llibre_musica

8/3/2019 llibre_musica

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Unit 1100


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Agraments:

Toni Amengual, Scott Wilde, Ricard Snchez, el nostre alumnat,

els IES Binissalem i Dami Huguet i les seves directives pel seu

suport, les persones que han prestat la seva imatge per les otos

i els nostres lls i parelles.


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Si teniu alguna observaci per ajudar-nos a millorar aquest manual

podeu contactar amb nosaltres en el nmero de telon 971 886 612

o a [email protected]

Aquest manual, el teniu a la vostra disposici al weib de la Conselleria dEducaci

Dipsit legal: PM 2238-2009


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Index_ Presentation activities 9

Unit 1 Elements o music 11

Unit 2 Rhyhm and beat. empo terms 25

Project 1 Inventing a Christmas song 37

Unit 3 Melody and harmony.

extures: how music is made. Expression terms 41

Unit 4 Musical instruments 49

Project 2 Orchestral instruments project 71

Unit 5 Dynamics, expression terms and orm in music 75

Unit 6 Music in lms 89

Project 3 Singing activities 99

Language Appendix 109


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7

Intro_

El present manual sorgeix de la tasca realitzada pels departaments de msicade lIES Dami Huguet, de Campos, i lIES Binissalem. s el ruit del treball realitzatdurant els cursos 2007-2008 i 2008-2009 pels proessors de msica i llengua anglesa.Aquesta collaboraci ha portat a:

- Un intercanvi constant de material, a ttol personal, primer, i desprs a travs dungrup de treball creat expressament al CEP de Manacor.

- La celebraci de tres trobades que tengueren lloc a lermita de Sant Blai i a can Ge-labert durant els esmentats cursos.

Els motius que ens han emps a comenar aquesta intensa tasca sn principalmentels segents:

- Hi ha una gran mancana de manuals adaptats al nostre currculum. Al Regne Unitels manuals de msica de secundria preparen lalumnat per a la Standard GradeMusic duna manera molt especca amb tota una srie de proves que ja en el seuplantejament no sn aplicables a la nostra realitat.

- Les competncies musicals del nostre alumnat necessiten ser desenvolupades enun angls ms senzill que el que es troba en manuals i webs anglesos del mateixnivell educatiu.

Per tot aix, i a partir de la nostra experincia, hem decidit elaborar un manual demsica en llengua anglesa per a primer dESO, que pot servir dajuda al proessoratimplicat dins el Programa de Seccions Europees.

Lobjectiu al qual es pretn arribar s doble i se centra en laprenentatge dels continguts

de msica i en laprenentatge simultani duna llengua estrangera, en aquest cas langls,tal com es a reerncia a la metodologia CLIL (Content and Language Integrated Lear-ning). Aix ha comportat una gran eina dequip entre els departaments dangls i demsica per tal dadaptar els continguts de les dues rees i elaborar activitats encamina-des a millorar les destreses orals i escrites dels alumnes en llengua anglesa.

Antnia M. Vaquer Adrover i Miquel . Bauz (proessors de msica)Antnia Motos Moens i Maria Vicens Nadal (proessores dangls)Joana Cabot ( proessora de plstica)

Mallorca, primavera del 2009


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9

Presentation

activities_Beore we start learning music, lets get to know each other! Choose rom the ollowing activitiesand have un 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 wholikes... 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.I you call FIRE everyone has to change places.

Budge

Five in a group- our stand on the points o a square and one in the middle object o game is themiddle person to get onto one o the points. Point players can change places but they must senda visual or aural message to one o the others beore they move otherwise everyone just runs tothe same place making it easy or the guy in the middle!Try to do it ast! Its quite exhausting so dont let it go on too long!

rac ligths

A control game. The group moves around the room and responds to orders i anyone gets it

wrong they are out.The orders we used were:RED - stopGREEN - goYELLOW sit downOther orders could be BRIDGE- lie down with only your hands and eet touching the oor, andLEVEL-CROSSING lie on oor. A variation: ater playing this way or a while you could change themeaning o the orders so or example RED could equal go.


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10 Snow white and the seven darws

Hi ho, hi ho, Its o 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 rst the words, then the shoe patterns.Pass a shoe and place it in ront o the person on your right and on the beat. Then teach the pass,pass, alse pass, pass sequence or make up one o your own.

Lula

Lula, lula, lula, lula leylula lula lula lula lula leyLula, lula, lula, lula leyLula, lula lula ley. Hey!

For this song we worked out a series o actions e.g. touching the knees o the persons on eitherside o you!


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11Unit 1

Elements o music 1.1 What is Music?

Music is always present in our lives1, rom lullabies2 to the songs we listen to on the radio. But doyou know what music is? What are its elements?

Many people have said things about music:

Without3 music lie would be4 a mistake5. Friedrich Wilhelm NietzscheMusic is the universal language o mankind6.Henry Wadsworth LongellowWhen words leave of7, music begins Heinrich Heine

me 1 Can you write your own denition?

Music is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lets talk a bit more about Music

Music as an art

Music is one o the arts and all musicians are artists, like painters, sculptors, poets, novelists, dan-cers and actors. All o them8 need9 to use some material (medium) to create a nal product. Forexample, a painter can use paint to make a painting and a sculptor can use wood 10 or stone11 tomake a sculpture. Without extraordinary skills12, eort13 and talent it is impossible to create a pieceo art.

What about music? A composer uses sounds and silences to create music in a score. Then, themusician plays it on an instrument. When you hear music, you eel an emotion. So, what doesthe musician use? Paper? Pencil? No, because these are just tools14. The musicians medium is thesound, and the art o combining sounds in space is music.

1 lives: vides 2 lullabies: canons de bressol 3 without: sense 4 would be: seria 5 mistake: error6 mankind: humanitat 7 leave o: tabandonen 8 all o them: tots ells 9 need: necessiten 10 word: usta11 stone: pedra 12 skills: destresa 13 eort: esor 14 tools: eines


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12 In music, we can distinguish dierent elements:

Melody: ascending or descending, high or low, ...Tempo: ast, slow, getting aster or slowing down15, ...Dynamics: very sot, loud, getting16 gradually louder or soter...Form/structure: chorus and verses, repetitions, ...Timbre/colour: instruments you can hear, contrasts, solos...

ee 1 Find these words in English:1. suau: . . . . . . . . . . . . . . . . . . . . . 2. rpid: . . . . . . . . . . . . . . . . . . . . 3. agut: . . . . . . . . . . . . . . . . . . . . .

Now nd their opposites:

English Catalan1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . alt2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lent3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . greu

ee 2 Many words are similar to Catalan. Try to guess their meaning beore lookingthem up in a dictionary, e.g. Ascending ==> ascendent. Try to nd 5 moreexamples.

English Catalan

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

ee 3 Go to the Language Appendix and write all the new words which are specicto music in your MD (=Music Dictionary) with their translations.

Musician, Composer, Sound, Rest, Score, Audible, Play an instrument, High, Low, ...

ee 4 Are these activities/subjects orms o art? Discuss in groups o 3-4 people.e.g. A. I think dancing is a orm o art.

B. I agree/I disagree

Dancing Tennis SwimmingBiology Writing MathematicsPoetry

15 slow down: reduir velocitat 16 getting: tornant-se


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13ee 5 Complete the chart:

ARTSWhats the nameo the artist?

Whats the artistsmedium?

Whats the nalproduct?

MUSIC

PAINTING

DANCING

POETRY

ACTING

WRITING

SCULPTURE

LANGUAGE CORNERTo reer to the people who do a certain activity, we can use theollowing noun sufxes: -er, -or, -ianeg. Magic: magicianeg. Teach: teachereg. Conduct: conductor

ee 6 Who is who?

Match these artists to the orm o art:

Gauguin PainterRamon LlullShakespeare MusicianRodinGoya Sculptor

Pau CasalsMichelangelo WriterJoan Mir

Music as a universal language

Music is considered a universal language. Do you know why? Firstly, music is always composedwith these 12 notes everywhere, with any instrument. It is not important i the notes have die-rent names. For the musician, they are the same. Secondly, music, like any other language, canexpress all kinds17 o emotions to people all over the world.

17 kinds: tipus


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14 Music as a way o expression o diferent cultures

All cultures in the world have their own18 music. People use it in many dierent ways. They createdierent types o music or dierent purposes19, or example religious or ceremonial purposes orentertainment20.

