MUSIC BOOK - Junta de Andalucía · -Secuencias AICLE de Música, elaboradas por Almudena Viéitez Roldán, perteneciente a las “Secuencias Didácticas AICLE” de la Junta de Andalucía

MUSIC BOOK

10 ESO

MU

SIC

Antonio Luis Peñas Chamorro

IES Az-Zait (Jaén)

El presente material se basa en los materiales siguientes:

- “Music Activity Book”, de Antonio Luis Peñas Chamorro, premiado por la Consejería de

Educación en la Convocatoria “Premios a materiales curriculares relacionados con el

fomento del plurilingüismo” del año 2008 (Orden de 7 de marzo de 2008 y Resolución de

27 de octubre de 2008. BOJA 28 de marzo de 2008 nº61 y BOJA 21 de noviembre de 2008

nº232, respectivamente).

- Secuencias AICLE de Música, elaboradas por Almudena Viéitez Roldán, perteneciente a

las “Secuencias Didácticas AICLE” de la Junta de Andalucía.

- Algunas de las imágenes usadas proceden de la web siguiente: CNICE Banco de imágenes

http://bancoimagenes.cnice.mec.es/

Se aconseja complementar este material con muchos de los recursos elaborados y/o

clasificados por María Jesús Camino Rentería en su web “Clase de Música 2.0”

http://www.mariajesusmusica.com/.

Muchas gracias, tanto a Almudena Viéitez Roldán como a María Jesús Camino Rentería,

por su fabuloso trabajo.

Antonio Luis Peñas Chamorro

IES Az-Zait (Jaén)

http://bancoimagenes.cnice.mec.es/

http://www.mariajesusmusica.com/

IES AZ-ZAIT MUSIC BOOK: UNIT 1

Antonio Luis Peñas Chamorro 1

Unit 1: SOUND

BASIC VOCABULARY:

English French English French

Sonido: Sound Son Altura: Pitch Hauteur

Ruido Noise Bruit Intensidad: Intensity Intensité

Vibración Vibration Vibration Duración: Duration Durée

Onda Wave Onde Timbre: Timbre Timbre

Oído: Ear/Hearing Oreille Agudo: High Aigü

Tímpano Eardrum Tympan Grave: Low Lent

Cerebro Brain Cerveau Fuerte: Loud Fort

Externo Outer Externe Débil: Soft Faible

Medio Middle Demi Largo: Long Long

Interno Inner Interne Corto: Short Court

Ordenado Tidy Ordonné Rápido Fast Rapide

Frecuencia Frequency Fréquence Umbral Threshold Seuil

Infrasonido Infrasound Infrason Contaminación acústica

Noise pollution Pollution sonore

Ultrasonido Ultrasound Ultrason Dañino Painful Nocif

Decibelio Decibel Décibel Dañar To damage/harm Nuire

1. VOCABULARY EXERCISES:

1. Link the words in Spanish with their translation in English:

Altura Eardrum Sonido Loud

Intensidad Duration Agudo Short

Duración Hearing Grave High

Timbre Brain Fuerte Sound

Oído Timbre Débil Long

Tímpano Pitch Largo Soft

Cerebro Intensity Corto Low



2. THE QUALITIES OF SOUND

El sonido tiene 4 cualidades: Altura (pitch), intensidad (intensity), duración (duration)

y timbre (timbre).

Cada cualidad distingue diferentes sonidos. La altura distingue sonidos agudos y

graves, la intensidad distingue sonidos fuertes y débiles, la duración distingue sonidos largos

y cortos, y el timbre identifica el origen del sonido (si es un instrumento, una voz, un ruido…).

Aquí lo tienes, en inglés, en la tabla siguiente:

PITCH High

DURATION Long

Low Short

INTENSITY Loud

TIMBRE Different voices

Soft Different instruments

2. Listen to the sounds. Identify the pitch, intensity, duration and timbre in the table below:

PITCH INTENSITY DURATION TIMBRE

Sound 1

Sound 2

Sound 3

Sound 4

Sound 5

Sound 6

Sound 7

Sound 8

Sound 9

Sound 10



Now it’s your turn!

3. Un alumno se dirigirá a uno de sus compañeros para decirle:

“Describe this sound”

Hará entonces un sonido con alguno de los instrumentos musicales del aula. Se responderá la

altura, intensidad, duración y timbre del sonido de la manera siguiente:

“The pitch is __________, the intensity is ____________, the duration is

_____________ and the timbre is ____________”

Si la respuesta es correcta, quien hizo el sonido dirá: “It is right”, y el alumno que ha

acertado, pasará a hacer el sonido siguiente. Si no acierta, se le dirá: “It is not right”, y se

preguntará a otra persona.

4. Sobre un sonido, se harán y responderán preguntas como las siguientes:

Tell me the pitch of the sound The sound is high/low.

Tell me the intensity of the sound? The sound is loud/soft.

Tell me the duration of the sound? The sound is long/short.

Tell me the timbre of the sound? The sound is a drum/xylophone…

Is this sound low and loud? The sound is low but it is not loud.

Is this sound short and high? The sound is high but it is not short.

5. Se emitirán 2 sonidos diferentes y se responderá a preguntas como las siguientes:

Which sound is high?

Se responderá de la manera siguiente:

The high sound is the sound number two.



