Musical Instruments.pdf

Musical Instruments Blackline masters - may be copied for classroom use

ISBN 978 1 876926 52 6

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CONTENTS Page title

Literacy Skills

Aural concepts

1

Chapter One - Membranophones (drums) Membranophones

Page

Vocabulary for types of drums

Performing media

2

Membranophones mind map Organise information in a mind map

Performing media

3

Membranophones

Report text type

Performing media

4

Band drums

Subject Verb agreement

Performing media

5

Drum kit

Break a paragraph into sentences; label parts of a drum kit

Performing media

6

Timpani

Identify nouns and adjectives; label parts of timpani

Performing media

7

Drums of the world bodhran and darbouka

Descriptive adjectives

Performing media

8

African rhythms Congas and bongos

Correct spelling and punctuation; write captions for visuals

Rhythm words - rhythm, accent, syncopation, polyrhythm, ostinato

9

Rhythm and syllables

-

Rhythm - notate rhythms of simple words and sentences

10 11

Chapter Two - Idiophones (percussion) Idiophones

Identify instruments and sound sources

Performing media and tone colour

12

History of idiophones

Identify independent and dependent clauses

Performing media

13

Xylophones

Write compound sentences

Performing media

14

Orchestral percussion

Write complex sentences

Tuned and untuned percussion

15

Rhythm and syllables

-

Rhythm - notate rhythms of simple words and sentences

16

Body percussion

Present and past tense verbs

Rhythm - compose a piece for body percussion and use graphic notation

17

Graphic notation

-

Rhythm - Create and graphically notate a piece for body percussion

18

Rhythm listening

-

Listening template for rhythm

19

Writing about rhythm

Fix the spelling and punctuation; answer comprehension questions

Rhythm - write about rhythm

20

Listening and writing

Writing template

Writing template for rhythm analysis

21

Response Synergy Percussion

Write topic sentences; examples of a response text type

Performing media and tone colour

22

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CONTENTS Page title

Literacy Skills

Aural concepts

Page 23

Chapter Three - Chordophones (strings) Types of chordophones Bow, lyre, harp, lute, zither

Identify nouns, pronouns and adjectives

Performing media

24

Sounding strings

Identify adverbs

Tone colour - lifting strings, sounding the strings

25

Strings and pitch

Comparing things using conjunctions

Pitch - creating higher and lower pitch on strings

26

Violin

Punctuate sentences

Performing media - label parts of the violin; define expressive techniques

27

Viola

Punctuate direct speech

Performing media

28

Cello

Add prepositions to sentences.

Performing media

29

Double Bass

Identify verbs and verb groups

Performing media and tone colour

30

String quartet

Example of a response

Tone colour, dynamics, expressive techniques.

31

Harp

Write a paragraph. Separate one long sentence into shorter sentences

Performing media and pitch. Label parts of a harp

32

Guitar and slide

Identify adjectives

Expressive techniques

33

Electric guitar

Match definitions with key words.

Performing media, expressive techniques; label parts of a guitar

34

Electric guitar sounds

Create a flowchart; finish sentences showing cause and effect (explanation)

Expressive techniques

35

Types of guitars electric, acoustic, semi-acoustic

Compare and contrast different guitars

Performing media

36

Types of guitars

Compare and contrast different guitars

Performing media

37

Rock guitar legends

Proper nouns; separating a text into paragraphs

Performing media

38

Guitar and bass harmony

Fix spelling and punctuation

Pitch - harmony; ostinato, blues scale, 12 bar blues, key change; Performing media - guitar tab; guitar strings

39

Listening to harmony

-

Pitch - Listening template for harmony

40

World strings Use apostrophes of possession correctly sitar, ukulele, banjo, shamisen, pipa

Performing media

41

Oud Joseph Tawadros

Identify the correct homophone

Performing media

42

Koto Satsuki Odamura

Relative pronouns

Performing media

43

Piano

Correctly use its and it’s

Performing media

44

History of the piano

Irregular verbs

Performing media; expressive techniques (pluck vs struck strings)

45

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CONTENTS Page title

Literacy Skills

Aural concepts

Page 46

Chapter Four - Aerophones (Singing, Woodwind and Brass) Anatomy of breath

Identify words and meanings; fix spelling and punctuation

Performing media and expressive techniques

47

Diaphragmatic breathing

Punctuate direct speech

Performing media

48

Singing

Correctly use nouns and verbs; punctuate Performing media - opera singers, paragraphs correctly voice types

49

Types of aerophones

-

Performing media - identify types of aerophones; name instruments

50

Flute

Procedure - how to play the flute; place adverbs correctly in a paragraph

Performing media - label parts on a flute

51

Recorder

Write a paragraph based on a series of facts; exposition text

Tone colour

52

Reeds

Subject - verb agreement

Performing media

53

Clarinet

Read a mind map. Finish sentences based on the mind map.

Performing media, tone colour, musical styles

54

Saxophone

Circle adjectives in a paragraph and words expressing personal judgement (response)

Tone colour; write a response to tone colour

55

Oboe and bassoon

Correct spelling, grammar and punctuation

Performing media - label parts on an oboe and bassoon; tone colour

56

Didgeridoo

Imperative (command) verbs

Performing media and expressive techniques - circular breathing

57

Other aerophones Piccolo, panpipes, bagpipes, accordion, harmonica

Prepositions - insert prepositions correctly in sentences

Performing media

58

Expressive techniques

-

Expressive techniques - class activities - vibrato, articulation, flutter tonguing

59

Performing media

-

Performing media listening template

60

Trumpet

Write topic sentences; identify nouns, pronouns, verb groups

Performing media and pitch - label parts on a trumpet

61

Trumpet in jazz

Identify adjectives; add capital letters

Performing media

62

Trombone

Identify adjectives and words expressing personal judgement - response text

Music aural concepts; technical terms melody, expressive techniques, mute, multiphonics, glissandi; dynamics

63

More brass French horn, tuba, flugelhorn, bugle

-

Tone colour words

64

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CONTENTS Page title

Literacy Skills

Aural concepts

Chapter Five - Listening templates and activities

Page 65

Performing media

-

Performing media picture page

66

Performing media activities

-

Performing media

67

Compose film music group activity

-

Performing media, tone colour, dynamics, expressive techniques

68

Compose film music styles for group activity

-

Performing media, tone colour, dynamics, expressive techniques

69

Orchestra

-

Performing media

70

Orchestra

-

Performing media - blank orchestra seating template

71

Instrument project Individual project worksheet

-

Performing media, tone colour, dynamics, expressive techniques

72

Mind map Jazz

-

Performing media - instruments of Jazz

73

Tone colour listening

-

Tone colour listening template

74

Tone colour questions

-

Tone colour - answer questions and write response about tone colour

75

Dynamics

-

Dynamics - Italian terms

76

Listening

-

Dynamics and Expressive Techniques template

77

Dynamics and expressive techniques

-

Dynamics and Expressive Techniques questions and response template

78

Answers

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Chapter One

Membranophones

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Membranophones A membranophone is a drum. A membrane is the drum head or skin. First, look at the words on the right. Draw a line to match the names of drum shapes with their definitions. Next, label each of the shapes on the left. DRUM SHAPES

DEFINITIONS

hourglass drums

sloping sides and a shape like an ice-cream cone

conical drums

straight sides and a cylinder shape like a toilet roll

goblet drums

sides that bulge in the middle

long drums

have a narrow waist and a larger top and bottom like an egg timer

frame drums

cylindrical drums

are large at the top and have a very narrow base, like the shape of a goblet cup

have legs carved from the drum body

footed drums

have a skin stretched over a light wooden frame

kettledrums

are tall, thin and narrow

barrel drums

have a large, pot belly and a single skin

Which shape is each of these common membranophones? 1. tambourine ________________ 2. congas _______________ 3. timpani _______________ 4. bass drum ______________ Name another drum you know, and its shape. _________________ _____________________________

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drum kits very popular in rock music

Examples of styles of music that use drum

the main orchestral drum is the timpani

electronic drum machines replace many drums

Examples of bands that use drum kits

can be tuned by adjusting the tension of the membrane or skin

brass bands use side drums and bass drums

Today

Example of how a drum could give a

used for signalling

may have one or two membranes

evidence in art from Egypt 4000 years ago

the first drums were made from hollow logs

drum skins may be attached by glue,

one of the first musical instruments

Latin word membrana means skin

drums of different shapes and sizes

Example of how a drum could be used in battle

used in rituals and ceremonies Example of how a used for battle drum could be used

used in ancient times

History

What are they?

How is sound created?

MEMBRANOPHONES MIND MAP

How is sound produced on a membranophone?

hit and scrape with wire brushes

Add more information to this mind map in the boxes provided. Use this mind map to write a report on page 4.

strike with padded beaters or mallets

hit with sticks

beat with the hands

Membranophones Using the information on the mind map on page 3, write one paragraph about each aspect. Start each paragraph with a topic sentence that summarises the main ideas.

What are membranophones?

How is sound produced?

History of membranophones

Membranophones today

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___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

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Band Drums SUBJECT VERB AGREEMENT Verbs must agree with the subject of a sentence or clause. If the subject is plural, the verb must be plural. If the subject is singular, the verb must be singular too. The drum

is

new.

Two drum sticks

the subject is singular so the verb is singular (is)

are

needed.

the subject is plural so the verb is plural (are)

Draw a circle around the subject in each sentence. Work out if the subject is singular or plural, then choose the best verb to fill each gap. Colour in the circle to show your answer. 1. There ____________ four main kinds of band drums - bass drum, tenor drum, side drum and snare drum. 2. The bass drum __________ two heads, or two membranes. 3. Two padded beaters ________ a deep, booming sound. 4. Performers ________ with one hand on either side of the bass drum. 5. Tenor drums ________ medium sized. 6. They ______ sometimes carried, using a strap over the player’s shoulders. 7. The sound of the side drum _______ a higher pitch than the tenor or bass drums. 8. In a snare drum, eight or more strings of wire beads or nylon ________ stretched over the lower head. 9. The strings _______ when the head is hit, adding brilliance to the sound. 10. Rock bands also ____________ the snare drum. 11. The snare drum, tenor drum and side drum _____ played with hard wooden sticks.

singular  is

plural  are

 has  creates  plays

 have  create  play

 is  is

 are  are

 has

 have

 is  rattles

 are  rattle

 features  is

 feature  are

Label these drums: tenor, snare or bass

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Drum kit

THE DRUM KIT This passage has no sentences marked. Work out where each sentence starts and add a capital letter at the beginning and a full stop at the end. There are 14 sentences. a typical drum kit includes a bass drum, two or three tom-toms (known as toms), a larger tom set on the floor, a snare drum, and three cymbals the bass drum lies on its side the drummer steps on a foot pedal connected to a felt covered beater, creating a thump sound the floor tom is struck with mallets or the drummer’s hands it produces deep, vibrant sounds the other toms are smaller than the bass and floor tom they produce higher, mellow pitches the snare drum is fitted with a set of taut wires across its base when the player strikes the drum, these wires - the snare - vibrate against the drum’s skin, producing a sharp crack cymbals create a clashing metallic sound two larger cymbals (called crash and ride) are set higher than the main drums the hi-hat is played using a foot pedal it has two cymbals that clash together when the foot pedal is pressed and released drummers can use sticks, hard or soft mallets, or wire brushes to produce different sound effects

Label the pictures on this page using each name once: wire brushes kick pedal mallet floor tom toms snare drum cymbals drum sticks bass drum hi hat

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Timpani Nouns represent people, places, things and ideas. Circle all nouns in this list: teacher choir physical totally red performer go music behind concert confusion hold hopeful concept

Adjectives are describing words. They describe nouns and pronouns. The main types of adjectives are:  describing (big, round, true)  numbers (fourth, two)  possessive (his, their, its)  pointing (this, that, these, those)  comparing (better, slower)  modal (possible, extreme) Circle all adjectives in this list: blue speak quietly little sound often powerful funny twelve those orchestra understand total

Circle the nouns and pronouns in the passage below and underline the adjectives. Add capital letters at the beginning of each sentence.

timpani are types of kettledrums. these have one membrane or drum head stretched over a potshaped belly. the drum shell sits on struts that raise it to waist height. drums of this type are often played in pairs. timpani play an important role in the percussion section of orchestras and bands. their powerful, rumbling sound can be heard at the back of the concert hall. timpani are tuned, which means their sound has a specific pitch. to tune timpani, the player turns screws that alter the tightness of the membrane. if the membrane is tighter, the pitch is higher. orchestral timpani have a foot pedal that controls tuning. this is useful if the pitch needs to be changed in the middle of a piece. timpani are played with sticks or mallets.

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Label these parts on the picture below. pedal drum head shell struts screws mallets

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Drums of the world Descriptive adjectives tell you about an individual or thing. There are three main types of descriptive adjectives:

Simple adjectives these are words that describe the quality or state of people or things

eg. big

Comparative adjectives these are words that express the degree, or amount of a quality or state

small loud sweet easy fast soft large

smaller _________ _________ _________ _________ _________ _________

smallest _________ _________ _________ _________ _________ _________

The sentences below are missing an adjective. Choose one adjective from this page and write it on the line to make each sentence complete. 1. 2. 3. 4. 5. 6. 7.

The bodhran (bow-rawn) is a drum used in ________ Irish folk music. It has a similar frame to a tambourine, but it is ________ in size than a tambourine. It is ____________ to hold the handle on the back, than to clutch the frame. The bodhran accompanies Irish dance music such as fast jigs and even __________ reels. The stick, called a tipper, is the _______ feature. It looks like a _______ dog’s bone and it is played backhanded. There are many sizes of bodhran. The _________ one creates a high pitched sound, while the __________ one has a low pitched, booming sound.

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these are words that express a maximum amount or degree of a quality or state eg. biggest

eg. bigger

You will find a list of simple adjectives below. Write the comparative and superlative forms next to them. simple comparative superlative eg.

Superlative adjectives

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There are some exceptions and irregular adjectives that you need to learn. Learn these off by heart! simple comparative superlative good better best bad worse worst much more most little less least Draw a tick or a cross in the box next to each sentence to show if the adjectives in bold are correct or incorrect. 1. The darbouka has the most excitingest sound I have every heard.  2. It is a goblet shaped drum that is bigger than a bongo.  3. It has a more powerful bass sound than a snare drum.  4. Beautiful sounds are possible if the darbouka has a better quality ceramic or metal body.  5. The darbouka drum head used to be made of goat skin, but now it is more easier to use synthetic materials.  6. There are larger and smaller sizes of darbouka.  7. The darbouka has strings that make the skin more tighter or more looser to change the pitch. 

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African rhythms A caption is a short phrase that describes a visual. Write a caption in the box under each picture on this page. Describe the drum and add an interesting fact.

Draw a line to match the word with its meaning.

rhythm accent syncopation polyrhythm ostinato

a note or chord which is played stronger or louder two or more rhythm patterns played at the same time a repeated pattern when the accent is on the weaker beats of a bar patterns of long and short sounds

Correct the spelling and punctuation in this passage. Use capital letters for the beginning of each sentence and for proper nouns. african music and africen rithems have made a huge immpact on werld music. In the 18th and 19th centurys, thousends of africen slaves were taken by force to north and sowth amerika and europ. the music of the slaves was hevvily rythmic, and it evolvd into rhythm and blus, jazz and laten-american styles. in african music, drums and paccushon instraments are verry importent. sevral instruments play at the same time, creating polirhythms. repetishen and ostinato pattens are common. the rhythms are often sincopated and suitabel for dancing. congas are long drums held uprite betwin the player’s nees or slung from the sholder by a strap. the conga drum is playd with the parms of the hands to produse a deep, holow sound. bongos are two wooden-sheled drums of diffrent sizes with skins that are tackd on. they are held between the knees and struk with the fingars.

