year 7 music workbook 2021 - semester 1year7musicstpats.weebly.com/uploads/1/1/1/1/11114036/...5 the...

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2021 Semester 1

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Concepts of Music…………………………………………………………… 04‐13 Treble Clef………………………………………………………………………. 14‐16 Dotted Notes and Time Signatures…………………………………. 19‐20 Bass Clef…………………………………………………………………………. 22‐26 Keyboard………………………………………………………………………… 27‐35 Xylophone and Djembe………………………………………………….. 36‐45 Composition Assessment……………………………………………….. 42 Singing Section……………………………………………………………….. 43‐45 Drum Kit…………………………………………………………………………. 46‐47 Instruments of Orchestra……………………………………………….. 49‐51 Program Music……………………………………………………………….. 52‐54 Revision………………………………………………. 55 – 57, Glossary 79‐80 Literacy…………………………………………………………………………… 58‐74

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MUSIC INVENTORY

NAME: __________________________________

1. What does Music mean to you?

2. Do you think you are good at Music?

3. What are your best areas?

4. What are your weakest areas?

5. Do you think it is important to be well behaved in Music? Why?

6. What do you do when you can’t do something in Music?

7. What do you usually do when you get home from school?

8. What three words best describe you?

9. What should I know about you to teach you effectively in my class?

10. Any other comments?

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The Concepts of Music

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The Concepts of Music The Concepts of Music include:

1. Duration – the length of sounds – rhythm, beat, tempo, metre

2. Pitch – the highness and lowness of sounds – melody shape, high and low notes

3. Tone Colour – The instruments used – classification, ensembles

4. Dynamics – the volume level of music – loud, soft, getting louder, getting softer

Duration

Duration in music means the length of sounds. It includes Beat, Metre, Tempo and Rhythm.

Beats are the regular, repeated underlying a piece of music.

Example: In the Hall of the Mountain King

Clap the beats underlying the music

Metre is the amount of beats per .

1. Duple metre – beats per bar

2. Triple metre – beats per bar

3. Quadruple metre – beats per bar

Time Signatures tell us the metre of the music.

2 ‐ duple metre – two crotchet beats per bar 4

3 ‐ triple metre – three crotchet beats per bar 4

4 ‐ quadruple metre – four crotchet beats per bar 4 ‐ or C for common time

Conducting Patterns

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Listening Questions

Piece: Time Signature:





Tempo is

– Fast

– Moderate pace

– Slow

Listening Questions – Write the tempo in Italian

a) Piece: “Ventura Highway” Tempo:

b) Piece: “Punk Phantom of the Opera” Tempo:

c) c) Piece: “Winter” Tempo:

Rhythm

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Copy the Rhythm Chart from the previous page:

Sign Name In 4/4 time Rest

Copy note patterns clapped by the teacher and

create your own patterns

My Pattern

Draft:

Final:

_

Let’s Clap It!

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Concepts of Music (Cont.)

Pitch

Pitch has a distinct effect in music.

A high pitched sound can create a sense of lightness eg. Harry Potter theme

a) Which instruments play in this piece to help with the higher pitch?

b) Duration: What is the time signature of this piece?

A low pitched sound can create a sense of something

large or heavy Eg. “The Elephant” from Carnival of the

Animals

a) Which two instruments are performing?

b) Which one plays lower in pitch?

Higher or Lower

Each note can be higher or lower than another

State whether the second note is higher, lower or

the same. 1.

2.

3.

4.

5. High and

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Dynamics – Dynamics are

Italian Word English Meaning Symbol

fortissimo very loud ff

forte loud f

mezzo forte moderately loud mf

mezzo piano moderately soft mp

piano soft p

pianissimo very soft pp

Dynamics Listening Questions answer using the Italian word and English meaning

a) Piece: “Dance of the Sugar Plum Fairy” Dynamic:

b) Piece: “Revolutionary Etude” Dynamic: _

c) Piece: “Calypso” by Spiderbait – Use symbols only

Dynamics: , , , , ,

Copy the Dynamics out below:

Changes in Dynamics

a) – ‐

b) – ‐

“Jaws theme” by John Williams

Listening Questions:

a) Describe the change in dynamics:

b) Describe the change in tempo:

Italian Word English Meaning Symbol

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Dynamics Activity

1. In small groups, create a piece of music – 30 seconds long that reflects at least 4 dynamics. Use a different percussion instrument each Percussion instruments used in your group:

Student Name Instrument Chosen

2. Write the dynamics in order below:

Eg. p ff pp Your groups dynamics: ________________________________________________________________________________________

3. Listening to another group’s performance, answer the following questions:

a) What was the highest pitched instrument of the double group? _________________________ b) Which instrument could get the loudest? ___________________________________________

c) Which instrument could get the softest? ___________________________________________

d) What do you think the order of dynamics for their group?

