa œ œ œ œ r sa- yang, t0 sar yang & ˙ ‰ œ œ œ# d eh! m A-naksemœj œ œj œj œ# œj s bi-langdita-pak l ta˙ ‰ œ œ œ s ngan, l Pus tekpa& œj œ œj œ œ m uh m der lid ma r ba˙ ‰ œ œ œ m tu,Hi-langdi di œj œ j œœ œ œ ma- taha-ti s ja& . œ œj œ œ m ngan r sungd guh m jaœœ r uhdi d t0 r d m & ˙ ˙ s sa-yang, ˙ œ œ d' eh! t Ral sa œ s sa-yang,

& œ œ œ œ l s œ œ œ m s d m œ œ œ r Ó & 4 4 Ó œ œ Ram sa ˙ ˙ s sa-yang, ˙ œ œ d' eh! t Ral sa œ œ œ œ s sa-yang, m sa-yang

eh!

Allegro

b Group Work: Compose a rhythmic ostinato in time. Choose an untuned percussion instrument to play your rhythm. Use it to accompany Rasa Sayang Eh.

Note Memory tells you to repeat.

& œj œ œj œ œ m uh m der lid ma r ba˙ ‰ œ œ œ m tu,Hi-langdi di œj œ j œœ œ œ ma- taha-ti s ja& . œ œj œ œ m ngan r sungd guh m jaœœ œ œ œ r uhdi d Net0 geri r sa˙ œ œ d tu. m Ra-sa & ˙ ˙ s sa-yang, ˙ œ œ d' eh! t Ral sa œ œ œ œ s sa-yang, m sa-yang œ Œ ˙ s eh! t Eh& œ œ œ œ l li-hat s no-na œ œ œ œ m jas uh, d Ram sa œ œ œ œ r sa-yang, t0 sar yang ˙ Ó d eh!

4 4

Let’s Play on the Recorder

1 a Learn how to ﬁnger the notes E and F on the recorder. Play the following melodies on the recorder.

Note Memory

Remember the ﬁngerings for the following notes:

Unit 1 The Carnival of Rhythms & w E & w F &4 2 œœœœœœœœ˙ &4 3 œœ œ œ. ˙ œœ E FF E E F GGA E œœ œ FFE GF

1. 2.

0 1 2 3 4 5 6 7 back left right

& w G & w A 0 1 2 3 4 5 6 7 back left right 0 1 2 3 4 5 6 7 back left right 0 1 2 3 4 5 6 7 back left right 6

b Now let’s learn how to ﬁnger the notes C and D. Play the following melodies.

Note Memory

Remember the ﬁngerings for the following notes:

& w C & w D &4 4 œ œw œœœœœœ˙ &4œœœœ œœ œœ œœ œœ œœ œ CD C C D D DE E G G A A B B C9 C9 D9 F F E E CCD 4 œœ 1. 2. 0 1 2 3 4 5 6 7 back left right

& w B & w C9 0 1 2 3 4 5 6 7 back left right 0 1 2 3 4 5 6 7 back left right 0 1 2 3 4 5 6 7 back left right & w D9 0 1 2 3 4 5 6 7 back left right 7

More Songs in Simple Time

1 a Sing My Grandfather’s Clock, a song in time. Divide the class into 3 groups: voice 1, voice 2 and percussion. Perform this song!

My Grandfather’s Clock

Unison Unison &4 2 œ My œœœœœœ grand-fa-ther'sclockwastoo œœœ œ œœ largefortheshelf,soit &œœœœœœ stoodnine- tyyears on the ˙ Œ œœ floor.Itwas œœœœœœ tall-erbyhalfthanthe &œœœœœœ oldmanhim-self,thoughit œœœœœœ weighednotapen -ny-weight ˙ Œœœ more.Itwas &œœœœœœ boughtonthemorn ofthe œœœœœœœ daythathewasbornandwas œ œœœœœ al-wayshistrea -sureand Perc & ÷ ˙ œœ pride.Butit ∑∑ œ . Œ œœ . Œ stoppedshort, ŒœŒœ œœœœœ œ œœ ne-vertogoa -gainwhenthe ŒœŒœ Music and lyrics by Henry C. Work Arranged by Pearson Longman s0 d t0 d r d r m m l0 r d t0 l0 t0 d s0 d t0 d r d r m m l0 r d t0 l0 t0 d m s m r d t0 d r d t0 l0 s0 m s m r d t0 d r s0 d r m m l0 r

Unit 1

The Carnival of Rhythms

b Take turns to sing or play the different parts. Observe how the rhythm is similar to the ticking of an old clock.

Voice 1 Voice 2 Percussion Percussion Percussion & & ÷ ˙˙ oldman ∑∑ Œœœ ˙ œœ died.Nine-ty ∑∑ ŒœŒœ œœ œœœœœ yearswith-outslum-ber-ing, ˙˙ Tick Tock œœœœ Voice 1 Voice 2 & & ÷ ŒŒŒŒŒŒ ‰j œ his œ . œ .œ . œ . TickTockTickTock œœœœ œ œœœœœ life'ssec-ondsnum - ber - ing ˙˙ Tick Tock œœœœ œœ butit œ . œ .œ . œ . TickTockTickTock œœœœ Unison & ÷ œ . Œ œ . Œ stoppedshort, ŒŒŒŒŒŒŒŒ œ œœœœœ œ œœ œ ne-vertogoa-gainwhenthe œœ ˙˙ oldman œœ ˙ died. œœœ Œ d t0 d s0 d s0 l 0 s0 s0 d s0 l0 s0 s0 m s m s s t m s m s d r m m l0 r d t0 d

2 a Listen to The Lorelei, a beautiful folk song in time.

The Lorelei

German folk song

b Notice how the rhythm gives the song a waltzy feel. Now try playing The Lorelei on the recorder.

Andante means at a walking pace. It is slower than Allegro.

