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Elements of Music

Multi lesson elements of music prezzi
by

Tim Clay

on 2 October 2014

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Transcript of Elements of Music

Puzzle!
Lesson 1
The Storm
l.o. - To use TEMPO, TIMBRE and DYNAMICS to create a COMPOSITION
Activity 1
Teamwork
plts skills
THE ELEMENTS OF MUSIC
The Name Clap Game
Say your name as well as clapping each syllable

e.g. Mis - ter - Clay

The class will copy your name by clapping it together.
Activity 2
In your table groups:
COMPOSE a piece of music called 'THE STORM' using just your body.
Use elements TEMPO, TIMBRE and DYNAMICS to make your music interesting (use 1 (L4c), 2 (L4b) 3 (L4a) use own creative ideas (L5)

Beginning (small drops of rain)
Middle (Loud, fast, heavy rainfall, thunder
End (Skies clear, Bright sunshine, birds singing
TEMPO
TIMBRE
DYNAMICS
Lesson 2
The Saints,
the Chariots
and the Gates
l.o. - To understand the elements
TEXTURE + STRUCTURE through singing.
Starter
Oh when the saints
Go marching in
Oh when the saints go marching in
Oh Lord I want to be in that number
When the saints go marching in
Swing low, sweet chariot
Coming forth to carry me home
Swing low, sweet chariot
Coming forth to carry me home
I'm gonna sing sing sing
I'm gonna dance dance dance
I'm gonna sing, I'm gonna dance
Glory be
When those gates swing open wide
I'll be standing by your side
I'm gonna sing, I'm gonna dance
Glory be
How does the TEXTURE change throughout the piece?
Main Activity

You would not believe your eyes
If ten million fireflies
Lit up the world as I fell asleep
Cause they fill the open air
And leave teardrops everywhere
You'd think me rude, but I
Would just stand and stare.

I'd like to make myself believe
That planet Earth turns slowly.
It's hard to say that I'd
Rather stay awake when I'm asleep,
Cause everything is never as it seems.

Cause I'd get a thousand hugs
From ten thousand lightening bugs
As they tried to teach me how to dance.
A foxtrot above my head,
A sock-hop beneath my bed,
The disco ball is just hanging by a thread.

I'd like to make myself believe
That planet Earth turns slowly.
It's hard to say that I'd
Rather stay awake when I'm asleep,
Cause everything is never as it seems.
(When I fall asleep.)

Leave my door open just a crack.
(Please take me away from here.)
Cause I feel like such an insomniac.
(Please take me away from here.)
Why do I tire of counting sheep?
(Please take me away from here.)
When I'm far too tired to fall asleep

To ten million fireflies.
I'm weird, cause I hate goodbyes
I got misty eyes as they said farewell
But I'll know where several are
If my dreams get real bizarre
Cause I saved a few,
And I keep them in a jar.

I'd like to make myself believe
That planet Earth turns slowly.
It's hard to say that I'd
Rather stay awake when I'm asleep,
Cause everything is never as it seems.
(When I fall asleep.)

I'd like to make myself believe
That planet Earth turns slowly.
It's hard to say that I'd
Rather stay awake when I'm asleep
Because my dreams are bursting at the seams
Verse 1
Chorus
Verse 2
Verse 3
Verse 4
Chorus
Chorus
Chorus
Lesson 3
Duration, Pitch + Silence
l.o. - To understand the remaining elements
DURATION + PITCH + SILENCE through singing.
Oh the grand old duke of York

He had ten thousand men

He marched them UP to the top of the hill
then he marched them DOWN again

And when they were UP they were UP

And when they were DOWN they were DOWN

And when they were only halfway UP they were neither UP nor DOWN
1. Dynamic
2. Pitch
3. Tempo
4. Timbre
5. Structure
6. Duration
7. Texture
8. Silence
MUST: show a CLEAR change in SOME elements when performing (L3)
SHOULD: show a CLEAR change in ALL elements when performing (L3)
COULD: show a GRADUAL change in SOME elements when performing (L4)
Lesson 4
Graphic Score
l.o. To produce a graphic score for your own composition
must: use a symbol to
represent a sound l3
should: use a symbol to represent
a change in sound l4c
could: use a symbol to represent
a change in a particular element l4a
Starter
use anything in front of you and
compose 20 seconds of music to
represent this picture
Main
What symbols/shapes could we use
to represent sounds?
- You will recieve a picture.
- You must compose a piece of music to represent it.
- On the paper provided:

