1

ASHFIELD B OYS H IGH SCHOOL

MUSIC DEPARTMENT Name:

YEAR 7
STUDENT WORKBOOK

Contents
Page

A.
B.
C.
D.
1.

2.

Contents / Class Rules

Why do we study Music at School?

Unit Outcomes

The Fundamentals of Music

Sound is

1.1.
1.2.
1.3.
1.4.

6
7
8
9

The Nature of Music

Soundscapes
Listening: The Typewriter Song
Additional Listening

The Qualities of Sound & Graphic

Notation
2.1. How Sounds are Made

2.2. The Four Qualities of Sound

2.3. Listening: In The Hall of The
Mountain King

3.

2.4.
2.5.
2.6.
2.7.
2.8.

Listening: Jaws
Graphic Notation
Inventing Your Own Notation
Graphic Notation Scores
You too can be a Film Composer

About Duration

10
10
11
12
13
14
15
16
19
20

3.1. Beat
3.2. Metre
3.3. Time Signatures & Conducting

20
21

3.4. Rhythmic Patterns

3.5. Rhythm Find-a-word

23
25

Patterns

22

Complete
Date

Page

4.
5.

6.
7.
8.

The Drums

26

4.1. The Drum Kit

26
27

Musical Notation

5.1.
5.2.
5.3.
5.4.

Glossary of Terms

27
28
30
32
33

Websites

34

Homework

36

8.1.
8.2.
8.3.
8.4.
8.5.
8.6.

37
38
39
40
42

Musical Notation
Writing Notes Correctly
Piano Man
Pitch find-a-word

Soundscape
Environmental Sounds
Research Activity: The Beatles
Sound Qualities Revision
Research: Edvard Grieg
Internet Research: John
Williams

43

8.7. You Set The Scene

8.8. Rhythm Activities 1
8.9. Notation Activities
8.10. Rhythm Activities 2
8.11. Pitch and Rhythm Crossword
8.12. Additional Homework
Manuscript Paper

44
45
46
47
48
49
54

Lined Paper

58

9.
10.

Classroom Rules

Complete
Date

Why do we study Music at School?

1 Because it is a requirement of the Board of

Studies.
The board of studies is the organisation,
which determines what will be taught in
schools. All students study music (as well as
art, languages, personal development, etc.) in
year 7 and 8 as a requirement of the School
Certificate.
2 Because every school has a responsibility to
present as wide a range of subjects as
possible.
One of the most important aspects of your
education at school is to get experience in a
wide range of subject areas so that later on
when choices are made, they can be informed
and responsible choices that relate to your
interests, talents and future vocation.
3 You may have musical talent that you don't
even realise.
Everyone has talents of some sort whether
they be sporting, academic, musical or
otherwise. School is the where you find out
what your talents are and develop them. Even
if you are not musically talented, everyone
has the ability to develop some skills and
abilities related to music to some degree.
4 Because music allows you to tap into your
creative potential.
Every individual has the ability and need to
be creative in some way - in other words
everyone wants the ability to create
something that is entirely unique and
meaningful to them. You can tap into your
creative side by creating your own musical
composition, for example using only a
minimum of musical skills. Whatever you
come up with, all possibilities will be
acceptable. Music is one of the only subjects
in which this can be achieved. In most
academic subjects there is only one right
answer, in music there are many right
answers to the same question.

5 Because music helps you to understand

yourself better as a person.

Every person is capable of experiencing and
expressing many different types of emotion sadness, joy, excitement, anger, fear,
romance, love, peace, etc. Music has
traditionally been one of ways in which
emotions are expressed and it can be very
powerful in this regard. Music has the ability
to make you want to get up and dance, to
calm you down, to excite you or to even
make you cry. Music can also manipulate
you to want to buy a product that you
wouldn't necessarily buy at other times. lt is
important for you to realise exactly how
music does this.
6 Music is an important way of
communicating without using words.
Many things cannot be expressed fully using
words. Music uses purely sound to express
an emotion or to portray an idea. Because of
this, music can mean different things to
different people. It is important to understand
some of the many ways in which music can
do this by studying the ways in which
composers manipulate the materials of
music. In this way, you can offer an
EDUCATED opinion of the music that you
are hearing by using correct musical words to
describe it.
7 Music is one of the best ways in which to
use your leisure time.
Many people gain a lot of enjoyment from
playing a musical instrument. If you are good
you could join a band and even make money
if you have talent. The amount of leisure
time is increasing every day and it is
important that we learn to use it effectively.
8 Music may also be helpful in your
employment prospects.
If you gain musicals skills while at school
and become proficient on a instrument, it
could lead to any of the following jobs:
Classical or rock musician, sound engineer or
technician, piano tuner, music journalist or
music teacher.

