Elements of music

LESSON: Elements of Music

OBJECTIVE: Students will: • identify the basic principles of music, including melody, harmony, and rhythm and put them into practice • recognize the use of dynamics within the context of a piece of music • create a melody • utilize musical notation to practice basic mathematical concepts.

TEKS Music Standards: 117. 12, 15, 18 (B) 1b, 2a, 3a, 3b, 3c, 4a, 4b, 6a TEKS Science Standards: 112.16 (B) 2c, 3c TEKS Math Standards:111.7 (B) 3a, 4b

MATERIALS: Vary by exercise

Overview

A composer is like a musical architect who “builds” music out of basic materials. Instead of using bricks, concrete, or wood, a composer uses the elements of music: rhythm, melody, and harmony to create music. These elements are used in many different combinations, including different tempi (speeds), different keys and modes (scales).

A basic element like pitch, for instance, can be used to build melody, while at the same time combined with other pitches (notes) to create harmony. Once other elements are mixed in - things like rhythm, tempo, and form - we have a simple form of music.

The following sections will give more detail on each of these elements and how they play important roles in music. ELEMENTS OF MUSIC DYNAMICS Lesson: Dynamics is the term used to indicate the loudness or softness of musical sounds, or volume. A few different symbols tell the musician when to play loud or soft, or when to change from one to the other. Music can range from a whisper (pianissimo) to a scream (fortissimo). Here is a list of dynamics symbols used in music, ranging from softest to loudest: pp - pianissimo very soft p - piano soft mp - mezzo piano medium soft mf - mezzo forte medium loud f - forte loud ff - fortissimo very loud

Sudden changes in volume: In addition to the basic symbols listed above, there is sforzando, (pronounced like Schwartz, with an ‘f’ instead of a ‘w’ sound) indicating a strong, sudden accent and seen as (sf or sfz.) Also, (fp or sfp), which means to follow sforzando immediately with a piano (p).

Gradual changes in volume: Sometimes a composer may want the music to get gradually louder or softer. The two most common terms are crescendo, meaning “get gradually louder,” and decrecendo or diminuendo, meaning “get gradually softer.” Here is how crescendo and decrescendo or diminuendo usually appear in music:

Crescendo Decrescendo or Diminuendo

EXERCISE 1: DYNAMICS IN PRACTICE Materials: 4. Have students write down each symbol, • 8-index cards for each student including crescendo and decrescendo, on • Recording of In the Hall of the Mountain King the front of each flash card. On the back, students write the Italian word associated Instructions: with each symbol. 1. Play In the Hall of the Mountain King, 5. Speak words or sing melodies at the and ask students to observe different correct dynamic level associated with each volume levels in the piece. card, in order and then at random, and 2. Once finished, ask students to describe have the students echo. what they heard, volume wise (it was soft 6. Bring back In the Hall of the Mountain King. at the beginning and loud at the end). This time as the students listen, they will 3. Now, introduce students to the basic show their flash cards as they hear each concepts of dynamics, symbols included, dynamic level occur. (pp to ff). as well as the Italian words associated 7. Optional: Choose a simple children’s song with each symbol. for the class to sing at different dynamic levels. ELEMENTS OF MUSIC MELODY Lesson: Melody is a group of pitches (or notes) put into a certain order. Rhythm, or how long each pitch lasts, is an important part of the melody. Even when the pitches are the same, if the rhythm is changed, it is no longer the same melody.

The melody is the tune of the music. It is what we can sing, whistle, or hum, and is the easiest part of music to remember. EXERCISE 1: MELODY AND THE KALENDAR PRINCE Preface: A) Scheherazade’s Theme (0:00 - 1:03) Melody is frequently used to identify • Introduced by the violin characters, places, and things. B) The Prince’s Theme (1:03 - 1:47) • Introduced by the bassoon Materials: C) The Sulatan’s Theme (4:15 - 5:30) • Recording of The Kalendar Prince by • Fanfare in the strings and brass Rimsky-Korsakov 3. Ask students to describe the differences between each melody, and more Instructions: specifically, what kind of emotions or 1. Introduce information on the element of characters they associate with each melody. Discuss how melody can melody. represent characters, like Romeo or 4. Play the piece again in its entirety and Goliath. have students raise there hand when they 2. Play the three themes that students will think they recognize one of the three hear in The Kalendar Prince: major themes.