&4 3 Andante œ A s . œ œj œ stra-ngel ly s œ œ œ bed' aut teous l . ˙ maids ˙ œ en, up & ˙ œ yonm der œ œ œ Irdr be. ˙ m hold. Ó œ s With & . œ œj œ s trinl kets s of œ œ œ d' goldtl she's . ˙ s la˙ œ den,she & œ œ œ m han-dlesa œ œ œ s combr of . ˙ d gold. ˙

Western Dances

1 a We shall now learn 2 western dance music, the polka and the waltz. Listen to the following music by Johann Strauss II, a famous Austrian composer.

Listen to:

Tritsch-Tratsch-Polka Johann Strauss II

Listen to:

The Beautiful Blue Danube Johann Strauss II

Waltz

The waltz is a ballroom dance that became popular in Vienna around the 1780s. The Strauss family members were perhaps the most famous of all waltz composers.

The waltz is a form of dance music in 4 3 time.

Polka

The polka originated in the 19th century in Bohemia which is in the present-day Czech Republic. The dance is stil common in Europe and in North and South America.

The polka is a form of dance music in time.

Unit 1

of Rhythms

The Carnival

b Here are some dance rhythms. Clap or play out the rhythms below using untuned percussion instruments.

Waltz Polka

c Choose 1 of the rhythms above. Play along to the Tritsch-Tratsch-Polka or The Beautiful Blue Danube.

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

Good Fair Needs improvement

Judging Criteria

Knowledge of polka and waltz rhythms

Composition of dance rhythm

Your Performance

2 U nit Music in Festivals

Music is an essential part of our culture and festive celebrations.

Here we learn festive music from the three main races in Singapore, as well as some Christmas songs.

a Before we learn to sing a Chinese New Year song, let us learn a few more rhythms. The following rhythms have the same time value as 1 beat ( ):

Rhythm Rhythmic syllables

b Clap the following rhythms. Say aloud the rhythmic syllables as you clap.

Unit 2 Music in Festivals

Chinese New Year

ti - i - ka ti - ka - ti qq qqqqq qqqqqq qqqqq q

1. 2.

2 Gong Xi Gong Xi is a popular song we sing to celebrate Chinese New Year. Notice the that we have just learnt in the last few bars.

Gong Xi Gong Xi

Mei tiao da jie xiao xiang, mei ge ren de zui li,

Jian mian di yi ju hua, jiu shi gong xi gong xi,

Gong xi gong xi gong xi ni ya, gong xi gong xi gong xi ni

&b4 2 œœœœ l0 t0 dr œœ m œ œœ œ ll m œœ r &bœœœœ r mr œœ d œœœœ # t0 l0 œœ l0 &b.œœ. œ œ rmdm œ œ œ œ t0 ml0 m œ.œ. œ œ rmdm œ œ œ t0 ml0

每条大街小巷，每个人的嘴里，恭喜恭喜恭喜你呀！恭喜恭喜恭喜你！见面第一句话，就是恭喜恭喜！

Hari Raya Puasa

1 a Listen to Selamat Hari Raya. Hari Raya Puasa celebrates the end of Ramadan, the holy month of fasting for Muslims.

Selamat Hari Raya

Unit 2

Music in Festivals

&4 4 œ œ Se-la˙ ‰ œj œ œ mat ai- dil-fi˙ ‰ j œ œ œ tri ke- pa-da & œ œ # œ œ œ œ œ œ sau-da-ra ser - ta sau-da . ˙ œ œ ri Se-ta˙ ‰ œj œ œ hun han-ya se& œ œ Œ . œj œ œ ka li Me-ra-yaœ œ œ œ œ œ œ œ kan ha-riyang mu-li-ai. ˙ ni. d r m d r d t0 s0 t0 d r d r m l s m d r m d r m s r m m d r m r t0 d r d 16

b E-book exercise: Watch the performance of the joget, a traditional Malay dance. The joget is usually performed at cultural festivals and social events such as weddings. This dance is fast and upbeat, and is performed by couples as well as large groups of people.

c Now let’s have some fun! Try to dance the dance music. Based on what you have just seen in the recording, try to give a cheerful and upbeat feel to the dance.

1 a Deepavali is a Hindu festival which celebrates the triumph of good over evil. It is also known as the ‘Festival of Lights’. On this special day, lamps are lit everywhere to celebrate the hope of mankind.

b Having learnt about a Hindu festival, we shall now listen to Munnaeru Vaalibaa. This local Tamil song encourages young people to make the world a better place.

& # 4 4 œj œ j œœ œ œ œ Mund naem ruvaas lil baa, J œ œ J œ œ œ s mun- nae-ri m enr drum & # J œ œ J œ œ œ œ œ Thos du-vaan m noakdr kut0 w d vaai. & # œj œ j œœ œ œ œ d Kannm the-ri-yaa- tha l œ k J œ œ œ s kaa-rim rulr lil & # J œ œ J œ œ œ œ œ os li-rum m vindr meet0 w d nae. & # œ œ œ œ œ d' t œ œ œ œ œ œ l s l t l s Tamil community song s Unit 2 Music in

Deepavali

Festivals

Kann - the-ri-yaa- tha kaa-ri- rul- lil & # J œ œ J œ œ œ œ œ os li-rum m vindr meet0 w d nae. & # œ œ œ œ œ d' Tha- ni-mait yaa- lae œ œ œ œ œ œ l Pays anl tha t Naal dus gal & # œ œ œ œ œ œ œ d' l-rul- lil t o- li-pe-ra œ œ œ œ œ œ l unsl nai tl naas dum & # œj œ j œœ œ œ œ d Maelm noak-kuvaa-lil baa J œ œ J œ œ œ s en-drummunm naer ri & # J œ œ J œ œ œ œ œ Thos du-vaan m noakdr kut0 w d vaai. s For

information on festivals in Singapore, you can visit http://en-wikipedia.org/wiki/Holidays_in_Singapore

out

r ca -

m rol,

Bring out the festive spirit!

la la la,

21

œ œ œ œ Deck

r œ œ œ œ boughs d

m ly, d œ œ œ œ . œ œ Fa r la m la la r la, m la r œ œ œ la d

t0 la. d & b . œ œ œ œ 'Tis s

r œ œ œ œ to d be r jolm ly, d œ œ œ œ . œ œ Fa r la m la la r la, m la r œ œ œ la d la t0 la. d & b . œ œ œ œ Don

. œ œ œ œ

r œ œ œ œ œ œ Fa m la

t la d' œ œ œ la t la l

s & b . œ œ œ œ Troll

œ œ œ œ

d œ œ œ œ . œ œ Fa l la

s la œ œ œ la m

2 a Listen to Deck the Halls & b 4 2 Allegro . r

s the halls m with d

hol -

the sea -

son

r we m now our r

gay m ap-pas rel,

la,

la.

s the anm cient r

Christ -

d mas

la.

