Domain Two - Music Flashcards
Dynamics
Volume or intensity of a tone; can be played loudly (forte) or softly (piano)
Harmony
Two or more tones played simultaneously that support the melody I’ve music texture or mood
a group of notes that are played behind the melody (example: play several different notes at the same time on piano - using harmony) ; change how music sounds by changing the harmony
Pitch
Hearing a note and being able to reproduce it either vocally or with an instrument
vocal cords and musical instruments produce vibrations in the air; as the frequency of these vibrations change, the pitch changes
Faster the vibration, higher the note — slower the vibration, lower the pitch
intonation - whether the pitch of a particular note is played in tune, sharp (higher) or flat (lower)
Rhythm
Pattern of musical movement through time; what makes music move and flow; measured in units of time and organized by sets or patterns that can be repeated
The way sounds beat within different lengths and accents that combine into patterns
Steady pulse (beat), but can also have different kinds of beats (i.e. stronger or longer)
First beat of a bar is typically a strong beat; typified by a waltz in 3/4 time
Tempo
Pace of the beat - measured by number of beats per minute
Speed at which a composer desires his musical composition to be performed
Metronome - machine that helps musicians adjust rates of speed (tempi) for faster or slower beats
Faster the tempo — more beats per minute
Important component in changing the expressiveness of character and mood of the musical composition (example: fast tempo — more energy, aggression, vitality)
Most marches are performed at a rate of 120 beats per minute
Presto - very fast Allegro - fast Moderato - moderate Adagio - slow Largo - very slow
Tone
The sound produced by an individual instrument or singer
each family of instruments and type of instrument is distinct from all others
Timbre (“tam-ber”)
Unique tonal quality of a musical sound; tone “color”; makes one instrument sound different from another;great effect on the mood of the music
Can be described as bright, shrill, brittle, or light OR dull, harsh, forceful, or dark; each type of instrument have a distinct tone, but each instrument can also have a different tone from other instruments that are similar
** all violins have the same tone qualities yet due to mainly the manufacturer it has a different timbre or tone quality
Chamber music
Music played by one to twenty performers
Chord
Several notes sounded together
Consonance
Combination of tones that produces a quality of relaxation
Dissonance
Combination of tones that produces a quality of tension
Fugue
Based upon a short theme calle d a subject - fugue subject contains both rhythmic and melodic motifs
Opening of the fugue is announced by one voice alone - second voice then restates the subject, usually on a different scale - a third and then a fourth voice, each carrying the subject
Lied
A type of German song
Lyre
Ancient harp
Motif
Recurring group of notes, such as the four notes played at the beginning of (and restated throughout) Beethoven’s Fifth Symphony
Movement
A large section of a lengthy composition
Opera
A drama, either tragic or comic, that is sung to an orchestral accompaniment - often based in biblical stories - typically a large-scale composition with vocal soloists, a chorus, and orchestra
Opus
A work, usually identified by a number
Oratorio
Major orchestral piece with solo voices and chorus
Orchestra
An instrumental ensemble composed of strings, woodwinds, brass, and percussion
Rondo
Musical form whose main feature is the return of the main theme, which alternates with secondary themes
Sonata
Multi-movement instrumental work for solo keyboard, or keyboard and another instrument, or small chamber ensemble
Song form
The structure of a song in which the first section of a simple ternary form is repeated (ex/ AABA)
Symphony
An elaborate musical composition, many of which are between 20 and 45 minutes in length
Classical symphony usually consists of four movements that are intended to stir up a wide range of emotions through contrasts in tempo and mood
Syncopation
A rhythmic effect produced when the expected rhythmic pattern is deliberately upset
Staff (staves)
A set of five horizontal lines and four spaces - this is where notes are positioned - higher the note on the staff, higher the pitch
Clef
Symbol at the beginning of each staff indicating the pitch or the range of sounds that should be played
Two main clefs - treble clef (higher range), bass clef (lower range)
Measure and Bar Lines
Measure - formed by bar lines (vertical lines on the staff) and contains a set number of beats as determined by the time signature
Note Values