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Rhythm and syllables

Work out the rhythm and syllables for each idiophone or membranophone and write the word under the correct rhythm. wood block tambourine maracas timpani guiro bells triangle gong cymbals castanets cowbell hi-hat bass drum xylophone cabaza drum orchestra claves chimes concert drum kit African mallet congas music ratchet snare drum bongo drum



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

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

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Chapter Two

Idiophones

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Idiophones An idiophone is any non-drum percussion instrument. There are 6 main ways of creating a sound on an idiophone. Stamping

Shaking

Scraping

Hitting together Striking

Plucking

Look at the pictures below. Name each idiophone and then write the way it creates a sound (stamping, shaking, hitting together, striking, plucking, scraping).

1. ____________ _____________

2. ____________ ____________

3. ____________ ____________

4. ____________ ____________

5. ____________ _____________

6. ____________ ____________

7. ____________ ____________

8. ____________ ____________

9. ___________ ___________

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10. ____________ _____________

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11. ____________ ____________

12. thumb piano ____________

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History of idiophones INDEPENDENT AND DEPENDENT CLAUSES A clause is a complete message or thought expressed in words. It tells us about an action (verb) and the things or people involved in an action. A clause contains a verb or verb group. An INDEPENDENT clause makes sense by itself. eg. I would like to start my own rock band. verb group If a group of words does not make sense on its own, and it contains a verb or verb group, it is called a DEPENDENT CLAUSE. eg. If I could play the drums. verb group (but the words do not make sense on their own)

A dependent clause “depends” on another clause to make sense of the idea. eg. If I could play the drums, I would like to start my own rock band. DEPENDENT CLAUSE INDEPENDENT CLAUSE The sentences below have been split into one dependent and one independent clause. Underline the verb or verb group in each clause. Then, next to each clause, write if the clause is INDEPENDENT (if it makes sense on its own) or DEPENDENT (if it does not make sense). eg. The performers started to become nervous INDEPENDENT when they saw the audience. DEPENDENT 1.

“Idiophones” are a group of shaken, hit or struck percussion instruments __________ however they do not include drums. ________________ 2. Wherever in the world people play instruments _____________ idiophones can be found __________________ 3. When ancient people hit sticks, stones and bones together __________ they discovered interesting sounds. _____________ 4. Simple rhythm instruments existed 25,000 years ago _________ as shown ancient rock paintings. ___________ 5. Singing and dancing became important to ancient people __________ as religious and cultural rituals evolved. _______________ 6. Primitive idiophones accompanied singing and dancing _________ when rituals were held in the community. ___________ 7. When people experimented with different sizes and materials of rattles and shakers_____________ they invented new idiophones. _________________ 8. Shakers and rattles were made from shells and seed pods _________ if they could be found in the environment. ___________ 9. If there were trees available nearby _________________ carved wood was a versatile material for idiophones. _________ 10. Bells, gongs and cymbals emerged _____________________ when people discovered how to make metal. __________________

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Xylophones COMPOUND SENTENCES A compound sentence consists of two or more independent clauses connected by a conjunction (and, but, or, so, and then, also) eg. I picked up the mallets

and

INDEPENDENT CLAUSE conjunction

I began to play.

INDEPENDENT CLAUSE

Underline the verb or verb groups in each sentence. Use an appropriate conjunction to combine simple sentences into one compound sentence. Write the new compound sentence on the line provided. 1. The xylophone is a set of tuned, wooden bars. It is played with sticks. ______________________________________________________________________________ 2. The bars rest in a frame. Sometimes they are arranged on top of a box. ______________________________________________________________________________ 3. The bars are tuned. They can play melodies with different pitches. ______________________________________________________________________________ 4. Bars of varying lengths create different pitches. The thickness of a bar affects its pitch. ______________________________________________________________________________ 5. Xylophones have resonators under each bar. This makes the sound louder. ______________________________________________________________________________ 6. The player hits the bar. The bar vibrates. The air under the bar in the resonator projects the sound. ______________________________________________________________________________

Finish these sentences to make them compound sentences. Use your imagination and your knowledge of idiophones to complete each sentence. 1. Short and thin xylophone bars create a high pitch, but ___________________________ _____________________________________________________________________ 2. Some African xylophones are made of heavy logs, so ____________________________ _____________________________________________________________________ 3. Large xylophones are played by a standing performer, but ________________________ _____________________________________________________________________ 4. Some xylophones are elaborately carved from wood and _________________________ ____________________________________________ ____________________________________________ 5. The xylophone used in an orchestra is called a marimba and _________________________________________ ____________________________________________ 6. The marimba has metal resonators under each bar so ____________________________________________ marimba ____________________________________________

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Orchestral percussion COMPLEX SENTENCES A complex sentence consists of an independent clause and one or more dependent clauses. The dependent clause does not make sense on its own. Good writers use complex sentences to make their writing more sophisticated. eg. The audience jumped INDEPENDENT CLAUSE

when they heard the crash of the cymbals.. DEPENDENT CLAUSE

PERCUSSION INSTRUMENTS IN THE ORCHESTRA There are idiophones and membranophones in the percussion section of the orchestra. Tuned percussion timpani, marimba, chime bars Untuned percussion - triangle, woodblock, gong, cymbals, castanets, claves (clapping sticks), maracas, cowbell, bells LINKING WORDS Wherever if by due to unless before when until since while as long as whenever every time since in case in order to so because although even even if though whereas

Using the information box about percussion instruments, finish these complex sentences by adding clauses. Use linking words from the box if none are provided for you. 1. Some percussion instruments are tuned, whereas ____________________ ___________________________________________________________ 2. Simple instruments like the triangle and wood block can only play one pitch, however ____________________________________________________ ___________________________________________________________ 3. If the timpani are not tuned correctly, _____________________________ 4. The loudest percussion instruments are ____________________________ ___________________________________________________________ 5. Complex rhythms are played by the percussion section, so ______________ ___________________________________________________________ 6. If you had been to the percussion concert with me, ___________________ ___________________________________________________________ 7. You need to learn the correct technique for playing percussion instruments before ______________________________________________________

Make up your own complex sentence using linking words from the box. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Rhythm and syllables Every word is made up of syllables. A syllable has one vowel sound. Some words have one syllable eg. live, hat, show. Some words have more than one syllable eg. unbelievable. Here’s how to work out the rhythm of words and phrases. 1. Say the word out loud a few times. 2. Count how many syllables the word has: one syllable = one note 3. Pay attention to where the accents fall, and which parts of the word are short or eg. tambourine 3 syllables: tam + bour + ine long. there will be 3 notes 4. Clap the rhythm and say the word at the sounds are quite short same time. the third note is longer “rine” 5. Write the word down. Use a dash to separate the syllables. Write the notes on top of the syllables. 6. Draw a crotchet for long sounds, and tam- bour- ine quavers and semiquavers for shorter sounds. A triplet has 3 notes of exactly the

  

In traditional African music, “talking drums” create rhythms like speech. They are used to communicate over long distances. Use a percussion instrument to tap out these rhythms. Ask another student to guess which rhythm you are playing:

1. I like watch-ing te-le-vi-sion.



Write the rhythms above these short phrases: 1.

skate board

8. sca-ry mo-vie

2.

mu - sic class

9. X Box

3.

plum pu-dding

10. kit-chen chair

4.

thun-der-storm

11. dance par-ty

5.

di-gi-tal vi-de-o

12. hip hop

2. Com-pu-ter games are fun.

3. I wish I was an as-tro-naut. 4. My fav-our-ite food is cho-co-late. 6.

in-stant me-ssage

13. Vi-de-o Hits

7.

ice-cream cone

14. Ho-lly-wood

5. Let’s go to the mo-vies. 6. See you la-ter a-lli-ga-tor!

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Body percussion There are many ways of creating rhythms without an instrument. We can play our bodies as if they were percussion instruments. VERBS Write a present tense or past tense verb on the line provided to complete this table. present tense crash _______ pound _______ thump _______ bang hit _______ whack strike _______ knock beat ________ slap ________ brush ________ slam ________

past tense _________ tapped _________ scraped _________ stomped _________ _________ smacked ________ ________ pummelled ________ ________ rapped ________ dabbed ________ clapped ________ stamped

COMPOSE A PIECE FOR BODY PERCUSSION Invent four different, interesting sounds using different parts of your body eg. click fingers, stamp feet, slap hands on legs, clap hands. Describe your sounds below using verbs from the list on the left:

Describe the rhythm (fast slow, how many beats?)

1. _______________ ________________

1. _______________ _________________

2. _______________ _________________

2. _______________ _________________

3. _______________ _________________

3. _______________ _________________

4. _______________ _________________

4. _______________ _________________

Draw a symbol or picture for each sound you have created. For example, the symbols for 4 claps might be 

Choose 5 words that suggest a loud sound:

Choose 4 words that suggest a soft sound:

1. 2. 3.

4. In a group of 3 students, share your ideas. Fill in the box on the next page to notate a group composition.

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17

Graphic notation In a group, share your body percussion sound ideas. Choose your most interesting sounds and create a group composition. This piece uses 16 sounds. Create a key for the sounds, showing the symbol and the description of the sound. Then draw the symbols in the boxes, then perform the composition for the class. You can perform your favourite sounds more than once. KEY

Start

Finish

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18

Rhythm listening When your teacher plays you a piece with interesting rhythms, answer these questions and write notes on this page to describe the rhythm you hear. CIRCLE THE CORRECT ANSWER

RHYTHM QUESTIONS Adagio Lento

1. What is the tempo of the piece? 2. Does the tempo change during the piece, or does it stay the same?

3. Are there any times when the rhythm slows down or speeds up?

The tempo stays the same.

The tempo stays the same 4 4

4. What is the time signature?

6. Is the rhythm strict and easy to clap along with, or is it free and hard to clap along with?

10. Is there a backbeat? 11. Are there polyrhythms?

3 4

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The tempo changes in (section/bar) ____________ from (fast to slow etc)_______

6 8

other

The time signature changes in (section/bar) _______ from (3/4 to 4/4 etc)________.

The rhythm is free and indefinite

The rhythm is simple or complex

The rhythm changes or stays the same

waltz

march

jazz rhythm

other

mostly long note values

mostly short note values

mixture of long and short note values

dotted notes are used



 





Syncopation is used in the piece. (When?)

(no syncopation)

There is a backbeat.

(no backbeat)

There are many polyrhythms played by (instrument/s) in (which part of piece?)

The rhythms are simple; only one rhythm appears at a time.

The accents oc12. Where do the accents come in the piece? On what beats of the cur on the 1st and 3rd beats bar? Do the accents change or do they stay the same?

13. What instruments play the rhythm?

Vivace

The rhythm is strict and even

7. Do you recognise the type of rhythm (is it like a march or a waltz or a jazz rhythm?)

9. Is there any syncopation in the piece?

Presto

There is an accelerando in bar _ There is a ritardando in bar _

The time signature stays the same throughout the piece.

5. Does the time signature change or does it stay the same throughout the piece?

8. Are the note values mostly long or short? Can you notate them?

Moderato

Drum kit

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The accents are on the 2nd and 4th beats

Accents change from bar to bar

The accents are on the ________ beats

Instrument

Instrument

Voice

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19

Writing about rhythm Here is an example of rhythm analysis. You will not be expected to notate a complex rhythm like the one in this example. However, if the pattern is simple, you should try! Fix the spelling and punctuation in this passage. Add a capital letter at the start of each sentence. the titel of the peice is “Iko Iko”, performd by the Dixie Cups. the overal tempo of the piece is moderato. the tempo stays the saim for the hole piece. their are no sudden changes and it does not speed up or slow down. the time signatur is 4/4.

there are three main rithems - one played by claves or claping stiks, one playd by hand claps, and one from the femail singars. At the begining, the claves and hand claps are herd softly in the distence. it is hard to here the exact rhythem. Afta a few bars, it becumes louda and the mane patern on claves is heard mor cleerly. the rhythm is syncopated. the noat valus are mostly short. it sounds like an African or Cajun rythm. The ostinato on claves is repeeted many times. It sounds like this:

   the singers have a diffrent rhythm. the singers’ rhythm is like speach and every line is syncopated, with the axcents off the main beat, espeshally when they sing “hey now, hey now”. the hand claps sumtimes play on the crotchet beets. they come in and out without warning, createing contrasts to the main ostinato. there are only 3 pefforming media voice, claves and hand claps. however, due to the polyrhythms and syncopation, it is an interesting and dynamic piece. Answer these questions about Iko Iko based on the rhythm analysis above: 1. What is the speed of the piece? _________________________________________________

2. What are the performing media? ________________________________________________ 3. What is an ostinato? _________________________________________________________ 4. Which instrument plays the ostinato? _____________________________________________ 5. What does syncopated mean? __________________________________________________

6. Which performing media play syncopated rhythms? __________________________________ 7. What are polyrhythms? _______________________________________________________ 8. When do the hand claps play? __________________________________________________

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Listening and writing Using the example on the previous page, write about the rhythms in a piece of music. Fill in the gaps and finish the sentences: The title of the piece is _____________ by ____________________. The overall tempo of the piece is ______________________________ The tempo changes/does not change (describe) ____________________ _______________________________________________________ _______________________________________________________ The time signature is ___________. There are ___ main rhythms. These performing media play the rhythms: _______________________________________________________ _______________________________________________________ The rhythm is syncopated / not syncopated and even / uneven. The note values are mostly long / short. The style of the rhythm is _______________________________________________________ _______________________________________________________ There is an ostinato played by ________________________________ (Try to notate the main rhythm here)

There are polyrhythms played by _______________________________ _______________________________________________________ (Describe the rhythm played by each performing media, at the beginning, middle and end of the piece.) _______________________________________________________ _______________________________________________________ _______________________________________________________

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Response Here is an example of a response to a concert by the Australian percussion group Synergy. Circle all the adjectives in the opening paragraph and write a topic sentence summarising the main idea of each paragraph.

Opening Statement

context; previews the response

Synergy is Australia’s most famous percussion ensemble. Synergy plays contemporary music by Australian and international composers using all kinds of membranophones and idiophones. The concert last week showcased many different percussion instruments and brilliant performers.

TOPIC SENTENCE

_______________________ feature or element of _______________________ the work, and your _______________________ response _______________________ _______________________

Opinion 1

_______________________ _______________________ Opinion 2 _______________________ feature or element of _______________________ the work, and your _______________________ response

_______________________ _______________________ features or element of _______________________ the work, and your _______________________ response _______________________

Opinion 3

Conclusion

judgement or evaluation of the work

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There were dry, high pitched bongos, booming bass drums, mellow tom toms and piercing woodblocks. They also played metallic chime bars and other metal tone bars. One of the pieces was played on six marimbas which created a mellow tapestry of sound. The constrasting tone colours were very interesting. The concentration and skill needed by the players was amazing. They played very quickly and skilfully, sometimes with two mallets in each hand. The players had to follow very complex polyrhythm and ostinato patterns and stay together with the other musicians. They were smiling at each other, and tapping their feet in time with the music. They moved their bodies too and it was quite a theatrical performance. Each of the musicians took turns in conducting the group and their joy and enthusiasm transferred to the audience too.

_______________________ Everyone should take the opportunity to _______________________ go and see a Synergy concert. No matter _______________________ what music they are playing, you are guaranteed a show with high energy and dazzling percussion skills.

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Chapter Three

Chordophones

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Types of chordophones ADJECTIVES An adjective is a DESCRIBING WORD. An adjectives describes a noun or pronoun. There are 5 main types of adjectives - describing (eg. big, small, square), numbering (two, third, several), possessive (his, your, their), pointing (this, that, these) and classifying (warm-blooded, blue-eyed). Read about chordophones below. Underline the nouns and pronouns. Then circle the adjectives in each sentence and write them on the lines provided.