Unit Outcomes!
On the completion of this unit you will be able to

q Perform rhythm patterns

q Identify and distinguish between different sounds
q Read and interpret graphic and traditional music notation
q Perform a variety of different songs on different instruments
q Compose and perform your own piece of modern music
q Discuss and understand the basic elements of music:Pitch, Volume, Duration, Timbre and Texture
q Understand the different ways sounds are created
q Listen more carefully and selectively to music
q Identify different instruments used in music
q Notate and perform the bass line of a song
q Create your own type of musical notation
q Conduct in different time signatures
q Set words to your own rhythm
q Identify parts of the drum kit
q Analyse the lyrics of a song
q Play a rock beat on drums

q Improvise music
q Sing songs

The Fundamentals of Music

Everything you need to know to get you through Year 7 musicand beyond!
NOTE VALUES
Note

NOTE NAMES

English
Name

American
Name

Value

Rest

Semibreve

whole note

4 beats

Minim

half note

2 beats

Crotchet

quarter note

1 beat

Quaver

eighth note

beat

Semiquaver

sixteenth
note

beat

DYNAMIC MARKINGS
f

loud

soft

mf

moderately loud

mp

moderately soft

ff

very loud

pp

very soft

getting louder

getting softer

TIME SIGNATURES
o

Quadruple metre 4 beats in a bar

Triple metre 3 beats in a bar

Duple metre 2 beats in a bar

WORDS USED TO DESCRIBE THE QUALITIES OF MUSIC

Pitch

high, medium, low, rising, falling,

same pitch, different pitch

Timbre

bright, dull, mellow, scratchy, metallic,

sharp, nasally, warm, tone colour

Duration

short, medium, long

Texture

Thick, thin, full, empty, busy, sparse

Volume

loud, moderate, soft, increasing,

decreasing

Tempo

Fast, slow, getting faster, getting

slower

Unit 1:

The Nature of Music

Sound is

Discuss these different styles of music.

ROCK & ROLL
FOLK
RAP

AFRICAN

MUSICAL
CLASSICAL

HEAVY ROCK

MARCHING

COUNTRY
CHINESE

BALLET MUSIC

ABORIGINAL

OPERA

TECHNO

FLAMENCO

FILM MUSIC

LATIN AMERICAN

DISCO

A number of short examples will be played to you. See if you can identify the type of music
in each case. Also mention whether you like or dislike the style of music, giving a short
reason for your answer. Pick some of your answers from the box above.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

STYLE OF MUSIC

Like
(
)

Dislike
(
)

REASON

Sound is _____________________________________________
Discuss these three
concepts and develop
a definition for each.

Noise is _____________________________________________
Music is _____________________________________________

Soundscapes
Sounds are all around us. They can be

Human
environmental

mechanical
or

MUSICAL.

A SOUNDSCAPE is

Listen in silence for ONE

Minute and write down EVERY
sound that you hear.

Soundscape

[______________]
(hh-mm-dd-mm-yy)

Label each of your sounds

above as:-

Hu ma n

Musical

Environmental

Mechanical

Think of five more examples for each of the different categories:HUMAN

MUSICAL

ENVIRONMENTAL

MECHANICAL

Hom ew ork Soundscape Due: ______________

The Typewriter Song

Leroy Anderson

8
The American composer Leroy Anderson (1908-75) wrote many
entertaining orchestral pieces that are full of tuneful melodies and good
humour. One such piece, The Typewriter Song, uses a most
unconventional ni strument: an old office typewriter. The composer makes
use of the various sounds of the typewriter, including the clicking of the
keys, the ringing of the bell and the rough sound of the returning carriage,
to create an interesting and witty composition.

1 This piece has THREE sections. Are any of these repeated?

YES

NO

2 Give reasons for your choice in Question 1. __________________________________

______________________________________________________________________

3 What is the TEMPO (speed) of the music?

FAST

SLOW

VERY SLOW

VERY FAST

4 Why do you think the composer chosen this particular speed? ____________________
______________________________________________________________________

5 What is the VOLUME of the music?

VERY SOFT

SOFT

VERY LOUD

MODERATE

6 Does the volume change at any time? If so, when? _____________________________

______________________________________________________________________

7 Describe each of the following elements heard in each of these sections:SECTION A

SECTION B

VOLUME

DURATION

8 Describe SECTION A when it is heard again. _________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Additional Listening: _________________________

Hom ew ork Environmental Sounds Due: ______________

10

Unit 2:

The Qualities of Sound & Graphic Notation

How Sounds are Made

The information written above can be demonstrated on a double bass or bass guitar.
Vibrations can be set up in five different ways. These are by:
Provide examples
1. Hitting
2. Blowing
3. Scraping
4. Plucking
5. Electronic

means

For each of the instruments below, state how each is made to

vibrate to produce a sound.

a) ______________

d) ______________

b) ______________

c) ______________

e) ______________

11

The Four Qualities of Sound

Sounds have only four main qualities.

Homework: Sound Qualities Revision

Due: ______________

Listen to the following set of sounds and explain how they differ each time.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

The proper musical terms used for the four sound qualities heard above are:-

Pitch

Volume

The highness or lowness of a

sound or note.

The loudness or softness of a

sound.

Fast vibration = high pitch

Slow vibration = low pitch

Large vibration = loud volume

Small vibration = soft volume

Duration

Timbre

The length of a sound.

(Pronounced tamber.)
The tone colour of a sound. This
can be described as the
brightness or darkness of a
sound.