Christmas carol

Deck the Halls

b Use untuned percussion instruments to accompany Deck the Halls

3 Sing We Wish You a Merry Christmas. This carol was written in the 16th century. We Wish You a Merry Christmas

&4 3 Allegro œ We s0 œœ œ œ œ wish d youa r Merd ry t0 œ œ œ Christl0 mas,we œœ œ œ œ wish r youa m Merr ry d œ œ œ Christt0 mas, s4 we & œœ œ œ œ wish m youa Merm ry r œ œ œ œ Christd mas l0 and s0 a œ œ œ Hapl0 py r New t0 ˙ œ Year! d We s0 & œœ œ œ œ wish d youa r Merd ry t0 œ œ œ Christl0 mas,we œœ œ œ œ wish r youa m Merr ry d œ œ œ Christt0 mas, s0 we & œœ œ œ œ wish m youaMerm ry r œ œ œ œ Christd mas l0 and s0 a œ œ œ Hapl0 py r New t0 ˙ œ Year! d Good s0 & œ œ œ tid dingswe ˙ œ bring, t0 to œ œ œ you d and t0 your l0 ˙ œ kin. s0 We r & œ œ œ œ œ wish m you r aM erd ry œ œœ œ Christs mas s0 and a œ œ œ Hapl0 py r New t0 ˙ Year! d Christmas carol

3 U nit Music from Korea and Japan

Let us now travel to Korea and Japan! In this unit, we shall learn about some of their traditional songs and musical instruments.

These songs use pentatonic scales. Find out what they are.

Unit 3

Music from Korea and Japan

Korean Music

E-book exercise: Watch a performance by a traditional Korean percussion ensemble. The percussion ensemble consists of 4 traditional Korean percussion instruments

ching janggo

kkwaenggwari puk

Listen to Arirang. Note the triplets used in the song.

This song describes the feelings of a traveller during a journey over a mountain pass. Arirang is the name of the mountain pass.

3 3 &#4 3 œ. j œœœ œ. j œœœœœœœœ œ. œ j œœœ &#. œ j œœœœœœ œœœ œ. j œœ˙Œ &#œ˙œœœœœœœœœ. œ j œj œ ‰ &#. œ j œœœœœœ œœœ œ. j œœ˙Œ Andante F P s0 s0 s0 s0 s0 s s0 s0 l0 l0 l0 l0 l0 l0 s0 l0 l0 l0 l0 l0 d d d d d d d d d d d d d d r rrr r rrr r rr r rrr m m m m mm m A – ri–rang, A – ri–rang, A – ra – ri – yo. A – ri – rang go – gae – ro neo – meo – gan – da. Nae – rul beo – ri – go ga – si–neun nim – eun Sim – ni – do mot – ga – seo bal – byeong–nan – da Korean folk song

Arirang

3 Sing another Korean folk song called Doraji.

Doraji

Korean folk song

The doraji is also known as the Korean bellﬂower.

The root of the doraji is a popular ingredient in salads and traditional herbal cooking.

&#4

œœ &#œœ˙œœœœœœœ.œj œ. ˙ &#œœœœœœœœœœœœ.œj œ. ˙ &#œ˙œœœœ˙œœ.œjœœ P &#œœœœœœœœœœœœœ. œ j œ˙Œ F Moderato F m m m s sl r m m d s sl r r m m r md d l0 l0 s0 l0 s0 r mr r md d d l0 l0 s0 l0 l0 dd d l0 s0 l0 s0 l0 s0 l0 s0 l0 s0 rr r rd Do – ra – ji Do – ra – ji, baek – do – ra – ji, sim – sim san – chan – e baek – do – ra – ji. Han du ppu – ri – man kae – o – do dae–gwang–ju–ri–ro chol – chol nom – nun – da. e he e he e he e he e he e he e he ya

3œœœœœœœ˙œœ.œj

4 a Both Arirang and Doraji are written using only these 5 notes.

These 2 songs are based on the pentatonic scale

A pentatonic scale is a 5-note scale commonly used in East Asian music. solfege

b Using the above pentatonic scale, compose a melody in solfege letters to accompany Doraji. Use the rhythm provided below. Play your composition on the recorder.

c Play what you have composed to accompany Doraji.

&43qhqh. qqqqq

solfege dohraymesohlah 27

1 a Sing a Japanese folk song called Sakura

Sakura

Moderato

Japanese folk song

l t l t l t d9 t

4 œœ˙œœ˙œœœœ

Sa - ku - ra, sa - ku - ra, ya - yo - i no

l t l m d m m d t0

&œœœ˙œœœœœœœ˙

so - ra wa. Mi - wa - ta - su ka - gi - ri.

l t d9 t l t l m d m m d t0

&œœœœœœœ˙œœœœœœœ˙

Ka - su - mi ka? Ku - mo ka? Ni - o - i - zo i - zu - ru.

l t l t m t l m

&œœ˙œœ˙‰jœœ œœ œ. ˙ Œ

I - za ya, i - za ya, mi ni yu - ka - n.

