Year 7 Workbook

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ASHFIELD BOYS’ HIGH SCHOOL MUSIC DEPARTMENT

YEAR 7 STUDENT WORKBOOK

NNaammee::

2

CCoonntteennttss Page Complete

Date

A. Contents / Class Rules 2

B. Why do we study Music at School? 3

C. Unit Outcomes 4

D. The Fundamentals of Music 5

1. Sound is… 6

1.1. The Nature of Music 6

1.2. Soundscapes 7

1.3. Listening: The Typewriter Song 8

1.4. Additional Listening 9

2. The Qualities of Sound & Graphic Notation

10

2.1. How Sounds are Made 10

2.2. The Four Qualities of Sound 11

2.3. Listening: In The Hall of The Mountain King

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2.4. Listening: Jaws 13

2.5. Graphic Notation 14

2.6. Inventing Your Own Notation 15

2.7. Graphic Notation Scores 16

2.8. You too can be a Film Composer 19

3. About Duration 20

3.1. Beat 20

3.2. Metre 21

3.3. Time Signatures & Conducting Patterns

22

3.4. Rhythmic Patterns 23

3.5. Rhythm Find-a-word 25

Page Complete Date

4. The Drums 26

4.1. The Drum Kit 26

5. Musical Notation 27

5.1. Musical Notation 27

5.2. Writing Notes Correctly 28

5.3. Piano Man 30

5.4. Pitch find-a-word 32

6. Glossary of Terms 33

7. Websites 34

8. Homework 36

8.1. Soundscape 37

8.2. Environmental Sounds 38

8.3. Research Activity: The Beatles 39

8.4. Sound Qualities – Revision 40

8.5. Research: Edvard Grieg 42

8.6. Internet Research: John Williams

43

8.7. You Set The Scene 44

8.8. Rhythm Activities 1 45

8.9. Notation Activities 46

8.10. Rhythm Activities 2 47

8.11. Pitch and Rhythm Crossword 48

8.12. Additional Homework 49

9. Manuscript Paper 54

10. Lined Paper 58

CCllaassssrroooomm RRuulleess

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WWhhyy ddoo wwee ssttuuddyy MMuussiicc aatt SScchhooooll??

1 Because it is a requirement of the Board of Studies. The board of studies is the organisation, which determines what will be taught in schools. All students study music (as well as art, languages, personal development, etc.) in year 7 and 8 as a requirement of the School Certificate.

2 Because every school has a responsibility to present as wide a range of subjects as possible. One of the most important aspects of your education at school is to get experience in a wide range of subject areas so that later on when choices are made, they can be informed and responsible choices that relate to your interests, talents and future vocation.

3 You may have musical talent that you don't even realise. Everyone has talents of some sort whether they be sporting, academic, musical or otherwise. School is the where you find out what your talents are and develop them. Even if you are not musically talented, everyone has the ability to develop some skills and abilities related to music to some degree.

4 Because music allows you to tap into your creative potential. Every individual has the ability and need to be creative in some way - in other words everyone wants the ability to create something that is entirely unique and meaningful to them. You can tap into your creative side by creating your own musical composition, for example using only a minimum of musical skills. Whatever you come up with, all possibilities will be acceptable. Music is one of the only subjects in which this can be achieved. In most academic subjects there is only one right answer, in music there are many right answers to the same question.

5 Because music helps you to understand yourself better as a person. Every person is capable of experiencing and expressing many different types of emotion - sadness, joy, excitement, anger, fear, romance, love, peace, etc. Music has traditionally been one of ways in which emotions are expressed and it can be very powerful in this regard. Music has the ability to make you want to get up and dance, to calm you down, to excite you or to even make you cry. Music can also manipulate you to want to buy a product that you wouldn't necessarily buy at other times. lt is important for you to realise exactly how music does this.

6 Music is an important way of communicating without using words. Many things cannot be expressed fully using words. Music uses purely sound to express an emotion or to portray an idea. Because of this, music can mean different things to different people. It is important to understand some of the many ways in which music can do this by studying the ways in which composers manipulate the materials of music. In this way, you can offer an EDUCATED opinion of the music that you are hearing by using correct musical words to describe it.

7 Music is one of the best ways in which to use your leisure time. Many people gain a lot of enjoyment from playing a musical instrument. If you are good you could join a band and even make money if you have talent. The amount of leisure time is increasing every day and it is important that we learn to use it effectively.

8 Music may also be helpful in your employment prospects. If you gain musicals skills while at school and become proficient on a instrument, it could lead to any of the following jobs: Classical or rock musician, sound engineer or technician, piano tuner, music journalist or music teacher.

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UUnniitt OOuuttccoommeess!! On the completion of this unit you will be able to…

q Perform rhythm patterns

q Identify and distinguish between different sounds

q Read and interpret graphic and traditional music notation

q Perform a variety of different songs on different instruments

q Compose and perform your own piece of modern music

q Discuss and understand the basic elements of music:- Pitch, Volume, Duration, Timbre and Texture

q Understand the different ways sounds are created

q Listen more carefully and selectively to music

q Identify different instruments used in music

q Notate and perform the bass line of a song

q Create your own type of musical notation

q Conduct in different time signatures

q Set words to your own rhythm

q Identify parts of the drum kit

q Analyse the lyrics of a song

q Play a rock beat on drums

q Improvise music

q Sing songs

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TThhee FFuunnddaammeennttaallss ooff MMuussiicc Everything you need to know to get you through Year 7 music…and beyond!