EXERCISE 2: PHONE NUMBER MELODIES Preface: 2. Double the lowest ‘C’ with the number 9, It’s difficult to come up with a good melody. so the numbers 1 and 9 play the same Beethoven worked on the ODE TO JOY for note, just like the numbers 8 and 0. almost ten years before he got it just right. 3. Write a phone number on the board like 867-5309, and play the notes that Materials: correspond with the numbers • Random phone numbers (for privacies sake) (C,A,B,G,E,C,C) • A Keyboard instrument of some kind, • 867-5309 actually turns out to be a whether it be one piano or a classroom full pretty good melody! of student sized bells or xylophones. You 4. Have students then analyze their own can also use an online keyboard here. phone numbers, whether on a keyboard of their own or by having you play them. Instructions: 5. Students then critique each melody and 1. Make a chart on the board of a ‘C’ scale suggest certain ways to make it better. (C,D,E,F,G,A,B,C) and assign each note • For instance, ending on 0,1,8, or 9 a successive number (C=1,D=2,E=3, etc.) always gives a sense of completion. until you get to 8. 6. Choose the best melodies out of the group. ELEMENTS OF MUSIC HARMONY

Lesson: Harmony is produced when two or more notes (pitches) sound at the same time. The way those two or more notes sound together produces harmony.

Harmony is also the design, progression, and relationship of chords. Chords are a combination of two or more notes used together.

Harmony is just as important as melody because it can change the entire mood of a piece of music. Major and minor keys are a good example of this. Major chords and keys usually sound ‘happy’ or ‘bright,’ where as minor keys and chords sound ‘dark’ and ‘sad.’

• If possible, try to demonstrate the difference between playing Major scales and chords versus minor scales and chords, and see if students can hear the difference.

If all of the pitches ‘agree’ with one another, we would say a chord is consonant, for instance, the notes (C,G). However, some notes simply don’t agree (C,F#), these we refer to as dissonant.

EXERCISE 1: HARMONIES IN SCIENCE 1. Fill each bottle with the following amount of Preface: liquid: 1: (G) 20.7 oz/420 mL 5: (D) 7.1 oz /218 mL Students will learn how to make simple 2: (A) 12.4 oz/372 mL 6: (E) 4 oz /125 mL chords using a Major scale. 3: (B) 10 oz /300 mL 7: (F#) 4.3 oz /130 mL 4: (C) 9 oz /272 mL 8: (G) 3.8 oz /112 mL Materials: 2. Now that you have completed your water • (6) 20 oz. Sobe juice bottles, and (2) xylophone, demonstrate a melody (one note Don't have 12 oz. IZZE bottles per group. played at a time), by hitting the sides of the these brands? Do not worry, • Divide into many groups bottles with the spoon. just make sure • Lots of tap water! • Try “Merry Had a Little Lamb,” with the you have 20oz Food Coloring (7 Colors) and 12oz glass • following combination bottles. • Labels and a Marker 3,2,1,2,3,3,3 / 2.2.2 / 3,5,5 / • Measuring cup 3,2,1,2,3,3,3 / 2,2,3,2,1 • Three Metal Spoons for each group 3. Now, introduce harmony by playing the • Towels for possible messes. following bottles together: Instructions: • Major chords (1,3,5) (4,6,8) (5,7,2) 1. Label the bottles 1-8. 1-6 should be • Minor chords (2,4,6) (3,5,7) (6,8,3) the 20 oz bottles, while 7 and 8 are • Can you hear the difference? the 12 oz bottles. 4. Have students come up with their own 2. Add a different food coloring to every combinations of chords, write down each bottle, except 1 and 8, which should combination, and note whether each be the same color. combination is major or minor, and consonant or dissonant. ELEMENTS OF MUSIC RHYTHM

Lesson: Rhythm is the basis of music just as numbers are the basis of math. When you play a few different notes together, or even repeat the same note, you create something called rhythm.