Depends on how long the object

or instrument is allowed to
vibrate for.

Music Vocabulary
When you are describing the qualities of music, use the following words:PITCH

high, medium, low, rising, falling, same pitch, different pitch

DURATION

short, medium, long

VOLUME

loud, moderate, soft, increasing, decreasing

TIMBRE

bright, dull, mellow, scratchy, metallic, sharp, nasally, warm

12

In The Hall of the Mountain King

Homework: Research Activity: Edvard Grieg
Due: ______________

Listen to this piece and answer the questions below.

1. Describe how the composer depicts the following ideas in
this piece.
a) A chase: _____________________________________

Edvard Grieg
This piece of music is
from the Peer Gynt Suite
written by the nineteenth
century composer
Edvard Grieg. Much of
Griegs music is based
on Norwegian folk songs
and folk dances.

_____________________________________________

The story

_____________________________________________

In 1867 the Norwegian

playwright Henrik Ibsen
used the music of this
suite for his play Peer
Gynt. The play tells the
story of a vain and rather
untruthful young man,
Peer Gynt, who lives life
for fun. He goes in
search of his fortune and
along the way enjoys
many wild adventures
involving him in several
lucky escapes.

_____________________________________________
b) An increasing number of trolls: ___________________
_____________________________________________
_____________________________________________
_____________________________________________
c) The collapse of the cave: ________________________
_____________________________________________
_____________________________________________
_____________________________________________
2. Listen again to In the Hall of the Mountain King and notice
how important variation is in the piece. Complete the table
below with words that describe the different qualities of
the music at the beginning and then at the end of the piece.
Two new qualities of sound are used here:
a) Texture: the thickness of the sound (depends on the
number of instruments being used); and
b) Tempo: the speed of the music.
Beginning
Pitch
Volume
Duration
Texture
Tempo

End

In this section of the

suite, Peer wanders high
into the mountains of
Norway. There he
discovers the cave that is
the home of the
Mountain King, the king
of the trolls. Peer
pretends to be a prince,
and the kings daughter,
who is very ugly, falls in
love with him. She
dances for him, and
when he laughs at her
dance and refuses to
marry her, the trolls
become angry. Peer has
to run for his life,
pursued by the trolls
who yell, Slay him!
Slay him!
He escapes from the
cave just as it collapses
on the pursuing trolls.

Jaws

13

John Williams

Homework: Internet Research: John Williams

Due: ______________

Choosing Sound Qualities for Mood

Composers often deliberately select the qualities of the sounds in their compositions so as to create a
mood or atmosphere. This is particularly the case with film and stage composers, whose music is very
important in highlighting the dramatic effect of a scene.

The American composer John Williams is one of the great writers of film music today. He
has written over 100 film scores and received many Academy Awards. His music is
colourful and imaginative and often as powerfully emotional as the visual scenes it
accompanies. His terrifying theme from Jaws (1975), a film about a giant, ferocious shark,
is a good example. Just the opening notes of this well known theme, heard each time the
shark attacks, are enough to send shivers down our spines. This is because the composer
has chosen his sound qualities so cleverly.
It would be wrong, however, to say that the frightening mood of the Jaws theme is due
completely to the sounds. The use of silence contributes enormously to the building of
tension and the expectation of disaster.
Silence can be an important element of music, as this piece shows. It would probably be
more correct to define music as sounds organised within silence.

Listening Guide

Which sound qualities are each of these words referring to?

a) low = ______________ b) short = ________________ c) gro wly = ______________

At the very start of the piece, the lurking presence of the shark is suggested by the two
low, short growly notes of different pitch that are heard in the following manner. (The
dots represent silence.)
1 1, 2 1, 2, 1 1, 2, 1, 2
After listening to the music, rewrite this pattern using your own type of graphic notation.

By organising the sounds in this hesitant manner, the composer cleverly creates an uneasy
and threatening mood, which grows in tension with the addition of each note. After the last
silence, the two notes are played repeatedly one after the other, halving in duration (another
word for duration:____________) to further raise the tension as the shark approaches.`
Name three things that happen in the music to suggest this build-up of tension?
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

14

Graphic Notation
Try and interpret the notation below on a variety of suitable instruments.

1.
2.
3.

4.

5.
Try your own example here:

15

Inventing Your Own Notation

Work out your own way of notating the following sounds.
For each example, name a suitable percussion instrument that
could accurately interpret your notation.
Perform each example with the instrument you have chosen.
DESCRIPTION
1. Four short
sounds

2. 1 long sound

3. 4 repeated
notes of the
same pitch
4. 1 sound that
gradually
becomes
louder
5. A sound that
begins loudly
and dies away
gradually
6. Two lowpitched sounds
followed by
two sounds
higher in pitch
7. A series of
sounds that
gradually rises
in pitch

NOTATION

What could some of

the problems of
writing down music
using graphic
notation?