Chordophones are popular instruments. The sound is made by one or more vibrating strings. ____________ ____________ ____________ ____________ The oldest and simplest chordophone is the bow. This ancient instrument is still used in Africa and Asia. Some African people used the same bow to hunt and to make music. To play these chordophones, the musician can pluck the string, tap it with a stick, or play with a second, smaller bow. ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

lyre

Harps and lyres are stringed instruments with a wooden or metal frame. Lyres first appeared in ancient art from the Middle East in 2800BC. They were also used in ancient Egypt and Greece. A lyre has one crossbar and two arms. It is different from a harp, which has V-shaped arms. _________ _________ _________ _________ _________ _________ __________ ________ _________

harp

The group of chordophones known as lutes is among the most popular in the musical world. Strings run from near the base of the body, over a raised bridge, to the end of its neck. The modern violin and guitar belong to this group. _________ ________ _________ ________ _________ ________

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A zither has several strings that run along the entire length of the body. The strings on a zither lie flat and parallel to the body. The modern piano belongs to the zither group. ___________ ___________ ___________ ___________

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Sounding strings ADVERBS Adverbs give us information about a verb, adjective or another adverb. They tell us where, when or how something happens. Circle all the verbs in these sentences. An adverb is missing. On the right hand side of the page you will find three options for each gap. Fill in the circle next to the correct answer. LIFTING THE STRINGS The strings of lutes, lyres and zithers must be lifted so they can vibrate _____________

 free

 freely

 freefully

2.

A bridge is a raised piece of wood that _________ raises the strings.

 easily

 easaly

 easy

3.

On a violin, the bridge is made from __________ carved wood.

 finely

 finly

 fienly

 gentle

 jently

 gently

 good

 goodly

 well

6. Modern picks are ________ made of plastic.

 usually

 usual

 usally

7.

 neatly

 neat

 neatally

 quick

 quickly

 quickerly

 careful

 care

 carefully

1.

4.

5.

SOUNDING THE STRINGS A common method of creating a sound on the string is to pluck _________ with the fingers or a plectrum. A plectrum, or pick, is a __________ carved piece of wood, metal or bone.

A plectrum _________ plucks an individual string or strums several strings ____________ to create a chord.

8.

A bow is made from a _________ chosen piece of wood, with a string or hairs stretched from one end to the other.

9.

Playing with a bow makes it possible to play sustained notes ___________

 sweetly

 sweet

 sweetfully

On some zithers, the performer uses a beater or a hammer to tap the string ______________

 sharp

 sharply

 sharpful

 direct

 directally  directly

10. 11.

Strings are attached to a chordophone’s neck by tying then __________ to the neck, or to a tuning peg.

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Strings and pitch Conjunctions can be used to compare things or ideas. as ______ as compares two things, saying one is the same as the other or has the same qualities as the other as cold as ice as hungry as a lion

______ than compares two things, using comparing adjectives and saying one has different qualities from the other my sister is older than your sister today is much colder than yesterday

1. That violin is ______ old ______ the hills. 2. I can’t play _______ well _______ you can. 3. The harp sounded _______ delicate _______ sparkling jewellery. 4. The drawing of the ancient lyre was _____ detailed _____ a photograph. 5. The steel strings under my fingers felt _____ sharp ____ knives.

1. These days, the harp is more popular _______ the lyre. 2. She can play more complicated guitar pieces _______ I can. 3. The concert was even better ____ we hoped. 4. A double bass is much bigger _____ a violin. 5. This instrument is older _______ you!

Here are some statements about pitch and tone on chordophones. Write “than” or “as” on the lines provided to make each sentence correct. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

A short string gives a higher pitch _____________ a long one. Imagine two strings ____ long ____ each other. If one is stretched tightly, it sounds higher _______ the loose string. A thick string has a lower pitch _________ a thin one. A player presses the string ____ firmly ___ possible. Pressing the string creates the same pitch ___ a shorter string. Similarly, a large chordophone instrument sounds deeper in pitch ______ a small instrument. A chordophone with a soundbox, or resonator, has a better tone _____ one without it. A soundbox can be ___ effective ___ a microphone in projecting the sound. A string with a soundbox is louder _______ a string without a soundbox.

Label one string “higher” and one string “lower” to indicate the pitch of each string in these diagrams.

Diagram 1

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Diagram 2

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Diagram 3

Diagram 4

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Violin Label these parts of a violin and bow: fingerboard chin rest scroll sound hole hair stick

strings frog

screw

bridge tuning pegs

Read this information about ways of bowing and playing the violin. Add a capital letter at the beginning of each sentence and a full stop at the end. upbow downbow

the most common method of bowing is to play smooth down-strokes (called downbows) and up-strokes (called upbows) these result in a warm, singing legato sound legato means smooth in Italian the bow is drawn smoothly across the string from the bottom of the bow, near the frog, to the top

other bowing methods include detached, or staccato strokes, where up-bows and down-bows are short a tremolo marking means to play the same note rapidly, moving the bow just a little, up and down as quickly as possible a glissando happens when the performer slides his or her finger up or down on one string during an up-bow or down-bow sometimes the performer is requested to play col legno which means “with wood” this means that the performer should turn the bow over and play with the wood of the bow instead of the hair double stopping refers to the technique of playing two strings at the same time pizzicato means to play without the bow, and instead to pluck strings with the fingers a mute can be placed on top of the bridge, making the sound softer and less vibrant

mute

Write the meanings of these words in point form on the lines provided. legato______________________________ col legno ______________________________ staccato ____________________________ double stopping _________________________ tremolo ____________________________ pizzicato ______________________________

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Viola We use quotation marks to show that someone is speaking. This is called direct speech. Keep all punctuation inside the quotation marks. quotation marks

“Guitar is my favourite instrument,” announced Maria. I added, “Mine too!” comma before a direct quote

exclamation mark, question mark or comma inside the quotation marks

Here is a fantasy conversation between a viola named Vi and a violin named Lin. Mark the punctuation correctly for direct speech and add capitals and full stops where needed.

LIN the violin

VI the viola

the beautiful viola clef

 

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hi lin said vi. hello replied lin. I haven’t seen you in ages. I’ve been sitting right next to you in the orchestra pit for days! well, I am a violin and I’m far too important to be talking to a mere viola. what’s so special about you violins asked vi we get to play the melody replied lin there are 48 of us in the orchestra so we outnumber you violas and we’re much more popular. vi was upset. she was sick and tired of all the criticism of violas. it’s time for an education vi, she said. violas are the most misunderstood instruments in the orchestra. we violas are just a little bit bigger than you violins but we’re special. what’s so different about you asked lin my body is larger than yours, replied vi, and my strings are longer so my sound is lower and even more mellow than yours. my low C string sounds amazing that’s true said lin I can’t play like that. why doesn’t your music look the same as mine? well, said vi. we have our very own clef - the alto clef. why do we need you in the orchestra asked vi you can’t play a symphony without us smiled vi. you need us for lower harmony notes and a nice throaty viola tone thanks for the chat vi said lin see you around the pit! absolutely replied vi, smiling.

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Cello PREPOSITIONS A preposition shows the location or position of one thing in relation to another. eg. The cello case was near the door. preposition - describes the position of the case

These sentences are missing a preposition. Find the place where a preposition is missing. Choose a suitable preposition from this list, and insert it into the sentence by adding an edit mark ^ and the word above it. Use each word once. inside eg. Put the cello ^ its case

between

behind against

with

above

for

across

of

on

in

into

to

opposite

1. The cellist sits a chair. 2. He rests the cello his upper body. 3. The neck of the cello is the performer’s left shoulder.

4. He rests the instrument his knees. 5. On the base of the cello, there is a spike with a rubber tip that pokes a rubber ring so it does not slip on the floor. 6. The bow is moved horizontally the strings. 7. It is held with all five fingers the right hand. 8. As for the left hand, the fingers are curved and fingertips make contact the strings.

9. There are usually 8 cellists a symphony orchestra. 10. The cello section is located the first violin section, at the front of the stage. 11. The lead player in a section is called the principal, and he or she always sits closest the audience. 12. There are many beautiful melodies written the cello. 13. The double basses sit the cellos in the orchestra.

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Double bass A verb group can contain two or more verbs, including auxiliaries (helping words). Here are some examples of verb groups: She is learning the double bass.

I should have practised

more.

They were going to ask you for help.

He did not sing.

The recording might be finished today.

Finally, the orchestra began to play.

Circle the verbs or verb groups in each sentence. Underline the nouns or pronouns in each sentence. You can count “double bass” as a noun.

1. The double bass is the largest and lowest stringed instrument in the orchestra. 2. The instrument was developed in the 1500s from the violone, a member of the medieval viol family. 3. The double bass player has to stand or sit on the edge of a tall stool, as the instrument is over 6 feet in height. double bass played 4. The shape of the double bass has not been standardised, so it varies from one with sloping shoulders to another with a more rounded body. 5. The double bass can be played with a bow or it can be plucked with the fingers (pizzicato). double bass played 6. One type of double bass bow can be played overhand, where arco (with the bow) the palm faces upwards, and the other type of bow is held with the palm facing down. 7. The human ear can detect a low pitch of 20 Hertz, and the lowest note on a double bass is only slightly above this, at 41 Hertz. 8. Even though it is very large and very low in pitch, the double bass does not project a loud volume. 9. The double bass has achieved great popularity in jazz ensembles where, in most cases, it is played pizzicato. 10. Some jazz performers try to slap the Name the instruments in this jazz strings against the fingerboard for an ensemble: _________________________ interesting, percussive sound. __________________________________ __________________________________

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String quartet Read this paragraph about a piece of music for string quartet. Firstly, fix the spelling and punctuation in the paragraph. Next, circle all the words that describe tone colour. Underline the words and phrases that describe HOW the instrument is played (dynamics and expressive techniques). Summarise the ideas in the boxes provided. Ravel - String Quartet in F major, Second Movement (Assez vif - Tres rhythmé) (You can see and hear this music on You Tube, performed by the Hagen Quartet)

This string quortet is writted for too violins, viola and celo. The tempo for this movment indicatd by the composa is quite fast and very rithmic. The peace is multi-metre which meens that the time signetur changes offen. This is a verry playfull and intresting piece. The structar of the piece is A B A B coda. Secsion A beggins with all the instruments playing delicate, axcented pizzicato notes. The violins lead with a jaggid, syncopated melodic theem. To end Section A, the first violin plays a sequwense of three trills, low, medium then high. These are plaid very sweetly and with a crescendo. The other strings respond with two heavily plucked, forte, pizzicato octives. Then the violin launches into Secshen B with a high, legato melody in a singing style. Underneath, the other instruments play a soft, pizzicato acumpaniment. The viola imitaits the melady with a lower, darker, more mellow sound. The viola and violins imitate each other, playing parts of the legato melady as well as trill-like fragments, the high sweet violin contrasting with the warm, rich viola sound. They’re is a pianissimo section with the violins playing a desending serees of tremolo notes while the cello plays fast, repeated pizzicato notes. Then Sections A and B are played agen, with some variashens. Finelly, in the coda, all the instriments play a descending chromatic scale with tremolo, decrescendo, until they all fade out egsept for the cello which plays the last few pizzicato notes pianissimo.

TONE COLOUR

DYNAMICS

___________________ ___________________ ___________________ ___________________ ___________________ ___________________

_________________ _________________ _________________ _________________ _________________

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EXPRESSIVE TECHNIQUES

______________________ ______________________ ______________________ ______________________ ______________________ ______________________

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Harp In this paragraph, the sentences are too long and tangled. As a rule have only one main idea in each sentence. Topic sentence: The modern harp is a versatile and beautiful instrument. It is a regular member of the symphony orchestra and it can play rippling chords as well as solo melodies by plucking the strings individually or running the hands across the strings, and the harpist can use pedals to raise the pitch of strings by a semitone or a tone and this makes it easier to perform pieces by famous composers like Tchaikovsky and Wagner. Rewrite this paragraph using 4 short sentences. You can add extra words or phrases to make the writing more creative, but keep one idea per sentence.

Answer these questions: 1. Of what musical ensemble group is the harp a member? __________________________ 2. What two performing techniques can the harp use? ___________________________ ___________________________________ ___________________________________ 3. How can you change the pitch? ___________________________________ ___________________________________ 4. Who wrote famous pieces for harp? ___________________________________ Label these parts on the harp: strings, pedals, base, tuning pegs, soundboard

Topic sentence: The modern harp is a versatile and beautiful instrument. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ _____________________________________________ _____________________________________________ _____________________________________________

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Guitar and slide Label these parts of the guitar: sound hole frets neck

bridge

body

tuning pegs

fingerboard

Circle the adjectives in this passage. (Hint : there are 13) The guitar is a popular instrument, especially in country music. The body and neck of an acoustic guitar are made of wood. There are six nylon or steel strings. In country music, guitars with steel strings provide a rich, twanging sound. The strings can be plucked, to create a beautiful melody, or strummed, to create rhythmic chords. Fingers on one hand press the strings onto the fingerboard, which shortens the strings, creating a higher pitch.



 down up

up

down up down up

When a performer strums using this pattern, it is a waltz rhythm.

If the performer strums using this pattern, the time signature may be 4/4, 4 beats in a bar.

Circle the verbs and verb groups in this passage. SLIDE Another sound you can hear in country guitar playing, is the SLIDE. The performer slides a piece of metal or glass along the fret, to change the pitch smoothly, like a glissando. The first slides used were necks of glass bottles, so sometimes slides are called “bottlenecks”.

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Electric guitar Draw a line to match the words with their correct meanings. Then label the parts on the pictures.

acoustic guitar

a guitar that has a solid body and needs electronic amplification to create a sound

semi-acoustic guitar

a small electronic device attached under the electric guitar’s strings. It detects vibrations and converts them into a signal that can be understood by an amplifier

electric guitar

a guitar that creates a sound by vibrating strings and resonating air inside its hollow body

effects pedal

the electrical cable that carries wires and electronic signals from an instrument to the amplifier

amplifier

an electronic device that converts inaudible electronic signals into audible musical sounds and boosts them into a speaker

lead knobs

a small metal arm attached to an electric guitar or bass. It can be moved back and forth to temporarily make the strings looser, changing the pitch of the note

pick up

a foot pedal that changes the electronic sound before it gets to the amplifier, changing the volume, distortion, fade, wah wah etc

a guitar that has a sound box as well as electronic pick-ups

tremolo arm

round controls on the guitar body that change the volume and tone of the sound type of guitar:

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Electric guitar sounds These sentences explain how an electric guitar works, but the sentences are in the wrong order. Write a number in front of each sentence to indicate the correct order. number

    

The effect pedal changes the quality of the sound before it reaches the amplifier. The pickups convert the vibration into an electric current. The strings vibrate. The performer strums the guitar and presses the effect pedal. The amplifier boosts the electric current and sends the signal to a speaker.

Create a flowchart using the steps above.

Finish these sentences showing cause and effect and how an electric guitar creates a sound. If you pluck an electric guitar that is not plugged in, ________ ______________________________ because _________ ______________________________________________ When the strings vibrate, ___________________________ ______________________________________________ Pickups perform an important function on the guitar because ______________________________________________ ______________________________________________ There are different sound effects that can be created on a guitar including __________________________________ _____________________________________________ In order to change the quality of the sound, the performer can ___________________________________________ _________________________________ When a performer steps on an effect pedal, ___________________________________ ___________________________________ ___________________________________ Volume can be changed in several ways, by ___________________________________ ___________________________________

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Types of guitars COMPARE means to show how things are similar. CONTRAST means to show how things are different or opposite. GUITAR A Acoustic guitar

GUITAR B Acoustic guitar

In point form, list similarities and differences between the two guitars on the left. SIMILARITIES DIFFERENCES

_______________ _______________ _______________ _______________

________________ ________________ ________________ ________________

Write the main similarities in two sentences using these linking words and phrases: and also similarly in the same way A is similar to B in that both ... and ... ________________________________________________ ________________________________________________ ________________________________________________ Write the main differences in two sentences using these linking words and phrases: A is different from B in that however but while in contrast although whereas _____________________________________________________ _____________________________________________________

GUITAR C : Classical acoustic guitar

GUITAR D: Folk semi-acoustic guitar GUITAR E: Electric guitar

Write a paragraph comparing and contrasting how these three types of guitars are held. Write at least 4 sentences and use the linking words listed above. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Types of guitars COMPARE means to show how things are similar. Use these linking words: and also similarly in the same way A is similar to B in that both ... and … their similarities are.... CONTRAST means to show how things are different or opposite. Use these linking words: A is different from B in that however but while in contrast although These are both electric guitars. In what ways are they similar?

_______________________________ _______________________________ _______________________________ _______________________________ In what ways are they different?

Electric guitar

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________

Semi-acoustic guitar

Lap slide guitar Electric guitar Describe the different playing techniques for these two guitars.

