Y9 booklet unit 5
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Y9 booklet unit 5 Y9 booklet unit 5 Document Transcript

  • Biddulph High School Name _________________________ Music set _________________________ Form _________________________ Current level: ___________ Target level: ___________Dynamics, Drones and ChordsUnits 5, 6 and 7 Music Year 91
  • DynamicsWhat is this unit about? This unit is an introduction to dynamics and their associated Italian terms You will also use dynamics in improvisation and composition workWhere does it fit in? This unit builds on previous performance and composition work from units 3 and 4. You should be able to use knowledge gained from this unit to refine your performances and compositionsLearning objectives - What you will have learned by the end ofthis unit: Understand the use of dynamics in a range of music Understand dynamic markings in staff notation Analyse and evaluate the use of dynamics in music and film extracts Apply the use of dynamics to your performance and composition workLearning outcomes - What pieces of work you will produce to beassessed:You will be expected to… Add dynamics to a score Demonstrate the use of dynamics in a performance or composition2
  • What are dynamics?______________________________________________________________________________________________________________________________________________________Why are they used?______________________________________________________________________________________________________________________________________________________How are they written in music? Complete the tableVery softSoftQuite softQuite loudLoudVery loudGetting louderGetting softerAdd dynamics to a songListen to the song and write underneath the words at least 10 dynamic markings, accordingto how you think the song is performed. For instance, if you think the first line starts offloudly, you would write f under itThere are worse things I could doThan go with a boy or twoEven though the neighbourhoodThinks Im trashy and no goodI suppose it could be trueBut there are worse things I could do3
  • I could flirt with all the guysSmile at them and bat my eyesPress against them when we danceMake them think they stand a chanceThen refuse to see it throughThats a thing Id never doI could stay home every nightWait around for mister rightTake cold showers everydayAnd throw my life awayOn a dream that wont come trueI could hurt someone like meOut of spite or jealousyI dont steal and I dont lieBut I can feel and I can cryA fact Ill bet you never knewBut to cry in front of youThats the worst thing I could doWhat show is the song from?_________________________________________________________________________Why does this song use such a wide range of dynamics?_________________________________________________________________________Where are the loudest and quietest sections?__________________________________________________________________________4
  • Beethoven’s use of dynamics After listening to the music on the next page, list all the dynamics used and say what they mean______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What does using such a wide range of dynamics do to the music?______________________________________________________________________________________________________________________________________________________5
  • 6
  • Film extractsWrite how these extracts use dynamics to convey the drama/emotion/tension of what is onscreenExtract 1_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Extract 2_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Extract 3_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Composition taskMake up a short piece of music to match the next film extract. Use dynamics to increase thedrama, tension and emotions7
  • Assessment – circle your current level and your target in thenext levelLevel 4Your composition sometimes matches the action on screen. It makes simple use of dynamicsto portray the actionLevel 5Your composition matches the action on screen, making good use of dynamics to portray theactionLevel 6Your composition enhances the action on screen. Dynamics are used effectively throughoutLevel 7Your composition enhances all aspects of what is shown on screen. Dynamics are usedeffectively throughout and your music portrays all the drama, tension and emotion in theextractLevel 8As level 7, but with such obvious levels of skill and imagination that the piece and theperformance seem professional.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8
  • ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9
  • _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Key words and listening skills:Match each word to its meaning by drawing a lineForte (f) getting quieterPiano(p) very loudMezzo piano(mp) softMezzo forte(mf) getting louderFortissimo(ff) quite softPianissimo(pp) loudCrescendo very softDiminuendo quite loudI can: 1 2 3Identify dynamics used in musicuse Italian terms to describe dynamicsuse dynamics when performing1 – confidently 2 – fairly confidently 3 – not very well10
