urbana middle school band workbook 2 8th grade 2 0000 0 1 4 handbook 8.pdf• band folder, handbook,...

Urbana Middle School

Band Workbook

8th Grade

Name______________________________

“To stop the flow of music would be like the stopping of time itself, incredible and inconceivable.”

~Aaron Copland

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Table of Contents

Band Information ................................................. 2

Smartmusic Info ................................................... 4

Playing Tests ........................................................ 6

Instrument Care ................................................... 7

How to Practice .................................................... 8

Term 1 ................................................................. 9

Term 2 ................................................................ 25

Term 3 ................................................................ 43

Term 4 ................................................................ 60

Composition ........................................................ 74

Glossary .............................................................. 78

Rhythm Chart ...................................................... 84

Key Signatures .................................................... 85

Circle of 5ths ....................................................... 86

Counting Rhythms ............................................... 87

Note Reading ...................................................... 88

©2013 Jonathan Kurtz

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Introduction

Welcome to Urbana Middle School Band!

Each student plays a vital role in the

success of the band, but success can only

be achieved if certain expectations are

met. This pamphlet will help you

understand the guidelines and procedures

for the school year. Please read over

everything carefully and ask questions

about anything that seems unclear.

Behavior Expectations

All band members will be expected to:

• Follow instructions the first time they are given.

• Be on time and ready to play when class/rehearsal starts.

• Raise your hand with any questions.

• Ask permission to use any musical equipment that belongs to

another person or UMS.

• Respect classmates and the director.

Rehearsal Expectations

All band members will be expected to:

• Enter room on time and be prepared to play three minutes after the

bell.

• Complete written warm-up immediately after assembling

instrument.

• Keep instruments quiet until warm-up begins.

• Quietly go through fingerings if another section is being worked

with.

• Wait at your seat before dismissal.

• Leave room clean and organized.

• Keep your music in your own folder. No one else is responsible

for your part.

• Demonstrate proper care for all musical equipment.

Performance Expectations

The following are general guidelines for all

performances.

1. Uniforms Formal Uniform: Boys-dress

shoes, socks, slacks, and button-

down shirt.

Girls-Nice flat shoes (no heels), s

lacks, and blouse or button-down

top.

**7th and 8th graders are expected

to wear the above types of

clothing, but with black bottoms

and white tops.

Casual Uniform: khaki shorts or

jeans, and a UMS band T-shirt.

2. Call time is 30 minutes prior to the start

of the performance unless otherwise

stated.

3. Students are responsible for their own

music and instrument.

4. While on stage band members will be

focused on the director and SILENT.

Inappropriate behavior on stage will

result in disciplinary action, loss of

concert points, and/or being asked to

leave the stage.

5. While sitting in the audience, band

members are expected to demonstrate

proper concert etiquette. Inappropriate

behavior will result in disciplinary action

and loss of concert points.

Discipline Policy

Warning

Classroom Reflection

Lunch Detention/ Parent Contact

Lunch Detention

After School Detention

After School Detention

Administration

Required Materials

All band members are expected to bring the

following items each day to class.

• An instrument in good playing condition with a case and name tag

• Band folder, handbook, and music

• Pencil (to write on your music)

• Method Book (see website for book list)

• Edmodo.com account for submitting assignments (codes will be posted in

class and sent out the first week of

school) as well as a method for recording

yourself at home and creating mp3s.

• Percussionists:

• One pair of 7A or 5A drumsticks labeled with your name.

• One pair of yarn mallets labeled with your name.

• A bell set for practice at home will be provided if needed.

• Woodwinds:

• A minimum of three reeds in good playing condition at all

times. Mitchell Laurie reeds

are recommended for clarinets

and Vandorn reeds are

recommended for saxes.

• Wind players are encouraged to use at least a number 2 reed

and work towards using a 3.5

or 4 by the end of 8th grade.

• Neck strap if appropriate (Neotechs are great!!)

• Brass:

• Valve oil and slide grease

• Polishing cloth

• Trumpets need a straight mute (occasionally we play music

that calls for mutes and I do

not have enough for everyone

to have one).

Band Information

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Grading Policy

Grading Scale

90 - 100 = A

80 - 89 = B

70 - 79 = C

60 - 69 = D

0 - 59 = F Grades will be based on the following criteria:

40% Participation: Participation is based on being

prepared, completing in-class assignments

(handouts or workbook pages), and demonstrating

proper behavior and attitude. Coming to class

unprepared, or demonstrating inappropriate

behavior or attitude results in the participation

grade being lowered by one full letter grade for each

occurrence during the week.

10% Homework: Students should record practice

minutes on the practice sheets located in the

handbook . Students are responsible for logging 500

minutes of practice (an avg. of 25 min/day for 5

days/week), answering the questions on the

practice sheet, having a parent sign the practice

sheet, and turning it in on time. One extra credit

point is awarded for every 40 minutes of extra

practice time recorded on the sheet. Students who

establish a pattern of not practicing or submitting

homework may be called in to make up minutes

after school or during lunch.

30% Performance: Performance grades include

playing tests, concerts, and composition

assignments. Each band will give a minimum of

two concerts during the school year. Students will

receive a grade for each performance and will only

be excused for emergencies or illness. An alternate

activity will be assigned in place of the concert

grade. Performance grades are based on

participation, musicianship, and demonstrating

correct concert etiquette. Playing tests are short

scale passages assigned from the method book.

Most playing tests are required to be memorized.

Composition assignments require the student to

create short pieces of music based on specific

prompts.

20% Content Quizzes: Students are required to take

two content quizzes each quarter. These quizzes

asses the students’ understanding of general music

concepts as well as music history and culture. Most

quizzes can be re-taken if the grade is unsatisfactory.

Homework Policy- The UMS homework

policy directs that homework received one class

period late results in 75% credit loss and 50%

anytime after that.

Private Lessons Although UMS band covers a wide variety of concepts and strives to create an engaging and hands-on environment that reaches each student at his or her specific playing ability, private lessons are strongly recommended for students who are either struggling with their instrument or are showing a genuine interest in learning their instrument at a deeper level. Large group instruction cannot make up for the impact of good one-on-one instruction that a private instructor can provide. Many great instructors are located in the Frederick area and I would be happy to help direct students to some appropriate choices.

Extra Playing Opportunities

UMS Jazz Band is an auditioned group of students that meets one day after school year-round. The band studies jazz styles, improvisation, and performs at both the winter and spring concerts. Auditions are held at the beginning of the school year and at the semester. Students who have already made the ensemble need not re-audition. Each fall, auditions are held for the FCPS All County Middle School Band. Students who make it into this group participate in a few after school rehearsals with peers from the other FCPS middle schools and learn more advanced music under the guidance of a guest conductor. The music is performed in a concert in late winter. The FCPS Solo and Ensemble Festival, held in early spring, provides an opportunity for students who are highly motivated to prepare a solo are small ensemble piece on their instrument/s and perform it for a rating and a chance to move on to the state competition. The Frederick Regional Youth Orchestra is a local performance group for students aimed at taking each student to the next level of playing. FRYO consists of a variety of ensembles for students based on their playing level. This group rehearses and performs concert literature throughout the year. Auditions are required to participate and members pay a modest tuition each season. Info is available at www.fryo.org Finally, for the extremely talented and highly motivated students, the Maryland All-State

Middle School Band holds auditions in the fall.

This is a highly competitive audition process as students are competing with other students from across the state. Students who make it into this ensemble rehearse very advanced music and usually perform at the Maryland Music Educators Association annual convention in Baltimore. This group is only open to 6th and 7th graders.

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Smartmusic is an interactive program that records students playing their songs and gives them a live assessment of their playing ability on each song. This program tremendously increases the speed at which students learn the music because students play along with a professional recording of the song so they can hear where their part fits in with the rest. Below are some other benefits of this software:

• Students receive INSTANT feedback on their playing. • Music is displayed on the monitor and a small cursor keeps track of where the student should be playing.

• Students can practice and hear the rest of the parts at the same time.

• Tempo is adjustable so students can play the piece slower as they learn more difficult parts.

• The student’s Essential Elements 2000 book is in the program.

• Students can create mp3’s of their playing tests at home and submit their recording the internet on my edmodo.com website.

