Musical KnowledgeMusical Knowledge sample questions for Trinity College London examinations

2

Big ClocksTraditional

Strongly q = c. 56

Bigmf

clocks

tick quite slow ly,- tick,

tock,

tick,

tock,

3

Small

clocks

tick much fas ter,- tick

a- tock a- tick

a- tock a,-

5

And

(1) May be played as a harmonic.

It is not intended that the words be sung or spoken in the examination.

my

lit tle- watch goes tick

(1)

a- tock a- tick

a- tock a- tick

a- tock a- tick.

Andante Brahms[ q = 80 ]

Lullaby

p

Voice: ViolinStyle: Waltz

C1 1

25

G1

61

2 5 3 2 4C

mf

1

10 F4

C

3

G C

14 F5

C G C

1. What is this sign called?2. How many beats is this worth?

3. What is the letter name of this note?

4. Point to the shortest type of note.

5. Why do you think this piece is called ‘Big Clocks’?

6. How do we know if it is to be played loud or soft?

Initial Violin

Initial Electronic Keyboard

3

1

21

1 3 2

162

2 1 2 2

113 1 3 2 3 1 3 1 1 3

5 1 2

61 3 3 5 3 3 1 1

5 1

[ = 110-120]3

13

1 4 3 1 3 2 1 2

Menuett in FK. 2

Wolfgang Amadeus Mozart

(1756–1791)

1. Point to a dotted minim

2. What is the pitch name of this note?

3. What do you do when you see this?

4. What does the ‘3’ mean here?

5. What is a ‘menuett’?Grade 1 Piano

4

Grade 1 Singing

5

6

Grade 2 Recorder

Alla breve [ h = 78 ]

5

9

13

()

17

21

25

()

29

()

Gavottefrom Alcina

George Frideric Handel

(1685–1759)

1. What key is this piece in?

2. Explain this mark; which beat in the bar does this piece start on? 3. What is a ‘Gavotte’?

4. What is this interval?

5. What happens to a note when a dot is placed after it?

6. What is this?

7page 10

Allegretto [ q = 112 ]

3

p

[ mf ]

i p

1

m

0

p

0

a

1m

2

0

i

1

a

4m

3

i

0

a

1m

7

i

4

m

1

i

2

m

4i

m

i

[ mp ]

( pont.)

14

3

4

m

0 0

i

2

1

m

3

0

[ mf ]

(nat.)

0

i

0 0

m

2 1

0

[ p ]

21

[ mf ]

i

2

p

4

m

3

0

a

1m

2

i

0

1

a

2

m

4

i

3

p p p

28

4 1 0 4

[ f ]

35

GROUP C

Etudeop. 44 no. 2

Fernando Sor

(1778–1839)

Copyright © 2003 Trinity College London

Grade 2 Guitar

8

Grade 3 Electronic Keyboard

BizetCrisply

Toreadors' Song

[ q�= 105-115 ]

Voice: Trumpet/StringsStyle: March

f

FTrumpet 4

2 31

41

C

7 F

42

Dm

G 7 C

6

mp

Gm

Dm

31

Am

52

41

E 7

5

A

10

Gm

f

454

(1)

F

232

C

7 F

To Strings

14

ff

C

7 F

Dm

G 7 C

18

mf

Gm

Dm

Am

E 7 A

22

Gm

343 F

232

232

PLEASE SET UP FOR THE NEXT PIECE

C

7 F

(1) 3

1. What key is this piece in? 2. What is the relative minor of this key?

5. Show me an ascending/rising scale.

4. What do these three notes form?

3. Explain this.

9

Grade 3 Clarinet

10

Grade 4 Singing

1. What key is this piece in?

2. Name the notes in the tonic triad.

5. What does this mean?

4. What is this interval?

3. There are four kinds of rests used. Can you find them and explain them?

6. How do you bring out the meaning of thewords in bars 12–16?

11

10 Copyright © 2003 Trinity College London

Moderato [ q = c. 112 ]

mf

1

9

1

f

1

14

1

f

0

2

19Più mosso

4

p

1

1

24

0

2

f

1

29

mf

0 1

4

4 1 3

0

3

34

f

1 4

p

f

4

GROUP A

Pastoraleop. 23 no.2

Oskar Rieding

(1840–1918)

Grade 4 Violin

12

11

39

mf

mf

mf

mf

0 2

43

mf

1 1

f

1

mf

0

mf

47

f

1

2

Tempo I53

mf

1

57

1

f

0 2

61

mf

0

01

f

66

3

p

70

III3

1

II

p

3

Rieding Pastorale

13

Grade 5 Guitar

[ Grave q = 54 ]

42

CII

23

21

3

0 12

0

1

4

2

3

0

3

2

4

5 1.

2.