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

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Electric bass

Acoustic double bass

Describe the similarities and differences between these two instruments.

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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37

Rock guitar legends PROPER NOUNS Capital letters are used for proper nouns - names of people and places, days of the week and months and dates. We use capital letters for the main words in the names of musical groups and bands, not prepositions eg Ministry of Sound. Separate this long text into six paragraphs by marking the start of a paragraph with an edit marking Add a capital letter at the beginning of each sentence and a full stop at the end. Also add capital letters for proper nouns where they are needed. the subject of rock guitar legends is controversial because everyone has an opinion guitar legends changed the history of guitar-playing by inventing new techniques, sounds or styles a survey in the music magazine, rolling stone, rated jimi hendrix as the best guitarist of all time other guitarists featured included eric clapton, bb king and carlos santana guitarists who are members of bands also featured in the list, including kurt cobain of nirvana, jimmy page of led zeppelin and keith richards of the rolling stones so why is jimi hendrix considered by all to be a legend? jimi was born johnny allen hendrix on november 27, 1942 and he died in 1970 he was a guitar playing pioneer because he was the first person to explore the sound potential of the electric guitar he used a fender stratocaster guitar and introduced distortion and feedback to create new musical sounds he was influential in the development of guitar effects pedals which are common today carlos santana has been performing for more than four decades the mexican born guitarist developed a rock, jazz and blues style based on latin-american music from his homeland he has sold more than 90 million albums globally one of australia’s most famous guitarists is angus young, the lead guitarist in the heavy rock supergroup ac/dc he was famous for wearing a school uniform on stage and playing hard-hitting riffs the band sold millions of albums all over the world in the 1970s and 1980s they are still recording and performing today there are many guitarists who are popular now in the future we might consider these players to be legends perhaps jack white of the white stripes or john frisciante of the red hot chili peppers will be called rock guitar legends

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38

Guitar & bass harmony Harmony is the aspect of pitch that deals with scales, keys, chords, major, minor etc. Another word for this is tonality. A scale is a series of pitches, based on a main or “home” pitch. The key refers to the “home” pitch and scale of a piece. A chord is when two or more pitches are played at the same time. Fix the spelling and punctuation in these paragraphs by marking corrections in red.

Here is G chord written both ways!

the gitar is a very importent instramment for harmeny. It can play melodys as well, but it is best known for playing cords. the gutarist strums the instrument’s strings and the base playa picks out won note from the chord. Useyally the bass plays the lowerst noat of the chord. the regyala way of riting music in western tradishen is called Standard Notation. notation means writing. most guitar and bass players use Guitar Tab, which is diffrent from standed notation. their are six lions, one for each string of a guitar. In base tab there are 4 lines, one for eech string. The numbers written on the tab indicate what fret to press. they’re is yet anuther way to reed guitar music - from a cord chart. The frets are shown liyk a grid.





Standard Notae|---3--B|---0--G|---0--D|---0--A|---2---

B|-----D|-----Bass Tab

Guitar

play More useful harmony words and meanings. OSTINATO is a repeated pattern of chords.

Chord chart

BLUES SCALE is based on a regular scale, but its 3rd, 5th and 7th notes are flattened. 12 BAR BLUES is a chord pattern that is very common in popular music. Usually there is one chord per bar, so there are 12 bars. The format is: I I I I IV IV I I V IV I I KEY CHANGE is when the home key of the piece changes from one scale to another, for example, from C major to F major. A key change affects a long section of music, such as a verse and chorus. Another word for key change is MODULATION.

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How G looks on a real bass

How G chord looks

To remember the name of the guitar strings (EADGBE) try this little phrase: Elephants And Dogs Grow Big Ears !

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39

Listening to harmony Listen to a piece of music featuring guitar and bass. Answer the questions in the grid about harmony.

QUESTIONS

1. What kind of scale is the piece based on? 2. Does the piece change in key (modulate)? 3. Are there any repeated chord patterns? 4. What instrument/s play chords?

CIRCLE THE CORRECT ANSWER major scale

minor scale

7. Describe the way the bass is played.

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other

the piece changes key

the piece does not change key

there are repeated chord patterns

there are no repeated chord patterns

guitar

other

5. Describe the way the chords are played.

6. What instrument/s play the bass line?

blues scale

fast or slow chord changes? slow or fast strumms?

electric bass

other

repeated notes? walking bass - ascending or descending? “slap”? or other techniques?

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40

World strings An apostrophe is used to indicate possession which means that a person or thing belongs to someone or something. If the noun is singular (only one), we use ’s. the student’s book (one student) If the noun is plural (more than one) we use s’. ten students’ pencils (many students) If the noun is an irregular plural or a collective noun, use ’s the children’s toys.

Draw a tick or a cross in each box to show if the apostrophe is used correctly. 1. One of North India’s  most famous instruments in the sitar. 2. The sitars’  belly is rounded where the sound resonates. 3. The string’s  run over arched metal frets on it’s  long neck. 4. Other strings run under the frets to pegs on the side of the sitar’s  neck. 5. Ravi Shankar is the world’s  best known sitar player. 6. Ravi’s  concerts in the West in the 1960s made him famous and he even played with the Beatles. The ukuleles’  country of origin is Hawaii. This small guitar’s  four strings are high in pitch. The instruments’ appearance is like a small guitar.

It is important to recognise the African people’s  contribution to Western music. African slaves brought their culture’s  traditions and music with them to the United States. They also recreated some African instrument’s  including the banjo which was based on one of Africa’s  lutes. The banjo’s  sound is now associated with country, bluegrass and jazz music style’s  .

The Japanese shamisen’s  sound is similar to a banjos’ . Like a banjo, the instruments’  belly is covered on both sides by skin. It’s  strings are made of silk. The plectrum’s  size is large. Some performers’  techniques include hitting the skin and the string at the same time.

Add apostrophes where needed in this paragraph. Wu Man is one of Chinas rising musical stars. She plays the pipa, or Chinese lute and she toured Australia recently and performed at Adelaides world music event WOMADelaide. The pipa is one of the Chinese peoples favourite traditional instruments. For over 2000 years, performers skills have developed, including techniques of fingering with left and right hands. In ancient times, listeners reactions were poetic, and they said that a pipas sound was “like pearls falling on a jade plate.” The instruments strings run over 24 frets and its belly is shallow and oval in shape.

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Oud

There are many words that sound the same but have different spelling and different meanings. These words are called homophones. Match the pairs of homophones by drawing lines between the two columns. board read wine blew

blue whine bored red

their stair aisle him

hymn they’re I’ll stare

Cross out the wrong word or words in each sentence. 1. One/Won of Australia’s rising stars of the world music seen/scene is Joseph Tawadros. 2. He has maid/made a name as a virtuoso on the oud - a beautiful stringed loot/lute from the Middle East. 3. Born in Cairo, Egypt, in 1983, Joseph migrated hear/here to Australia when he was three. 4. He comes from a musical family as his/he’s uncle and grandfather were grate/great musicians in Egypt. 5. Joseph was taut/taught the oud by a family friend who soon knew/new that he had real/reel talent. 6. He made/maid his concert debut at the age of 12, a remarkable feet/feat for someone so young. 7. Since then, Joseph has developed a career as hour/our foremost oud performer and composer. 8. Joseph is known for his improvised style, which means he makes up a piece/peace on the spot. 9. He has performed to wrapped/rapt audiences at some/ sum of the world’s most famous venues like the Sydney Opera House. 10. His knew/new CD is called Angel.

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About the oud The back of the oud is shaped like a pear/pair. It has a short neck and the pegbox is bent backwards. The oud has know/no frets. The sound whole/hole is beautifully carved from would/wood. The oud has five pairs/pears of strings, plus won/one low single string, played with a plectrum. Dew/due to its rounded belly, its sound seems/seams warmer than a guitar, however it is not as loud. They’re/there/their are many expressive techniques on the oud. A performer can bend the pitch of each note and create vibrato buy/by moving his finger back and fourth/forth on a string. He can create harmonics and make the strings buzz too/two/to. You often here/hear beautiful ornaments like tremolo and trills on the oud.

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42

Koto RELATIVE PRONOUNS Relative pronouns are words that start a CLAUSE, helping to describe a NOUN or PRONOUN. WHO and WHOM are used for people. WHO is the subject The parent who coaches our team… (subject of the verb “coaches”) WHOM is the object The parent whom I asked to be coach… (object of the verb “asked”) In spoken language, you don’t have to use “whom” because it sounds quite formal. THAT is used for things and people. It is the most common relative pronoun. The person that plays koto …. The instrument that comes from Japan…. WHOSE is used for things and people in a possessive form to indicate belonging Teachers whose lessons are interesting …. A country whose culture is interesting... WHICH is used for things. It often refers to a topic you have already mentioned. The music which was played that night …. The seat in which I was sitting…. There is a relative pronoun missing in each sentence. One of the three answers next to each line is correct. Choose the best option to fill each gap. Colour in the circle to show your answer. Satsuki and her koto

1. The koto is an instrument _____ comes from Japan. 2. It is a zither with thirteen strings _____ are nearly two metres long. 3. It has a long, arched board ________ acts as a resonator. 4. The performer plucks the strings with three long ivory plectra ________ are attached to the thumb, the index finger and the middle fingers of the right hand. 5. Fingers on the left hand press the strings _____ changes the pitch. 6. Under each string, there is a high bridge _____ raises the string off the board. 7. The bridges are movable ________ is very useful for changing the pitch of the strings. 8. Satsuki Odamura is an Australian koto performer _____ was born in Japan. 9. Satsuki is a koto master ________ means that she has a special “Shihan” or teaching licence. 10. She has performed with a list of famous ensembles _____ includes the Sydney Symphony Orchestra and Synergy Percussion. 11. She has a mission ________ is to work with musicians from other styles such as jazz, and to spread the knowledge of koto in Australia. 12. She has inspired many Australian composers to write works for the koto, especially Peter Sculthorpe and Ross Edwards, _________ works she has performed in world concert premieres.

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1  who

 that

 whose

2  which

 who

 whom

3  who

 whom

 that

4  that

 who

 whose

5  who

 who

 which

6  who 7  which

 that  whose

 whose  who

8  which

 who

 whose

9  who

 whose

 which

10  whose  that

 who

11  who

 which

 whose

12  which

 whose

 who

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43

Piano One of the most common grammar mistakes involves three little letters: I T S. There are only two words you can use: its



a possessive adjective for a neuter object The plant lost its leaves in the winter.

it’s



a contraction, a shortened way of writing “it is” It’s very cold today.

its’



incorrect - there is no such word - no apostrophe after the s

Choose the best option to fill each gap. Colour in the circle to show your answer. 1. _________ a fact that the piano is a very popular instrument.

 it’s

 its

 its’

2. _________ wide pitch range 77 notes - makes it a very versatile instrument.

 it’s

 its

 its’

 it’s

 its

 its’

4. An upright piano is commonly used in homes, as _______ strings  it’s are arranged vertically and it can be placed against a wall.

 its

 its’

5. A grand piano, on the other hand, has _______ strings lying flat, running horizontally, so it requires more space.

 it’s

 its

 its’

6. Since a grand piano is larger than an upright piano, ______ resonating chamber is large and _____ sound can carry further.

 it’s  it’s

 its  its

 its’  its’

7. In a concert hall, _____ a grand piano that is most commonly used.

 it’s

 its

 its’

8. ______lid can be propped open to enable the sound to carry further.

 it’s

 its

 its’

 it’s

 its

 its’

3. Due to _______ pitch range and expressive power, the piano can be a solo instrument or a member of ensembles.

9. Steinway is a famous brand of piano from Germany and ______ main rival is the Yamaha brand from Japan.

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History of the piano IRREGULAR VERBS Write these verbs in simple past tense e.g. do did drink ____________ feed ___________ hide _________ keep ____________ creep __________ break ________ dig _____________ rise ___________ run _________ sing ____________ swim __________ tell __________

eat ate give ___________ fall ____________ shrink __________ come __________

An incorrect past tense verb has been highlighted in each sentence. Fix the mistake by writing the correct verb on the line provided. 1. The harpsichord come before the modern piano. _________________ 2. Italians builded the first harpichords in the 1500s. _________________ 3. It haved strings which were plucked and two keyboard manuals. __________ 4. The bright, clear sound of the harpsichord maked it very popular as a solo instrument and in ensembles. ____________ 5. In a Baroque chamber group, the harpischord player keeped the other instruments in time by conducting as well as playing. ________ 6. Audiences heared the harpsichord playing harmonies and chords, known as continuo. _________ 7. Inside the harpsichord, when the key was pressed, the jack rised._______ 8. As the jack slided past a string, the plectrum flicked the string. __________ 9. The flick of the plectrum shaked the string and caused it to vibrate. ________ 10. The plectrum always flicked the string the same way, so this meaned that each note was always the same moderately loud volume. _________ PIANOFORTE

Simplified diagrams of the actions of the piano and harpsichord.

string

HARPSICHORD

hammer

string plectrum

jack

11. Around 1700, an Italian named Bartolomeo Cristofori thinked of a radical new idea. ___________ 12. He finded a way to make a string play loudly and softly. ____________ 13. He putted a felt-covered hammer on the jack, instead of a plectrum. ___________ 14. Instead of plucking the string like in a harpsichord, the hammer hitted the string. __________ 15. The hammer then springed back away from the string so it could be hit again quickly. _________ 16. The string could be striked gently or with force, making the sound loud or soft. __________ 17. He choosed the name in Italian, “gravicembalo col piano e forte” for the new instrument, which means “harpsichord with soft and loud”. ____________________ 18. The name of the instrument come to be shortened to “pianoforte” - which actually means “soft loud”. _________________ 19. Cristofori’s new instrument becomed popular when someone wrote an article about his new invention in 1711. ______________ 20. Many other instrument makers copyed Cristofori’s hammer mechanism and maked even more improvements. _____________________

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Chapter Four

Aerophones

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Anatomy of breath Draw a line from the word to its correct meaning. Then label the diagram on the right when you know which is which!

lungs

air-filled spaces in the head, connected to the nose

trachea

the main muscle inside the mouth

tongue

the thin muscle below the lungs that separate the chest from the stomach

nasal and sinus cavities diaphragm vocal folds

two pieces of flexible tissue that stretch across the trachea and vibrate when speaking or singing the air-passage between the back of the throat and the lungs the two organs we use for breathing

We can create sound with air when speaking, singing or playing an aerophone. The sound is affected by:  the way we breathe  the shape of our mouth  the amount of vibration in our nasal cavities  the shape and position of the tongue  the tension of the muscles around the face, neck and chest

Fix the spelling and punctuation in this paragraph. When we speek or singe, the breath travels threw the vocal folds. Theese are flaps of tissue that stretch across our air pipe, or trachea. When the air pases threw, the flaps, or vocal folds, vibrate which causes a sound. The vocal folds are somtimes incorectly called “vokal cords”. Hi sounds are created when their is a lot of air presher and the folds are closse togethar, so they vybrait quikly. Lowa sounds are created when the vocal folds are more relacksed, furthar apart and loosser. You can see amaizing videoes of vocal folds moving on YouTube. The moyst peises of tissue vibrate and change shaip when air travels through them.

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Diaphragmatic breathing Punctuate this passage correctly. It is a story about two friends, Malia and Tran, who are talking about singing. Tran has just had his first singing lesson. Hey Tran, how was your first lesson? asked Malia. It was great, but I realised I know nothing about singing, or even breathing! he replied. What do you mean? OK explained Tran. You think breathing is simple, right? Sure replied Malia. Everyone does it all day. We’d have to, or we’d die. Right said Tran. But to sing, you have to breathe in the right way. Malia looked puzzled. What do you mean? she asked. Well, try this. Put your hand on your stomach he instructed. Malia placed her hand on her stomach. Then she said OK, now what? Now breathe in and your hand should go outwards, like after you’ve eaten too much. Malia breathed in but her hand went in, towards her spine, not outwards.

air in

chest and stomach expand

diaphragm contracts (drops)

Diaphragmatic Breathing

air in chest expands

stomach does not expand diaphragm rises

Shallow breathing

In your own words, explain the correct way to breathe for singing.

