Download 2. Elements of Music - Expectations

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
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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
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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