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Sample Music 3-4F3m.Pdf Sample 1. Complete the sentences: musicians, sounds, four, woodwind Musical instruments are grouped into families based on how they make ________________. In an orchestra, _____________________ sit together in these family groupings. Typically, there are _____________________ instrumental groupings, namely: Strings, Woodwind, ______________________ and Percussion. 2. Label the brass instruments below: Brass instruments are made of brass or some other metal and make sound when air is blown inside. French horn, trumpet, trombone Sample 3. Write a few key words to describe each family of musical instruments. Also, give one example of each. Strings: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Woodwind: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Brass: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Percussion: ______________________________________________________________ ______________________________________________________________ Sample ______________________________________________________________ 9.Listen to these pieces of music, or similar. Tick any pieces below that you listen to or write a few others below: Beethoven - Für Elise (piano) Michael Nyman - The Heart Asks Pleasure First (piano) Mendelssohn - Violin Concerto (violin) Vivaldi - Flute Concerto in G minor (flute) Johann Sebastian Bach - Brandenburg Concerto No.2, BWV 1047 (trumpet and orchestra) Jimi Hendrix - Machine Gun (electric guitar) Rage Against the Machine - Killing in the Name (drums) George Michael – Careless Whisper (saxophone) ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Sample ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 1. Match the definitions and words. Write the letters. a) without inbuilt electrical equipment to amplify the sound ____ b) a singer who gives vocal support to a lead singer ____ c) an instrument that makes and combines electronic sounds ____ d) the part of a song with the same melody and words each time it's heard ____ e) a repeated series of chords or notes, esp. on electric guitar ____ f) a group of songs performed one after A. chorus the other ____ B. melody g) a tune, or the notes of a song ____ C. duo h) the combining of musical notes that D. acoustic sound good when played or sung E. riff together ____ i) two people who make music or perform F. backing singer together ____ G. producer Sample j) someone who oversees the recording of H. harmony music ____ I. set J. synthesiser 1. Match the musical styles and one if its characteristics: a) A cappella theatrical shows, dialogue is sung b) Baroque music genre from Jamaica in the late 1960s c) Carol American roots music, guitars, banjos, fiddles d) Chamber dub-inspired of UK garage, heavy basslines e) Country classical music for small audience f) Dubstep a festive song, often sung on Christmas g) Opera singing without any background music h) Reggae popular music i) Pop Western art music, 17th and 18th centuries 2. Name one musical style for each of these instruments: Sample Course: Level 3 Musical Appreciation Course Code: 3N0595 Assessment: Collection of Work Title: Recorded Music and Live Music Weighting: Collection of Work 100% Guidelines v You will be expected to: 1. List the processes involved in the production of recorded music. 2. Describe the aspects of preparation undertaken by musicians involved in a live musical performance. Assessment criteria . Exercises and tasks must be complete and correct. Include in the processes of music production: multi-tracking, mastering, the use of mixing desks and the use of microphones. Discuss an experience of going to a live musical performance. Describe the difference between being at a live musical performance compared to listening to a recording. Use the terminology of recorded and live music correctly. Listen to excerpts of recorded music and the same music as a live concert, e.g. on YouTube. Discussions may be recorded. Submission date: Sample Declaration of Authenticity: I confirm that this is my own original work. Signed: Date: 3.Multi-tracking Circle the correct words in each sentence: a) In the earliest days of music recording, the process was much simpler / harder than it is today. b) Long ago, entire performances were recorded in multiple / single takes, because it was so expensive. c) Today though, we use a more sophisticated process known as single track / multitrack recording. d) Multitrack recording is where each instrument is recorded together / separately and combined later in a “mix”. e) It allows engineers to mould and shape / change the sound of each instrument independently of the others. f) It allows each instrument in a song to be practised / recorded one at a time. g) With this new music / method, it means that one man Sample could now do alone, what used to require an entire team of engineers and musicians. 6.Digital and analogue recording arrangement Write A for analogue and D for digital. a) A recording that was recorded on tape ______ b) A recording that was recorded on a computer program ______ c) A recording that is mixed, mastered and produced digitally ______ d) A recording produced using manual equipment to mix and master ______ e) A recording burned onto a CD as an MP3 or audio file ______ f) This type of recording is cheaper ______ g) A recording that can last for an indefinite length of time ______ Sample h) Some people think this type of recording sounds warmer ______ i) Audio can easily be integrated into multimedia (web sites, DVD, games, video etc.) ______ Circle the correct answers: 1) Know your venue and its vibe: Creating a set list for a small pub needs different / the same planning than for a huge stadium concert. 2) Know your set length: See how many songs you can play within the required set length. Factor in time for mistakes / applause between each song. Also, consider any dialogue with the audience or instrument / audience changes. Plan an extra song or two for encores. 3) Know any equipment and size limitations of the venue: Make sure that the venue is equipped with all you need, e.g. correct musical / electrical voltage. Make a list of your needs and check with your booking contacts. 4) Know your audience: Know which of your songs get the best responses. Plan to use your least / most popular songs! 5) Determine your opening and ending numbers: A set should start with a song that grabs the attention of your audience and end with a song that either gets them sad / excited or calms them down. 6) Plan to vary your vocal range: Varying your vocal range Sample with a song that brings the voice lower or higher gives the listeners/band a contrast which helps to keep them interested. 3.Using the tables to help you, write about the two contrasting pieces of music, giving examples of similarities and differences. Other hints; think about: instrumental/vocal, rhythm, lyrical content, mood, theme, melody, instruments, balance, etc. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Sample ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 1. Look at these two rhythms. They are both excerpts from Minuets by Bach. Clap the rhythms. = 2 beats = 1 beat = ½ beat Minuet 1 2 3 1 2 – 3 1 2 3 1 2 3 . There are 3 beats in each bar. The numbers below the notes tell you how to count. Make sure when you clap out the rhythm, you keep the basic count of 1, 2, 3 steady and at the same pace. 1 2-3- 1 2 3 1 2-3- 1 2 3 1 2-3- . There are 3 beats in each bar. The numbers below the notes tell you how to count. Make sure when you clap out the rhythm, you keep the Sample basic count of 1, 2, 3 steady and at the same pace. Read and discuss the
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