NOTE VALUES

Note English

Name American

Name Value Rest

w Semibreve whole note 4 beats

h Minim half note 2 beats

q Crotchet quarter note 1 beat Î e Quaver eighth note ½ beat ä x Semiquaver

sixteenth note

¼ beat Å

DYNAMIC MARKINGS

f loud p soft

mf moderately loud mp moderately soft

ff very loud pp very soft

getting louder getting softer

TIME SIGNATURES

oo Quadruple metre – 4 beats in a bar

kk Triple metre – 3 beats in a bar

hh Duple metre – 2 beats in a bar

WORDS USED TO DESCRIBE THE QUALITIES OF MUSIC

Pitch high, medium, low, rising, falling, same pitch, different pitch

Timbre bright, dull, mellow, scratchy, metallic, sharp, nasally, warm, tone colour

Duration short, medium, long Texture Thick, thin, full, empty, busy, sparse

Volume loud, moderate, soft, increasing, decreasing Tempo Fast, slow, getting faster, getting

slower

NOTE NAMES

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TThhee NNaattuurree ooff MMuussiicc

A number of short examples will be played to you. See if you can identify the type of music in each case. Also mention whether you like or dislike the style of music, giving a short reason for your answer. Pick some of your answers from the box above.

STYLE OF MUSIC Like (üü )

Dislike (üü ) REASON

1

2 3

4 5 6

7 8

9 10

11 12 13

14 15

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Sound is _____________________________________________

Noise is _____________________________________________

Music is _____________________________________________

UUnniitt 11:: SSoouunndd iiss……

Discuss these different styles of music. ROCK & ROLL AFRICAN MARCHING ABORIGINAL

FOLK MUSICAL COUNTRY OPERA TECHNO

RAP CLASSICAL CHINESE FLAMENCO FILM MUSIC

HEAVY ROCK BALLET MUSIC LATIN AMERICAN DISCO

Discuss these three concepts and develop a definition for each.

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SSoouunnddssccaappeess Sounds are all around us. They can be…

HHuummaann mmeecchhaanniiccaall

eennvviirroonnmmeennttaall oorr MMUUSSIICCAALL..

A SOUNDSCAPE is…

è

LLiisstteenn iinn ssiilleennccee ffoorr OONNEE MMiinnuuttee aanndd wwrriittee ddoowwnn EEVVEERRYY

ssoouunndd tthhaatt yyoouu hheeaarr..

LLaabbeell eeaacchh ooff yyoouurr ssoouunnddss aabboovvee aass::--

vv HHuummaann ee MMuussiiccaall

// EEnnvviirroonnmmeennttaall

bb MMeecchhaanniiccaall

Soundscape [______________] (hh-mm-dd-mm-yy)

HHoommeewwoorrkk SSoouunnddssccaappee DDuuee:: ____________________________

Think of five more examples for each of the different categories:-

HUMAN MUSICAL ENVIRONMENTAL MECHANICAL

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The American composer Leroy Anderson (1908-75) wrote many entertaining orchestral pieces that are full of tuneful melodies and good humour. One such piece, The Typewriter Song, uses a most unconventional instrument: an old office typewriter. The composer makes use of the various sounds of the typewriter, including the clicking of the keys, the ringing of the bell and the rough sound of the returning carriage, to create an interesting and witty composition.

TThhee TTyyppeewwrriitteerr SSoonngg Leroy Anderson

1 This piece has THREE sections. Are any of these repeated?

YES NO

2 Give reasons for your choice in Question 1. __________________________________

______________________________________________________________________

3 What is the TEMPO (speed) of the music?

FAST SLOW VERY SLOW VERY FAST

4 Why do you think the composer chosen this particular speed? ____________________

______________________________________________________________________

5 What is the VOLUME of the music?

VERY SOFT SOFT VERY LOUD MODERATE

6 Does the volume change at any time? If so, when? _____________________________

______________________________________________________________________

7 Describe each of the following elements heard in each of these sections:-

SECTION A SECTION B

VOLUME

DURATION

8 Describe SECTION A when it is heard again. _________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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AAddddiittiioonnaall LLiisstteenniinngg:: __________________________________________________

HHoommeewwoorrkk EEnnvviirroonnmmeennttaall SSoouunnddss DDuuee:: ____________________________

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HHooww SSoouunnddss aarree MMaaddee

The information written above can be demonstrated on a double bass or bass guitar.

Vibrations can be set up in five different ways. These are by:

Provide examples…

1. Hitting

2. Blowing

3. Scraping

4. Plucking

5. Electronic means

UUnniitt 22:: TThhee QQuuaalliittiieess ooff SSoouunndd && GGrraapphhiicc NNoottaattiioonn

For each of the instruments below, state how each is made to vibrate to produce a sound.

a) ______________ b) ______________ c) ______________

d) ______________ e) ______________

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TThhee FFoouurr QQuuaalliittiieess ooff SSoouunndd Sounds have only four main qualities. Listen to the following set of sounds and explain how they differ each time.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

The proper musical terms used for the four sound qualities heard above are:-

PPiittcchh The highness or lowness of a

sound or note.