_____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

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Hey it didn’t work she cried. Tran smiled. That’s because you’re not doing diaphragmatic breathing. Malia raised her eyebrows at him. What are you talking about? she asked. Dia... di... what? Well, said Tran. there’s a muscle called the diaphragm that separates your lungs from your stomach. When you breathe in, your diaphragm should drop towards your toes, so your lungs have more room to fill up, like two balloons. Malia realised what Tran was trying to say. Oh, so you have to do diaphrammatic breathing for singing, is that right? Yes! said Tran. So try it again. This time, relax and focus on filling all your lungs, right to the bottom when you breathe in. Malia put her hand on her stomach again, she breathed in, and her hand went outwards. I did it! she announced. Good for you, replied Tran. Now you can come to singing lessons with me! Copyright ©. This page may be copied for classroom use.

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Singing HOW TO SING On the lines provided add one of these words: breath a noun, the air taken in or expelled from your lungs breathing a noun, describing the act of inhaling and exhaling breathe a verb, to inhale and exhale inhale a verb, to breathe in exhale a verb, to breathe out 1. 2. 3.

__________ through the mouth or nose. Fill your lungs using diaphragmatic ____________. To create a resonant sound with your ___________, open your mouth and raise the soft palate at the top of your mouth, as if you are going to yawn. Make an “aah” sound and _________ out. As you ____________, keep your ________ flowing in a steady stream, supported by your diaphragm.

4. 5.

Add capital letters for the start of each sentence and a full stop at the end of the sentence. Add commas and one question mark. why do opera singers sing differently from pop and rock singers there are three main reasons firstly, opera singers need a wide vocal range which means they have to sing from low to high pitches secondly they need to sing very loudly as they do not use microphones thirdly they have to be able to project their voices to the back of the theatre in order to do all of these things opera singers must develop a special vocal technique Draw a line to match each voice type with its meaning

soprano

lowest female

alto

higher male

tenor bass

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highest female lowest male

Add apostrophes where needed in contractions.

In opera, theres a place for many different types of voices. Heres a picture of a soprano. Shes the one who sings the highest notes and has the romantic lead. Thats a tenor in the picture on the right. Ive heard that tenors play the male romantic lead. Hes looking rather romantic in the picture! Whats the role for basses? Theyre the ones who play villains or comic parts. We shouldnt forget mezzo sopranos. Theyre usually the ones playing older characters or maid servants. If youre an opera singer, Im sure youd love to play one of the lead roles .

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Types of Aerophones There are four main ways an aerophone makes the air vibrate. Instruments are classified according to how the air is set into vibration.

blow hole whistle air vibrates after being directed against a sharp edge

reed reed (thin piece of wood) vibrates

cup mouthpiece player’s lips make air vibrate

How is the air made to vibrate in the instruments below? Write your answer on the line provided:

a) _______________

b) _______________

c) _______________

d) _______________

e) _______________

f) _______________

g) _______________

h) _______________

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50

Flute Label these parts on the flute: blow hole lip plate head joint

middle joint

keys

foot joint

We use simple present tense verbs to describe actions that happen often, never or always. eg. The sun rises in the East. I never drink Diet Coke. Change the verbs in this paragraph from past tense to simple present tense. Write the correct verb on the line next to the verb. HOW TO PLAY THE FLUTE The player (held) ___________ the flute to her right. She (rested) ____________ her bottom lip on the lip plate, and (placed) ________ the blow hole in the centre of her lips. She (covered) ________ approximately a quarter of the blow hole with her lower lip. She (kept) _______ her lips closed and relaxed, with her teeth slightly apart inside her mouth. She (tightened) ___________ the muscles at the edges of her mouth, like a slight frown, or as if there (was) _______ a sour taste in her mouth. Then she (inhaled) ___________ a deep, diaphragmatic breath, and (blew) ___________ straight ahead without puffing out her cheeks. The air (created) ________ a natural hole in between her lips. She (blew) _________ a steady stream of air straight across the blow hole, creating a beautiful flute tone. Adverbs describe a verb or an adjective. Choose one of the adverbs below and write it on each line in this paragraph. Use each adverb once only! actually early originally sometimes carefully firstly completely usually HISTORY OF FLUTES Side-blown flutes ________________ came from China, where they were featured in artworks created as ________ as the 5th Century BCE. Side-blown flutes are __________ called transverse flutes. Folk flutes were held to the left, and they were ___________ made from wood or bamboo. __________ a blow hole was cut near one end of the cylindrical tube. Next, the end near the blow hole was __________ blocked. Then, six or seven finger holes were ____________ positioned and cut in the body of the flute so different pitches could be created. __________ in the West, transverse flutes were not popular until the 1700s, as the recorder was the favourite in the 1500s and 1600s.

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Recorder Circle any tone colour words that could describe the sound of a recorder: bright dark

warm percussive rumbling pure whistling sweet mellow distorted squealing thumping majestic thin thunderous piercing I am Ren the Recorder. Help! I’m misunderstood! Pretend you are Ren the Recorder. Write a paragraph in the first person (using “I”). Discuss the pros and cons of being a recorder. Describe what you can and can’t do, what people think of you, and how you sound. Use information from the box of Little Known Facts, and your own general knowledge.

LITTLE KNOWN FACTS

Recorders were one of the most popular instruments in Europe in the 1500s and 1600s. All the great composers of the Renaissance and Baroque periods wrote for recorder. Until the 1600s, the recorder was called “flauto” or flute.

Recorders come in different sizes - some of them are (from high to low) Sopranino, Descant, Treble, Alto, Tenor and Bass The recorder is very easy to play and fun to play in groups. A group of recorders is called a consort. The recorder has a whistle-type mouthpiece. The finger positions for the recorder are very similar to the flute and saxophone. Not all recorders are plastic - good quality ones are made from wood.

I am Ren the Recorder and I’m misunderstood. _______________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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52

Reeds SUBJECT / VERB AGREEMENT If the subject of the sentence is plural (more than one), then the verb must be plural. If the subject of the sentence is singular, then the verb must be singular too. 1. 2. 3. 4.

Check these tricky rules: __________ and _________ = plural eg. Minh and Dan have clarinets. collective noun = singular eg. The choir has rehearsed for ages. anyone, either, neither, every, everyone eg. Everyone has finished. someone, no-one, nothing, nobody = singular eg. Nobody has any idea. _________as well as / with _______ = singular eg. The piano as well as the violin has strings.

Underline the subject of each sentence and work out if it is singular or plural. Then circle the verb that agrees with the subject. Check the rules above to make sure you are correct! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

The clarinet and saxophone has/have a single reed. Neither the flute nor the recorder has/have a reed. A double reed is/are used by the oboe and bassoon. Reeds is/are thin slivers of cane. They has/have been shaped at the top to make them as thin as possible, which helps them vibrate more. A reed has/have to be replaced regularly because it is/are fragile. Some musicians has/have the skill to carve their own reeds. In all these instruments, the reed vibrate/vibrates, not the lips. For single reed instruments, the reed is/are attached to the mouthpiece with a ligature, a metal loop that hold/holds the reed tightly. To play a single reed instrument, the reed rest/rests on the bottom lip. The bottom teeth stay/stays behind the lips. The top teeth rest/rests on top of the mouthpiece. The lips comes/come forward to form a seal around the mouthpiece. Both clarinet and saxophone use/uses this technique. Bassoons and oboes has/have a double reed. A piece of cane is/are looped over to make a double reed. Bassoon reeds is/are tied together tightly. An oboe reed is/are pushed into a piece of cork to make sure there is a tight seal and no air escape/escapes. For double reed instruments, the player’s top lip curve/curves around the top teeth and the instrument is/are placed between the lips. A lot of air pressure is/are needed to force air into a bassoon or oboe reed.

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clarinet

alto saxophone

sax mouthpiece

hole

reed mouth piece

ligature

bassoon reed

oboe reed

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oboe mouthpiece

53

Clarinet Look at the information in this mind map, and then finish the sentences below. very popular in 1930s New Orleans Jazz and Swing- the most famous band leader, Benny Goodman was a clarinettist 2 clarinets used in orchestras from the Classical period onwards

Art music

used as a melody instrument in Glenn Miller’s Big Band (In the Mood)

dark, bubbling, rich, deep, mellow

low register

Jazz

bright and sweet

tone colour

musical styles

middle register

CLARINET high register

Mozart wrote a divine Clarinet Concerto in A featuring soaring melodies

Band

clarinet plays in many chamber groups eg clarinet quintet

piercing, clear shrill clarinet plays in marching bands, concert bands and military bands

many composers including Mahler, Stravinsky and Messiaen featured clarinet in orchestral works

Use linking words to finish these sentences. You can give examples and more information based on the mind map above. Linking words: because

since

so

including

for example

such as

1. The tone colour of the clarinet changes across its different registers __________ ______________________________________________________________ ______________________________________________________________ 2. The clarinet blends well with other instruments _________________________ ______________________________________________________________ ______________________________________________________________ 3. Many famous jazz players have chosen the clarinet _______________________ ______________________________________________________________ ______________________________________________________________ 4. The clarinet can play beautiful soaring melodies _________________________ ______________________________________________________________ ______________________________________________________________ 5. The clarinet has been used in many different musical styles _________________ ______________________________________________________________ ______________________________________________________________

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54

Saxophone Adjectives can be used to express an opinion or a judgement. This is called “evaluative language” because someone is evaluating, or judging something. For example, “beautiful” is evaluative because it is an opinion, however “wet” is not evaluative because it does not depend on the writer’s opinion.

Circle all of the adjectives in this paragraph. Then choose the adjectives that express a personal judgement. Write them on the lines provided. The saxophone is a recent instrument. It was invented by a brilliant man, Adolphe Sax. The Belgian musician was a talented performer on flute and clarinet, as well as a clever inventor of musical instruments. He wanted to invent a new type of wind instrument that would be used in military bands and orchestras. Sax wanted it to be as loud and powerful as a trumpet or trombone, but as expressive as a clarinet. Around 1840, he achieved his amazing goal, by inventing 14 wonderful types of saxophones in different sizes and keys. The new saxophones had a single reed, but they were as loud as brass instruments. Saxophones were used by some brave composers like Berlioz and Gershwin. By the early twentieth century, inventive blues and jazz players discovered the saxophone’s warm, earthy sound. The _____________ seductive, raw and throaty saxophone sound has _____________ dominated jazz from the 1920s until today. tenor saxophone

_____________ _____________ _____________

______________ ______________ ______________

_____________ _____________ _____________

baritone saxophone

_____________ _____________ _____________

Listen to a piece of music featuring the saxophone. Describe the saxophone’s role (play the melody, counter-melody or riffs etc), the type of melody and the tone colour.

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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alto saxophone

55

Oboe and bassoon The bassoon is like a U shaped tube. On the diagram below, draw a line showing the path of the air from the reed to the bell (at the top).

Label these instruments: bassoon oboe Only one has a crook. Label this part: Label these parts on each instrument: double reed bell keys conical bore

bore means inside shape Oboes, bassoons and saxophones have a conical bore. Conical means shaped like a cone - narrower at one end than the other. Flutes have a cylindrical bore. The inside walls are parallel, like a cylinder.

Add capital letters for the start of each sentence and add a full stop at the end. (There are 6 sentences) the oboe has a very important job in the orchestra it plays the tuning note “A” before the performance starts it is very hard for the oboe to change its pitch, so all the orchestra members tune to the oboe the sound of the oboe is nasal, clear and penetrating due to its conical shape, its sound projects well the oboe can be heard over the rest of the orchestra when it has a solo melody Listen to a piece of music featuring an oboe and bassoon. Write about what you hear and describe the tone colour. Correct the grammar, spelling and punctuation in this paragraph: The bassoon is the most lowest instrament in the orcestra. It’s sound is more lower than any other instrument, so it provide a firm bace line for harmeny. The bassoons’ sound is darc, reedy and mellow. It offen play solows in its’ highest rejister. The contrabassoon is a big, base basoon. It play even more lowerer than the bassoon.

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_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

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56

Didgeridoo IMPERATIVE (COMMAND) VERBS When we give instructions or explain a procedure, we use imperative, or command verbs. These tell someone to do something.

These sentences are about playing the didgeridoo. Each has a missing imperative verb. Change the past tense verb provided to an imperative. eg. (played) Play the didgeridoo. 1. (picked) _______ up the didgeridoo. 2. (applied) _________ some wax to the edge of the mouthpiece, to create a good seal over your lips. 3. (placed) _______ the mouthpiece around your lips. 4. (kept) ________ your lips in the centre, directly under your nose. 5. (put) ________ your lips inside the mouthpiece. 6. (blowed) ________ gently. 7. (allowed) _______ the air to make your lips vibrate. 8. (held) ________ your lips loosely so they can vibrate freely. 9. (made) ________ sounds with your tongue and mouth. 10. (raised) ________ your tongue up against the top of your mouth, then let it drop. 11. (started) _________ a note by making a “ta” or “ka” sound with your tongue. 12. (used) _________ your diaphragm to start a note with a “ha” sound. 13. (practised) _________ vibrating your lips loosely, because your vibrating lips create the sound. Most didgeridoo players know how to do CIRCULAR BREATHING. Here is a diagram showing how to do it. Write a procedure using command verbs showing how to achieve this very difficult technique. Experiment to see if you can do it! While playing, the air goes from lungs into cheeks

When air from lungs has run out, air is squeezed from cheeks. At the same time, air

When lungs are full and cheeks are empty,

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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57

Other aerophones Fill in the blanks in these sentences with one of these prepositions. You can use a word more than once. to

between through on

The piccolo is a small type ___ flute. It has a high, piercing sound. The piccolo player sits next __ the flute players. The piccolo usually plays the same melody ___ the flute, only an octave higher.

The harmonica developed ____ the 1800s. When the player exhales or inhales _____ the instrument, the air stream moves ______ different reeds, creating sounds. The harmonica is also known ___ the mouth organ. It is popular ____ country, blues and jazz music.

Musical Instruments

as

by of

into in

with inside

Panpipes are tubes ___ different sizes that are tied together ____ string or attached _____ glue. The sound is produced by blowing across the top ___ the holes. Panpipes can be made _____ clay, stone, cane, wood and plastic.

The accordion has a keyboard _____ one end. The bellows move air _______ the instrument. When the player presses a note ____ the keyboard, the air is directed _____ a particular reed to create a sound. Bass keys or chords can be created ______ playing the left hand, while the right hand plays a melody.

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from until

Bagpipes are identified _____ Scottish marching bands and kilts. The player blows air ______ the bag ______ a pipe. There are several other pipes called chanters sticking out __ the bag. Each chanter has a reed which can create a vibration ____ the chanter. Chanters are drilled _____ finger holes so different pitches can be played. The player uses his or her arm to push air ______ the bag ____ the chanters. One main difference _______ the bagpipe and other reed instruments is that the bagpipe player can take a breath and the sound will continue. The bagpipe can play a drone, one note that continues _____ there is no air left ______ the bag.

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58

Expressive techniques Read these descriptions of expressive techniques. Then try these class competitions using a stop watch!

Vibrato

This is one of the most important expressive techniques for air instruments and singers. It is a tiny variation in the pitch, or like a loud-soft effect that happens very quickly, creating a wavering of the sound. The performer controls the air flow from his or her lungs. Instead of letting the air come out in a steady stream, the player uses the muscles of the throat, chest and the diaphragm to make the air-flow pulsate. The effect is to make the sound vibrate, making it more expressive. Performers can change the speed of the vibrato to make it more or less obvious, and they can play or sing with no vibrato at all.

Take a deep, diaphragmatic breath. Make a long, quiet, even sound with your speaking voice. Create vibrato by saying ah-ah-ah-ah without stopping the sound completely. Time your friend and find out who can speak or sing a vibrato note the longest.

Articulation

For how many seconds can you say “ta-ka - ta-ka” quickly? How many times in a row can you say Ta-ka-ta Ka-ta-ka?

Flutter Get a stop watch and time your classmates. Who can flutter tongue the longest?