Draw a graphic score for your composition
idea:
choose table
as an example
must: use a symbol to
represent a sound (l3)
should: use a symbol to represent
a change in sound (l4c)
could: use a symbol to represent
a change in a particular element (l4a)
l.o. To produce a graphic score for your own composition
Lesson 6
Graphic Score
l.o. To produce a graphic score for your own composition
must: use a symbol to
represent a sound l3
should: use a symbol to represent
a change in sound l4c
could: use a symbol to represent
a change in a particular element l4a - l5
Each table may use:
1 keyboard (max- 2 performers)
3 percussion instruments
Composition Task
Compose 1 minute of music based on your picture
must: use a symbol to
represent a sound (l3)

should: use a symbol to represent
a change in sound (l4c)

could: use a symbol to represent
a change in a particular element (l4a - l5)
Name
Instrument
Lesson 5
Graphic Score
l.o. To interpret a graphic score
must: use a sound to match
a symbol l3
should: use a sound to represent a symbol
and explain HOW it matches l4c
could: use a change in sounds to repesent a change on the graphic score l4a - l5
Noughts and Crosses
Homework
hartshill website - Curriculum - Music - Extended learning
Due Date: (last week of term - December)
starter
Composition Task
Interpret your graphic
score by playing sounds to match it.
must: use a sound to match
a symbol l3
should: use a sound to represent a symbol
and explain HOW it matches l4c
could: use a change in sounds to repesent a change on the graphic score l4a - l5
Lesson 7
Notation
l.o. To learn what a crotchet, crotchet rest, minim and semibreve are through performance
must: know what each
word means l3
should: be able to
'prove' you know it l4c
could: compose different pieces showing
knowledge of each new terms l4a - l5
Noughts and Crosses
starter
Crotchets + Crotchet Rests
Main
Crotchet =
x
O
=
=
Crotchet Rest =
=
=
Minim =
Oooh
=
=
?
Semibreve =
Waaaaaay
=
=
?
Crotchet
Crotchet Rest
Minim
Semibreve
Lesson 8
Notation 2
l.o. To play a quaver, crotchet, crotchet rest, minim and semibreve.
must: know what each
word means l3
should: be able to
'prove' you know it l4c
could: perform different pieces showing
knowledge of each new terms l4a - l5
1 beat
2 beats
4 beats
1 beat of silence
Starter
New Symbol!
Quaver
1/2 beat
C
Lesson 10
The Stave
l.o. To understand the term 'stave' and how to use one
must: know what stave means l3
should: be able to
draw notes on a stave l4c-b
could: perform different melodies and
write them on the stave l4a - l5
Starter
G
F
E
D
C
G
F
E
D
C
F
E
D
G
F
CAN YOU FIGURE OUT THE TUNE?
Activity:

Play the melody on a keyboard. Try and figure out what melody it is. L3-4c,b

Once you have done this, write the notes on the stave. L4a-5c

EXT: can you write out the melody using the correct note lengths? L5-L6
FACE in the space
Every Good Boy Deserves Football
Lesson 9
The Stave
l.o. To know the different notes on the stave and prove it by playing some examples
must: know what stave means l3
should: be able to
draw notes on a stave l4c-b
could: perform different melodies and
write them on the stave l4a - l5
Starter
Richard Of Yorke Gave Battle In Vain
My Very Eager Mother Just Served Us Noodles

Value Xylophones Like Cows Dig Milk
What are these called? What is their purpose?
Do you know any more?
FACE in the space
Every Good Boy Deserves Football
Difficult
Main Activity
Figure out what note is what on your sheet and
write them underneath each note L4c

Try playing them on the keyboard L4b

Try playing it with just your right hand L4a

Try singing along with the melody as you play it L5c

Try playing it from MEMORY L5b
Treble Clef
ELEMENTS
What were the 3 elements that you found out about last lesson?

What did they each mean?

What examples can you give of each?
Texture is NOT the number of instruments

Test Yourself
THICK
or
THIN
Monophonic
Polyphonic
a single melody line
Multiple, different melody lines
examples?
Structure: The order of
a piece of music (e.g. Verse, Chorus)
V. The angel of the Lord declared unto Mary.
R. And she conceived by the power of Holy Spirit.

Hail Mary, full of grace, the Lord is with you. Blessed are you among women, and blessed is the fruit of your womb, Jesus.
Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death. Amen.
V. Behold the handmaid of the Lord.
R. Be it done unto me according to your Word.

Hail Mary, full of grace, the Lord is with you. Blessed are you among women, and blessed is the fruit of your womb, Jesus.
Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death. Amen.
V. And the Word was made flesh.
R. And dwelt among us.

Hail Mary, full of grace, the Lord is with you. Blessed are you among women, and blessed is the fruit of your womb, Jesus.
Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death. Amen.
V. Pray for us, O Holy Mother of God.
R. That we may be made worthy of the promises of Christ.

Let us pray: Pour forth, we beseech thee, O Lord, Thy grace into our hearts, that we to whom the incarnation of Christ Thy Son was made known by the message of an angel, may we by His Passion and Cross be brought to the glory of His resurrection; through the same Christ our Lord. Amen
Activity 1: Play your ‘rhythm’ on a xylophone or glockenspiel.

Use just 1 note (l3a)
Use 2 notes in any order you like (l4c)
Use 3 notes, but remember to keep to your ‘rhythm’ (L4a)

Use different notes but keep the same rhythm (L5)

When you are happy with your composition, write the names of the notes on each note of your rhythm
Guess who you are in 2 questions
Homework

Create a piece of art on an A4 piece of paper showing your mnemonic for EGBDF. Write your mnemonic in your planner now so you don't forget it"
Full transcript