Fast vibration = high pitch Slow vibration = low pitch

DDuurraattiioonn The length of a sound.

Depends on how long the object

or instrument is allowed to vibrate for.

TTiimmbbrree (Pronounced tamber.)

The tone colour of a sound. This can be described as the

brightness or darkness of a sound.

VVoolluummee The loudness or softness of a

sound.

Large vibration = loud volume Small vibration = soft volume

Homework: Sound Qualities Revision Due: ______________

Music Vocabulary When you are describing the qualities of music, use the following words:-

PITCH high, medium, low, rising, falling, same pitch, different pitch

DURATION short, medium, long

VOLUME loud, moderate, soft, increasing, decreasing

TIMBRE bright, dull, mellow, scratchy, metallic, sharp, nasally, warm

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IInn TThhee HHaallll ooff tthhee MMoouunnttaaiinn KKiinngg Edvard Grieg

Listen to this piece and answer the questions below. 1. Describe how the composer depicts the following ideas in

this piece. a) A chase: _____________________________________

_____________________________________________

_____________________________________________

_____________________________________________

b) An increasing number of trolls: ___________________

_____________________________________________

_____________________________________________

_____________________________________________

c) The collapse of the cave: ________________________

_____________________________________________

_____________________________________________

_____________________________________________

2. Listen again to In the Hall of the Mountain King and notice how important variation is in the piece. Complete the table below with words that describe the different qualities of the music at the beginning and then at the end of the piece. Two new qualities of sound are used here: a) Texture: the thickness of the sound (depends on the

number of instruments being used); and b) Tempo: the speed of the music.

Beginning End Pitch

Volume

Duration

Texture

Tempo

This piece of music is from the Peer Gynt Suite written by the nineteenth century composer Edvard Grieg. Much of Grieg’s music is based on Norwegian folk songs and folk dances.

The story…

In 1867 the Norwegian playwright Henrik Ibsen used the music of this suite for his play Peer Gynt. The play tells the story of a vain and rather untruthful young man, Peer Gynt, who lives life for fun. He goes in search of his fortune and along the way enjoys many wild adventures involving him in several lucky escapes.

In this section of the suite, Peer wanders high into the mountains of Norway. There he discovers the cave that is the home of the Mountain King, the king of the trolls. Peer pretends to be a prince, and the king’s daughter, who is very ugly, falls in love with him. She dances for him, and when he laughs at her dance and refuses to marry her, the trolls become angry. Peer has to run for his life, pursued by the trolls who yell, “Slay him! Slay him!”

He escapes from the cave just as it collapses on the pursuing trolls.

Homework: Research Activity: Edvard Grieg Due: ______________

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Which sound qualities are each of these words referring to? a) low = ______________ b) short = ________________ c) growly = ______________

Homework: Internet Research: John Williams Due: ______________

JJaawwss John Williams

The American composer John Williams is one of the great writers of film music today. He has written over 100 film scores and received many Academy Awards. His music is colourful and imaginative and often as powerfully emotional as the visual scenes it accompanies. His terrifying theme from Jaws (1975), a film about a giant, ferocious shark, is a good example. Just the opening notes of this well known theme, heard each time the shark attacks, are enough to send shivers down our spines. This is because the composer has chosen his sound qualities so cleverly.

It would be wrong, however, to say that the frightening mood of the Jaws theme is due completely to the sounds. The use of silence contributes enormously to the building of tension and the expectation of disaster.

Silence can be an important element of music, as this piece shows. It would probably be more correct to define music as sounds organised within silence.

Listening Guide At the very start of the piece, the lurking presence of the shark is suggested by the two low, short ‘growly’ notes of different pitch that are heard in the following manner. (The dots represent silence.)

1…… 1, 2…… 1, 2, 1…… 1, 2, 1, 2……

After listening to the music, rewrite this pattern using your own type of graphic notation.

By organising the sounds in this hesitant manner, the composer cleverly creates an uneasy and threatening mood, which grows in tension with the addition of each note. After the last silence, the two notes are played repeatedly one after the other, halving in duration (another

word for duration:____________) to further raise the tension as the shark approaches. ̀

Name three things that happen in the music to suggest this build-up of tension?

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

CChhoooossiinngg SSoouunndd QQuuaalliittiieess ffoorr MMoooodd Composers often deliberately select the qualities of the sounds in their compositions so as to create a mood or atmosphere. This is particularly the case with film and stage composers, whose music is very important in highlighting the dramatic effect of a scene.

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GGrraapphhiicc NNoottaattiioonn Try and interpret the notation below on a variety of suitable instruments.

11.. 22.. 33.. 44.. 55.. Try your own example here:

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What could some of the problems of

writing down music using graphic

notation?

IInnvveennttiinngg YYoouurr OOwwnn NNoottaattiioonn Work out your own way of notating the following sounds. For each example, name a suitable percussion instrument that could accurately interpret your notation. Perform each example with the instrument you have chosen.