The sakura is also known as the cherry blossom. It is the national ﬂower of Japan. These pretty ﬂowers bloom all over Japan every April.

Unit 3 Music from Korea and Japan

Japanese Music

b Sakura is also written using a pentatonic scale. Write down the 5 solfege names that make up these pentatonic sounds in the below.

My Little Discovery

The above pentatonic scale is often used in Japanese folk songs. Is it the same as the pentatonic scale you have learnt earlier on?

c Play untuned percussion instruments to accompany Sakura.

Listen to:

Futatsu No Den-en-shi I Nagasawa Katsutoshi

In this song, the melody is played using the shakuhachi (traditional Japanese bamboo ﬂute), accompanied by the koto (Japanese zither).

a What is the mood of the song?

b Describe the tone colours of the shakuhachi and the koto. (You can choose more than 1 answer.)

mysterious majestic clear smooth

c Do you like the tone colours of these 2 instruments? Do you know of other instruments that are played in similar ways?

Find out more about Korean and Japanese cultures. Share your ﬁndings with your classmates!

shakuhachi

koto

Music from Korea and Japan

Creative Corner

1 a Group Work: Choose 1 of the pentatonic scales to compose a 4-bar melodic phrase on the staves given below.

Play your musical composition using your favourite tuned instruments.

Pentatonic scale used in Arirang and Doraji

Pentatonic scale used in Sakura

We have chosen pentatonic scale number ________.

Name of your chosen instrument:

& dohraymesohlah www ww & dohme lahti fah w ww ww & & Write the time signature here 1 2

Unit 3

Optional 31

1. You can choose to use or in your composition.

• Suggested rhythms in :

2. Besides doh, ray, me, soh, lah, or doh, me, fah, lah, ti, you can also use notes that are an octave higher (such as doh9 , lah9) for your composition.

b Get your classmates to judge your performance by completing the below! Judging Criteria Your Performance

Good Fair Needs improvement

Music composition

Creativity

Teamwork

Overall performance

4 43qqqqqq 3q.qe 4 3qqqqq 3 4 3qqq

4 4qqh44qqqh 4 4qqqq44qqqqq

4 3q.qe 4 4qqh 4 3q.qe 4 4qqh

4 U nit Indonesian and Filipino Music

Let us travel to the islands of Indonesia and the Philippines.

We shall learn some traditional music and folk songs from our neighbours!

Indonesian and Filipino Music Indonesian Music

1 Listen to some traditional Indonesian music.

Listen to:

A gamelan refers to a traditional Indonesian music ensemble that uses instruments such as drums, gongs, metallophone and other percussion instruments. Listen to Tabuh Pisan. Do you like gamelan music?

The sound of the gamelan is often mysterious and dreamy.

Indonesians believe that gamelan instruments are sacred.

Gamelan music contains many repeated rhythmic patterns and phrases.

Unit 4

Traditional 34

Tabuh Pisan

2 a Listen to an Indonesian folk song.

Listen to:

Pulau Bali Indonesian Folk Song

Pulau Bali describes the Balinese scenery and its traditional culture. It reﬂects the Indonesians’ love for Bali. Listen to the song carefully. How would you describe its melody? Tick in the .

Bali is well-known for its handicrafts and performing arts. It is also Indonesia’s most popular tourist spot. Have you been to Bali Island?

out

bold gentle

About Pulau Bali

Find out more about Indonesia! Our largest neighbour is made up of 17,500 islands. Do you know how many people and cultures there are in Indonesia? Share your ﬁndings with your classmates. 35

3 a Listen to Bengawan Solo. This is the longest river in Java Island. This song describes the river in a poetic and nostalgic way. Sing it with feeling!

Bengawan Solo

Music and Lyrics by Gesang Martohartono

Espressivo means to perform expressively.

& # 4 4 Espressivo Œ œ œ . œ œj s0 Beng-al0 wan m0 Sow s0 lo, ‰ œ œ œ . œ œj d Rir wam yatr mu d iw m ni, & # Œ œ œ . œJ œ s0 Sem0 das0 ri m du. œ œj . œ œj r lu t0 jas0 di, l0 Perœj œj œ . œ œj t0 ham tis0 anins0 saw m0 ni. & # ‰ œ œ œ . œ œj s0 Di-mu-sim l0 kem0 maw s0 rau, ‰ œ œ œ . œ œj d Tak r beram pa r ad irw m mu, & # Œ œ œ . œJ œ s0 Dim0 mus0 sim m hu. œ œj . œ œj r jan t0 as0 ir, l0 Meœj œj œ . œ œj t0 lum ap s0 sam-pai s0 jaw d uh.

& # ‰ œ œ œ œ œ œ œ d Ma-taa-ir-mu r dal0 ri ˙ ˙ d Sol0 lo, ‰ œ œ œ œ œ œ œ d Tert0 kud rung r gud nung t0 sel0 ri˙ ˙ bu. s0 & # ‰ œ œ œ œ œ œ œ r A-irmen-ga-lir m samd pai ˙ ˙ r jal0 uh, ‰ œ œ œ . œ j œ# l0 Akt0 hird nya m kelaw r ut. s0 l0 m0 s0 d r m r d s m 0 0

b Choose any untuned percussion instrument and use it to accompany Bengawan Solo.

& # Œ œ œ . œJ œ Di- mu- sim hu. œ œj . œ œj jan a- ir, Meœj œj œ . œ œj lu- ap sam-pai jaw uh. & # ‰ œ œ œ œ œ œ œ d Ma-taa-ir-mu r dal0 ri ˙ ˙ d Sol0 lo, ‰ œ œ œ œ œ œ œ d Tert0 kud rung r gud nung t0 sel0 ri˙ ˙ bu. s0 & # ‰ œ œ œ œ œ œ œ r A-irmen-ga-lir m samd pai ˙ ˙ r jal0 uh, ‰ œ œ œ . œ j œ# l0 Akt0 hird nya m kelaw r ut. & # Œ œ œ . œ œj s0 I-tu l0 pem0 ra w s0 hu, ‰ œ œ œ . œ œj d Rir wam yatr nya d ˙ ˙ s dum lu, & # Œ œ œ . œJ œ s0 Kam0 um s0 pem da. œ œ œ . œ œj r gang t0 sel0 las0 lu l0 naœj œj . œ œj t0 ik m is0 tu 0 pes0 raw d hu. œ 37

Indonesian and Filipino Music

Filipino Music

1 E-book exercise: Watch a performance of the tinikling or bamboo dance.

Unit 4

2 a The following song describes the farmers’ work in the ﬁelds. Sing it together!