Music is a way o communication. It transmits knowledge21, ideas and eelings22. Some examplesare the drums23 rhythmic language or the sound o 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 perorm26it. For this reason, we say that the role o the perormer is very important in the communicationprocess. He/she has to27 express what the composer wants to express.

More than one perormer can play the same piece o music. Do they play it in the same way?Probably not, in spite o28 having the same music score. Thats because they play his/her own in-terpretation. Nowadays, there are hundreds o interpretations o any piece o music. The peoplewho listen to the perormer are called the audience. Here you have all the elements put together:COMPOSER - PERFORMER - AUDIENCE

1.3 Te Sound QualitiesWe can distinguish our qualities in musical sounds: duration, pitch, dynamics and timbre.

a) DURATION : It is the length o a sound. Musical notes do not have the same duration. There are longnotes and short ones, and others in between. All o them together orm the rhythm. Musicians needa way 29o indicating how long to hold30 each note. This is why each note looks a little dierent.

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 lls 31 the entireline. I we divide the line into two equal parts, the semibreve would be too big to t32 in it. We neednotes o shorter duration, called minims or hal notes:

18 their own: la seva prpia... 19 purposes: nalitats 20 entertainment: divertiment 21 knowledge: coneixement22 eeling: sentiment 23 drums: percusi 24 bells: campanes 25 score: partitura 26 perorm: tocar, representar, ac-tuar/perormer: person who perorms 27 has to: ha de 28 in spite o: malgrat que 29 a way: una manera30 hold a note: mantenir una nota 31 ll: omplir 32 t: cabre


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15You 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 our crotchets to make a semibreve or two crotchets to make a minim. This is a mathe-matical exercise!

There are notes o shorter value, called quavers or eighth notes. They look like34 crotchets or quar-ter notes with ags:

So, eight eighth notes or quavers have the same value as one semibreve, two minims, our crot-chets... and so on35.

Lets look at all the diagrams placed together. You can see the relationships between note lengthsvery clearly.

Furthermore, there are groups o three notes played in one beat. They are called triplets (=tresets)and they are marked with a 3 above36 or below37 the middle o the three notes.

This triplet has 1 beat

me (Write the name o the notes in English (American and British English).

ee 7 Lets play a couple o games to learn the names o the notes!1. First, we are going to play MEMORY. Take 2 sheets o paper and cut each one in 12 squares. Onone square, write down the name o a note in American English. On another square, write its trans-lation in Catalan. You have to do this or each (=cada) note, making pairs o cards. Do the same or

British English. When you have nished, you are ready to play a game o memory in pairs.

33 tell: veure 34 look like: semblar 35 and so on: etctera 36 above: a dalt 37 below: a baix 38 cle: clau


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16 2. Now you are ready to test your knowledge with a game o KNOTS & CROSSES. Divide the classin two groups. Each group needs to know the names o the notes in English i they want to win,because i you dont know a translation, you lose your turn!

ee 8 Beore reading the ollowing paragraphs, remember the meanings o theseadjectives:

High: Low:Fast: Slow:Long: Short:Loud: Sot:

b) PITCH: The highness or lowness o a sound. A sound can be high or low and we use dierentcles38 or high or low pitches.

The pitch o a sound is determined by the requency o its vibrations. When the vibrations are ast,the pitch is high and when the vibrations are slow, the pitch is low. Also, the highness or lownessdepends on how long or short the string is. I you pluck39 a short string40, the sound will be hig-her than i you pluck a long one. For instance, a violin produces high pitches because it has shortstrings. A double bass produces lower pitches because it has longer strings.

c) DYNAMICS: It indicates an increase or decrease41 in the volume o a sound. I you pluck thestring o a guitar hard, the sound will be loud. I you do it smoothly (= sotly), the sound will be sot.

Composers have traditionally used Italian words and their abbreviations to indicate dynamics. Themost common terms are:

pppp, ppp, pp, p, mp, m, , , , and so on.

Terms such as crescendo or decrescendo mean that there is a gradual increase or decrease in vo-lume. Volume gets42 gradually louder or soter.

d) TIMBRE or TONE COLOUR: It is the quality that distinguishes43 which instrument a musician isplaying. The musical instruments that belong to44 the same amily have a similar timbre. You candescribe 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 melodywith dierent instruments, the colour changes because each instrument has a dierent timbre.Also, you can use contrast in timbre to highlight45 a new melody.

On the other hand, timbre also gives a sense o continuity. It is easier to recognize the chorus o amelody when the same instruments play it again. In act, composers oten create a melody with aparticular instrument tone colour in mind46. The brilliant sound o a trumpet is good or heroic ormilitary tunes. On the other hand, the tone colour o a ute is perect or a calm melody.

38 cle: clau 39 pluck: puntejar 40 string: corda 41 increase/decrease: augmentar/disminuir 42 get: es torna 43 distin-guish: distingir 44 belong to: pertnyer a 45 highlight: emasitzar 46 in mind: en ment


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17ee 9 Write the denitions o these concepts in English and add them to our MD.Duration:Pitch:Dynamics:

Timbre/tone colour:

and REMEMBER to write any other new word specic to music in your MD!

HAVE A LOOK AT THE FOLLOWING WEB PAGES!http://www.sskids.org/templates/musiclab.asp?pageid=4

http://www.classicsorkids.com/music/

1.4 Sound, silence and noiseThe sound is the most important material in music and it has our qualities. Do you rememberthem? You measure48 sounds in decibels and an excess o dB can provoke damage49 to our hearing.

Silence is also a very important element in music. We can dene silence as the absence o sound.In music, it is represented by a symbol called rest. Each note value has its own rest, as you can seeon the table.

In this table you can nd the most common rests in music:

Note Rest Name

Semibreve restor whole note rest

Minim restor hal note rest

Crotchet restor quarter note rest

Quaver restor eighth note rest

Semiquaver restor sixteenth note rest

LANGUAGE CORNERYou have to use the word rest ater the name o the note, like in the example:e.g. Crotchet rest

You need to learn their symbols. Do this exercise to help you remember.

47

47 noise: renou 48 measure: mesurar 49 damage to your hearing: mal a loda


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18 me 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 433.

Go to www.youtube.es , write John Cage 433 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 or acertain activity.

Can you name a ew examples o noisy activities, noisy jobs or things that produce noises? Is thisnoise pollution52?

1.5 How is the sound transmitted?

Sound begins with the vibration o an object, such as a knock53 on a door. The vibrations are trans-mitted to our ears by a medium, usually air. The speed54 o a sound depends on the type o me-dium. It is dierent i 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 vibra-ting. Then, the vibration is transmitted through the ear bones58 to the cochlea59. The cochlea hasliquid and this liquid has sensory cells60. These cells transmit signals to the brain61 and the brainselects, organizes and interprets the nerve impulses62.

50 disturbs us: ens molesta 51 unpleasant: desagradable 52 noise pollution: contaminaci acstica 53 knock: cop,truc 54 speed: velocitat 55 through: a travs de 56 auditory canal: canal auditiu 57 eardrums: timpans 58 ear bones:ossos de les orelles 59 cochlea: coclea 60 sensory cells: cllules sensorials 61 brain: cervell 62 nerve impulses: impulsosnerviosos


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191.6 What is music made up o?

Music is made up o63 dierent symbols. We use these symbols to write and read a score. It is likecooking, the cook needs dierent ingredients to cook a meal.

The musician needs 5 horizontal lines and 4 spaces to write music on. This is called64 a sta(=pen-tagrama)

Then, the musician needs a cle: a treble cle(=clau de sol) or high pitches and a bass cle (=claude a) or low pitches. See their symbols below and write their name:

I you want to read music, you have to memorize the names o the notes. Careul! They are die-rent in English!

You can name the notes as DO RE MI FA SOL LA SI DOlike 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 o the same name. The scale is di-vided into tones and semitones. They are the dierent distances between65 the sounds. There aretwo main types o scales: major and minor scales.

Major scales sound bright66

and cheery67

and they ollow the same pattern68

:

Tone-tone-semitone-tone-tone tone-semitone

Minor scales sound a bit sadder69 because they have a dierent pattern:

Tone-semitone-tone-tone-semitone-tone-tone

There are also other types o scales, like the pentatonic or chromatic scales. They ollow a die-rent pattern. Have a look!