What is needed to use SmartMusic? SmartMusic works on your PC or Macintosh and requires an Internet connection to activate your subscription and receive and send assignments securely online. System requirements and support contacts are listed at www.smartmusic.com. What does SmartMusic cost? Although students will be using Smartmusic in school, parents may choose to purchase the program for use at home. Remember, this is completely OPTIONAL. You can purchase a full-year subscription directly from SmartMusic for only $36 per year. A microphone is required. If you do not own a microphone, one can be purchased from SmartMusic.com for $19.95; however, you can probably find them cheaper at a local electronics store. Macintosh computers also require a USB microphone adaptor. You can order your SmartMusic subscription, microphone, and mic adaptor (as necessary) by going to www.smartmusic.com and clicking the Order Now button. Three Easy Steps to Getting Started with SmartMusic 1. Purchase SmartMusic online (if you haven’t already)

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• Go to www.smartmusic.com and click on Order Now in the For Students section. • Select Add to Cart and follow the on‐screen instructions to complete your

order. Indicate you are a student, and pick your school from the list. • SmartMusic works best with a SmartMusic microphone, so consider buying one

when you order your subscription. (Built‐in computer microphones are not supported in SmartMusic) • If you are a new customer: Select Create a New Account and enter your

e‐mail, password, and other information. • If you have purchased SmartMusic before: Log into your account with the

e‐mail address and password that you used the last time you purchased and activated your subscription in SmartMusic. NOTE: You only need one subscription for each computer, so if your family has more than one musician in school, you’re all set.

2. Install SmartMusic (You can install SmartMusic from a disc or by downloading it) • New customers – You’ll receive an installation disc with your order (remove the CD from your basket only if you are downloading). • Returning customers – The SmartMusic application will prompt you when an update is released.

• Installing from the disc: Follow the directions on the disc system requirements card.

• Installing from the Download: Download SmartMusic from the right‐hand

side of the home screen at www.smartmusic.com, and follow the

instructions on‐screen.

3. Activate your Subscription • After you have completed the installation, the SmartMusic application will launch and you will see a Welcome screen. You must be online to activate a SmartMusic subscription. • Click the Activate button.

• Enter the e‐mail address and password you created when you ordered SmartMusic, and click Login.

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Playing Tests 8th Grade Band Schedule of Playing Tests

Submitting Playing Tests

1. Record yourself at home and create an mp3 or wav file. This can be done a few different ways.

a. Use Smartmusic Software, play passage until you get the score you like and then save as an mp3 file.

b. Use the mic on your computer and software like Audacity, Realplayer, or Windows Media Player.

c. Use your phone and save file. 2. Log into Edmodo.com 3. Attach your file to the playing test assignment posted on the main page. 4. Make sure to check back for specific comments and feedback. 5. Record your score in the chart above to track your progress.

Scale/Exercise Due Date

My Score Goal for next time

First Quarter Method #5 (Chromatic Scale) Percussion play mallets

Sept 19th

#1 and #18 (Bb and G minor) Percussion play 1on snare and 2 on mallets

Oct 24th

Second Quarter #118 and #129 (G major and E minor) Percussion play both on mallets

Nov 22nd

#132 and #137 (D major and B minor) Percussion play both on snare

Jan 10th

Third Quarter #23 and 40 (Eb major and C minor)) Percussion play 23 on mallets and 40 on snare

Feb 13th

#190 (A major) Percussion play on snare

Mar 20th

Fourth Quarter #44 and #79 (F major and F natural minor) Percussion play 44 on snare and 79 on mallets

May 2nd

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Are You Taking Care of Your Instrument?

Flutes Daily

• Keep flute dry by polishing the outside

and running a cloth through the inside.

• Dry pads with paper.

Weekly

• Clean small spaces such as in between

and under the keys.

Monthly

• Look for loose screws and tighten them

• Oil Keys

• Adjust cork in mouthpiece

Clarinets Daily

• Remove reed and dry it. Store in case.

• Swab out mouthpiece.

• Swab out the inside of instrument.


Weekly


and under the keys.

Monthly


• Oil Keys

Saxophones

Daily

• Never apply stress to neck or keys.

• Use cork grease on dry neck joint.

• Remove reed and dry it. Store in case.

• Swab out mouthpiece.

• Polish outside of instrument.

• Swab out the inside of instrument.


Weekly


and under the keys.

Monthly


• Oil Keys

• Soak neck in soapy water (ask a pro

before you do this)

Brass Daily

• Push down valves and remove slides.

Shake out any water from slides.

• Add valve oil by pulling valve halfway

out.

• Polish outside of instrument.

Weekly

• Clean inside of slides using a tube

brush.

• Polish slides and add grease.

• Clean mouthpiece by soaking and

brushing out inside.

• Clean water keys.

Monthly

• Clean valve casings and valves.

• Remove all slides and water keys.

Soak slides and body in warm soapy

water. Let dry thoroughly then re-

grease and oil valves. Trombones

Daily

• Add slide cream to slide.

• Drain moisture using water key.

• Clean slides inside and out.

• Polish the surface.

Weekly

• Clean tuning slides inside and out.

• Wash mouthpiece.

• Clean water key.

Monthly

• Remove slide and soak both parts in

warm soapy water. Let dry then re-

grease.

Percussion • Keep mallet instruments covered.

• Never touch cotton/yarn ends of

mallets with hands. The oils destroy

the instruments.

• Use proper mallets for designated

instruments (to not play the marimba

with metal bell mallets).

• Wipe down bars of mallet instruments

with a polishing cloth.

• Tune drum heads regularly with a drum

key.

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How to Practice for BandHow to Practice for BandHow to Practice for BandHow to Practice for Band • Always, always, always, begin with warm-ups.

o Scales/Long Tones (3-4 minutes)-Go up and down selected scales trying to hit each note the first time and in tune. Start slowly giving each note at least 8 counts and then speed up eventually. Focus on breathing and posture during this time. Smartmusic Users: from the main menu select exercises then choose a scale exercise that you can play. Twisters are fun!

o Playing Test Scale (3-4 minutes) Run your playing test passage slowly focusing on correct fingerings and tone. Smartmusic Users: your playing test is online. Submit whenever you have the score you like and you are all done!!

o Lip Slurs (1 minute) Practice going from the first note of the scale to the second, then first to third, then first to fourth, and so on. The second note of each pair should not be tongued. Change your embouchure and air speed to hit the higher note.

Notice that at least 5-6 of your daily 15 minutes of practice has been dedicated to warm-ups!! These are necessary to keep your embouchure and other skills in shape. Athletes never start a game without warming up first!!

• Next, practice your music. (8-10 minutes)

o Play through the piece once as accurately as possible. Take note of any problem spots. Smartmusic Users: select one of our pieces from the SM homepage and play through it at a slower tempo. Make sure the metronome is on.

o Go back to the problem spots and rehearse them one measure at a time. Do this slowly so that no notes or rhythms are missed. Smartmusic Users: Examine what notes are red and look over fingerings or missed rhythms. Set SM so it only play a 4 or 8 measure section and rehearse your problem spot slowly until you have it.

o Once a problem spot has been fixed, play it together with the four measures before and after it.

o Play through the piece again at a slowly increase tempo. • End your practice with something fun. (2-3 minutes)

o Make up a song on your instrument o Play your favorite song o Try to figure out a song you heard on the radio o Smartmusic Users: Go into the solos section and select a

piece of music that sounds interesting to you. There are many collections of music from movies and TV shows. You could also see what the older bands are playing and learn one of their pieces.

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Warm-up Sheet August/September

Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Name___________________________ Grade_______ Date_____ Listening LogListening LogListening LogListening Log

Native American and ColoniNative American and ColoniNative American and ColoniNative American and Colonial Musical Musical Musical Music Historical BackgroundHistorical BackgroundHistorical BackgroundHistorical Background

Native American MusicNative American MusicNative American MusicNative American Music • Focus Focus Focus Focus primarily on primarily on primarily on primarily on ________________________________ and percussionand percussionand percussionand percussion

• PurposePurposePurposePurposessss • Pass down Pass down Pass down Pass down ____________________________________ (no formal written language most of the time)(no formal written language most of the time)(no formal written language most of the time)(no formal written language most of the time)

• Communicate with nature (thanks and requests)Communicate with nature (thanks and requests)Communicate with nature (thanks and requests)Communicate with nature (thanks and requests)

• ____________________________________ (before a hunt or a war)(before a hunt or a war)(before a hunt or a war)(before a hunt or a war)

• Many songs were said to be sung by a deity first.Many songs were said to be sung by a deity first.Many songs were said to be sung by a deity first.Many songs were said to be sung by a deity first.