INSTRUMENT

16

Graphic Notation Scores

17

Graphic Notation Scores

18

Graphic Notation Scores

19

You too can be a Film Composer

Practical Acivity: Imagine you are a film composer writing music for one of the
following scenes:
1. A bank robbery
2. A tight-rope walker walking across a high wire
3. The calm before the storm
4. Being rescued from cannibals
5. Exploring a haunted house by candlelight
In groups, make up a short piece of music using classroom instruments whose
sounds would suggest the appropriate mood of the scene.
Include moments of silence to heighten the dramatic effect.
Perform your piece for the class, and ask them to work out the scene you have
selected.

Title:

_________________________

Homework: You set the Scene. Due: ______________

20

Unit 3:

Its all to do with Timing!

Beat
Read the newspaper clipping below to get a better understanding of what beat is. After you
have read it, you will need to come up with your own definition of beat, and answer the
questions below.

A Community Newspaper

Page 1

ASHFIELD CHRONICLE
Heyday, 30 February, 2000
Recently, students at Ashfield
Boys High School found
themselves tapping their feet
when listening to In the Hall of
the Mountain King. Some were
even reported to have been
moving in a regular manner.
Music teacher Mr. Bellemo re
offered his assurance that this
was quite normal and that there
was no reason to be worried.

1.000 subscribers
The boys were merely
responding to the beats of the
music.

A colleague, Mr. Wilkins,

explained that beats are the
regular,
repeated
pulses
underlying a piece of music.

80 cents

Evidence suggests that beats

play
an
important
organisational role in music.
They are also used to measure
the duration of sounds and
silences.
Both music teachers are
encouraging people to try
listening to the opening of In
The Hall of the Mountain King
again to further investigate this
phenomenon.

Questions:
1 What musical element do people most naturally respond to through movement?
______________________________________________________________________
2 Define the term BEAT. __________________________________________________
3 Why is the beat such an important part of music? ______________________________
______________________________________________________________________
______________________________________________________________________

21

Metre
When listening to a piece of __________ we usually feel some beats
more strongly than others do. Beats usually occur in repeated groups,
each group having the same ______________ of beats. The
__________ beat of each group is accented. (An __________ is a
stress placed on a note or beat.)

Word List

The metre of a piece of music refers to the number of beats in a

________.
There are three basic metres in music. Join each metre with its
definition by drawing a line between them:-

Duple

Triple

Metre

Metre

Quadruple
Metre

Three beats
p er b ar

Two
b eat s p er
b ar

Four beats
p er b ar

music
number
first
bar
accent

22

Time Signatures
To indicate the particular metre of a piece of music, a time signature is written at the
start.
The top number shows the number of beats in each bar.
The bottom number shows the type of note used for the beat, expressed as a fraction of a
whole note (semibreve).
Label each time signature below as duple, triple or quadruple.

h
__________
Metre

____________
Metre
three quarter
note (crotchet)
beats to the bar

two quarter note

(crotchet) beats
to the bar

or

__________
Metre
four quarter note
(crotchet) beats to the
bar

As quadruple metre is the most common metre in music, its time signature is often
replaced with the letter C, standing for common time.

Conducting Patterns
Draw the conducting patterns in the boxes below.

DUPLE METRE

TRIPLE METRE

QUADRUPLE METRE

23

Rhythmic Patterns
To indicate different sound lengths we use written symbols called notes. Different notes
have different values. Each note has an equivalent rest (or silence).
Note

English Name

American Name

Value

Rest

Semibreve

whole note

4 beats

Minim

half note

2 beats

Crotchet

quarter note

1 beat

Quaver

eighth note

beat

Semiquaver

sixteenth note

beat

The rhythm for In the Hall Of The Mountain King can be represented by the following
pattern of notes:There is no bar line
at the beginning.

q q

q q

q q

The vertical lines

are called bar lines
and organise the
notes into bars.

q q q q q q

Once u-pon a time they say, long a-go, far a-way

q q

q q

A double bar
line indicates the
end of the pattern.

Lived a bold Nor-weg-ian lad whose name was Pe-er Gynt

The first beat of each bar is
understood to be accented.

The space between two bar

lines is a bar.

24

Label this note tree which contains all of the notes you have learned. This diagram is very
useful as it demonstrates how the notes are subdivided into smaller and quicker notes.
Name of Note

Value of note

w
h

q q

q q

q q

q q

Homework: Rhythm Activities. Due: ________________

Performance Activities

1 Peter Gunn: Perform the guitar riff from Peter Gunn Theme on acoustic guitar,
and write a couple of sentences about this piece. Try performing it along with the
recording.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What is the metre and the time signature of this piece?
__________________________________________________________________
2 William Tell Overture: Perform the melody from the William Tell Overture on
glockenspiels.
What is the metre and the time signature of this piece? _____________________

25

Rhythm

Find-a-word

S R S L U
T I J E S L U P
T L A V V
T N I
Q E S Y V A
D U A
X N H N E H U
O E B
C W C U I M Q
N S Y M T Y E
E R U T A N G I S E M I T D T V I M L S
I G L O U D S M B C L E O G Y I R N P T J
Q U A D R U P L E H R I L T S I O N C I E V
S W A C C E N T S A T E M N R F B R A R M V
Y X B D E L S B B C M Y V A R E P E A T P N
M V B C H P T T C R Z B H E N O I T A T O N
Y W H V V U Q H X D R W P R K Y Y T Z T B
E L S D
K D A E
P J
E P
accent
bar
barline
beat
crotchet
duple
dynamics
loud
melody
metre
minim
notation
note
ostinato
pattern

perform
pulse
quadruple
quaver
repeat
rest
rhythm
semibreve
semiquaver
silence
speech
tempo
timesignature
triple

26

Unit 4:

The Drum Kit

T h e D r um K i t

Name the numbered parts of the drum kit.

