Unit 1
100
Agraïments:
Toni Amengual, Scott Wilde, Ricard Sánchez, el nostre alumnat,
els IES Binissalem i Damià Huguet i les seves directives pel seu
suport, les persones que han prestat la seva imatge per les fotos
i els nostres fills i parelles.
Si teniu alguna observació per ajudar-nos a millorar aquest manual
podeu contactar amb nosaltres en el número de telèfon 971 886 612
o a l’e-mail iesbinissalem@educacio.caib.es
Aquest manual, el teniu a la vostra disposició al weib de la Conselleria d’Educació
Dipòsit legal: PM 2238-2009
Index_
Presentation activities
9
Unit 1
Elements of music
11
Unit 2
Rhyhm and beat. Tempo terms
25
Project 1 Inventing a Christmas song 37
Melody and harmony.
Textures: how music is made. Expression terms
41
Unit 4
Musical instruments
49
Project 2 Orchestral instruments project
71
Unit 3
Unit 5
Dynamics, expression terms and form in music
75
Unit 6
Music in films
89
Project 3 Singing activities
99
Language Appendix
109
Intro_
7
El present manual sorgeix de la tasca realitzada pels departaments de música
de l’IES Damià Huguet, de Campos, i l’IES Binissalem. És el fruit del treball realitzat
durant els cursos 2007-2008 i 2008-2009 pels professors de música i llengua anglesa.
Aquesta col·laboració ha portat a:
- Un intercanvi constant de material, a títol personal, primer, i després a través d’un
grup de treball creat expressament al CEP de Manacor.
- La celebració de tres trobades que tengueren lloc a l’ermita de Sant Blai i a can Gelabert durant els esmentats cursos.
Els motius que ens han empès a començar aquesta intensa tasca són principalment
els següents:
- Hi ha una gran mancança de manuals adaptats al nostre currículum. Al Regne Unit
els manuals de música de secundària preparen l’alumnat per a la Standard Grade
Music d’una manera molt específica amb tota una sèrie de proves que ja en el seu
plantejament no són aplicables a la nostra realitat.
- Les competències musicals del nostre alumnat necessiten ser desenvolupades en
un anglès més senzill que el que es troba en manuals i webs anglesos del mateix
nivell educatiu.
Per tot això, i a partir de la nostra experiència, hem decidit elaborar un manual de
música en llengua anglesa per a primer d’ESO, que pot servir d’ajuda al professorat
implicat dins el Programa de Seccions Europees.
L’objectiu al qual es pretén arribar és doble i se centra en l’aprenentatge dels continguts
de música i en l’aprenentatge simultani d’una llengua estrangera, en aquest cas l’anglès,
tal com es fa referència a la metodologia CLIL (Content and Language Integrated Learning). Això ha comportat una gran feina d’equip entre els departaments d’anglès i de
música per tal d’adaptar els continguts de les dues àrees i elaborar activitats encaminades a millorar les destreses orals i escrites dels alumnes en llengua anglesa.
Antònia M. Vaquer Adrover i Miquel À. Bauzà (professors de música)
Antònia Motos Moens i Maria Vicens Nadal (professores d’anglès)
Joana Cabot ( professora de plàstica)
Mallorca, primavera del 2009
Presentation
activities_
Before we start learning music, let’s get to know each other! Choose from the following activities
and have fun with your classmates!
Anyone who has...
Sit on chairs in a circle one standing in the middle. The person in the center calls out Anyone who
likes... or Anyone who wears... Example given: Anyone who likes chocolate?
People who like chocolate change seats... but you cannot return to a chair you have just vacated.
If you call FIRE – everyone has to change places.
Budge
Five in a group- four stand on the points of a square and one in the middle – object of game is the
middle person to get onto one of the points. Point players can change places – but they must send
a visual or aural message to one of the others before they move – otherwise everyone just runs to
the same place making it easy for the guy in the middle!
Try to do it fast! It’s quite exhausting so don’t let it go on too long!
Traffic ligths
A control game. The group moves around the room and responds to orders – if anyone gets it
wrong they are out.
The orders we used were:
RED - stop
GREEN - go
YELLOW – sit down
Other orders could be BRIDGE- lie down with only your hands and feet touching the floor, and
LEVEL-CROSSING – lie on floor. A variation: after playing this way for a while you could change the
meaning of the orders so for example RED could equal go.
9
10
Snow white and the seven darwfs
Hi ho, hi ho, It’s off to work we go,
With a shovel and a pick and a walking stick, hi ho, hi ho.
This is the “passing the shoe game”: learn it in sections – first the words, then the shoe patterns.
Pass a shoe and place it in front of the person on your right and on the beat. Then teach the “pass,
pass, false pass, pass” sequence – or make up one of your own.
Lula
Lula, lula, lula, lula ley
lula lula lula lula lula ley
Lula, lula, lula, lula ley
Lula, lula lula ley. Hey!
For this song we worked out a series of actions e.g. touching the knees of the persons on either
side of you!
Unit 1
Elements of music
1.1 What is Music?
Music is always present in our lives1, from lullabies2 to the songs we listen to on the radio. But do
you know what music is? What are its elements?
Many people have said things about music:
“Without3 music life would be4 a mistake5”. Friedrich Wilhelm Nietzsche
“Music is the universal language of mankind”6. Henry Wadsworth Longfellow
“When words leave off7, music begins” Heinrich Heine
me
1
Can you write your own definition?
Music is .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Let’s talk a bit more about Music…
Music as an art
Music is one of the arts and all musicians are artists, like painters, sculptors, poets, novelists, dancers and actors. All of them8 need9 to use some material (medium) to create a final product. For
example, a painter can use paint to make a painting and a sculptor can use wood10 or stone11 to
make a sculpture. Without extraordinary skills12, effort13 and talent it is impossible to create a piece
of art.
What about music? A composer uses sounds and silences to create music in a score. Then, the
musician plays it on an instrument. When you hear music, you feel an emotion. So, what does
the musician use? Paper? Pencil? No, because these are just tools14. The musician’s medium is the
sound, and the art of combining sounds in space is music.
lives: vides 2 lullabies: cançons de bressol 3 without: sense 4 would be: seria 5 mistake: error
mankind: humanitat 7 leave off: t’abandonen 8 all of them: tots ells 9 need: necessiten 10 word: fusta
11
stone: pedra 12 skills: destresa 13 effort: esforç 14 tools: eines
1
6
11
12
In music, we can distinguish different elements:
• Melody: ascending or descending, high or low, ...
• Tempo: fast, slow, getting faster or slowing down15, ...
• Dynamics: very soft, loud, getting16 gradually louder or softer...
• Form/structure: chorus and verses, repetitions, ...
• Timbre/colour: instruments you can hear, contrasts, solos...
ee
1
Find these words in English:
1. suau: . . . . . . . . . . . . . . . . . . . . . . 2. ràpid: . . . . . . . . . . . . . . . . . . . . . 3. agut: . . . . . . . . . . . . . . . . . . . . . .
Now find their opposites:
English
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ee
2
Many words are similar to Catalan. Try to guess their meaning before looking
them up in a dictionary, e.g. Ascending ==> ascendent. Try to find 5 more
examples.
English
1 .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ee
3
ee
Catalan
alt
lent
greu
Catalan
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Go to the Language Appendix and write all the new words which are specific
to music in your MD (=Music Dictionary) with their translations.
Musician, Composer, Sound, Rest, Score, Audible, Play an instrument, High, Low, ...
4
Are these activities/subjects forms of art? Discuss in groups of 3-4 people.
e.g. A. I think dancing is a form of art.
B. I agree/I disagree
Dancing
Tennis Swimming
Biology
Writing Mathematics
Poetry
15
slow down: reduir velocitat
16
getting: tornant-se
ee
5
What’s the name
of the artist?
ARTS
13
Complete the chart:
What’s the artist’s
medium?
What’s the final
product?
MUSIC
PAINTING
DANCING
POETRY
ACTING
WRITING
SCULPTURE
LANGUAGE CORNER
To refer to the people who do a certain activity, we can use the
following noun suffixes: -er, -or, -ian
eg. Magic: magician
eg. Teach: teacher
eg. Conduct: conductor
ee
6
Who is who?
Match these artists to the form of art:
Gauguin
Ramon Llull
Shakespeare
Rodin
Goya
Pau Casals
Michelangelo
Joan Miró
Painter
Musician
Sculptor
Writer
Music as a universal language
Music is considered a universal language. Do you know why? Firstly, music is always composed
with these 12 notes everywhere, with any instrument. It is not important if the notes have different names. For the musician, they are the same. Secondly, music, like any other language, can
express all kinds17 of emotions to people all over the world.
17
kinds: tipus
14
Music as a way of expression of different cultures
All cultures in the world have their own18 music. People use it in many different ways. They create
different types of music for different purposes19, for example religious or ceremonial purposes or
entertainment20.
Music is a way of communication. It transmits knowledge21, ideas and feelings22. Some examples
are the drums23 rhythmic language or the sound of bells24 ringing.
1.2 Elements taking part in the musical communication
When the composer creates music, he/she does it on paper, trying to write down all the ideas he/
she has in his/her mind. But when this score25 has to be listened to, we need someone to perform26
it. For this reason, we say that the role of the performer is very important in the communication
process. He/she has to27 express what the composer wants to express.
More than one performer can play the same piece of music. Do they play it in the same way?
Probably not, in spite of28 having the same music score. That’s because they play his/her own interpretation. Nowadays, there are hundreds of interpretations of any piece of music. The people
who listen to the performer are called the audience. Here you have all the elements put together:
COMPOSER -
PERFORMER -
AUDIENCE
1.3 The Sound Qualities
We can distinguish four qualities in musical sounds: duration, pitch, dynamics and timbre.
a) DURATION : It is the length of a sound. Musical notes do not have the same duration. There are long
notes and short ones, and others in between. All of them together form the rhythm. Musicians need
a way 29of indicating how long to hold30 each note. This is why each note looks a little different.
This is a semibreve or a whole note, sitting on a line:
This diagram helps you visualise its length. It is showing that the semibreve value fills31 the entire
line. If we divide the line into two equal parts, the semibreve would be too big to fit32 in it. We need
notes of shorter duration, called minims or half notes:
their own: la seva pròpia... 19 purposes: finalitats 20 entertainment: divertiment 21 knowledge: coneixement
feeling: sentiment 23 drums: percusió 24 bells: campanes 25 score: partitura 26 perform: tocar, representar, actuar/performer: person who performs 27 has to: ha de 28 in spite of: malgrat que 29 a way: una manera
30
hold a note: mantenir una nota 31 fill: omplir 32 fit: cabre
18
22
You can tell33 with this diagram that you need two minims to make a semibreve. The next smaller
note value is called a crotchet or a quarter note:
You need four crotchets to make a semibreve or two crotchets to make a minim. This is a mathematical exercise!
There are notes of shorter value, called quavers or eighth notes. They look like34 crotchets or quarter notes with flags:
So, eight eighth notes or quavers have the same value as one semibreve, two minims, four crotchets... and so on35.
Let’s look at all the diagrams placed together. You can see the relationships between note lengths
very clearly.
Furthermore, there are groups of three notes played in one beat. They are called triplets (=tresets)
and they are marked with a ´3´ above36 or below37 the middle of the three notes.
This triplet has 1 beat
me
ee
(Write the name of the notes in English (American and British English).
7
Let’s play a couple of games to learn the names of the notes!
1. First, we are going to play MEMORY. Take 2 sheets of paper and cut each one in 12 squares. On
one square, write down the name of a note in American English. On another square, write its translation in Catalan. You have to do this for each (=cada) note, making pairs of cards. Do the same for
British English. When you have finished, you are ready to play a game of memory in pairs.
33
tell: veure
34
look like: semblar
35
and so on: etcètera
36
above: a dalt
37
below: a baix
38
clef: clau
15
16
2. Now you are ready to test your knowledge with a game of KNOTS & CROSSES. Divide the class
in two groups. Each group needs to know the names of the notes in English if they want to win,
because if you don’t know a translation, you lose your turn!
ee
8
Before reading the following paragraphs, remember the meanings of these
adjectives:
High:
Fast:
Long:
Loud:
Low:
Slow:
Short:
Soft:
b) PITCH: The highness or lowness of a sound. A sound can be high or low and we use different
clefs38 for high or low pitches.
The pitch of a sound is determined by the frequency of its vibrations. When the vibrations are fast,
the pitch is high and when the vibrations are slow, the pitch is low. Also, the highness or lowness
depends on how long or short the string is. If you pluck39 a short string40, the sound will be higher than if you pluck a long one. For instance, a violin produces high pitches because it has short
strings. A double bass produces lower pitches because it has longer strings.
c) DYNAMICS: It indicates an increase or decrease41 in the volume of a sound. If you pluck the
string of a guitar hard, the sound will be loud. If you do it smoothly (= softly), the sound will be soft.