Musical Instruments

Articulation means how an aerophone player uses his or her tongue and mouth to make notes. A note has to start somewhere. Mostly, an aerophone player stops the air flow in his or her throat until they are ready to start. Then they release the air by gently touching the tongue behind the top teeth with a “ta” or “da” effect. This is called tonguing. A sharp tongue movement creates a staccato effect. If a player continues to blow, while fingering different notes, and if he or she does not continue to “tongue” the note, this is a slur. All the notes will sound smooth and connected. Double tonguing is when the player uses the front of the tongue then the back of the tongue, very quickly. It’s easier for the tongue to move quickly by alternating front and back. It sounds like “ta ka ta ka ta ka”. See how quickly you can do it!

Triple tonguing is like double tonguing, but the accent is changed to a triplet - Ta-ka-ta Ka-ta-ka Ta-ka-ta Ka-ta-ka

Flutter tonguing is when a player rapidly taps the tip of the tongue against the top of his or her mouth, just behind the teeth. The tongue moves very quickly, like a blur. It makes a whirring sound, like the purring of a cat. Try this: Frrrrrr; or Prrrrr. You can make a sound with your throat (such as a singing pitch) or the flutter can be silent. It is difficult, so you will have to practise! Aerophone players have to play entire melodies using this technique!

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prrrrrrrrrrrr rrrrrrrrrrrrr

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59

Performing media Your teacher will play some music featuring aerophones. Circle the answers below that best describe what you can hear.

QUESTIONS 1. What performing media is playing in each section of the piece?

CIRCLE THE CORRECT ANSWER Section:

Section:

Section:

Section:

Performing media (instrument name, type of voice):

Performing media Performing media Performing media (instrument name, (instrument name, (instrument name, type of voice): type of voice): type of voice):

Performing media: Performing media: Performing media: Performing media: 2. Can you describe the quality Tone colour Tone colour Tone colour Tone colour of the sounds? words:

words:

words:

words:

bright, glittering, brilliant, clear, sparkling, mellow, warm, sweet, smooth, majestic, grand, powerful, ringing, distorted, aggressive, coarse, dark, muddy, breathy, airy, wheezing, muffled, muted, buzzing, beeping, nasal, throaty, seductive, haunting, thin, reedy, piercing, metallic, brassy, blazing, dry, hollow, percussive, rumbling etc.

3. What is the role Performing media: Performing media: Performing media: Performing media: of the performing media? Role:

Role:

Role:

Role:

main melody counter melody harmonies accompaniment bass line rhythm rhythmic ostinato

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60

Trumpet Label these parts on a trumpet: mouthpiece valves

Look at the diagram and answer the questions.

valve at rest

When the valve is pressed, the air is forced through extra tubing. What does this do to the tube of air? _______________ _______________ Is a longer tube of air higher or lower in pitch? _______________ _______________

valve pressed

Underline the nouns. Circle the verb groups. Put a red dot above the adjectives. HOW TO PLAY THE TRUMPET To make a sound, the player keeps his or her lips closed and places the mouthpiece in the centre of the lips. The teeth are kept slightly apart inside the mouth. The player has to create a buzzing sound with the lips. This makes the air vibrate inside the trumpet. When the trumpeter tightens his or her lips, the sound jumps to a higher pitch.

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water release

bell

mute

Write a topic sentence that summarises the main ideas in these paragraphs. __________________________________ __________________________________ The first trumpets were hollowed animal tusks. In ancient times, the instrument was used in religious ceremonies and for signalling because the sound carried a long way. In the Bible, the trumpet is said to be played by angels. The trumpet was often played on royal occasions and for marches, processions and celebrations.

__________________________________ __________________________________ Its bright and majestic sound is used in orchestral fanfares and stirring melodies such as the Star Wars theme. It is a popular instrument in military bands and dance bands. Along with the saxophone, it is the main instrument used for jazz solos. __________________________________ __________________________________ There are several different types and shapes made from wood, metal or plastic. They are placed in the bell of the trumpet to create unusual sounds or to make the sound softer. Copyright ©. This page may be copied for classroom use.

61

Trumpet in Jazz ADJECTIVES An adjective is a DESCRIBING WORD. An adjective describes a noun or pronoun.

describing

Describing adjectives tell us the size, colour, shape and quality of an object or person or thing. eg. big, small, red, organic, round, square, beautiful, happy

numbering

Numbering adjectives are used for anything you count, as well as dates, lists and quantity. eg. two, twenty-seven, first, second, most, all, few, several

possessive

Possessive adjectives show who or what owns something. eg. its, my, your, his, her, their

pointing

Pointing adjectives help describe the location of an object or person, just as you would point with a finger. eg. this, that, these, those.

classifying

A classifying adjective is used to describe qualities of things that can be grouped together. eg. native flowers, cold-blooded animals

Circle the adjectives in each sentence. Also, add capital letters for proper nouns. 1. louis armstrong is a big name in the history of jazz. 2. He was an amazing trumpeter and he created the extended solo, paving the way for generations of jazz improvisers. 3. louis is responsible for turning jazz into a real art form. 4. He played with small groups of brilliant musicians. 5. This picture shows him performing in the 1950s. 6. In the swing era of the 1930s, dance bands adapted louis’ ideas. Louis Armstrong 7. Blaring trumpets featured heavily in dance bands by playing catchy melodies and riffs, often in a pattern of call and response with the reeds. 8. A new, more complex style of jazz emerged in the 1940s, called Bop. 9. dizzy gillespie was a famous Bop trumpeter who was an exciting showman. 10. He had amazing, bulging cheeks which you can see in this picture. 11. dizzy fought for jazz to be recognised as a major art form. Dizzy Gillespie 12. the next jazz great was miles davis. 13. miles made important contributions to jazz in many different styles, and his album Birth of the Cool is one of the most famous jazz albums of all time. 14. In recent times, talented musicians like wynton marsalis and australia’s james morrison have kept the wonderful jazz trumpet tradition alive. James Morrison

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62

Trombone Label these parts on the trombone: bell slide mouthpiece

Read this response to a composition for solo trombone. The piece is called Sequenza V by Luciano Berio. Circle all the adjectives and underline the words and phrases that show that the writer is making a personal judgement. Sequenza V is a strange, even crazy piece. It has no real melody or rhythmic pulse. Its purpose is to show expressive techniques on the trombone. At first, the trombone plays two short pitches then a series of notes which crescendo. Then, a mute is used to change the quality of the sound, to make it more muffled. Then the performer speaks, uttering a couple of little, nonsense syllables in between notes. From the sound of the voice, it is clear that the performer is male. It is unusual to hear a performer speak or sing as well as play. This performing technique is called “multiphonics” because he is creating two different pitches at the same time. Then the trombonist plays many glissandi, where he uses the slide of the trombone to move quickly between pitches across the entire range of the instrument, from very low to very high. He also plays many different dynamics - piano, forte and crescendo patterns. After some dazzling, tongued fast notes, he breathes into the instrument then calls out, “Why?” This is strange, but humorous. It seems like a good question because the piece is so crazy. He uses his throat to growl along with low notes and sing along with high notes. The performer then plays with the mute, rattling it against the bell of the trombone. Sometimes it is hard to tell what is creating the sound - the voice or the trombone. Sequenza V is a very entertaining composition because the sounds are interesting and I think the composer was just having fun. This is proved by the fact that Berio wrote it in 1965 for a clown to perform. (Watch a clown perform this piece on YouTube. Search for Sequenza V Berio.)

Answer these questions: 1. What is another word for melody? ________________________ 2. What are expressive techniques? ________________________________________________ 3. What is a mute? ______________________________________________________________ 4. What are multiphonics? _______________________________________________________ 5. What are glissandi? ___________________________________________________________ 6. What do these words mean? piano __________ forte _________ crescendo _______________ 7. Choose 5 adjectives from the response that show the writer likes the piece: _____________________________________________________________________________ 8. What evidence does the writer give that the composer is just having fun? _____________________ _____________________________________________________________________________

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63

More brass

Read each statement below. Which instrument does it refer to? Write the letter or letters on the line provided.

1. 2. 3. 4. 5. 6.

I am a French horn. ________ I have no valves. _____ I am a tuba. _______ I play the Last Post on Anzac Day. ____ I am a flugelhorn. ____ I have many metres of brass tubing which are twisted round and round in circles. _______ 7. I am a bugle. _____ 8. We appear in brass bands.

9. We are regulars in the symphony orchestra. _________ 10. When I am played, the performer rests his or her right hand in my bell. ____ 11. I am the lowest instrument in the brass family. _______ 12. I am a medium sized brass instrument, slightly larger and deeper than a trumpet. __ 13. I was originally used for signals during hunting and battles. ______

Choose two words from the list that could describe each instrument’s sound. Write them on the lines provided.

majestic warm dark growling brassy bright dark gruff grand piercing

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1.

trumpet

________________

______________

2.

tuba

________________

______________

3.

flugelhorn

_______________

______________

4.

French Horn _______________

______________

5.

trombone

______________

______________

6.

bugle

______________

______________

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64

Chapter Five

Listening templates and activities

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65

Performing media a

b

d

c

e

g

f j i h

o

l

k

m

n

s q r

t

p

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66

Performing media activities Answer these questions based on page 66. QUESTION

Letter names

1. Which instruments are aerophones?

2. Which instruments are membranophones? 3. Which instruments are idiophones? 4. Which instruments are chordophones? 5. Which instruments are in a string quartet? 6. What is the other instrument in a string quartet that is NOT shown on page 66? 7. Which instruments on page 66 are in a symphony orchestra?

8. Which instruments on page 66 are in a jazz group? 9. Which instruments on page 66 would be in a rock or pop group?

10. Which instruments on page 66 would be in a world music ensemble? 11. Name as many instruments as you can from page 66:

a ______________________ k ___________________ b ______________________ l ___________________ c ______________________ m __________________ d ______________________ n ___________________ e ______________________ o ___________________ f ______________________ p ___________________ g ______________________ q ___________________ h ______________________ r ___________________ i ______________________ s ___________________ j ______________________ t ___________________

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67

Compose film music Imagine you are a film music composer. You have been hired to write the music for a film. Your teacher will give you a style or genre of film. In a group, plan your music on this table. Write in point form. After you have planned it, improvise a 30 second excerpt from the film music with your group. Performing Media

Tone Colour

Dynamics

Expressive Techniques

What instruments and performing media will you use to suit the style of your film?

Write some adjectives and phrases to describe the type of sound and mood you want to create.

Will your music be soft or loud? Will there be a big crescendo at the end? Describe the overall dynamics.

What instructions will you give the performers? How should they play their instruments to achieve the tone colour and dynamics you want?

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68

Compose film music Teacher - cut up this page and give one style to each group. Style 1

Children’s cartoon

Your music should be bright and happy, using lots of percussion instruments.

Style 2

Romance scene

Your music should be smooth and romantic, as boy meets girl!

Style 3

Street fight

Imagine a street fight between gangs - your music should be loud and percussive!

Style 4 As the aliens invade earth, you will need special sound effects!

Science Fiction film about aliens Style 5

Make music to accompany schools of fish, majestic whales and then a sinister shark!

Life under the sea Style 6

What music should accompany a film about the heart of the land and indigenous Australians?

Documentary about Uluru Style 7

The new Spiderman movie

Drama, suspense, action scenes, villains and a super-hero who climbs up walls... what music suits?

Style 8

Wild West adventure Musical Instruments

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Cowboys, horses, train robberies and galloping through the desert. How about a gunfight too?

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69

Orchestra On the next page showing the layout of the orchestra, add all the instruments. Create a key for the diagram. A key is a guide to symbols you will use. eg. violin X or viola  You can also draw neat pictures of each instrument. Colour in the background of each section in a different colour The number of instruments and the layout of the orchestra depends on the style of the piece and the conductor’s preference. This is a basic list of instruments and the number of each.

When you arrange your symbols on the orchestra diagram, draw the correct number of symbols to represent each instrument.

eg. violas (there are 8) KEY Draw your symbol or picture next to each instrument

   

1 conductor 1 harp STRINGS 12 first violins 12 second violins 8 violas 8 cellos 6 double basses

PERCUSSION 1 snare drum 1 bass drum 1 timpani 1 gong 1 triangle 1 wood block 1 cymbals 1 marimba or xylophone 1 bells

WOODWIND 1 piccolo 2 flutes 2 oboes 2 clarinets 2 bassoons

BRASS 2 French horns 2 trumpets 2 trombones

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   

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70

string

wood-

string

string

wood-

string

string

bras

percussion

Orchestra

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71

Instrument project Choose a musical instrument from this book, or another one you like. 1. Draw a sketch of this instrument and label the main parts.

2. What classification does your instrument have (aerophone, chordophone, membranophone, idiophone or electronic instrument)? 2. How does the instrument create a sound? What vibrates? 3. How does your instrument change the volume?

4. How does your instrument change the pitch?

5. What kind of tone colour is possible with your instrument? Write some tone colour words appropriate for your instrument. 6. What expressive techniques can a performer use to vary the sound?

7. What kind of ensembles does your instrument play in? 8. What role does your instrument usually have? (eg. melody, harmony, bass line, rhythm ) You may have to explain what happens in different kinds of ensembles.

9. Does your instrument play solo? 10. Who are three famous performers on the instrument? Why are they famous? What techniques or styles did they invent?

11. Name three composers who have written famous works for your instrument and the names of the works.

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73

famous

famous role

role

role

saxophone famous

clarinet role

trombone

trumpet

famous

INSTRUMENTS OF JAZZ double bass

piano

drums

role

famous

role

famous

Fill in this mind map about the performing media used in jazz ensembles and the role, or job, each instrument has in the music.

role

guitar

famous

role

famous

Tone colour listening Your teacher will play 4 pieces of music. For each excerpt, tick the column next to the word or phrase if you hear it in the music.

MUSICAL EXCERPTS OR PIECES ASPECTS OF TONE COLOUR

1

2

3

4

Aerophones (blown) Chordophones (stringed) Membranophones (drums) Idiophones (percussion) Electronic sounds Overall mood is bright and energetic Overall mood is calm and mellow Overall mood is sombre and dark Metallic sounds Brassy sounds Dry sounds Majestic sounds Sparkling sounds Distorted sounds Warm sounds Breathy sounds Rumbling sounds Tone colour changes during the excerpt Tone colour does not change during the excerpt NOW ANSWER THESE QUESTIONS FOR EACH EXCERPT Which performing media has the main melody? Which performing media has a harmonic accompaniment role?

Which performing media has a rhythmic role? Which performing media provides a counter melody? Which performing media plays an ostinato or riff?

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74

Tone colour questions Listen to a short musical excerpt. Write responses in point form to the questions and prompts below. Describe the Describe the mood, atmosphere and tone colour in each section. overall mood and atmosphere of the piece. How does the tone colour change from section to section?

Role of performing media

List each performing media and specify its role in the music (main melody, counter melody, ostinato, riff, accompaniment, harmonic or rhythmic role etc). Then write about the tone colour of each performing media.

Expressive techniques

Are there specific techniques used to create effects on the instruments or voices?

Contrasts of mood and sound

Are there any contrasts of mood and sound? Which instruments cause these contrasts? Where do they occur? Describe the tone colour of each and how it changes.

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75

Dynamics Dynamics means volume (loud and soft). Here are some Italian terms for Dynamics Volume level abbreviation very soft

pianissimo

pp

piano

p

soft moderately loud

word

mezzoforte

loud very loud

forte

mf f

fortissimo

ff

loud and

Write an Italian dynamics word to show the volume of these sounds: 1. a lion’s roar

___________

2. a jackhammer

___________

3. a snake’s hiss

___________

4. a kitten’s purr

___________

5. a motorbike

___________

6. fireworks

___________

7. a drip from a tap ___________ 8. a scream

___________

9. a jet engine

___________

10. screaming fans ___________ 11. leaves rustling in trees ________

12. rumbling thunder in the distance __________

Gradual changes in volume crescendo

diminuendo

gradually getting louder

gradually getting softer

When notating music, use the symbols below

abbreviation is cresc.

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abbreviation is dim.