DESCRIPTION NOTATION INSTRUMENT

1. Four short sounds

2. 1 long sound

3. 4 repeated notes of the same pitch

4. 1 sound that gradually becomes louder

5. A sound that begins loudly and dies away gradually

6. Two low-pitched sounds followed by two sounds higher in pitch

7. A series of sounds that gradually rises in pitch

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GGrraapphhiicc NNoottaattiioonn SSccoorreess

17


18


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Homework: You set the Scene. Due: ______________

YYoouu ttoooo ccaann bbee aa FFiillmm CCoommppoosseerr……

TTiittllee:: __________________________________________________

Practical Acivity: Imagine you are a film composer writing music for one of the following scenes:

1. A bank robbery 2. A tight-rope walker walking across a high wire 3. The calm before the storm 4. Being rescued from cannibals 5. Exploring a haunted house by candlelight

• In groups, make up a short piece of music using classroom instruments whose

sounds would suggest the appropriate mood of the scene. • Include moments of silence to heighten the dramatic effect. • Perform your piece for the class, and ask them to work out the scene you have

selected.

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BBeeaatt Read the newspaper clipping below to get a better understanding of what beat is. After you have read it, you will need to come up with your own definition of beat, and answer the questions below.

A Community Newspaper Page 1

ASHFIELD CHRONICLE Heyday, 30 February, 2000 1.000 subscribers 80 cents Recently, students at Ashfield Boys’ High School found themselves tapping their feet when listening to In the Hall of the Mountain King. Some were even reported to have been moving in a regular manner.

Music teacher Mr. Bellemo re offered his assurance that this was quite normal and that there was no reason to be worried.

“The boys were merely responding to the ‘beats’ of the music.”

A colleague, Mr. Wilkins, explained that beats are the regular, repeated pulses underlying a piece of music.

Evidence suggests that beats play an important organisational role in music. They are also used to measure the duration of sounds and silences.

Both music teachers are encouraging people to try listening to the opening of In The Hall of the Mountain King again to further investigate this phenomenon.

Questions: 1 What musical element do people most naturally respond to through movement?

______________________________________________________________________

2 Define the term BEAT. __________________________________________________

3 Why is the beat such an important part of music? ______________________________

______________________________________________________________________

______________________________________________________________________

UUnniitt 33:: IItt’’ss aallll ttoo ddoo wwiitthh TTiimmiinngg!!

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MMeettrree When listening to a piece of __________ we usually feel some beats more strongly than others do. Beats usually occur in repeated groups, each group having the same ______________ of beats. The __________ beat of each group is accented. (An __________ is a stress placed on a note or beat.)

The metre of a piece of music refers to the number of beats in a ________.

There are three basic metres in music. Join each metre with its definition by drawing a line between them:-

Word List music

number first bar

accent

DDuuppllee MMeettrree

TTwwoo bbeeaattss ppeerr

bbaarr

TThhrreeee bbeeaattss

ppeerr bbaarr

TTrriippllee MMeettrree

QQuuaaddrruuppllee MMeettrree

FFoouurr bbeeaattss ppeerr bbaarr

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TTiimmee SSiiggnnaattuurreess To indicate the particular metre of a piece of music, a time signature is written at the start.

The top number shows the number of beats in each bar.

The bottom number shows the type of note used for the beat, expressed as a fraction of a whole note (semibreve).

CCoonndduuccttiinngg PPaatttteerrnnss Draw the conducting patterns in the boxes below.

DUPLE METRE TRIPLE METRE QUADRUPLE METRE

hhhh __________

MMeettrree

two quarter note (crotchet) beats

to the bar

kkkk ________________________

MMeettrree three quarter

note (crotchet) beats to the bar

oooo or c

____________________ MMeettrree

four quarter note (crotchet) beats to the

bar

As quadruple metre is the most common metre in music, its time signature is often replaced with the letter C, standing for common time.

Label each time signature below as duple, triple or quadruple.

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RRhhyytthhmmiicc PPaatttteerrnnss To indicate different sound lengths we use written symbols called notes. Different notes have different values. Each note has an equivalent rest (or silence).

Note English Name American Name Value Rest

w Semibreve whole note 4 beats

h Minim half note 2 beats

q Crotchet quarter note 1 beat Î e Quaver eighth note ½ beat ä x Semiquaver sixteenth note ¼ beat Å

The rhythm for In the Hall Of The Mountain King can be represented by the following pattern of notes:-

q q q q q q q q q q q q q q q q q q q q q q q q q h

The vertical lines are called bar lines and organise the notes into bars.

There is no bar line at the beginning.

A double bar line indicates the end of the pattern.

The first beat of each bar is understood to be accented.

Once u-pon a time they say, long a-go, far a-way

The space between two bar lines is a bar.

Lived a bold Nor-weg-ian lad whose name was Pe-er Gynt

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Label this note tree which contains all of the notes you have learned. This diagram is very useful as it demonstrates how the notes are subdivided into smaller and quicker notes.