Composers have traditionally used Italian words and their abbreviations to indicate dynamics. The
most common terms are:
pppp, ppp, pp, p, mp, mf, f, ff, fff, ffff and so on.
Terms such as crescendo or decrescendo mean that there is a gradual increase or decrease in volume. Volume gets42 gradually louder or softer.
d) TIMBRE or TONE COLOUR: It is the quality that distinguishes43 which instrument a musician is
playing. The musical instruments that belong to44 the same family have a similar timbre. You can
describe timbre using words like bright (=brillant), dark (=obscur), rich (=ric en) … Like changes
in dynamics, changes in tone colour create variety and contrast. When you play the same melody
with different instruments, the colour changes because each instrument has a different timbre.
Also, you can use contrast in timbre to highlight45 a new melody.
On the other hand, timbre also gives a sense of continuity. It is easier to recognize the chorus of a
melody when the same instruments play it again. In fact, composers often create a melody with a
particular instrument tone colour in mind46. The brilliant sound of a trumpet is good for heroic or
military tunes. On the other hand, the tone colour of a flute is perfect for a calm melody.
clef: clau 39 pluck: puntejar 40 string: corda 41 increase/decrease: augmentar/disminuir
guish: distingir 44 belong to: pertànyer a 45 highlight: emfasitzar 46 in mind: en ment
38
42
get: es torna
43
distin-
ee
9
Write the definitions of these concepts in English and add them to our MD.
Duration:
Pitch:
Dynamics:
Timbre/tone colour:
and REMEMBER to write any other new word specific to music in your MD!
HAVE A LOOK AT THE FOLLOWING WEB PAGES!
http://www.sfskids.org/templates/musiclab.asp?pageid=4
http://www.classicsforkids.com/music/
1.4 Sound, silence and noise47
The sound is the most important material in music and it has four qualities. Do you remember
them? You measure48 sounds in decibels and an excess of dB can provoke damage49 to our hearing.
Silence is also a very important element in music. We can define silence as the absence of sound.
In music, it is represented by a symbol called rest. Each note value has its own rest, as you can see
on the table.
In this table you can find the most common rests in music:
Note
Rest
Name
Semibreve rest
or whole note rest
Minim rest
or half note rest
Crotchet rest
or quarter note rest
Quaver rest
or eighth note rest
Semiquaver rest
or sixteenth note rest
LANGUAGE CORNER
You have to use the word “rest” after the name of the note, like in the example:
e.g. Crotchet rest
You need to learn their symbols. Do this exercise to help you remember.
47
noise: renou
48
measure: mesurar
49
damage to your hearing: mal a l’oïda
17
me
18
Fill the gaps and draw the symbols below:
Semibreve rest has.................................... beat/s........................................
Minim rest has............................................ beat/s .......................................
Crotchet rest has........................................ beat/s .......................................
Quaver rest ha............................................ beat/s .......................................
Semiquaver rest has................................. beat/s .......................................
HAVE A LOOK!
John Cage (1912-1992) composed a musical piece titled 4´33´´.
Go to www.youtube.es , write John Cage 4´33´´ and listen to it.
Pay attention and explain what happens.
The noise is a sound that disturbs50 us. It can be too loud or have an unpleasant51 timbre for a
certain activity.
Can you name a few examples of noisy activities, noisy jobs or things that produce noises? Is this
noise pollution52?
1.5 How is the sound transmitted?
Sound begins with the vibration of an object, such as a knock53 on a door. The vibrations are transmitted to our ears by a medium, usually air. The speed54 of a sound depends on the type of medium. It is different if the medium is air, a solid object or water.
What happens to the sound?
The ear is very important in this process. The ear has 3 parts:
- middle ear
- external ear
- inner ear
First, the vibrations are transmitted through55 the auditory canal56 and our eardrums57 start vibrating. Then, the vibration is transmitted through the ear bones58 to the cochlea59. The cochlea has
liquid and this liquid has sensory cells60. These cells transmit signals to the brain61 and the brain
selects, organizes and interprets the nerve impulses62.
disturbs us: ens molesta 51 unpleasant: desagradable 52 noise pollution: contaminació acústica 53 knock: cop,
truc 54 speed: velocitat 55 through: a través de 56 auditory canal: canal auditiu 57 eardrums: timpans 58 ear bones:
ossos de les orelles 59 cochlea: coclea 60 sensory cells: cèl·lules sensorials 61 brain: cervell 62 nerve impulses: impulsos
nerviosos
50
1.6 What is music made up of?
19
Music is made up of63 different symbols. We use these symbols to write and read a score. It is like
cooking, the cook needs different ingredients to cook a meal.
The musician needs 5 horizontal lines and 4 spaces to write music on. This is called64 a staff (=pentagrama)
Then, the musician needs a clef: a treble clef (=clau de sol) for high pitches and a bass clef (=clau
de fa) for low pitches. See their symbols below and write their name:
If you want to read music, you have to memorize the names of the notes. Careful! They are different in English!
You can name the notes as DO RE MI FA SOL LA SI DO´like in the Latin countries; or C D E F G AB C´,
like in the Anglo-Saxon culture. When you reach Si or B, you start again.
Ordinary scales have 8 notes, starting and ending with the note of the same name. The scale is divided into tones and semitones. They are the different distances between65 the sounds. There are
two main types of scales: major and minor scales.
Major scales sound bright66 and cheery67 and they follow the same pattern68:
Tone-tone-semitone-tone-tone tone-semitone
Minor scales sound a bit sadder69 because they have a different pattern:
Tone-semitone-tone-tone-semitone-tone-tone
There are also other types of scales, like the pentatonic or chromatic scales. They follow a different pattern. Have a look!
63
68
made up of: feta de 64 is called: s’anomena
pattern: model, patró 69 Sadder- sad: trist
65
between: entre
66
bright: animat
67
cheery: alegre
20
Pentatonic scale:
me Could you improvise a melody using this scale with the recorder or the xylophone?
Chromatic scale:
me
What is the distance between each note?
me
Type www.exploratorymusic.net/TeacherResources.html – 14k on your computer. You will find some worksheets. Print them and do the exercises.
Go to the 9th worksheet. It is a secret message that you have to decipher, writing the letter names of the notes.
me
Read these scores and find out (=averigua) the missing words.
Hey,
Are you He said to my
_ _ _ _! _ _ _ _? _ _ _ _
There are a lot more signs in music you have to know. The symbol # represents a sharp (= sostingut) and the symbol b represents a flat (=bemoll). When you see a sharp, you play a note half a
step higher than a natural note. If you move one step70 lower, you play a flat. Also, when you see
a sharp or a flat in front of a note in a bar, all the same notes in that bar are also sharp or flat.
A natural (=becaire) restores the original pitch of the note.
Can you draw it?
LANGUAGE CORNER
Do you remember how to make the comparative? Higher than, lower,…
Short adjectives: -ER THAN
Long adjectives: MORE…THAN
Look it up in your English grammar appendix!
70
step: pas, passa
Sometimes, the musician needs a key signature (=armadura) after the clef. It indicates how many sharps
and flats there are. After the key signature, there is the time signature (= compàs): the top number tells
you how many beats are in each measure and the bottom number tells you how long each beat lasts.
Can you tell what the key signature is? And the time signature?
LANGUAGE CORNER
Remember!
How many? - Quants/quantes?
How long? - Quant de temps/ quina duració?
The staff is divided into measures or bars (= compassos). The vertical line located between bars or
measures, is called bar line. The bar line situated at the end of the melody is called a double bar.
me
me
Could you write down the bar lines?
Type www.exploratorymusic.net/TeacherResources.html – 14k on your computer. You will find some worksheets. Print the 15th worksheet and follow the instructions.
Finally, one last symbol for now: a tie(=lligadura) is a curved line that joins71 two notes of the same
pitch together. You have to play or sing them like one note, not like two. Look at the example:
ee
10
There are a lot of specific music words in the last paragraph. Let’s make a list,
translate them and add them to your MD.
Staff natural
Clef key signature
Scale
time signature
Sharp
flat
Tietriplet
70
joins: uneix
bar/measure
tone/semitone
beat
bar line
break
21
22
CROSSWORD
Complete the crossword puzzle below:
13
18
14
17
6
3
7
8
4
2
1
10
9
5
15
12
16
11
Across:
1. A gradual increase in volume.
2. Play it softly.
4. The third note of C major scale (in English).
7. Person who creates music.
9. It is the vertical line placed between two
bars.
11. A measure.
12. It is a curved line that joins two notes of
the same pitch together.
10. When you see it, you play the note a semitone higher.
15. It lasts 4 crotchet beats.
16. It is the sound quality that distinguishes
which instrument is playing.
18. A sign placed on the staff after the clef and
the key signature.
Down:
2. It is the highness or lowness of a sound.
3. It is the speed of the music.
5. The bar line situated at the end of a score.
6. You use it for high pitches.
8. It is a universal language.
10. It is a group of five lines and four spaces
where we write the music on.
13. Person who plays music.
14. It is the notation of a musical work.
17. It is the most important material in music
and it has four qualities.
CHECK YOUR KNOWLEDGE
23
I. Fill in the following chart with the missing information:[12 points]
Notation name
Symbol
Value
Rest
Whole note
1 beat
II. Match these qualities with the different elements of music. [5 points]
1. High/Low
2. Bright/dark
3. Loud/Soft
4. Long/Short
5. Slow/Fast
a. Timbre
b. Pitch
c. Dynamics
d. Duration
e. Tempo
III. How many words can you translate in one minute? Time yourself! Correct with a classmate. [9 points]
silenci de blanca:
bemoll:
clau de Sol:
becaire:
compàs:treset:
clau de Fa:
sostingut:
escala:públic:
pentagrama:pulsació:
altura:timbre:
partitura:
compositor:
músic:renou:
IV. Match these terms with the definitions. [12 points]
1. Beat is …
a. … an increase or decrease in volume of a sound.
2. Duration means…
b. …the organisation of rhythm in bars indicated by two numbers.
3. Dynamics indicates…
c. …the regular pulse in a piece of music.
4. Time signature is …
d. …a group of 3 notes played in 1 beat.
5. A triplet is …
e. …the quality that distinguishes which instrument a musician is playing.
6.Timbre is …
f. … the length of each sound.
24
V. How is the sound transmitted? Put the sentences in the right order.[12 points]
Sounds begins with the vibration of an object.
a. Our eardrums start vibrating.
b. The vibrations go from the ear bones to the cochlea.
c. Vibrations are transmitted by the auditory canal.
d. The brain interprets the nerve impulses.
e. The sensory cells in the cochlea send signals to the brain.
f. The cochlea has liquid with sensory cells.
Unit 2
Rhythm and beat.
Tempo terms
1.1 Rhythm and beat
UNIT 2: Rhythm and beat. Tempo terms
We can find rhythm everywhere. It’s what makes music move, but are rhythm and beat the same1?
The rhythm has a beat(=pulsació), which is the regular pulse in a piece of music. It is what people
tap2 when they listen to music or the pulse of their heart. Now take a minute to feel your heartbeat. Your heartbeat will not always have the same rhythm or tempo. It can change depending on your
level3 of activity or other factors. CUPS ACTIVITY
Class organisation: Everybody in circle having a turned-down4 cup in front of him/her. Students
have to play this rhythm with different beats.
1st bar
1st & 2nd beat: clap your hands5
3rd & 4th beat: tap with your fingers on the top of the cup, alternating hands
2nd bar
1st & 2nd beat: clap your hands
3rd beat: tap with your fingers on the top of the cup, alternating hands
3rd bar
1st beat: clap your hands
2nd beat: take the cup with your right hand from left to right
3rd beat: tap your left palm with the cup in your right hand
4th beat: tap the desk with the cup turned up
4th bar
1st beat: pass the cup to your left hand
2nd beat: tap the desk with your free right hand
3rd beat: pass the cup to the neighbour on your right with your left hand turning it upside down.
1
the same: el mateix 2 tap: colpejar fluix 3 level: nivell 4 turn down: girar cap abaix 5see language appendix to
learn expressions used in body percussion.
25
26
Rhythm is made up with6 sounds and rests which are put together in a pattern7 you can repeat.
This is called8 a rhythmic obstinato.
Play this song with the famous Queen obstinato:
Tap your legs (two quavers) and clap your hands (1 crotchet).
In a Persian market
Do you know which sound quality the rhythm is related to?... Duration!, that is to say the length
of a sound.
1.2 The notation of rhythm
The notation system consists of various combinations of note heads, stems and flags.
made up with: compost per 7pattern: pauta 8 is called: es diu
6
me
27
Let´s remember the values of the notes:
Name in British
English
Name in
American English
Duration
Semibreve
Whole note
4 beats
Minim
Half note
2 beats
Crotchet
Quarter note
1 beat
Quaver
Eighth note
½ beat
Semiquaver
Sixteenth note
¼ beat
Note symbol
Rest symbol
LANGUAGE CORNER
HOW TO SAY FRACTIONS IN ENGLISH?