6. Fill in the gaps with the words:

There are four qualities of sound: Short

Pitch, _________________, duration and ____________. Low

Pitch distinguishes high and ______________ sounds. Timbre

Intensity distinguishes ______________ and soft sounds. Instruments

Duration distinguishes long and ____________ sounds. Intensity

Timbre distinguishes _____________ and voices. Loud

A violin makes a ______________ sound. Loud

Our eardrum sends the wave information to our ____________ . Eardrum

A clock makes very ____________ sounds. Low

Drums make _____________ sounds. Long

In our hearing, the _____________ receives the sound. Soft

___________ is transmitted through air. Sound

A contrabass makes a ___________ sound. High

In class, students speak using ______________ sounds. Soft

The ending class bell makes a __________ and ___________ sound. Brain

Loud



3. PITCH

La altura del sonido depende de la frecuencia (número de oscilaciones por segundo),

que es una característica de las ondas que se mide en Hercios.

Como sabes, la altura distingue sonidos agudos y graves. Un sonido agudo tiene mucha

frecuencia (muchos hercios) y un sonido grave, poca frecuencia (pocos hercios). Pero ¡ojo! Si

el sonido tiene más de 20.000 Hz o menos de 20 Hz no lo podremos oír, porque serán

ultrasonidos (más de 20.000 Hz) o infrasonidos (menos de 20 Hz).

Muchos animales son capaces de percibir algunos infrasonidos y ultrasonidos.

Compruébalo en la tabla siguiente:

Animal Lower limit (Hz) Upper limit (Hz)

Human 20 20.000

Elephant 5 10.000

Cat 40 85.000

Dog 50 45.000

Bat 100 120.000

Dolphin 250 200.000

Now, read a similar text in English!

Pitch distinguishes high and low sounds. It is related to frequency, a scientific

concept that tells us the number of vibrations per second of a sound wave.

The unit for frequency is Hertz (Hz). A high sound has a lot of vibrations per second

(a lot of Hz), and a low sound has few vibrations per second (not many Hz).

The human hearing is limited (we cannot hear certain frequencies). We can hear from

20Hz to 20.000 Hz. Sounds with a frequency lower than 20 Hz are called infrasounds, and

sounds higher than 20.000 Hz are called ultrasounds.

Some animals can hear ultrasounds (for example bats) or infrasound (for example,

elephants). Also, natural things, like earthquakes, create ultrasounds.



7. Complete the sentences:

a) The sound quality that distinguishes high sounds from low sounds is called ………………

b) Humans cannot hear sounds of a frequency lower than ……………………… Hz and cannot

hear sounds of a frequency higher than …………………… Hz.

c) The frequency of a sound is the number of ……………………………………………………………………….

d) Some ………………………… can hear some infrasounds or ……………………… .

e) …………………… and …………………… can hear ultrasounds of 100.000 Hz.

f) Dog whistles emit ultrasounds higher than ………………… Hz and lower than ………………… Hz.

4. INTENSITY

La intensidad del sonido depende de la amplitud de las ondas. Se mide en decibelios.

Recuerda que la intensidad distingue sonidos fuertes y débiles. Un sonido fuerte

tendrá mucha amplitud (muchos decibelios) y uno débil, poca amplitud (pocos decibelios).

La intensidad mínima que percibimos es el umbral del sonido (0 dB). Los sonidos por

encima de 120 dB (umbral del dolor) y la exposición prolongada a sonidos fuertes (≥ 70 dB)

afectan a nuestro oído, causando efectos nocivos fisiológicos (disminución de la audición o,

incluso, sordera) y psicológicos (fatiga, estrés, insomnio…).

El exceso de ruido a nuestro alrededor se llama contaminación acústica.

Sound origin Intensity (dB)

Threshold of hearing

Breathing 10

Whisper/ Rustling leaves 20

Quiet rural area 30

Library/bird calls 40

Conversation at home 50

Conversation in restaurant 60

Vacuum cleaner/Freeway 70

Factory 80

Motorcycle 90

Jackhammer 100

Live rock music 110

Threshold of pain

Thunderclap 120

Jet airplane 150

Rocket 180



It’s time to read in English!

Intensity distinguishes loud and soft sounds. The unit for intensity is the decibel (dB).

The threshold of hearing (0 dB) is the minimum intensity human hearing can hear.

The threshold of pain begins with more than 120 decibels. Sounds louder than 120 dB are

painful for humans and a continuous exposure to loud sounds can damage the ear, causing

hearing loss and even deafness. Noise pollution is the excessive amount of noise around us. It

may harm humans and animals.

8. Are the following sentences about the text true or false? Correct the false ones:

a) Intensity distinguishes low and soft sounds.

b) The minimum sound intensity we can hear is the threshold of pain.

c) The threshold of pain begins with less than 100 dB.

d) The excessive amount of noise around us is called the sound pollution.

Review! 9. Answer the following questions:

Which are the sound qualities? _______________________________________

What sounds does pitch distinguish? ___________________________________

What sounds does intensity distinguish? ________________________________

What sounds does duration distinguish? _________________________________

What sounds does timbre distinguish? __________________________________

Which characteristic of the wave does pitch depend on? ____________________

Which characteristic of the wave does intensity depend on? _________________

What is the unit of frequency? _______________________________________

What is the unit of intensity? ________________________________________



10. Complete the following sentences using the comparatives and superlatives on the right:

The voice of a man is ____________ than the voice of a woman.

A contrabass makes the ______________ sound in the string family. Higher

The sound of a violin is _____________ than the sound of a contrabass. Lower

A very big drum makes a ____________ than a very small drum. Highest

The ___________ string instrument is the violin. Lowest

The voice of children is ___________ than the voice of adults.