Name of Note Value of note

w

h h

q q q q

q q q q q q q q

Homework: Rhythm Activities. Due: ________________

PPeerrffoorrmmaannccee AAccttiivviittiieess 1 Peter Gunn: Perform the guitar riff from Peter Gunn Theme on acoustic guitar,

and write a couple of sentences about this piece. Try performing it along with the recording. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ What is the metre and the time signature of this piece? __________________________________________________________________

2 William Tell Overture: Perform the melody from the William Tell Overture on glockenspiels. What is the metre and the time signature of this piece? _____________________

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RRhhyytthhmm Find-a-word

S R S L U T I J E S L U P

T L A V V T N I Q E S Y V A D U A

X N H N E H U O E B C W C U I M Q N S Y M T Y E

E R U T A N G I S E M I T D T V I M L S I G L O U D S M B C L E O G Y I R N P T J

Q U A D R U P L E H R I L T S I O N C I E V S W A C C E N T S A T E M N R F B R A R M V Y X B D E L S B B C M Y V A R E P E A T P N M V B C H P T T C R Z B H E N O I T A T O N Y W H V V U Q H X D R W P R K Y Y T Z T B

E L S D K D A E P J E P

accent bar

barline beat

crotchet duple

dynamics loud

melody metre minim

notation note

ostinato pattern

perform pulse

quadruple quaver repeat rest

rhythm semibreve

semiquaver silence speech tempo

timesignature triple

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TThhee DDrruumm KKiitt

Name the numbered parts of the drum kit.

1 2 3

4 5 6

7 Write the rhythm pattern for a basic rock beat.

Hi-hat cymbals

Snare drum

Bass drum

UUnniitt 44:: TThhee DDrruumm KKiitt

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MMuussiiccaall NNoottaattiioonn The STAVE (or STAFF) is the set of five lines and four spaces on which music is written:

The word CLEF is the French word for ‘door key’ and it is your key for finding the names and sounds of notes. The TREBLE clef is used for instruments with medium to high sounds, such as violins, flutes and recorders. Draw SEMIBREVES on the lines and spaces above the underlined letters.

LINES: Every Good Boy Deserves Fruit SPACES: F A C E The BASS clef is used for low to medium sounds, for example, the bassoon, double bass and bass guitar. Draw SEMIBREVES on the lines and spaces above the underlined letters.

LINES: Good Boys Deserves Fruit Always SPACES: All Cows Eat Grass

5 4 3 2

1

4 3 2

1

&

?

UUnniitt 55:: MMuussiiccaall NNoottaattiioonn && PPiiaannoo MMaann

Homework: Notation Activities.

Due: ________________

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WWrriittiinngg NNootteess CCoorrrreeccttllyy 1 All notes except the semibreve ( w ) have a note head ( ) and a stem ( l ). 2 Two or more quavers ( e ) or semiquavers ( x ) written together lose their flags and

are joined by a beam. ( q q q q q q q q q ) 3 When a note is followed by a dot its value is increased by half. For example:-

a) the dotted minim:- h. = 3 beats (2 + 1); and

b) the dotted crotchet:- q. = 1½ beats (1 + ½)

4 Some sounds are a combination of different note values. For these we use a curved line called a tie. For example:-

w q = 5 beats (4 + 1) h. e = 3½ beats (3 + ½)

5 Stem Direction:- a) Notes below the middle (B) line have stems going up à q b) Notes above the middle (B) line have stems going down à Q

6 Stem Length:- The stems of a note should be just over four lines on the staff, or the distance of an octave.

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PPiiaannoo MMaann Billy Joel To practice writing down music, copy the bass line to Piano Man. Notice the following as you do so:- 1 The Time Signature is k.

2 The main note used is a dotted minum

(h.) which is 3 beats long

3 The music is to be written into 4 lines

of 4 bars

4 The notes are descending (getting lower)

5 It uses a Treble Clef (&) at the

beginning of each line

Listening Question:

Listen to the song Piano Man while you follow the music

you have just written out.

What instrument is playing these lines of music?

________________________________________

Homework:

Rhythm & Pitch Crossword.

Due: ___________

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Performance Activity: Perform the bass line that you have written out

on glockenspiels. Watch your teacher very carefully as some lines are repeated at different

times throughout the song.

You do not have the music to the middle sections of the song, and so, you must sing this part of the

song as if you are one of the characters in the bar. Grab a VR drink, sway it in the air and sing

“la, la, la, de, de, da…” During the piano solo, imagine you are the piano player, bored from doing this gig night after night

after night. Play air piano for the solo with a bored, bored face.

PPiiaannoo MMaann Lyrics Analysis The lyrics of a song can often play a very important part in the overall piece. Some lyrics tell a story while other lyrics create a mood or atmosphere. They can be straightforward or aloof. The lyrics of Piano Man tell a detailed story about a man who plays piano in a bar. The song describes the numerous characters that frequent the bar. Listen carefully to the lyrics (words) of Piano Man and answer the following questions in order to become more acquainted with these regulars. 1 What time was it on Saturday night? ________________________________________

2 What did the old man want Billy to play? ____________________________________

3 Why would John be a good friend to have? ___________________________________

4 What would John like to be? ______________________________________________

5 What does Paul write novels about? _________________________________________

6 What does Davey do? ____________________________________________________

7 How does the manager feel? _______________________________________________

8 Why does he feel this way? _______________________________________________

9 What in the song “smells like a beer”? _______________________________________

10What do you think the people are putting in Billy’s jar? _________________________

11What is the metre and time signature of this song? ____________________________

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PPiiaannoo MMaann Lyrics

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PPiittcchh Find-a-word M E Y E V C