_____________________________________________________________________________________

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Tone Colour

Tone Colour is

Listening Questions

a) Piece: “Carol of the Bells”

b) Piece: “Cheap Wine”

c) Piece: “Flash Jack from Gundagi”

d) Piece: “Nessun Dorma”:

Classification of Instruments

Musical Instruments are classified according to five major categories, based on

the sound produced by the vibrating material.

Instrument Categories

1) Idiophones ‐ Self sounding instruments. They are of naturally

sonorous material. They may be , , plucked, or

rubbed.

2) Membranophones ‐ Instruments producing sound by means of a skin, or

.

3) Aerophones ‐ Wind instruments. The sound is caused by vibrating air.

4) Chordophones ‐ String instruments.

5) Electrophones ‐ Instruments using electronic circuits.

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INSTRUMENT BRAINSTORM

Aerophones Chordophones

Idiophones Electrophones

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Notation

The Treble Clef

The treble clef indicates that the notes are above middle C.

1. Draw 6 treble clefs below:

The Notes in Music

The Rhyme for the lines: Every Good Boy Deserves Fruit

The word for the spaces: F A C E

Add treble clefs and then name these notes.

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Copy the notes below:

The Keyboard – Copy the keyboard below

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Score Reading Questions:

1. What is the name given to the rest in bar 1?

2. What is the name given to the note length used in bar 8?

3. Add a double bar line to the end of the music.

Composition Activity: Write your own 4 Bar melody using C, D,

E, F, and G Example:

Draft:

Final:

Three things I learned

Two things I enjoyed

One question I have

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Pty Ltd

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Investigate Look carefully at these bars of notes!

In each set there is one bar that does not agree with the time signature.

Find all the incorrect bars and draw a cross through them.

1. 2. 3. 4.

5. 6. 7. 8.

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Score Reading Questions:

1. What does the treble clef mean ?

2. Name the notes in bar 6 ___________________

3. Who wrote this piece?

4. What is the dynamic of this piece?

Italian English Symbol

5. Add a dynamic symbol so the last note of the piece is pianissimo.

6. a) How many beats are there per bar?

a) What is the name of the symbol that tells us this? _

7. How many bars in total are there in the piece?

8. What is the name given to the two barlines at the end of the piece?

Listening Questions

1. What tempo is the teacher playing the melody?

Italian English

2. At which bar does the teacher stop?

3. Add the extra dynamic symbol that the teacher plays during the performance.

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The Bass Clef represents the notes below middle C

Below is a Grand Stave – label each of the notes

1. Draw 6 Bass clefs below:

2. Copy the notes below:

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Lines:

Great Big Dogs From Africa

Spaces:

3. Name these notes:

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Bass Clef Spaces

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Bass Clef Lines

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Fingers Have Numbers

Curve your fingers when you play! Pretend you have a ball in your

hand. Hold the ball gently.

Hold up both hands with wrists floppy.

Wiggle both 1’s, then 2’s, then 3’s etc

Teacher will call out some fingers to wiggle

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Playing in C Position

C Position Exercise 1

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C Position Exercise 2

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XYLOPHONE AND DJEMBE

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OSTINATO – An ostinato is _

Create your own Ostinato

1. Using the previous ostinato as a guide, create your own line of music about

your favourite colour. Write down your lyrics below. Write out the rhythm

too.

Ideas:

Final Ostinato words:

_________________________________________________________________ _________________________________________________________________

Rhythm for your ostinato:

_________________________________________________________________

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Africa Ostinatos

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Singing Section

Inanay (Yorta Yorta language)

Lou Bennett of the group TIDDAS wrote: “I learnt this song from my cousins Aretha Briggs, Simone (nee) Thomson, Nerida (nee) Miller and our late Aunty/Nan Gerry Briggs in the late 80’s, while working at Victoria’s first established Aboriginal college, Worawa (founded by the late Aunty Hyllus Maris). There was no direct translation given, but the song was believed to be a childrens/lullaby song.

Inanay gupu wanna Inanay gupu wanna

Ay ay ay oola Oola oola oola ay Yippee yay yipee yay

Goo wana goo wana Goo wana goo wana Goo wah ‐ Choo!

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Sin Nje Nje Questions ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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San Sereni

Is a folk song from New Mexico. Research New Mexico and explain

why it would be called “New Mexico” as it is part of the USA.