Planting Rice

Filipino folk song

m s d9 m s d r m m r m

&##œœœœœœœœœœœœ

Plan-ting rice is ne - ver fun, Bent from morn till set of sun. Can-not stand and can - not sit, can - not rest a lit - tle bit. Plan-ting

l r t0 d r m r d m

s m s m s l t d9 r9 r m

&##œœœœœœœ

rice is no fun, Bent from morn till set of sun. Can-not stand can - not sit, can - not rest a lit - tle bit.

r m r m s l t d9

b Group Work: Compose a 2-bar rhythm to accompany Planting Rice. Choose suitable percussion instruments and play them together with the music.

4 2

Try out

Find out more about the Philippines! Like Indonesia, the Philippines is also made up of many islands – some 7,000 of them! Its culture was strongly inﬂuenced by Spain as it was a Spanish colony.

&##4

œœœœ œœ œœ œ œ œ œ œœœœœœœœ

&##œœœœœœœœœœ

œœ œœ

Indonesian and Filipino Music

Activity Spot

1 a E-book exercise: Find out more about traditional and folk music from other Asian countries. Open a programme entitled ‘Music Cultures’.

Enter the ‘Music Map’ section from the main screen. Click on the name of a country of your choice to hear some of its folk music.

b Try out the quiz section. Test your knowledge on Asian traditional and folk music!

Unit 4

China Korea Japan Philippines Indonesia USA Africa Asia Music Map Main Music TimelineTest Yourself Click in a country.

The Philippines Indonesia Korea OK Main Music Map Music TImeline

Yourself

1. Which country does Gamelan music belong to?

Test

5 U nit The Orchestral Family

Do you know what musical instruments are there in an orchestra? They come in all shapes and sizes. Learn how all these instruments work together as one big orchestral family.

1 a Listen to 8 excerpts, each played by a different instrument. Write down what you have heard in order of sequence, in the below.

1.2. 4.5.6.7.8. 3. Unit 5

Orchestral

The

Family

Orchestral Instruments A cello

B piano

E saxophone

C french horn D snare drum F ﬂute G trumpet

H violin

b Orchestral instruments are grouped into 4 families. Note the properties (material, shape, tone colour) of these orchestral families.

string

woodwind

mainly made of wood

sound produced by bowing on or plucking strings

– tubes made of wood or metal

holes on tubes

sound produced by blowing into tubes

brass

percussion

made of metal

curved bodies

sound produced by blowing into the mouthpiece

made of various materials (wood, leather)

sound produced by striking, shaking, plucking or scraping

2. 3. 4.

–

2 a Here are more orchestral instruments. Group them according to their families. Write the correct letters in the

1. 6. 2. 4. 5. 3. viola xylophone D C B A string woodwind brass percussion snare drum ﬂute french horn cello

b Describe the tone colours of these instruments.

c Can you name other instruments in the orchestra? stringwoodwindbrasspercussion

7. 8. trombone oboe warm bright clear deep sharp

others

The

Family 1 Listen to a piece of orchestral music.

Orchestral Music

Listen to: The Young Person’s Guide to the Orchestra Music by Benjamin Britten

Britten adapted its melody from another piece of music composed by the British composer, Henry Purcell. The theme to Britten’s music is shown below:

A theme is an important musical idea in a piece of music. A piece can have more than 1 theme. This theme appeared 6 times throughout the piece.

Find out more on the orchestra at http://www.nyphilkids.org

œœœ œ œ œ œ œ œ 4 3 œ œœœ œ œ œ œ œœ œ œ œ œ œ œ œ œ œ œœ # Unit 5

&bœœœœœœœ#œœ &bœœœœœœœ#œœœœœœ#œœœœ

Orchestral

2 a Listen to The Orchestra. Which instruments do you think are playing the accompaniment section?

The Orchestra

Moderato

English traditional song

Lyrics by Klara Koh

s l s m d s l s r s l s

Cla – ri – nets o - boes, are grouped as wood–winds. Trum-pets and

trom – bones, are grouped as brass, vio-lins and

cel – lo are grouped as strings. Per-cus-sion

fam – ily has tim – pa – ni!

b Let us sing The Orchestra together.

Which instruments were mentioned in the song?

j œœœ œ œ ‰jœœœœ‰jœœœ œ &œœ‰jœœœ˙ J œ

s m r d

&œ‰jœœœ˙‰jœœœ l s m s &œœ‰jœœœ˙‰œœ t l s m d9 s

c Choose 1 instrument mentioned in The Orchestra. You can go to the Internet or the library to ﬁnd out more about it. Share your ﬁndings with your classmates.

1. Name of the instrument:

2. Orchestral family (tick your answer):

string woodwind

brass percussion

3. Type of materials used to make this instrument:

4. What it looks like:

5. How to play it:

6. Tone colour:

7. Source of your information / website URL:

Creative Corner

1 a Use some scrap objects to make your own ‘musical instruments’!

What kind of materials will you use?

Different materials will give different tone colours!

Here are some examples of ‘musical instruments’ made from scratch. Can you think of more interesting designs?

Unit 5 The

Orchestral Family

b Make notes about your musical instrument here.

1. Name of instrument:

4. How to play it:

2. Materials used:

3. Type of instrument:

5. Tone colour:

c Show your instruments to your class. Get your classmates to judge your instruments by completing the below!