The sound of my clock is ______________ than the sound of the bell ring. Louder

She has the ____________ voice, no one can listen to her. Softer

The ______________ noise I know is the one of a rocket. Loudest

The sound of a storm is ___________ than the sound of rain. Softest

11. Complete the following sentences:

We can not listen to infrasounds and ____________ . Pollution

A lot of noise is noise ____________ . Hertzs

A very loud sound has a lot of ____________ . Ultrasounds

A very high sound has a lot of ____________. Soft

A sound with few decibels is ____________ . Decibels

A sound with a lot of hertzs is ____________ . High



5. SOUND AND HEARING

Sound is produced by the

vibration of an object. This

vibration produces sound waves

that travel through air until our

ears.

In our hearing a small membrane

called eardrum receives the sound

waves and it transmits this

information to our brain.

Sound can travel through solids,

liquids and gases. It travels at 340

meters per second through air, but it goes faster through liquids and even faster through

solids, such as iron.

Sound is different to noise because sound waves are regular and tidy and noise waves are

irregular and untidy.

Our hearing has three parts:

- Outer ear: It receives the sound waves and carries them to the eardrum.

- Middle ear: It amplifies the sound waves and sends them to the inner ear.

- Inner ear: It changes the sound waves into nerve impulses and sends them to our brain.

Finally, our brain explains us what the sound is.

12. ¿Has comprendido el texto? Acaba de traducirlo:

El sonido se produce por la ____________ de un objeto. Esta vibración produce

_________ _________ que _________ a través del _________ hasta nuestro

_________.

En nuestro _________ una pequeña __________ llamada ___________ recibe las ondas

sonoras y ___________ esta información a nuestro __________.



El _________ puede viajar a través de _________, _________ y _________. Viaja a

340 ________ por _________ a través del _________, pero va ______ _________ a

través de __________ e incluso más rápido a través de _________, como el __________.

El sonido es diferente al __________ porque las ondas del sonido son _________ y

_________ y las ondas del _________ son _________ y _________.

Nuestro _________ tiene tres partes:

- ________ ________: Recibe las ondas sonoras y las lleva al _________.

- ________ ________: _________ las ondas sonoras y las lleva al oído _________ .

- ________ ________: Cambia las ondas sonoras a _______ _______ y las envía a

nuestro _______.

Finalmente, nuestro _________ nos explica qué es el sonido.

13. Complete the following text using the words below:

Brain 340 Noise

Air Faster Hearing

Solids Tidy Eardrum

Vibration Membrane Waves

Sound waves are produced by the _______________ of an object and travel through

___________ until our ears.

In our ____________, a small _____________ called _____________ receives the

sound waves and it transmits this information to our ____________.

Sound travels at ________ meters per second through air, but it goes ___________

through liquids and ___________ .

Sound is different to ___________ . Sound _____________ are regular and ________

and noise waves are irregular and untidy.



6. REVIEW

1. What are the qualities of sound?

2. What is the quality of sound that distinguishes high and low sound?

3. What is the quality of sound that distinguishes loud and soft sound?

4. What is the quality of sound that distinguishes long and short sound?

5. What is the quality of sound that distinguishes voices and instruments?

6. What is the unit of pitch?

7. What sound frequencies can we hear?

8. What do you call sounds higher than 20.000 Hz?



9. What do you call sounds lower than 20 Hz?

10. What is the unit of intensity?

11. What do you call the minimum intensity of sound we can hear?

12. What do you call the point where louder intensities can harm our hearing?

13. What do you call the excessive amount of noise around us?

14. How is sound produced?

15. What are the three parts in our hearing?

16. What is the name of the membrane that receives the sound waves in our ear?

17. In what part of our hearing is the eardrum?



18. Describe the pitch, intensity and duration of the following sounds:

Pitch:

Intensity:

Duration:

Pitch:

Intensity:

Duration:

Pitch:

Intensity:

Duration:

Pitch:

Intensity:

Duration:

Pitch:

Intensity:

Duration:

Pitch:

Intensity:

Duration:

19. Fill in the gaps with the words:

Low Silence Short Decibels Qualities Loud Pollution Soft

Pitch Intensity Instruments Sound High Ultrasounds Hertzs Timbre

There are four ___________ of sound: Pitch, _____________, duration and

___________ . _________ distinguishes high and ___________ sounds. Intensity

distinguishes _________ and soft sounds. Duration distinguishes long and _______ sounds.

Timbre distinguishes ___________ and voices.

We can’t listen to infrasounds and _____________. When there is no sound and no

noise, there is ____________. When there is a lot of noise, there is noise ___________.

A very loud sound has a lot of ___________. A very high ___________ has too many

________. A sound with few decibels is ________ , and with a lot of hertzs is ________.



7. NOTES READING.

Read the notes in the following staffs. You only have the first five notes:

Now read the following staffs. We will add some new notes.



8. MAKING MUSIC.

LULLABY

LULLABY

Hush-a bye, don’t you cry

Go to sleep, little baby.

When you wake you shall have

All the pretty little horses.

Black and bays, dapples and grays,

Coach and six-little horses.

Hush-a-bye, don’t you cry,

Go to sleep-y, little baby.