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The Drum Kit

Read and complete the following cloze passage:

The drum is a member of the group of

musical instruments, which is technically classified

as the

_. Drums consist of at least one

, called a drum head or drum , that is

stretched over a shell and struck, either directly with the

player's hands, or with a , to

produce

. Drums are the world's _

and most well known of the musical instruments, and the basic

design has remained virtually unchanged for thousands of

years.

A few types of drums such as are always

tuned to a certain pitch. Rock drums are often several drums

arranged together to create a .

WORD LIST:

drum kit drum

stick

membrane

membranophones oldest

percussion

skin

sound

timpani

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The Drum Kit

Rock Beat

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AURAL EXERCISES

1. Rhythm dictation:

2. Tempo Changes:

a) _____________________________________

b)

c)

3. Higher and lower pitch:

a)

b)

c)

4. Recognition of instruments:

a)

b)

c)

5. Changes in Dynamics:

a)

b)

c)

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Written Activity

Categorise the following instruments into their Classifications.

Flute, Cello, Trumpet, Double Bass, Snare Drum, Acoustic

Guitar, Guiro, Electric Guitar, CD player, Harp, Bass Drum,

Timpani, Tuba, Triangle, Violin, French Horn, Computer,

Tambourine, Piano, Woodblock, Keyboard, Tom‐tom, Oboe,

Radio, Maraca

Idiophone Membranophone Aerophone Chordophone Electrophone

The Instruments of the Orchestra

There are four families of instruments in the Orchestra.

1. Strings – , , , ,

2. Woodwind‐ , , _ ,

3. Brass – , , ,

4. Percussion – , , ,

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Colour in the different families of instruments in different colours. Show

the colour key below:

String: Brass:

Woodwind: Percussion:

1. What is the Orchestra likened to?

2. Write notes on the families:

Strings

Woodwind

Brass

Percussion

3. How many cakes does he end up baking?

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Exploring the Instruments of the Orchestra

You have four lessons to complete this work. Note the bibliography slide 11

Due:

1. Log in to the computer and open Powerpoint, and Internet Explorer

–OR– open Ipads and select the equivalent app to create a

presentation.

2. Slide or Page 1: Create a title slide including the title: The

Instruments of the Orchestra and your first and last name

3. Slide or Page 2: This slide must list the four families of the

Orchestra. (Strings, Woodwind, Brass and Percussion)

4. Slide or Page 3: This slide is the Strings slide. Using Internet Explorer, find

and paste an image of the five string instruments found in the Orchestra

(Violin, Viola, Cello, Double Bass, Harp)

5. Slide or Page 4: Choose your favourite string instrument from above and

find an image that labels the parts of that instrument. Write a sentence

about how a sound is made on this instrument.

6. Slide or Page 5: This slide is the Woodwind slide. Using Internet

Explorer, find and paste an image of the four main Woodwind

instruments found in the Orchestra. (Flute, Oboe, Clarinet, Bassoon)

7. Slide or Page 6: Choose your favourite woodwind instrument from above

and find an image that labels the parts of that instrument. Write a

sentence about how a sound is made on this instrument.

8. Slide or Page 7: This slide is the Brass slide. Using Internet Explorer, find

and paste an image of the four Brass instruments found in the

Orchestra.

(Trumpet, Trombone, French Horn, Tuba)

9. Slide or Page 8: Choose your favourite brass instrument from above and

find an image that labels the parts of that instrument. Write a sentence

about how a sound is made on this instrument.

10. Slide or Page 9: This slide is the Percussion slide. Using Internet

Explorer, find and paste an image of four percussion instruments found

in the Orchestra.

11. Slide or Page 10: Choose your favourite percussion instrument from

above and find an image that labels the parts of that instrument. Write a

sentence about how a sound is made on this instrument.

12. Slide or Page 11: Bibliography Slide – each URL for each picture and

information needs to be listed on this slide.

Make the Presentation as colourful and detailed as you wish.

Once you have completed the basic presentation you may add more detail,

sounds and/or video if you have it

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Program Music

Program music is music interpreting a story or

visual image. Eg. “In the Hall of the Mountain

King” by E.Grieg

Using your imagination, write a brief story inspired by the music.

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Listening Questions – “In the Hall of the Mountain King”

Notice how important variation is in the piece. On the table below, describe the

Qualities of Sound at the beginning and the end.