63 made up o: eta de 64 is called: sanomena 65 between: entre 66 bright: animat 67 cheery: alegre68 pattern: model, patr 69 Sadder- sad: trist


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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 com-puter. You will nd some worksheets. Print them and do the exercises.Go to the 9th worksheet. It is a secret message that you have to decipher, wri-ting the letter names o the notes.

me Read these scores and nd 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 (= sostin-gut) and the symbol b represents a fat (=bemoll). When you see a sharp, you play a note hal astep higher than a natural note. I you move one step70 lower, you play a at. Also, when you seea sharp or a at in ront o a note in a bar, all the same notes in that bar are also sharp or at.

A natural (=becaire) restores the original pitch o the note.

Can you draw it?

LANGUAGE CORNERDo you remember how to make the comparative? Higher than, lower,Short adjectives: -ER THANLong adjectives: MORETHANLook it up in your English grammar appendix!

70 step: pas, passa


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21Sometimes, the musician needs a key signature (=armadura) ater the cle. It indicates how many sharpsand ats there are. Ater the key signature, there is the time signature (= comps): the top number tellsyou 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 CORNERRemember!How many? - Quants/quantes?How long? - Quant de temps/ quina duraci?

The sta is divided into measures or bars (= compassos). The vertical line located between bars ormeasures, is called bar line. The bar line situated at the end o the melody is called a double bar.

me Could you write down the bar lines?

me Type www.exploratorymusic.net/TeacherResources.html 14k on your com-puter. You will nd some worksheets. Print the 15th worksheet and ollow the ins-tructions.

Finally, one last symbol or now: a tie(=lligadura) is a curved line that joins71 two notes o 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 o specic music words in the last paragraph. Lets make a list,translate them and add them to your MD.

Sta natural bar/measureCle key signature tone/semitoneScale time signature beatSharp at bar line

Tie triplet break

70 joins: uneix


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22 CROSSWORD

Complete the crossword puzzle below:

18

Across:1. A gradual increase in volume.2. Play it sotly.

4. The third note o 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 o

the same pitch together.10. When you see it, you play the note a semi-

tone higher.15. It lasts 4 crotchet beats.

16. It is the sound quality that distinguisheswhich instrument is playing.

18. A sign placed on the sta ater the cle andthe key signature.

Down:2. It is the highness or lowness o a sound.3. It is the speed o the music.

5. The bar line situated at the end o a score.6. You use it or high pitches.8. It is a universal language.10. It is a group o ve lines and our spaces

where we write the music on.13. Person who plays music.14. It is the notation o a musical work.17. It is the most important material in music

and it has our qualities.

1314

7

17 6

2

3

4

8

51

9

10

11

16

12

15


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23CHECK YOUR KNOWLEDGE

I. Fill in the ollowing chart with the missing inormation:[12 points]

Notation name Symbol Value Rest

Whole note

1 beat

II. Match these qualities with the dierent elements o music. [5 points]

1. High/Low a. Timbre2. Bright/dark b. Pitch3. Loud/Sot c. Dynamics4. Long/Short d. Duration5. Slow/Fast e. Tempo

III. How many words can you translate in one minute? Time yoursel! Correct with a class-mate. [9 points]silenci de blanca: bemoll:clau de Sol: becaire:comps: treset:clau de Fa: sostingut:escala: pblic:pentagrama: pulsaci:altura: timbre:

partitura: compositor:msic: renou:IV. Match these terms with the denitions. [12 points]

1. Beat is a. an increase or decrease in volume o a sound.

2. Duration means b. the organisation o rhythm in barsindicated by two numbers.

3. Dynamics indicates c. the regular pulse in a piece o music.

4. Time signature is d. a group o 3 notes played in 1 beat.

5. A triplet is e. the quality that distinguishes whichinstrument a musician is playing.

6.Timbre is . the length o each sound.


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24 V. How is the sound transmitted? Put the sentences in the right order.[12 points]Sounds begins with the vibration o an object.

a. Our eardrums start vibrating.b. The vibrations go rom 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.. The cochlea has liquid with sensory cells.


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25Unit 2

Rhythm and beat.Tempo terms 1.1 Rhythm and beat

UNIT 2: RHYTHM AND BEAT. TEMPO TERMS

We can nd rhythm everywhere. Its what makes music move, but are rhythm and beat the same1

?

The rhythm has a beat(=pulsaci), which is the regular pulse in a piece o music. It is what peopletap2 when they listen to music or the pulse o their heart. Now take a minute to eel your heart-beat. Your heartbeat will not always have the same rhythm or tempo. It can change depending on your

level3 o activity or other actors.

CUPS ACIVIY

Class organisation: Everybody in circle having a turned-down4 cup in ront o him/her. Students

have to play this rhythm with dierent beats.

1st bar1st & 2nd beat: clap your hands5

3rd & 4th beat: tap with your ngers on the top o the cup, alternating hands

2nd bar1st & 2nd beat: clap your hands3rd beat: tap with your ngers on the top o the cup, alternating hands

3rd bar1st beat: clap your hands2nd beat: take the cup with your right hand rom let to right3rd beat: tap your let palm with the cup in your right hand4th beat: tap the desk with the cup turned up

4th bar1st beat: pass the cup to your let hand2nd beat: tap the desk with your ree right hand3rd beat: pass the cup to the neighbour on your right with your let hand turning it upside down.

1 the same: el mateix 2 tap: colpejar fuix 3 level: nivell 4 turn down: girar cap abaix 5see language appendix tolearn expressions used in body percussion.


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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 amous 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 lengtho a sound.

1.2 Te notation o rhythm

The notation system consists o various combinations o note heads, stems and ags.

6made up with: compost per 7pattern: pauta 8 is called: es diu


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27me Lets remember the values o the notes:

Name in BritishEnglish

Name inAmerican English

Duration Note symbol Rest symbol

Semibreve Whole note 4 beatsMinim Hal note 2 beats

Crotchet Quarter note 1 beat

Quaver Eighth note beat

Semiquaver Sixteenth note beat

LANGUAGE CORNERHOW TO SAY FRACTIONS IN ENGLISH?

: One Fourth (the second is an ordinal number!)Do you remember ordinal numbers?1. The rst 3 are irregular (1: rst, 2: second; 3: third)2. From 4 on, add th, e.g. ourth, th, sixth, etc.

You can also nd notes with a dot located on its right. Do you know what it means?

The dot adds9 hal o the note value to the previous note. Look at the example:

A minim has 2 beats. I the note has a dot, you have to add 1 beat more (hal o 2) to its value, so10its value is 3 beats.

me Here you have a amous Catalan Christmas song which has a lot o dottednotes, can you hear which one it is?

LANGUAGE CORNERIn English, when a note has a dot, we call it a dotted note. The word dotted goes beore the noun.e.g. a dotted crotchet

9 add: aegir 10 so: aix doncs


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28 me Can you write the values o these dotted notes?

Note Value

Dotted semibreve

Dotted minimDotted crotchet

Dotted quaver

INTERESTING WEB PAGEShttp://www.bbc.co.uk/schools/gcsebitesize/music/musicalelements/rhythmandmetrerev1.shtml

me Could you write these equivalences?

me Type www.exploratorymusic.net/TeacherResources.html 14k on your computer.You will nd some worksheets. Print them and do the ollowing exercises:

1- Go to the 13th worksheet and do the musical maths additions.

2- Go to the 14th worksheet and do it.

ee 1 FLASH CARD ACTIVITYForm groups o 4 or 6 people. Place the cards in the middle o the table. Each student picks a card and

asks his/her neighbour the question written on it. It can be a translation o a musical concept into Eng-

lish or Catalan, a question about duration or the names o the notes. Pass the card to the neighbour on

your let. Take turns to ask. Discard the cards which you have already used.

1.3 ime signature

Some beats are stronger than others, like the rst one o each time signature. This symbol > is usedto mark the accent.

As you know, rhythm is organized in bars, so that you can read it. Ater the treble cle, you will ndtwo numbers that we call time signature . They give us inormation 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, i the bottom number is a 4,

it tells us they are crotchets or quarter notes. I it is an 8, what kind o notes do you think they are?