Unit 2: DURATION, TEMPO AND DYNAMIC

BASIC VOCABULARY:


Nota o figura: Note Note Compás: Time signature/Bar

Mesure

Silencio: Rest Silence Puntillo: Dot Point

Redonda: Whole note Ronde Ligadura: Tie Liaison

Blanca: Half note Blanche Dinámica o matiz:

Dynamic Intensité Negra: Quarter note Noire

Corchea: Eighth note Croche Durar To last Durer

Semicorchea: Sixteenth note Double croche Rápido: Fast Rapide

Pulso: Beat Temp Medio: Medium Moyen

Tiempo Beat/count Temp Lento: Slow Lent

Ritmo Rhythm Rythme Fuerte: Loud Fort

Cabeza: Head Tête Suave: Soft Doux

Plica: Stem Queue Línea de compás

Bar-line Barre de mesure

Corchete: Flag Crochet Valer To be worth Valoir




1. Link the words in Spanish with their translation in English:

Redonda Eighth note Nota/Figura Time signature

Blanca Head Valer Dynamic

Negra Half note Silencio Note

Corchea Stem Compás Dot

Semicorchea Beat Durar Rhythm

Pulso Whole note Puntillo Rest

Cabeza Sixteenth note Ligadura Tie

Plica Flag Ritmo To last

Corchete Quarter note Dinámica To be worth

Lento Fast

Medio Loud

Rápido Soft

Fuerte Medium

Suave Slow

2. NOTE VALUES:

Music is a temporal art – it is not static, it happens in time. The sounds of a melody

follow rhythm, related to the beat of the song. Different symbols are used to represent the

rhythm.

The duration of a sound is measured in “counts” or “beats”. Different note values are

used to show how long each musical sound lasts. Each note value is worth a specific number of

counts (four, two, one…).



Aquí tienes las figuras musicales, su nombre en inglés y la duración de cada una. No

olvides que en castellano utilizas: Redonda, blanca, negra, corchea y semicorchea.

Igualmente, las partes de las figuras son

cabeza, plica y corchete.

Observa cómo se dice en inglés.

Las equivalencias entre las figuras son las siguientes:



2. How many counts are worth the following notes?

a) One half note is worth ............. counts.

b) Two whole notes are worth .......... counts.

c) Four quarter notes are worth .............. ................

d) A half and a quarter note are ................. ................... .....................

e) Two half notes ............... .................. ................ ................

f) Four eighth notes and a half note .............. ................ .............. ...............

3. Fill in the gaps and draw the equivalent notes::

4. Write the notes that are worth the same as the following ones:

a) Two half notes are worth the same as…

b) Four quarter notes are worth the same as…

c) Eight quarter notes are worth the same as…

d) Four half notes are worth the same as…

e) Two eighth notes and a quarter note are worth the same as...



3. RESTS:

These are the rests symbols, from the biggest value to the smallest value.

5. Complete the chart below with the symbol, the values and the missing names:



6. Change the notes into the equivalent rests in the second staff:



4. TIME SIGNATURES:

When you listen to music, you can hear a regular beat. Beats are organized in groups of

the same number, called bars. The first beat of a bar is always louder than the others. If the

loud beat comes every 3 beats, the music has three beats in every bar.

In written music, bars are separated by bar-lines. At the end of the composition, a

double bar-line is used to show the end.

There is always a time signature at the beginning of the piece. It goes to the right of

the clef. It’s written using two numbers.



Los compases simples se nombran de la manera siguiente en castellano e inglés:

COMPÁS TIME SIGNATURE

@ “2 por 4” “Two four time”

# “3 por 4” “Three four time”

$ “4 por 4” “Four four time”

Por lo tanto, una canción que está “en 2 por 4”, en inglés se diría “in two four time”, o

simplemente “in two four”.

A continuación tienes ejemplos de las figuras que caben en algunos compases:

7. Write down the bar-lines and the double bar-lines:



8. Add the time signature:

9. Add only one note value to complete each bar:

10. Complete the bars with note values and/or rests. Be careful! Some bars do not need any

more notes/rests.



5. TIED AND DOTTED NOTES:

La ligadura (tie) y el puntillo (dot) son signos de prolongación.

- Ligadura: Es una línea curva que une notas de igual sonido, sumándose las duraciones.

- Puntillo: Es un punto que, colocado a la derecha de la figura o silencio, aumenta la

mitad de la duración.

11. How many beats are worth the following tied notes? Write it below.



12. Which notes can be tied in the melody below?

13. Write the number of beats each note value or rest is worth:

W· = j= D = d = J =

14. Add dots where necessary to make complete bars.

15. Add bars to the following rhythms:



16. Write the complete duration of the groups of notes and rests:

a) R q =

b) Q H E =

c) d q W· =

d) JH h =

e) E Q D =

f) W· Q n =

17. What are the lengths of the following dotted notes?

a) A dotted whole note is worth…

b) A dotted quarter note is worth…

c) Two dotted quarter notes are worth…

d) A dotted half note and a quarter note are worth…

6. TEMPO AND DYNAMIC:

El tempo indica la velocidad de la música. Se indica con los términos italianos

siguientes: Presto o Vivace (muy rápido), Allegro (rápido), Andante o Moderato (tranquilo),

Adagio (lento) y Largo (muy lento).

Los cambios en el tempo se indican con los términos siguientes: Accelerando (cada vez

más rápido) y Ritardando (cada vez más lento).

El tempo se puede medir en pulsaciones por minuto, usando un metrónomo.

