FTCE Music K-12

contrary motion

the motion of two musical lines that move in opposite directions

parallel motion

the motion of two musical lines that move in the same direction while maintaining the same interval between lines

similar motion

the motion of two musical lines that move in similar directions but without maintaining the same interval between lines

oblique motion

the motion of two musical lines in which one line stays stationary while the other musical lines moves in an upward or downward direction

cambiata

figure that usually moves down a second to a dissonant pitch, down another third to a consonant pitch, then up a second that can be dissonant or consonant.

appoggiatura

a leap to a dissonance followed by a descending step

suspension

a dissonance tone sounds on a downbeat and is then resolved downward by step.

passing tone

moves in a stepwise motion through two consonant tones

neighbor tone

moves in stepwise motion but returns to the original consonant tone

escape tone

a dissonant note is approached by step and resolved by a leap in the opposite direction

concert band

40-50 performers, focuses on popular band music and orchestral transcriptions.

symphonic band

90-120 performers, more comparable to a symphonic orchestra in range, may include string bass

Concert Band Instrumentation

two flutes, two oboes, two bassoons, three clarinets, one bass clarinet, four saxophones, four horns, three trumpets, three trombones, one baritone horn, one horn, and 3 or 4 percussion. 40-50 performers.

Music in the Medieval Era

-sacred music including Gregorian chant and masses

-secular music including music for dance and entertainment

Gregorian chant

melodies that were free flowing with no distinct meter, melismatic and largely monophonic, sung by unaccompanied voice or choir

sacred music of Middle Ages

-evolved with the development of organum, an early form of polyphony in which voices were sung in parallel motion

Sacred mass

an important religious ritual of medieval era and featured non-imitative polyphony

motet

important form of Medieval polyphony, spanned both sacred and secular genres

Secular music in Middle Ages

became the driving force of musical development, and the music of troubadours and trouveres saw drone accompaniment and had regular meter, syncopations, polyphony, and harmony.

Musical Importance of the Mass

-was a driving force of musical development in the Medieval and Renaissance eras. By Renaissance era polyphony was common, musical notation had been refined, and complete masses were written by a single composer.

-as a large scale form, the mass continued to appear in many composers' oeuvre. (Dufay, Josquin, Palestrina, Haydn, Mozart, Beethoven, etc.)

-the genre decline through the twentieth century.

Liturgy of Ordinary

-six sections: Kyrie, Gloria, Credo, Sanctus, Benedictus, and Agnus Dei.

-most often set to music and musical advancements were applied to the composition of the mass

Medieval Motet

featured a tenor line derived from plainchant with one or more upper voices in French or Latin. The Tenor vocal line usually had a short, repeated rhythmic pattern, while the upper voices had contrasting, lively upper voices. The texts of the upper voices were sometimes independent and in a different language from the tenor line.

Renaissance Motet

-referred to a genre of music than to a certain form or structure. By the mid-fifteenth, the motet was known as a polyphonic setting of any sacred Latin text, not restricted to liturgy.

-composers of the Renaissance introduced imitation, homophony, and four-part harmony to the motet.

polyphony

-refers to texture of music in which all voices or parts hold similar musical prominence or interest.

-several distinct melodic lines occurring at the same time.

-the rhythm of each line moves independently of each other.

Homophony

-has several voices or parts, but melodic interest is reduced to a single voice or part. All other voice or parts support the main melody as accompaniment and move together in rhythmic likeness.

-can be thought of as any form of melody and accompaniment texture.

Monophony

centers on a single melodic line BUT it does not have supplemental accompaniment parts.

-example would be plainchant in which a single line of melody embodies the entire work itself.

Impact of valved horns and trumpets

the invention of the valved horn and keys for the modern trumpet allowed players to play chromatically throughout their entire range. Composers began to incorporate more brass into their orchestral writing, and as a result, brass instruments became essential instruments in any orchestra with leading parts and solos.

Schoenberg

developed the 12-tone technique of music in which all 12 pitches of the chromatic are treated as equal, rejecting the conventions of traditional tonality.

Latin Jazz

a style of jazz that originated in the late 1940s when musicians merged the rhythms and instruments of Afro-Latin music with American jazz music.

Bossa Nova Movement

originated in Rio de Janeiro, Brazil, in the late 1950s and combined elements of the popular Brazilian samba with elements of American jazz.

Blues

originated through African work songs that were brought to the US in the 19th and early 20th centuries. The rise of the blues occurred approximately around the time of the emancipation of slaves in the US. Blues utilizes standard 12-bar progression and a blues scale that features a lowered third and a dominant seventh, "blues notes"

12-bar harmonic progression (blues standard)

I-I-I-I-IV-IV-I-I-V-IV-I-I

Organum

considered to be one of the earliest forms of polyphony

opera seria

focused on tragic and serious subjects that were historical rather than mythical

opera buffa

focused on humorous and light-hearted elements.