34

013

CII1

1

4

3 4

1

2

13

2

31

CII2

1

0

4

2 1 0

1 4 3

10

4

CVI

2

4

0

1 4 2 1

4

CII

0

2 1 3

1

3 4 2

0

3

2

3

4

15

2

10 1 3

1

0

4

0

2

4

12

3

2

CII

4

4

4 3 1

2

2 1

40 1

19

3

21

0

3

0

4 1

4

2

1

4

3

2

2

3

2

3

1

1

3

4 2 3

1

4

CII

2 1 4

13

0

IV4

24

2

1

4

2 1

0

1

2

4 3 13

4

0 2

3

1

3

1

2

4

3

1

2

2

13

29

4 4

2 4

CVII

3

2

3

13

2

1

13

2

3

1

4

3

1

2

2CII

21

4

3

1

Sarabandefrom Violin Partita no. 1, BWV 1002

Johann Sebastian Bach

(1685–1750)

1. What is a ‘sarabande’? 2. Describe the structure of the piece.

3. What does this mean?

4. What is the key here?

5. How do you play these notes?

6. From which period/style is this music? 7. Which is the most difficult bar? Why is it difficult?

14

8

4 13

215

13

2 15

2

181 3 2

5 2 13 3

214

3 25

2 13 3

2 14

42 1

5 42 1

5

133

52 3

25

non legato ( 1 )

3 125

3

2 1 4 13

2 4 135

35 5

91

2 3 1 415

21

4 1

5 3 4 3

5 2 3 1 4 32

1 3

cresc.

5 54 1 2

35 2

15

1

312245

3242

31

124

Lebhaft [ = c. 92 ]

Kinder-Sonate in Gno. 1 of Drei Klavier-Sonaten für die Jugend op. 118

Robert Schumann

(1810–1856)

(1) Non-legato quavers from bar 16 to bar 33.

GROUP A

Copyright © 2006 Trinity College London

Grade 5 Piano

15

46

42

37

33

28

23

cresc.

23

3

5

5

125

14 4

2

1

3

1

1

4

1

5

4

3

25

3 14 2

31

13

1

3

1

3

124

5

2

2

4

125

1

23

15 3

1

15

4 3

9

16

Musical KnowledgeThese questions test the candidate’s understanding of their chosen pieces, the context of their performance and their knowledge of their instrument and its technical demands, including best practice for rehearsal and performance.

Five questions, each worth 2 marks, will normally be asked. Questions will include discussions on most of the areas mentioned below, but not all parameters will be relevant to all disciplines and pieces, and examiners will select questions as appropriate. Candidates must ensure that copies are not so heavily annotated that a reasonable range of questions for the grade is precluded.

For melody line instrumentalists, questions will be based only on the instrumental line, and not on the accompaniment.

Initial

1. The pitch names, and durations of any notes (excluding those with leger lines except middle C) in the pieces played.2. To identify, but not to explain clefs, stave, bar lines and key/time signatures in the pieces played. 3. Very simple musical terms and signs in the pieces, such as , ‘repeat’, f and p.4. Questions about the connection between the titles of the pieces and the music played (e.g. what is a Minuet? Why is this piece called ‘Squabble’?)

Grade 1

1. Pitch names, note types (e.g. minim) and durations of any notes in the pieces played, including dotted notes and any leger lines.2. Clefs, time/key signatures and any common musical term/sign encountered. 3. Identify and explain p/f, accidentals, phrase marks, 1st & 2nd time bars and staccato/legato, when appearing in the pieces played.4. Comment on any significant, interesting or unusual features of piece(s) played. Show a basic understanding of the instrument, including the names of its main parts (e.g. tone holes, reed, ligature etc) and maintenance.

Grade 2

As for Grade 1, and additionally:1. Show an understanding of any term, sign or mark of expression in the pieces played.2. Identify and explain any metronome marks, grace notes, ornaments etc. appearing in the pieces played. 3. The numerical value (only) of any interval (within an octave) between any two successive notes appearing in the pieces played. (e.g. ‘a second’ not ‘a minor second’). Intervals may be asked from a lower to a higher note or vice versa.4. Be aware of appropriate basic posture when playing.

Grade 3As for previous grades, and additionally:1. Identify and demonstrate an understanding of the keys, (together with their relative major/minor), in which the pieces played are written.2. Identify any common musical devices such as scale or arpeggio patterns in the pieces played.3. Show an understanding of the reasons for, and methods employed in, the instrumental or vocal warm up (of both instrument and performer).4. The difference between sounding pitch of their instrument (transposing instruments only, including descant recorder, double bass and other octave transposing instruments).

Grade 4As for previous grades, and additionally: 1. Identify/explain any main key encountered throughout the pieces played, though no detailed knowledge of modulatory processes will be expected. 2. Name the tonic and the dominant (and the 3 notes of their triads) of any of the keys in which the pieces are written. 3. The full name of any interval (within an octave) between any two successive notes appearing in the pieces played. (e.g. ‘major second’ not ‘second’). Intervals may be asked from a lower to a higher note or vice versa.4. Comment on any particular technical or musical challenges encountered in the preparation of the pieces played.

Grade 5As for previous grades, and additionally: 1. Comment on any significant features of the musical style and period, (e.g. Baroque, Romantic, Bebop) of the pieces played.2. Point out any interesting or noteworthy structural/formal aspects of the pieces played.3. Show an understanding of the keys used in the pieces played, including an understanding of modulations and a knowledge of tonic, dominant and subdominant of the keys in which the pieces are written.

Grades 6–8Musical Knowledge questions are not available at these grades.