¼ : One Fourth (the second is an ordinal number!)
Do you remember ordinal numbers?
1. The first 3 are irregular (1: first, 2: second; 3: third)
2. From 4 on, add “th”, e.g. fourth, fifth, sixth, etc.
You can also find notes with a dot located on its right. Do you know what it means?
The dot adds9 half of the note value to the previous note. Look at the example:
A minim has 2 beats. If the note has a dot, you have to add 1 beat more (half of 2) to its value, so10
its value is 3 beats.
me
Here you have a famous Catalan Christmas song which has a lot of dotted
notes, can you hear which one it is?
LANGUAGE CORNER
In English, when a note has a dot, we call it a dotted note. The word “dotted” goes before the noun.
e.g. a dotted crotchet
9
add: afegir
10
so: així doncs
me
28
Can you write the values of these dotted notes?
Note
Value
Dotted semibreve
Dotted minim
Dotted crotchet
Dotted quaver
INTERESTING WEB PAGES
http://www.bbc.co.uk/schools/gcsebitesize/music/musicalelements/rhythmandmetrerev1.shtml
me
me
ee
1
Could you write these equivalences?
Type www.exploratorymusic.net/TeacherResources.html – 14k on your computer. You will find some worksheets. Print them and do the following exercises:
1- Go to the 13th worksheet and do the musical maths additions.
2- Go to the 14th worksheet and do it.
FLASH CARD ACTIVITY
Form groups of 4 or 6 people. Place the cards in the middle of the table. Each student picks a card and
asks his/her neighbour the question written on it. It can be a translation of a musical concept into English or Catalan, a question about duration or the names of the notes. Pass the card to the neighbour on
your left. Take turns to ask. Discard the cards which you have already used.
1.3 Time signature
Some beats are stronger than others, like the first one of each time signature. This symbol > is used
to mark the accent.
As you know, rhythm is organized in bars, so that you can read it. After the treble clef, you will find
two numbers that we call time signature . They give us information about the beat:
- the top number tells you how many beats there are in each bar.
- the bottom number tells you how long each beat lasts11. For instance, if the bottom number is a 4,
it tells us they are crotchets or quarter notes. If it is an 8, what kind of notes do you think they are?
11
last: durar
Look at the example:
4/4 means that there are 4 beats in each bar. This time signature is sometimes written as C.
3/4 means that there are 3 beats in each bar.
2/4 means that there are 2 beats in each bar.
6/8 means that there are 6 beats in each bar.
Simple Times
Two beats in a bar
Double Time1
Three beats in a bar
Triple Time2
Four beats in a bar
Quadruple time
Crotchet beats
2
4
3
4
4
4
Compound Times
Two beats in a bar
Double Time
Three beats in a bar
Triple Time
Four beats in a bar
Quadruple time3
Dotted Crotchet beats
6
8
9
8
12
8
ee
2
Add these musical terms to your music dictionary:
Beat, rhythm, pulse, time signature, bar, accent, double time, triple time, quadruple time, ...
me
What is the time signature of this popular song?
For he is a jolly good fellow (x3)
Which nobody can deny(x2)
me
In a 2/4
In a 3/4
In a 4/4
Test yourself. Add the missing bar lines:
29
30
1.4 Tempo
The speed12 of beats is called tempo. Tempo can be slow or
fast and it can change during a piece of music. Composers can
indicate tempo in two ways:
- by a metronome, marking13 for example = 77
- by Italian words, called tempo terms14
What happens when a musician wants to practise a piece of
music at a specific tempo? They use a metronome, a device15
that indicates the beat with audible ticks16. It has a stick17 with
a piece of metal that you can move up and down to increase18
or decrease19 tempo.
1.5. Tempo terms The following are the most common terms for tempo:
Grave - Very Slow
Largo - Lento - Slow
Larghetto - A bit4 faster than Largo
Adagio - Moderately5 Slow
Moderato - Moderate
Andante - “Walking” Tempo
Andantino - A bit faster than Andante
Allegretto - A bit slower than Allegro
Allegro - Fast
Vivace - Lively6
Presto - Very Fast
Prestissimo – Very, Very Fast
Terms indicating changes of tempo:
Accel., Accelerando - Gradually becoming7 faster
Rit., Ritardando - Gradually becoming slower
Rubato – Flexible tempo
ee
3
Your teacher will give you a tempo term and you have to represent it without
words for your classmates. They have to guess. The person who guesses will have
to represent another one. Extra points will be given to the students who can provide the English translation as well.
speed: velocitat 13 marking: assenyalant 14 tempo terms: indicacions de moviment
ticks: fer tic-tac 17 stick: pal 18 increase: augmentar 19 decrease: disminuir
12
15
device: instrument, aparell
16
LISTENING EXERCISE
31
Listen to the music In the Cave20 of the King of the Mountain composed by Edward Grieg. Do you know him?
He was born21 in Norway in 1847 and he belongs to22 the Romantic period. His first teacher was
his mother. She sent him to study in Germany where he graduated23. He became a great pianist
and he gave concerts all over Europe. He composed the music for Peer Gynt, a play written by the
famous playwright24 Henry Ibsen. This piece of music belongs to it.
LANGUAGE CORNER
In English there are two ways to form the Simple Past tense, depending on the type of verb:
- Regular verbs form the past simple adding –ed to the base form: e.g. graduate – graduated
- Irregular verbs use a different word for the past. You have to memorize them:
e.g. send-sent, become – became
me After listening to this piece, answer the following questions:
1) Tap the beat on the table. Can you guess25 the time signature?
2) Tap the rhythm of the theme on your legs and write it down in the box :
3) Choose the suitable26 tempo term at the beginning:
a. Grave b. Moderato c. Adagio d. Allegro
4) True or False?
a. The music starts slowly and it gets faster.
T/F
b. The music starts softly and it gets louder.
T/F
c. All the instruments of the orchestra play together at the beginning. T / F
d. The beats are regular during the whole piece of music T/F
27
e. All the beats are the same, none of them are stronger than the others. T / F
5) Which musical term in this musical piece is suitable to express changes in…
dynamics?
tempo?
6) Underline28 the adjectives that describe this piece of music:
Firm29, calm, idyllic, sad, repetitive, agitated, brilliant
7) How many times is the theme repeated?
Notice that the length of the notes is short. This is called staccato, an Italian word that means
detached or separated notes.
The term legato means the opposite. It refers to connected or joined notes.
cave: cova 21was born: va néixer 22belongs: pertany a 23graduated: es va llicenciar 24playwright: dramaturg
guess: endevinar 26suitable: apropiat 27none of them: cap d’ells 28underline: subratlla 29 firm: ferm
20
25
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LANGUAGE CORNER
Some adjectives are formed adding the suffix
e.g. connect (v) – connected (adj)
–ed to the base form of a verb:
8) Let’s play a fragment of In the Cave of the King of the Mountain with the recorder
or Orff instruments and body percussion.
1.6. Body percussion*
When we use our body to make sounds, we call it body percussion. Body percussion can be performed on its own30 or as an accompaniment to a song. We can produce a lot of sounds, but how?
There are different ways of creating sounds.You can:
1. Stomp (stamp your feet against the floor).
2. Tap your thighs31 with your hands.
3. Clap your hands together.
4. Snap your fingers.
5. Hit your chest
6. Whistle
7. Slap your cheeks with the mouth open
8. Click with the tongue against the roof of your mouth
9. Grunt
10. Hit your bottom
What is polyrhythm?
When we play different rhythmic patterns together with one or more instruments, we are making
polyrhythm. It’s a simultaneous and independent rhythm.
LANGUAGE CORNER
In English, adjectives don’t change and they always go before the noun:
e.g. different rhythmic patterns.
on its own: tot sol
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31
thighs: cuixes * Go to the language appendix
Play Everybody dance now
Play Tarragona m’esborrona
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1.7 The drum set8
The drum set is a percussion instrument. One person alone32 can use it to make different rhythms at
the same time. You need coordination, because you have to play different patterns with hands and feet.
INTERESTING WEB PAGE: http://www.musictechteacher.com/musicquizzes.htm
32
alone: tota sola
WORDSEARCH
35
Find the words below. Words can be found vertically, horizontally, forwards or backwards.
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pulse
legato
presto
rhythm
metronome
stomp
polyrhythm
staccato
allegro
dot
clap
vivace
snap
tempo
beat
andante
36
CHECK YOUR KNOWLEDGE
I.Can you write the values of these dotted notes? [2 points]
NOTE
VALUE
Dotted semibreve
Dotted minim
Dotted crotchet
Dotted quaver
II. Tempo terms. Classify the tempo terms in the box. Are they fast or slow? [1.5 points]
Adagio
Presto
Largo
Grave
Vivace
FastSlow
---III. Is it True or False? Correct the mistakes: [4 points]
1. Rubato is a term which indicates flexible tempo.
2. Ritardando is a term which indicates that the tempo
gradually becomes faster.
3. Accelerando is a term which indicates that the tempo
gradually becomes slower.
4. Larghetto is a bit slower than largo.
T/F
T/F
T/F
T/F
IV. Write the concept next to its definition:[2.5 points]
DEFINITIONS
Playing different rhythmic patterns together with one or more
instruments
The regular pulse in a piece of music.
Two numbers situated after the treble clef which give you information about the beat
A device to indicate the beat with audible ticks.
Using our body to make sounds
CONCEPTS
Allegro
Project 1
Inventing a christmas song
INTRODUCTION
Have you ever wanted to write your own lyrics for a piece of music, but you didn’t know how to?
Have you ever realized that pop songs lyrics are sometimes very bad? Have you ever thought of
your Music teacher as old-fashioned? If you have answered “yes”, now it is your chance!
Let’s invent a Christmas song together!
You will think of new lyrics for any pop or rock song you like. Your favourite pop star lends you the
music, YOU write the lyrics.
TASK
Your task is to create the lyrics for a song and play it at the Christmas concert.
The lyrics you invent have to be about Christmas, even if it is only to criticize society’s hypocrisy.
You have to work in groups of four. First, give a name to your group; then, each member has to
choose one of the following jobs:
1.Writer: in charge of writing the lyrics and handing them to the English teacher.
2.Conductor: responsible for the accuracy during the performances.
3. Fashion designer: in charge of the group’s look and of finding a unique style for each group
member (clothes and hair during the performances).
4.Manager: in charge of communication, contact person with the English and the Music teachers.
If there are more than 4 members in a group, the additional members will assist the others in any
way necessary.
PROCESS
Let’s start with...
Activity 1
■
■
■
■
■
Start singing the song.
Play it with the recorder or the xylophone.
Change the lyrics.
Hand them to your English teacher.
Finally, perform the new version of the song with your group in the Music class.
Snow White and the Seven Dwarfs
Hi ho, hi ho, It’s off to work we go,
With a shovel and a pick and a walking stick, hi ho, hi ho.
37
38
Activity 2
■
■
■
■
Start singing and playing the song with the recorder or the xylophone.
Change the lyrics,
Hand them to your English teacher
Finally, perform the new version with your group in Music class.
Lula, lula, lula, lula ley
lula lula lula lula lula ley
Lula, lula, lula, lula ley
Lula, lula lula ley. Hey!
Activity 3
Don’t you know...?
Oh can’t you see
You belong to me
How my poor heart aches
with every step you take.
1st step
Surf the Net searching for the lyrics of the most famous Rock and Pop music hits.
These two websites can help you:
- http://www.metrolyrics.com/
- http://www.azlyrics.com/
but surely you know more!
2nd step
Write down the chorus (NOT THE VERSES!)
3rd step
Invent a new chorus for the song and:
■ hand it to the English teacher
■ sing it to the Music teacher.
Activity 4
Try now with one of Bonnie Tyler’s best known singles:
It’s a Heartache
1st step
Surf the Net looking for the lyrics.
2nd step
Surf the Net looking for the chords (it is in C major).
Be careful, sometimes it is better to search by the title, sometimes by the singer...
-http://www.azchords.com/
-http://www.lyrics-p.com/
-http://www.chordie.com/
3rd step
Make your own lyrics and hand them to the English teacher.
4th step
Rehearse your version and perform it with your group in Music class.
ASSESSMENT
39
This project will be evaluated based on the following rubric.
At the end of the project you will have two different grades: one Music mark and one English mark.
MUSIC MARK
Criteria
Assignment
Points
Activity 1
They sing in tune.
out of 10
Activity 2
Canon can be noticed clearly.
It is a tuned and accurate performance in Music class.
out of 10
The new lyrics go well together with the chorus music.
The performance is tuned, accurate and original.
The new lyrics go well together with the music.
Activity 4
The performance is tuned, accurate and original.
Individual res- Developing your own role.
ponsability
Playing and singing well during the performances.
The group rehearses properly.
Group dynamicas Everybody starts and finishes at once.
