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Year 7

Topic 1: The Elements

of Music

Name:………………… Class:………………… End of Year Expected Grade…………

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Music Department Rules

1) Line up quietly in a straight line outside the classroom.

2) When you are told to by your teacher come in and stand behind your

desks and have a uniform check.

3) Quiet during the register.

4) Do not talk when the teacher is talking.

5) Put your hand up when asking a question and do not shout out Sir/

Miss.

6) No chewing gum or eating in the department.

7) Stop any activity straight away if you are told to do so.

8) Treat all equipment and each other with respect.

9) Follow all instructions from your teacher without question.

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The Elements

When music is composed (written), composers use sound in many ways to create contrasts and make the music interesting. Learn the definitions for each element below.

Metre The pulse or beat.

Rhythm A pattern of different note values that fit into a regular metre.

Dynamics The volume of music.

Timbre The sound / tone of instruments.

Melody The tune.

Texture How much is going on in music at any one time. Thick / thin.

Harmony

Two or more pitched notes played at the same time.

Tonality

The key the music is in. Major or Minor for example.

Structure

How music is put together.

Test my knowledge: My Score ………/9

pg. 4

Harvest Samba

Cabbages and greens, Broccoli and beans, Cauliflower and roasted potatoes Taste so good to me! Apricots and plums, Ripened in the sun, Oranges and yellow bananas, Good for everyone! It’s another Harvest Festival When we bring our fruit and vegetables, Cause we want to share the best of all the good things that we’ve been given. It’s another opportunity, To be grateful for the food we eat, With a Samba Celebration to say ‘Thank you’ to God the Father. Golden corn and wheat, oats and sugar beets Fluffy rice and tasty spaghetti – wonderful to eat. Coffee, cocoa, tea, growing naturally Herbal plants and all kinds of spices – very nice indeed. It’s another Harvest Festival When we bring our fruit and vegetables, Cause we want to share the best of all the good things that we’ve been given. It’s another opportunity, To be grateful for the food we eat, With a Samba Celebration to say ‘Thank you’ to God the Father. Thank you for the harvest Thank you for the goodness For all of the fruit and vegetables and the wonderful things that grow. (Repeat) It’s another Harvest Festival When we bring our fruit and vegetables, Cause we want to share the best of all the good things that we’ve been given. It’s another opportunity, To be grateful for the food we eat, With a Samba Celebration to say ‘Thank you’ to God the Father. To, God the Father. My grade for Singing is

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Instruments

In the table below, name as many instruments as you can that belong to each family.

STRINGS

BRASS

WOODWIND

PERCUSSION

KEYBOARDS

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Listening to Timbres

Listen to each of tracks. First identify the family that the solo instrument belongs to and then the solo instrument.

1. Family ___________________________ Solist/s ___________________________

2. Family ___________________________ Solist/s ___________________________

3. Family ___________________________ Solist/s ___________________________

4. Family ___________________________ Solist/s ___________________________

5. Family ___________________________ Solist/s ___________________________

6. Family ___________________________

Solist/s ___________________________

7. Family ___________________________

Solist/s ___________________________

8. Family ___________________________ Solist/s ___________________________

Score / 16

pg. 7

The Elements of Music

Activity: Listen to the theme tune from E.T. composed by John Williams and answer the questions that follow. You will hear the extract 4 times. Q1a. What instrument plays the melody at the beginning? (1)

_______________________ Q1b. What instrument then takes the melody? (1)

_______________________ Q1c. What family of instruments do these instruments belong to? (1)

_______________________ Q2. Name the family of instruments that play the main theme. (1)

_______________________ Q3. Name one percussion instrument heard on this track. (1)

_______________________ Q4. Describe the dynamics of the opening section. (2)

______________________________________________ Q5. How does the composer keep the texture interesting? (2)

_______________________________________________ _______________________________________________

Q6. Is the music mainly in a major or minor tonality? (1)

_______________________

My Score /10 Grade=

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RHYTHM

Name Symbol Counts

Semibreve

4

Minim

2

Crotchet

1

Quaver

1 - 2

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Musical Maths Give it a go!