Over the years, different symbols have been created to tell how long a note should last.

The simplest looking note, with no stems or flags, is a whole note. All other note lengths are defined by how long they last compared to a whole note. A note that lasts half as long as a whole note is a half note. A note that lasts a quarter as long as a whole note is a quarter note. This pattern continues with eighth notes, sixteenth notes, and thirty-second notes. Here are the symbols for some of these notes:

Whole Note Half Note Quarter Note Eighth Notes Sixteenth Notes Quarter Rest

Lesson 2: Music cannot happen without time. Music cannot happen without time. The placement of the sounds in time is the rhythm of a piece of music. Since rhythm measures time, Measures and Time Signatures are used to set up the rules of rhythm for different pieces of music. A Measure is the space between two bar lines.

A piece of music is divided into many measures (or bars). Each measure represents the same amount of time, and is also split into equal portions called beats. Most of the time, music falls into one of two beat patterns, 3 or 4. The downbeat is the strongest beat, and usually a pattern can be heard in the beats: strong-weak-weak (3), or strong-weak-strong-weak (4).

A time signature is found at the beginning of the piece next to the key signature (flats and sharps). It looks like a fraction without the dividing bar. Time signatures contain two numbers. The top number tells you how many beats are in a measure. The bottom number tells you what kind of note (half, quarter, or eighth) gets a beat. 4 In four-four 4 time, there are four beats in a measure and a quarter note gets a beat. That means a half note would receive two beats, and a whole note would receive four beats. Eighth notes are only half of a beat and are often seen combined or beamed together.

A dot placed after a note must follow a special rule: The dot receives half the value of whatever note it follows. Often you will see a dot after a half note. The half note is worth two beats, plus the dot (half of 2 = 1) for a total of three beats. Or you can also look at it as 2 + 1 = 3.

A four-four 4 measure may be filled with any combination of notes that equal four quarter notes. 4 RHYTHM, cont. ELEMENTS OF MUSIC EXERCISE 1: BODY PERCUSSION Preface: Think of this exercise as a kind of ‘step team,’ that will enable students to write and count rhythms.

Instructions: 1. Draw a whole note, half note, quarter note, a group of two eighth notes, a group of four sixteenth notes, and a quarter note rest on the board. 2. Under each symbol, write a body percussion element to be used. For instance, use “slide” (drag hands from shoulders to hips) for whole notes, “brush” (brush hands from shoulder to shoulder) for half notes, “clap” for quarter notes, etc. 3. Distinguish these patterns and their counting values to students. 4. Write a 4-beat rhythm on the board and ask students to substitute body percussion for written notes. Have students “play” rhythm back to teacher to demonstrate understanding. 5. You can make this into a group or individual game, by having students perform patterns independently or as a team. Have students write their own 4, or even 8, beat rhythm.

EXERCISE 2: MUSICAL MATH PROBLEMS Materials: Preface: • Musical Math Problems worksheet, (grade Understanding rhythms can be difficult but specific). fun! By using the concepts we learned Instructions: earlier, students will learn how to add, 1. After reviewing note values, complete the subtract, multiply, or divide notes based on sample exercises with students. their value. 2. Pass out the Musical Math Problems worksheet for students to complete. Sample Problems: Solve each musical 1 + (1/2 + 1/2) - 2 = math problem by = 1 + 1 - 2 = deciding the number of + - 2 - 2 = beats each note group 0 4 receives in four-four 4 3 + (1/2 + 1/2) - 1 = time and then = 3 + 1 - 1 = performing the given .+ - 4 - 1 = math operation. 3 Express your answer as the number of total 1 x 2 + (1/2 + 1/2) = beats in four-four time. 1 x 2 + 1 = x + = 4 - 1 = In all of these examples, 3 assume the quarter note 1 x 3 x 3 = gets one beat. (1 x 3) x 3 = Additionally, two eighth = x . x . 3 x 3 = notes are equal to one 9 quarter note. Name: Class: Date:

MUSICAL MATH

Now that you have learned about notes and their value, solve the following problems, and make sure to SHOW YOUR WORK!!!