T Q H L P Y T K E T I N I F E D N I V R

R W G H S O U N D S Z U T S U H G D P H J T S G O X C P A I Y Q A Y C A E T E A U E C G J M C I D T N A L R D T E E L B E R T O I E D F P S T C G V S Y C N L P D V T X S A L B Q E E I K E I E K L

F Q E D D T C O R M E T S T A F F E O S S A B N

W O L E A P N M G X U T R K V F S Q J I

M H M D P X W C U K V Q Z T T R

K H W V ACEG BASS CLEF

CONTOUR DEFINITE

EGBDF FACE

GBDFA HIGH

INDEFINITE LEAP

LEDGER LINES LOW

MELODY MIDDLE NOTES

PENTATONIC PITCH

REPEAT RHYME

SCALE SOUNDS SPACES STAFF STEMS STEP

TREBLE

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GGlloossssaarryy Use this page to write down the meanings of all the words you have learnt in this unit.

WORD MEANING

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IInntteerrnneett WWeebbssiitteess Included in these pages are a whole range of Internet websites that you and your parents might find both useful and interesting. There are spaces to add your own music websites. Be sure to let your class and teacher know if you stumble on any other great music websites. MR WILKINS’ SITE http://www.teachers.ash.org.au/ozmused

ROCK & POP ARTISTS Ben Folds Five http://www.epiccenter.com/EpicCenter/Benfoldsite/index.qry?...

David Bowie http://www.davidbowie.com Eurythmics http://imv.aau.dk/~vibber/Eurythmics/Index.html The Beatles

Beatles MIDI’s Beatles Ultimate Webpage

http://www.resoft.inopera.it/musica/thebeatles.htm http://ftp.powerup.com.au/webmirror/midi/beatles.html http://www.geocities.com/sunsetstrip/cabaret/9167/index.htm

Sting – The Soul Pages Sting MIDI’s

http://www.ot.com/sting/home.html http://www.halcyon.com/chertudi/sting.html

Madonna http://www.madonnafanclub.com/ & http://www.madonnaweb.com/ Kate Ceberano http://www.kateceberano.com.au/main.htm

Pollyanna http://www.pollyanna.com.au/ Kylie Minogue http://www.kylie.com/

Yothu Yindi http://www.yothuyindi.com/ Kate Bush http://www.gryphon.com/gaffa/

The Whitlams http://www.thewhitlams.com.au Australian Bands http://www.ausrock.com/index.shtml

AUSTRALIAN MUSIC Music Industry Directory http://www.immedia.com.au/ Australian Music Centre http://203.13.160.191/~amc/amc1.htm

A.M.E.B http://www.ameb.nsw.edu.au/

MIDI Christmas Songs http://musicshoppe.com/christmas-midi/page1.htm ,

http://www.netzone.com/~medic/carols.html TV & Movie’s http://www.primenet.com/~mrdata/midi.htm

The very best MIDI http://w3.one.net/~kklasmei/ , http://www.bestmidi.com/

GUITAR TABLATURE Harmony Central Tablature http://www.harmony-central.com/Guitar/tab.html

Guitar Tab Resource http://www.sure.net/~seidin/guitar.htm Guitar.com http://www.pritzker.org/tab/

OLGA http://www.olga.net/search/ The Vault http://w3.nai.net/~sltrader/goo/

Ultimate Guitar Tabs http://zappp.id.ru/Guitartabs/backstr.htm

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RECORD COMPANIES http://spider.media.philips.com/polygram/

http://www.sony.com/ http://www.warnerbros.com

MUSIC THEORY All About Jazz

Europe Jazz Network http://www.visionx.com/jazz/ http://www.ejn.it/index2.htm

Synthesizers Synthzone

http://home.vicnet.net.au/~mpertout/Synthesizer.htm http://www.synthzone.com

Electronic Musical Instruments http://www.obsolete.com/120_years/ Classical Composers Database http://utopia.knoware.nl/users/jsmeets/index.html

Classical Net http://www.classical.net/music/welcome.html Yahoo Composers http://www.yahoo.com/entertainment/music/genres/classical/composers All-Classical Guide http://www.allclassical.com

Microsoft Music Central http://www.musiccentral.msn.com/Home.htm Harmony Central http://www.harmony-central.com/

Ear Training http://www.pageplus.com/~bigears/ http://155.135.13.65/EarTraining/ http://www.usit.com/jkavol/kavol.htm

Electronic Music http://nmc.uoregon.edu/emi/emp_win/main.html Internet Music Resource Guide http://www.teleport.com/~celinec/music.shtml

Music Research Database http://www.music.indiana.edu/music_resources/research.html WWW Music Database http://www.roadkill.com/~burnett/MDB/

Aural Comprehension Guide http://www.wmich.edu/mus-theo/etg/et_guide.html Music Magazines

Keyboard Magazine http://www.keyboardmag.com/ Imagazine http://www.thei.aust.com/

Trouser Press http://www.trouserpress.com/ FILM MUSIC

Internet Movie Database http://imdb.com/ All-Movie Guide http://www.allmovie.com/

John Williams Page http://www.classicalrecordings.com/johnwilliams/

MUSIC STORES Turramurra Music http://www.turramusic.com.au/

World of Music http://www.worldofmusic.com.au/ Roland Corporation http://www.rolandus.com/