Good Fair Needs improvement

Judging Criteria

Choice of materials

Creativity

Teamwork

Your Performance

6 U nit A World Filled with Love

Home and family provide us warmth, shelter and love. There are many songs celebrating the importance of homes and family bonding. Have you heard any of them?

1 a Listen to My Family. Note how expressively the artiste sings this song. Circle the performance direction markings on the score.

My Family

Irish Folk Song

Adapted by Pearson Longman

read me bed

time sto

used to sing me lul – la bies. Pa – pa

Performance directions help the singer or performer bring out the character or feel of the music. These include tempo, dynamics and expression markings.

ma ma they take good care of me, so, you can

Expression Marking

Moderato espressivo means to perform expressively at a medium speed.

see how much I love them all!

Unit 6 A World Filled with Love Express

Your Feelings

&#4 3 œœ œœœœ.œjœœ ˙œ Œ &# œœ œœœœ œ.j œ ˙.˙ &#œœœœœœœ˙˙U œœ &# œœ œœœœ œœ ˙.˙ Moderato espressivo s0 d r d t0 s0 m m r l0 t0 d s m r d l0 s r m P Ff Grand–pa

–

Grand–ma

used

ries.

m 52

Dynamic Markings means getting louder. means getting softer.

&œ˙˙

U œ &# œœ œœœœ œœ ˙.˙ m m r l0 t0 d s m r d l0 Ff used to sing me lul – la bies. Pa – pa ma ma they take good care of me, so, you can

&#œœœœœœœ˙˙

see how much I love them all!

There are 3 types of Italian performance directions:

Dynamics: pp, p, P, F , etc

Tempo: allegro, moderato, lento, etc.

Expression: espressivo, dolce, etc.

Expression tells you what the character of a music piece is like. Dolce means sweetly.

example

Espressivo means expressively.

Dynamics tells you how loudly or how softly music should be played or sung.

b Sing My Family together. Follow the performance directions suggested.

Note Memory

2 a Sing Home Sweet Home, a very famous song about the warmth of home.

Home Sweet Home

Music by H. R. Bishop Words by J. H. Payne

b Play Home Sweet

on the recorder.

& 4 4 œ œ Mid dr . œ œj . œ œj plm eaf suresand s . œ œj ˙ pl-am ces, . œ œj œ œ though f m we f may r . ˙ œ œ roam. m Be d it r & . œ œj . œ œj evm f erso s ˙ œ œ hum-ble, m there's s . œ œj œ œ no f m place f like r . ˙ œ home. d A s & . œ J œ . œ œj charm d't from l the s ˙ œ œ skiesseems m to s . œ œj œ œ half m low f us r . ˙ œ there, m which s & . œ J œ . œ œj seeks d't through l the s ˙ œ œ world,is m not s œ ˙ œ metwith f elser w where. d & w Home! s ˙ ˙ Hof me! r œ Œ œ Œ Sweet, d sweet r . ˙ œ home. m There's s & . œ J œ . œ œj no d't place l like s ˙ œ œ home,them re's s . œ œj œ œ no f m place f like r . ˙ home. d

Home

Listen to Home, a song by famous local composer Dick Lee. Do you think this song brings out the love we have for Singapore?

Listen to:

Home Music & Lyrics by Dick Lee

Whenever I am feeling low I look around me and I know There’s a place that will stay within me

Wherever I may choose to go I will always recall the city Know every street and shore Sail down the river which brings us life

Winding through my Singapore

Chorus: This is home, truly Where I know I must be

Where my dreams wait for me, where that river always ﬂows

Note Memory

This is home, surely As my senses tell me

This is where I won’t be alone

For this is where I know it’s home

When there are troubles to go through

We’ll ﬁnd a way to start anew

There is comfort in the knowledge That home’s about its people too

So we’ll build our dreams together

Just like we’ve done before Just like the river which brings us life

There’ll always be Singapore

(Repeat Chorus)

For this is where I know it’s home

For this is where I know I’m home

Tempo tells you how fast or how slow music should be played or sung.

3 a

In music, Italian words are usually used to describe tempo. What is the tempo of Home? Say your answer in Italian!

Allegro means fast. Moderato means medium tempo. Lento means slow.

b Listen to this well-known classical piece by Czech composer Antonín Dvorák.

Listen to:

Songs My Mother Taught Me Antonín Dvorák

1. How would you describe the mood of this song – happy or sad?

2. Can you identify the following instruments used in this piece? trumpet piano violin

4 a Listen to Home on the Range, a popular song written in the 1870s. This song is the state anthem of Kansas, a state in the United States of America. Note how the lyrics paint a beautiful picture of America’s wide plains.

Home on the Range

Music by Daniel Kelley

Words by John Lomax

& b 4 3 œ Oh s0 œ œ œ giveme d a r ˙ œ œ home, m where d the t0 œ œ œ buffl0 a- lo & b ˙ œ œ roam,where m the ˙ œ œ deer s and d the œ œ œ an-tet0 lope d . ˙ play, r & b œ where s0 œ œ œ sel-dom d is r ˙ œ œ heard, m a d dist0 œ œ œ courl0 ag- ing & b ˙œ œ word.Andthe . œ œj œ skies m are r not d œ œ œ cloudt0 y d all r . ˙ day. d ˙

& b . ˙ Home, s œ . œ œj home on m the r . ˙ range, m œ œ where s0 the & b ˙œ œ d œ œ œ t0 d . ˙ r œ s0 Œ

b Sing Home on the Range. Think of the beautiful scenery as you sing the song!

where sel-dom is heard, a dis- cour- ag- ing & b ˙œ œ word.Andthe . œ œj œ skies m are r not d œ œ œ cloudt0 y d all r . ˙ day. d ˙ & b . ˙ Home, s œ . œ œj home on m the r . ˙ range, m œ œ where s0 the & b ˙œ œ deer d andthe œ œ œ an-tet0 lope d . ˙ play, r œ where s0 & b œ œ œ sel-dom d is r ˙ œ œ heard, m a d dist0 œ œ œ courl0 ag- ing ˙œ œ word.Andthe & b . œ œj œ skies m are r not d œ œ œ cloudt0 y d all r . ˙ day. d ˙ Œ

1 a Listen to By the Lake.