  • Listening BankCasey – There Are Worse Things I Can DoBeethoven – Pathétique sonata, 1st movementJohn Williams – Jaws, Jurassic Park, Minority ReportHomework and ResearchDescribe how a piece of music you have listened to recently uses dynamicsFurther thinkingWhich is more scary – very soft or very loud music?What other factors in music make it scary?Why doesn’t pop music make more use of dynamics?Do you use dynamics when you speak?11
  • Unit 6 - DronesWhat is this unit about? This unit is an introduction to drones and how they are used as basic harmony You will learn how to use drones in your composition workWhere does it fit in? This unit builds on previous composition work and should allow you to make basic harmony for your compositions, rather than using keyboard accompanimentsLearning objectives - What you will have learned by the end ofthis unit: Understand the meaning of the word drone Analyse how drones act as simple harmony in a range of music Use drones as the basis for a simple compositionLearning outcomes - What pieces of work you will produce to beassessed:You will be expected to… Compose a short piece which uses a drone and a pentatonic melody12
  • What is a drone? _____________________________________________________________________ _____________________________________________________________________ How many notes are usually in a drone? ____________________________________ Which notes of the scale are they? ________________________________________ What kind of music uses drones? _________________________________________ Label thisWhere you blow Where the melody is played One bass droneTwo tenor drones where the air is storedGive 2 reasons why having a bag is a good idea______________________________________________________________________________________________________________________________________________________13
  • Composition task Make up a drone pattern using F# and C# as low notes on the keyboard Add a melody above this, using only the black notes You can either do this as a partner activity, with one person playing the drone and the other doing the melody, or you can take turns with your partner and make up a solo: if so, your left hand should play the drone and your right hand should play the melody If you want more of a challenge, use a different key note. Your left hand should be notes 1 and 5 of the scale and your pentatonic melody should use notes 1,2,3,5 and 6 Scottish melodies often use a rhythm called a Scotch snap:F# C#Assessment – circle your current level and your target in thenext levelLevel 4You have composed a melody using a drone and pentatonic scale. Your piece is rather shortand doesn’t seem finished14
  • Level 5You have composed a melody using a drone and pentatonic scale. Your piece seemscomplete and satisfyingLevel 6You have completed a melody using a drone and pentatonic scale. Your piece has beenextended either by adding a middle section, lyrics or parts for extra instrumentsLevel 7You have completed a melody using a drone and pentatonic scale. Your piece has beenextended either by adding a middle section, lyrics or parts for extra instruments. Your pieceis imaginative and satisfyingLevel 8As level 7, but with such obvious levels of skill and imagination that the piece and theperformance seem professional.Key words and listening skills:Match each word to its meaning by drawing a lineDrone a scale which only uses 5 notesHarmony 2 notes played throughout a piece, acting as basic harmonyPentatonic chords and chord patterns which accompany a melody I can: 1 2 3 - Play a drone and a melody at the same time - Identify a drone in a piece of music1 – confidently 2 – fairly confidently 3 – not very well15
  • Listening BankTrad. – Achany GlenAfro-Celt Sound System – LaganAgnes Dickson – Walking SongPeatbog Fairies – Welcome to DunveganAnoushka Shankar – Rag DeshHomework and Research Find and listen to piece of music not in the listening bank which uses a droneMy piece is ______________________________________________________________ Work on your compositionFurther thinkingWhat is meant by the expression “droning on”?Why is a drone bee so called?Why are the 1st and 5th notes normally used for a drone? Why not the 1st and 3rd?What are the notes of the normal pentatonic scale if you start on C?16
  • Unit - Major and MinorWhat is this unit about? This unit is about major and minor chords and scales You will learn how to recognise, play and compose with these chords and scalesWhere does it fit in? This unit builds on work done in unit 6 – instead of playing a drone you will now use chords and chord patterns for your harmonyLearning objectives - What you will have learned by the end ofthis unit: Understand the difference between major and minor chords and scales Analyse the tonality of various musical extracts Perform a range of chords and scalesLearning outcomes - What pieces of work you will produce to beassessed:You will be expected to… Listen to chords and scales and decide whether they are major or minor Play various major and minor chords and scales Suggest suitable chords for a melody17