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76

Listening Your teacher will play 4 pieces of music. For each excerpt, tick the column next to the word or phrase if you hear it in the music. ASPECTS OF

MUSICAL EXCERPTS

DYNAMICS & EXPRESSIVE TECHNIQUES

1

2

3

4

The volume level is constant The volume level changes during the excerpt Crescendo Diminuendo Overall dynamic level is piano Overall dynamic level is moderately loud mezzoforte Overall dynamic level is forte Legato Staccato Accents

Vibrato Tremolo Tenuto Glissando

Pizzicato Use of a mute Strumming Drum roll Distortion Double stopping Note bending Other techniqueOther techniqueOther technique-

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77

Dynamics and Expressive Techniques QUESTIONS

CIRCLE THE CORRECT ANSWER AND MAKE NOTES depending on the music you hear

What is the Introduction overall volume of p, mf, f, ff, each section? crescendo, diminuendo

Section A

Section B

Section C

p, mf, f, ff, crescendo, diminuendo

p, mf, f, ff, crescendo, diminuendo

p, mf, f, ff, crescendo, diminuendo

Does the volume stay the same or change? If it changes, where does this occur? How do the performers play their instruments? What techniques do they use?

For each performing media, answer the following questions: 1) how is it played? (bowed, strummed, pizzicato, drum roll etc) 2) accents (are there accents? if so, how are they created?) 3) articulation (legato, staccato, tongued, slurred) 4) intonation (note bending, slides, falsetto, changes to pitch) 5) ornaments (trills, glissando, slides) 6) special effects (distortion etc) Performing Media 1 Performing Media 2 Performing Media 3 Performing Media 4

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78

PAGE 8 -

PAGE 2 - MEMBRANOPHONES hourglass drums have a narrow waist and a larger top and bottom like an egg timer conical drums sloping sides and a shape like an ice-cream cone goblet drums are large at the top and have a very narrow base, like the shape of a goblet cup long drums are tall, thin and narrow frame drums have a skin stretched over a light wooden frame cylindrical drums straight sides and a shape like a cylinder (eg toilet roll) footed drums have legs carved from the drum body kettledrums have a large, pot belly and a single skin barrel drums sides that bulge in the middle 1. tambourine - frame drum; 2. congas - conical; 3. timpani kettledrum; 4. bass drum - cylindrical. PAGE 5 - BAND DRUMS 1. are 2. has 3. create 4. play 5. are 6. are 7. has 8. are 9. rattle 10. feature 11. are Label (from left to right) bass, tenor, snare, side.

PAGE 6 - DRUM KIT A typical drum kit includes a bass drum, two or three tom-toms (known as toms), a larger tom set on the floor, a snare drum, and three cymbals. The bass drum lies on its side. The drummer steps on a foot pedal connected to a felt covered beater, creating a thump sound. The floor tom is struck with mallets or the drummer’s hands. It produces deep, vibrant sounds. The other toms are smaller than the bass and floor tom. They produce higher, mellow pitches. The snare drum is fitted with a set of taut wires across its base. When the player strikes the drum, these wires the snare - vibrate against the drum’s skin, producing a sharp crack. Cymbals create a clashing metallic sound. Two larger cymbals (called crash and ride) are set higher than the main drums. The hihat is played using a foot pedal. It has two cymbals that clash together when the foot pedal is pressed and released. Drummers can use sticks, hard or soft mallets, or wire brushes to produce different sound effects. Labels: drum kit (from top, clockwise): cymbals, hi-hat, snare, bass drum, floor tom, toms. Diagrams at right hand side (from top to bottom): drum sticks, mallet, wire brushes, kick pedal. PAGE 7 - TIMPANI nouns: teacher, choir, performer, music, concert, concept adjectives: blue, little, powerful, funny, twelve, those, total Nouns and pronouns are in bold, adjectives underlined. Timpani are types of kettledrums. These have one membrane or drum head stretched over a pot-shaped belly. The drum shell sits on struts that raise it to waist height. Drums of this type are often played in pairs. timpani play an important role in the percussion section of orchestras and bands. Their powerful, rumbling sound can be heard at the back of the concert hall. Timpani are tuned, which means their sound has a specific pitch. To tune timpani, the player turns screws that alter the tightness of the membrane. If the membrane is tighter, the pitch is higher. Orchestral timpani have a foot pedal that controls tuning. This is useful if the pitch needs to be changed in the middle of a piece. Timpani are played with sticks or mallets. PAGE 8 - DRUMS OF THE WORLD loud, louder, loudest; sweet, sweeter, sweetest easy, easier, easiest fast, faster, fastest soft, softer, softest large, larger, largest

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PAGE 8 - DRUMS OF THE WORLD continued Darbouka: 1. x 2. P3. P4. P 5. x 6. P 7. x Bodhran: 1. most 2. larger, bigger 3. easier 4. faster 5. best 6. big, large 7. smaller, bigger/larger. PAGE 9 - AFRICAN RHYTHMS African music and African rhythms have made a huge impact on world music. In the 18th and 19th centuries, thousands of African slaves were taken by force to North and South America and Europe. The music of the slaves was heavily rhythmic, and it evolved into rhythm and blues, jazz and Latin-American styles.

In African music, drums and percussion instruments are very important. Several instruments play at the same time, creating polyrhythms. Repetition and ostinato patterns are common. The rhythms are often syncopated and suitable for dancing. Congas are long drums held upright between the player’s knees or slung from the shoulder by a strap. The conga drum is played with the palms of the hands to produce a deep, hollow sound. Bongos are two wooden-shelled drums of different sizes with skins that are tacked on. They are held between the knees and struck with the fingers. PAGE 10- RHYTHM AND SYLLABLES

                

       

PAGE 12 - IDIOPHONES 1. triangle, striking 2. castanets, shaking 3. woodblock, striking, 4. cymbals, hitting together 5. bells, shaking 6. ratchet, scraping 7. xylophone, striking 8. feet, stamping 9. guiro, scraping 10. gong, striking 11. clapping sticks, hitting together 12. thumb piano, plucking. PAGE 13 - HISTORY OF IDIOPHONES 1. independent, dependent 2. dependent, independent 3. dependent, independent 4. independent, dependent 5. independent, dependent 6. independent, dependent 7. independent, dependent 8. independent, dependent 9. dependent, independent 10. independent, dependent PAGE 14 - XYLOPHONES 1. The xylophone is a set of tuned, wooden bars and it is played with sticks. 2. The bars rest in a frame and/or/but sometimes they are arranged on top of a box. 3. The bars are tuned and/so they can play melodies with different pitches. 4. Bars of varying lengths create different pitches and/also the thickness of a bar affects its pitch. 5. Xylophones have resonators under each bar and this makes the sound louder. 6. The player hits the bar and/then the bar vibrates and/ then/so the air under the bar in the resonator projects the sound.

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PAGE 16 - RHYTHM AND SYLLABLES



tambourine, maracas, timpani, xylophone, cabaza, triangle, castanets, bongo drums, Africa, orchestra

 

wood block, guiro, cymbals, cowbell, drum kit, ratchet, hi-hat, snare drum, claves, bass drum, music, concert, mallet, congas





bells, chimes, gong, drum

PAGE 17 - BODY PERCUSSION crash crashed; tap tapped; pound pounded; scrape scraped; thump thumped; stomp stomped; bang banged; hit hit; smack smacked; whack whacked; strike struck; pummel pummelled; knock knocked; beat beat; rap rapped; slap slapped; dab dabbed; brush brushed; clap clapped; slam slammed; stamp stamped Loud sounds -thump, stomp, whack, strike, slam, stamp Soft sounds - tap, scrape, dab, brush PAGE 20 - WRITING ABOUT RHYTHM The title of the piece is Iko Iko, performed by the Dixie Cups. The overall tempo of the piece is moderato. The tempo stays the same for the whole piece. There are no sudden changes and it does not speed up or slow down. The time signature is 4/4. There are three main rhythms - one played by claves or clapping sticks, one played by hand claps, and one from the female singers. At the beginning, the claves and hand claps are heard softly in the distance. It is hard to hear the exact rhythm. After a few bars, it becomes louder and the main pattern on claves is heard more clearly. The rhythm is syncopated. The note values are mostly short. It sounds like an African or Cajun rhythm. The ostinato on claves is repeated many times. It sounds like this: The singers have a different rhythm. The singers’ rhythm is like speech and every line is syncopated, with the accents off the main beat, especially when they sing “hey now, hey now”. The hand claps sometimes play on the crotchet beats. They come in and out without warning, creating contrasts to the main ostinato. There are only 3 performing media - voice, claves and hand claps. However, due to the polyrhythms and syncopation, it is an interesting and dynamic piece. 1. Moderato 2. claves, hand claps, voice 3. repeated pattern of pitch or rhythm 4. claves 5. when the accents are off the main beat 6. claves and voices 7. many different rhythms occurring at the same time 8. they play sometimes on the main beat, with no set pattern. PAGE 22 - RESPONSE Adjectives: famous percussion, contemporary, Australian, international, all, last, many, different percussion, brilliant. Opinion 1 - The concert featured a variety of performing media and tone colours. (The topic sentence should cover types of instruments) Opinion 2 - The percussionists were brilliant. (The topic sentence should be about the players’ skill) Opinion 3 - A sense of fun on stage made the concert even more enjoyable for the audience. (The topic sentence should be about the involvement of the performers in the music and their enjoyment) Conclusion - I recommend any concert by Synergy. (The topic sentence should recommend the concert to others) PAGE 24 - TYPES OF CHORDOPHONES (nouns and pronouns are underlined, adjectives are in bold) Chordophones are popular instruments. The sound is made by one or more vibrating strings.

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PAGE 24 - TYPES OF CHORDOPHONES continued The oldest and simplest chordophone is the bow. This ancient instrument is still used in Africa and Asia. Some African people used the same bow to hunt and to make music. To play these chordophones, the musician can pluck the string, tap it with a stick, or play with a second, smaller bow. Harps and lyres are stringed instruments with a wooden or metal frame. Lyres first appeared in ancient art from the Middle East in 2800BC. They were also used in ancient Egypt and Greece. A lyre has one crossbar and two arms. It is different from a harp, which has V-shaped arms. The group of chordophones known as lutes is among the most popular in the musical world. Strings run from near the base of the body, over a raised bridge, to the end of its neck. The modern violin and guitar belong to this group. A zither has several strings that run along the entire length of the body. The strings on a zither lie flat and parallel to the body. The modern piano belongs to the zither group. PAGE 25 - SOUNDING STRINGS 1. freely 2. easily 3. finely 4. gently 5. well 6. usually 7. neatly, quickly 8. carefully 9. sweetly 10. sharply 11. directly

PAGE 26 - STRINGS AND PITCH 1. than 2. as as 3. than 4. than 5. as as 6. as 7. than 8. than 9. as as 10. than Diagram 1 - lower, higher; Diagram 2 - higher, lower; Diagram 3 higher, lower; Diagram 4 - lower, higher. PAGE 27 - VIOLIN (from top line, left, clockwise) scroll, tuning pegs, fingerboard, strings, bridge, tailpiece, chin rest, frog, screw, sound hole, hair, bow The most common method of bowing is to play smooth downstrokes (called downbows) and up-strokes (called upbows). These result in a warm, singing legato sound. Legato means smooth in Italian. The bow is drawn smoothly across the string from the bottom of the bow, near the frog, to the top. Other bowing methods include detached, or staccato strokes, where up-bow and down-bows are short. A tremolo marking means to play the same note rapidly, moving the bow just a little, up and down as quickly as possible. A glissando happens when the performer slides his or her finger up or down on one string during an up-bow or down-bow. Sometimes the performer is requested to play col legno which means “with wood”. This means that the performer should turn the bow over and play with the wood of the bow instead of the hair. Double stopping refers to the technique of playing two strings at the same time. Pizzicato means to play without the bow, and instead to pluck strings with the fingers. A mute can be placed on top of the bridge, making the sound softer and less vibrant. PAGE 28 - VIOLA “Hi Lin,” said Vi. “Hello,” replied Lin. “I haven’t seen you in ages.” “I’ve been sitting right next to you in the orchestra pit for days!” “Well, I am a violin and I’m far too important to be talking to a mere viola.” “What’s so special about you violins?” asked Vi. “We get to play the melody,” replied Lin. “There are 48 of us in the orchestra so we outnumber you violas and we’re much more popular.” Vi was upset. She was sick and tired of all the criticism of violas. “It’s time for an education Vi,” she said. “Violas are the most misunderstood instruments in the orchestra. We violas are just a little bit bigger than you violins but we’re special.” “What’s so different about you?” asked Lin.

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PAGE 28 VIOLA continued “My body is larger than yours,” replied Vi, “and my strings are longer so my sound is lower and even more mellow than yours. My low C string sounds amazing!” “That’s true,” said Lin. “I can’t play like that. Why doesn’t your music look the same as mine?” “Well,” said Vi. “We have our very own clef - the alto clef.” “Why do we need you in the orchestra?” asked Lin. “You can’t play a symphony without us,” smiled Vi. “You need us for lower harmony notes and a nice throaty viola tone.” “Thanks for the chat,” said Lin. “See you around the pit!” “Absolutely!” replied Vi, smiling. PAGE 29-CELLO 1. on a chair 2. against his upper body 3. above the performer’s left shoulder 4. between his knees 5. into a rubber ring 6. across the strings 7. of the right hand 8. with the strings 9. in a symphony orchestra 10. opposite the first violin section 11. to the audience 12. for the cello 13. behind the cellos. PAGE 30 - DOUBLE BASS (verb groups are in bold, nouns and pronouns are underlined) 1. The double bass is the largest and lowest stringed instrument in the orchestra. 2. The instrument was developed in the 1500s from the violone, a member of the medieval viol family. 3. The double bass player has to stand or sit on the edge of a tall stool, as the instrument is over 6 feet in height. 4. The shape of the double bass has not been standardised, so it varies from one with sloping shoulders to another with a more rounded body. 5. The double bass can be played with a bow or it can be plucked with the fingers (pizzicato). 6. One type of double bass bow can be played overhand, where the palm faces upwards, and the other type of bow is held with the palm facing down. 7. The human ear can detect a low pitch of 20 Hertz, and the lowest note on a double bass is only slightly above this, at 41 Hertz. 8. Even though it is very large and very low in pitch, the double bass does not project a loud volume. 9. The double bass has achieved great popularity in jazz ensembles where, in most cases, it is played pizzicato. 10. Some jazz performers try to slap the strings against the fingerboard for an interesting, percussive sound. PAGE 31- STRING QUARTET This string quartet is written for two violins, viola and cello. The tempo for this movement indicated by the composer is quite fast and very rhythmic. The piece is multi-metre which means that the time signature changes. This is a very playful and interesting piece, as there are many changes in time signature, contrasting syncopated rhythms and contrasting tone colour between the instruments. The structure of the section is A B A B coda. Section A begins with all the instruments playing accented pizzicato notes. The violins lead with a jagged, syncopated melodic theme. To end Section A, the first violin plays a sequence of three trills, low, medium then high. These are played very sweetly and with a crescendo. The other strings respond with two heavily plucked, forte, pizzicato octaves. Then the violin launches into Section B with a high, legato melody in a singing style. Underneath, the other instruments play a soft, pizzicato accompaniment. The viola then imitates the melody with a lower, darker, more mellow sound. The viola and violins imitate each other, playing parts of the legato melody as well as trill-like fragments, the high sweet violin contrasting with the warm, rich viola sound. There is a pianissimo section with the violins playing a descending series of tremolo notes while the cello plays fast, repeated pizzicato notes. Then Sections A and B are played again, with some variations. Finally, in the coda section, all the instruments play a descending chromatic scale with tremolo, decrescendo, until they all fade out except for the cello which plays the last few pizzicato notes pianissimo.