Add or subtract the beats:

e.g. + = 4 (2 + 2 = 4)

My Score _____ / 12 Ext: Now make up some of your own! + + = - + =

+ + = + - + =

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Melody and Pitch

Pitch describes how ________ or _______ a sound is. So that we know which pitch to play, we use a stave. A stave is a set of five lines that looks like this:

Treble clef.

There are 4 spaces. There is an easy way to remember which notes are in the spaces – just remember ‘face in the space’.

To learn the lines, we use rhymes… Every Good Boy Deserves Fruit

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Time to practice! Part 1

So, now you know the notes on the stave. You might notice some extra notes and lines on the stave below. If we need to write pitches that are higher or lower than the ones you have already learned, we add ledger lines. Task: Name these notes and their note values… (2 marks per exercise)

Score ____ / 16 Extension Task: Create words by drawing notes on the lines and spaces.

pg. 12

Time to practice Part 2! Task: Now put the right note values in the right place. (2 marks per exercise) B F C G Crotchet Minim Semibreve Quaver

A E C G Semibreve Quaver Minim Crotchet

(2 marks per exercise)

Score ____ / 16 Extension Task. Give the note names and lengths for the following exercise.

Score /25

pg. 13

Performing ‘Jingle Bells’

Using what you know about reading notation work towards learning this with your partner playing together in time.

Don’t forget ‘C’ is to the left of the two black keys!!

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‘JINGLE BELLS’ 2

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‘JINGLE BELLS’ 3

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PERFORMANCE REFLECTION

What was good about my performance? ……………………………………………………………………….…… ……………………………………………………………………………. …………………………………………………………………………….

How could it be improved? …………………………………………………………………….…… ……………………………………………………………………………. …………………………………………………………………………….

My Grade for this performance is

……………………………….

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The Elements of Music

Choose the correct Element of Music and enter it in the box beside its definition.

Metre Dynamics Structure Texture

Tonality Melody Timbre Rhythm Harmony

My Score /9

Definition

Element of Music

The pulse of music. The number of beats.

The key the music is in. Major or Minor for example.

A pattern of different note values that fit into a regular metre.

The volume of music.

The sound / tone of instruments.

A pattern of pitches that make the tune.

How music is put together.

How much is going on in music at any one time. For example, the number of instruments playing.

Two or more pitched notes played at the same time

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Listening to Music

Listen to this extract of music by Shostakovich and answer the questions that follow. You will hear the extract three times.

1. What is the time signature of this extract? (1)

2 3 4 4 4 4

2. Describe the dynamics of the opening section. (1) _____________________________________

3. What graphic musical score best represents the opening melody of this

track? Select your answer. (1) a) b)

4. Name the FOUR families of instruments that can be heard on this track. (4) ____________________________________ ____________________________________ _____________________________________ _____________________________________

5. Name the solo instrument. (1)

____________________________________

6. Describe the texture when the solo instrument enters. (1) ________________________________________________________

7. Describe how the violin melody ends. (1) ________________________________________________________

My Score = …………… My Grade ……………..

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Year 7

Topic 2 Music from

South America

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Music from South America

KEY WORDS

Find definitions for the following terms and then learn for Homework.

My Mark for this test is …………

Latin America

Countries in South America like Cuba, Brazil, Chile and Peru.

Panpipes

A woodwind instrument made from bamboo.

Charango

A small guitar like instrument. High pitched and made from armadillo shell.

Bombo

A drum.

Ostinato

A short repeated pattern (rhythm or melody).

Percussion

Instruments that you hit, bang, shake or scrape.

Samba A style of music from Brazil that focuses on the use of percussion instruments.

Polyrhythms Lots of different rhythms heard at the same time.