Each note has a specific duration represented by a solid black or hollow oval shape - some have flags, others have stems attached that represent different values
Time Signature or Meter
Way to measure rhythmic units - noted at the beginning of a composition and looks like a mathematical fraction - top number = number of beats in a measure; bottom number = what type of note will receive the beat
Scale
Succession of notes arranged in an ascending order - seven of the twelve pitches (tones) that create an octave in western music are named after the first seven letters of the alphabet (ABCDEFG) - repeats itself over and over
Strings
Guitar, viola, violin, cello, harp, bass
Curvy, wooden-shaped bodies that are the largest family in the orchestra - strings stretch over the body and neck of the instrument and attach to small ornamental heads where they are turned by turning pegs
Violin, viola, cello, and double bass form a symphony orchestra’s string section - violin, viola = higher-pitched sounds - larger instruments = cello and double bass = low, rich sounds
Usually played with a bow, may also be plucked (harp and guitar - often plucked not bowed)
Woodwinds
Bassoon, oboe, saxophone, clarinet, flute
Traditionally made of wood - now made of wood, metal, plastic, or some combo; narrow pipes with an opening at the bottom end and the mouthpiece at the top with holes throughout the pipe
air blows through from the mouthpiece — sound is produced (metal caps called keys cover the holes)
Clarinet, oboe, bassoon - reed: a thin piece of wood - clarinet uses one reed, the other two use a double reed made of two pieces joined together
smaller woodwinds play a higher pitch, longer and larger instruments play the lower notes
Brass
French horn, trombone, trumpet, tuba
Produce sound through breath as the vibrations from the players’ lips buzz against a metal, cup-shaped mouthpiece - can play louder than any other section
Most have valves attached to their long pipes, which look like buttons that open and close and produce higher or lower sounds of pitch; designed like long pipes that widen at their ends into a bell-shaped opening - curves make them easier to hold and play
Early forms - made from tusks, horns, shells, or wood
Today - made entirely of brass
Percussion
Piano, xylophone, timpani, snare drum, bass drum, triangle, cymbals, tambourine, maracas, castanets, claves, gong, chimes, celesta, bells, wood block, guiro, bongos, conga, cowbells, (harpsichord, organ, piano - sometimes included when used in an orchestra - referred to as the keyboard family when solo)
Any instrument that makes a sound when it is being hit, shaken, rubbed, or scraped - some require tuning (timpani), others are untuned (cymbals and castanets); often play more than one percussion instruments during one composition
Classroom Expectations for Music Education
- Auditory skills - hearing the sounds of music; engage in attentive listening and further develop aural acuity; must be able to hear and reproduce the tones of music in their minds when no sound is being produced
- Translative skills - reading and writing music; familiarity with reading and writing language of music through notation —> development of cognitive associations of meaning; their experience with sound helps children link visual symbols of music notation with sound - singing and playing music
- Creative skills - creating music; composing and creating music should be used in conjunction with other musical activities
- Performance skills:
singing - selections should be based on the physical development of students’ voices; listening while singing should be encouraged to develop interpretive skills and understanding of the structure and elements of musicplaying instruments - instrument-playing aids in understanding the concepts of sound, pitch, rhythm, and so on; can be used to accompany and produce harmony; should have access to class instruction and at a certain level to playing in orchestra and ensemblesbody movement - moving to music is a learned skill that promotes acuity of perceptions; wide range of music and odes should be usedconducting - even young children can experience elements of music through conducting speech chants, involving changes in tempo, dynamics, pitch, and so forth; conducting fosters sensitivity to musical expressionmusical analysis - compare tier listening and playing exercise; should be encourage d to verbalize their musical analysis
Music History Timeline: Middle Ages / Medieval (500-1400)
Historical themes: spread of Christianity - development in Europe - the Crusades - the rise of universities - the influence of Islam - this was the longest period
Music styles/elements:
- church dominated society for most of the era (900 years)
- sacred music was the most prevalent (liturgical)
- Gregorian chant: named after Pope Gregory I (590-640) was a melody set to sacred Latin texts