The students hand in the tasks at the required dates.
Total
ENGLISH MARK
Assignment
Criteria
Handing the new lyrics to the English teacher on time.
Activity 1
Writing the new lyrics without spelling errors.
Handing the new lyrics to the English teacher on time.
Activity 2
Writing the new lyrics without grammar and spelling errors.
Handing the new lyrics to the English teacher on time.
Activity 3
Writing the new lyrics without grammar and spelling errors.
Differentiating chorus and verse.
Handing the new lyrics to the English teacher on time.
Writing the new lyrics without grammar and spelling errors.
Activity 4
Differentiating chorus and verse.
Having original and coherent lyrics.
Individual responsability
Individual responDeveloping your own role.
sability
Having an accurate pronunciation.
The group is well organized.
Group dynamicas
The students hand in the tasks at the required dates.
Total
Activity 3
out of 10
out of 50
out of 10
out of 10
out of 100
Points
out of 10
out of 10
out of 10
out of 50
out of 10
out of 10
out of 100
CONCLUSION
By doing this project, you will learn how to play in group for an audience and how to surf the web and
work in collaboration with your classmates.
And now...,
finally...,
after two weeks...,
you are ready to perform your own work!
So... relax and enjoy yourself!!!!!!!!!
If you do the activities step by step, you will do fine.
40
Unit 3
Melody and harmony.
Textures: how
music is made
3.1 Melody
Melody is a very important element of music. We can define it as a group of notes with some character. It appears1 when you play or sing a group of different notes, one after another2. All these
notes can have different pitches and lengths and they are usually repeated and contrasted3 at the
same time in a musical piece.
MUSICAL NOTE
Do you remember the meaning of pitch and length?
Pitch refers to the highness or lowness of a sound.
Length refers to how short or long a sound is.
Melody is the horizontal structure of music and it is also the easiest part to remember. A lot of popular melodies survive4 from the past to nowadays because they are transmitted across generations5.
When we talk about melody we can distinguish:
■ Range: the distance between the lowest and the highest note. The range of a melody can be
narrow6, medium or wide7. If the lowest note is a C and the highest one is an A, the range is of
6th (=sixth): C-D-E-F-G-A.
■ Direction: it can be ascending (= going up), descending (=going down) or it can remain8 static
(= the same).
■ Melodic motion: notes can move by short intervals (Conjunct motion) or by large (= big) intervals9 (Disjunct motion).
■ Form: the structure of the melody.
LANGUAGE CORNER
Do you remember how to make the superlative?
- Short adjectives: the + adj-est
eg. Low_ the lowest
- Long adjectives: the+ most +adj.
eg. intelligent _ the most intelligent
appears: apareix 2 one after the other: un darrere l’altre 3 contrasted: contrastats 4 survive: sobreviure 5 across generations:
de generació en generació 6 narrow: estreta 7 wide: ampla 8 remain: mantenir 9 for the definition of interval, see below
1
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42
Let’s clarify what an interval is: an interval is the distance between two notes. For instance, the
distance between a D and a F is three notes: D-E-F. So, it is an interval of third. What is, then, the
distance between the E and the B?
Intervals can be descending (if they go down) or ascending (if they go up). Also, intervals can be
melodic (as a part of the melody) or harmonic (as a part of the harmony).
LANGUAGE CORNER
To talk about intervals we use ordinal numbers.
e.g. an interval of third
a) Melodic
What kind of intervals are they?
b) Harmonic
me
Activity 1
Click the following webpage http://makingmusicfun.net/
1. Go to PRINT IT! and click PRINT IT! Index.
2. Go down and you willl find FREE PRINTABLE MUSIC THEORY SHEETMUSIC.
Click FREE INTERVAL WORKSHEETS.
3. Try to do the four exercises!
me
me
Activity 2
COMPOSING YOUR OWN MELODY
Compose a melody of 8 measures using the notes C, D, E, G and A.
Write the time signature, the range. Don’t forget to write the treble clef!
Activity 3
Click the following webpage, go to COMPOSE YOUR OWN MELODY and follow the
instructions:
http://www.musicatschool.co.uk/year_7/melodicphrase_worksheets.htm
3.2 Harmony
43
Harmony is a group of notes that supports10 the melody. It’s the vertical structure of the music
and it gives mood11 to it. If the harmony changes, the melody will sound very different. The chords
and arpeggios form the harmony.
What is a chord? It is a group of notes written one above the other which sounds at the same time.
The most common chord in Western music is the triad chord. It is a combination of 3 notes and
we can build12 them on every note of the scale.
Look at the example: C major chord
LANGUAGE CORNER
Be careful: Chord is pronounced /ko:d/
If these notes sound one after another, we call it arpeggio.
You can use chords and arpeggios to make an accompaniment for a song.
ee
1
Look for the names of these concepts in Catalan and add them to your music vocabulary:
Range:
Disjunct motion:
Direction:
Scale:
Melodic motion:
Harmony:
Interval:
Accompaniment:
Chord:
Triad Chord:
Form:
Arpeggio:
Conjunct motion:
3.3 Textures: How music is made
The texture describes how the tune and supporting harmony are woven13 into a piece of music:
- Monophony: a single line of melody. It is usually a solo, unaccompanied, unison...
support: donar suport
teixir
10
11
mood: ambient, estat d’ànim, sentiment
12
build: construir, muntar
13
woven-weave:
44
- Homophony: melody with harmonic accompaniment. It is usually a strong lyrical melody with
chordal accompaniment (like in the pop songs).
- Polyphony: melodies weaving together. It is usually a canon or different rhythmically independent melodies .
me
Activity 4
Can you write down the name of these popular melodies?
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
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46
CROSSWORD
Complete the crossword below:
8
4
7
2
9
3
5
1
6
10
Across:
1. When an interval goes up is...
3. It is the distance between two notes.
6. When in a chord the notes sound one after
the other we call it...
7. It is the horizontal structure of music.
10. It is a group of independent melodies weaving together.
Down:
2. It is the distance between the highest and
the lowest note.
4. It can be ascending or descending.
5. It is a group of notes that sounds at the
same time.
8. It is a group of notes that supports the melody.
9. It is a single line of melody.
CHECK YOUR KNOWLEDGE
47
Let’s do a little quiz! Form groups of three people. You have 15 minutes to answer these
questions about the unit. You MUST NOT look at your photocopies!
I. Define melody [2 points]
II. Name the types of melodic motion. [1 point]
III. What is the difference between range and interval? [2 points]
IV. Write what you can about these intervals. [3 points]
Give information about:
1. The distance (Remember to use ordinal numbers!)
2. Melodic or harmonic?
3. Ascending or descending?
123-
123-
123-
123-
123-
123-
V. What gives support to the melody in a piece of music? [0,5 point]
VI. What is the difference between chord and arpeggio? When do we use them? [1 point]
VII. A canon, is it a polyphony or a homophony? [0,5 point]
Now, exchange your answer sheet with another group. Correct your classmates’ answers.
The group with the highest score gets a prize!!!
Good luck!
Unit 4:
Musical
instruments
1. Musical instruments
Musical instruments are divided into families. The family members have things in common, just as
people in human families can look and sound similar. There are different ways of classifying musical instruments:
A. We can group them according to1 how their sounds are produced, which is the most accurate way:
1. Chordophones: The sound is made2 by vibrating the strings. Some examples are the violin and
the guitar.
2. Aerophones: The sound is produced by vibrating air, e.g. the flabiol.
3. Membranophones: The sound begins with the vibration of a streched3 membrane or skin4, like
the timpani.
4. Idiophones: The vibration of the instrument itself is the main source5 of the musical sound. The
xylophone is a good example of an idiophone.
5. Electrophones:They rely on6 electronics instead of7 a resonator to produce and amplify the
sound, like the keyboard.
ee
1
There are a lot of new words in this unit. Don’t forget to write them down in
your MD and translate them.
Produce a sound
Chordophones/aerophones/ …
Vibrate/vibration
Amplify
Resonator
…
B. The most common classification, however, is the one that divides the instruments in four families: strings, woodwinds, brass and percussion.
1
according to: segons 2 is made: es produeix, es fa 3 streched: tensada 4 skin: pell 5 source: font 6 rely on: depenen
de 7 instead of: en lloc de
49
50
STRING8 INSTRUMENTS
Four stringed instruments are commonly used in the modern orchestra: violin, viola, cello and
double bass. All are made of wood9 and have four strings.In an orchestra there are more string
instruments than any other type of instrument.
8
violin
viola
violoncel
double bass
string: corda 9 wood: fusta
Another stringed instrument which can be part of an orchestra is the harp. It is different from other
stringed instruments. Do you know how many strings it has? It has about 47 strings running perpendicular to the soundboard and it has a triangular shape with seven footpedals at the bottom.
Look for a photo of a harp and draw it:
The guitar is also a stringed instrument. It has 6 strings, but guitars with a different number of
strings are also common.We can find acoustic and electric guitars and they are commonly used in
flamenco,blues, country, rock and pop music...
guitar
51
52
String instruments are usually played by:
-BOWING: You draw a bow10 across the strings, as you do in the violin,viola, cello and double bass.
-PLUCKING : You pluck11 the strings with your fingers like with the harp or with a little triangular piece of plastic called pick12, like the guitar is sometimes played. The violin, viola, cello and
double bass can also be plucked. If the string is short and thin, the sound will be higher and if
the string is long and thick, the sound will be lower.
The piano is an instrument with strings inside and it is played using a keyboard. The sound is
produced by small hammers striking the strings and it is controlled by the pressure of the pianist’s hands on the keyboard. It was invented around 1700 as an evolution of its predecessors, the
hapsichord and the clavichord. And how can we classify the piano? Is it a string instrument or a
percussion instrument? Discuss it with the classmates and your teacher.
Do you know any other instrument with a keyboard?
piano
The violin
The violin is the smallest member of the string family. It is a very
popular instrument and it has a very wide range (=tesitura ampla). It
has 4 strings and its tone is sweet and clear .It is commonly used in
orchestras as a solo instrument.
The body of the violin is made of wood. They exist in different sizes
(=talles): full-size, half-size or quarter-size, for younger students.
The bow is made of horsehair.
Italy was an important country of violin makers. A lot of families became famous making violins,
using the best materials to produce beautiful sounds.The Stradivarius, Amati and the Guarnieri
were luthiers from Italy. Do you know what a luthier is?
10
draw a bow/bowing: passar l’arc
11
pluck: puntejar
12
pick: pua
Did you know...?
Mr Antonio Stradivari was an Italian violinmaker who lived between 1644 and 1737. His violins are
considered the best ever made13 and they are still the most prestigious of all. Nowadays, a Stradivarius violin could cost about 1.5 million euros!
WOODWIND INSTRUMENTS
Woodwinds14 were all originally made of wood. Now, they are made of metal or wood. Their different shapes15 and materials give them a variety of sounds. They have the form of a tube with keys16 you can press
with your fingers. Some instruments have reeds17 to produce their sound. Clarinets and saxophones have
a single reed, while18 oboes and bassoons have a double reed. They use vibrating air to produce sounds.
The sound is produced by BLOWING19 through a hole20 (flute, recorder) or a reed (clarinet, oboe...).
Some of the woodwind family instruments that we can find in an orchestra are the flute, the clarinet, the oboe and the bassoon. If the tube is longer, the sound will be lower and if the tube is
shorter, the sound will be higher.
Let’s find out something about each instrument...
The saxophone is the only woodwind instrument
made of brass and it belongs to this family because it has a single reed like the clarinet. We can find
it occasionally in an orchestra. Its name comes
from the man who invented it, called Adolph Sax.
The clarinet is a single reed instrument that belongs to the woodwind family too. A reed is a small
piece of cane that is located at the bottom of the
mouthpiece. The musician presses the metal keys
with the fingers of both hands to produce sounds
while blowing.
saxophone
clarinet
The oboe is quite similar to the clarinet. It belongs
to the same family and it has metal keys like the clarinet, but it has a double reed, not a mouthpiece.
The bassoon and the contrabassoon are the largest instruments in the woodwind family. They
have a double reed and they make the lowest
sound in this family of instruments.
oboe
bassoon
best ever made: el millor que s’han fet mai 14 woodwinds: instruments de vent fusta
reed: canyeta 18 while: mentre que 19 blow: bufar 20 hole: forat
13
15
shape: forma
16
key:clau
17
53
The flute doesn’t have a reed, but a mouthpiece. It
belongs to a large family of instruments. Piccolos,
recorders, ocarinas and other unusual instruments
are also part of this family.
54
flute
The bagpipe
This is a traditional woodwind instrument throghout Europe. It is a double reed instrument and it has been played in
Majorca for centuries. Do you know its name in Catalan?
The parts of the bagpipe are: the chanter, the bag, the
blowpipe, the bass drone, the tenor drones. Can you guess
what these parts are called in Catalan? Fill in the gaps.
