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LITERALLY MUSICThese documents are designed to support the literacy aspect of music, reading, writing, verbal and oral literacy. The documents
used are proven reading strategies that introduce students to the musical art forms and genres through reading passages, viewing film documentaries and aural listening. Because music is not created in a vacuum and is a direct reflection of the
society in which it is created. I believe teaching the musical and social history of a genre side by side. This will enable students to gain a clear understanding of the times, artists and compositions that were created. I use a three touch system in which the
student are given a reading passage, view a film documentary followed by learning to sing and or play a representative sample. These documents were created to support that work, but can be used together or alone. Most of them are support for the
resources I use in my classroom but can easily be adopted for any text.
Custom worksheets are available upon request.
Questions? Suggestions?Email [email protected]
Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________CRI: Concentration Focus Sheet – Principles of Music Theory I
Topic: Music, Notation, Music Theory, Staff, Bar lines, MeasuresTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided
MUSIC AND ITS DEFINITIONMusic - an organized pattern of sound, silence and duration that conveys thoughts, feelings, and creativity
a. Absolute Music - Music for its own sakeb. Program Music - Music that tells a storyc. Traditional Music – informal music that develops within and is
strongly associated with a cultural group or region sometime called native or folk music.
d. Popular Music – Music intended for a wide audience, often featuring prominent melodies. This music is for commercial use (profit)
e. Classical Music - “art” music that stands apart from traditional or popular.
Notation - The system through which music is written down
THEORY CONCEPT AND ITS EXPLANATION – (STAFF):Music Theory - The study of music’s and its principles. This is the foundation of all musical compositions.
Staff – a symbol on which music is notated (written down)Concept Keys for Staff
1. A staff has five lines and four spaces and the staff is counted from the bottom to the top.
2. A staff is a continuous symbol that runs across the page until interrupted by a bar line or completely stopped by a final bar line.
3. Between every two lines is a space; conversely between every two spaces is a line.
4. every line or space of the staff represents a different pitch according to its clef sign
5. The higher the notes are placed on the staff the higher the pitch, consequently the lower the notes lower the pitch.
6. A staff and the notes on a staff are read from left to right and from top to bottom just like the pages of a book.
7. The plural form of the word staff is the word staves.8. The staff takes on the name of the clef sign that is posted.
THEORY CONCEPT AND ITS EXPLANATION – (Bar lines and measures):Bar Line – A thick vertical line that divides the staff into measures
- Bar lines should be straight, attached to the staff, and not protrude above or below the staff except when joining the staves of a grand staff.
Measure – the distance between two bar lines1. Measures can be complete (full Number of beats according to the
time signature) or incomplete ( some of the beats are missing) if this happens at the beginning of a musical work it is called an anacrusis or pick-up
2. When numbering measures, begin with the first full complete measure.
Double Bar Line –Two thin bar lines side attached to the very end of the staff that signals the end of a section of music.
Final Bar Line - A thin bar line followed by a thick bar lines attached to the very end of the staff that signals the end of music a piece of music.
Practice the Concept_______________________________________________________________
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II. Practice the Concept
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Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________
THEORY CONCEPT AND ITS EXPLANATION – (KINDS OF NOTES): Kinds of Notes – the symbols that represent sound within a measurePitch – The relative highness or lowness of the actual sound heard that vibrates at a specific frequencyNote Name – the names of the notes according to the staff’s clef sign and the note’s location on the staff.Note – duration of sound (pitch or tone) within a measure
1. Each line and/or space of staff has a note name or pitch.2. The location of a note is determined by the placement of the note head
(the part of the note that looks like a whole note.)3. A note is located either on the line or in a space4. Anything added to a whole note diminishes its value by one-half5. When the note head is located in the second space or below on the staff
the stem goes up and on the right hand side of the note. 6. When the note head is located on the third line of the staff or above the
stem goes down and on the left hand side of the note.7. Each kind of note has a note name or pitch according to its posted clef
sign. 8. Each kind of note has a value according to its posted time signature.
Practice note and rest placement on the staff below as demonstrated in class _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
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Practice Stem direction on the staff below as demonstrated in class _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
Practice Stem Placement on the staff below as demonstrated in class _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
THEORY CONCEPT AND ITS EXPLANATION – (HIERARCHY OF NOTES)
This is a whole note is the largest duration that will be used for this class.This is a half note.This note has one – half the value of the whole note.This is a quarter note. This note has one- fourth the value of a whole note This note has one – half the value of a half noteThis is an eighth note. This note has one-eighth the value of a whole note This note has one-fourth the value of a half note This note has one-half the value of a quarter noteThis is a sixteenth note. This note has one-sixteenth the value of a whole noteThis note has one-eighth the value of a half noteThis note has one-fourth the value of a quarter noteThis note has one- half the value of an eighth note
Practice the concepts on the staff below as demonstrated in class _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
CRI: Concentration Focus Sheet – Principles of Music Theory IITopic: Symbols of Notation – Kinds of Notes and restsTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________
CRI: Concentration Focus Sheet – Principles of Music Theory II continuedTopic: Symbols of Notation – Rests and Parts of a Note
Teaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided
THEORY CONCEPT AND ITS EXPLANATION – (HIERARCHY OF RESTS)This is a whole rest is the largest duration that will be used for this class.
- The location or placement of a whole rest is as follows: the whole rest hangs from the fourth line in the third space
This is a half rest. This rest has one – half the value of the whole rest.
- The location or placement of a half rest is as follows: the half rest sits on the third line in the third space.
This is a quarter rest. This rest has one- fourth the value of a whole rest This rest has one – half the value of a half restThis is an eighth rest. This note has one-eighth the value of a whole note This rest has one -fourth the value of a half rest This rest has one-half the value of a quarter rest This is a sixteenth rest. This rest has one-sixteenth the value of a whole restThis rest has one-eighth the value of a half restThis rest has one-fourth the value of a quarter restThis rest has one- half the value of an eighth rest
** The quarter rest, the eighth rest and the sixteenth rest are located between the 2nd and 4th line of the staff.
THEORY CONCEPT AND ITS EXPLANATION – (PARTS OF A NOTE)** Notes smaller than quarter notes have parts.
Note head - the body of the noteStem - the vertical line that is attached to the note head used to create notes smaller than a whole noteFlag - the short horizontal line attached to the stem used to create notes smaller than a quarter noteBeam – the horizontal line that is used to connect two or more eighth note together on a staff
Practice parts of a note, the note and rest placement on the staff below as demonstrated in class
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Name: _________________________________________ Date Given: ______________________ Date Due: _______________Period: _________CRI: Concentration Focus Sheet – Principles of Music Theory III
Topic: Rhythmic ElementsTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided
The Concept Keys of RhythmDefinition: Rhythm is a combination of long and short sounds that convey a sense of movement Rhythm:- can be heard, felt, and seen expressed through sound, movement, and visual
materials- has a orderly movement regular repeating pattern of beats- can exist independently, without melody, through speech, body percussion and un-
pitched instruments.- is measured motion, a grouping of notes based on time value- the length of notes and accents help determine the style of music (Waltz, March,
Boogie- Woogie, R&B, Jazz, Bosa Nova, Salsa and Hip Hop)- Deals with the duration of musical sound- The beats in a rhythm are controlled by two factor:
a. Tempo – the pace at which music movesb. Meter signature/ time signature – a symbol used to indicate
the amount of time used per measure and what kind of note receives one beat.
- The components of rhythm consists of basic beats, pulses and accents (some are more accented and prominent than others)
- Several rhythmic components interact in musical compositions: beat, accent, and the rhythm of the melody
- Rhythm is the first essential of melody, it gives structure to the upward and downward movement or motion of pitches
- The distinction between meter and rhythm – meter is the organization of musical time in measure; while rhythm is the flow of music within a measure
- Some characteristics of rhythm are common to all arts
Characteristics of RhythmRhythms may be
a. Even Rhythms - recurring pattern without deviation (shifts /changes) from the time signature
b. Uneven Rhythms - patterns with deviations from the time signature Syncopated – Accenting beats which are not normally
accented Hemiola – Tying of note values or rhythmic extension across
measuresc. a combination of any or all those described above
Incomplete Measure and AnacrusisIncomplete measure is a measure that does not have the required number of beats according to the time signature.
- Found at the beginning of a piece of musicAnacrusis The last beat of an incomplete measure.
- Also called an upbeat or a pick up
Definition Tools of Rhythm
Comparison using a Simile
Explanation
Visual representation of a rhythm
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Explanation
REVIEW OF NOTATION CONCEPTSPractice below numbering the lines and spaces of the staff.
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II. Practice the Concept
Rhythm
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Name: _________________________________________ Date Given: ______________________ Date Due: _______________Period: _________CRI: Concentration Focus Sheet – Principles of Music Theory IV
Topic: Symbols of Notation – “The Duration of time”: “Time Signature” & “Kinds of Notes and Rests”Time signature – A symbol used to designate the amount of time used per measure Time Signature tells how long a note lasts within a measure.
1. A time signature is found at the beginning of a staff after the Clef Sign and the Key Signature.2. The top number of a time Signature tells the number of beats per measure.3. The bottom number of a time signature tells what kind of note
Directions: Complete the chart. Notice to Students: Look at the six column (How to count) each syllable represents the distribution of beats used within a measure.Kinds of Note Symbol for the
NoteKinds of Rests Symbol for Rests Value in Four How to count the
note/ rest in fourWith numbers and syllables
Number of Notes needed to complete a measure in four time.
Whole Whole ___________________________________________________________
1 – 2 – 3 – 4&
Ta – ah- ah - ah
Half Half____________________________________________________________
1 – 2, 3 – 4 &
Ta – ah, Ta – ah
Quarter Quarter ____________________________________________________________
1, 2, 3, 4&
Tah, Tah, Tah, Tah,
Eighth Eighth ____________________________________________________________
1+, 2+, 3+, 4+&
ti ti, ti ti, ti ti, ti ti,
Sixteenth Sixteenth ____________________________________________________________
1e+uh, 2e+uh, 3e+uh, 4e+uh,
&tiri, tiri, tiri, tiri
Teaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessible
II. Practice the Concept
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Name: _______________________________________ Date Given: ______________________ Date Due: _______________________Period: ___________CRI: Concentration Focus Sheet – Principles of Music Theory V
Topic: Time Signature, Dots and TiesTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.
The Dot
Dot (.) – adds one-half the value of the note beside it. 1. Dotted-rhythms consist of dotted note plus a shorter note, resulting in
uneven rhythm. 2. The notes follow the time signature rules, 3. The dot follows the notes on the right-side and is named accordingly. For example:
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Kind of symbol(Note or Rest)
Add a dot (1/2 the value of the note)
New symbol New value
Dotted whole note
Dotted half
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Dotted quarter
Dotted eighths
Dotted sixteenths
Dotted whole rest
Dotted half rest
Dotted quarter rest
Dotted eighth rest
Dotted sixteenth rest
Date Given: ____________________ Date Due: _______________________Period: ___________
Tempo PracticeDirections: Select what you would think would be an appropriate tempo marking (in Italian) to describe the pace for each of the following students.
1. Your high school track team is competing in the state championships. Final victory depends on your winning the short distance competition. What tempo marking reflects how you should run? ______________________
2. You have been sent to the dean’s office. You are sitting looking at the clock. It seems to be moving at what tempo. ______________________
3. You are attending a rehearsal for your high school graduation ceremony. What tempo marking would describe the speed of the processional march? ______________________
4. You are running down the hall late for class. You meet the principal and are reprimanded for running. The principal turns the corner, and you dash ahead again. What tempo marking could be used to describe your resumed pace? ______________________
5. You are taking the road test for your driver’s license. From a complete stop you accelerate to a speed of 40 miles per hour before slowing down to a complete stop at the next traffic signal. What two tempo markings describe your movement? ____________________________________
Practice the ConceptDirections: on the lines below write a description for two opposite tempo markings. For largo or presto.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Tempo- the paces at which music moves1. Tempo is the pulse or the heartbeat of the music; it gives music
its energy, excitement and drive; it conveys the felt time of music
2. Felt time -the space that music appears to carve out for itself.Accent – the emphasis placed on the beatBeat – the units of time (notes and rests) that structure a piece of music.
1. Can fall into groups of twos or threes2. Tell how beats are grouped together3. Can be strong (accented) or weak (unaccented)
Practice the concepts here.Directions: While you count eight beats, perform the following patterns of the accented () and the non-accented beats () by clapping on the accented beats and snapping on the unaccented beats. BE sure to count the beats aloud.
1. 2. 3. 4. 5. 6. 7. 8.A.
B.
C.
D.
Try This!Lesson extension - This part of the lesson helps reinforce the newly learned concepts. Perform the rhythm patterns downward instead of across.Try clapping the big dots only.
CRI: Concentration Focus Sheet – Principles of Music Theory VI Topic: Symbols of Expression - Accent, Tempo Dynamic and Articulation MarkingsTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the section or quadrant of the chart, this sheet maybe double sided.
Dynamics is the loudness or softness of a pitch/ tone sometimes called volume.- Refers to the amplitude of the vibration that a sound produces.- Dynamic markings are usually written in Italian- The levels of dynamics are relatives to instrument Dynamic Marking
Symbol for Term
Definition
pp very softp softmp moderately softmf moderately loudf loudff very loud
Decrescendo gradually get softerDiminuendo gradually get softerCrescendo gradually get louder
cantabile smooth lyrical flowing, like bel conte singing
rubato slight holding back or pressing forward of tempo to intensify the expression of music
Phrasing and Articulation
Phrasing refers to a musical sentence and divides the musical line (melody).
- A short melody generally of two to eight measures.- A phrases length depends upon its text, melody, and tempo- In vocal music a breath mark is placed after the end of the phrase
mark to indicate that a breath or a break should be taken. Breath marks look like a comma and are placed above the staff.
Articulation is the performance technique used in the attack and release of tones.
Ties ( ) – joins (adds) the values of two successive notes of the same pitch together by a curved line to connect them.
1. The first note is sounded, and then held for the time duration of both notes without the second note being sounded again.
2. Any note can be tied together.3. Ties act like plus signs.4. Tied notes are connected by their note heads. Looks like a curved line5. Ties are drawn opposite the stem direction
Tempo – the speed or pace at which music moves.Tempo markings – words or symbols found at the beginning of a piece of music used to specify the rate or pace at which music is sung or played.- The words are usually written in Italian- Sometimes qualify words are added to make them more specific- most commonly used are molto (much) and Non troppo (not too
much)Tempo Marking
Symbol for
Term
Definition
a return to the previous rate of speedto gradual increase in tempo, growing gradually fasterto gradually get slowervery slow, boardvery slow, solemnslowmoderately slowmoderatemoderately fastfastlivelyvery fastas fast as possible
Expressive Markings
Symbol for
Term
Definition
a symbol that means a performer should play two different notes smoothly. Looks like a short curved line that connects two or more notes together.Play the notes hard or with emphasis
play the notes smoothly and connected
Hold the note its full time value or more
Accent the note strongly
Short detached or abrupt style
Slide from one pitch to another.
indicates to hold the pitch longer than the value of the note. Usually found at the end of a composition.
sfz suddenly become softer
.Name: _________________________________________ Date Given: ______________________ Date Due: _______________Period: _________CRI: Concentration Focus Sheet – Principles of Music Theory VII - Melodic Elements
Teaching Strategy/ Objective: Graphic organizers are used to organize information in a compact way, and make that information readily accessible; Identify and apply the elements of melodyDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.Concept Keys of MelodyMelody – intentionally organized series of single tones that make a unified and recognizable whole to the mind that does not overlap.- Is the part of the song that is best remembered (often called the tune) - Consists of pitch and duration: move in long and short notes, quick or
slow, and/or moderately or lively tempos.- melody and rhythm are musical partners; melodies could not exist
without the underlying structure of rhythm, which gives them their total character
- Range is the distance from the highest note or tone of a melody to the lowest note or tone of a melody
- Musical Climax is achieved when a dramatic melody reaches its peak of interest; the climax is not always at the end of the composition.
- The highest note of a melody is called its focal point.Characteristics of Melody
- Melodies can be simple or complex, are divided into phrases (complete musical thoughts) and most are based on scales
- a melody has beginnings, endings and direction - has shape (contour), form, rhythm and range - The upward and downward movements of pitches are used to
create the contour or shape of a melody. - the direction and movement of a melody can convey meaning or
message and mood.
Definition Tools of Melody
Comparison using a Simile
Explanation
Visual representation of a Melody_______________________________________________________________________________________________________________________________________________________________________
Explanation
Melody
- conjunct movement (step or scale-wise ) or skips (from line to line or space to space) or disjunct movement (large leaps from a line to space a distance away or from a space to a line a distance away)
- may move upwards (ascends), downwards (descends), remains the same and/or converges (meet) towards a center
- tends to move toward an obvious high point, called the climax of a piece
Types of melodyA. Motive is the smallest melodic figure upon which a
composition is based.a. can occur in varied stages throughout the piece of
musicb. is used as the building material in a composition
B. Tune is the popular name for the melody that is easily remembered and sung.
C. Theme is the a melody containing a main idea that is developed further in the composition, usually easily recognizable when it re-appears and considered the subject of a compositions
REVIEW OF NOTATION CONCEPTSPractice below numbering the lines and spaces of the staff.
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Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________
Concept KeysElements of Music – The characteristic that make one work recognizable from another. Elements are melody, rhythm, harmony, form, texture, and timbre
a. Melody - intentionally organized series of single tones that make a unified and recognizable whole to the mind that does not overlap. 1. Pitch /tone -The relative highness or lowness of the actual sound heard that vibrates at a specific frequency.
THEORY CONCEPT AND ITS EXPLANATION – (Clef Signs): Clef Sign – A symbol that determine the names of the lines and spaces on the staff
1. Each clef sign has a different set of names for the lines and spaces.2. The two main kinds of clef signs are Treble Clef and Bass Clef.
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THEORY CONCEPT AND ITS EXPLANATION – (THE MUSICAL ALAPHABET):
Musical Alphabet – the first seven letters of the alphabet used to indicate the musical pitches or names of the lines and spaces on the staff according to its posted clef sign. The pitch names are A, B, C, D, E, F, and G and then start over again.
Practice the steps below as demonstrate in classWrite the Musical alphabet three times in a row on the line below.
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THEORY CONCEPT AND ITS EXPLANATION – (STAFF):Treble Clef Sign – A clef sign that name the highest singing and instrumental voices on a staff as Indicated by its symbol.
1. The other name of the treble clef is G clef.2. The curl of the treble clef bisect (goes around and through) the 2nd line of the
treble staff 3. The second lines name is G when the treble clef occupies the staff.4. Reading the staff from its bottom to its top the names of the lines on the
treble staff are E, G, B, D, and F.5. Each line or space of the treble staff has a note name or a pitch and has the
same note name all the way across the line or space of the staff according to its clef sign unless the notes name is changed by an accidental.
6. Reading the staff from its bottom to its top the names of the spaces the treble staff are F, A, C, and E
REVIEW OF NOTATION CONCEPTSPractice below numbering the lines and spaces of the staff.
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CRI: Concentration Focus Sheet – Principles of Music Theory VIIITopic: Symbols of Notation: Musical Alphabet and Clef SignsTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.
Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________
THEORY CONCEPT AND ITS EXPLANATION – (Construction of Bass clef sign and the Names of the Bass Staff lines and Spaces):
Bass Clef Sign – A clef sign that names the lowest singing and instrumental voices on a staff as indicated by its symbol.
1. The other name of the treble clef is F clef.2. The small dots go in the third and forth space of the staff; the
big dot goes on the fourth line.3. The fourth line name is F when the Bass clef occupies the staff.4. Reading the staff from its bottom to top, the names of the
lines on the treble staff are G, B, D, F, and A.5. Reading the staff from its bottom to its top, the names of the
spaces the treble staff are A. C. E. and G.
Practice drawing a bass clef symbol and naming the lines and spaces on the staff below as demonstrated in class _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
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THEORY CONCEPT AND ITS EXPLANATION – (Ledger lines and the construction of the Grand Staff):
Leger Lines – Short horizontal lines used to extend the staff.1. Leger lines extend the staff upwards by drawing the lines
above the staff and downwards by drawing the lines below the staff.
2. The first ledger line located below the treble staff and above the bass staff is called middle C.
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CRI: Concentration Focus Sheet – Principles of Music Theory IXTopic: Bass Clef Ledger Lines and AccidentalsTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.
Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________
I. Grand Staff ReviewGrand Staff – two staves joined together by a bar line and a brace.
1. A grand staff is constructed with a treble clef on the top and the bass staff on the bottom.
2. A grand staff is joined together by a bar line and a brace. This makes the grand staff one symbols instead of two separate symbols.
3. The measures of a grand staff include the treble and bass staves4. The bar lines of a grand staff goes through treble and bass staves.5. A grand staff can have one ledger line between the staves or as many as
needed.6. In the grand staff, the first ledger line below the treble staff is middle C and the
first ledger line above the bass staff is also middle C.
Practice the Concept – Apply the directions below to the staves.1. Draw a treble clef sign on the first staff.2. Draw a Bass clef sign on the second staff3. Join the staves together with a bar line and a brace4. Divide the staves into two measure5. Draw a ledger line in measure one between the staves6. Draw a ledger line in measure two between the staves7. Name the lines of the treble and bass staves in measure 18. Name the spaces of the treble and bass staves in measure 2
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II. Grand staff Review continuedNote to the Student: Music can be played or sung using both staves at the same time.
Practice the Concepts – Follow the directions below on the staves.1. Create a grand staff2. Divide the first staff into two measures3. On the first grand staff in measure one, spell the word egg on treble staff.4. On the first grand staff in measure two, spell the word ace on bass staff.5. On the second staff, spell the word badge on both staves using quarter notes.
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CRI: Concentration Focus Sheet – Principles of Music Theory XTopic: Grand StaffTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.
Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________Directions: Study these terms and practice them in class today!
THEORY CONCEPT AND ITS EXPLANATION – (Intervals):Half step – is the smallest interval on the keyboard in Western Music.
- A half step is from a black key to a white key on the piano or from a white key to a black key on the piano. The exception is when there is not a black key between two white keys, and then it is a half step.
Whole step – is the distance two half steps on the piano keyboard in Western MusicInterval – the distance between two pitches
- Interval can be major or minor- Melodic Interval - moving from one single note to the nest in a
melody, either lower or higher- Harmonic Interval – notes performed simultaneously (together)
.A whole step is usually from a black key to another black key and from a white key to another white key. The only exception is between the white keys where there is not a black key, between E and F and between B and C. In this case, the whole step is from white key E to black key F sharp and white key B to black key C sharp.
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Kinds of IntervalMinor second (m2) one half stepMajor second (M2) two half steps or one whole stepMinor third (m3) three half steps or one and half stepsMajor third (M3) four half steps or two whole stepsPerfect Fourth (P4) five half steps or two and half stepsTri-tone / augmented fourth/ diminished fifth – six half steps or three whole stepsPerfect Fifth (P5) – seven half steps or three and one half stepsMinor sixth (m6) – eight half steps or four whole stepsMajor sixth (M6) – nine half steps or seven and one halfMinor seventh (M7) – ten half steps or eight whole stepsMajor seventh (m7) – eleven half steps or eight and one half stepsPerfect Octave (P8)- twelve half steps or nine whole step
THEORY CONCEPT AND ITS EXPLANATION (Accidentals / Placement) Accidental – A symbol used to alter the pitch of a note (an accidental takes of the name of the line or space it occupies)
- accidentals are used to create major and minor scales- An accidental takes on the name of the line or space it occupies according to
its posted clef sign.- An accidental lasts for the entire measure; and only the measure in which it is
notated.- accidentals are used to create half and whole steps within a scale
Flat ( ) – a symbol used to lower the pitch by one-half step (A flat’s name is determined by the placement round part of the symbol)Double flat ( ) – lowers the pitch by a whole stepSharp ( ) – a symbol used to raise the pitch by one-half step (A sharp’s name is determined by the placement box of the symbol)Double sharp – raises the pitch by a whole stepNatural ( ) – a symbol used to cancel out a sharp or a flat. (A Natural’s name is determined by the placement box of the symbol )
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CRI: Concentration Focus Sheet XI – Whole and Half Steps, and Accidentals Teaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.
Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________
CRI: Concentration Focus Sheet XII – ScalesTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sidedDirections: Study these terms and practice them in class today!
THEORY CONCEPT AND ITS EXPLANATION – (Scales): Scale – A collection or a series of tones that creates a musical pattern of whole and half steps
- A scale begins and ends on the same letter name for example the C Major scale begins and ends on the letter name C.
- A scale has a tonal center – the tonal center is the starting place for the beginning of the patterns of whole and half steps for a major or a minor scale.
- Every major scale has relative minor that uses the same key signature as the major key. The difference lies in which note is used as the tonic
Scale degrees - The numbered position of the individual pitches within a given scale.C.K. Scale degrees are always indicated by Roman Numerals: I –The Tonic – the tonal center of a piece of music according to its key signatureII – the Supertonic – the second step of the scaleIII – the Mediant – the third step of the scaleIV – the Subdominant– the fourth step of the scaleV – the Dominant – the fifth step of the scaleVI – the Submediant – the sixth step of the scale VII – the Subtonic or leading tone – the seventh step of the scaleVIII – Octave – the eighth step of the scale
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Name: _________________________________________ Date Given: ______________________ Date Due: _______________________Period: __________________
Repeat SignsRepeat Sign: two sets of two thin bar lines side by side followed by two dots above one another in the second and third space, this symbol is used indicate that a section of music should be repeated. - The measures that are to be repeated by marked by a beginning and
ending symbol.
First and Second Endings First and second endings use a bracket with numbers above the staff to indicate each ending and repeat signs to tell which section of the music must be repeated.
_______________ the end of a piece of music_______________ (D.C.) means return to the beginning of the music_______________ (D.C. al fine) means to return the beginning of the performance and then end the performance at the FINE._______________ (D.S.) means retune to the sign_______________(D.S. al fine) means to return to the sin and thenend the performance at FINE.
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PRACTICE THE CONCEPT ON THE STAVES BELOW.Directions: Follow each step carefully from beginning to end! Check off each one when completed!
Draw a treble clef and draw the time signature for four four. Divide the staves into 8 measures AND number each measure. Place a bar line at the end of staff 1 & 2. Place a final bar line at the end of staff 4. Fill the measure according to its time signature. Write the counting for each note under the measure Use all the varieties of notes on different pitches Add a repeat sign to measures 1 - 4 Add the tempo marking for walking tempo in its appropriate place Add a dynamic marking of medium loud over measure 5 and add a
dynamic marking of soft over measure 8 Add a Crescendo mark over mm 3 & 4 decrescendo over mm 6 & 7
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CRI: Concentration Focus Sheet – Principles of Music Theory XIII – Repeat Signs First and Second Endings & D.C. and D. S. Topic: Grand StaffTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided
II. Practice the Concept
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Name: _________________________________ Date Given: ______________________ Date Due: _______________________Period: _____________CRI: Concentration Focus Sheet – Principles of Music Theory XIV
Topic: HarmonyTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessible
HarmonyDefinition: harmony is the blending of tones, the construction of chords (several tones being played or sung simultaneously) and the progression of those chords (how those tones move together through a piece of music) to add interest and depth to a melodic line.
Concept Keys of HarmonyHarmony:
- forms the background for a melody - can sound consonant or have consonance, which is a
pleasant restful sound- can sound dissonant or have dissonance, which is
unpleasant unrestful sound- The basic structure of a harmony is based upon
complex intervals called chords.o An interval is the distance between two
successive pitches or toneso A chord is two or more tones played at the same
time Chords are usually, but not always built in
thirds (every other note of a scale). Chord successions are formed in time,
within a specific key signature. - Harmony consists of chords from which melodies are
derived (taken) from scales. - A triad Is the simplest of chords; comprises of two
interval of a third and can be major or minor
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Definitions Tools of Rhythm
Comparison using a Simile
Explanation
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Explanation
REVIEW OF NOTATION CONCEPTSPractice below numbering the lines and spaces of the staff.
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Directions: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.I. Practice the Concept
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Harmony
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Name: _________________________________ Date Given: ______________________ Date Due: _______________________Period: _____________CRI: Concentration Focus Sheet – Principles of Music Theory XV
Directions: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.
FormDefinition: Form is the musical design or blueprint of a composition, a mixture of repetition and contrast; how music is organized and structured.