18. Join with arrows the Italian words related to tempo and dynamic with their meaning in

English:

TEMPO

Largo Fast DYNAMIC

Adagio Getting faster pp Medium loud

Andante Getting slower p Very loud

Allegro Free tempo mp Soft

Presto – Vivace Medium slow mf Loud

Accelerando Very fast f Medium soft

Ritardando Very slow ff Very soft

Rubato Slow



19. Fill in the gaps with the words beside:

The speed of a song is the _________________. Adagio

When the tempo is presto, the song is _________________. Vivace

When the song is slow, the tempo is _____________. Tempo

When the tempo is largo, the song is _____________. Very fast

When a song is very fast, the tempo is ___________ or _____________. Very slow

When the song is medium slow, the tempo is ____________. Andante

Presto

When a song gets faster, the tempo is _______________. Accelerando

When a song has free tempo, the tempo is __________________. Ritardando

When a song gets slower, the tempo is ________________. Rubato

La dinámica o matiz indica la intensidad o volumen de la música. Se indica con los

términos italianos siguientes, de mayor a menor intensidad: Fortísimo (ff), Forte (f),

Mezzoforte (mf), Mezzopiano (mp), Piano (p) y Pianísimo (pp).

Los cambios de dinámica se indican con los términos Crescendo (cada vez más fuerte) y

Diminuendo (cada vez más suave).

20. Fill in the gaps with the words beside:

The intensity of a song is the ________________. f

When a song is very soft, the dynamic is __________. pp

When the dynamic is ff, the song is ____________. Soft

When the song is loud, the dynamic is ________. mp

When the song is __________, the dynamic is p. Very loud

When the song is medium soft, the dynamic is _____________. Dynamic



7. MAKING MUSIC:

SILENT NIGHT

SILENT NIGHT

Silent night, holy night

All is calm, all is bright

Round yon Virgin Mother and Child

Holy Infant so tender and mild

Sleep in heavenly peace

Sleep in heavenly peace

Silent night, holy night!

Shepherds quake at the sight

Glories stream from heaven afar

Heavenly hosts sing Alleluia!

Christ, the Saviour is born

Christ, the Saviour is born

Silent night, holy night

Son of God, love's pure light

Radiant beams from Thy holy face

With the dawn of redeeming grace

Jesus, Lord, at Thy birth

Jesus, Lord, at Thy birth



Unit 3: INSTRUMENTS AND VOICES

STRINGS WOODWIND

BOWED STRING BEVELED EDGE

Violín Violin Violon Flautín Piccolo Piccolo

Viola Viola Viole Flauta dulce Recorder Flûte à bec

Violonchelo Cello Violoncelle Flauta travesera

Transverse flute Flûte traversière

Contrabajo Contrabass Contrebasse SIMPLE EDGE

PLUCKED STRING Clarinete Clarinet Clarinette

Arpa Harp Harpe Clarinete bajo Bass clarinet Clarinette basse

Guitarra Guitar Guitare Saxofón Saxophone Saxophone

Clave Harpsichord Clavecin DOUBLE EDGE

STRUCK STRING Oboe Oboe Hautbois

Piano Piano Piano Corno inglés English horn Cor anglais

Fagot Bassoon Fagot

PERCUSSION Contrafagot Contrabassoon Conrebasse

PITCHED

Xilófono Xylophone Xylophone BRASS

Marimba Marimba Marimba Trompeta Trumpet Trompette

Metalófono Metallophone Metalophone Trompa French Horn Cor

Vibráfono Vibraphone Vibraphone Trombón Trombone Trombone

Campanas tubulares

Tubular bells Cloches tubulaire

Tuba Tuba Tuba

Timbal Kettledrum Timbale

UNPITCHED VOICES

Caja Snare drum Caisson FEMALE

Bombo Bass drum Grosse caisse Soprano Soprano Soprano

Platillo Cymbal Cymbales Mezzosoprano Mezzo-soprano Mezzo Soprano

Triángulo Triangle Triangle Contralto Contralto Contralto

MALE

Tenor Tenor Ténor

Barítono Baritone Baryton

Bajo Bass Basse




1. Link the words in Spanish with their translations in English:

Voz Soprano Cuerdas Contrabass

Soprano Tenor Violín Harp

Mezzosoprano Voice Viola Cello

Contralto Bass Violonchelo Piano

Tenor Baritone Contrabajo Strings

Barítono Mezzosoprano Arpa Guitar

Bajo Contralto Guitarra Violin

Clave Viola

Viento madera Saxophone Piano Harpsichord

Flauta travesera Clarinet

Clarinete Woodwind Viento metal Trumpet

Oboe Transverse flute Trompeta Tuba

Saxofón Bassoon Trompa Brass

Fagot Oboe Trombón French horn

Tuba Trombone

Percusión Xylophone

Timbal Percussion

Platillo Bass drum

Caja Tubular bells

Bombo Cymbal

Xilófono Snare drum

Triángulo Kettledrum

Campanas tubulares Triangle



2. THE STRING SECTION

2. Write the name of the following string instruments in English:

3. Now, identify the string instruments you are listening to:

a) d) g) j)

b) e) h) k)

c) f) i) l)



4. Are these sentences false or true? Correct the false ones:

5. Answer the following questions about the bowed string instruments:

a) What are the bowed string instruments, from the highest to the lowest?

b) What is the biggest bowed string instrument?

c) How many strings do the bowed string instruments have?

d) What bowed string instrument uses the biggest bow?

e) What is the name of playing a bowed instrument with fingers?