Parts
English name
Catalan name
1
Bufador
2
Sarró o sac
3
Grall
4
Bruma
5
Fiols
BRASS21
These instruments are made of metal. Their sound is produced by BLOWING and BUZZING22 the
lips against the mouthpiece. The orchestral brass instruments are: the trumpet, the French horn,
the trombone and the tuba. Their sound is louder than the woodwinds and they are commonly
used in military bands playing outdoors.
trumpet
21
tuba
brass instruments: instruments de vent-metall
tromboe
22
buzz: brunzir
french horn
55
The trombone
Trombonists use the slide (=vara) and the shape of the
lips to change the pitch.
They hold (=agafen) it with their left hand while moving
the slide back and forth (= cap envant i enrera) with their
right hand.
The trombone sounds wonderful. In orchestras, they play
harmonies and also great solos.
PERCUSSION
The percussion family is very big and includes a variety of different instruments. The sound is
produced by HITTING23 , SHAKING24 or SCRAPING.
There are two types of percussion instruments. There are the ones you can play tune with, which
are called tuned percussion, because they can produce specific pitches or notes . There are also
percussion instruments which produce an indefinite pitch and that is the reason why they are
called: untuned.
xylophones
guiro
23
hit: colpejar
24
shake: agitar
maracas or shakers
triangle
wood block
sleigh bells
darbouka
56
tambourine
claves
cimbals
drum
castanets
bass drum
timpani
me Classify the instruments below in tuned/untuned, membranophones or idiophones. Be careful! The same instrument can be written in two columns.
E.g. the bass drum is untuned and a membranophone:
PERCUSSION
Tuned
Bass Drum
me
Untuned
X
Membranophones
Idiophones
X
which is which?
Try to find the percussion instrument that corresponds to the following definitions:
a. They are two pieces of wood and when we strike them we produce an untuned sound. They are
often associated with Spanish dances.
b. It is a circular-shaped drum covered on one side with plastic or animal skin. It has small discs,
called jingles, located in its circular frame and it sounds when we shake it or we strike it with
our hands.
c. It is made of metal and it has a triangular shape. We play it with a metal stick.
d. It has two membranes streched over a circular frame.We play it with a pair of wooden sticks.
e. It is often made of wood. It has an irregular surface and it is played by scraping the surface with
a stick.
f. It is a big percussion instrument that is used in the orchestra. It produces a specific pitch that
changes depening on the drum size.
g. They are a pair of little brass plates and they are crashed together to produce the sound.
h. It has bars of different lengths made of wood following one after another and you play it with
two drumsticks.
i. It is the biggest drum used in orchestras or music bands. Its sound is very low and deep.
j. It is a type of drum that is commonly played in the North of Africa and in the Middle East.
me 1.
2.
3.
4.
5.
Let’s see how much you remember. Work in groups of 4 students. Find the
missing information in the text. You have 5 minutes. The quickest wins. Go!
You can group instruments in four families: strings, ……………………, brass and percussion.
Which instruments produce sound by vibrating strings? …………………….…………………
Membraphones are classified according to ………………………….. of the resonating body.
Cello is a …………………………………….. instrument.
The viola is the smallest stringed instrument. TRUE / FALSE
57
58
6. How do you play a woodwind instrument? …………………………………………………………
7. The woodwind members of the orchestra are the flute, ……………., clarinet and ………………..
8. In aerophones the sound is produced by ……………………..……………………………………
9. What is the difference between brass and woodwinds? …………………………………………..
10.What type of instrument is a triangle? …………………...…………………………………………
ee
2
BLOWING
BOWING
STRIKING
When talking about the different instruments, it is important to know how
their sound is produced. In pairs, play a guessing game. One student mimics the
meaning of these verbs and the other tries to guess the verb in English. For extra
points, name instruments that are produced in this way. Keep score!
DRAWING A BOW
SLIDING
BUZZING
HITTING
PLUCKING
SHAKING
PRESSING KEYS
III. Add these verbs to your MD with their translations.
IV. Let’s play charades, but with instruments. One student gets the name of an instrument and
his/her classmates have to guess which one it is by asking questions. The answers can only be
Yes or No! Have a look at the type of questions you can ask:
e.g. Is it a strings/brass/woodwinds/percussion… instrument?
Yes, it is /No, it isn’t
Is it an idiophone/membranophone…?
Is it made of wood/metal/plastic…?
Do you play it by blowing/ striking/…? Yes, you do/ No, you Do you use your fingers/ a bow to play it?
Is it big/small/long/short/round…?
Is it bigger/smaller than…?
Does it have a low/high sound..? (Yes, it has/ No, it hasn’t)
don’t
1.2 What is an orchestra?
The orchestra is a group of musicians with their instruments
playing together. It is divided into different sections. It is very
well organized!
me Now, you are a musical detective and you
need to know where the following instruments sit in an orchestra.
Read the following instructions and you will find out the right answer. One, two, three and…go!
- Percussion instruments sit at the very back of the orchestra.
- The harp occupies the smallest space on the left and the 1st violins sit at the front, next to the
harp.
- The 2nd violins sit next to the 1st violins.
- The violas are directly in front of you.
- Double basses are behind the cellos, where the string section finishes.
- The flutes are behind the violas, on the left.
- The oboes sit next to the flutes and are directly in front of the bassoons.
- The clarinets sit next to the bassoons and in front of the horns.
- The trombones and tubas sit in a place behind the bassoons, on the right and the trumpets
sit next to them.
me
Can you write where the different families are located? Fill the gaps
The string family is located25t������������������������������������������������������������������������������������������������� the conductor.
The woodwind family is located........................................................................................... the strings.
The percussion is located........................................................................................................ of the orchestra.
The harp and the piano are located.................................................................................... of the wind family.
The brass family is located...................................................................................................... .
LANGUAGE CORNER
Before doing this exercise remember the prepositions of place in English:
Behind Next to
In front of On the left/right
At the front/back Between
25
is located: està situat
59
1.3 The conductor
60
A conductor is the person who leads26 the musicians. He guides
them and makes them play louder, softer, faster, slower... A conductor uses his or her whole body, not only his hands. The expression of
the conductor´s face is very important. Eyes are especially useful27 to
communicate with the musicians.
Sometimes, conductors wave28 their hands with a thin stick29 that is
called the baton30. Occasionally, with the excitement of the music, the
conductor loses31 the baton and it goes flying away!
The conductor also chooses the pieces the orchestra has to play and he attends the rehearsals32.
He corrects the musicians if they play a part of the piece incorrectly, just like teachers do with their
students!
me
As we said before, the orchestra is organised in four sections or families of
instruments and their sound is produced in different ways. Fill in the gaps:
SECTIONS
INSTRUMENTS
HOW THE SOUND IS PRODUCED
Plucking and bowing with a bow
sliding across the strings.
Blowing on a single or double reed,
except the flute.
Trumpet, trombone, tuba
and French horn.
Striking1 with different kinds of
sticks, striking them together, hitting
them with your hands or shaking.
Percussion
ee
5
There is a lot of new vocabulary to learn. Add these terms to your music dictionary.
lead: dirigeix
26
Bow
tuned / pitched instruments
Reed
untuned / unpitched instruments
Valvesslide
Sticksconductor
useful: útil
27
wave: moure
28
stick: vareta
29
baton: batuta
30
lead
orchestra
rehearsal
conduct
lose: perdre
31
rehearsal: assaig
32
1.4 Chamber music
61
Chamber music33 is composed for a small group of people and it was originally performed34 at
rich people’s homes as entertainment. Rich people used to pay musicians to come and play in
their “chambers” and for this reason, the music composed for these private performances is called
chamber music.
The name of the main chamber groups are the following: Duet, Trio, Quartet, Quintet, Sextet, Septet and Octet. They don´t need a conductor, because they are so few. Instead35, one of the players
leads the group.
Composers always compose chamber music thinking of specific music instruments.The most popular types are:
String trio: violin,viola,cello.
String quartet: violin 1, violin 2, viola, cello.
Piano trio: piano,violin, cello.
Brass Quintet: 2 trumpets, French horn, trombone, tuba.
me
Click the following web page:
http://www.artsalive.ca/en/mus/instrumentlab/, and go to Instrument lab.
A- Draw the string instruments, write their characteristics and listen to them.
B- Draw the wind instruments, write their characteristics and listen to them.
C- Draw the percussion instruments write their characteristics and listen to them.
33
35
chamber music: música de Cambra
Instead: en lloc d’això
34
perform(v)/performance(n): representar/representació
62
STRING INSTRUMENTS
WIND INSTRUMENTS
PERCUSSION INSTRUMENTS
me
63
Listen to the following instruments. Guess the instrument playing and complete the chart:
Instruments
Instrumental family
1st.
2nd.
3rd.
4th.
5th.
6th.
7th.
8th.
ee
6
LET´S MAKE COMPARISONS...
Write comparisons between instruments within each instrumental family using
the comparative and the superlative. You can compare the size, the pitch, the
length of the strings, how they sound... Go over your grammar first.
64
STRING FAMILY
Ex. The violin is the smallest instrument in the string family.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
WIND FAMILY
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
PERCUSSION FAMILY
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
1.5 Human voice
Is our voice a musical instrument? Of course! Our voice is the most natural instrument in the
world and the oldest one, as well. It doesn´t cost money and like other instruments, you don´t
need a case to put it in, you don´t have to polish it, but it needs care.
How can we produce the voice?
We produce it with our two vocal chords36, two pairs of mucous membrane folds37 located
across the larynx that start vibrating when the air goes through them. You take a big breath38 to
produce a long note, like a wind player.
HAVE A LOOK!
If you are really interested in watching real vocal chords in action, you can watch the following video: http://es.youtube.com/watch?v=iYpDwhpILkQ
36
vocal chords: cordes vocals
37
fold: plecs
38
take a breath: aspirar
Men and women have different vocal chord sizes. Adult males, for instance, have larger vocal
chords and they are usually lower pitched.
Types of voices
We can find different types of voices depending on their pitch:
Female voices
Soprano: The highest voice.
Mezzosoprano: The pitch of this voice is between the soprano
and the contralto.
Alto: The lowest female voice
Male voices
Tenor: One of the highest male voices.
Baritone: The pitch of this voice is between the tenor and the bass.
Bass: The lowest male voice.
The choir is a group of voices. A conductor leads them, like in an orchestra. Many people can sing
quite well and singing together with others can be a satisfying experience.
65
66
A choir can sing without instrumental accompaniment. Then, it is called a cappella. It can also sing
together with an orchestra, like in Beethoven´s 9th Symphony, where we can find the famous Ode
to Joy. Do you know it?
HAVE A LOOK!
Here you have an interesting website where you can have fun with a lot of music games and
quizzes. You will also find some ideas to make your own instrument!
http://www.nyphilkids.org/games/main.phtml?
Enjoy!
CROSSWORD
67
Complete the crossword below:
13
6
10
8
9
5
2
11
3
1
12
7
4
Across:
1. It is one of the main chamber groups.
4. It is a group of musicians and their instruments, playing together.
5. The sound is made by vibrating the strings.
7. It is made of horsehair.
9. It is a traditional woodwind instrument and
it has been played in Majorca for centuries.
11. It is the smallest member of the string family.
Down:
2. The person who leads the orchestra is the...
3. It is one of the highest male voice.
5. It belongs to the woodwind family.
6. It is the most natural instrument in the world
and the oldest one.
8. The sound can be produced by hitting or
shaking.
10. It belongs to the brass family and it has a
slide.
12. These instruments are made of metal.
13. He was an Italian violin maker.
WORDSEARCH
68
Find the name of the musical instruments below. Words can be found vertically, horizontally, forwards or backwards.
W A
A
Q
A
O
V
I
I
G
S
N
G
H
H
D
A
B
W
P
X
L
P
U
A
Z
X
F
M
E
C
V W H
K
X
I
U
S
W
I
H M
P
C
T
R
X
O
B
A
R
U
X
M
R
C
Z
A
D
C
O
B
A
S
S
O
O
N
K
B
P
N
U
I
T
U
Q M
T
F
K
L
J
A
H
K
E
J
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M
B
U
T
B
M
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I
S
M
P
A
L
X
V
O
B
R
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Q
P
Z
W M
L
S
I
W X
N
I
I
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K
C W
B
X
U
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G
S
I
H
O
E
X
A
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Z
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X
R
Q
N
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F
N
K
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A
N
N
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F
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S
P
T
W H W N
P
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W
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G
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M N
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A W
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G M W
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W N
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F
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P
N
trombonepiano
violin
clarinet viola
trumpet
triangle
shackers timpani
flute
recorderbassoon
bagpipe
keyboard darbouka
CHECK YOUR KNOWLEDGE
69
I. WHICH IS WHICH? [22 points]
Label the following instruments and write the instrumental family they belong to:
II. Match the instrument with its definition [18 points].
1. A percussion instrument consisting of a metal plate that you strike
with a drumstick.
