Section 1
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1 Section 1: The Basic Elements of Music Unit 1.1 Rhythm and melody Page 2 2. The words are dramatic, the dynamics varied, the tempo/speed changes, the rhythm is free. The teacher should encourage students to discuss the song, using the limited music vocabulary available to them at this stage. Page 3 4. (a) crotchet (b) minim (c) quavers (d) semibreve (e) quavers (f ) minim (g) crotchet Page 4 6. (a) (i) ta ta ti-ti ta (ii) ti-ti ti-ti ta-a (iii) ti-ti ta ti-ti ta (iv) ta ti-ti ta-a (v) ta-a-a-a (vi) ta-a ti-ti ta (b) Each missing beat can be filled in by a crotchet or two quavers at student’s choice. 7. (a) (ii) Page 5 (iii) (iv) (iii) (iv) (v) (vi) (b) (ii) (v) (vi) (c) The missing beat can be filled in with a crotchet or two quavers – as played by teacher. Page 6 1-1 7 (d) 9. (a) (i) m r m s m d s m (vi) (b) (i) œ dm s œ œ œ œ œ œ œ œ œ œ s l s s œ œ œ œ œ œ d r œ œ s l œ d (ii) dm s (ii) d m s l s m r m d œ m œ m 1-1 7 (e) œ œ ˙ œ œ œ œ l s ˙ ˙ m ˙ d m 2 1-1 8 (c) Page 7 10. (b) dm dm œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ d s l l s m r m s l r r œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ d s l l s l r s s m d d œ œ œ œ œ œ œ œ œ œ œ d' d' l s s œ s œ s œ œ œ 1-1 8 (e) 11. (a) Doh œ œ œ œ œ œ œ d' d' s œ œ œ œ œ m s œ œ œ œ ˙ l l s ˙ 12. A melody based on given rhythm using the tonic solfa notes d r m s l d ’ Page 8 Crossword 1. pitch 2. rhythm 3. soh 4. tune 5. American 6. chilly 7. quavers 8. notes l œ œ ˙ m ˙ œ d 3 Unit 1.2 More on rhythm Page 9 1. There are four beats in each bar. 4 Page 10 2. (a) There are four beats in each bar. (b) There are three beats in each bar. 3. (a) (b) (c) Page 11 4. Rocky Mountain (a) (b) (c) (d) drmsl minim the same rhythm Bars 1 & 2; 5 & 6 Botany Bay (a) under the first line 5 (b) (c) (d) semibreve The words of each verse are different. The words of each chorus are the same. Accept students’ interpretations of the words, and discuss in class. L’il Liza Jane (a) (b) (c) (d) semibreve, minim, crotchet, quaver Doh is on the second line in both songs. drmsl on different tonic solfa notes Unit 1.3 Staff notation Page 12 1. L 3. (a) B A D C A (c) & w w B Á & w C S 1-2 14S(a) L w D w G w w w Á C Á w E w F L G E w w 1-2 14(c) w w Á G 1-2A 14(d) F w w Á G w D w A L S S B A D w w w A C C w E w w w D A B G E w w É w E A D w w A G Page 13 4. (a) D (crotchet) (b) E (minim) (c) CB (quavers) (d) F (crotchet) (e) G (minim) (f ) B (semibreve) 6. (a) G F E G B B C B G B m r d m s s l s m s Song: L’il Liz Jane w 6 Page 14 (b) D s E l E l D s E l A r D s D s B m G d G d Song: John Smith (c) B D D A D D B A G m s s r s s m r c Song: Botany Bay 7. & ˙ œ 1-2 15 ˙ œ œ œ ˙ ˙ 8. (a) C G A B B A G C D F Á C (b) B Á F D D A (c) Page 15 9. (a) 7 beats 3 beats 6 beats 3 beats 6 beats 5 beats C D É A A B E A G G 7 1-2 17 (g) (b) 3 &4 œ œ œ œ 2 &4 ˙™ œ œ œ ˙ ™ 17 œ(h)œ œ œ œ œ œ ˙ ™ 1-2 œ œ œ œ œ œ œ œ Seven examples of tied notes. 