1
4

2
5
7

Write the rhythm pattern for a basic rock beat.

Hi-hat cymbals

Snare drum
Bass drum

3
6

27

Unit 5:

Musical Notation & Piano Man

Musical Notation
The STAVE (or STAFF) is the set of five lines and four spaces on which music is written:
5

2
1

The word CLEF is the French word for door key and it is your
key for finding the names and sounds of notes.
The TREBLE clef is used for instruments with medium to high sounds, such as violins,
flutes and recorders.
Draw SEMIBREVES on the lines and spaces above the underlined letters.

&

LINES:

Every Good Boy Deserves Fruit

SPACES:

The BASS clef is used for low to medium sounds, for example, the bassoon, double bass
and bass guitar.
Draw SEMIBREVES on the lines and spaces above the underlined letters.

LINES:

Good Boys Deserves Fruit Always

SPACES:

All Cows Eat Grass

Homework:
Notation Activities.
Due: ________________

28

Writing Notes Correctly

1 All notes except the semibreve ( w ) have a note head ( ) and a stem ( l ).
2 Two or more quavers ( e ) or semiquavers ( x ) written together lose their flags and
are joined by a beam. ( q

qq q

qqqq

3 When a note is followed by a dot its value is increased by half. For example:a) the dotted minim:- h. = 3 beats (2 + 1); and
b) the dotted crotchet:- q. = 1 beats (1 + )
4 Some sounds are a combination of different note values. For these we
use a curved line called a tie. For example:-

q = 5 beats (4 + 1)

h.

e = 3 beats (3 + )

5 Stem Direction:a) Notes below the middle (B) line have stems going up q
b) Notes above the middle (B) line have stems going down Q
6 Stem Length:- The stems of a note should be just over four lines on the staff, or the
distance of an octave.

29

Piano Man

Billy Joel

To practice writing down music, copy the bass line to Piano Man. Notice the following as
you do so:1 The Time Signature is k.
2 The main note used is a dotted minum

4 The notes are descending (getting

lower)
5 It uses a Treble Clef (&) at the

(h.) which is 3 beats long

beginning of each line
3 The music is to be written into 4 lines
of 4 bars

Listening Question:
Listen to the song Piano Man while you follow the music
you have just written out.
What instrument is playing these lines of music?
________________________________________

Homework:
Rhythm & Pitch
Crossword.
Due: ___________

Piano Man

30

Lyrics Analysis

The lyrics of a song can often play a very important part in the overall piece. Some lyrics
tell a story while other lyrics create a mood or atmosphere. They can be straightforward or
aloof.
The lyrics of Piano Man tell a detailed story about a man who plays piano in a bar. The
song describes the numerous characters that frequent the bar.
Listen carefully to the lyrics (words) of Piano Man and answer the following questions in
order to become more acquainted with these regulars.
1 What time was it on Saturday night? ________________________________________
2 What did the old man want Billy to play? ____________________________________
3 Why would John be a good friend to have? ___________________________________
4 What would John like to be? ______________________________________________
5 What does Paul write novels about? _________________________________________
6 What does Davey do? ____________________________________________________
7 How does the manager feel? _______________________________________________
8 Why does he feel this way? _______________________________________________
9 What in the song smells like a beer? _______________________________________
10What do you think the people are putting in Billys jar? _________________________
11What is the metre and time signature of this song? ____________________________
Performance Activity:
Perform the bass line that you have written out
on glockenspiels. Watch your teacher very
carefully as some lines are repeated at different
times throughout the song.
You do not have the music to the middle sections
of the song, and so, you must sing this part of the
song as if you are one of the characters in the
bar. Grab a VR drink, sway it in the air and sing
la, la, la, de, de, da
During the piano solo, imagine you are the piano
player, bored from doing this gig night after night
after night. Play air piano for the solo with a
bored, bored face.