• Men and womenMen and womenMen and womenMen and women had specific had specific had specific had specific ________________________________. Women were not allowed to play certain . Women were not allowed to play certain . Women were not allowed to play certain . Women were not allowed to play certain

instruments. instruments. instruments. instruments.

1492149214921492 America ______America ______America ______America ______

1600’s1600’s1600’s1600’s England, France, England, France, England, France, England, France,

Holland, ______, and Holland, ______, and Holland, ______, and Holland, ______, and Sweden settle AmericaSweden settle AmericaSweden settle AmericaSweden settle America

1609160916091609 ___________ first ___________ first ___________ first ___________ first successful town.successful town.successful town.successful town.

1754175417541754----1763176317631763 French and Indian WarFrench and Indian WarFrench and Indian WarFrench and Indian War

1760’s1760’s1760’s1760’s Colonists begin Colonists begin Colonists begin Colonists begin to ________to ________to ________to ________

________________ • Pueblo were a very

advanced tribe • Lots of percussion

(foot drums, turtle rattles, copper bells)

• Low range singing with no harmony

• Songs are highly complex with four or five sections and elaborate introductions/endings.

_______________ • Call and response

singing • Not found

anywhere else

• Rhythmically complex with many changes in meter.

• Use of flutes, whistle, and drums.

• Use of pentatonic scale

• Shouts incorporated into music

_________________ • High pitches,

frequent use of falsetto

• Two part songs • Frequent use of the

fourth • Rhythmically

complex • Use of end-blown

flute and skin drums

________________ • Some instances of

harmony (only region where this is found)

• Use of Chromatic scale

• Most rhythmically complex on the continent

• Largest body of instruments used (horns, whistles, flutes, percussion)

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Colonial MusicColonial MusicColonial MusicColonial Music • Heavily influenced by Heavily influenced by Heavily influenced by Heavily influenced by ________________________________countriescountriescountriescountries

• ________________________________________ • Large musical ensembles (not in America)Large musical ensembles (not in America)Large musical ensembles (not in America)Large musical ensembles (not in America)

• HarpsichordHarpsichordHarpsichordHarpsichord

• Very Very Very Very ____________________________________(fancy sounding)(fancy sounding)(fancy sounding)(fancy sounding)

• Mainly forMainly forMainly forMainly for a listening audiencea listening audiencea listening audiencea listening audience

• Composers abroad included Bach, Handel, Composers abroad included Bach, Handel, Composers abroad included Bach, Handel, Composers abroad included Bach, Handel,

and Vivaldiand Vivaldiand Vivaldiand Vivaldi

Common Uses and FormsCommon Uses and FormsCommon Uses and FormsCommon Uses and Forms • ________________________________________________

• Distinct forms that had specific steps, Distinct forms that had specific steps, Distinct forms that had specific steps, Distinct forms that had specific steps,

____________________________, and styles. , and styles. , and styles. , and styles.

• Usually followed a specific order.Usually followed a specific order.Usually followed a specific order.Usually followed a specific order.

• Entire thing was called a Entire thing was called a Entire thing was called a Entire thing was called a ____________________________

• Allemande Allemande Allemande Allemande ––––modmodmodmoderate tempoerate tempoerate tempoerate tempo

• SarabandeSarabandeSarabandeSarabande----slow, ¾ timeslow, ¾ timeslow, ¾ timeslow, ¾ time

• GigueGigueGigueGigue---- fast, compound meterfast, compound meterfast, compound meterfast, compound meter

• ________________________________---- moderate, ¾ moderate, ¾ moderate, ¾ moderate, ¾

• Religious Services/CeremoniesReligious Services/CeremoniesReligious Services/CeremoniesReligious Services/Ceremonies

• ________________________________________

• No tv’s, radios, or internet…sometimes no real No tv’s, radios, or internet…sometimes no real No tv’s, radios, or internet…sometimes no real No tv’s, radios, or internet…sometimes no real

town. town. town. town.

Common Instruments

• Violin

• Fife

• Recorder

• ___________

• English Guitar

• Drums

• ________

• French Horn

• Clarinets

• Organs (for

churches)

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Musical ExamplesMusical ExamplesMusical ExamplesMusical Examples

Title

Composer

Instruments Heard (Timbre)

Form: Binary, ternary, rondo, theme and variations,

Defining Characteristics What makes this piece fit into or sound influenced by this time period, culture or style? Instruments? Use? An idea it’s trying to express?

Opinion Use details to support your answer, but feel free to be candid. Would you download this piece? Why/why not?

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August/September

Urbana Middle School Band Practice Sheet

Spend Your Practice Time Wisely!! 1. 5minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up.

3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own.

What are some things you are working on in our literature? Give specific measure numbers. ________________________ ______________________________________________________ What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______________________________________________________

Student Signature Parent Signature Date

Month

_____________ S M T W Th F S Total

Minutes

Week 1

Week 2

Week 3

Week 4

Week 5

Grand Total (should be 500 minutes or more)

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Student Playing Assessment

Date_______ Song Title

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28)

I II III IV Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1 2 3 4 Comments

Tone Quality- Is it full, pure,

well-supported and resonant? Percussion-Sound of mallet or snare-are the bars being hit in the center? Is the snare being hit with a controlled sound?

Intonation-are the correct

notes played in tune? Percussion-correct sticking

Accuracy-use of correct notes and fingerings

Technique/Articulation-

appropriate tonguing, slurring, accents, attacks and releases.

Tempo/Rhythm-

appropriate speed and accurate rhythms/rests

Musicality, Style, Interpretation-proper use

of dynamics and phrasing

Other Factors (stage presence, posture…etc)

TOTAL SCORE

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Name_____________________________________________________ Date________

Study Guide #1 Level 3

1. Key Signatures

2. Intervals: Identify intervals by sight. Start with the bottom note and count each letter until you get to the top note. For example: the interval below is a 5th. We began on F and ended on C. Writing out all the letters, we get F, G, A, B, C. Since we used five letters, the distance is a fifth.

3. . Label the counting correctly under a rhythm. See example below.

1 e & a 2 e & 3 & 4

4.

5. You are going to hear a short excerpt of music. Using what you have learned, describe how this piece might have been used, where it probably came from, and any musical characteristics it has.

Match the word to the correct Definition meno Less mosso Motion/Movement molto Much/Very Poco Little piu More

Sharps: Go to the last sharp, raise it a half step, and name it. The above key is D.

Flats: Go to the second to last flat and name it. The above key is Ab.

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Warm-up Sheet September/October

Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Name___________________________ Grade_______ Date_____

Listening LogListening LogListening LogListening Log Early American Early American Early American Early American music and the Revolutionary Warmusic and the Revolutionary Warmusic and the Revolutionary Warmusic and the Revolutionary War

Historical BackgroundHistorical BackgroundHistorical BackgroundHistorical Background

Musical BackgroundMusical BackgroundMusical BackgroundMusical Background

1.1.1.1. Colonists arrived during the ________ era (1600Colonists arrived during the ________ era (1600Colonists arrived during the ________ era (1600Colonists arrived during the ________ era (1600----1750), but rebelled during the _________ era 1750), but rebelled during the _________ era 1750), but rebelled during the _________ era 1750), but rebelled during the _________ era

(1750(1750(1750(1750----1820). See chart below for major differences. 1820). See chart below for major differences. 1820). See chart below for major differences. 1820). See chart below for major differences.