Syncopation A way of changing the rhythm so that it sounds off the beat.

Call and Response When a leader plays or sings an idea and everyone else repeats it back.

Ternary Form Music that has 3 sections. A B A (the first section repeats).

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Central and South America

Label and colour the Andean mountains, Mexico and Brazil on the map below.

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Music of the Andes Use the words below to label the pictures correctly. Then give a brief description of each instrument.

Charango Panpipes Bombo

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Listening to Leño Verde

Here is a map of the structure of the piece. Follow it as you listen to the whole piece, and think about the questions.

1 a What two instruments can you hear in the introduction? (Tick your two answers.)

PANPIPE BOMBO CHARANGO TRUMPET GUITAR

1 b How does the piece end? …………………………………………………………………………

2 Listen to the panpipes in Section 1. There are two of them, and they seem to copy each other. But do they play exactly the same notes? If not, how are they similar and how are they different?

Similarities:…………………………………………………………………………

Differences: ………………………………………………………………………

3 Here are three graphic musical shapes of the beginning of each section. Match the graphic shapes (A, B or C) to each section (1, 2 or 3).

My Score /10

= Section ___

= Section ___

= Section ___

Introduction Which instruments begin the piece?

Section 1 The panpipe enters, with each phrase echoed by a second panpipe. They play this twice.

Section 2 The first panpipe plays the main melody, repeated by a second panpipe. They play this twice.

Link A short link section featuring the charango and a voice.

Section 3 The first panpipe plays a simple three-note theme, echoed by the second panpipe.

Ending How does the piece end?

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La Bamba Para bailar La Bamba Para bailar La Bamba Se necessita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba Ay, arriba arriba Por ti sere, por ti sere, por ti sere Yo no soy marinero Yo no soy marinero, soy capitan Soy capitan, soy capitan Bamba, bamba Bamba, bamba Bamba, bamba, bamba Para bailar La Bamba Para bailar La Bamba Se necessita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba (Guitar solo - instrumental) Para bailar La Bamba Para bailar La Bamba Se necessita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba Ay, arriba arriba Por ti sere, por ti sere, por ti sere Bamba, bamba Bamba, bamba FADES- Bamba, bamba.

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Reading Notes and Rhythms

Let’s revise! Lines: Every Good Boy Deserves Football Spaces: F A C E in the spaces. Task 1: Name the notes on the treble clef and then write how many beats each is worth. Each is worth two marks.

Task 2: Draw the bar lines. Look at the top number of the time signature and when you count up to that number of beats, draw a line.

My Score /28

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Reading Music Extension

Look at the melody below and then answer the questions.

1) What does Andante mean?...................................................................

2) What is the time signature of the melody?.............................................

3) What does this mean?..........................................................................

4) The key of the melody is G major. Which degree of the scale does the melody start on?.....................................................................................

5) What is the letter name of the highest note?..........................................

6) What is the letter name of the lowest note?...........................................

7) What is the value of the shortest note?..................................................

8) How many bars contain only crotchets?.................................................

9) How many beats is the last note in bar 7 worth?....................................

10) Copy out the first four bars. Remember to put in the clef, key signature, time signature, dynamics and articulation.

My mark out of 10 is ………….

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Explore Music

Task: Watch a clip and in groups, answer the following questions.

1. What do you see?

2. What can you hear? List as many instruments as possible.

3. What might this music be used for? Give a reason for your answer.

4. Where in the world might this music come from? Give reasons for your answer.

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SAMBA and Polyrhythms

Each person should pick a part. A is the simplest rhythm. E is the hardest.

Build a performance out it considering the structure: When is everyone going

to come in? How many times will you repeat your rhythm?