6. Here is some information about the violin, but there are some words missing. Fill in the

gaps with the words on the right:

7. Answer the following questions about plucked and struck string instruments:

a) How many pedals does a harp have?

b) How many positions do the pedals of a harp have?

c) What is the most typical effect of harps?

d) How many keyboards does a harpsichord have?

e) How many strings does a guitar have?

f) How can you pluck the strings of a guitar?

g) How many keys does a piano have?



3. THE WOODWIND SECTION

8. Write the name of the following woodwind instruments in English:



9. Now, identify the woodwind instruments you are listening to. It is easy, they are only

transverse flute, clarinet, oboe, saxophone and bassoon:

a) d) g) j)

b) e) h) k)

c) f) i) l)



10. Identify the instruments. You will listen to string and woodwind families.

a) d) g) j)

b) e) h) k)

c) f) i) l)

11. Now you will only listen to saxophones. Identify the variety of saxophone (soprano, alto,

tenor and baritone).

a) d) g)

b) e) h)

c) f) i)

12. And finally, you will listen to all the woodwind instruments in turns, including every variety

(piccolo, recorder, bass clarinet, English horn and contrabassoon).

a) d) g) j)

b) e) h) k)

c) f) i) l)

m) p) s) w)

n) q) t) x)

o) r) u) y)

13. Answer the following questions:

a) What is the highest instrument of the orchestra?

b) What is the name of the low clarinet?

c) What is the biggest woodwind instrument?

d) What is the name of the low oboe?

e) What are the four main types of saxophone?



4. THE BRASS SECTION

14. Write the name of the following brass instruments in English:

15. Identify the brass instruments. You will only listen to the essential ones: trumpet, French

horn, trombone and tuba.

a) d) g) j)

b) e) h) k)

c) f) i) l)

Look at the different parts of this instrument.



16. Now you will listen to brass and woodwind instruments. Try it!

a) d) g) j)

b) e) h) k)

c) f) i) l)


a) What materials brass instruments are made of?

b) What are the parts of the brass instruments?

c) How sound is produced in the brass instruments?

d) What do the musicians use to make the brass instruments sound softer?

e) What brass instrument can make glissandos?

f) How many positions does a trombone have?

g) What brass instrument has the biggest mute?



5. THE PERCUSSION SECTION

18. Write the name of the following percussion instruments in English:



19. Listen and identify the percussion instruments:

a) d) g) j)

b) e) h) k)

c) f) i) l)

20. Classify the following instruments using both languages (Spanish and English).

Spanish English

Guitar

Tuba

Xylophone

Oboe

Viola

French horn

Bass drum

Piano

Cymbals

Transverse flute

21. Danza de las hachas (Manuel de Falla).

Listen and identify the families or instrument in each fragment. It’s very easy, there is only

string, woodwind, brass and guitar.

1. 5. 9. 13.

2. 6. 10. 14.

3. 7. 11. 15.

4. 8. 12. 16.



6. LAYOUT OF THE ORCHESTRA

20. Complete the following text:



21. Now, fill in this blank plan of an orchestra. Write the name of the instruments in the

appropriate place, following the directions given in the text above. To help you, each family of

instruments is coloured:

7. MODERN MUSICAL INSTRUMENTS CLASSIFICATION

In the modern musical instruments classification, there are five groups:

a) Chordophones: The produce sound vibrating strings. Example: Violin.

b) Aerophones: They produce sound vibrating a column of air. Example: Trumpet.

c) Idiophones: They produce sound vibrating themselves. Example: Xylophone.

d) Membranophones: They produce sound vibrating a membrane. Example: Drum.

e) Electrophones: They produce sound by electronic means. Example: Electric guitar.


22. Guess the musical instrument!

The teacher will think about a musical instrument. You will ask about some information

about it, for example, the family, pitch, size…

If you guess it, it will be your turn!



23. Classify the following instruments using the traditional and the modern classification.

Traditional Modern

Trumpet

Harpsichord

Contrabassoon

Triangle

Clarinet

Piccolo

Trombone

Gong

English horn

Electric guitar

Cello

24. Young person’s guide to the orchestra (Benjamin Britten)

Identify the families in the first 6 fragments (Bowed, woodwind, brass, percussion or tutti).

Write the soloist instrument in the rest.

Families Soloist instruments

1. 7. 12. 17.

2. 8. 13. 18. (2 instruments)

3. 9. 14.

4. 10. 15.

5. 11. 16.

6.

25. Write the instrument you will listen to. They belong to all the families.

a) f) k) p)

b) g) l) q)

c) h) m) r)

d) i) n) s)

e) j) o) t)



8. INSTRUMENTAL ENSEMBLES

BIG ENSEMBLES:

a) Symphony orchestra: Large instrumental ensemble that contains sections of strings,

woodwind, brass and percussion. It may have around 80 musicians.

b) Chamber orchestra: Small orchestra with 20-25 musicians.

c) String orchestra: Only bowed instruments ensemble with 20-25 musicians.

d) Band: Music ensemble that contains sections of woodwind, brass and percussion.

e) Big band: Jazz instruments ensemble with 15-20 musicians. It contains a rhythm

section (contrabass, piano, drum set and guitar), a woodwind section (saxophones,

clarinets and flutes) and a brass section (trumpets and trombones).

CHAMBER MUSIC ENSEMBLES:

a) String quartet: It contains 2 violins, a viola and a cello.

b) Wind quintet: It contains transverse flute, clarinet, oboe, bassoon and French horn.

c) Other ensembles: Duets, trios, other quartets and quintets, sextets...

26. Listen to the songs and identify the instrumental ensemble (Symphony orchestra, string orchestra, band or chamber ensemble).