11 last: durar


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29Look 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 barDouble Time1

Three beats in a barTriple Time2

Four beats in a barQuadruple time

Crotchet beats24

34

44

Compound TimesTwo beats in a bar

Double TimeThree beats in a bar

Triple TimeFour beats in a bar

Quadruple time3

Dotted Crotchet beats68

98

128

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 o this popular song?For he is a jolly good ellow (x3)

Which nobody can deny(x2)

me Test yoursel. Add the missing bar lines:In a 2/4

In a 3/4

In a 4/4


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30 1.4 empo

The speed12 o beats is called tempo. Tempo can be slow orast and it can change during a piece o music. Composers canindicate tempo in two ways:

- by a metronome, marking13

or example = 77- by Italian words, called tempo terms14

What happens when a musician wants to practise a piece omusic at a specic tempo? They use a metronome, a device15that indicates the beat with audible ticks16. It has a stick17 witha piece o metal that you can move up and down to increase 18or decrease19 tempo.

1.5. empo terms

The ollowing are the most common terms or tempo:

Grave - Very SlowLargo - Lento - SlowLarghetto - A bit4 aster than LargoAdagio - Moderately5 SlowModerato - ModerateAndante - Walking TempoAndantino - A bit aster than Andante

Allegretto - A bit slower than AllegroAllegro - FastVivace - Lively6Presto - Very FastPrestissimo Very, Very Fast

Terms indicating changes o tempo:Accel., Accelerando - Gradually becoming7 asterRit., Ritardando - Gradually becoming slowerRubato Flexible tempo

ee 3 Your teacher will give you a tempo term and you have to represent it withoutwords or your classmates. They have to guess. The person who guesses will haveto represent another one. Extra points will be given to the students who can provi-de the English translation as well.

12 speed: velocitat13 marking: assenyalant 14 tempo terms: indicacions de moviment 15 device: instrument, aparell 16ticks: er tic-tac 17 stick: pal 18 increase: augmentar 19 decrease: disminuir


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31LISENING EXERCISE

Listen to the music In the Cave20 o the King o 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 rst teacher washis mother. She sent him to study in Germany where he graduated23. He became a great pianistand he gave concerts all over Europe. He composed the music or Peer Gynt, a play written by theamous playwright24 Henry Ibsen. This piece o music belongs to it.

LANGUAGE CORNERIn English there are two ways to orm the Simple Past tense, depending on the type o verb:

- Regular verbs orm the past simple adding ed to the base orm: e.g. graduate graduated- Irregular verbs use a dierent word or the past. You have to memorize them:

e.g. send-sent, become became

me Ater listening to this piece, answer the ollowing questions:1) Tap the beat on the table. Can you guess25 the time signature?2) Tap the rhythm o 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 aster. T / F

b. The music starts sotly and it gets louder. T / Fc. All the instruments o the orchestra play together at the beginning. T / Fd. The beats are regular during the whole piece o music T / Fe. All the beats are the same, none o them27 are stronger than the others. T / F

5) Which musical term in this musical piece is suitable to express changes indynamics?tempo?

6) Underline28 the adjectives that describe this piece o music:Firm29, calm, idyllic, sad, repetitive, agitated, brilliant

7) How many times is the theme repeated?

Notice that the length o the notes is short. This is called staccato, an Italian word that meansdetached or separated notes.

The term legato means the opposite. It reers to connected or joined notes.

20 cave: cova 21was born: va nixer 22belongs: pertany a 23graduated: es va llicenciar 24playwright: dramaturg25 guess: endevinar26suitable: apropiat 27none o them: cap dells 28underline: subratlla 29 rm: erm


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32 LANGUAGE CORNERSome adjectives are ormed adding the sufx ed to the base orm o a verb:e.g. connect (v) connected (adj)

8) Lets play a ragment oIn the Cave o the King o the Mountain with the recorder

or Or 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 per-ormed on its own30 or as an accompaniment to a song. We can produce a lot o sounds, but how?

There are dierent ways o creating sounds.You can:1. Stomp (stamp your eet against the oor).2. Tap your thighs31 with your hands.3. Clap your hands together.4. Snap your ngers.5. Hit your chest6. Whistle7. Slap your cheeks with the mouth open8. Click with the tongue against the roo o your mouth9. Grunt10. Hit your bottom

What is polyrhythm?When we play dierent rhythmic patterns together with one or more instruments, we are makingpolyrhythm. Its a simultaneous and independent rhythm.

LANGUAGE CORNERIn English, adjectives dont change and they always go beore the noun:

e.g. dierent rhythmic patterns.

30on its own: tot sol 31thighs: cuixes *Go to the language appendix


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33Play Everybody dance now

Play arragona mesborrona


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34 1.7 Te drum set8

The drum set is a percussion instrument. One person alone32 can use it to make dierent rhythms atthe same time. You need coordination, because you have to play dierent patterns with hands and eet.

INTERESTING WEB PAGE: http://www.musictechteacher.com/musicquizzes.htm

32 alone: tota sola


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35WORDSEARCH

Find the words below. Words can be ound vertically, horizontally, orwards or backwards.

L D P

J B H Z L E O L WY E E X E F Z R P L N Q Y

U H Q T S A R R F O P B Y J S A S

F G D X Q L A R F F D R U M R K B A L

V X E W G L U O B W U U Y D N X H E U Y M

W W C A E R P H O R L D W O I K T Y T H U

B N C O G N Y B B U V W E T M O V

I U V R J X A N Y S N T Y N H D G

T F Z O Y F A D W R A I J I Z D D N H H G H M D O

E M O N O R T E M I M J J B M R A R A T S A Z O N

I D L E W N T H J H R V E U X D P D T R Q G D T B

V J I Q P S K U C O P Z V Q S N N Y L I T A U B S O G

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

M X A D X I P T O D V T Y K F A V K G F E W X Y R W B

J O L Q N A F Y U I P M O T S W F C B J L P N

G Y R G Q Q Y J I I I G P A L C J V C I Q

V U M V T Q B X G O M P N Z C A Q S D Z D

V Q R O E V S G F J

M A N X C S C P A N S E

I B E V S I N H O J P H F V J Z S J M P E

P N Q T V Y K S U M G H W O L X K W F P P

B B C N B Z T E M P O U C Y H B M F R

S L E G A T O V I V A C E Q H S I

H E U N P K W Q A J B N X

Z S U B G I H I N

N H Y

pulselegatoprestorhythm

metronomestomppolyrhythmstaccato

allegrodotclapvivace

snaptempobeatandante


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36 CHECK YOUR KNOWLEDGE

I. Can you write the values o these dotted notes? [2 points]

NOTE VALUE

Dotted semibreve

Dotted minim

Dotted crotchet

Dotted quaver

II. Tempo terms. Classiy the tempo terms in the box. Are they ast or slow? [1.5 points]

Adagio Presto Largo Grave Vivace Allegro

Fast Slow- -

- -

- -

III. Is it True or False? Correct the mistakes: [4 points]

1. Rubato is a term which indicates exible tempo. T/F

2. Ritardando is a term which indicates that the tempo

gradually becomes aster. T/F

3. Accelerando is a term which indicates that the tempogradually becomes slower. T/F4. Larghetto is a bit slower than largo. T/F

IV. Write the concept next to its denition:[2.5 points]

DEFINITIONS CONCEPTS

Playing diferent rhythmic patterns together with one or more

instruments

The regular pulse in a piece o music.

Two numbers situated ater the treble cle which give you in-

ormation about the beat

A device to indicate the beat with audible ticks.

Using our body to make sounds


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37

Project 1

Inventing a christmas song

INRODUCION

Have you ever wanted to write your own lyrics or a piece o music, but you didnt know how to?Have you ever realized that pop songs lyrics are sometimes very bad? Have you ever thought oyour Music teacher as old-ashioned? I you have answered yes, now it is your chance!

Lets invent a Christmas song together!

You will think o new lyrics or any pop or rock song you like. Your avourite pop star lends you themusic, YOU write the lyrics.

ASK

Your task is to create the lyrics or a song and play it at the Christmas concert.The lyrics you invent have to be about Christmas, even i it is only to criticize societys hypocrisy.You have to work in groups o our. First, give a name to your group; then, each member has tochoose one o the ollowing jobs:

1. Writer: in charge o writing the lyrics and handing them to the English teacher.2. Conductor: responsible or the accuracy during the perormances.3. Fashion designer: in charge o the groups look and o nding a unique style or each group

member (clothes and hair during the perormances).4. Manager: in charge o communication, contact person with the English and the Music teachers.