By the Lake

Polish folk song

Lyrics by Branden Kok

Si – lent and still its wa – ters,

un – der the pale moon – light.

Let’s take a walk by the lake in the night, it’s a

r m r d

great way to end the day.

&bœœœœœœœœœœœœ

Unit 6 A World Filled with Love

Creative Corner

&b4

œœœ˙ œ ˙. ˙. d r l0 d s0

˙˙Œ m l r

&bœœœ˙œ.

&bœœœœœœœœœœœœ l m s r d m &bœœœ˙œ.˙˙Œ

l m s r d m r

Let’s take a walk by the lake in the night, it’s a

Let’s take a walk by the lake in the night, it’s a great way to end the day.

b Fill in the with some performance directions. Use expression, dynamics and tempo markings.

c Sing By the Lake. Play percussion instruments to accompany your singing.

&bœœœœœœœœœœœœ l m s r d m

˙˙Œ &bœœœœœœœœœœœœ

r m r l0 t0 d l m s r d m r m r d r m

&bœœœ˙œ.

&bœœœ˙œ.˙˙Œ

Do you enjoy the music better when you are playing percussion instruments?

Think of the song’s mood and character when ﬁlling in your performance directions.

d Get your classmates to judge your performance by completing the below.

Good Fair Needs improvement

Judging Criteria

Singing with expression

Playing of percussion instruments

Your Performance

Knowledge of performance directions

Overall performance

7 U nit Forms and Repetitions

Music is made up of melodic and rhythmic phrases, or musical ideas. Forms and repetitions are used to give a clear structure to these ideas. This helps to make a song interesting and easy to remember. Let’s learn some songs that make use of forms and repetitions.

1 Listen to My Bonnie Lies Over the Ocean. Can you tell this song is made up of 2 sections (A-B)? They are indicated in the blue and green measures below. This is known as binary form.

My Bonnie Lies Over the Ocean

Unit 7 Forms and Repetitions

& b 4 3 œ My œ œ œ Bon-nielies œ œ œ o-verthe œ ˙ o-cean, ˙ œ My & b œ œ œ Bon-nielies œ œ œ o-verthe . ˙ sea! ˙ œ My œ œ œ Bon-nielies & b œ œ œ o-verthe œ ˙ o-cean, ˙ œ Oh, œ œ œ bringbackmy & b œ œ œ Bon-nieto . ˙ me! ˙ Œ . ˙ Bring ˙ œ back,oh, & b . ˙ bring ˙ œ back,oh œ œ œ bringbackmy œ œ œ Bon-nieto & b ˙ œ me,to . ˙ me! . ˙ Bring ˙ œ back,oh, . ˙ bring ˙ œ back,oh, & b œ œ œ bringbackmy œ œ œ Bon-nieto . ˙ me! ˙ Scottish folk song s0 m r d r d l0 s0 m0 s0 m r d t0 d r s0 m r d r d l0 s0 m0 s0 l0 r d t0 l0 t0 d s0 d t0 l0 r d t0 l0 t0 d r m s0 d t0 l0 r d t0 l0 t0 d

Forms and Repetitions

Here’s another song that uses the binary form. The 2 sections are also highlighted in blue and green below.

Music by Johannes Brahms

Lyrics adapted by Pearson Longman

&4 3 œ œ Lullm a˙ œ œ by, s and m good ˙ œ œ night. s With ms œ œ œ rosd' es t bel œ œ œ œ side, s and rm & œ œœ œ lil- lies r o-verm ˙ œ œ spread, is r œ œ œ œ my tl bas by's t ˙ œ œ bed. sweet d' Lay d your & ˙ œ œ head d' down l and ˙ œ œ rest, s may m your d œ œ œ sleep s be l ˙ œ œ blessed. s Lay d your & ˙ œ œ head d' down l and ˙ œ œ rest, s may m your d œ œ œ sleep m be r ˙ blessed. d

Dolce

Brahms’ Lullaby

3 a Sing Jingle Bells, a famous Christmas song. This is another song in binary form.

Jingle Bells

Music and lyrics by James Lord Pierpont

& b 4 4 Allegro œ œ œ œ Dashs0 ing m thru' r the d . ˙ œ œ snow, s0 Ina œ œ œ œ one-horse m opr en d w sleigh, l0 & b œ œ œ œ O'er l0 thefields m we r w go, t œ œ œ œ Laughs ingallthe r w way. m & b œ œ œ œ Bells s0 on m bobr tail d w ring, s0 œ œ œ œ Mak-ing m spir rits d . ˙ œ bright, l0 what & b œ œ œ œ fun l0 itis m to r œ œ œ œ laugh s andsinga œ œ œ œ sleighl ing s songtor ˙ ˙ night. ds (Hey!)

& b œ œ ˙ Jinm glebells! œ œ ˙ Jin-glebells! œ œ œ œ Jin-gle s all d the r w way! m & b œ œ œ œ œ œ œœ œ m œ œ œ œ r m ˙ ˙ r s

Bells on bob- tail ring, Mak-ing spi- rits bright, what

b Play untuned percussion instruments to accompany Jingle Bells

Bring out the festive spirit!

& b œ œ œ œ fun l0 itis m to r œ œ œ œ laugh s andsinga œ œ œ œ sleighl ing s songtor ˙ ˙ night. ds (Hey!) & b œ œ ˙ Jinm glebells! œ œ ˙ Jin-glebells! œ œ œ œ Jin-gle s all d the r w way! m & b œ œ œ œ Ohwhatfunit œ œ œœ œ isto m rideona œ œ œ œ one-horse r o-pen m ˙ ˙ sleigh. r (Hey!) s & b œ œ ˙ Jinm glebells! œ œ ˙ Jin-glebells! œ œ œ œ Jin-gle s all d the r w way! m & b œ œ œ œ Ohwhatfunit œ œ œœ œ isto m rideona œ œ œ œ ones horseo-pen r . ˙ Œ sleigh. d

Listen to New World Symphony. Can you tell that this song is made up of 3 sections (A-B-A)? The ﬁrst section or idea is repeated at the end. This is known as ternary form. Follow the sections in blue and green as you listen to the song!