2.2.2.2. Common styles/usesCommon styles/usesCommon styles/usesCommon styles/uses

a.a.a.a. SymphonySymphonySymphonySymphony i.i.i.i. Four movement, keyFour movement, keyFour movement, keyFour movement, key----centered centered centered centered

workworkworkwork

ii.ii.ii.ii. Uses a variety of tempos and Uses a variety of tempos and Uses a variety of tempos and Uses a variety of tempos and

stylesstylesstylesstyles

iii.iii.iii.iii. Beethoven, Mozart and Haydn Beethoven, Mozart and Haydn Beethoven, Mozart and Haydn Beethoven, Mozart and Haydn

b.b.b.b. _________: reels, gigues, minuets _________: reels, gigues, minuets _________: reels, gigues, minuets _________: reels, gigues, minuets

(3/4) usually accompanied by a (3/4) usually accompanied by a (3/4) usually accompanied by a (3/4) usually accompanied by a

single instrument.single instrument.single instrument.single instrument.

c.c.c.c. Church: Church: Church: Church:

i.i.i.i. members were taught how to members were taught how to members were taught how to members were taught how to

read muread muread muread music.sic.sic.sic.

ii.ii.ii.ii. ________: usually four________: usually four________: usually four________: usually four----part harmonypart harmonypart harmonypart harmony

iii.iii.iii.iii. Psalms: passages directly from the BiblePsalms: passages directly from the BiblePsalms: passages directly from the BiblePsalms: passages directly from the Bible

d.d.d.d. MilitaryMilitaryMilitaryMilitary

i.i.i.i. Festival/parade,Festival/parade,Festival/parade,Festival/parade,

ii.ii.ii.ii. Field musicField musicField musicField music

1.1.1.1. Morning, meal time, Morning, meal time, Morning, meal time, Morning, meal time, ____________________________________________, form rank, retreat, form rank, retreat, form rank, retreat, form rank, retreat

e.e.e.e. ____________________________________________________________/Politics/Politics/Politics/Politics

i.i.i.i. Helped pass the time while workingHelped pass the time while workingHelped pass the time while workingHelped pass the time while working

ii.ii.ii.ii. Passed on ideas about opPassed on ideas about opPassed on ideas about opPassed on ideas about oppression and the warpression and the warpression and the warpression and the war

iii.iii.iii.iii. Yankee Doodle (our version was created by the British to make fun of colonistsYankee Doodle (our version was created by the British to make fun of colonistsYankee Doodle (our version was created by the British to make fun of colonistsYankee Doodle (our version was created by the British to make fun of colonists

iv.iv.iv.iv. _______ ________________ ________________ ________________ _________ RepealRepealRepealRepeal

v.v.v.v. Liberty Tree (by Thomas Paine)Liberty Tree (by Thomas Paine)Liberty Tree (by Thomas Paine)Liberty Tree (by Thomas Paine)

1750’s1750’s1750’s1750’s America’s began to rebel due to America’s began to rebel due to America’s began to rebel due to America’s began to rebel due to their lack of representation in their lack of representation in their lack of representation in their lack of representation in government and heavy ______ government and heavy ______ government and heavy ______ government and heavy ______

1775177517751775 ______ breaks out at ______ breaks out at ______ breaks out at ______ breaks out at

Lexington and Concord and Lexington and Concord and Lexington and Concord and Lexington and Concord and ends in 1783ends in 1783ends in 1783ends in 1783

1776177617761776 Declaration of IndependenceDeclaration of IndependenceDeclaration of IndependenceDeclaration of Independence

signedsignedsignedsigned

1787178717871787 ___________ signed___________ signed___________ signed___________ signed

BaroqueBaroqueBaroqueBaroque ClassicalClassicalClassicalClassical

Introduction of the large ensemblIntroduction of the large ensemblIntroduction of the large ensemblIntroduction of the large ensemble e e e

(strings, brass, and woodwinds) (strings, brass, and woodwinds) (strings, brass, and woodwinds) (strings, brass, and woodwinds)

Used even more instruments Used even more instruments Used even more instruments Used even more instruments

(introduction of clarinet, and (introduction of clarinet, and (introduction of clarinet, and (introduction of clarinet, and

percussion)percussion)percussion)percussion)

Harpsichord Harpsichord Harpsichord Harpsichord Piano inventedPiano inventedPiano inventedPiano invented

Very ornamental (fancy sounding)Very ornamental (fancy sounding)Very ornamental (fancy sounding)Very ornamental (fancy sounding) Opera introducedOpera introducedOpera introducedOpera introduced

Mainly for a listening audienceMainly for a listening audienceMainly for a listening audienceMainly for a listening audience Became more practical to learn at Became more practical to learn at Became more practical to learn at Became more practical to learn at

homehomehomehome

Common Instruments • ____ (Thomas

Jefferson)

• Fife

• _______

• Harpsichord

• English _______(Ben

Franklin)

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Title

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Theory Quiz 2 Study Guide Level 3

1. Identify all key signatures in the circle of 5ths. You may also use the technique

described below to figure out the name of each key. Study the handout and article given in class.

a. Flatted keys: find the second-to-last flat and name it. That is the name of the key. **exception=F which only has one flat**

b. Sharps: Find the furthest sharp to the right, name it, then raise it ½ step. That is the name of the key.

i. Example: The key of G has only one sharp. That sharp is F-sharp. To get back to G, we take F# and raise it a half-step.

2. Construct a triad on a given note (refer to your worksheets from past warm-ups for this)

3. Accurately label rhythms in 3/8 and 6/8 time.

4. Essay: Describe how music was used during the American Revolution. Give specific

examples of pieces we studied or other pieces that you know of to support your answer. .

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Warm-up Sheet October/November

Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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America and the Romantic EraAmerica and the Romantic EraAmerica and the Romantic EraAmerica and the Romantic Era Historical BackgroundHistorical BackgroundHistorical BackgroundHistorical Background

Romantic Music in EuropeRomantic Music in EuropeRomantic Music in EuropeRomantic Music in Europe � _____ orchestras and enlargement of the piano.

� Invention of the saxophone.

� Inclusion of instruments such as the harp, trombone, tuba, bass clarinet.

� Music reflects _________ and often tells a story through __________ music.

� Symphonies and concertos are long and showy.

� Newly developed forms of music include ballet music, symphonic poems

� Beethoven, Brahms, Shubert, and ________________

American Folk American Folk American Folk American Folk MusicMusicMusicMusic � Description

• Music of the __________, easy to understand

• Everyone is invited to sing and ________ along

• Focused on topics like love, satire, war, working, and death.

• Played on the banjo, guitar, accordion, violin, jaw harp, jug, washboard…

� ___________ __________ (1826-1864)

• America’s first well-known composer

• One of the first to make of living by writing music

• Famous for “Oh Susannah,” “Camptown Races,” “My Old Kentucky

Home,” and “Jeanie with the Light Brown Hair.”

1798179817981798 ________________________ Band Band Band Band

formsformsformsforms

1812181218121812 War of War of War of War of

________________________________beginsbeginsbeginsbegins

1814181418141814 ____________________________________________________

composes National composes National composes National composes National AnthemAnthemAnthemAnthem

1823182318231823 Beethoven Beethoven Beethoven Beethoven

composes composes composes composes ____________________ SymphonySymphonySymphonySymphony

1842184218421842 _____ __________ __________ __________ _____ Philharmonic Philharmonic Philharmonic Philharmonic

foundedfoundedfoundedfounded

1850’s1850’s1850’s1850’s ________________________ bands bands bands bands become popularbecome popularbecome popularbecome popular

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Band MusicBand MusicBand MusicBand Music � Small brass bands gained popularity in the mid-1800’s.

• Played in parades and festivals

• Performed patriotic, ________, and classical music.

� Popular Bands

• ___________Bands

• Marine Band (first US military band)

• New York Philharmonic (first organized prof. orchestra)

� Instruments

• Trumpet, tuba, trombone, saxhorn (like a baritone), flute, clarinet, oboe, drums,

cymbals, bassoon, piccolo, French horn.

National AnthemNational AnthemNational AnthemNational Anthem (Anthem is a song of(Anthem is a song of(Anthem is a song of(Anthem is a song of________________________________ orororor_________)_________)_________)_________) � Written by Francis Scott Key (a native of ____________)

� Key was captured by the British and held in a ship outside ________________.

� He witnessed the British bombard the fort wrote words to describe it to a melody

that already existed.

� Original title was “In Defense of Ft. McHenry”

� Actually has __________ verses, but we only sing the first

� Memorize the first verse.

Oh, say can you see by the dawn's early light

What so proudly we hailed at the twilight's last gleaming?

Whose broad stripes and bright stars thru the perilous fight,

O'er the ramparts we watched were so gallantly streaming?

And the rocket's red glare, the bombs bursting in air,

Gave proof through the night that our flag was still there.

Oh, say does that star-spangled banner yet wave

O'er the land of the free and the home of the brave?

Words to Know Perilous__________________ Ramparts_________________ Gallantly_________________

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Title

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Name_____________________________________________________ Date________

Music Theory Quiz #3 Level 3

1. Take a major scale and write its relative minor and natural/parallel minor. a. To write the relative minor, rearrange the notes of the major scale so the 6th note

comes first. For example, the C major scale (CDEFGABC) would be changed to A minor (ABCDEFGA).

b. To write the natural minor, flat the 3rd, 6th, and 7th, notes. C major would be changed to (C D Eb FGAb Bb C)

1. Create an arpeggio from a given chord. An arpeggio is like a chord except the notes are not

played at the same time. Chord Arpeggio 2. Memorize the lyrics to the “ Star Spangled Banner.”