A. Tuba
2. A percussion instrument made of wood consisting of a pair of shells
held in your hand.It is used in popular music.
B. Triangle
3. A large stringed instrument.The musician holds it upright while
playing.
C.Saxophone
4. A brass wind instrument with a brilliant tone.
D. Gong
5. A woodwind instrument with single-reed.
E. Castanets
6. It has the lowest pitch of the string instruments.
F. Double bass
7. This instrument has the lowest pitch of the brass instruments.
G.Trumpet
8. A percussion instrument consisting of a metal bar in the shape of a
triangle.
H.Trombone
9. A brass instrument consisting of a long tube with slides.
I.Violoncel
70
III. Which family or families of instruments are played by…? Give examples. [10 points]
By striking:
By blowing and buzzing:
By blowing through a hole or a reed:
By plucking:
By drawing a bow/bowing:
Project 2
Orchestral
instruments project
PROJECT DESCRIPTION
Poster presentation about one family of orchestral instruments.
WHAT FOR?
Objectives:
At the end of this project you will be able to:
■ Explain the most important characteristics of one family of orchestral instruments and describe
the different instruments within that family.
■ Make up a visually-attractive poster which summarises the information you have collected.
■Present the poster with the information to your class.
■ Understand and actively listen to you classmates´presentations.
■Show in a test your acquired knowledge of orchestral instruments.
HOW?
■ You will work in groups of 3 or 4 people.
■Divide the workload evenly among the members of the group. Remember that your active
participation in the task is required.
■ Within the group there should be a leader (who organises the work), a secretary (who records everything his/her group has decided in writing), a time-watcher (who controls the
time and prevents his/her teammates from losing time) and a spokesperson (a student who
asks the teacher any doubts and transfers the information back to his/her classmates).
WHAT?
At the end of this project you have to:
1. Hand in the poster, and a questionnaire for your classmates.
2. Present the contents of the poster to your classmates.
3. Choose a piece of music that illustrates best your presentation.
4. Test your classmates with 5 made-up questions about your presentation.
1. Requirements on the poster:
On the poster there should be information about:
■ Name of the family of instruments and main description.
■Names and drawings of the most important instruments representing the chosen family.
■ Definition of each instrument, with special emphasis on how the sound is produced.
■ The layout of the orchestra, highlighting where the family of instruments is located.
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72
2. Requirements on the presentation:
■ 15 - 20 minutes long
■ During the presentation all members of the group are required to talk the same amount of
time.
■ No reading will be allowed.
■ Provide difficult vocabulary to your classmates or repeat if necessary.
3. Requirements on the questionnaire:
■ 5 made-up questions about your presentation to test if your classmates were listening carefully. Don´t make them too difficult!
WHEN?
Date
What to do in class?
What to do at home?
Week…
Project presentation
· Choose your group and the roles.
· Divide the tasks
Look for information and
suitable pieces of music
Week …
Each group reads and summarises
the information
Look for information and
suitable pieces of music
Week …
Start on the poster: form, content,… Finish draft poster
Week …
Hand in a draft of the poster to
the teacher
Prepare presentation in English class.
Make up questionnaire
and make copies.
Practise presentation at
home.
Week …
Present your poster to the class.
Hand in poster and questionnaire.
Practise presentation at
home.
Week …
Present your poster to the class.
Test on orchestral instruments.
Study for test
Finished?
WHAT DO I GET FROM IT (apart from learning English and Music)?
Evaluation:
1. A final grade for English class, which will be the average of the following parts:
■ Poster (40%, group grade). Grade based on accuracy, clarity and creativity.
■ Poster presentation and questionnaire (20% group grade). Based on accuracy, structure and clarity.
■ Individual presentation (20%, individual grade). Based on fluency, accuracy and pronunciation.
■ Group work ( 10% group grade). How did the groupwork go ?
2. One grade for Music class:
■ 50% Poster presentation (group grade)
■ 50% Test on instruments (individual grade).
Remember!!
■ Delays won´t be allowed and will be penalised with a deduction of points.
■ All group members have to participate equally. If a student doesn´t carry out his/her task, he/
she will be penalised with a deduction of points. ]
We hope you enjoy this project!
Your teachers
YOUR GROUP
Fill in this form and give it to your teacher when asked.
MEMBERS OF THE GROUP AND ROLES
Name
Role
Phone number
E-mail
DIVISION OF TASKS
Name
Task related to poster
Part of presentation
Answer these questions:
1. Did you have any problems working together? If so, could you solve them without the help of
the teacher? Did you need the teacher´s help?
2. What would you improve (=millorar) next time?
3. Give a mark to your groupwork: .
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Unit 5:
75
Dynamics, expression
terms and
form in music
1. DYNAMICS
In music, dynamics normally refers to the softness1 or loudness2 of a sound or note, e.g. “pianissimo” or “fortissimo”. Traditionally, dynamic markings3 are in Italian, but there is nothing wrong
with writing things like “quietly” or “loudly” in music. “Forte” means loud and “piano” means soft.
In the past, the piano (instrument) was called the “pianoforte” because it could play dynamics, unlike4 earlier popular keyboard5 instruments like the harpsichord6.
LANGUAGE CORNER
Be careful! Don’t mix these words:
■ softness (noun)
■ softest (superltive)
■ softer (comparative)
■ soft (adjective)
- loudness
- loudest
- louder
- loud
The two basic dynamic indications in music are:
•p or piano, meaning7 “soft.”
•f or forte, meaning “loud” or “strong”.
More subtle degrees8 of loudness or softness are indicated by:
•mp, standing for9 mezzo-piano, meaning “moderately soft” and
•mf, standing for mezzo-forte, meaning “moderately loud”.
Beyond10 f and p, there are also
•ff, standing for “fortissimo”, and meaning “very loud” and
•pp, standing for “pianissimo”, and meaning “very soft”.
softness: qualitat de so fluix 2 loudness: qualitat de so alt 3 markings:senyals, marques 4 unlike: a diferència de
keyboard: instrument de tecla 6 harpsichord: clavecí 7 meaning: que significa 8 more subtle degrees: indicacions
més subtils 9 standing for: que significa 10 beyond: més enllà
1
5
76
Dynamic indications are relative11, not absolute12. For example, mp does not indicate an exact
level of volume, it only indicates that music in a passage so marked is a little louder than p and a
little quieter than mf. Interpretations of dynamic levels depend on the performer.
Abbreviation
Italian word
English meaning
pp
pianissimo
very quiet
p
piano
quiet
mp
mezzopiano
medium quiet
mf
mezzo forte
medium loud
f
forte
loud
ff
fortissimo
very loud
cresc
crescendo
getting louder
dim
diminuendo
getting quieter
1.1. Gradual changes
In addition, there are words which indicate gradual changes in volume. The two most common
are crescendo, sometimes abbreviated to cresc., meaning “get gradually louder”; and decrescendo
or diminuendo, sometimes abbreviated to decresc. and dim. respectively, meaning “get gradually
softer”.
■
■
■
■
■
crescendo: becoming louder
decrescendo or diminuendo: becoming softer
morendo: dying away13
marcato: stressed, pronounced
sotto voce: soft, subtle
1.2. Sudden changes
Sforzando indicates a strong, sudden14 accent and is abbreviated as sfz .
Fortepiano indicates a forte followed immediately by piano and is abbreviated as fp.
1.3. Accents
Sometimes a composer wants a particular note to be louder than all the rest, or wants the very beginning of a note to be the loudest. Accents are markings which indicate that these notes sound
especially loud.
11
relative: relatiu
12
absolute: absolut
13
dying away: fer-se inaudible
14
sudden: sobtat, instantani
ee
1
There is a lot of new specific vocabulary. Make sure you add these new words to your MD.
Dynamics :
Loud: Quiet: Strong:
Interpretation: Gradual change: Stressed/pronounced: Get louder:
Accent:
ee
2
Soft: Marking:
Indication/indicate:
Level of volume:
Music passage:
Sudden change:
Subtle:
Become softer:
Let’s play Hangman with these new words.
2. EXPRESSION TERMS
As you know, a lot of musical terms are in Italian. Do you know why? Because a lot of composers
of the Renaissance Period were Italian and they used many indications for the first time. Here you
have some of them:
affecttuoso
with feeling, tenderly
grazioso
gracefully,with charm
agitato
agitated and fast
legato
smoothly and connected
animato
animated
maestoso
majestic
cantabile
in a singing style
rubato
taken out of tempo
dolce
sweetly
scherzando
playfully
espressivo
expressively
staccato
short and detached
giocoso
humorously
tranquillo
calmly, peacefully
ee
3
Translate all these expressions terms into Catalan and add them to your MD.
affecttuoso
grazioso
agitato
legato
animato
maestoso
cantabile
rubato
dolce
scherzando
espressivo
staccato
giocoso
tranquillo
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78
ee
4
Let’s play Bingo. Draw a table of 6 squares and write an expression term in English.
When you hear the teacher say the equivalent Italian term, cross out the square
and write its translation. You win when you’ve crossed out all the terms in a row or
on your card.
3. FORM
Every piece of music has a structure or form. You can analyze every piece of music like you can
analyze every word you write. You can enjoy music without analyzing its form, of course, but this
helps to understand and perform a piece of music. We can say that form is the basic structure of a
piece of music.
3.1. What does a composer need in order to create a composition?
A composer needs 3 important elements:
1. Repetition: you can repeat any element you want (notes, phrases, themes, dynamics...). Most
popular songs use this element.
2. Contrast : you can mark a difference between two notes, phrases, themes, dynamics... and a
new theme appears.
3. Variation : the melody varies during the composition. The first theme is usually a simple one
and after this, the composer writes the variations he/she wants. This form is called theme and
variation form. It can be written like this: A A1 A2 A3 A4...
3.2. The most common forms
Binary form
Ternary form
Rondo
A
B
A
A
Strophic form
Theme and variations
or
A
A
B
A
A
B
A
A1
B
B
A
C
A...
A
A
A2
A3
A A...
A4...
Canon A----------------------------------------A---------------------------------A--------------------------A--------------------
BINARY FORM
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A piece of music with two different sections, an A section and a B section, is a binary form. We can
repeat both sections.
Section B contrasts with section A and the two themes sound different.
Section A
Section B
This is a traditional dance from the Basque country.
Can you underline section A?
Can you draw a circle on section B?
TERNARY FORM
The ternary form has three sections. The A section returns after a contrasting B section. It is a musical sandwich.
Section A contains the first composer´s musical idea. Section B is a contrasting idea and the last
section A can be the same as the first or can vary a bit.
Section A
Section B
Section A
80
Copy section A:
Section B
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
Then the traveler in the dark
Thanks you for your tiny spark;
He could not see which way to go,
If you did not twinkle so.
Twinkle, twinkle, little star,
How I wonder what you are!
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Twinkle, twinkle, little star,
How I wonder what you are!
In the dark blue sky you keep,
While you thro’ my window peep,
And you never shut your eye,
Till the sun is in the sky,
Twinkle, twinkle, little star,
How I wonder what you are!
RONDO FORM
In this form, the main theme, A, keeps15 coming around16 or repeating after contrasting sections.
Section A is always alternated with a new one.
15
Section A
Section B
Section A
Section C
Section A
Section D
Section A
Section E ...
keeps: continua
16
coming around: tornant
Look at the music score Te deum composed by Charpentier and answer the questions:
How many sections does this piece have?
Could you fill the gaps with the letters of the form?
Copy section A:
Section B:
Section C:
81
82
STROPHIC FORM
Strophic form in a song is when we use the same music for every verse.
Centuries ago, when televisions did not exist, people in Majorca used to17 sing ancient18 stories
about love or traditions, called romanços. The composer of the song was anonymous and the
most important thing about the songs were the lyrics, so the musical form of the romanç was
strophic.
Nou Romancer: La donzella i el mariner
A la vorera del mar, que brodava un mocador,
Quan el té a mig brodar, - Mariner, bon mariner,
- De quin color la voleu,
- Vermelleta la vull jo,
- Pujau, pujau dalt la nau,
Mentre va mercadejar,
hi ha una donzella,
que és per la reina.
li mancà seda.
que portau seda.
blanca o vermella?
que és millor seda.
triareu d’ella.
la nau pren vela.
Mariner es posar a cantar,
i amb el cant del mariner,
I amb els aires de la mar,
Quan ella s’ha despertat,
- Mariner, bon mariner, que a mi els aires de la mar,
- Això sí que no ho faré, set anys fa que vaig pel món,
cançons novelles,
s’és dormideta.
ella es desperta.
fou lluny de terra.
tornau-me a terra,
me donen pena.
que heu de ser meva,
per vós donzella.
- De tres germanes que tenc,
una porta vestit d’or,
l’una és casada amb un duc,
i jo pobreta de mi,
- No en sou marinera, no,
que jo en som el fill del rei, que jo en som el fill del rei, som la més bella,
l’altra de seda,
l’altra és princesa,
marinereta.
que en sereu reina,
de l’Anglaterra,
de l’Anglaterra.