Action Music http://www.actionmusic.com.au/ Edirol http://www.edirol.com.au/ Sanity http://www.sanity.com.au/landed.htm

Tower Records http://www.towerrecords.com/prd.i/pgen/tower/V6LBSXB75LS12M0V10066JRL0K3802GU/main.html

Angus & Robertson http://www.angusrobertson.com.au/ MISCELLANEOUS

Internet Radio Guide http://www.microsoft.com/isapi/redir.dll?... Musicvideos http://www.musicvideos.com/

Triple J http://www.abc.net.au/triplej/triplej.htm

EDUCATION NSW Board of Studies http://www.boardofstudies.nsw.edu.au/

NSW Department of School Education

http://www.dse.nsw.edu.au/

The New HSC http://www.hsc.csu.edu.au/

36

HHoommeewwoorrkk SSeeccttiioonn

This section of your booklet contains your homework for this unit. The homework you are set is an integral part of the unit and will help

you in your understanding of the work done in class.

It is very important that you complete all set homework.

Below is a table listing all homework tasks and a place for you to record the mark you received for your work. These marks will go

toward your final assessment.

HOMEWORK TASK MARK 1 Soundscape

2 Environmental Sounds 3 Research: The Beatles

4 Sound Qualities – Revision 5 Research: Edvard Grieg 6 Internet Research: John Williams

7 You set the scene 8 Rhythm Activities 1

9 Notation Activities 10Rhythm Activities 2 11Rhythm & Pitch Crossword

12 13 14

15

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SSoouunnddssccaappee Homework Think of the most favourite place where you like to go. It might be when you are feeling happy, sad, when you want to be alone or when you want to do some serious thinking. Whatever the place you think of, imagine that you are there. What sounds are you likely to hear in this place? Is it outside or inside? Is it noisy or quiet? Imagine the sounds and create a soundscape by writing these sounds in the box below. You might like to decorate your soundscape to add atmosphere.

MMyy ffaavvoouurriittee ppllaaccee……

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EEnnvviirroonnmmeennttaall SSoouunnddss Homework Think of five examples in each of the following areas. Only ONE musical instrument can be named in each area. The first example has been done for you in each case.

AREA EXAMPLE 1 EXAMPLE 2 EXAMPLE 3 EXAMPLE 4 EXAMPLE 5

Short duration

Bird tweet

Long duration

Kettle whistling

High pitch Woman’s

voice

Low pitch Fog horn

Loud volume Car revving

Soft volume Mouse

scratching

For each of the following name three instruments

Instruments that are strummed

Instruments that are blown

Instruments that are plucked

Instruments that are hit

Instruments that are shaken

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RReesseeaarrcchh:: TThhee BBeeaattlleess Homework 1 Which English city did The Beatles come from? 2 Name the instruments played by John, Paul, George and Ringo. 3 What are the Beatles’ surnames? 4 In which year did the group begin? 5 In which year did the group break up? 6 What was the name of The Beatles’ first hit single? 7 Which hit Beatles song was actually written by George? 8 What was the name of the album released towards the end of the group’s career that

took the pop music world by storm? Why was it so innovative? 9 After The Beatles disbanded, what group did Paul form?

AAnnsswweerrss

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SSoouunndd QQuuaalliittiieess -- RReevviissiioonn Homework 1 Give a definition for each of the following:

a) SOUND:

b) MUSIC:

c) NOISE:

2 Write the MUSICAL TERMS for each of the following SOUND QUALITIES.

TONE COLOUR: ¡ ¡ o ¡ ¡ o LENGTH: o o o ¡ o o o ¡ HIGHNESS OR LOWNESS: o ¡ o o o LOUDNESS OR SOFTNESS: ¡ ¡ o o o o 3 Take the letters that are in the ¡ and rearrange them below to spell an important

element of SOUND.

___ ___ ___ ___ ___ ___ ___ ___ ___

4. Below is a list of instruments and four columns. Write the NAME of the INSTRUMENT in the correct column, according to the way its sound is made.

VIBRATING STRING BLOWING HIT OR SHAKEN ELECTRICITY

Guitar Banjo Bagpipes Triangle Electric Organ Bass Drum Flute Tuba Cymbal Violin Synthesiser Didgeridoo

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5. For each of the following objects, write a word that best describes how sound is being made.

_________ _________ _________ _________ _________

6. Describe the qualities of sound for each of the following sounds.

SOUND PITCH VOLUME DURATION TIMBRE

1 Jackhammer Long

2 Bell-type alarm clock

Harsh

3 Explosion Low

4 Tap dripping Soft

5 Car screeching

Loud

6 Heart beating

Regular

7 Bottle smashing

High

8 Truck horn Full

9 Rocket Long

10 Hitting a cricket ball

Medium

11 Cracking a whip

Loud

12 Frog croaking

Croaky

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RReesseeaarrcchh:: EEddvvaarrdd GGrriieegg Homework 1. When was Grieg born and when did he die? 2. What was the name of another piece from the Peer Gynt Suite and what was the story

behind it? 3. What is the name of another suite written by Grieg? 4. In what way does this work differ from Peer Gynt Suite? 5. In which film was the music of In the Hall of the Mountain King used? 6. What is a suite?