Oh, say can you see by the dawn's early light

What so proudly we hailed at the twilight's last gleaming?

Whose broad stripes and bright stars thru the perilous fight,

O'er the ramparts we watched were so gallantly streaming?

And the rocket's red glare, the bombs bursting in air,

Gave proof through the night that our flag was still there.

Oh, say does that star-spangled banner yet wave

O'er the land of the free and the home of the brave?

3.

Match the word to the correct Definition Crescendo Gradually get louder Diminuendo Gradually get softer Ritardando Slow down Decrescendo Gradually get softer Subito Suddenly

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2.

Warm-up Sheet November/December

Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Name___________________________Date__________ Music of the Civil War WebQuest

Open the link on my staff homepage called “Civil War Music.” Use the Power Point presentation to answer the questions below.

Conflict between North and South results from an anti-slavery sentiment in the North, the desire to control the spread of slavery into new territories, and other issues between state and national governments. The election of Lincoln was the spark that ignited the fight.

1861 1862 1863 1864 1865 South Carolina first state to secede after Lincoln is elected.

Attack on Ft. Sumter marks beginning of war.

Battle of Antietam (bloodiest in the war)

Emancipation Proclamation Gettysburg

Battle of the Monocacy Lincoln re-elected

Lee surrenders Lincoln assassinated

1. List the types of music that were popular during the Civil War. ________________________________________________________

Inspirational Music 1. Was supposed to boost the _______ of soldiers. 2. Helps to _______ new soldiers. 3. Click on one of the example songs. What was the song about? Title:_______________________ Main Idea:___________________ ________________________________________________________

Spiritual/Slave Songs 4. Helped pass ________ while working in the fields. 5. Sends _________ messages 6. Maintain ________ for the future. 7. Click on the link for “Follow the Drinking Gourd.” Many words in this song had double meanings. What does the term “drinking gourd” actually refer too?_______________________________________ Why was this song sung?_________________________________

Songs the Soldiers Sang 8. Sang while thinking of ______ ______ at home. 9. Helped deal with the ________ and _______ of war. 10. Click on one of the example songs. What was the song about?

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Title:_______________________ Main Idea:______________ Songs Families Sang 11. Sang while missing family members enlisted in the ______. 12. Maintained a sense of ________ for soldier’s _______. 13. Click on the link for “When this Cruel War is Over.”

a. Who is singing this song and to whom is it being sung?_____________ __________________________________________________________

Military Music 14. Soldiers were able to join a ____________ band.

a. How many members are in a the band mentioned above?____ b. How many members are in a cavalry band?_______

15. Why were there fewer Confederate bands?_________________ ___________________________________________________

16. What did musicians do when fighting started?______________ ___________________________________________________

17. What were the three most popular instruments and what were their roles in the military?

a. ___________ Role:_______________________________ b. ___________ Role:_______________________________ c. ___________ Role:_______________________________

18. Click on the link about Bugle Commands. Use the website to listen to the command and then describe what each command means.

a. Reveille__________________________________________ b. Taps____________________________________________ c. Retreat__________________________________________ d. Advance_________________________________________ e. Attention________________________________________

19. What is a role of the military bands today?_________________ 20. Choose one of the military bands and click the link to visit its web page.

a. What is required for you to enroll in the band?______________ ___________________________________________________

b. What is one upcoming event for the band?_________________

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Musical ExamplesMusical ExamplesMusical ExamplesMusical Examples Title

Composer





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Name_____________________________________________________ Date________

Study Guide #4 Level 3

1. Be able to fill in the complete circle of 5ths like the one below.

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2. On the staff below, draw the primary triads for the two indicated key signatures.

I IV V Each scale had 7 notes, therefore, each scale can have 7 triads. A triad is a grouping of three notes build off of 3rds. The bottom note of the triad is called the root and is the note that the triad is named after. The I triad above begins on G because G is the first note of the G scale. This is why the IV triad begins on C and the V triad begins on D.

3. In each box, draw the conducting pattern for the indicated time signature. Make sure to

use arrows to show which direction the line is moving. 4/4 ¾ 2/4

4.

5. Be able to describe and elaborate on one of the uses of music during the Civil War. Remember, the uses are: slave songs, songs soldiers sang, song families sang, inspirational songs, and military music.

Know these words and definitions… Melody A line of single pitches forming a

musical thought Harmony Two or more pitches sounding at the

same time Rhythm Durations of sounds and silences Expression Dynamics, style, articulations Form The organization of a composition Timbre The unique sound of each instrument or

voice Tempo The speed of the music Balance The way in which each part, performer,

or section maintains its relative importance

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Warm-up Sheet January/February

Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Name__________________ Date____________

John Philip Sousa and the March Historical Background

Sousa’s Life 1854-1932 • Born in ___________________ • Father played in the Marine band • Became proficient on _________ and many other orchestral instruments. Almost ran away with a

_______ ________ at 13. • Conducted the US Marine Band under _______ Presidents. Greatly improved their performance

and reputation. • Started the Sousa Band after retiring from the Marines. Known as the “________King” • Invented the ____________

The Military Band • Oldest organized musical group in the USA. Est. _________ • Purpose: provide music for the ___________ and the Marine commanders. • Jefferson added the title “The President’s _______.” • Now consists of 2 drum majors and 130 musicians • Perform many free concerts in DC throughout the year. Popular Compositions • Marches (Composed over _______)

• Stars and Stripes Forever-made the National March • Washington Post March • National Emblem • The Thunderer • _____________ • El Capitan

• Operettas • The Queen of Hearts • The Free Lance • ______________

The March Form:

� ___________: first theme

� ___________: second theme

� _________: quieter section

� _________: loud and aggressive

� ___________: Louder version of one section (usually the trio)

1865 Civil War ends, Reconstruction

begins

1876 Telephone invented

1885 President Garfield

assassinated

1896 Spanish

American War

1901 McKinley assassinated,

Roosevelt becomes President

1903 Wright Bros.

fly first airplane

1914-1919 World War I

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Musical Examples

Title

Composer





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January/February




What are some things you are working on in our literature? Give specific measure numbers. ________________________ ______________________________________________________ What warm-ups did you use before practicing pieces? Describe something you improved on and one thing you still need to improve in your playing. ______________________________________________________


Month

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Study Guide for Theory Quiz #5 Level 3

1. Be able to draw in the primary triads for various key signatures.

a. Write out the scale b. Find the 1st, 4th, and 5th notes of the scale c. Make a snowman on the staff that begins with those notes. d. e. f. g.

I IV V 2. Write the correct counting under each rhythm. Pay attention to time signatures!

a. The first measure should add up to 5 b. The second measure is in cut time. This means that all of the note values are cut

in half (quarter notes act like 8th notes and half notes act like quarter notes)

3.

4. The table below lists the standard parts of a march. Be ready to complete it from memory.

First Strain First theme of the march

Second Strain Second theme of the march

Dogfight Aggressive section. Parts of the band sound like they are competing with each other. Lots of accents and very loud.

Trio Starts soft and changes key. A new theme is introduced.

Grandioso Big, loud section that usually uses the theme from the Trio, but could also use one of the two strains.