10. (b) 44 œ Ó œ ˙ œ Œ œ œ œ œ œ œ œ ˙ ˙ Œ ˙ 1-2 18 (b) Ó œ œ Ó œ ˙ œ Œ Unit 1.4 Music form Page 16 1. Song Form Unitary or binary L’il Liza Jane A A’ B B’ Binary John Smith A A’ Unitary 2. Song Form Pop Goes the Weasel A A’ (unitary) While Shepherds Watched Their Flocks by Night A B (binary) Page 17 6. Students can offer their own interpretation of the song. 7. p means ‘soft’. This song is sung softly. The mood is calm, reflective and peaceful. Accept student’s own valid reasons. 8. Song Speed Rocky Mountain (page 12) allegro or moderato Botany Bay (page 13) largo or moderato L’il Liza Jane (page 14) allegro Jim Along Josie (page 24) largo My Dog’s Name is Lucy (page 25) moderato Page 18 Crossword 1. phrase 2. quavers 3. beats 4. minim 5. double 6. common 7. bars 8. two 9. lines 10. crotchet 11. form 12. four 8 Unit 1.5 Scales and keys Page 19 1-5X 1. This song is in the key of C. & c œ™ j œ œ d m f 2. (b) F 3. l l C #w ˙ s s œ œ œ œ œ œ ˙ d' r' m' f' d' t d' G œ 1-2 22 (g) D F C r' A #w #w E 1-2 22 (g) #w #w #w #w #w 1 24 (a) (b) #3 œ & 4 s (a) This tune is in the key of G. & #w F# œ F s œ œ œ s œ œ m s (c) The last note is G. œ m œ d œ r œ œ m f œ r œ s œ m ˙ d 9 Page 20 4. (a) (b) 5. 1-5 (xx) (f ) Rewrite this piece in the key of C. &c & œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ™™ ˙ œ œ œ œ œ œ 6. (a) England (b) 4 Page 21 (c) B (e) (i) 5 (ii) 3 beats (f ) 2, 3, 4, 5, 6, 9, 10, 11, 12, 13 (g) D.C. al fine means go back to the start and repeat the chorus. [N.B. Not repeated on the recording] 7. (b) 1 25 (b) A E B C E D G G 10 (c) Sign Effect Sharp raises the note a semibreve Flat lowers the note a semibreve 8. (a) C D F G A Page 22 (b) D E F Minim Minim A B 1 26 (a) 9. (a) & #˙ F# G bœ #œ J #w D G F crotchet semibreve b˙ E quaver œ œ J œ C œ E G crotchet minim œ #˙ bw G semibreve 1 26 (b) œ œ minim 10. #4 œ ™ & 4 #œ b˙ bœ J B minim quaver œ œ œ œ œ™ j œ œ œ ˙ œ œ œ œ œ™ j œ œ œ ˙ & b œ™ œ œ J 2 &4 œ œ œ œ œ œ œ œ œ œ œ œ œ Œ &b œ œ œ œ œ œ œ œ œ œ œ œ œ Œ œ œ œ œ 1œ26 (c) 1 27 (a) 11. (a) (b) & w bw nw & w bw & bw nw & #w nw & w #w & #w nw & w #w & bw 11 1 27 (b) Unit 1.6 More on rhythmic notation Page 23 1 28 (g) 1. (a) 4 &4 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ & 44 œ ™ j œ œ™ j œ œ™ j œ œ œ œ™ j œ œ œ œ œ œ œ (b) 4 &4 œ œ œ œ & 44 ™ œ j œ œ œ œ œ œ™ (c) 4 &4 œ œ œ œ œ œ œ œ & 44 œ™ œ œ œ œ œ œ J 1 28 (h) j œ œ œ œ œ™ 1 28 (i) œ œ œ œ œ œ œ™ œ œ œ j œ œ œ ˙ œ ˙™ ˙ œ Œ œ ˙™ œ œ œ œ œ œ œ œ œ œ ˙ œ œ™ J œ œ J œ œ œ Œ œ œ ˙ Œ Œ 12 1 28 (a) 2. (a) 43 œ 44 œ j œ œ œ™ 24 œj j œ œ œ™ œ j œ œ™ œ 1œ 28œ(b) ˙ œ™ œ (c) œ 1œ 28 œ œ œ œ œ œ œ j œ œ 1 28 (d) (b) (i) #4 & 4œ œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ ˙™ œ™ œ ˙™ œ Time value: dotted minim (3 beats) Page 24 4 & b4 (ii) œ 1 28 (e) Time value: crotchet (iii) 3 &4 œ j œ œ œ œ œ œ œ œ œ œ œ œ œ™ œ œ œ œ œ œ œ œ™ œ J 1 28 (f) œ œ œ œ œ œ œ ˙ Time value: minim (two beats) 5. (b) The dotted rhythm makes this tune more lively. Page 25 7. (a) crotchet rest (b) ledger lines (c) folk (d) crotchet (g) getting gradually softer (h) double bar-line (i) repeat (e) semibreve (f ) a half beat (j) minim (k) G (l) 4 Unit 1.7 More on keys and bass clef Page 26 1. (b) four beats (c) loud (d) minim (e) crotchet rest (f ) quavers (g) sharp (h) (i) 2. (a) The tune is in the key of D. 1 32 (a) (b) #4 & #4 œ d œ œ m s œ d œ f œ œ l l œ s (c) D is the letter name of the first and last notes. œ œ œ œ œ m f s d f œ œ œ œ m m r f ˙ d 13 (d) Page 27 (f ) The key of D sounds higher than the key of C. 3. 