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Composing Polyrhythms Part 1

Task: In groups compose 4 different rhythms. Each rhythm must add up to 4 beats. Write your rhythms in the boxes below. RHYTHM 1 RHYTHM 2 RHYTHM 3 RHYTHM 4

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Composing Polyrhythms Part 2

Task 1: Perform your rhythms using polyrhythms and

layered texture. This will be your FIRST ‘A’ Section.

1. What order will you play the rhythms?

2. How many times which each rhythm be played?

Task 2: Develop your music into Ternary Form. You will

need to compose NEW rhythms for your B section. Write

them in the boxes below.

Task 3: Decide on a texture the B section. Practice and

perform.

Write your structure here...

Task 4: Repeat your ‘A’ Section to complete the Ternary

Form structure.

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Evaluating our Composition

Yes No Comment

Did we use polyrhythms as part of the texture?

Did we change our music in the B section?

Did we use Ternary Form?

I contributed to the composition by …………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

Our Grade

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SAMBA

TASK: Listen to the extracts and try to match the instrument to its timbre.

1. Surdo

2. Ago-go

3. Tamborim

4. Caixa

5. Ganza

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Listening to Samba

1. What instrument is first heard on this track? (1)

___________________________________________________

2. Name 3 percussion instruments heard on this track. (3)

__________________________________

__________________________________

___________________________________

3. What styles of music can you hear in this track? Circle two answers.(2)

Jazz Hip-hop Rock Samba

4. How does the texture vary from chorus to verse? (2)

___________________________________________________

___________________________________________________

5. What type of rhythmic device is heard throughout this piece? (1)

___________________________________________________

6. How many DIFFERENT voices are heard on this track? (1)

___________________________________________________

My Score ______ / 10

My Grade _______

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Performing Samba 1

Let’s start with the ‘Call and Response’. This is how Samba

starts. Then let’s learn the breaks – this is how we signal the

end of each section before repeating the main groove.

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Performing Samba 2

Let’s learn the main grooves!

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Performing Samba 3

Let’s create a performance using a typical Samba structure!

• Intro: call and response x2,

• Main groove – all instruments x8

• Break 1

• Main groove – all instruments x8

• Break 2

• Main groove – all instruments x8

• Mid-section – call and response section

• Main groove – all instruments x8

• Break 3 plus Intro!

TASK: In groups practice performing these rhythms

using this structure. One person will have to be chosen

as the ‘leader’. They will play the ‘call’ and signal the

Breaks.

My Assessment Grade ______

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Year 7

Topic 3 Popular Music

Singing and

Accompanying

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Verse

Bm Maybe I'm foolish, maybe I'm blind

Bm Thinking I can see through this and see what's behind

Bm Got no way to prove it so maybe I'm blind

G Em But I'm only human after all, I'm only human after all

Bm Don't put your blame on me

Bm Don't put your blame on me

Bm Take a look in the mirror and what do you see Bm Do you see it clearer or are you deceived in what you believe

Chorus G Em

Cos I'm only human after all, you're only human after all Bridge

Bm Don't put the blame on me

Bm

Don't put your blame on me

Chorus Bm Some people got the real problems Bm

Some people out of luck Bm

Some people think I can solve them Bm

Lord heavens above G Em

I'm only human after all, I'm only human after all Bm

Don't put the blame on me Bm

Don't put the blame on me

Verse Bm Don't ask my opinion Bm

don't ask me to lie Bm

Then beg for forgiveness Bm for making you cry, making you cry

G Em Cos I'm only human after all, I'm only human after all

Bm Bm Don't put your blame on me, don't put the blame on me

D Bm I'm no prophet or messiah D F#

Should go looking somewhere higher

Extended Chorus G Em

I'm only human after all, I'm only human after all Bm Bm

Don't put the blame on me, don't put the blame on me G

I'm only human I do what I can Em

I'm just a man, I do what I can Bm

Don't put the blame on me Bm

Don't put your blame on me

Ukulele Chord Diagrams:

Performing ‘Human’

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Guitar Chord Diagrams:

Piano Chord Diagrams: