s1 homework - rosshall · web vieweach word and then learn its meaning. 2. listen to an...

ROSSHALL ACADEMY

FACULTY OF PERFORMING ARTS

MUSIC

S2 / S3 HOMEWORK

NAME……………………………

CLASS……………………

Look after this booklet – don’t lose it!

PARENT / CARER GUIDE TO MUSIC HOMEWORK

Dear Parent / Carer,

Your child will be given Music homework regularly. Sometimes there may be two homework assignments issued together, sometimes homework will be issued on two consecutive weeks, and at other times there will be no

homework issued for a number of weeks. The homework is always relevant to class work and issued to reinforce what has been taught in class, and so it is important that your child makes every effort to complete it. There are three different types of assignment that your child will be asked to complete:

LEARNING assignments, where your child needs to learn some facts. WRITTEN assignments, where your child needs to write the answers to

several questions. PRACTISE assignments, where your child will be asked, for example,

to clap some rhythms.

PUPIL RESPONSIBILITIES

Each homework exercise is always explained in class and it is your child’s responsibility to ensure that he / she has paid attention and knows what to do. It is also your child’s responsibility to note the homework to be completed in his / her Student Planner and then to ensure that it is completed properly and the booklet brought back into school on the due date.

HOW YOU CAN HELP

Please regularly ask your child about what he / she is doing in Music lessons and if he / she has homework to complete. Please look at what your child is being asked to do for homework, ensure that time is spent in completing the work, and sign at the bottom of each assignment to indicate that you know that it has been done.

Thank you very much for your assistance in helping with your child’s progress in Music - it is greatly appreciated.

W StillieFH Performing Arts

HOMEWORK ASSIGNMENT 1 DATE………………………

ROCK & POP INSTRUMENTS

You have learned about the words listed below in class. Each of them is in the Concepts Dictionary at the back of this booklet.

1. Look up each word and then learn its meaning.2. Listen to an example on the NQ Music website (do a

Google search and you will easily find it).3. Learn how to spell each word. 4. Find an example of a RIFF in the music that you enjoy listening to. Bring it into class next week.

If your homework is completed properly, you should be able to describe each concept, and understand what each one sounds like.

LEAD VOCALSBACKING VOCALS

UNISONHARMONY

A CAPPELLAACOUSTIC GUITAR

BASS GUITARDISTORTIONSTRUMMINGPLUCKINGSLAPPINGCHORD

DRUM FILLSYNTHESIZER

RIFF / OSTINATO

Parent / Carer Signature_________________________________HOMEWORK ASSIGNMENT 2 DATE………………………

SONG STRUCTURE

You have learned about the words listed below in class. Each of them is in the Concepts Dictionary at the back of this booklet.

1. Look up each word and then learn its meaning.2. Listen to an example on the Learn Listening Online website (do a Google search and you will easily find it).3. Learn how to spell each word. 4. Find an example of either a MIDDLE EIGHT or a BRIDGE in the

music that you enjoy listening to. Bring it into class next week.5. Each time you are listening to music this week, listen carefully to the CHORD CHANGES in the music.

STROPHICMIDDLE EIGHT

BRIDGE


MUSIC LITERACY - RHYTHM

A reference section for music literacy is at the back of this booklet.

Remember that the top number of the TIME SIGNATURE tells you how many beats are in each bar, therefore the notes in each bar should add up to this number.

1. Complete the following musical examples by adding in ONE note at each place marked with an asterix.

(a)

(b)

(c)

2. In the next two examples, add TWO notes at each place marked with an asterix.

(a)

(b)


MUSIC LITERACY - RHYTHM

1. Insert the barlines at the correct places in each of the following rhythms and add a double barline at the end of each. Remember to check the TIME SIGNATURE - each bar should add up to the top number!

2. Practice clapping each of the rhythms.

(a)

(b)

(c)

(d)

(e)


MUSIC LITERACY - TREBLE CLEF NOTES

1. Practice reading the notes on the stave below one after the other. Look up the reference section if you need help with remembering the notes at first. Keep practicing until you can read through all the notes really quickly without looking them up.

2. Write each of the notes named below in its correct position on the stave. It is very important that you put each note CAREFULLY onto the correct LINE or SPACE. Some notes are named twice - if so, you need to put both in a different position on the stave.


ITALIAN TERMS AND SIGNS

Composers often use Italian terms to indicate how they want their music to be performed. There are nine terms below that you need to learn - four that describe DYNAMICS and five that describe TEMPO. For each word:

Look up each word on the NQ Music website (do a Google search and you will easily find it) and then write down its meaning;

Listen to an example on the NQ Music website; Learn the meaning of each word.

DYNAMICS

These terms indicate how LOUD or SOFT the music should be played.

1. Forte (f) ________________________________________________________

2. Piano (p)

3. Crescendo

4. Diminuendo________________________________________________________

CONTINUED ON NEXT PAGE!!

TEMPO:

These terms indicate how FAST or SLOW the music should be played.

1. Allegro

2. Andante

3. Adagio

4. Accelerando

5. Rallentando

________________________________________________________

Parent / Carer Signature_________________________________

HOMEWORK ASSIGNMENT 7 DATE………………………

WORLD MUSIC

You have learned about TAIKO drumming and SAMBA in class, and have participated in a performance of each. Listen to an example of each on YouTube and then use your own knowledge and the internet to answer the questions below:

1 (a) In what country did TAIKO originate? __________________(b) In what continent is this country? ___________________(c) What is the capital city of this country? _________________(d) Write down an interesting fact about this country____________________________________________________(e) Write down TWO facts about Taiko Drumming that you

have learned in class ________________________________________________________________________________________________________

2 (a) In what country did SAMBA originate? _________________(b) In what continent is this country? ___________________(c) What is the capital city of this country? _________________(d) Write down an interesting fact about this country____________________________________________________(e) Write down TWO facts about Samba that you have learned in class ________________________________________________________________________________________________________

3 Label this world map with the countries you have named above.


WORLD MUSIC

You have learned about GAMELAN and BHANGRA in class. Listen to an example of each on YouTube and then use your own knowledge and the internet to answer the questions below:

1 (a) In what country did GAMELAN originate? ________________(b) In what continent is this country? ___________________(c) What is the capital city of this country? _________________(d) Write down an interesting fact about this country____________________________________________________(e) Write down TWO facts about Gamelan that you have

learned in class ________________________________________________________________________________________________________

2 (a) In what country did BHANGRA originate? ________________(b) In what continent is this country? ___________________(c) What is the capital city of this country? _________________(d) Write down an interesting fact about this country____________________________________________________(e) Write down TWO facts about Bhangra that you have

learned in class

________________________________________________________________________________________________________

3 Label this world map with the countries you have named above.


REVISION

Your homework is to prepare for your Listening Assessment, which will cover the units of work that you have completed in S1 and S2.

In order to be fully prepared for this Assessment you must:

(1) Study the list of concepts at the back of this booklet and make sure that you can describe the meaning of each and also understand what each one sounds like. You should listen to examples on the NQ Music website (do a Google search and you will easily find it - there is an A - Z Dictionary where you can hear examples of each).

(2) Study the section on Music Literacy at the back of this booklet, making sure that you:(a) Know how to read the notes on the treble clef stave;(b) Know all note values and note names;(c) Know about time signatures;(d) Understand what bars and barlines are.

Parent / Carer Signature_________________________________S2 CONCEPTS DICTIONARY

12-BAR BLUES A repeated chord progression often used in jazz and blues

musicA CAPPELLA Unaccompanied voicesACCOMPANIED An additional musical part played along with the main melodyASCENDINGNotes that get higher in pitchBHANGRA A style of music from India that combines features from Indian

classical and Western popular musicBLOWING Where sound is produced by blowing into an instrumentBOWING Where sound is produced by drawing the bow across the

strings of a stringed instrumentBRIDGE A passage used to link sections of a piece of musicCHORAL Vocal music sung by a choirCHORD Two or more notes sounding together to create HARMONYCHORD CHANGE A move from one chord to anotherDESCENDING Notes that get lower in pitchDISTORTION Electronic effect used on electric guitar to distort the soundDRUM FILL A rhythmic decoration played on a drumkitGAMELAN A style of music from Indonesia which features tuned

percussion instrumentsGHANAIAN A style of music from Africa featuring drumming and

sometimes voices HARMONY The sound of two or more notes played / sung at the same timeIMPROVISATION Music which is made up on the spot - it is not written downINDIAN Music from India which features the sitar and tablaLATIN AMERICAN Dance music from South America with lively off-beat rhythmsLEAPING Moving between notes that are not next to each otherLEGATO The notes are played smoothly without breaks (opposite of STACCATO)MELODY Another word for tuneMIDDLE 8 A section in a rock / pop song that uses different material from the verse and chorusPENTATONIC A scale consisting of 5 notes, often used in Scottish melodiesPLUCKING Where sound is produced by plucking the strings of a stringed

instrument with the fingertipsREEL A fast and lively Scottish dance with 4 beats in the barREGGAE Music with strong off-beat accents, originally from Jamaica REPETITIONA musical idea that is heard more than onceRHYTHM How long and short the notes are in a piece of musicRIFF/OSTINATO A short rhythmic or melodic pattern repeated many timesROCK / POP Popular music played by a group usually consisting of vocals,

guitar, bass and drumkitSAMBA A strongly syncopated style from Brazil, often heard at

carnivals

SEQUENCE A short section of music immediately repeated at a higher or lower pitch

SITAR A plucked, stringed instrument from IndiaSLAPPING Producing sound on a bass guitar by tapping rather than

plucking a stringSOLO One instrument playing or voice singingSTACCATO The notes are played short and detached (opposite of LEGATO)STEPWISE Moving from one note to the note next to itSTEEL BAND A West Indian band where the instruments are made from oil drums STRIKING Where sound is produced by ‘hitting’ an instrument, e.g. a on drumSTROPHIC A song made up of a verse and chorus structure STRUMMING Where sound is produced by moving the fingers or a plectrum

across the strings of a guitarSYNCOPATION Notes which are played off (or in between) the main beatsSYNTHESIZER An electronic instrument that can produce a wide variety of

sounds & sound effectsTABLA Indian drums often used to accompany the sitarTAIKO A Japanese drumming style which is quite theatrical when

performedTEMPO The speed of a piece of musicUNACCOMPANIED Only the main melody is heard - there are no other instruments or voicesUNISON Two or more parts singing or playing at the same pitchVOCAL Music that is sungWALKING BASS A type of bass line which moves on every beat of the bar, often

heard in Blues and Jazz musicWALTZ A relaxed-sounding Scottish dance with 3 beats in the bar

S2/3 LITERACY: REFERENCE SECTION PAGE 1

READING NOTES ON THE TREBLE CLEF STAVE

The STAVE is made up of 5 LINES and 4 SPACES:

TREBLE CLEF

The notes on the LINES of the stave are:

The notes on the SPACES of the stave are:

Some notes sit either just below or just above the stave. For example:

Music is split into sections called BARS. Vertical lines called BARLINES separate bars. A DOUBLE BARLINE is used at the end of a piece of music.

BAR BARLINE DOUBLE BARLINES2/3 LITERACY: REFERENCE SECTION PAGE 2

TIME SIGNATURE & NOTE VALUES

The TIME SIGNATURE tells us how many beats are in each bar. It is shown by two numbers at the start of the music, just after the treble clef. The top number is the important number.

2 tells us that there are TWO beats in each bar.4

3 tells us that there are THREE beats in each bar.4

4 tells us that there are FOUR beats in each bar.4

Look carefully at the shape of each note to work out how long the note should be played for (the number of BEATS it has):

s1 homework - rosshall · web vieweach word and then learn its meaning. 2. listen to an...

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