  • Presentation notes:Major Major chords and scales are often associated with ________________ Playing all the white notes going up from C to C on a piano will give you a C major _____________ Playing the notes C, E and G together (the 1st, 3rd and 5th notes of the scale) will give you a C major _____________Minor Minor chords and scales are often associated with ___________ Playing the notes C-D-Eb-F-G-Ab-B-C will give you a C major __________ – there are 2 notes which are different from the major scale – what are they? _______________ Playing the notes C, Eb and G together (the 1st, 3rd and 5th notes of the scale) will give you a C minor __________ – which note is different from the C major chord? ______18
  • C minor chord: C+Eb+G C major chord: C+E+GSemitone A semitone is the smallest gap between 2 notes on the piano It often sounds painful, sad or scary and was used as the motive for the Jaws themeTone A tone is a gap of 2 semitones It sounds more stable and happy than a semitoneTo help you to remember Major – wedding, Silent Night Minor – funeral, Walking Through The Air Semitone – Jaws Tone – Happy BirthdayPlay these chords: major or minor?___________________________________________________________________________19
  • Play these intervals: tone or semitone?___________________________________________________________________________ScalesPlay this - Is it a major or minor scale? __________________________________________Draw a ring around the 3rd and 4th notes and the 7th and 8th notes to show that they aresemitonesPlay the scale below – is it major or minor?Draw rings around notes next to each other that you think the semitones arePlay the following melody and choose a chord for each bar, choosing from C (C+E+G), F(F+A+C) or G (G+B+D).Chords___________________| ________________ | _________________ | ___________20
  • Listening test Listen to the following items and choose a suitable word or words from below:Major chord minor chord major scale minor scaleMajor arpeggio minor arpeggio tone semitone1 _____________ 2 ______________ 3 ______________ 4 _____________5 _____________ 6 ___________ 7 ____________ 8 _______________Assessment – circle your current level and your target in thenext levelLevel 4You know the difference between major and minor and tone and semitone. You can oftentell whether a piece of music is in a major or minor key. You can play some major and minorchords as well as tones and semitonesLevel 5You can tell by listening whether a piece is in a major or minor key and the differencebetween tones and semitones. You can work out and play any major or minor chord, tone orsemitoneLevel 6You can tell by listening whether a piece is in a major or minor key and the differencebetween tones and semitones. You can work out and play any major or minor chord, tone orsemitone. You can use this knowledge to suggest suitable chords for melodiesLevel 7You can tell by listening whether a piece is in a major or minor key and the differencebetween tones and semitones. You can work out and play any major or minor chord, tone orsemitone. You can use this knowledge to provide and write down chords and chord patternsfor melodies21
  • Level 8As level 7, but with such obvious levels of skill and imagination that the piece and theperformance seem professional.Key words and listening skills:Match each word to its meaning by drawing a lineMajor chords and scales the notes of a chord played one after the otherMinor chords and scales the notes used by a melody arranged in step orderscale any 2 or more different notes played togetherchord often associated with happinessarpeggio often associated with sadness I can: 1 2 3 - identify and play tones and semitones - identify and play major and minor chords - suggest suitable chords for melodies1 – confidently 2 – fairly confidently 3 – not very wellListening BankWagner – Wedding March from LohengrinChopin – Piano Sonata no. 2, 2nd movementJohn Williams – Jaws themeHill - Happy Birthday to YouBlake – Walking Through The AirHomework and ResearchName a song in your collection which is in a minor key___________________________________________________________________________22
  • Listen to Michelle and Yellow Submarine by the Beatles and decide which one is major___________________________________________________________________________Further thinkingIs major always happy? Can you think of a major piece which sounds sad or a happy minorpiece?What other factors make music sound happy or sad?Why are double basses used to play the Jaws theme?The Jaws theme is an example of a leitmotif – a theme associated with a character, place oridea. Can you think of another example of a leitmotif?Teacher’s comments:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________Targets for next time…_________________________________________________________________________________________________________________________________________________________________________________________________________23