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PAGE 31 continued Tone colour: colourful, very sweetly, darker, more mellow, high sweet, warm, rich. Dynamics: crescendo, forte, soft, decrescendo, pianissimo. Expressive techniques: accented pizzicato, heavily plucked, pizzicato, legato, pizzicato, tremolo. PAGE 32 - HARP It is a regular member of the symphony orchestra. It can play rippling chords as well as solo melodies by plucking the strings individually or running the hands across the strings. The harpist can use pedals to raise the pitch of the strings by a semitone or a tone. This makes it easier to perform pieces by famous composers like Tchaikovsky and Wagner. 1. symphony orchestra 2. glissando, pizzicato 3. a pedal raises strings a semitone or a tone 4. Tchaikovsky, Wagner Parts (from top, clockwise) tuning pegs, strings, base, pedals, soundboard PAGE 33 - GUITAR AND SLIDE Parts of the guitar, clockwise: sound hole, frets, tuning pegs, fingerboard, bridge, body Adjectives: popular, country, acoustic, six, nylon, steel, country, steel, rich, twanging, beautiful, rhythmic, one, higher. Verbs: can hear, is, slides, to change, were, are called. PAGE 34 - ELECTRIC GUITAR electric guitar - a guitar that has a solid body and needs electronic amplification to create a sound pick-up - a small electronic device attached under the electric guitar’s strings. It detects vibrations and converts them into a signal that can be understood by an amplifier acoustic guitar - a guitar that creates a sound by vibrating strings and resonating air inside its hollow body lead - the electrical cable that carries wires and electronic signals from an instrument to the amplifier amplifier - an electronic device that converts inaudible electronic signals into audible musical sounds and boosts them into a speaker tremolo arm - a small metal arm attached to an electric guitar or bass. It can be moved back and forth to temporarily make the strings looser, changing the pitch of the note effects pedal - foot pedals that change the electronic sound before it gets to the amplifier, changing the volume, distortion, fade, wah wah semi-acoustic guitar- a guitar that has a sound box as well as electronic pick-ups knobs - round controls on the guitar body that change the volume and tone of the sound Labels - (from top, clockwise) Electric guitar, knobs, tremolo arm, pick-ups, effects pedal, lead, amplifier. PAGE 35 - ELECTRIC GUITAR SOUNDS 4, 3, 2, 1, 5 Flowchart: The performer strums the guitar and presses the effect pedal. The strings vibrate. The pickups convert the vibration into an electric current. The effect pedal changes the quality of the sound before it reaches the amplifier. The amplifier boosts the electric current and sends the signal to a speaker. PAGE 36 - TYPES OF GUITARS Similarities - both have 6 strings; both have soundbox; neither of them needs amplification or similar Differences - one has strings of plastic and steel, the other has steel only; steel string guitar has a brighter sound ; steel string guitar has a cut-out in the body shape; different colours. or similar PAGE 37 - TYPES OF GUITARS Electric and semi-acoustic Similarities - both have 6 steel strings; both use amplification; both have knobs and pick-ups or similar. Differences - one has a soundbox and f holes and the other doesn’t; different body shapes and sizes; different colours. or similar

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PAGE 37 TYPES OF GUITARS continued Lap slide and electric Similarities - both have 6 strings; neither has a soundbox; both need amplification; both have pick-ups and knobs. Differences - one is held on the lap and played horizontally; different shapes; lap slide uses a slide or similar Electric bass and acoustic double bass Similarities - both have 4 strings; both play low notes and bass line; both are played standing up or similar Differences - one is electric, one is acoustic; tone colour is different; different shapes or similar.

PAGE 42 - OUD board bored; read red; wine whine; blew blue; their they’re; stair stare; aisle I’ll; hymn him. 1. one, scene 2. made, lute 3. here 4. his, great 5. taught, knew, real 6. made, feat 7. our 8. piece 9. rapt, some 10. new About the oud - pear, no, hole, wood, pairs, one, due, seems, there, by, forth, too, hear.

PAGE 38 - ROCK GUITAR LEGENDS The subject of rock guitar legends is controversial because everyone has an opinion. Guitar legends changed the history of guitar-playing by inventing new techniques, sounds or styles.

PAGE 44 - PIANO 1. it’s 2. its 3. its 4. its 5. its 6. its, its 7. it’s 8. its 9. its

A survey in the music magazine, Rolling Stone, rated Jimi Hendrix as the best guitarist of all time. Other guitarists featured included Eric Clapton, BB King and Carlos Santana. Guitarists who are members of bands also featured in the list, including Kurt Cobain of Nirvana, Jimmy Page of Led Zeppelin and Keith Richards of the Rolling Stones. So why is Jimi Hendrix considered by all to be a legend? Jimi was born Johnny Allen Hendrix on November 27, 1942 and he died in 1970. He was a guitar playing pioneer because he was the first person to explore the sound potential of the electric guitar. He used a Fender Stratocaster guitar and introduced distortion and feedback to create new musical sounds. He was influential in the development of guitar effects pedals which are common today. Carlos Santana has been performing for more than four decades. The Mexican born guitarist developed a rock, jazz and blues style based on Latin-American music from his homeland. He has sold more than 90 million albums globally. One of Australia’s most famous guitarists is Angus Young, the lead guitarist in the heavy rock supergroup AC/DC. He was famous for wearing a school uniform on stage and playing hard-hitting riffs. The band sold millions of albums all over the world in the 1970s and 1980s. They are still recording and performing today. There are many guitarists who are popular now. In the future, we might consider these players to be legends. Perhaps Jack White of the White Stripes or John Frisciante of the Red Hot Chili Peppers will be called rock guitar legends.

PAGE 39 - GUITAR & BASS HARMONY The guitar is a very important instrument for harmony. It can play melodies as well, but it is best known for playing chords. The guitarist strums the instrument’s strings and the bass player picks out one note from the chord. Usually the bass plays the lowest note of the chord. The regular way of writing music in western tradition is called Standard Notation. Notation means writing. Most guitar and bass players use Guitar Tab, which is different from Standard Notation. There are six lines, one for each string of a guitar. In bass tab there are 4 lines, one for each string. The numbers written on the tab indicate what fret to press. There is yet another way to read guitar music - from a chord chart. The frets are shown like a grid. PAGE 41 - WORLD STRINGS Sitar - 1.  2. x 3. x, x 4. 5. 6. Ukulele - x, , x Banjo - ,  , x, , , x Shamisen - , x, x, x, ,  Wu Man - China’s, Adelaide’s, people’s, performers’, listeners’, pipa’s, instrument’s.

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PAGE 43 - KOTO 1. that 2. which 3. that 4. that 5. which 6. that 7. which 8. who 9. which 10. that 11. which 12. whose

PAGE 45 - HISTORY OF THE PIANO drank, fed, hid, gave, kept, crept, broke, fell, dug, rose, ran, shrank, sang, swam, told, came 1. came 2. built, 3. had 4. made 5. kept 6. heard 7. rose 8. slid 9. shook 10. meant 11. thought 12. found 13. put 14. hit 15. sprang 16. struck 17. chose 18. came 19. became 20. copied, made PAGE 47 - ANATOMY OF BREATH Nasal and sinus cavities: air-filled spaces in the head, connected to the nose; Tongue: the main muscle inside the mouth; Diaphragm: the thin muscle below the lungs that separate the chest from the stomach; Vocal folds: two pieces of flexible tissue that stretch across the trachea and vibrate when speaking or singing; Trachea: the air-passage between the back of the throat and the lungs; Lungs: the two organs we use for breathing When we speak or sing, the breath travels through the vocal folds. These are flaps of tissue that stretch across our air pipe or trachea. When the air passes through, the flaps, or vocal folds, vibrate which causes a sound. The vocal folds are sometimes incorrectly called “vocal cords”. High sounds are created when there is a lot of air pressure and the folds are close together, so they vibrate quickly. Lower sounds are created when the vocal folds are more relaxed, further apart and looser. You can see amazing videos of vocal folds moving on YouTube. The moist pieces of tissue vibrate and change shape when air travels through them. PAGE 48 - DIAPHRAGMATIC BREATHING “Hey Tran, how was your first lesson?” asked Malia. “It was great, but I realised I know nothing about singing, or even breathing!” he replied. “What do you mean?” “OK,” explained Tran. “You think breathing is simple, right?” “Sure,” replied Malia. “Everyone does it all day. We’d have to, or we’d die.” “Right,” said Tran. “But to sing, you have to breathe in the right way.” Malia looked puzzled. “What do you mean?” she asked. “Well, try this. Put your hand on your stomach,” he instructed. Malia placed her hand on her stomach. Then she said, “OK, now what?” “Now breathe in and your hand should go outwards, like after you’ve eaten too much.” Malia breathed in but her hand went in, towards her spine, not outwards. “Hey, it didn’t work!” she cried. Tran smiled. “That’s because you’re not doing diaphragmatic breathing.” Malia raised her eyebrows at him. “What are you talking about?” she asked. “Dia... di... what?” “Well,” said Tran, “there’s a muscle called the diaphragm that separates your lungs from your stomach. When you breathe in, your diaphragm should drop towards your toes, so your lungs have more room to fill up, like two balloons.” Malia realised what Tran was trying to say. “Oh, so you have to do diaphragmatic breathing for singing, is that right?” “Yes!” said Tran. “So try it again. This time, relax and focus on filling all your lungs, right to the bottom when you breathe in.” Malia put her hand on her stomach again, she breathed in, and her hand went outwards. “I did it!” she announced. “Good for you,” replied Tran. “Now you can come to singing lessons with me.”

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PAGE 49 - SINGING 1. inhale 2. breathing 3. breath 4. breathe 5. exhale, breath Why do opera singers sing differently from pop and rock singers? There are three main reasons. Firstly, opera singers need a wide vocal range which means they have to sing from low to high pitches. Secondly, they need to sing very loudly as they do not use microphones. Thirdly, they have to be able to project their voices to the back of the theatre. In order to do all of these things, opera singers must develop a special vocal technique. soprano - highest female; alto - lowest female tenor - higher male ;bass - lowest male In opera, there’s a place for many different types of voices. Here’s a picture of a soprano. She’s the one who sings the highest notes and has the romantic lead. That’s a tenor in the picture on the right. I’ve heard that tenors play the male romantic lead. He’s looking rather romantic in the picture! What’s the role for basses? They’re the ones who play villains or comic parts. We shouldn’t forget mezzo sopranos. They’re usually the ones playing older characters or maid servants. If you’re an opera singer, I’m sure you’d love to play one of the lead roles. PAGE 50 - TYPES OF AEROPHONES a) reed b) cup mouthpiece c) whistle d) blow hole e) blow hole f) whistle g) reed h) cup mouthpiece. PAGE 51 - FLUTE holds, rests, places, covers, keeps, tightens, is, inhales, blows, creates, blows Adverbs: originally, early, sometimes, usually, Firstly, completely, carefully, actually PAGE 52 - RECORDER bright, pure, whistling, sweet, squealing, thin, piercing. PAGE 53 - REEDS 1. The clarinet and saxophone plural; have; 2. Neither the flute nor the recorder singular; has; 3. A double reed singular; is ; 4. Reeds plural; are; 5. They plural; have; 6. a reed singular; has; 7. Some musicians plural; have; 8. the reed singular; vibrates; 9. the reed singular; is; a metal loop singular; holds; 10. the reed singular; rests; 11. The bottom teeth plural; stay; 12. The top teeth plural; rest; 13. The lips plural; come; 14. Both clarinet and saxophone plural; use; 15. Bassoons and oboes plural; have; 16. A piece of cane singular; is; 17. Bassoon reeds plural; are; 18. An oboe reed singular; is; no air singular; escapes. 19. the player’s top lip singular; curves; the instrument singular; is; 20. A lot of air pressure singular; is. PAGE 55 - SAXOPHONE Adjectives (evaluative language in bold) - recent, brilliant, Belgian, talented, clever, musical, new, wind, military, loud, powerful, expressive, amazing, wonderful, 14, different, new, single, loud, brass, some brave, early, twentieth, inventive blues, jazz, warm, earthy, seductive, raw, throaty, saxophone. PAGE 56 - OBOE AND BASSOON Labels: left - bassoon, bell (at the top), conical bore (diagram), keys, crook, double reed; right - oboe, double reed, keys, bell (at the bottom), conical bore (diagram) The oboe has a very important job in the orchestra. It plays the tuning note “A” before the performance starts. It is very hard for the oboe to change its pitch, so all the orchestra members tune to the oboe. The sound of the oboe is nasal, clear and penetrating. Due to its conical shape, its sound projects well. The oboe can be heard over the rest of the orchestra when it has a solo melody. The bassoon is the lowest instrument in the orchestra. Its sound is lower than any other instrument, so it provide a firm bass line for harmony. The bassoon’s sound is dark, reedy and mellow. It often plays solos in its highest register. The contrabassoon is a big, bass bassoon. It plays even lower than the bassoon.

Musical Instruments

Literacy Works

PAGE 57 - DIDGERIDOO 1. pick 2. apply 3. place 4. keep 5. put 6. blow 7. allow 8 hold 9 make 10. raise 11. start 12. use 13. practise PAGE 58 - OTHER AEROPHONES Piccolo - of, to, as; Panpipes: of, with, with, of, from; Harmonica: in, through, between, as, in; Accordion: on, through, on, through, by; Bagpipes: with, into, through, of, in/inside, with, from, into, between, until, in. PAGE 61 - TRUMPET Labels (from left, clockwise) - mouthpiece, valves, bell, mute, water release. Valves - When the valve is pressed, the tube of air becomes longer. This makes a lower pitch. Nouns are underlined, adjectives in italics, verb groups in bold: To make a sound, the player keeps his or her lips closed and places the mouthpiece in the centre of the lips. The teeth are kept slightly apart inside the mouth. The player has to create a buzzing sound with the lips. This makes the air vibrate inside the trumpet. When the trumpeter tightens his or her lips, the sound jumps to a higher pitch.

Topic sentences: 1. Trumpets have been important instruments since ancient times or similar. 2. The trumpet is still popular today and it is used in many types of music or similar. 3. Trumpeters often use a mute to change the sound or similar. PAGE 62 - TRUMPET IN JAZZ 1. Louis Armstrong, big; 2. amazing, extended, jazz; 3. Louis, responsible, real, art 4. small, brilliant 5. this 6. Swing, dance, Louis’ 7. blaring, dance, catchy 8. new, complex 9. Dizzy Gillespie, famous, Bop, exciting 10. amazing, bulging, this 11. Dizzy, major, art 12. next jazz, Miles Davis 13. Miles, important, many, different, his, Birth of the Cool, famous, jazz, all 14. recent, talented, Wynton Marsalis, Australia’s James Morrison, wonderful jazz trumpet.

PAGE 63 - TROMBONE Label - mouthpiece, bell, slide Adjectives: strange, crazy, no real, rhythmic, its, expressive, two short, muffled, little, nonsense, clear, male, unusual, this performing, two different, same, many, entire, low, high, many different, piano, forte, crescendo, some dazzling, tongued fast, strange, humorous, good, crazy, his, low, high, hard, entertaining, interesting. 1. tune 2. how the performer plays the instrument 3. a piece of plastic or metal placed inside the bell 4. 2 sounds at the same time 5. runs, moving through several pitches smoothly by moving the slide 6. soft, loud, gradually getting louder 7. interesting, fun, entertaining, dazzling, humorous. 8. Calling out “why?” and the fact that he composed the piece for a clown to perform. PAGE 64 - MORE BRASS 1. A 2. B 3. D 4. B 5. C 6. A 7. B 8. ABCD 9. AD 10. A 11. D 12. C 13. B PAGE 67 - PERFORMING MEDIA ACTIVITES 1. b, c, f, g, k, n 2. a, h, l, p 3. m, r 4. d, e, i, j, q, s 5. o s 6. viola 7. b, d, f, h, n, o, r 8. t, s (double bass) 9. e, t, a 10. c, g, k, l, p, q, r 11. a. drums b. French horn c. accordion d. harp e. electric bass f. piccolo g. clarinet-like reed instrument (shawm?) h. timpani i. lyre j. piano k. shakuhachi (Japanese end blown bamboo flute) l. bodhran m. bell n. bassoon o. violin p. congas q. sitar r. maracas s. cello (or double bass) t. saxophone PAGE 76 - DYNAMICS 1. f 2. ff 3. p 4. pp 5. mf or f 6. ff, sf 7. p 8. f 9. ff 10. ff 11. mf or p 12. mf or f

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