Concept keys for FormForm:
- is associated with shape, structure, organization and coherence.
Definitions Tools of Rhythm
Form
- Is set by the composer - can refer to the totality or the oneness of section; the relationship between one
section to another in a work- its components are repetition, contrast, and variation
a. Repetition – using the same melodic figure or line in music over and over again.- creates a sense of unity by binding a composition together- engraves the melody on one’s memory - creates balance and symmetry
b. Contrast – the use of more than one opposing melodic figure or line in a composition
- provides variety through forward motion, conflict, and change of mood.- propels and develops musical ideas.
b. Variation - the alternating of the melodic or rhythmic lines to create musical interest within a composition.- keeps some of the musical thought elements while changing other (for
example it may keep the pitches of the melody but change the rhythm or keep rhythm and change the pitches)
- gives a work both variety and contrast at the same time.Some Form Styles
a. Unitary/round – one part (A) Jingle Bells
b. Binary – two part (AB) Row, Row, Your Boat
c. Ternary – three part (ABA) Lift Every Voice and Sing
d. Theme and variation – one tune with many changes Young Person’s Guide to the Orchestra
e. Rondo- consists of A section alternating with other contrasting sections of musical material ABABA – ABACA ---- ABACABA Star Spangled Banner -- AABC
f. Sonata – a single movement consisting of three main sections: The exposition, development and recapitulation. A concluding section of a sonata is called the coda and often follows the recapitulation Mozart symphony no. 40 in G minor 1st movement
Comparison using a Simile
Explanation
Visual representation of a rhythm
Explanation
Aural Listening Directions; Listen to the musical excerpts and answer the questions based on what you have heard.
Teaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessibleDirections: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided
Name: _________________________________ Date Given: ______________________ Date Due: _______________________Period: _____________CRI: Concentration Focus Sheet – Principles of Music Theory XVI
Topic: TextureTeaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessible
Texture is described as (a) how many different layers of sound are heard at once(b) What kind of layers are they melody or harmony, (c) how the layers are related to each other
C.K. texture is determined by the way pitches are combinedC.K. Texture use adjectives like dense, transparent, thin, thick, heavy light.C.K. texture is used to create contrast and drama within music
Definitions Tools of Rhythm
Texture Definition and Key Concepts Visual representation Comparison using a Simile
Explanation
Visual representation
of Texture
ExplanationMonophony One melody or tune performed without background
harmony Performance of a single melodic line at the
same pitch by more than one voice or instrument is unison.
Homophony one melody performed with harmony that moves at the same time achieved through the use of consecutive
chords Focused is on one main melody The accompaniment is the supportive color to
the melody (background); helps to carry the sound and meaning of the melody
Aural Listening Directions; Listen to the musical excerpts and answer the questions based on what you have heard.
Polyphony two or more melodies performed at the same time with equal interest.
achieved through the combining of several melodic lines
when lines are combined into a meaningful whole is called counterpoint
Contrapuntal texture and polyphonic texture are used interchangeable
often contains imitation (when the melodic idea is presented by one voice or instrument and then restated immediately by another voice or instrument)
Heterophony two or more simultaneous variations of one melody
Name: _________________________________ Date Given: ______________________ Date Due: _______________________Period: _____________CRI: Concentration Focus Sheet – Principles of Music Theory XIX
Teaching Strategy: Graphic organizers are used to organize information in a compact way, and make that information readily accessible
Texture
Directions: Based on today’s class work fill out each of the part or quadrant of the chart, this sheet is double sided.V. TimbreTimbre (pronounced tahm – brah) is
a. tone quality – actual sound of an instrumentb. tone color – what that sound means to the listener
CK. Also known as tone colorC.K. Timbre is described by adjective like bright, brilliant, dark, mellow, sad, and somber. C.K. The sound created by different combinations of voices and or instruments
Tone color creates variety and contrast within music. Tone colors build a sense of continuity in music Tone color or timbre is affected by range of voices or instruments, volume and texture
Aural Listening Directions; Listen to the musical excerpts and answer the questions based on what you have heard.
Definition Tools of timbre
Comparison using a Simile
Explanation
Visual representation
of Timbre
Explanation
Timbre