Piano Man

31

Lyrics

32

Pitch

R
U
A
C
E
T
S

Find-a-word

E
W
H
I
G
E
C
A
F
S

ACEG
BASS
CLEF
CONTOUR
DEFINITE
EGBDF
FACE

T
T
G
G
Y
J
L
G
L
Q
T
W
U

Q
I
H
D
Q
M
B
V
B
E
A
O
T
M
U

H
N
S
P
A
C
E
S
Q
D
F
L
R
H
K

I
O
H
Y
I
R
Y
E
D
F
E
K
M
V
K

GBDFA
HIGH
INDEFINITE
LEAP
LEDGER
LINES
LOW

M
Y
V
L
F
U
J
C
D
T
C
E
T
E
A
V
D
Q
H

E
E
C
P
E
N
T
A
T
O
N
I
C
O
P
F
P
Z
W

D
D
S
E
N
I
L
K
O
S
N
S
X
T
V

Y
N
S
G
T
A
E
P
E
R
S
M
Q
W
T

T
I
Z
O
E
L
D
D
I
M
A
G
J
C
R

MELODY
MIDDLE
NOTES
PENTATONIC
PITCH
REPEAT
RHYME

K
V
U
X
A
R
F
V
E
E
B
X
I

R
T
C
U
D
P
T
K
T
N

S
P
E
T
S
X
L

SCALE
SOUNDS
SPACES
STAFF
STEMS
STEP
TREBLE

33

Glossary
Use this page to write down the meanings of all the words you have learnt in this unit.
WORD

MEANING

34

Internet Websites
Included in these pages are a whole range of Internet websites that you and your parents
might find both useful and interesting. There are spaces to add your own music websites.
Be sure to let your class and teacher know if you stumble on any other great music
websites.
MR WILKINS S ITE

http://www.teachers.ash.org.au/ozmused

ROCK & POP ARTISTS

Ben Folds Five
David Bowie
Eurythmics
The Beatles
Beatles MIDIs
Beatles Ultimate Webpage
Sting The Soul Pages
Sting MIDIs
Madonna
Kate Ceberano
Pollyanna
Kylie Minogue
Yothu Yindi
Kate Bush
The Whitlams
Australian Bands

http://www.epiccenter.com/EpicCenter/Benfoldsite/index.qry?...
http://www.davidbowie.com
http://imv.aau.dk/~vibber/Eurythmics/Index.html
http://www.resoft.inopera.it/musica/thebeatles.htm
http://ftp.powerup.com.au/webmirror/midi/beatles.html
http://www.geocities.com/sunsetstrip/cabaret/9167/index.htm
http://www.ot.com/sting/home.html
http://www.halcyon.com/chertudi/sting.html
http://www.madonnafanclub.com/ & http://www.madonnaweb.com/
http://www.kateceberano.com.au/main.htm
http://www.pollyanna.com.au/
http://www.kylie.com/
http://www.yothuyindi.com/
http://www.gryphon.com/gaffa/
http://www.thewhitlams.com.au
http://www.ausrock.com/index.shtml

AUSTRALIAN MUSIC
Music Industry Directory
Australian Music Centre
A.M.E.B

http://www.immedia.com.au/
http://203.13.160.191/~amc/amc1.htm
http://www.ameb.nsw.edu.au/

MIDI
Christmas Songs
TV & Movies
The very best MIDI

GUITAR TABLATURE
Harmony Central Tablature
Guitar Tab Resource
Guitar.com
OLGA
The Vault
Ultimate Guitar Tabs

http://musicshoppe.com/christmas-midi/page1.htm ,
http://www.netzone.com/~medic/carols.html
http://www.primenet.com/~mrdata/midi.htm
http://w3.one.net/~kklasmei/ , http://www.bestmidi.com/

http://www.harmony-central.com/Guitar/tab.html
http://www.sure.net/~seidin/guitar.htm
http://www.pritzker.org/tab/
http://www.olga.net/search/
http://w3.nai.net/~sltrader/goo/
http://zappp.id.ru/Guitartabs/backstr.htm

35
RECORD COMPANIES

http://spider.media.philips.com/polygram/
http://www.sony.com/
http://www.warnerbros.com

MUSIC THEORY
All About Jazz
Europe Jazz Network
Synthesizers
Synthzone
Electronic Musical Instruments
Classical Composers Database
Classical Net
Yahoo Composers
All-Classical Guide
Microsoft Music Central
Harmony Central
Ear Training

Electronic Music
Internet Music Resource Guide
Music Research Database
WWW Music Database
Aural Comprehension Guide
Music Magazines
Keyboard Magazine
Imagazine
Trouser Press
FILM MUSIC
Internet Movie Database
All-Movie Guide
John Williams Page

http://www.visionx.com/jazz/
http://www.ejn.it/index2.htm
http://home.vicnet.net.au/~mpertout/Synthesizer.htm
http://www.synthzone.com
http://www.obsolete.com/120_years/
http://utopia.knoware.nl/users/jsmeets/index.html
http://www.classical.net/music/welcome.html
http://www.yahoo.com/entertainment/music/genres/classical/composers
http://www.allclassical.com
http://www.musiccentral.msn.com/Home.htm
http://www.harmony-central.com/
http://www.pageplus.com/~bigears/
http://155.135.13.65/EarTraining/
http://www.usit.com/jkavol/kavol.htm
http://nmc.uoregon.edu/emi/emp_win/main.html
http://www.teleport.com/~celinec/music.shtml
http://www.music.indiana.edu/music_resources/research.html
http://www.roadkill.com/~burnett/MDB/
http://www.wmich.edu/mus-theo/etg/et_guide.html
http://www.keyboardmag.com/
http://www.thei.aust.com/
http://www.trouserpress.com/
http://imdb.com/
http://www.allmovie.com/
http://www.classicalrecordings.com/johnwilliams/