Match the word to the correct Definition a tempo Return to the preceding tempo cessura A cessation of ritard time Gradually slow down rallentando Gradually slow down fermata Hold a note longer than indicated value accelerando Gradually increase speed

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Warm-up Sheet February/March

Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Early Modern Music in AmericaEarly Modern Music in AmericaEarly Modern Music in AmericaEarly Modern Music in America Historical BackgroundHistorical BackgroundHistorical BackgroundHistorical Background ThThThThe Industrie Industrie Industrie Industrial Revolution and expansion of al Revolution and expansion of al Revolution and expansion of al Revolution and expansion of America allowed music split down several roads:America allowed music split down several roads:America allowed music split down several roads:America allowed music split down several roads: Concert Music

• Neo classical forms

• Greater acceptance of _________

• Even _________orchestras

• Mergers between ________

• George Gershwin

o Composed popular and classical music

o Composed Broadway music with brother ______

o Known for:

� Porgy and Bess

� _____________________

� An American in Paris

• Samuel Barber

o Native of PA

o Composed first piece at _______________

o Wrote operas, orchestra works, and _____________- ____________

o Known for fitting great amounts of ________ into small phrases

o Popular works:

� Adagio for Strings

� Toccata Festiva

� The School for Scandal

1905190519051905 Einstein’s Theory of Einstein’s Theory of Einstein’s Theory of Einstein’s Theory of

RelativityRelativityRelativityRelativity

1914191419141914----1919191919191919 WWIWWIWWIWWI

1930193019301930 Great DepressionGreat DepressionGreat DepressionGreat Depression

1939193919391939----1945194519451945 WWIIWWIIWWIIWWII

1957195719571957 SputnikSputnikSputnikSputnik

- 54 -

• Aaron Copland

o Composer, teacher, and conductor

o Went to_____________ to study

o Known for creating a style capturing the spirit of American landscapes and

pioneering drive.

o Wrote orchestral works, _______________, choral works, and film scores.

o Known for:

� Appalachian Spring

� Billy the Kid

� Fanfare for the Common Man

� Of Mice and Men Soundtrack

• Broadway Music

o Accompanies a ___________l: a play with many songs that help tell the story.

o Usually performed ______in front of the stage.

o Begins with an __________, contains and entre act, and ends with a finale.

o Incorporates a variety of styles and tempos to give the show energy and

emotion.

• Folk Music

o Music of the people.

o Children’s songs, ballads, _____________l songs, and traditional songs.

o Helped many families cope and express themselves during the Great

Depression.

• Movie Scores

o Incorporates many____________. Whatever fits the mood of the film.

o Mainly used the symphonic orchestra in early films.

o Some theatres had live musicians play along with ___________ movies.

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Title

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February March






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Music Theory Quiz #6

Study Guide

1. Analyze chord progressions. Look at the root (bottom note of the chord) and find out

where that note fits into the scale. 1 4 2 5 The example below is in the key of C. The bottom note of the first chord is a C, therefore, the chord is called the 1 chord because it is built off of the first note of the scale. The same pattern goes for the remaining chords.

2. Write the correct counting under each rhythm. Pay attention to time signatures!

1 & 2 & 1 a 2 & These measures are in cut time. Every note value is half of what it normally is.

3.

4. Be able to listen to a piece of music from the early 20th century and decide if it is Concert Music, Broadway, Folk, or Movie Soundtrack. Support your answer with info from your Listening Log.

Know these words and suffixes issimo intensifier, a great degree of etto less con with tutti everyone performs ostinato a persistently repeated phrase round A phrase played, but with differing

entrance times.

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Warm-up Sheet April/May

Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Name__________________ Date____________

Jazz

I I woke up this morning

IV With an awful achy head

I I

IV I woke up this morning

IV With an awful achy head

I I

V I found I had hit the floor

IV After falling out ‘my bed

I I

Dates 1900-1970

Origins • Grew out of a blend of African-American music and _____________ traditions.

o Polyrhythms

o _____________

o Distinct form and structure

o Virtuosity

• Southern US

o ______________ had large population of African Americans as well as French.

o French brought _______technique, African Americans brought rhythm and

expression.

Ragtime • Scott Joplin-one of the most influential Ragtime composers

• Rags are typically piano compositions that:

o Are highly _____________

o Have a left hand part that alternates between bass notes and chords.

• How is this different than classical piano?__________________________________________

Blues • A type of American___________ Music

• Uses a specific structure called the ___________________ Blues

• Instrumental improvisation within this structure is prevalent.

• Usually trumpet, clarinet on top, and trombone below.

Big

Band

• Popularity of Blues led to the desire to expand the instrumentation and forms.

• Music was written out with optional solo sections in the middle.

• Typically uses Saxes, Clarinets, Trumpets, Trombones, and ________________ section.

• Helped promote the _______________ style

• Driven by the rhythm played on the ______________cymbal.

Later

Styles

• BeBop (1950’s and 1960’s)

o Focus on improvisation that pushes the limits of _______. Fast rhythms and

repeated patterns are frequently present.

o Popular artists include Dizzy Gillespie and Charlie Parker

• West Coast Jazz (1950’s and 1960’s)

o Small Group featuring one instrument per _________ color.

o Popular artists include Dave Brubeck and Gerry Mulligan

• Fusion

o Fuses jazz improvisation with _______ instruments and rock rhythms

o Popular artists include John Coltrane and Miles Davis

• These styles eventually led to the Rhythm and Blues Style which evolved into _____________

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Listening Examples

Title

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April/May






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Name_____________________________________________________ Date________

Music Theory Study Guide #7 Level 3

1. Analyze the chord progressions below by writing the correct number of each chord

underneath it. Pay attention to the key signatures and inversions!

6 2 7 3

2.

3. You are going to hear a piece of popular music. In the space below, fill out as much detail as you can about the piece using as much musical vocabulary as possible. In the last box, give your overall opinion of the piece using examples from the music to support your answer.

Match the word to the correct Definition cantabile In a singing manner legato In a smooth and connected style rubato Expressive and rhythmic freedom maestoso Majestically dolce Sweetly

Musical Critique Melody

a successive line of single pitches perceived as a prominent musical thought

Harmony

the effect of two or more different pitches sounding at the same time

Rhythm

durations of sounds and silences

Expression

Elements in music like dynamics, style, articulation

Form the organization of a musical composition

Timbre (tone color) – the unique sound of each voice or instrument

Tempo the speed at which a piece of music performed

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Warm-up Sheet

May/June

Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Date__________

Date__________

Date__________

Date__________

Date__________

Date__________

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Name_____________________________ Grade________________ Date_____________ Listening Log

History of Rock music 1950’s

• History: Cultures collide! Jazz, Blues, Folk, _______, and Rhythm and Blues all converge.

o The invention of the 45rpm record creates easy _______ to music.

o White teenagers begin listening to music traditionally liked by African-Americans.

o Invention of electric guitar, amps, and higher quality __________.

• Characteristics: Consists of simple chord progressions and melodies with an emphasis on love

songs.

o Frequent use of I, IV, V, and vi chords

• Artists: Elvis, Fats Domino, Jerry Lee Lewis, Little Richard, Buddy Holly.

• Hit Songs: First #1 hit was in __________: “Rock Around the Clock” by Bill Haley and the Comets.

o Jailhouse Rock-Elvis, Mack the Knife-Bobby Darin, Great Balls of Fire-Jerry Lee Lewis

1960’s • History: Folk revival, Korean War, Vietnam, Civil Rights movement, Hippie culture, Space Race,

Kennedy Assassination, appearance of _________, MoTown, invention of TV.

• Characteristics: A variety of styles emerge that fit different tastes: Folk, surfer music,

bubblegum music, hard rock, and girl groups.

o Song topics include political statements and _________ ___________

• Artists: Bob Dylan, The Beatles, Jimmie Hendrix, The Shangri-Las, Beach Boys, Supremes, Rolling

Stones, Pink Floyd.

• Hit Songs:____________-Beatles, Satisfaction-Rolling Stones, Let’s Twist Again-Chubby Checker,

Penny Lane-Beatles, Sound of Silence-Simon and Garfunkel, Daydream Believer-Monkees

1970’s • History: FM Radio, 8-Track, and ___________ tapes are used to listen to music, Vietnam, Beatles

break up

• Characteristics:______________ gradually enter the scene.

o New styles emerge: disco, funk, glitter rock, punk, rap, reggae, soft rock

o Performing in arenas become trendy

• Artists: Elton John, Fleetwood Mac, Queen, Bruce Springsteen, Eagles, Black Sabbath, Bee Gees

• Hit Songs: Stayin’ Alive-Bee Gees, Let it Be-Beatles, YMCA-Village People, American Pie-Don

Maclean, I Will Survive-Gloria Gaynor, Goodbye Yellow Brick Road-Elton John

1980’s

• History: Iran Contra, Gulf War Begins, AIDS epidemic, ________ revolution begins, Challenger

explodes, John Lennon Killed, MTV launched

• Characteristics: _______ ____________ shape the way songs are written and recorded

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o New styles emerge: heavy metal, rap, hip-hop, synth-pop.

• Artists: Michael Jackson, Madonna, U2, Bruce Springsteen, Whitney Houston, AC/DC, The Police,

Prince, David Bowie, Wham, Billy Joel, Bangles, Journey

• Hit Songs: Another Brick in the Wall-Pink Floyd, _________-Michael Jackson, Billy Jean-Michael

Jackson, Like a Prayer-Madonna, Eye of the Tiger-Survivor, I Wanna Dance With Somebody-

Whitney Houston, Another Day in Paradise-Genesis, Footloose, Kenny Loggins.