New World Symphony (Theme from 2nd Movement)

Music by Antonín Dvorák

Note that in ternary form, the ﬁrst and last sections do not need to be exactly the same. In the New World Symphony, the melody is slightly different for the last section.

& 4 4 & & & & & m ˙ ˙ ˙ ˙ ˙ ˙ smrdr r msm sm m m r rr ˙ ˙ d d ld' d' t t sl l sl œ œ œ

Ô œ œj œj œj œj œj œj œj œj . œ . œ œ œ œ . œ . œ . œ . œ . œ . œ . œ . œ . œ w msmrdr r msm ˙ œj œj œj œj . œ . œ . œ . œ w msd' m' r' d' d' r' l œj . œ w w ˙ ˙ ˙ ld' d' t t sl l sl œ œ œ œ Ô œ Ô œ Ô œ œ œ œ œ . œ w w r'

5 a Listen to Ode to Joy. Can you tell that this song is in ternary form? Again follow the blue and green sections as you listen to the song.

b Play Ode to Joy on the recorder.

Ode to Joy Binary

Music by Ludwig van Beethoven

Group Work: List some songs in binary and ternary form.

# # # # m m m r r r d s m m m r r r d d s r rmm r m d md r s0 r md m m m r r r d d s 4 4

Ternary

Forms and Repetitions

Call and Response

1 a Listen to The Drunken Sailor. Notice how the blue section sounds like a question and the green section a reply to the question! These question and answer phrases are common in many songs.

The Drunken Sailor

Irish sea shanty

What shall we do with the drunk - en sail - or, What shall we do with the drunk - en sail - or,

What shall we do with the drunk - en sail - or, Ear - ly in the morn - ing.

Hoo - ray and up she ris - es, Hoo - ray and up she ris - es,

Hoo - ray and up she ris - es, Ear - ly in the morn - ing.

b Is The Drunken Sailor in binary or ternary form?

A sea shanty is a song that sailors sing on board ships. Most sea shanties use call and response phrases.

&4 2 œœœœœœœ œ œ œœœœœœœœ œ œ œ &œœœœœœœœœœœœœœœœ &œ.œœœ œ œ œœ.œœœ œ œ œ &œ.

l l t d9 r 9 d9 l s m r l r l

œœœœœœœœœ œœœ l

t d9 r 9 d9 l s m r l r l s d m s

s d m s

Unit 7

Remember The Beautiful Blue Danube? We heard this waltz in Unit 1. Listen to it again. Can you hear the call and response phrases?

Listen to:

The Beautiful Blue Danube Johann Strauss II

Group Work: List some songs with call and response phrases.

Creative Corner

1 a Music plays an important part in movies, cartoons and computer games. We shall now create our own cartoon and a melody for it! Draw your cartoon and give it a name.

Congratulations! You are now a cartoonist. Using what you have learnt about forms and repetition, you will now compose a melody for your cartoon.

Unit 7 Forms and Repetitions 72

b Compose an 8-bar music for your cartoon. The ﬁrst bar has been done for you. When you are writing your music, remember to use:

1. at least 2 repetitions

2. a musical form (e.g. binary)

Title of song:

Composed by:

& & &

œœœœœ

c Hum aloud what you have composed.

d Get your classmates to judge your performance by completing the below.

Good Fair

Judging Criteria

Composition of melody

Creativity

Overall performance

Needs improvement

Your Performance

Glossary

1. Allegro means quick and lively. It is faster than Andante.

2. Anacrusis refers to the note or notes in the melody that comes before the ﬁrst beat.

3. Andante means at a walking pace. It is slower than Allegro

4. Binary Form refers to a piece of music that is made up of 2 sections (A-B).

5. Brass instruments in an orchestra are usually made of metal, and are played by blowing into them.

6. Call and Response is like a dialogue between 2 people. Instead of talking, they sing out the line.

7. Carol is a song that is usually sung at festivals like Christmas.

8. Dolce means sweetly.

9. Expressivo means expressively.

10. Lento means slow.

11. Moderato means moderately.

12. Orchestra is an instrument ensemble made up of strings, brass, woodwind and percussion instruments.

13. Pentatonic Scale means a scale made up of 5 notes.

14. Percussion instrument is an instrument that produces sound by striking, shaking, plucking or scraping.

15. Performance Directions help the performer bring out the character and feel of the music. These include tempo, dynamic and expression markings.

16. Polka is a dance in time that is fast and lively. It originated in the 19th century in Bohemia (present-day Czech Republic).

17. Strings or string instruments produce sound by bowing on or plucking strings. These are usually made of wood.

18. Ternary Form refers to a piece of music that is made up of 3 sections (A-B-A). The ﬁrst section or idea is repeated at the end.

19. Theme refers to an important musical idea in a piece of music.

20. Waltz is a ballroom dance in time that became popular in Vienna around the 1780s.

21. Woodwind instruments are tube-like instruments that produce sounds when blown into. They are usually made of wood or metal.

22. is a triplet. Its rhythmic syllable is ti-ti-ti

23. is an eighth note followed by 2 sixteenth notes. Its rhythmic syllable is ti-ti-ka.

24. is 2 sixteenth notes followed by an eighth note. Its rhythmic syllable is ti-ka-ti.

25. is a dotted eighth note followed by a sixteenth note. Its rhythmic syllable is ti-ika

26. is a sixteenth note followed by an eighth note and then a sixteenth note. Its rhythmic syllable is ti-ka-ti.