MUSIC S TORES
Turramurra Music
World of Music
Roland Corporation
Action Music
Edirol
Sanity
Tower Records
Angus & Robertson
MISCELLANEOUS
Internet Radio Guide
Musicvideos
Triple J

http://www.turramusic.com.au/
http://www.worldofmusic.com.au/
http://www.rolandus.com/
http://www.actionmusic.com.au/
http://www.edirol.com.au/
http://www.sanity.com.au/landed.htm
http://www.towerrecords.com/prd.i/pgen/tower/V6LBSXB75LS12M0V10066JRL0K38
02GU/main.html
http://www.angusrobertson.com.au/

http://www.microsoft.com/isapi/redir.dll?...
http://www.musicvideos.com/
http://www.abc.net.au/triplej/triplej.htm

EDUCATION
NSW Board of Studies
NSW Department of School
Education
The New HSC

http://www.boardofstudies.nsw.edu.au/
http://www.dse.nsw.edu.au/
http://www.hsc.csu.edu.au/

36

Homework Section
This section of your booklet contains your homework for this unit.
The homework you are set is an integral part of the unit and will help
you in your understanding of the work done in class.
It is very important that you complete all set homework.
Below is a table listing all homework tasks and a place for you to
record the mark you received for your work. These marks will go
toward your final assessment.
HOMEWORK TASK

1 Soundscape
2 Environmental Sounds
3 Research: The Beatles
4 Sound Qualities Revision
5 Research: Edvard Grieg
6 Internet Research: John Williams
7 You set the scene
8 Rhythm Activities 1
9 Notation Activities
10Rhythm Activities 2
11Rhythm & Pitch Crossword
12
13
14
15

MARK

Soundscape

37

Homework

Think of the most favourite place where you like to go. It might be when you are feeling
happy, sad, when you want to be alone or when you want to do some serious thinking.
Whatever the place you think of, imagine that you are there.
What sounds are you likely to hear in this place? Is it outside or inside? Is it noisy or
quiet?
Imagine the sounds and create a soundscape by writing these sounds in the box below.
You might like to decorate your soundscape to add atmosphere.

My favourite place

Environmental So unds

38

Homework

Think of five examples in each of the following areas. Only ONE musical instrument can
be named in each area. The first example has been done for you in each case.
AREA

EXAMPLE 1

Short
duration

Bird tweet

Long
duration

Kettle
whistling

High pitch

Womans
voice

Low pitch

Fog horn

Loud volume

Car revving

Soft volume

Mouse
scratching

EXAMPLE 2

EXAMPLE 3

For each of the following name three instruments

Instruments that are strummed

Instruments that are blown

Instruments that are plucked

Instruments that are hit

Instruments that are shaken

EXAMPLE 4

EXAMPLE 5

Research: The Beatles

1
2
3
4
5
6
7
8

39

Homework

Which English city did The Beatles come from?

Name the instruments played by John, Paul, George and Ringo.
What are the Beatles surnames?
In which year did the group begin?
In which year did the group break up?
What was the name of The Beatles first hit single?
Which hit Beatles song was actually written by George?
What was the name of the album released towards the end of the groups career that
took the pop music world by storm? Why was it so innovative?
9 After The Beatles disbanded, what group did Paul form?

Answers

40

Sound Qualities - Revision

Homework

1 Give a definition for each of the following:

a) SOUND:
b) MUSIC:
c) NOISE:

2 Write the MUSICAL TERMS for each of the following SOUND QUALITIES.

oo
LENGTH:
oooooo
HIGHNESS OR LOWNESS: o o o o
LOUDNESS OR SOFTNESS: o o o o
TONE COLOUR:

3 Take the letters that are in the

element of SOUND.

and rearrange them below to spell an important

___ ___ ___ ___ _ __ ___ ___ ___ ___

4. Below is a list of instruments and four columns. Write the NAME of the
INSTRUMENT in the correct column, according to the way its sound is made.
VIBRATING
STRING

Guitar
Flute

Banjo
Tuba

BLOWING

Bagpipes
Cymbal

HIT OR SHAKEN

Triangle
Violin

ELECTRICITY

Electric Organ
Synthesiser

Bass Drum
Didgeridoo

41

5. For each of the following objects, write a word that best describes how sound is being
made.

_________

_________

_________

_________

_________

6. Describe the qualities of sound for each of the following sounds.

SOUND

1
2

PITCH

VOLUME

DURATION
Long

Jackhammer

Harsh

Bell-type
alarm clock

Explosion

Tap dripping

Car
screeching

Heart
beating

Bottle
smashing

Truck horn

Rocket

10

Hitting a
cricket ball

11

Cracking a
whip

12

Frog
croaking

TIMBRE

Low
Soft
Loud
Regular
High
Full
Long
Medium
Loud
Croaky

Research: Edvard Grieg

42

Homework

1. When was Grieg born and when did he die?

2. What was the name of another piece from the Peer Gynt Suite and what was the story
behind it?
3. What is the name of another suite written by Grieg?
4. In what way does this work differ from Peer Gynt Suite?
5. In which film was the music of In the Hall of the Mountain King used?
6. What is a suite?