- monophonic style music (meaning one melodic line and no accompaniment) was the official music of the Roman Catholic Church
- musical notation originally consisted of just the pitch of the notes
- notated rhythm was added at the end of the twelfth century
Polyphonic style (two or more melodic lines) appeared at the end of the 12th century as did notation (system of writing music) and the chromatic scale (octaves of twelve notes)
Most composers were anonymous; secular song developed by the end of the 12th century; popular songs were not bound by the traditions of the Church, and were performed by troubadours
Music History Timeline: Renaissance Era (1400-1600)
Historical themes: the end of feudalism - a new concept of humanism - rediscovery of Ancient Greek and Roman culture and ideals - art and music for their own sake - scientific advance - the age of patronage
Instrumental dance music developed: music and dance were connected - new instruments included the keyboard (clavichord) - the lute was a favored instrument through the sixteenth century. Printing press preserved and extended music
Music styles/ elements: polyphonic emphasis on harmony (in which two or more notes are sounded simultaneously as in a chord) - sacred (liturgical, such as masses) - secular (madrigals/songs)
Music History Timeline: Baroque Era (1600-1750)
Historical themes: importance of scientific investigation - New World exploration and empire ornate and extravagant - painters included Rubens, Rembrandt, and El Greco, composers include Monteverdi, Handel, and Bach
Music styles/elements: heavily ornate style - counterpoint (technique of combining several melodic lines into a meaningful whole) - melodic line - emphasis on contrast and volume - imitative polyphony (many-sounding melodic lines are presented by one voice or instrument and then restated immediately by another) - homophonic style (chords under a melodic line), also theme and variation (recurring patterns); secular music advances “court” composes keyboard music for the harpsichord and organ
Developments: opera (staged dramatic vocal music and entertainment), orchestra, ballet and sonata (solo instrument with accompaniment)
Music History Timeline: Classical Era (1750-1820)
HISTORICAL THEMES: industrial revolution - age of reason and the enlightenment - age of revolution - revolutionary music (such as the French Marseillaise)
- orchestra gained in importance, increasing use of flutes and goes - string and wind sections developed - by the 1800s, trombones were introduced - refinement of sonata - development of the piano - Rococo style (highly ornamented) - Elegance and courtly grace (ex/ minuet developed as a dance style)
Classical Style: homophony (a single melodic line and an accompaniment) - simpler textures and melodies - expansion of textures, melodies, and variation
- string quartet ( two violins, viola, and cello) - Haydn the “father” of the string quartet - orchestral symphony (origins in opera overture, four movements) - opera, concerto (composition for solo instruments)
Creative impulses of giants Haydn, Mozart, and Beethoven
Music History Timeline: Romantic Period (1820-1900)
Historical themes: rise of European nationalism - new social orders - intense emotion in arts (paintings of Delacroix and Goya) - Poe in literature - “romanticism” derived from concepts of heroes, love, and chivalry associated with the Middle Ages - visual arts, poetry, drama, and nature as themes
Artistic experimentation by composers Chopin, Liszt, Berlioz, Mendelssohn, and Schumann - style was expressive, melody prominent, and folk music was used to express cultural identity
Opera: Verdi (Italy), Wagner (Germany) - themes from literature and folk tales - very popular
Genres: symphonic poem (orchestral work that portrayed a story) and concert overture - emphasis on the sonata and symphony and included intro of dissonance to create emotion - featuring virtuoso performers
Music History Timeline: Modern Era (1900s)
Evolution in the musical world, rebellion - unique sounds - difficult to quantify - nationalism - folk idiom was prevalent - widening gap between art and popular music
technology allowed for mass appeal and a new direction in music making (sound recordings, electronically created sounds, computer music, and composing)
Polytonality - playing two keys at once
Puccini (Italian) and his operas Madama Butterfly and La Boheme - Debussy and Impressionism - Stravinsky, post-Romanticism and his ballet The Rite of Spring - Rachmaninov, Prokofiev, and Shostakovich (Russian)
Influence of blues (sorrowful black folk music) and jazz (roots in African rhythms and harmonies with modern instrumentation, improvisation, and syncopation)
Rock n roll, R&B, country, cold (cultural link, passed by word of mouth), and hip-hop