THEME AND VARIATIONS
As in the strophic form, the one theme is repeated indefinitely, but it varies a bit each time. Each
variation is a recognizable version of the main19 theme but with some differences.
Section A
17 used to: solia
Section A1
18
ancient: antigues 19 main: principal
Section A2
Section A3...
Haydn: Emperor Quartet. 2nd movement
83
This is the theme of the string quartet. After this, there are 4 more variations.
Which instruments are there in a string quartet?
Who plays the melody in each variation?
Theme
1st variation
2nd variation
3rd variation
4th variation
What is the tempo of the piece?
CANON
It is a musical form in which a melody is repeated again and again at different times.
A----------------------------------------A---------------------------------A--------------------------A-------------------The popular song Frêre Jaques is a good example of a canon:
3.3 How can we vary a theme?
We can change a piece of music in different ways. Let’s try with Frêre Jaques.
a) Change the tune into a minor tune.
84
b) Add notes to the theme like a melodic decoration.
c) Change the time signature or the rhythm.
d)....
me
Read the following instructions and compose a ternary form in C major.
Instructions:
a. Each section must be 204 measures long.
b. Start and end section A on C, and section B on G.
c. Label21 A, B, and A sections.
ee
5
ee
6
What are the names of the different forms in Catalan? Add the English names to
your MD.
Make groups of 3 people. You have 2 minutes to learn as many words as you
can from this unit. Close your books and write down all the words you remember
on a piece of paper . The group with the highest number of words wins.
20 must be: ha de ser
21
label: posa nom
LISTENING EXERCISE
85
Listen to the following music pieces and write their forms:
Musical
example
Composer
Title
Musical Form
Nº 1
Nº 2
Nº 3
Nº 4
Nº 5
Answer the following questions about the composers listed above1. Complete the chart.
COMPOSER
When was he born?
When did he die?
He was born on ....
He died on ....
What instrument/s
did he study?
His most well- known2
musical pieces
He studied .....
He composed ...
MATCH-UP WORKSHEET
Write the letter of the correct match next to each word:
1. _crescendo
2. _sotto voce
3. _diminuendo
4. _sforzando
5. _legato
6. _staccatto
7. _binary form
8. _rondo
9. _strophic form
10. _ternary form
11. _cantabile
12. _dolce
13. _ff
14. _pp
a. AB or AABB
b. short and detached
c in a singing style
d. soft
e. ABACA...
f. AAAAA
g. very soft
h. ABA
i. sweetly
j. a strong and sudden accent
k becoming softer
l. smooth and connected
m. becoming louder
n. very loud
86
CLOZE TEXT
Use the words in the list below to complete the sentence:
1
2 In music, dynamics normally refers to the ......... or ............ of a
sound or note, e.g. “pianissimo” or “.............................”.
There are words to indicate gradual changes in volume. The
two most common are crescendo, sometimes abbreviated
to cresc., meaning «get gradually louder»; and .................... or
diminuendo, sometimes abbreviated to decresc. And ..................
respectively, meaning «get gradually softer».
decrescendo
notes.
dim.
composer
music
3 Sometimes a ..................... wants a particular note to be louder
than all the rest, or wants the very beginning of a note to
be the loudest. ............................... are markings used to indicate
these especially-strong-sounding ...............
loudness
Accents
softness
structure
4
Every piece of ................... has a ................. or form. You can
................. every piece of music like you can analyze every
word you write.
rondo
“fortissimo”.
5 In the form called ................., the main theme, A, keeps coming
around or repeating after contrasting sections.
analyze
CHECK YOUR KNOWLEDGE
87
I. Complete this table [10 points]
Indicator
Italian term
English term/explanation
ff
mp
sfz
dim
fp
II. Match these definitions with the concepts.[10 points]
■ Form
■ Accent
■ Dynamics
■ Morendo
■ Expression terms
a. …is a gradual change in volume meaning “dying away”
b. ….tell us about the mood in a piece of music
c. … is the basic structure of a piece of music.
d. …is a marking used to indicate a strong -sounding note.
e. …is an element of music which refers to the loudness or loudness of a sound.
III. What does a composer need to make a composition? [6 points]
IV. Write the name of 4 different types of forms and their structure. [8 points]
V. Give the Catalan or the English term for these expression terms.[6 points]
“In a singing style”:
“Taken out of tempo”:
“Short and detached”:
“Grazioso”:
“Scherzando”:
“Legato”:
Unit 6
Music in
films
Music plays a very important part in filmmaking. Even in the
early days, silent films were accompanied by ‘live’ music, usually a piano or a chamber ensemble. Then in the late 1920’s1, the
soundtrack was invented. The voices of the actors and the background music could be recorded. OST means Original Sound Track, which is the music of the film.
1. OST
Each dialogue, sound effect or piece of music in a film has its own separate track2 (dialogue track,
sound effects track, and music track), and these are mixed together.
The abbreviation OST is often used to describe the musical soundtrack on a recorded medium,
such as CD, and it stands for Original Soundtrack (BSO in Catalan, that stands for “Banda Sonora
Original”).
LANGUAGE CORNER
Do you know what Passive Voice is? In this chapter there are a lot of examples. Can you transform them into active voice?
“The abbreviation is often used …” ==> People …
“Silent films were accompanied by ‘live’ music” ==> Live music …
“The soundtrack was invented” ==> Somebody …
Spot the grammar! What’s the structure of passive voice?
In the soundtrack genre3 there are three types of recordings:
1. Musical film soundtracks which concentrate on the songs themselves.
(Examples: “Mamma Mia”, “Moulin Rouge”)
2. Film scores which concentrate on the background music.
(Examples: “Star Wars”, “”Braveheart”)
3. Albums of pop songs. Sometimes, you hear the whole4 song or part of it in the background5 of
non-musicals.
(Examples: “Love Actually”, “When Harry Met Sally”)
in the late 1920’s: a final dels anys 20 2track: pista 3genre: gènere 4whole: tota/completa 5background: de fons
1
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90
The term “soundtrack” usually refers to the music used in a film and/or to an album containing
that music. Soundtrack may also refer to music used in video games.
2. Film scores
A film score is the music written specifically to accompany a film by the film’s composer. The soundtrack, on the other hand, can include songs featured6 in the film and also, previously released7
music by other artists. Since the 1950s, a growing8 number of scores are electronic or a mixture of
orchestral and electronic instruments.
3. Leitmotif
A leitmotif is a recurring9 musical theme, associated with a particular person, place, or idea.
It is usually a short melody, but it can also be a chord progression10, a few notes or even a simple
rhythm.
me
Do you know the film?
Who is the composer?
The word is usually used when talking about dramatic works, especially operas, although11 leitmotives are also used in other musical genres, such as12 instrumental pieces, cinema, and video
games music. Leitmotives are very common in film scores. A well-known example is the Star Wars
Imperial March:
and the Superman theme, both composed by John Williams,
or the alternating “E” and “F” key sequence from the “Jaws” film series. Sometimes, a leitmotif of a
main character is the same as the theme music of the movie or TV show.
featured: que surten 7release: publicar 8growing: cada vegada més nombrós 9recurring: often repeated 10chord
progression: progressió d’acords 11 although: tot i que 12such as: com per exemple
6
4. Functions of film music
There are many ways in which good film music can make you enjoy yourself or understand a film
better. It has different functions:
1. It can create a mood13 or an atmosphere14. Music can be often more effective than words or
pictures.
2. It can give us information about a place or a character15 in the film. Music can set16 the atmosphere of a certain country or a period of time. Moreover, it can also tell us something about a
character, like his state of mind17.
3. It can build up suspense. Music can prepare us for something about to18 happen, perhaps not
hinted at19 by the pictures we see.
4. Finally, it can emphasize an emotion. Music can make us feel sadness, fear20, pity21 or laughter
more strongly.
LANGUAGE CORNER
Some emotions terms are made by adding suffixes to verbs or adjectives. Have a look!
Sad ==> sadness
Laugh ==> laughter
Happy ==> happiness
Can you guess their meaning? Add all emotion terms to your MD.
5. Some important composers of film music
HENRY MANCINI
Henry Mancini (1924 –1994) was an Academy Award winning American composer, conductor and
arranger22. People remember him mainly23 as a composer of film and television scores.
LANGUAGE CORNER
Years are said in two parts (in tens). For instance, 1924: nineteen twenty-four.
ee
1
Write down these years in words:
1994
1965
Now, practise with a partner. One says an arbitrary year; the other one, writes it down.
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
Listen to this piece of music. Do you recognize the film?
13
18
mood: estat d’ànim 14 atmosphere: ambient 15 character: personatge 16 set: determinar 17 state of mind: estat anímic
about to: a punt de 19 hinted at: suggerit 20 fear: por 21 pity: pena 22 arranger: arranjador 23 mainly: principalment
91
92
JOHN WILLIAMS
John Towner Williams (born in 1932) is an American composer, conductor, and a pianist. He has
composed many famous film scores in Hollywood, for instance Star Wars, Superman, Harry Potter,
most of the Indiana Jones series, Schindler’s List and Jaws. Williams has been awarded five times
by the Academy. His music is strongly influenced by Wagner.
Listen to this piece of music. Do you recognize the film?
HOWARD SHORE
Howard Shore (1946) is a Canadian composer, orchestrator, conductor and music producer. He
composed the scores for The Lord of the Rings film trilogy and King Kong.
Play the following score. Do you recognize the film?
What is the leitmotiv?
JAMES HORNER
James Horner (1953) is an American composer and conductor of orchestral and film music. He
is famous because he integrates choral and electronic elements in many of his film scores and
he often uses Celtic musical elements. Horner won two Academy Awards for his score and song
compositions for the film Titanic in 1997. He has also composed: Willow, The mask of Zorro, All the
King’s Men, The Boy in the Striped Pyjamas and Avatar.
Listen to this. Do you know the film?
YANN TIERSEN
Yann Tiersen (1970) is a Breton musician and composer. He is internationally famous for composing the score for the film Amélie. He uses a large variety of instruments but his compositions are
minimalist24. There is often a touch of European classical music and he uses primarily the piano,
accordion or violin together with instruments like the melodica, xylophone, toy piano, ondes martenot, harpsichord and a typewriter.
Listen and guess what film it is:
me
Play these scores and write down the name of the film and the composer:
24
minimalist: minimalista (=very simple, few things)
93
94
1 Film:
Composer:
2 Film:
Composer:
3 Film:
Composer:
4 Film:
Composer:
5 Film:
Composer:
6 Film:
Composer:
7 Film:
Composer:
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WORDSEARCH
Find the words below. Words can be found vertically, horizontally, forwards or backwards.
L
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W
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Q
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W
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P
K
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soundtrack
composer film Mancini
nominationHorner
academy award
Williams
arranger
CHECK YOUR KNOWLEDGE
I.
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a. What’s a soundtrack? [5 points]
b. Is a soundtrack the same as a film score? If not, why? [5 points]
II. Can you explain the differences among the soundtracks of these films? [12 points]
Mamma Mia
-
Love Actually
-
Braveheart
III.Film music has different functions. Match the beginnings and the endings to make up
correct sentences. [8 points]
1. It can create
2. It can build up
3. It can give us
4. It can set
5. It can emphasize
6. It can tell us
7. It can make us
8. It can be
a.... an emotion.
b.... quicker than words or pictures.
c..... a mood.
d.... something about a character.
e.... suspense.
f..... feel sadness, happiness, etc.
g.... the atmosphere of a country.
h.... information about a place.
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IV. Complete the chart with the names of important composers of soundtracks and 2 famous films they composed for. [20 points]
COMPOSER
FAMOUS FILM SOUNDTRACK
…../50 points
Project 3
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Singing activities
INTRODUCTION
In this project you will find the instrumental accompaniment of several pop songs. The first thing
you must do is listen to the song and fill the gaps. Then, sing them. After this, you can try some
instrumental accompaniments.
Have fun!!!
LEMON TREE – Fools Garden
I’m sitting here in the __________room
It’s just another __________ Sunday afternoon
I’m wasting my time
I got nothing to do
I’m hanging around
I’m waiting for you
But nothing ever happens and I wonder
I’m driving around in my car
I’m driving too __________
I’m driving too __________
I’d like to change my point of view
I feel so __________
I’m waiting for you
But nothing ever happens and I wonder
I wonder how
I wonder why
Yesterday you told me ‘bout the _______ _______sky
And all that I can see is just a __________lemon-tree
I’m turning my head up and down
I’m turning turning turning turning turning around
And all that I can see is just another lemon-tree
I’m sitting here
I miss the power
I’d like to go out taking a shower
But there’s a __________cloud inside my head
I feel so __________Put myself into bed
Well, nothing ever happens and I wonder
Isolation is not __________for me
Isolation I don’t want to sit on the lemon-tree
I’m steppin’ around in the desert of joy
Baby anyhow I’ll get another toy
And everything will happen and you wonder
Chorus x2
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You could try this accompaniment with the body percussion:
And now, try to add this one with your feet:
Try this rhythm. Be careful it’s a bit faster!