1 33 (b) œ œ œ œ œ œ œ œ œ œ œ b & b 44 œ œ œœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ & 5.bCorrect 4 œ order œ 4, 1,œ2, 3 œ œ œ œ œ œ œ œ 4. s b4 s s s d' d' d' d' 1 35 (a) Correct order 2, 4, 3, 1 6. (a) (b) (c) d' r' r' d' d' d' (b) r' f' 1t 33 t d' r' # &# 1 35Key(b) D d' (d) (e) & 1 35 (c) Key C & b 1 35 (d) b &b & # Key F 1 35 (e) Key B b Key G Page 28 8. (a) Bars 2, 4, 6, 8, 10 (Any two) (b) Student’s own 2-bar rhythmic ostinato (repeated). 9. (a) Sad: The words refer to ‘crying’. The key is minor. (b) Happy: The words refer to ‘joy’. The tonality is major. f' œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ m' m' d' d' l l r' r' ˙™ ˙™ ˙™ d' ˙™ d' 14 1 36 (a) 10. (a) 3˙ & b4 œ œ™ j œ lah fah mi re Major or minor? ti œ œ œ doh ˙™ ti lah 1 36 (b) (b) #2 & # 4 œ œ d œ r m Major or minor? doh j œ minor Page 29 œ™ œ œ œ œ œ s s l s b œ & b c œj œ œ œ œ l d Major or minor? t l m Major or minor? B t t F 12. (b) (c) (d) (e) (f ) E D C E r d t l t r f m r d t l si l l œ œ ‰ j œ œ œ œ œ #œ œ t d d m l t d t l ‰ ˙ si l minor r 1 36 (d) 11. m d d & c jœ œ œ œ œ œ œ œ d m r minor t r œ™ œ œ œ œ œ œ œ œ #œ œ ‰ J # l d œ œ œ œ œ œ™ (d) m m œ œ œ™ 1 36 (c) major (c) m œ A 1 39 (b) D 44 1 39 (c) œ œ œ œ 32 1 39 (d) ˙ ˙ ˙ 48 j1 39 j (e) j j œ œ œ œ 42 1 39 (f) ˙ ˙ ˙ ˙ 28 j j œ œ G E B A D G E D E A D 15 Page 30 13. (b) Students complete bars with suitable notes. (c) (i) simple (ii) compound (iii) simple (iv) simple (v) compound Page 31 14. (a) (b) (c) Song: Amazing Grace Time signature: Correct order of bars: 5, 2, 1, 4, 3 Song: Oh Dear, What Can The Matter Be Time signature: Correct order of bars: 3, 1, 4, 2 Song: Old Macdonald Had a Farm Time signature: Correct order of bars: 3, 2, 4, 1 Unit 1.8 Instruments of the orchestra Page 32 1. (a)violin (b) viola (c) cello (d) bass 2. bow 3. plucked or pizzicato 4. four 5. The violins are divided into two groups called first and second violins. CD 1, Tracks 29–32 6. (a) cello (Emperor Quartet Mov. 2, Haydn) (b) violin (Meditation, Massenet) (c) double bass (Symphony No 1, Mahler) (d) viola (Hary Janos Suite, Lied, Kodaly) 7. (a) wood (b) vibrate (c) flute (d) oboe/bassoon (e) range (f ) largest/lowest Page 33 CD 1, Tracks 41–44 8. (a) oboe (Italian Concerto, Cimarosa) (b) clarinet (Appalachian Spring, Copland) (c) bassoon (Peter and the Wolf, Prokofiev) (d) flute (Badinerie from Orchestral Suite No. 2, Bach) 9. (a) trombone (b) trumpet (c) tuba (d) horn 16 CD 1, Tracks 49–51 10. (a) horn (Cello Concerto Mov. 1, Dvorak) (b) trumpet (Trumpet Concerto, Telemann) (c) trombone (William Tell Overture, Rossini) 11. (a) clash together, or hit or roll with drumstick (b) shake, tap or hit 12. (a) side drum (b) a metal beater (c) kettle drum (d) wood (e) tuned (f ) piano (g) tubular bells Page 34 Wordsearch S S K I N A P M I T X TIMPANI G R W C O D K Y A D Y BASS DRUM T X C A G J Z M N B L TAMBOURINE Z R V E W Z B W A M O B X I Z L O V S J L P Z W B A U E S F A U H G I U R N D S B X J O D T I X R G M T O V N K N P U S Y L Q A C E E W M I C Z J E J Q M A M J S U W U Y X H L General questions 1. (a) string (b) woodwind (c) brass (d) percussion 2. string 3. percussion 4. (a) woodwind (b) brass 5. string 6. (a) timpani (b) bass drum (c) side drum 7. xylophone; glockenspiel; celesta; tubular bells (Any two) Page 35 8. oboe and bassoon 9. flute or piccolo 10. trombone XYLOPHONE CELESTA TRIANGLE CYMBAL 17 11. Strings violin viola cello double bass harp Woodwind Brass piccolo flute oboe cor anglais clarinet bassoon saxophone trumpet cornet trombone tuba horn Percussion tubular bells xylophone woodblock timpani glockenspiel 12. (a) A timpani F tuba B cymbals G triangle C violin H bassoon D trombone I cello E trumpet J flute Page 36 (b) Strings: violin, cello Woodwind: flute, bassoon Brass: trumpet, trombone, tuba Percussion: timpani, cymbals, triangle CD 1, Tracks 55–58 13. (a) (b) (c) (d) flute (Carnival of Venice, Briccialdi) violin (Spring from the Four Seasons, Vivaldi) harpsichord (Suite in D, Bach) cello (Cello Concerto, Dvorak) Page 37 CD 1, Track 59 14. (a) horn (b) brass (c) (any two of the following) trumpet, trombone, tuba CD 1, Track 60 15. (a) double bass (b) (any one of the following) violin, viola, cello (c) timpani (d) steady CD 1, Track 61 16. (a) oboe (b) (i) flute (ii) clarinet (iii) bassoon (c) strings Page 38 Crossword 1. bassoon 2. trumpet 3. cello 4. horn 5. oboe 6. glockenspiel 7. flute 8. trombone 9. viola 18 Unit 1.9 Expressive qualities of music Page 39 CD 4, Track 20 1. Section A: The accents over the repeated notes in bar 1, theme 1, contribute to the confident mood. The crescendo and decrescendo marks in each short phrase of theme 2 contribute to the dramatic effect. Note the accented notes in this phrase. Section B: The dynamic mark mp creates a quiet contrast at the beginning of Section B. CD 1, Track 70 2. The song starts softly, slowly, with homophonic texture, voice and guitar and gentle accompaniment. The singer gets gradually louder (crescendo), the cello is added. By the chorus, voice and cello interact as cello ‘comments’ on the singer’s obsession. Dynamics become louder in second half of song. Accompaniment stronger also. Variation in tempo. Backing vocals added for variety toward the end. Guitar accompaniment is now interesting. Melodic variation, tempo variation. Song ends very softly, with very light accompaniment. CD 1, Track 71 3. (a) mixed voices, male and female (b) at a moderate speed (c) begin in unison, texture monophonic; then in imitation, texture polyphonic; drum accompaniment CD 1, Track 72 4. (a) a symphony orchestra (b) exciting or dramatic (c) The piece opens with repeated notes and a sequence. There is a contrast in dynamics, moving from ‘f’ to ‘p’. Instruments: the string family is prominent. Any other valid description.