I there are more than 4 members in a group, the additional members will assist the others in anyway necessary.

PROCESS

Lets 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, perorm the new version o the song with your group in the Music class.

Snow White and the Seven DwarsHi ho, hi ho, Its of to work we go,

With a shovel and a pick and a walking stick, hi ho, hi ho.

37


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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, perorm the new version with your group in Music class.

Lula, lula, lula, lula leylula lula lula lula lula leyLula, lula, lula, lula leyLula, lula lula ley. Hey!

Activity 3

Dont you know...?

Oh cant you see

You belong to meHow my poor heart aches

with every step you take.

1st stepSur the Net searching or the lyrics o the most amous 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 stepWrite down the chorus (NOT THE VERSES!)

3rd stepInvent a new chorus or the song and:

hand it to the English teacher sing it to the Music teacher.

Activity 4

Try now with one o Bonnie Tylers best known singles:

Its a Heartache

1st stepSur the Net looking or the lyrics.

2nd stepSur the Net looking or the chords (it is in C major).

Be careul, 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 stepMake your own lyrics and hand them to the English teacher.

4th stepRehearse your version and perorm it with your group in Music class.


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39ASSESSMEN

This project will be evaluated based on the ollowing rubric.

At the end o the project you will have two diferent grades: one Music mark and one English mark.

MUSIC MARK

Assignment Criteria Points

Activity 1 They sing in tune. out o 10

Activity 2Canon can be noticed clearly.It is a tuned and accurate perormance in Music class.

out o 10

Activity 3The new lyrics go well together with the chorus music.The perormance is tuned, accurate and original.

out o 10

Activity 4The new lyrics go well together with the music.The perormance is tuned, accurate and original.

out o 50

Individual res-ponsability

Developing your own role.Playing and singing well during the perormances.

out o 10

Group dynamicasThe group rehearses properly.Everybody starts and nishes at once.The students hand in the tasks at the required dates.

out o 10

Total out o 100

ENGLISH MARK

Assignment Criteria Points

Activity 1Handing the new lyrics to the English teacher on time.Writing the new lyrics without spelling errors.

out o 10

Activity 2Handing the new lyrics to the English teacher on time.Writing the new lyrics without grammar and spelling errors.

out o 10

Activity 3Handing the new lyrics to the English teacher on time.Writing the new lyrics without grammar and spelling errors.

Dierentiating chorus and verse.

out o 10

Activity 4

Handing the new lyrics to the English teacher on time.Writing the new lyrics without grammar and spelling errors.Dierentiating chorus and verse.Having original and coherent lyrics.

out o 50

Individual respon-sability

Individual responsabilityDeveloping your own role.Having an accurate pronunciation.

out o 10

Group dynamicasThe group is well organized.The students hand in the tasks at the required dates.

out o 10

Total out o 100

CONCLUSION

By doing this project, you will learn how to play in group or an audience and how to sur the web and

work in collaboration with your classmates.

And now...,

nally...,

ater two weeks...,

you are ready to perorm your own work!

So... relax and enjoy yoursel!!!!!!!!!

I you do the activities step by step, you will do ne.


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40


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41Unit 3

Melody and harmony.Textures: howmusic is made

3.1 Melody

Melody is a very important element o music. We can dene it as a group o notes with some char-acter. It appears1 when you play or sing a group o dierent notes, one ater another2. All thesenotes can have dierent pitches and lengths and they are usually repeated and contrasted3 at thesame time in a musical piece.

MUSICAL NOTEDo you remember the meaning o pitch and length?

Pitch reers to the highness or lowness o a sound.Length reers to how short or long a sound is.

Melody is the horizontal structure o music and it is also the easiest part to remember. A lot o popu-lar melodies survive4 rom 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 o a melody can benarrow6, medium or wide7. I the lowest note is a C and the highest one is an A, the range is o6th (=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) inter-

vals9 (Disjunct motion). Form: the structure o the melody.

LANGUAGE CORNERDo you remember how to make the superlative?- Shortadjectives: the + adj-esteg. Low_ the lowest

- Long adjectives: the+ most +adj.eg. intelligent _ the most intelligent

1 appears: apareix 2 one ater the other: un darrere laltre 3 contrasted: contrastats 4 survive: sobreviure 5across generations:de generaci en generaci 6narrow: estreta 7wide: ampla 8 remain: mantenir 9 or the denition o interval, see below


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42 Lets clariy what an interval is: an interval is the distance between two notes. For instance, thedistance between a D and a F is three notes: D-E-F. So, it is an interval o third. What is, then, thedistance between the E and the B?

Intervals can be descending (i they go down) or ascending (i they go up). Also, intervals can bemelodic (as a part o the melody) or harmonic (as a part o the harmony).

LANGUAGE CORNERTo talk about intervals we use ordinal numbers.e.g. an interval o third

a) Melodic

What kind o intervals are they?

b) Harmonic

me Activity 1Click the ollowing webpage http://makingmusicun.net/

1. Go to PRINT IT! and click PRINT IT! Index.2. Go down and you willl nd FREE PRINTABLE MUSIC THEORY SHEETMUSIC.Click FREE INTERVAL WORKSHEETS.3. Try to do the our exercises!

me Activity 2COMPOSING YOUR OWN MELODYCompose a melody o 8 measures using the notes C, D, E, G and A.Write the time signature, the range. Dont orget to write the treble cle!

me Activity 3Click the ollowing webpage, go to COMPOSE YOUR OWN MELODY and ollow the

instructions:http://www.musicatschool.co.uk/year_7/melodicphrase_worksheets.htm


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433.2 Harmony

Harmony is a group o notes that supports10 the melody. Its the vertical structure o the musicand it gives mood11 to it. I the harmony changes, the melody will sound very dierent. The chordsand arpeggios ormthe harmony.

What is a chord? It is a group o 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 o 3 notes andwe can build12 them on every note o the scale.Look at the example: C major chord

LANGUAGE CORNERBe careul: Chord is pronounced /ko:d/

I these notes sound one ater another, we call it arpeggio.

You can use chords and arpeggios to make an accompaniment or a song.

ee 1 Look or the names o these concepts in Catalan and add them to yourmusic vocabulary:

Range: Disjunct motion:Direction: Scale:Melodic motion: Harmony:Interval: Accompaniment:Chord: Triad Chord:Form: Arpeggio:Conjunct motion:

3.3 extures: How music is madeThe texture describes how the tune and supporting harmony are woven13 into a piece o music:- Monophony: a single line o melody. It is usually a solo, unaccompanied, unison...

10 support: donar suport 11 mood: ambient, estat dnim, sentiment 12 build: construir, muntar 13 woven-weave:teixir


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44 - Homophony: melody with harmonic accompaniment. It is usually a strong lyrical melody withchordal accompaniment (like in the pop songs).

- Polyphony: melodies weaving together. It is usually a canon or dierent rhythmically inde-pendent melodies .

me Activity 4Can you write down the name o these popular melodies?1)

2)

3)

4)


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455)

6)

7)

8)

9)

10)


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46 CROSSWORD

Complete the crossword below:

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 aterthe other we call it...7. It is the horizontal structure o music.10. It is a group o independent melodies wea-ving together.

Down:2. It is the distance between the highest andthe lowest note.

4. It can be ascending or descending.5. It is a group o notes that sounds at thesame time.8. It is a group o notes that supports the me-lody.9. It is a single line o melody.

4

7

9

6

10

3

15

2

8


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Lets do a little quiz! Form groups o three people. You have 15 minutes to answer thesequestions about the unit. You MUST NOT look at your photocopies!

I. Dene melody [2 points]

II. Name the types o melodic motion. [1 point]

III. What is the dierence between range and interval? [2 points]

IV. Write what you can about these intervals. [3 points]Give inormation about:

1. The distance (Remember to use ordinal numbers!)2. Melodic or harmonic?3. Ascending or descending?

1-2-

3-

1-2-

3-

1-2-3-

1-2-3-

1-2-3-

1-2-3-

V. What gives support to the melody in a piece o music? [0,5 point]

VI. What is the dierence 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!


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49Unit 4:

Musicalinstruments

1. Musical instruments

Musical instruments are divided into amilies. The amily members have things in common, just aspeople in human amilies can look and sound similar. There are dierent ways o classiying musi-cal 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 abiol.3. Membranophones: The sound begins with the vibration o a streched3 membrane or skin4, like

the timpani.4. Idiophones: The vibration o the instrument itsel is the main source5 o the musical sound. The

xylophone is a good example o an idiophone.5. Electrophones:They rely on6 electronics instead o7 a resonator to produce and ampliy the

sound, like the keyboard.

ee 1 There are a lot o new words in this unit. Dont orget to write them down inyour MD and translate them.