Answers

43

Internet Research: John WI lliams

Homework

Look up the Internet Movie Database (http://imdb.com/) and search for John Williams in
order to answer the questions below.
1.
2.
3.
4.
5.
6.

In which year was Williams born?

For which movies directed by Steven Spielberg did Williams write the music?
Which movie score(s) written by Williams won an Oscar?
Name the last three film scores that Williams has written.
Which famous orchestra did Williams use for the soundtrack of Star Wars?
Name two other famous film composers and a film that they have written music for.

Answers

44

You set the Scene

Homework

PITCH

Low

VOLUME

DURATION /
TEMPO

STYLE OF
MUSIC

A single
balloon rising
up through the
air

SCENE
A large
elephant
walking down
the street

Imagine you are John Williams writing film music for a movie that contains the following
short scenes. The director has asked for a description of the music you intend to use. By
referring to the qualities of sound, describe exactly how you would use them in each scene
by completing the table below. The director has already suggested some ideas.

Flute and
harp

A mouse
scurrying
across the
floor
Raindrops
falling gently on
a picturesque
garden

A 300,000
strong army
going into
battle
A fierce battle
in outer space

A romantic
couple kissing
on a park
bench

INSTRUMENTS

Short notes
played very
fast

Soft

Military
style march

Strings

Rhythm Activities 1

45

Homework

1) Define the following terms:a) BEAT: _____________________________________________________________

b) METRE: ___________________________________________________________
c) TIME SIGNATURE: _________________________________________________
d) RHYTHM: _________________________________________________________
2) Complete the following sentences and draw the notes.
a) A SEMIBREVE is worth ____ beats. It looks like this:- _____
b) A MINIM is worth ____ beats. It looks like this:- _____
c) A CROTCHET is worth _____ beat. It looks like this:- _____
d) A PAIR of QUAVERS are worth ____ beat. They look like this:- _____
3) Look at the TIME SIGNATURES for each of the following rhythms and add the
missing BAR LINES. Dont forget to add the DOUBLE BAR LINE at the end.
a)

o q q q q q q q q q q h h

b)

h q q h q q q q h h

c)

q h h q q q q q q q q

4) Complete the following Rhythm Math Puzzles. Your answers should be written as
notes, not numbers.
a)

q + __ = h

c)

b)

h - __ = q

d)

q q + q q = ___
___ + = h

46

Notation Activities

Homework

Important Note:
Read the page titled Writing notes correctly in this
booklet before you complete this activity.
1 Rewrite correctly these incorrectly
drawn notes.

&

2 Write these notes on the stave below. Label each note with an a)-j).
a)
b)
c)
d)
e)

G on a line as a crotchet
E in a space as a dotted semibreve
F in a space as a quaver
C in a space as a dotted minim
G above the staff as a quaver

f)
g)
h)
i)
j)

D on a line as a semibreve
A as a dotted crotchet
D below the staff as a quaver
B on a line as a dotted minim
middle C as a crotchet

&

3 Replace each of the dotted notes with two tied notes making the same total value.
a)

h. =

4 Add the required

number of notes to
fill the bars.
5 Add bar lines to the
following rhythmic
patterns.

b)

w. =

c)

q. =

47

Rhythm Activities 2

Homework

1) Write the correct counts under these rhythms.

a) k q q q q
________

b) o q q q q q q q

c) o h q q q q

________________

____________

2) Do these rhythmical additions:a) h + e = _____

b) q q + q + h = _____

c) e + q + h = _____

3) There are
a) 4 ______ (note) in one MINIM
b) _______ (number) MINIMS in one SEMIBREVE
c) 2 ___________ (note) in one note
d) 2 quarter notes in one ____________ (note name)
4)
a) o means that there are 4 ___________ beats in a bar
b) k means that there are 3 ___________ beats in a bar
5) Put a TIME SIGNATURE in front of these bars of rhythms
a) q q q q

b) h

c)

q q q q h

d) q q q q q q

6) Match these fruit with their correct rhythm

a) Pineapple

q q

c) Cauliflower

q q

b) Orange

q q q q

d) Grapefruit

q q q

7) Write the correct rhythm for the following phrase:Sydney was the city of the two thousand games

o ______________________________________

Rhythm & Pitch

48

Crossword

49

Additional Homework: ________________________

50

Additional Homework: ________________________

51

Additional Homework: ________________________

52

Additional Homework: ________________________

53

Additional Homework: ________________________

54

Manuscript

55

Manuscript

56

Manuscript

57

Manuscript

58

Lined Paper

59

Lined Paper

60

Lined Paper

61

Lined Paper

62

Teachers Notes

The Nature of Music

Music is a general term that covers a vast range of styles and genres.

How Sound is Made

All sounds are the result of vibration that is, some part of an object is struck or
disturbed so that it moves very quickly to and fro.

Graphic Notation
Graphic notation is a way of showing what sounds are like by giving each sound a symbol.
It is possible to represent one sound in many different ways.