Church Modes

Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, Locrian

Ionian

major scale

Dorian

Natural minor with raised 6th

phrygian

Natural minor with lowered 2nd

lydian

#4 of major scale

mixolydian

Major scale with lowered 7th

aeolian

natural minor scale

locrian

Natural minor with lowered 2 and 5

classical sonata form

exposition, development, recapitulation (a coda may round out the end)

classical symphonic form

4 movements

1. fast, sonata allegro form

2. slow, ABA or theme and variations

3. dance

4. rondo or sonata rondo

oratorio

usually centers on a religious or ethical subject

opera

usually centers on historical, mythological or other secular plot lines

Calypso music

originally developed in Trinidad, a popular song and dance form in the Caribbean.

Tin Pan Alley

a geographical location where musicians and composers came together to create popular new songs for the working class as a reaction against upper-class parlor music.

kinesthetic movement

clapping, swaying the body, or dancing.

National Core Arts Standards

Creating, performing, presenting, producing, responding, and connecting

Principles of sequencing a music curriculum

-content sequencing: instructor should analyze the content for the main item and then organize the general content into a hierarchical structure

-task sequencing: analyze the skill involved and order the learning progression from simple, more elementary task towards more complex skills that build on previous tasks

-sequencing of elaboration: students are given an overall view of knowledge, and then presented with basic content first, progressing towards more detailed info while keeping the organizing overall theme in place

Teaching musical imitation

improvisation cannot exist without first teaching imitation. use various works in various keys

Teaching musical variation

begin with only slight variations within a controlled framework. explore variation through melodic variation first, use call and response to get students to vary their responses each time

Dalcroze Eurhythmics

an approach to music education based on movement and dance

Pre-K eurhythmics (sample activities)

-students dance freely to a teacher's improvisation on the piano that changes frequently in relation to mood, tempo, dynamics, and style. Students must change their dance styles accordingly

-students must pass a beach ball around in a circle in rhythm, as defined by the teacher's music

-students stomp their feet in rhythm and sway side to side while the teacher recites a children's rhyme

-students clap their hands to the tempo of the teacher's improv at the piano, the teacher alters the tempo of the music so that students must follow along

Dalcroze Method

Teaches an understanding of music - its fundamental concepts, its expressive meanings, and its deep connections to other arts and human activities - through ground breaking techniques incorporating rhythmic movement, aural training, and physical, vocal and instrumental improvisation. Developed around 1900 by Swiss composer, musician, and pedagogue Emile Jaques-Dalcroze

Kodaly Method

developed by Hungarian composer, musician, ethnomusicologist, and educator Zoltan Kodaly. He believed that music is an innate part of every human's experience and that musical literacy should be an integral part of every child's education. For Kodaly, main goal of musical education is singing. He used the movable-do system, solfege hand signs.

Five-step instructional sequence: preparation, make conscious, reinforcement, practice and create. Foundational in early music education philosophies today.

Orff-Schulwerk Method

developed by Carl Ordd and Gunild Keetman. Believed that music should be actively experienced and is best learned through a child's natural tendency to play. The pentatonic scale is the most common scle used in the method, as it is most accessible on Orff insturments.

Suzuki Method

mother tongue approach. Substantial parent involvement, an early start, listening, and repetition. Language learning sequence.

Bloom's Taxonomy

knowledge, comprehension, application, analysis, synthesis, evaluation

Bennett Reimer

"A Philosophy of Music Ed"

music exists as an expressive art form and cannot be limited to intellectual or other non-musical pursuits.

Laban's theory of movement education

-four elements: flow, weight, time, and space

Music philosophy of David Elliot

-wrote Music Matters: A New Philosophy of Music Education

-emphasis on the activity of making music, not the feeling

-curriculum should be based on music practice and start with music making before students can fully comprehend the art of music making when listening to music

Phyllis Weikart

-author of Movement Plus Music

-music education guide for learning through movement for ages 3-7

-founder of the program Education Through Movement: Building the Foundation

-method: kinesthetic movements must be isolated and modeled to the students and then movement may be simplified and built upon, finally students must have a variety of opportunities to sue the movements in personal and creative ways

-uses Dalcroze and Orff-Schulwerk methods

Comprehensive Musicianship through Performance

-prioritizes inclusive, deeper understanding of music for lifelong musical involvement

Gordon's Music Learning Theory and audiation (8 types)

Figured bass was first utilized during which of the following musical eras?

Baroque (The composer wrote only the bass line, and numbers (figures) placed below it indicated what intervals and chords should be played above that bass note.)

A 3rdthird-year trombone student can be expected to have a range from F2 to at least which of the following notes?

F4

In selecting repertoire for a beginning band concert to occur in the fall, the director should ensure that the upper range of the clarinet part does not go above which of the following notes?

second line G