Produce a soundChordophones/aerophones/

Vibrate/vibrationAmpliyResonator

B. The most common classication, however, is the one that divides the instruments in our ami-lies: strings, woodwinds, brass and percussion.

1 according to: segons 2 is made: es produeix, es a 3 streched: tensada 4 skin: pell 5 source: ont 6 rely on: depenende 7 instead o: en lloc de


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50 SRING8 INSRUMENS

Four stringed instruments are commonly used in the modern orchestra: violin, viola, cello anddouble bass. All are made o wood9 and have our strings.In an orchestra there are more stringinstruments than any other type o instrument.

8 string: corda 9 wood: usta

violin

violoncel

viola

double bass


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51Another stringed instrument which can be part o an orchestra is the harp. It is dierent rom otherstringed instruments. Do you know how many strings it has? It has about 47 strings running per-pendicular to the soundboard and it has a triangular shape with seven ootpedals at the bottom.

Look or a photo o a harp and draw it:

The guitar is also a stringed instrument. It has 6 strings, but guitars with a dierent number o

strings are also common.We can nd acoustic and electric guitars and they are commonly used inamenco,blues, country, rock and pop music...

guitar


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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 ngers like with the harp or with a little triangu-lar piece o plastic called pick12, like the guitar is sometimes played. The violin, viola, cello anddouble bass can also be plucked. I the string is short and thin, the sound will be higher and i

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 isproduced by small hammers striking the strings and it is controlled by the pressure o the pia-nists hands on the keyboard. It was invented around 1700 as an evolution o its predecessors, thehapsichord and the clavichord. And how can we classiy the piano? Is it a string instrument or apercussion instrument? Discuss it with the classmates and your teacher.

Do you know any other instrument with a keyboard?

The violin

The violin is the smallest member o the string amily. It is a verypopular 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 inorchestras as a solo instrument.The body o the violin is made o wood. They exist in dierent sizes(=talles): ull-size, hal-size or quarter-size, or younger students.

The bow is made o horsehair.

Italy was an important country o violin makers. A lot o amilies became amous making violins,using the best materials to produce beautiul sounds.The Stradivarius, Amati and the Guarnieri

were luthiers rom Italy. Do you know what a luthier is?

10 draw a bow/bowing: passar larc 11 pluck: puntejar 12 pick: pua

piano


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53Did you know...?Mr Antonio Stradivari was an Italian violinmaker who lived between 1644 and 1737. His violins areconsidered the best ever made13 and they are still the most prestigious o all. Nowadays, a Stradi-varius violin could cost about 1.5 million euros!

WOODWIND INSRUMENSWoodwinds14 were all originally made o wood. Now, they are made o metal or wood. Their dierent sha-pes15 and materials give them a variety o sounds. They have the orm o a tube with keys16 you can presswith your ngers. Some instruments have reeds17 to produce their sound. Clarinets and saxophones havea 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 (ute, recorder) or a reed (clarinet, oboe...).

Some o the woodwind amily instruments that we can nd in an orchestra are the ute, the cla-rinet, the oboe and the bassoon. I the tube is longer, the sound will be lower and i the tube isshorter, the sound will be higher.

Lets nd out something about each instrument...

The saxophone is the only woodwind instrumentmade o brass and it belongs to this amily becau-se it has a single reed like the clarinet. We can ndit occasionally in an orchestra. Its name comesrom the man who invented it, called Adolph Sax.

The clarinet is a single reed instrument that be-

longs to the woodwind amily too. A reed is a smallpiece o cane that is located at the bottom o themouthpiece. The musician presses the metal keyswith the ngers o both hands to produce soundswhile blowing.

The oboe is quite similar to the clarinet. It belongsto the same amily and it has metal keys like the cla-rinet, but it has a double reed, not a mouthpiece.

The bassoon and the contrabassoon are the lar-gest instruments in the woodwind amily. Theyhave a double reed and they make the lowestsound in this amily o instruments.

13 best ever made: el millor que shan et mai 14 woodwinds: instruments de vent usta 15 shape: orma 16 key:clau 17reed: canyeta 18 while: mentre que 19 blow: buar 20 hole: orat

saxophone clarinet

oboe bassoon


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54 The ute doesnt have a reed, but a mouthpiece. Itbelongs to a large amily o instruments. Piccolos,recorders, ocarinas and other unusual instrumentsare also part o this amily.

The bagpipe

This is a traditional woodwind instrument throghout Euro-

pe. It is a double reed instrument and it has been played inMajorca or centuries. Do you know its name in Catalan?The parts o the bagpipe are: the chanter, the bag, theblowpipe, the bass drone, the tenor drones. Can you guesswhat these parts are called in Catalan? Fill in the gaps.

Parts English name Catalan name

1 Buador

2 Sarr o sac

3 Grall4 Bruma

5 Fiols

BRASS21

These instruments are made o metal. Their sound is produced by BLOWING and BUZZING22 thelips 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.

21 brass instruments: instruments de vent-metall 22 buzz: brunzir

fute

trumpet tuba tromboe rench horn


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55The trombone

Trombonists use the slide (=vara) and the shape o thelips to change the pitch.

They hold (=agaen) it with their let hand while movingthe slide back and orth (= cap envant i enrera) with theirright hand.

The trombone sounds wonderul. In orchestras, they playharmonies and also great solos.

PERCUSSION

The percussion amily is very big and includes a variety o dierent instruments. The sound isproduced by HITTING23 , SHAKING24 or SCRAPING.

There are two types o percussion instruments. There are the ones you can play tune with, whichare called tuned percussion, because they can produce specic pitches or notes . There are alsopercussion instruments which produce an indenite pitch and that is the reason why they arecalled: untuned.

23 hit: colpejar 24 shake: agitar

xylophones triangle

sleigh bellsguiro maracas or shakers

wood block

darbouka


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56

tambourine

drum

timpani

claves

castanets

cimbals

bass drum


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57me Classiy the instruments below in tuned/untuned, membranophones oridiophones. Be careul! The same instrument can be written in two columns.E.g. the bass drum is untuned and a membranophone:

PERCUSSION Tuned Untuned Membranophones Idiophones

Bass Drum X X

me which is which?Try to nd the percussion instrument that corresponds to the ollowing denitions:

a. They are two pieces o wood and when we strike them we produce an untuned sound. They areoten 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 rame and it sounds when we shake it or we strike it withour hands.

c. It is made o metal and it has a triangular shape. We play it with a metal stick.d. It has two membranes streched over a circular rame.We play it with a pair o wooden sticks.e. It is oten made o wood. It has an irregular surace and it is played by scraping the surace with

a stick.. It is a big percussion instrument that is used in the orchestra. It produces a specic pitch that

changes depening on the drum size.g. They are a pair o little brass plates and they are crashed together to produce the sound.h. It has bars o dierent lengths made o wood ollowing one ater 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 o drum that is commonly played in the North o Arica and in the Middle East.

me Lets see how much you remember. Work in groups o 4 students. Find themissing inormation in the text. You have 5 minutes. The quickest wins. Go!

1. You can group instruments in our amilies: strings, , brass and percussion.2. Which instruments produce sound by vibrating strings? .

3. Membraphones are classied according to .. o the resonating body.4. Cello is a .. instrument.5. The viola is the smallest stringed instrument. TRUE / FALSE


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58 6. How do you play a woodwind instrument? 7. The woodwind members o the orchestra are the ute, ., clarinet and ..8. In aerophones the sound is produced by ..9. What is the dierence between brass and woodwinds? ..10. What type o instrument is a triangle? ...

ee 2 When talking about the dierent instruments, it is important to know howtheir sound is produced. In pairs, play a guessing game. One student mimics themeaning o these verbs and the other tries to guess the verb in English. For extrapoints, name instruments that are produced in this way. Keep score!

