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ELEMENTS OF MUSIC DURATION Beat Rhythm pattern Metre Tempo PICTCH Sounds get higher / sounds get lower melody DYNAMICS AND EXPRESSION relates to volume-crescendo, forte, piano, mezzo piano, pianissimo Fr 1 TIMBRE Relates to the unique quality of sounds that allows us to distinguish between them ( male voice versus female, clarinet versus trumpet ALSO CALLED TONE COLOUR HARMONY • The simultaneous sounding of two or more notes or pitches; • E.g. melodies with accompaniment two or more melodies sung or played together Free powerpoint template: www.brainybetty.com 3 TEXTURE The “thickness” or “thinness” of sound Soloist / duo / trio / quartet / orchestra Combining textures to create interest (rock band with lead singer and back-up vocals) FORM Relating to the structure of musical works or pieces such as: Binary AB-two contrasting sections Minuet-ABA in ¾ time with many repeats Verse & chorus Free powerpoint template: www.brainybetty.com 5 The Arts: Big Ideas 1. Creating and Presenting: apply the creative process (see pages 19– 22), to communicate feelings and ideas; Making, doing, performing, communicating 2. Reflecting, Responding, and Analysing: apply critical analysis (see pages 23–28) to communicate feelings/ideas/ understandings in response to the arts Thinking about/ responding to what you’ve seen/done 3. Exploring Forms and Cultural Contexts: demonstrate understanding of a variety of art forms and traditions, and their sociocultural and historical contexts. How the arts fit into our lives (now and in the past) Role of arts in other cultures 1. Creating and Presenting Create works of art to communicate meaning Use the arts to represent feelings, ideas in literature, etc. Actively engage in “doing” the arts 2. Reflecting, Responding, and Analysing Identify strengths, areas for improvement in their creations and performances Express personal responses to works of art Identify the techniques and concepts used in works of art Metacognition! 3. Exploring Forms and Cultural Contexts Identify the role of the arts in communities today and in the past Demonstrate awareness of art works and traditions of diverse times, places, communities FUNDAMENTAL CONCEPTS IN MUSIC Duration -Read -Identify -Perform -Compose Pitch -Read -Identify -Perform -Compose Dynamics/ Expression -Read -Identify -Perform -Compose Timbre -Read -Identify -Perform -Compose Texture/ Harmony -Read -Identify -Perform -Compose Form -Read -Identify -Perform -Compose 1 Fast/slow Rhythm vs. beat 2/4, 4/4 metre quarter-note eighth-note rhythmic ostinato high/low melodic shape so-la-mi loud/soft accent smooth/detached speech vs. sing body percussion classroom instruments “found sounds” Unison melodies call and response (echo) 2 Quarter-note eighth-note Half-note Whole note 2/4, 4/4 metre Do-re-mi-sola-do’ Melodic ostinato Crescendo Decrescendo Legato staccato Instrument families Classroom instruments Unison melody with accompaniment Bordun Phrase AB form Verse/chorus 3 Quarter-note eighth-note Half-note Whole note Dotted half note ¾ metre Do-re-mi-sola-do’ Low so, la, Melodic maps “piano” “forte| staccato/legato crescendo/diminuendo classify sounds by sound production (e.g., strumming, shaking, etc.) 2 part canon, partner songs ABA form