1. 4. 7.

2. 5. 8.

3. 6.

27. Identify the following instrumental ensembles:

a) There are four bowed instrument but there is not a contrabass:

b) It is a lot of instruments of all families:

c) A piano, a flute and a violin are playing:

d) Less than 30 instruments of all families:

e) Piano, drum set, contrabass and guitar play with a group of wind instruments:

f) In this ensemble there are four woodwind instrument and a brass one:

g) Group of less than 30 bowed instruments:

h) There are woodwind, brass and percussion instruments, but not strings at all:



9. VOICES

These are the different female and

male human voices, from the highest to the

lowest.

Remember that we can compare them

using the comparatives:

_er than: Más _ que (example: higher than).

_est: El/La más _ (example: the highest).


a) What is the highest female voice?

b) What is the lowest male voice?

c) What is the intermediate female voice?

d) What is the highest male voice?

e) What is the intermediate male voice?

f) What is the lowest female voice?

g) What is the highest voice?

h) What is the lowest voice?

29. Identify the voices (Soprano – Mezzo-soprano – Contralto // Tenor – Baritone - Bass).

1. 4. 7.

2. 5. 8.

3. 6. 9.

30. Listen to the following musical samples and write the main instrument or the main voice.

1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19. (Two instruments)

5. 10. 15.



31. Fill in the blanks with the voices on the right:

The highest female voice is ______________ .

The lowest male voice is _______________ . Soprano

The highest male voice is ____________ . Mezzo-soprano

The intermediate female voice is _____________ . Contralto

The intermediate male voice is _____________ .

The ______________ female voice is higher than mezzo-soprano. Tenor

The highest voice is ___________ . Baritone

The ______________ male voice is lower than baritone. Bass

The lowest voice is __________ .

32. Complete the following table while listening to the voice examples. Be careful! May be

your will listen to a “countertenor” (“contratenor” in Spanish) voice (higher than tenor male

voice).

FEMALE/MALE HIGH/INTERMEDIATE/LOW VOICE

SONG 1

SONG 2

SONG 3

SONG 4

SONG 5

SONG 6

SONG 7



Unit 4: MELODY BASIC VOCABULARY:


Pentagrama: Staff/Stave Portée Primero/a First Premier

Clave: Clef Clef Segundo/a Second Second

Clave de Sol

Tremble clef/G clef

Clé de sol Tercero/a Third Troisième

Clave de Fa Bass clef/F cleff

Clé de fa Cuarto/a Fouth Quatrième

Clave de Do C clef Clé de do Quinto/a Fifth Cinquième

Líneas adicionales:

Ledger lines Lignes additionnelles

Sexto/a Sixth Sixième

Latino/a Latin Latin Séptimo/a Seventh Septième

Notación Notation Notation Octava Octave Octave

Sistema System Système Teclado Keyboard Clavier

Distancia Distance Distance Tecla Key Touche

Tono: Tone/Step Ton Escala Scale Gamme

Semitono: Semitone/Half step

Demi ton Mayor Major Majeur

Intervalo: Interval Intervalle Menor Minor Mineur

Melódico Melodic Mélodique Subir To raise Élever

Armónico Harmonic Harmonique Bajar To lower Descendre

Alteración Accidental Accidentel Grado tonal Tonal degree

Degrè tonal

Símbolo Symbol Symbole Tónica Tonic Tonique

Modificar To modify Modifier Dominante Dominant Dominant

Sostenido: Sharp Soutenu Subdominante Subdominant Sous-dominante

Bemol: Flat Bemol Acorde Chord Accord

Enarmónico Enharmonic Inharmonieux Clasificar To classify Classer




1. Link the words and notes in Spanish with their translation in English:

Pentagrama Staff/stave Escala Sharp

Clave Clef Tono Tone/Step

Líneas adicionales Notation Semitono Flat

Intervalo Interval Sostenido Semitone/Half step

Notación Ledger lines Bemol Scale

Do A Tecla Chord

Re G Mayor Minor

Mi D Menor Key

Fa B Acorde Keyboard

Sol F Octava Major

La C Alteración Octave

Si E Teclado Accidental

2. Write the following words in their right place:

Note Flat G Clef Sharp Staff Ledger lines F Clef



2. NOTES READING

En este tema vamos a usar la notación musical latina (Do, Re, Mi, Fa, Sol, La y Si), y la

notación musical inglesa (A, B, C, D, E, F and G). A continuación tienes la equivalencia:

LATIN NOTATION SYSTEM DO RE MI FA SOL LA SI

ENGLISH NOTATION SYSTEM C D E F G A B

Si te fijas bien, verás que hay un truco para memorizar las notas en el pentagrama

usando la notación inglesa: Puedes formar una palabra (las notas en los espacios) o una frase

(las notas en las líneas).



3. We will make a review of the notes we already know.

4. We only need to learn three new notes.



5. Complete and read the following story:

6. Write the names of the notes below.

Use the Latin notation system in the 1º staff and English notation in the 2º staff.


7. Seguro que todos sabéis la escala musical en sentido ascendente ¿verdad? Pero… ¿y en

sentido descendente? (Do – Si – La – Sol – Fa – Mi – Re – Do). Vamos a hacer un juego: Por

turnos, cada alumno dirá una nota de la escala musical siguiendo un pulso determinado (que

hará con las claves un alumno o el profesor). Quien se equivoque, empezará de nuevo.

¿Y si empleamos la notación inglesa?