BLOWINGBOWINGSTRIKING

DRAWING A BOWSLIDINGBUZZING

HITTING PLUCKINGSHAKINGPRESSING KEYS

III. Add these verbs to your MD with their translations.

IV. Lets play charades, but with instruments. One student gets the name o an instrument andhis/her classmates have to guess which one it is by asking questions. The answers can only beYes or No! Have a look at the type o questions you can ask:

e.g. Is it a strings/brass/woodwinds/percussion instrument?

Yes, it is /No, it isnt

Is it an idiophone/membranophone?

Is it made o wood/metal/plastic?

Do you play it by blowing/ striking/? Yes, you do/ No, you dontDo you use your ngers/ 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 hasnt)

1.2 What is an orchestra?

The orchestra is a group o musicians with their instruments

playing together. It is divided into dierent sections. It is verywell organized!

me Now, you are a musical detective and youneed to know where the ollowing instru-ments sit in an orchestra.


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59Read the ollowing instructions and you will nd out the right answer. One, two, three andgo!

- Percussion instruments sit at the very back o the orchestra.- The harp occupies the smallest space on the let and the 1st violins sit at the ront, next to the

harp.- The 2nd violins sit next to the 1st violins.

- The violas are directly in ront o you.- Double basses are behind the cellos, where the string section nishes.- The utes are behind the violas, on the let.- The oboes sit next to the utes and are directly in ront o the bassoons.- The clarinets sit next to the bassoons and in ront o 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 dierent amilies are located? Fill the gapsThe string amily is located25 ................................................................................................. the conductor.The woodwind amily is located .......................................................................................... the strings.The percussion is located .......................................................................................................o the orchestra.

The harp and the piano are located ...................................................................................o the wind amily.The brass amily is located ..................................................................................................... .

LANGUAGE CORNERBeore doing this exercise remember the prepositions o place in English:Behind Next toIn ront o On the let/rightAt the ront/back Between

25 is located: est situat


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60 1.3 Te conductor

A conductor is the person who leads26 the musicians. He guidesthem and makes them play louder, soter, aster, slower... A conduc-tor uses his or her whole body, not only his hands. The expression othe conductors ace is very important. Eyes are especially useul27 tocommunicate with the musicians.Sometimes, conductors wave28 their hands with a thin stick29 that iscalled the baton30. Occasionally, with the excitement o the music, theconductor loses31 the baton and it goes ying away!

The conductor also chooses the pieces the orchestra has to play and he attends the rehearsals32.He corrects the musicians i they play a part o the piece incorrectly, just like teachers do with theirstudents!

me As we said beore, the orchestra is organised in our sections or amilies oinstruments and their sound is produced in dierent ways. Fill in the gaps:

SECTIONS INSTRUMENTS HOW THE SOUND IS PRODUCED

Plucking and bowing with a bowsliding across the strings.

Blowing on a single or double reed,

except the ute.

Trumpet, trombone, tubaand French horn.

Percussion

Striking1 with dierent kinds osticks, striking them together, hittingthem with your hands or shaking.

ee 5 There is a lot o new vocabulary to learn. Add these terms to your music dictionary.

Bow tuned / pitched instruments leadReed untuned / unpitched instruments orchestraValves slide rehearsalSticks conductor conduct

26lead: dirigeix 27useul: til 28wave: moure 29stick: vareta 30baton: batuta 31lose: perdre 32rehearsal: assaig


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611.4 Chamber music

Chamber music33 is composed or a small group o people and it was originally perormed34 atrich peoples homes as entertainment. Rich people used to pay musicians to come and play intheir chambers and or this reason, the music composed or these private perormances is calledchamber music.

The name o the main chamber groups are the ollowing: Duet, Trio, Quartet, Quintet, Sextet, Sep-tet and Octet. They dont need a conductor, because they are so ew. Instead35, one o the playersleads the group.

Composers always compose chamber music thinking o specic music instruments.The most po-pular 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 ollowing 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 chamber music: msica de Cambra 34 perorm(v)/perormance(n): representar/representaci35 Instead: en lloc daix


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62 SRING INSRUMENS

WIND INSRUMENS


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63PERCUSSION INSRUMENS

me Listen to the ollowing instruments. Guess the instrument playing and com-plete the chart:

Instruments Instrumental amily

1st.

2nd.

3rd.

4th.

5th.

6th.

7th.

8th.

ee 6 LETS MAKE COMPARISONS...Write comparisons between instruments within each instrumental amily usingthe comparative and the superlative. You can compare the size, the pitch, thelength o the strings, how they sound... Go over your grammar rst.


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64 SRING FAMILY

Ex. The violin is the smallest instrument in the string amily.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

WIND FAMILY________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PERCUSSION FAMILY__________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________

1.5 Human voice

Is our voice a musical instrument? O course! Our voice is the most natural instrument in theworld and the oldest one, as well. It doesnt cost money and like other instruments, you dontneed a case to put it in, you dont have to polish it, but it needs care.

How can we produce the voice?

We produce it with our two vocal chords36, two pairs o mucous membrane olds37 locatedacross the larynx that start vibrating when the air goes through them. You take a big breath38 toproduce a long note, like a wind player.

HAVE A LOOK!

I you are really interested in watching real vocal chords in action, you can watch the ollo-wing video: http://es.youtube.com/watch?v=iYpDwhpILkQ

36 vocal chords: cordes vocals 37 old: plecs 38 take a breath: aspirar


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65Men and women have dierent vocal chord sizes. Adult males, or instance, have larger vocalchords and they are usually lower pitched.

Types o voices

We can nd dierent types o voices depending on their pitch:

Female voices

Soprano: The highest voice.Mezzosoprano: The pitch o this voice is between the sopranoand the contralto.Alto: The lowest emale voice

Male voices

Tenor: One o the highest male voices.Baritone: The pitch o this voice is between the tenor and the bass.Bass: The lowest male voice.

The choir is a group o voices. A conductor leads them, like in an orchestra. Many people can singquite well and singing together with others can be a satisying experience.


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66 A choir can sing without instrumental accompaniment. Then, it is called a cappella. It can also singtogether with an orchestra, like in Beethovens 9th Symphony, where we can nd the amous Odeto Joy. Do you know it?

HAVE A LOOK!Here you have an interesting website where you can have un with a lot o music games andquizzes. You will also nd some ideas to make your own instrument!

http://www.nyphilkids.org/games/main.phtml?Enjoy!


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67CROSSWORD

Complete the crossword below:

Across:1. It is one o the main chamber groups.

4. It is a group o musicians and their instru-ments, playing together.5. The sound is made by vibrating the strings.7. It is made o horsehair.9. It is a traditional woodwind instrument andit has been played in Majorca or centuries.11. It is the smallest member o the string a-mily.

Down:2. The person who leads the orchestra is the...

3. Itis one o the highest male voice.5. It belongs to the woodwind amily.6. It is the most natural instrument in the worldand the oldest one.8. The sound can be produced by hitting orshaking.10. It belongs to the brass amily and it has aslide.12. These instruments are made o metal.13. He was an Italian violin maker.

13

9

8

5

2

11

1

7

4

3

12

10

6


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68

W A

A Q

A O V I

I G S N

G H H D A B

W P X L P U

X 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 AD 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 T M B U T B M S

I S M P A L X V O B R Y O Q

P Z W M L S I W X N I I L K C W

B X U K G S I H O E X A K Z K E

Z X R Q N I A F N K E A N N O F Y S

P T W H W N P T I W T K G I K L Z X

R O G O I V I X I Z S M E L U R U I S YL I N L K O Q T G G P Y Y E M D T H H O

H P X P L M B E Z Y S Z G B R I D E D A G P

S V Z X Y M N O L H M N O O O K V C I C A W

P H G M W L I M F T A O G O A P I A F M K L O E

U G N O Q R N A K E U B J E R K Q X X V E O S I

O S P Q I A V N R P C L F G P D A S B A K R I D D S

Y W K W L L L M I B M O J D A R B O U K A S V A L R

Q D B S C S O O P E F M J D Y F L T C C K I D X N D O W

W N C S N E W G I Q C I Q R E C O R D E R X N Z Y T A E

U K O M P K O A W N V F C I S K U H Z O E N B Z F H B X Y W

R Z W Z O J B N P N D H K H S E T S W S X V Q J R V O N F R

trombone piano violinclarinet viola trumpettriangle shackers timpaniute recorder bassoonbagpipe keyboard darbouka

WORDSEARCH

Find the name o the musical instruments below. Words can be ound vertically, horizonta-lly, orwards or backwards.