1990’s • History: Gulf War, Clinton Scandal, _________ ________ dies in accident, cell phones more

accessible, Soviet Union collapses, Internet thrives, invention of compact disc.

• Characteristics:______________ music is popular (ironic?). Bands rebel against big record

companies and work for independent or small labels.

o Jam Bands like Grateful Dead combine improvisation and rock styles.

o Electronic music leads to development of techno-synthesized drum beats

o Advent of the _____ _________

o Music is easy to distribute through the internet and also create electronically.

o Country-Western pop gains popularity

• Artists: ___________, Tori Amos, Smashing Pumpkins, Sheryl Crow, Alanis Morissette, U2, Eric

Clapton, Pearl Jam, Backstreet Boys, N’Sync, Ricky Martin, Meatloaf, Bon Jovi, The Cranberries

• Hit Songs: My Heart Will Go On-Celine Dion, Vogue-Madonna, Gangster’s Paradise-Coolio, Don’t

Wanna Miss a Thing-Aerosmith, Sheryl Crow-All I Wanna Do, Garth Brooks, Shania Twain

2000’s-Present

• History: 9/11 attacks, War in Iraq and Afghanistan, Barack Obama elected President, Global

Warming, Economy recession, ________ _________become more frequent, invention of i-pod

and i-tunes.

• Characteristics: I-tune and stations like Pandora give people access to any style of music and any

song at any moment.

o This has led to ___________ of many styles as well as revivals of old styles.

o Electronic music and home-made music is more popular because the creation of music

is more accessible thanks to apps like GarageBand and __________.

o Currently, a folk revival is happening through artists like Mumford and Sons, the Avett

Brothers, and the_____________________________.

• Artists: Pink, Bruno Mars, Lumineers, Adele, Justin Bieber, Jay-Z, Usher, _____________, Jason

Mraz, Katie Perry, Kelly Clarkson, Rihanna, Justin Timberlake, Lil Wayne, Maroon 5, Coldplay.

• Hit Songs: Just the Way You Are-Bruno Mars, Firework-Katie Perry, Clocks-Coldplay, Baby, Baby,

Baby-Justin Bieber, Ho Hey-Lumineers, Rolling in the Deep-Adele, I Will Wait-Mumford and Sons

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April/May






Month

_____________ S M T W Th F S Total

Minutes

Week 1

Week 2

Week 3

Week 4

Week 5


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1 2 3 4 Comments








Tempo/Rhythm-





TOTAL SCORE

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Composition

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The Composition Process

1. Decide on the Style of your piece. What is your inspiration? a. Nature b. Personal event c. Sound/melody you discovered while messing around/improvising d. History e. Other

2. Create melodies a. Brainstorm by improvising b. Play familiar pieces and create variations c. Improvise using a scale (major/minor)

3. Edit melodies a. Does you melody flow the way you want it to? b. Are all of the notes correct according to what you heard in your head?

4. Lay out form a. What order would you like your melodies/phrases to appear? b. Make sure song builds to climax in middle or end. c. Repetition is a good thing. (AABA, or ABACABA…repeat a section at

least once)

5. Create harmonies and percussion parts to fit in a. These should complement your melodies and blend in. b. They should also match the chosen style.

6. Edit piece a. Do any measures still not sound quite right? b. Do you like the form the way it is? c. Do you like the balance between instruments?

7. Play through piece 8. Edit 9. Rehearse and polish 10. Perform for audience. Acknowledge criticism and praise through reflection.

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What Makes a Good Composition??

1. Melody

a. Keep it simple (we should be able to hum it back)

b. Give it a definite shape

i. Ascending and Descending

ii. Descending and Ascending

iii. Ramp

c. Use large leaps sparingly, stick with notes that are 2nds and 3rds.

d. This melody is not interesting because it lacks shape and has no peak

2. Harmony

a. Use chord progressions that emphasize the Primary Triads of the

key

b. The melody notes should mostly fall within the given chord.

3. Form

a. Layout out the piece in a specific order.

b. Repeat ideas to create importance

c. Popular forms are:

i. ABA

ii. ABBA

iii. ABCABA

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Popular Composition Strategies

Below are some simple ways to take your melodic/harmonic ideas and make them more interesting. These have been used since Bach and are still used by famous bands today!

• Augmentation- take your original note values and make them twice as long (slower).

• Diminution - take your original note values and make them half the value (faster).

• Inversion- Flipping the direction of the notes. Instead of going up a third, go down a third. Music should be a mirror image. High notes are now low notes.

• Retrograde- take your melody and write it backwards.

• Accumulation- Start with one note then add one note at a time starting at the beginning of your pattern with each added note. 1, 12, 124, 1246, 12467…

• Transposition- Write your melody in a different key signature. You need to know the scale that goes with that key first.

• Embellishment-Keep the same melody but make it more complex. Add in extra notes in between the original notes.

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Music Glossary 8va: perform written music an octave higher A Tempo - a return to the preceding tempo a2: previously split parts begin playing unison Accelerando-a gradual increase in tempo Accent - stronger emphasis on the beginning of a note; play attack one dynamic level louder. Accidental – A sharp, flat or natural sign that is not in the signature. Adagio - slow; mm=60-80 Air Speed: the rate at which the air moves Air Stream- a current of moving air Air Volume: the quantity of moving air Allegro - quick and lively; mm=120-144 Andante - medium/walking pace; mm=75-105 Anthem: a song of allegiance or loyalty Arpeggio – notes of a chord played one at time Arrangement: adapting or changing an original work Articulation - the manner in which notes are attacked, sustained, and released Asymmetrical Meters - meters that have beat units of unequal durations Attack: how a note is started

Balance – the way in which each part, performer, or section maintains its relative importance

within the context of the piece being performed Band – an ensemble consisting of wind and percussion instruments Bar line- a line that separates the staff into measures. Barrel: the part of the clarinet that connects the mouthpiece to the first joint

Bass Clef (F Clef) – ? - a symbol at the beginning of the staff defining the pitch of the notes

with F being located on the fourth line of the staff. Beat – the underlying pulse in music Bell: the end of the instrument that flares out and amplifies the sound Bell: the end of the instrument where sound exits and is amplified Bells/Glockenspiel: a mallet instrument with metal bars played with metal or hard plastic mallets Binary – Two part musical form; A – B Blues: an American genre of popular music, developed from African American field hollers, work songs, and spirituals, characterized by a 12-measure harmonic structure often expressing frustration, sadness, or longing Brass: instruments made of metal that require buzzing into a mouthpiece and use valves or slides to change notes Breath mark - ‘, directs the performer to take a breath or lift the bow Buzz: the rapid movement of the lips to produce sound Caesura - a cessation of time Cantabile – in a singing manner Ceremonial: observances and procedures performed during formal and solemn occasions

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Choir – an ensemble consisting of vocalists Chord – three or more notes sounding at the same time Chromatic Scale – a scale consisting of 12 ascending or descending half steps Circle of 5ths – The circular, clockwise arrangement of the twelve keys in an order of ascending fifths. Coda - an end of a musical work Common Time - C - 4 beats per measure; quarter notes receives one beat Composition: the craft of creating original music Compound Meters - Meters that have 6, 9 or 12 as their top number, each beat is divided into 3 equal sub-beats. Con - with Conductor – the leader of an ensemble Consonant – pleasant sounding, not requiring further resolution Crescendo - gradually get louder; cresc.; < Cut Time/Alla Breve - 2/2, 2 beats per measure; half notes receives one beat D.C. al Coda: return to beginning of song, play until you see to coda, then go to the coda D.C. al Fine: return to beginning and then play until you see fine. D.S. al Fine: go back to the sign and then play until you see fine. D.S. al Coda: go back to the sign, then play until you see to coda, then go to the coda. Da Capo - from the beginning Dal Segno - from the sign Decrescendo - gradually get softer; decresc.; > Diminuendo - gradually get softer; dim.; > Dissonant - relatively unpleasant sounding, usually requiring resolution divisi – the division of a section into two or more parts Dolce – sweetly Double bar line- indicates the end of a piece. Double Reed: a pair of joint reeds that vibrate together to produce sound on instruments such as the oboe and bassoon Drum head: the membrane that is stretched over the drum frame Duet – two musicians performing a featured selection Dynamics - The varying degrees of loudness and softness within a musical composition Embouchure: the use of facial muscles and the shaping and placing of the lips to the mouthpiece of a wind instrument Enharmonic Tones – notes that sound the same but are written differently. For example; C sharp and D flat. Ensemble – a group of musicians performing together Etto - suffix; less Expressive Elements – dynamics, style, articulation Fermata – Sustain a note beyond its written value, typically twice its value or until released by the conductor. Fine - the end Flat – A symbol indicating the note is to be lowered by one half-step.