Beginning End

Pitch

Dynamic

Duration/Tempo

The same rhythm is used throughout the piece. Notate it below:

Performance Activity

From 1:45 of “In the Hall of the Mountain King” play the percussion parts as

a class Bass Drum, Timpani, Crash Cymbal, Snare Drum

Today I played the

Bass Drum Timpani Crash Cymbal Snare Drum

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The Sorcerer’s Apprentice Composer: Paul Dukas

OPENING SCENE:

1. What creature does the sorcerer create out of the coloured smoke? Name some instruments that are playing the music during this magic spell:

2. When the sorcerer is tired and goes upstairs to bed: is the melody of the music fast, moderate or slow in tempo? What is the Italian word for this tempo?

SCENE WITH MICKEY MOUSE CASTING A SPELL:

3. Which instrument plays the main melody when the broomstick starts to

walk? Is this melody high, medium or low in pitch?

4. What is the tempo of the music while Mikey Mouse is getting the

broomstick to work and fill the cauldron with water?

MICKEY MOUSE FALLS ASLEEP AND DREAMS:

5. Specific instruments are used to represent each element of nature.

Next to each element below, write down the name of the instruments

that are used to play it:

i) Twinkling stars:

ii) Waves crashing on rocks:

iii) Swirling Clouds:

iv) Thunder and Lightning:

MICKEY WAKES UP TO TROUBLE:

6. Which instruments are used to create the chopping of the axe?

7. What happens to the dynamic level when the multiple broomsticks burst through

the door?

8. Describe the texture of the music when the broomsticks continue to fill the

room up with too much water.

9. In the end scene the sorcerer hits Mikey with the broomstick. What is the

dynamic level of this ending melody? Does the melody ascend (go higher) or

descend (go lower)?

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REVISION EXERCISES

1. Rhythm dictation:

2. Tempo changes: a)

b)

3. Higher and lower pitch: a)

b)

c)

4. Recognition of instruments: a)

b)

c)

5. Changes in Dynamics: a)

b)

c)

6. Melody Dictation:

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Revision Continued:

7. Instrument Categories: a)

b)

c)

d)

e)

8. Orchestral Instrumental Groups:

a)

b)

c)

d)

Three things I learned

Two things I enjoyed

One question I have

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Pitch Questions for Xylophone and Djembe Piece

1. How many different pitches does the Djembe have? ____________

2. Describe the pitch direction of first 5 bars of the xylophone part. (ascending or descending?

____________________________________________________________________________

3. Draw a contour of the first 11 bars of the xylophone part.

_________________________________________________________________________________

4. In Groups, make up an ostinato that uses a combination of high and low sounds using any

percussion instruments.

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LITERACY SECTION PERSUASIVE WRITING:

Write an exposition which argues why music is an important

part of life. In your exposition, remember to use persuasive

techniques to convince your reader to agree with your point of

view.

PLAN YOUR RESPONSE HERE FIRST:

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Aboriginal Music of the Northern Territory

The Aboriginal people have lived in Australia for thousands of years before the

European Settlers arrived in 1788. There are many different Aboriginal

communities scattered throughout the land, with each living different lifestyles.

We are going to focus on the music from what is now known as The Northern

Territory. At all times Indigenous Australians have a close affiliation with the land.

These Aboriginal people celebrate their land, beliefs or their community by

performing a corroboree.

The music of the corroboree consists of many songs, most of which are short. A

collection of songs such as this is often called a song cycle. Within each song there is

a strong use of melody, rhythm and instrument accompaniment. These instruments

are man‐made instruments made from natural resources, including clapping sticks,

didgeridoos and hunting weapons such as boomerangs.

Music is passed down to other tribe members by word of mouth. This is known as

oral tradition. The voice is a very important instrument in musical performances of

the tribe. The men often changed the tone colour (vocal quality) of their voices to

create variety in their performances.

Listening 1 ‐ “Ancient Arnhem Chant” http://www.youtube.com/watch?v=I4kdWKbx11E

Listen to this Aboriginal Melody and place a tick if you hear the following:

o Didgeridoo o Several voices o Repeated rhythms at a regular pulse o Continuous Drone on the didgeridoo o Melody beginning high the

descending o Change of rhythm patterns on

clapping sticks

o Chant‐like singing, mainly on one note

o Clapping sticks o Solo voice o Male voices o Female voices o Repeated vocal melody o Longer note by the voice o Animal sounds

Listening 2 – “Djetberdi” (The Riffle Fish)

Listen to the recording and answer the following questions

1. Which instrument begins the piece?

2. List the different sounds heard in this piece.

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The Influence of Aboriginal Music on Contemporary Music

In recent years the Aboriginal culture, outback Australia and the environment

have become a focal point for many Rock songs. Bands have begun to merge

Aboriginal performance instruments with rock rhythms and feels, to create a new

style of Popular Music. Such bands include Yothu Yindi, with songs such as Treaty

and Djapana.