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I. WHICH IS WHICH? [22 points]Label the ollowing instruments and write the instrumental amily they belong to:

II. Match the instrument with its denition [18 points].

1. A percussion instrument consisting o a metal plate that you strikewith a drumstick. A. Tuba

2. A percussion instrument made o wood consisting o a pair o shellsheld in your hand.It is used in popular music. B. Triangle

3. A large stringed instrument.The musician holds it upright whileplaying. 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 o the string instruments. F. Double bass

7. This instrument has the lowest pitch o the brass instruments. G.Trumpet

8. A percussion instrument consisting o a metal bar in the shape o a

triangle.H.Trombone

9. A brass instrument consisting o a long tube with slides. I.Violoncel


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70 III. Which amily or amilies o 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:


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71Project 2

Orchestral

instruments projectPROJEC DESCRIPION

Poster presentation about one amily o orchestral instruments.

WHA FOR?

Objectives:At the end o this project you will be able to: Explain the most important characteristics o one amily o orchestral instruments and describe

the dierent instruments within that amily. Make up a visually-attractive poster which summarises the inormation you have collected. Present the poster with the inormation to your class. Understand and actively listen to you classmatespresentations. Show in a test your acquired knowledge o orchestral instruments.

HOW?

You will work in groups o 3 or 4 people. Divide the workload evenly among the members o 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 re-

cords everything his/her group has decided in writing), a time-watcher (who controls thetime and prevents his/her teammates rom losing time) and a spokesperson (a student whoasks the teacher any doubts and transers the inormation back to his/her classmates).

WHA?

At the end o this project you have to:1. Hand in the poster, and a questionnaire or your classmates.2. Present the contents o the poster to your classmates.3. Choose a piece o 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 inormation about: Name o the amily o instruments and main description. Names and drawings o the most important instruments representing the chosen amily. Denition o each instrument, with special emphasis on how the sound is produced. The layout o the orchestra, highlighting where the amily o instruments is located.


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72 2. Requirements on the presentation: 15 - 20 minutes long During the presentation all members o the group are required to talk the same amount o

time. No reading will be allowed. Provide difcult vocabulary to your classmates or repeat i necessary.

3. Requirements on the questionnaire:

5 made-up questions about your presentation to test i your classmates were listening care-ully. Dont make them too difcult!

WHEN?

Date What to do in class? What to do at home? Finished?

WeekProject presentation Choose your group and the roles. Divide the tasks

Look or inormation andsuitable pieces o music

Week Each group reads and summarisesthe inormationLook or inormation andsuitable pieces o music

Week Start on the poster: orm, content, Finish drat poster

Week

Hand in a drat o the poster to

the teacherPrepare presentation in English class.

Make up questionnaireand make copies.Practise presentation athome.

Week Present your poster to the class.Hand in poster and questionnaire.Practise presentation athome.

Week Present your poster to the class.Test on orchestral instruments. Study or test

WHA DO I GE FROM I (apart rom learning English and Music)?

Evaluation:

1. A nal grade or English class, which will be the average o the ollowing 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 uency, accuracy and pronunciation. Group work ( 10% group grade). How did the groupwork go ?

2. One grade or Music class:

50% Poster presentation (group grade)

50% Test on instruments (individual grade).


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73Remember!! Delays wont be allowed and will be penalised with a deduction o points. All group members have to participate equally. I a student doesnt carry out his/her task, he/

she will be penalised with a deduction o points. ]

We hope you enjoy this project!

Your teachers

YOUR GROUP

Fill in this orm and give it to your teacher when asked.

MEMBERS OF HE GROUP AND ROLES

Name Role Phone number E-mail

DIVISION OF ASKS

Name Task related to poster Part o presentation

Answer these questions:

1. Did you have any problems working together? I so, could you solve them without the help othe teacher? Did you need the teachers help?

2. What would you improve (=millorar) next time?3. Give a mark to your groupwork: .


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75Unit 5:

Dynamics, expressionterms andorm in music1. DYNAMICS

In music, dynamics normally reers to the sotness1 or loudness2 o a sound or note, e.g. pianis-simo or ortissimo. Traditionally, dynamic markings3 are in Italian, but there is nothing wrongwith writing things like quietly or loudly in music. Forte means loud and piano means sot.

In the past, the piano (instrument) was called the pianoorte because it could play dynamics, un-like4 earlier popular keyboard5 instruments like the harpsichord6.

LANGUAGE CORNERBe careul! Dont mix these words:

sotness (noun) - loudness sotest (superltive) - loudest soter (comparative) - louder sot (adjective) - loud

The two basic dynamic indications in music are:por piano, meaning7 sot.or orte, meaning loud or strong.

More subtle degrees8 o loudness or sotness are indicated by:mp, standing or9 mezzo-piano, meaning moderately sot andm, standing or mezzo-orte, meaning moderately loud.

Beyond10 and p, there are alsof, standing or ortissimo, and meaning very loud andpp, standing or pianissimo, and meaning very sot.

1 sotness: qualitat de so fuix 2 loudness: qualitat de so alt 3 markings:senyals, marques 4 unlike: a dierncia de 5keyboard: instrument de tecla 6 harpsichord: clavec 7 meaning: que signica 8 more subtle degrees: indicacionsms subtils 9 standing or: que signica 10 beyond: ms enll


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76 Dynamic indications are relative11, not absolute12. For example, mp does not indicate an exact

level o volume, it only indicates that music in a passage so marked is a little louder than p and alittle quieter than m. Interpretations o dynamic levels depend on the perormer.

Abbreviation Italian word English meaning

pp pianissimo very quiet

p piano quiet

mp mezzopiano medium quiet

m mezzo orte medium loud

orte loud

ortissimo 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 commonare crescendo, sometimes abbreviated to cresc., meaning get gradually louder; and decrescendoor diminuendo, sometimes abbreviated to decresc. and dim. respectively, meaning get graduallysoter.

crescendo: becoming louder decrescendo or diminuendo: becoming soter morendo: dying away13 marcato: stressed, pronounced sotto voce: sot, subtle

1.2. Sudden changes

Sorzando indicates a strong, sudden14 accent and is abbreviated assz.Fortepiano indicates a orte ollowed immediately bypiano and is abbreviated as p.

1.3. Accents

Sometimes a composer wants a particular note to be louder than all the rest, or wants the very be-ginning o a note to be the loudest. Accents are markings which indicate that these notes soundespecially loud.

11 relative: relatiu 12 absolute: absolut 13 dying away: er-se inaudible 14 sudden: sobtat, instantani


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77ee 1 There is a lot o new speciic vocabulary. Make sure you add these newwords to your MD.

Dynamics : Sot:Loud: Marking:

Quiet: Indication/indicate:Strong: Level o volume:Interpretation: Music passage:Gradual change: Sudden change:Stressed/pronounced: Subtle:Get louder: Become soter:Accent:

ee 2 Lets play Hangman with these new words.

2. EXPRESSION ERMS

As you know, a lot o musical terms are in Italian. Do you know why? Because a lot o composerso the Renaissance Period were Italian and they used many indications or the rst time. Here youhave some o them:

aecttuoso with eeling, tenderly grazioso graceully,with charm

agitato agitated and ast legato smoothly and connected

animato animated maestoso majestic

cantabile in a singing style rubato taken out o tempo

dolce sweetly scherzando playully

espressivo expressively staccato short and detached

giocoso humorously tranquillo calmly, peaceully

ee 3 Translate all these expressions terms into Catalan and add them to your MD.

aecttuoso grazioso

agitato legato

animato maestoso

cantabile rubato

dolce scherzando

espressivo staccato

giocoso tranquillo


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78 ee 4 Lets play Bingo. Draw a table o 6 squares and write an expression term in English. When you hear the teacher say the equivalent Italian term, cross out the squareand write its translation. You win when youve crossed out all the terms in a row oron your card.

3. FORM

Every piece o music has a structure or orm. You can analyze every piece o music like you cananalyze every word you write. You can enjoy music without analyzing its orm, o course, but thishelps to understand and perorm a piece o music. We can say that orm is the basic structure o apiece o 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...). Mostpopula

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