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Form – the organization of a musical composition Forte – loud; f Fortissimo - very loud; ff Frame/Shell: the cylinder over which the head is stretched Half Step (semitone) – the closest pitch above or below any given pitch on a keyboard Harmony – the effect of two or more different pitches sounding at the same time Improvisation: the craft of creating original music in real time Interpretation - how a musical work is performed in relation to its style Interval - The distance between any two pitches Intonation – the correct pitches performed in tune Intonation – The degree of accuracy with which pitches are produced. Issimo - suffix; intensifier, a greater degree of Key Signatures – a series of sharps or flats, shown after the clef and before the time signature, which indicates the basic scale and tonality of the piece. Largo-very slow; mm=41-60 Ledger lines – Lines above or below the staff allowing for the extension of notes beyond the written staff. Legato - in a smooth and connected style Ligature : a clamp that attaches the reed to the mouthpiece Loco: return to written pitch, usually following a passage played an octave higher or lower Lyre: a stand that attaches to an instrument to hold music Lyrical : a piece of music that expresses deep personal emotions Maestoso-majestically Major – a triad made up of the following characteristics: Lower 3rd is major, upper 3rd in minor Major Scale – A scale comprised of the intervals whole step, whole step, half step, whole step, whole step, whole step, half step. Marcato - heavily stressed and marked; play one dynamic level louder and in a detached style. March : music with a steady beat in 2/4, 4/4, or 6/8 time, suitable for a parade or procession Marimba: a large mallet instrument with wooden bars played with yarn mallets Match grip: when the drumsticks are held the same way in each hand with palms facing down Measure – The unit of measure where the beats on the lines of the staff are divided up into two, three or four beats to a measure, or the distance between two bar lines. Melody – a successive line of single pitches perceived as a prominent musical thought made up of line, range, and contour Meno - less MezzoForte - moderately loud; mf MezzoPiano - moderately soft; mp Minor – a triad made up of the following characteristics: Lower 3rd minor, upper 3rd major Moderato - moderate speed; mm=85-10 Molto - much; very Mosso - motion; movement

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Moto - motion; movement Mouthpiece: part of a musical instrument placed in or against the mouth Mute: an apparatus placed in the bell to dampen the sound or change the timbre Natural – a symbol that cancels previous accidentals and represents the unaltered pitch of a note Natural Minor Scale – A scale compromised of the intervals whole step, half step, whole step, whole step, half step, whole step, whole step Octave – distance between a pitch and the next highest or lowest pitch with the same name One-measure Repeat Sign: indicates to repeat the previous measure and then move onto the next Ostinato – a persistently repeated phrase. Percussion Clef (Neutral Clef No-pitch Clef): indicates that the lines and spaces on the staff do not designate specific pitches Percussion: instruments in which sound is produced by striking one object against another. Phrase - a basic unit of musical thought; much like a sentence Pianissimo - very soft; pp Piano – soft; p Pitch – the highness or lowness of a sound. Piu - more Poco - little Presto - very quick; mm=140-170 Programmatic: music that is intended to represent images, ideas, or events Quartet – four musicians performing a featured selection Rallentando - a gradual slowing in tempo Reed: a thin piece of wood or cane that attaches to a woodwind mouthpiece in order to create vibrations Release: how a note is ended Repertoire – a body of works that a musician or ensemble has in readiness to perform at a given time Rests – silence that is of equal value to the corresponding note values. Rhythm - durations of sounds and silences Rim: a hoop or ring used to hold a drum head against the frame/shell Ritardando - a gradual slowing in tempo Ritual : a religious or solemn ceremony with a prescribed order Rondo – A musical form where the principal theme is repeated several times: ABACAD Round – A composition in which the same melody is started at different times and sounded together. Rubato – expressive and rhythmic freedom Scale – an ordered collection of pitches Sforzando - a sudden, strong attack Sharp – A symbol indicating the note is to be raised by one half-step.

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Simple Meters - Meters that have 2, 3 or 4 as their top number, each beat is divided into 2 equal sub-beats. Slide: the part of the trombone that is extended and retracted to change pitch Slur - a curved lived connecting notes of different pitches indicating a smooth, connected style. Snares: wires or cords stretched across the bottom of the drum Soli – one section performing a featured selection Solo – one musician performing a featured selection Spiritual : an original folk song of African American origin Spit Valve/Water Key: the opening in which accumulated liquid is released from the instrument Staccato - in a separated and detached style Staff – A series of five horizontal lines on and between which musical notes are written. string orchestra – an ensemble consisting of string instruments Strings: instruments in which sound is produced by the vibration of strings Style - the particular character of a musical work, a performance, or an historical period Subito - suddenly Suite: an instrumental piece that contains several shorter pieces Swing: a style of jazz made popular by big bands in the 1920s characterized as written eighth notes performed as a triplet with the first two notes tied together Symphonic orchestra – an ensemble consisting of string, wind and percussion instruments Syncopation – rhythmic effect which places emphasis on a weak or unaccented part of the measure. Tempo - the speed at which a piece of music performed Tenuto – sustain for full value Ternary – a three part music form (A-B-A) in which the first and third parts are musically identical, or very nearly so. Tie - a curved line connecting notes of the same pitch and combining the duration value of both pitches. Timbre (tone color) – the unique sound of each voice or instrument Time Signature – Appears at the beginning of a piece of music following the clef and key signature. The top number indicates the number of beats in each measure and the bottom number indicates what note gets one beat. Timpani : large tunable drums with single heads stretched over bowl-shaped shells Tone – A definitive sound of pitch. Tonguing: to separate or articulate notes by shutting off the air stream with the tongue Transposition: when the written pitch is at a consistent interval above or below sounding pitch

Treble Clef (G Clef) – & - a symbol at the beginning of the staff defining the pitch of the notes,

with G being located on the second line. Triad – a three note chord Trill – rapid alternation of a written note and the note above Trio – three musicians performing a featured selection Triplets – A group of two notes performed in the time normally occupied by two of the same type of notes. Tuning Slide: the part of the instrument that is manipulated in order to adjust the pitch Tutti – everyone performs

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Unison – everyone performs the same notes and rhythms Valve: the part of the instrument that is pressed to change pitches Vibraphone: a mallet instrument with metal bars that has a pedal and motor which allows notes to be sustained with vibrato Vibrato – a regular fluctuation of pitch and intensity Waltz: a dance in triple meter Whole Step – the combination of two half steps Whole, Half, Quarter Eighth and Sixteenth notes – values of note duration. Woodwinds: instruments in which the sound is produced by blowing across an aperture or by the vibration of a single or double reed. Xylophone: a mallet instrument with wooden or synthetic bars played with hard plastic or wooden mallets

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Rhythms

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Key Signatures

1. Key signatures come from scales. Look at the B-flat scale below.

2. How to figure our what key (or scale) a piece is based on:

Rather than writing B-flat and E-flat next to every note, the composer writes those two flats next to the clef so the player knows to play those notes flat each

time.

The B-flat scale contains two flats: B-flat and E-flat. If instruments are to play the correct fingerings, then the flat sign has to be placed in front of the notes.

For Sharps: • Look at the furthest sharp to the right. (C-sharp in this case) • Raise it one half step (C-sharp up a half step is D) • That is the key (or scale) the song is written in. • Half steps are what the chromatic scale is written in • The chromatic scale is: C C# D D# E F F# G G# A A# B C

For Flats: • Look at the second to last flat from the right. (Eb in this case) • That is the key (or scale) that the song is written in. • This means all E’s, B’s, and A’s need to be played with the

flatted fingering.

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The Circle of Fifths. 3. Scales are related to each other. For example, the C scale has no

sharps or flats, but the G major scale has only one sharp. G is the 5th note of the C scale. What is the 5th note of the G scale? D!! How many sharps does the D scale have? 2!! Notice the pattern?

4. The inside circle represents all of the Relative Minors for the major keys.

Order of Sharps: FCGDAEB (Five Cats Go Down An Escalator Backwards) Order of Flats :BEADGCF (it’s the order of sharps written backwards)

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