BEN E KING – Stand by me
A F#m D E
When the night has __________
And the land __________dark
And the moon is the only light we’ll __________No, I won’t _______ _______
No, I won’t _______ _______
Just as long as you stand, stand by me.
Chorus:
So, darling, darling, stand by me,
Oh, stand by me.
Oh, stand, stand by me,
Stand by me.
If the sea that we __________upon
Should tumble and __________
Or the mountain should crumble in the sea,
I won’t __________, I won’t __________,
No, I won’t shed a tear
Just as long as you stand, stand by me.
Chorus
This melody above is probably one of the best known bass lines of all the times. Can you play it
with the recorder?
Let’s add some percussion:
Guiro
Now you can add the rumba pattern with the darbouka:
And clap hands with this rhtyhm:
Triangle
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ANOTHER DAY IN PARADISE - Phil Collins
She calls out to the _____ on the street, sir, can you help me?
It’s _____ and I’ve nowhere to sleep, is there somewhere you can tell me
He walks on, doesn’t look back, he pretends he can’t hear her
He starts to whistle as he crosses the _____, seems embarrassed to be there
Oh, think twice, it’s just another day for you and me in _________
Oh, think twice, it’s just another day for you, you and me in paradise
Just think about it
She calls out to the man on the street, he can see she’s been crying
She’s got blisters on the soles of her _____, she can’t walk, but she’s trying
Oh, just think twice, it’s just another _____ for you and me in paradise
Oh yes, think twice, it’s just another day for you, you and me in paradise
Just think about it, aha, just think about it
Oh Lord, is there nothing more anybody can do
Oh Lord, there must be something you can say
You can tell by the lines on her face, you can see that she’s been there
Probably they moved on from everyplace, ‘cos she didn’t fit in there
Oh yes, think twice, it’s just another day for you and me in paradise
Oh yes, think twice, it’s just another day for you, you and me in paradise
Just think about it, aha, just think about it
It’s just another day for you and me in paradise
Try the funky pattern with the body percussion:
Why don’t you try now to improve the body percussion accompaniment stomping your feet on
the floor?
You could do the funky pattern as well, tapping with a percussion instrument like this one below.
Firstly, try to play slowly and secondly try to play quicker, at a double tempo:
But if not, you can try this poly rhythm with these two instruments:
Caixó
Darbouka
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THREE LITTLE BIRDS - Bob Marley
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Intro A
Chorus
A
A,D
A
A,D
Don’t worry about a __________
Cause every little thing gonna be all right
Sayin’ don’t worry about a __________
Cause every little thing gonna be all right
Verse
A
A,E,A
A,D,A
A,E
E,D,D,A
Rise up this __________
Smile with rising __________, Three little __________
It’s by my doorstep, Sayin’ sweet __________
of melodies pure and true
Sayin’ this is a __________to you uh uh
Chorus
Verse
Chorus x 3
BIG BIG GIRL - Emilia
C G F C/G
I’m a big big girl, in a big big ______
It’s not a big big _____ if you leave me
But I do do feel that I do do will
Miss you much, miss you much...
C G F C/G
I can see the first leaf falling,
It’s all _______ and _______
Am G F C/G
It’s so very ______ outside
Like the way I’m feeling ________
Repeat chorus
Outside it’s now ________
And tears are falling from my _______
Why did it have to happen?
Why did it all have to ________?
Repeat chorus
F G Am F
I have your ____ around me
ooh like _____
FGC
But when I open my ______
You’re gone
Repeat chorus:
D A G D/A D A G D/A
Repeat chorus
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The bass drum can play:
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And the darbouka or another percussion instrument could play as well:
Meanwhile you could try this poly rhythm:
Caixa
Darbouka
STARMAN – David Bowie
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BbF BbF
GmF
Didn’t know what ________ is was, and the lights were low - ow -ow C
I leaned back1 on my ________ - o - oC7
F
G Bb G
Some cat was laying down some rock’n’roll, “lotta soul”, he said. GmF
Then the loud sound did seem to fade,
C
Came back like a slow voice on a wave of phase,
C7
A
G
That weren’t no _______, that was hazy2 cosmic jive. F
Dm Am C
There’s a starman waiting in the _____, he’d like to come and meet us,
C7
F
Dm
but he thinks he’d blow our minds, There’s a starman waiting in the _____,
Am C
C7
he’s told us not to blow it, ‘cause he knows it’s all worth-while,
Bb
Bbm F
D7
he told me, let the _________ lose it, let the _________ use it,
GmC7
let all the _________ boogie3.
Bb
FCFBb
FC
I had to ________ someone, so I picked on you - ou - ou Hey, that’s far out, so you heard tim too - oo - oo Switch on the ________, we may pick him on channel ______.
Look out your window, I can see his ligh - igh - ight,
if we can sparkle4 he may land tonigh - igh - ight,
Don’t tell your _______ or he’ll get us locked up5 in fright.
Why don’t you try the rumba pattern?
Lean back: tirar-se cap enrere, tombar-se un poc 2Hazy: boirosa, confusa 3Boogie: ballar el boogie 4Sparkle: brillar
Lock up: tancar amb clau
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Language appendix
1. CLASSROOM LANGUAGE
1. Make groups of 3 people.
2. Write in Catalan on a piece of paper 10-15 expressions/words you normally use in the classroom in the following situations:
a) Asking/Saying things to the teacher (e.g. Can you repeat that, please?)
b)Asking/ Saying things to a classmate (e.g. Can I borrow your pen, please?)
c) Asking/saying things to teacher/classmate in group work? (Did you print the paper?)
d)Asking things to the music teacher (e.g. Do we have to play it on the recorder?)
e)Things your music teacher might say to you (e.g. “Too fast”, “Finger the notes without
blowing”)
3. Each group writes about 1 situation (3 minutes). Then you have to hang your paper on the wall
with a bit of cello tape.
4. Walk around the classroom to see what your classmates have written. Add 1 or 2 more expressions/ words to their lists.
5. Go back to your seats. Each group tries to translate the expressions of one of the lists in English.
The teacher will help you.
6. Each group takes to class 10 sheets of colour paper and cuts each in 6 square pieces. Each square piece will be a flashcard. Write on one side the Catalan word or expression and on the other
side, the English translation.
7. Use the flashcards to ask each other the vocabulary.
8. Homework: Think of 10 classroom objects and look for their translation in a dictionary. Then,
write all the words and phrases in the section Classroom Language and hand it in to your
English teacher.
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CLASSROOM LANGUAGE
CLASSROOM LANGUAGE
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CLASSROOM LANGUAGE
CLASSROOM LANGUAGE in music class
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CLASSROOM LANGUAGE in music class
CLASSROOM LANGUAGE in music class
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2. BODY PERCUSSION LANGUAGE
In unit 2 you start doing body percussion. These exercises will help you understand the different
instructions.
I. First, match these words with the different body parts.
Fingers
knees
chest hand
chesthead
bellybuttock
cheek waist
arms
legs tonguefoot(feet)
back thighsmouth
II. Then, look at the following photographs and make sure you understand the meaning of
the words. Then copy them in the section Classroom Language in Music Class and learn them.
STOMP
TAP YOUR THIGHS
CLAP YOUR HANDS
SNAP YOUR FINGERS
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HIT
WHISTLE
SLAP
GRUNT
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HIT YOUR CHEST
III. Match the English terms with their translations:
COLUMN I
1.Whistle
2.Stomp / Stamp
3.Clap
4.Snap
5.Tap
6.Hit
COLUMN II
___ A. colpejar
___ B. esclafir els dits
___ C. donar copets
___ D. xiular
___ E. trepitjar fort
___ F. aplaudir
IV. Let’s play the game “Simon Says”. Listen to the teacher’s instructions and do what “Simon
Says”. Revise the language corner first.
Eg. Simon says.... stamp your feet on the ground twice.
LANGUAGE CORNER
Per dir quantes vegades fas qualque cosa:
1 vegada: ONCE
4 vegades: FOUR TIMES
2 vegades: TWICE
X vegades: ....X.... TIMES
3 vegades: THREE TIMES
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V. In pairs follow the rhythmical pattern below and invent different body percussion movements. Then, in groups of eight people, explain WITH WORDS! to your classmates how to
play it (Hands on your back!!!). Your classmates have to follow your instructions.
Remember to use linkers such as “First, then, finally”. You also have to use the imperative.
Check the language corner.
LANGUAGE CORNER
Imperatives
Les formes de l’imperative es fan servir per donar instruccions i ordres.
Affirmative: Stop!
Negative: Don’t stop!
3. DANCING VOCABULARY
In this section you will find some exercises on dancing vocabulary. Remember to revise the vocabulary on body parts before you start doing them.
I. On the wall there are different texts with dancing instructions (see Llibre del professor).
You’ll need them to do these exercises. Scan the text to search for the vocabulary you need.
Work in groups of 3 people. Each student can do a different exercise. Help each other! You
only have 5 minutes.
A. Find the translations to these words or phrases.
Mirant cap a…
Dirigir la parella
Ma dreta a la seva esquena
Agafar la dona
Passa/fer una passa
Parella de ball
En la direcció de les manetes del rellotge
Donar una volta sense mans
En la mateixa direcció
Canviar/intercanviar posicions
En direccions oposades
Cap a la dreta/esquerra
Línia recta
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B. Match the words with their translations.
1. caminar
2. moviment
3. cap enrere
4. segueix el compas
5. gir/girar
6. potada
7. cap al costat
8. cap endavant
9. obrir
10. passa
a. kick
b. sideways/to the side
c. follow the beat
d.backwards
e. open
f. step
g. walk
h. forwards
i. move
j. turn
C. Revise the prepositions of place (in/inside, outside, accross, around, etc). Find them in the text and
locate them with the help of these forms.
II. Correct the exercises with a classmate and ask your teacher for help.
III. Let’s play a game! Simon says…. TURN!
IV. In groups of 3 invent an easy choreography with 5 instructions. You have 10 minutes.
Then, explain it to another group without moving. Your classmates follow your instructions.
Show it to your teacher.
V. Copy all the specific vocabulary in the section Classroom language in Music Class.
EXTRA EXERCISES1:
I. Go to http://www.learning2dance.com/ and watch the video “Anyone can Dance”. Can
you hear how they say these expressions in English?
Caminar cap enrera:
Caminar cap endavant:
Caminar en cercle:
Passa:
Posició de ball:
Note for the teacher: If you have access to a computer room you may want to use the videos in You Tube to do some
extra exercises. If your students have computers at home, these exercises can serve as homework.
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II. Then, go to You Tube, type: “Anyone can dance” and watch the videos of these series
(waltz, hustle, hip hop...). Then, translate these words and phrases into Catalan. Use the
free lessons to revise your dancing vocabulary.
Turn:
Underarm turn:
Turn on the inside:
Back:
Forward:
Side:
Toe:
Heel:
Together:
Replace:
One more time:
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4. YOUR MUSIC DICTIONARY
During this year you will learn a lot of new English vocabulary. It is important that you start building your own Music Dictionary (MD) from the very first day. You can use it when you study the
theory for an exam or when you do the tasks set by your teacher.
What is it?
It is a list of words which are specific to Music: words used in class or difficult words from your
photocopies. Look at this sentence from the first unit. You could add the underlined words to
your MD.
“PITCH: The highness or lowness of a sound. A sound can be high or low and we use different clefs for high or low pitches.”
How do we do it?
In this section you will write all the important new words that are specific to music in the corresponding unit. In order to remember what they mean, you can write their translation in Catalan,
an explanation in English, a drawing, a sentence, etc. anything that will help you understand the
word. Look at these examples:
1. Pitch: altura
2. Highness – high: î
3. Low: the opposite of high
4. Use: When you write you use a pen.
Don’t forget to build up your MD every time you study or do your tasks. Revise and study the
words and their meaning, specially before an exam.
UNIT 1
WORD
TRANSLATION/EXPLANATION
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UNIT 1
WORD
TRANSLATION/EXPLANATION
UNIT 1
WORD
TRANSLATION/EXPLANATION
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UNIT 1
WORD
TRANSLATION/EXPLANATION
UNIT 1
WORD
TRANSLATION/EXPLANATION
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UNIT 2
WORD
TRANSLATION/EXPLANATION
UNIT 2
WORD
TRANSLATION/EXPLANATION
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UNIT 3
WORD
TRANSLATION/EXPLANATION
UNIT 4
WORD
TRANSLATION/EXPLANATION
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UNIT 5
WORD
TRANSLATION/EXPLANATION
UNIT 5
WORD
TRANSLATION/EXPLANATION
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UNIT 6
WORD
TRANSLATION/EXPLANATION
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