Listening 3 – “Treaty” by Yothu Yindi http://www.youtube.com/watch?v=S7cbkxn4G8U

Identify features of the music which are heard in Contemporary Music and in

Traditional Aboriginal Music.

Contemporary Traditional

Listening 4 – “Nomad” http://www.youtube.com/watch?v=R04MRGSHvIM

Identify features of the music which are heard in Contemporary Music and in

Traditional Aboriginal Music.

Contemporary Traditional

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Explanation Purpose: 1. To explain how something works. 2. Explain events and give reasons why something occurs the way it does. An explanation may include visual images e.g. diagram and flowcharts. Introduction:

General statement on the process being explained.

Explanation:

HOW and WHY

Presented in sequential order

Each point or statement presents reasons for how and why something works or occurs the way it does

A concluding statement:

Writer gives the final explanation

Summary of the topic/main points

Language Features: Written in the present tense (are, happens)

Action verbs are used to explain the subject.

Cause and effect relationships (if, then, so, as a consequence)

Uses subject specific technical terms.

Time relationships (first, then, following, finally) ACTION: Watch the videos “Making a Didgeridoo” and “Playing a Didgeridoo” by David Hudson and write an Explanation about what you have seen. 5 Marks Notes:

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Create a Find‐A‐Word

Use words from your vocabulary list to create a Find‐A‐Word. They may be note

names, Italian terms or instruments. Use the grid below:

Words here:

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GLOSSARY

Pitch – the highness or lowness of a sound or note

Dynamics (Volume) – the loudness or softness of a

sound Duration – the length of a sound

Tone Colour – the character or colour of a sound

Beat – regular, repeated pulse underlying a piece of music

Metre – the amount of beats per bar

Time signature – the metre of the music eg: 2/4, 3/4, 4/4

Tempo is the speed of the beat – Allegro=fast, Moderato=moderately,

Largo=slowly Rhythm describes the note lengths used in music

Ostinato‐ A repeated pattern

= becoming softer decrescendo =

= becoming louder crescendo =

Dynamics – Volume levels in music

fortissimo = very loud = ff

forte = loud = f

mezzo forte = moderately loud = mf

mezzo piano = moderately soft = mp

piano = soft = p

pianissimo = very soft = pp

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Instrument Classification

Idiophone – self sounding instrument – struck, shaken, plucked or rubbed

Membranophone – Drums (produce sound by means of a stretched skin, or

membrane) Aerophone ‐ Wind instruments (the sound is caused by vibrating air)

Chordophone ‐ String instruments (produce sound by picking, bowing or strumming strings)

Electrophone – Electric instruments (use electronic circuits)

Orchestra Families

Strings – Violin, Viola, Cello, Double Bass

Woodwind ‐ Flute, Oboe, Clarinet, Bassoon

Brass – Trumpet, French Horn, Trombone,

Tuba

Percussion – Timpani, Bass Drum, Snare Drum, Crash Cymbals, Triangle, Tambourine, Bells

Notes in Music

Treble Clef – notes are above middle C ‐

Bass Clef – notes are below middle C

Dotted Notes:

Keyboard:

YEAR 7

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MUSIC REFLECTION SHEET

THINK PUZZLE EXPLORE

THINK

What do you think you understand about Music?

PUZZLE

What questions or puzzles do you have about Music?

EXPLORE

What does the topic of Music make you want to explore further?

FORMAL ASSESSMENT:

1. What preparation did I put into the Formal Assessment Tasks?

2. What did I enjoy/learn about Music?

3. What could I do to improve?

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YEAR 7 MUSIC EVALUATION SHEET

‘Let’s Perform, Create and Listen!’

Evaluation Circle the appropriate number from 1 (agree) to 5 (disagree)

I enjoyed the music course 1 2 3 4 5 I learned something new 1 2 3 4 5 I had enough time to learn some skills 1 2 3 4 5 I enjoyed working in a group 1 2 3 4 5 I was able to contribute to the class 1 2 3 4 5 I feel more confident in my music skills 1 2 3 4 5 The assessments were clearly explained 1 2 3 4 5 I was pleased with my overall achievement 1 2 3 4 5

The activity/activities I enjoyed the most:

The activity/activities I enjoyed the least:

Suggestions or improvements:

Further comments:

Name: Signature: Class: Date: _

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