+ - =

. x + =

- . x =

÷ x =

+ . - x =

÷ + + ÷ . =

x . + + ÷ . =

x ÷ + = Teacher Answer Key

MUSICAL MATH

Now that you have learned about notes and their value, solve the following problems, and make sure to SHOW YOUR WORK!!! (2 + 2) - 1 = + ) - = 4 - 1 = ( 3

(3 x 2) + (1/2 + 1/2) = 6 + 1 = ( . x )+ = 7

(4 - 3) x 2 = - x = 1 x 2 = ( .) 2

(4 ÷ 2) x 2 = ÷ x = 2 x 2 = ( ) 4

(1 + 3 - (1/2 + 1/2)) x 4 - = (4 - (1/2 + 1/2) x 4 = ( + . ) x = 3 x 4 = 12 (2 ÷ 2 + 4 + (1/2 + 1/2)) ÷ 3 = (1 + 4 + (1/2 + 1/2) ÷ 3 = ( ÷ + + ) ÷ . = (5 + 1) ÷ 3 = 6 ÷ 3 = 2 (2 x 3 + (1/2 + 1/2) + 2) ÷ 3 = (6 + (1/2 + 1/2) +2) ÷3 = ( x . + + ) ÷ . = (7 + 2) ÷ 3 = 9 ÷ 3 = 3

(1 X 1 ÷ 1) + 1 = (1 ÷ 1) + 1 = ( x ÷ )+ = 1 + 1 = 2 Name: Class: Date:

MUSICAL MATH: Order of Operations

Now that you have learned about notes and their value, solve the following problems using the ORDER OF OPERATIONS, and make sure to SHOW YOUR WORK!!!

+( - ) =

. x ( + ) =

( - .) x =

÷( x ) =

((+ .)- x ) =

( ÷ + + ) ÷ . =

( x .)+ (( + ) ÷ .) =

x ÷ + = Teacher Answer Key

MUSICAL MATH: Order of Operations

Now that you have learned about notes and their value, solve the following problems using the ORDER OF OPERATIONS, and make sure to SHOW YOUR WORK!!! 2 + (2 - 1) = +( - ) = 2 + 1 = 3

3 x (2 + (1/2 + 1/2)) = . x + = 3 x (2 + 1) = ( ) 3 x 3 = 9 (4 - 3) x 2 + ( - .) x = 1 x 2 = 2

4 ÷ (2 x 2) = ÷( x ) = 4 ÷ 4 = 1 (1 + 3) - ((1/2 + 1/2) x 4) = 4 - ((1/2 + 1/2) x 4) = ((+ .) - x ) = 4 - (1 x 4) = 4 - 4 = 0 ((2 ÷ 1) x 4 + (1/2 + 1/2)) ÷ 3 = (2 x 4 + (1/2 + 1/2)) ÷ 3 = (8 + (1/2 + 1/2)) ÷ 3 = ()( ÷ x + ) ÷ . = (9) ÷ 3 = 3 (2 x 3) + (((1/2 + 1/2) + 2) ÷ 3) = 6 + (((1/2 + 1/2) + 2) ÷ 3) = + ÷ = 6 + ((1 + 2) ÷ 3) = ( x .)+(( ) .) 6 + (3 ÷ 3) = 6 + 1 = 7 (1/2 + 1/2) x (1/2 + 1/2) ÷ (1/2 + 1/2) + (1/2 + 1/2) = 1 x 1 ÷ 1 + 1 = x ÷ + = 1 ÷ 1 + 1 = 1 + 1 = 2