AAnnsswweerrss

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IInntteerrnneett RReesseeaarrcchh:: JJoohhnn WWIIlllliiaammss Homework Look up the Internet Movie Database (http://imdb.com/) and search for John Williams in order to answer the questions below. 1. In which year was Williams born? 2. For which movies directed by Steven Spielberg did Williams write the music? 3. Which movie score(s) written by Williams won an Oscar? 4. Name the last three film scores that Williams has written. 5. Which famous orchestra did Williams use for the soundtrack of Star Wars? 6. Name two other famous film composers and a film that they have written music for.

AAnnsswweerrss

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YYoouu sseett tthhee SScceennee Homework Imagine you are John Williams writing film music for a movie that contains the following short scenes. The director has asked for a description of the music you intend to use. By referring to the qualities of sound, describe exactly how you would use them in each scene by completing the table below. The director has already suggested some ideas.

SCENE PITCH VOLUME DURATION / TEMPO

STYLE OF MUSIC INSTRUMENTS

A la

rge

elep

hant

w

alki

ng d

own

the

stre

et

Low

A si

ngle

ba

lloon

risi

ng

up th

roug

h th

e ai

r Flute and

harp

A m

ouse

sc

urry

ing

acro

ss th

e flo

or

Short notes played very

fast

Rai

ndro

ps

falli

ng g

ently

on

a pi

ctur

esqu

e ga

rden

Soft

A 30

0,00

0 st

rong

arm

y go

ing

into

ba

ttle

Military

style march

A ro

man

tic

coup

le k

issi

ng

on a

par

k be

nch

Strings

A fie

rce

battl

e in

out

er s

pace

45

RRhhyytthhmm AAccttiivviittiieess 11 Homework

1) Define the following terms:-

a) BEAT: _____________________________________________________________

b) METRE: ___________________________________________________________

c) TIME SIGNATURE: _________________________________________________

d) RHYTHM: _________________________________________________________

2) Complete the following sentences and draw the notes.

a) A SEMIBREVE is worth ____ beats. It looks like this:- _____

b) A MINIM is worth ____ beats. It looks like this:- _____

c) A CROTCHET is worth _____ beat. It looks like this:- _____

d) A PAIR of QUAVERS are worth ____ beat. They look like this:- _____

3) Look at the TIME SIGNATURES for each of the following rhythms and add the missing BAR LINES. Don’t forget to add the DOUBLE BAR LINE at the end.

a) o q q q q q q q q q q h h w b) h q q h q q q q h h

c) k q h h q q q q q q q q

4) Complete the following Rhythm Math Puzzles. Your answers should be written as notes, not numbers.

a) q + __ = h

b) h - __ = q

c) q q + q q = ___

d) ___ + Î = h

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NNoottaattiioonn AAccttiivviittiieess Homework

1 Rewrite correctly these incorrectly

drawn notes.

2 Write these notes on the stave below. Label each note with an a)-j).

a) G on a line as a crotchet b) E in a space as a dotted semibreve c) F in a space as a quaver d) C in a space as a dotted minim e) G above the staff as a quaver

f) D on a line as a semibreve g) A as a dotted crotchet h) D below the staff as a quaver i) B on a line as a dotted minim j) middle C as a crotchet

3 Replace each of the dotted notes with two tied notes making the same total value.

a) h. = b) w. = c) q. =

4 Add the required number of notes to fill the bars.

5 Add bar lines to the following rhythmic patterns.

Important Note: Read the page titled Writing notes correctly in this

booklet before you complete this activity.

&

&

47

RRhhyytthhmm AAccttiivviittiieess 22 Homework

1) Write the correct counts under these rhythms.

a) k q q q q b) o q q q q q q q c) o h q q q q ________ ________________ ____________

2) Do these rhythmical additions:-

a) h + e = _____ b) q q + q + h = _____ c) e + q + h = _____

3) There are…

a) 4 ______ (note) in one MINIM

b) _______ (number) MINIMS in one SEMIBREVE

c) 2 ___________ (note) in one ¼ note

d) 2 quarter notes in one ____________ (note name)

4)

a) o means that there are 4 ___________ beats in a bar

b) k means that there are 3 ___________ beats in a bar

5) Put a TIME SIGNATURE in front of these bars of rhythms

a) q q q q b) h c) q q q q h d) q q q q q q 6) Match these fruit with their correct rhythm

a) Pineapple q q

b) Orange q q q q c) Cauliflower q q

d) Grapefruit q q q

7) Write the correct rhythm for the following phrase:- Sydney was the city of the two thousand games

o ______________________________________

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RRhhyytthhmm && PPiittcchh Crossword

49

AAddddiittiioonnaall HHoommeewwoorrkk:: ________________________________________________

50


51


52


53


54

MMaannuussccrriipptt

55


56


57


58

LLiinneedd PPaappeerr

59


60


61


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TTeeaacchheerr’’ss NNootteess TThhee NNaattuurree ooff MMuussiicc Music is a general term that covers a vast range of styles and genres.

HHooww SSoouunndd iiss MMaaddee All sounds are the result of vibration – that is, some part of an object is struck or disturbed so that it moves very quickly to and fro.

GGrraapphhiicc NNoottaattiioonn Graphic notation is a way of showing what sounds are like by giving each sound a symbol. It is possible to represent one sound in many different ways.

Documents

Year 7 Workbook