8. Write the G-Clef and the names of the notes. Use Latin notation.

9. Write the G-Clef and the notes.

10. Listen and fill in the gaps:



3. NOTES DISTANCES

A continuación tienes la escala musical. Como ves, cuando hay escalones grandes, hay un

tono de distancia entre las notas (tone or step). En cambio, cuando hay escalones pequeños

(entre Mi – Fa y Si – Do), sólo hay un semitono de distancia (semitone or half step).



12. Write the distance (steps and half steps) in the following intervals:

________ ________ ________ ________

4. INTERVALS

Para clasificar un intervalo, lo primero es contar las notas de la manera siguiente:

Ahora verás ejemplos de intervalos de 1ª (primera), 2ª (segunda), 3ª (tercera), 4ª (cuarta),

5ª (quinta), 6ª (sexta), 7ª (séptima) y 8ª (octava), nombrados en inglés:

11. Indica la numeración de los intervalos siguientes:

______ ______ ______ ______ ______ ______



Además de indicar la numeración y la distancia entre las notas de un intervalo, podemos

clasificar los intervalos de varias formas:

a) Melódicos: Intervalos en los que primero se emite una nota, y luego otra.

b) Armónicos: Intervalos en los que las 2 notas se emiten a la vez, por lo que se escriben

en el pentagrama una encima de la otra.

c) Ascendentes: La primera nota es más grave que la segunda.

d) Descendentes: La primera nota es más aguda que la segunda.

13. Classify the following intervals:

Numeration Distance Melodic/Harmonic Ascending/Descending

First Interval

Second Interval

Third Interval

Fourth Interval

14. Classify the following intervals:

Numeration Distance Melodic/Harmonic Ascending/Descending

First Interval

Second Interval

Third Interval

Fourth Interval



5. ACCIDENTALS

ALTERACIONES:

- Sostenido (#): Aumenta la altura de la nota un semitono.

- Bemol (b): Disminuye la altura de la nota un semitono.

- Becuadro ( ): Anula el efecto de otras alteraciones.





The location of the notes on a keyboard with the Latin notation is as follows:

Reb Mib Solb Lab Sib Reb Mib Solb

Do# Re# Fa# Sol# La# Do# Re# Fa#

DO RE MI FA SOL LA SI DO RE MI FA SOL

15. Write the two names of every black key on the following keyboard:

16. Complete the following sentences:

17. Write the enharmonic note of these notes:

a) Sol # = b) Mi b = c) Si # = d) Re b =

e) Fa = f) Do # = g) Re # = h) La b =

i) Si = j) Mi b = k) Si # = l) Re b =



18. Draw the following notes on the staff:

19. Write the enharmonic note of these notes:

a) Fa #= b) Sol b = c) Fa b = d) Si b =

e) Mi # = f) Do = g) Mi = h) Do b =

20. Circle the highest note in each pair:

21. Write notes one semitone lower.



22. Write notes one tone higher.

23. Is the distance between the following pairs a tone or a semitone?

6. SCALES

24. Here is a scale. Write the distances between the notes (tone or semitone). The first one

has been made for you.

Las escalas más importantes son las mayores y las menores. Las mayores suenan alegres, y

las menores, tristes. En una escala, las notas se llaman grados (I, II, III, IV…).

En una escala mayor, hay una distancia de un semitono entre los grados III-IV y VII-

VIII, y una distancia de un tono entre los demás.



Major scale of C:

25. Write on the staff the Major scale of F:

26. Write on the staff the Major scale of G:



En una escala menor, hay una distancia de un semitono entre los grados II-III y V-VI

y una distancia de un tono entre los demás.

ESCALA DE LA MENOR:

27. Write on the staff the minor scale of D:

El conjunto de alteraciones de una escala se llama “armadura”. La armadura se escribe

al principio de todos los pentagramas, a continuación de la clave.

Algunos grados de la escala son más importantes que los demás. Se llaman “Los grados

tonales”, y tienen nombres específicos: I: Tónica. V: Dominante. IV: Subdominante.

28 Write the tonal degrees in the following scales:

TONIC DOMINANT SUBDOMINANT

C Major:

F Major:

D Major:

G Major:



Los acordes son varias notas que se emiten al mismo tiempo, y que sirven para

acompañar la música. Se construyen superponiendo intervalos de 3ª sobre una nota base,

llamada fundamental, que es la que da nombre al acorde.

Una canción se acompaña usando, principalmente, los acordes sobre los grados

tonales de su escala (tónica, dominante y subdominante).

29. Write the following chords:

C G D E F B

30. Write the major scale of D and write its main chords.

31. Write the major scale of G and write its main chords.



7. MAKING MUSIC:

Every night in my dreams

I see you, I feel you,

That is how I know you go on

Far across the distance

And spaces between us

You have come to show you go on

Near, far, wherever you are

I believe that the heart does go on

Once more you open the door

And you’re here in my heart

And my heart will go on and on

Love can touch us one time

And last for a lifetime

And never let go till were gone

Love was when I loved you

One true time I hold to

In my life well always go on

Near, far, wherever you are

I believe that the heart does go on

Once more you open the door

And you’re here in my heart


You’re here, there’s nothing I fear,

And I know that my heart will go on

Well stay forever this way

You are safe in my heart


Documents

MUSIC BOOK - Junta de Andalucía · -Secuencias AICLE de Música, elaboradas por Almudena Viéitez Roldán, perteneciente a las “Secuencias Didácticas AICLE” de la Junta de Andalucía