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ESO
MUSIC
MUSIC
ESO
2013
2013
MUSIC I
Alicia Rodrguez Blanco
152 pginas
1. Sound: qualities of sound
2. Qualities of sound: pitch
3. Qualities of sound: duration
4. Qualities of sound: intensity
5. Qualities of sound: timbre
6. The organization of sound: rhythm, melody, texture
7. The estructure of music: musical form
8. Content and function of music: music genre
ISBN 978-84-9003-786-7
MUSIC II
Alicia Rodrguez Blanco
152 pginas
0. Before we begin: elements for musical analysis
1. Antiquity and Middle Ages
2. Renaissance
3. Baroque
4. Classicism
5. Romanticism
6. 20th Century
7. Music and New Technologies
ISBN 978-84-9003-787-4
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ENGLISH PROJECT
Each book includes two CDs
with musical auditions
Catalogo Musica - ingles.indd 2 27/02/13 9:29
Organization of the Unit
The book comes with two CDs with all the tracks
that we mention along the units, as well as in the
specific section of the final activities.
Each track is indicated in the wording of its activ-
ity with a little drawing which says the disc and
the corresponding track.
1
3
2
6
Presentation
With this book we are trying to offer you the oppor-
tunity of getting to know music while enjoying it.
The main page shows a scheme so that you can see
the most important contents as a whole. Then, you
will see an introductory text to think about what
you are going to work on.
If pitch is the quality which allows us to distinguish between low and high sounds, we now need to know
what elements we use in musical notation to identify and register the pitch of sound.
The pitch of sound is one of the most important elements of music. The sequence of one pitch after
another configures the melody of a piece.
Qualities
of sound:
2
it is represented notes organized in
scales
it is measured tones semitones
intervals
it is measured
sharp
natural
flat
accidentals
it is written
ledger
lines staff
clef
pitch
02 Musica.indd 19 13/02/13 08:16
Development
After the presentation, the development of con-
cepts appears, which constitutes the core of the
unit.
The text is structured in paragraphs that incor-
porate many diagrams, schemes, illustrations and
musical examples that will help you follow the
contents in a simpler and more entertaining way.
Short review activities, listening and musical per-
formances will be useful to evaluate what you
learn at the end of each part.
9 8 Sound. Qualities of sound UNIT 1
1.1. Howit is produced
Sound is produced when an object vibrates and that
movement travels through sound waves until it reaches
our ears.
1.2. Howit propagates
Sound propagates at high speeds. The waves travel
through the air at 340 meters per second, and they are
transmitted the same way waves spread on water when
we throwa stone.
Usually, sound travels through air, but it can also travel
through other mediums like water or solid objects. In
fact, sound travels faster through water (1.435 m/s) and
even faster through materials like wood (3.900 m/s) or
iron (5.000 m/s).
1.3. Howwe hear
Sounds are picked up by a very thin membrane in our
ear, the eardrum, which connects the outer and middle
ear. When sound waves hit the eardrum, the information
produced by its vibration is transmitted to the brain.
2.1. Silence in music: rest*
Silence is the absence of sound, the lack of hearing sensation.
Actually, there isnt such thing as absolute silence. Even if we could
isolate ourselves completely from outer sounds, we would still hear
our own bodys inner sounds.
When we talk about silence in music, we understand it, therefore, as
something relative; as the blank space of music.
Functions of rests in music:
Silence is an element as important as sound in music.
It is the indispensible previous condition to enjoy music: we begin
with silence when hearing and performing a composition.
It serves as a break, to catch ones breath.
It is a resource of great expressive energy: a rest at the right time can
have more meaning than the best of sounds.
It makes it possible to organize ideas and give structure to the whole
composition.
Reverb and echo
Reverb is produced when sound waves find
obstacles on their way. They are reflected or
bounced back in the opposite direction of the
sound source.
Echo is a kind of reverb that creates the repeti-
tion of sound. When the time-lapse between
the emitted and the reflected sounds is wide
enough, we perceive themboth separately.
The echo and the reverb of sound are very
useful phenomena of nature. For example,
they allow bats find their way while flying;
and make it possible for sailors to measure
the depth of the sea or let themknow where
a school of fish is.
a The vibration of an object travels through sound waves.
Rest is the termused in musical
notation to indicate a period of
silence on the score.
1 2 Sound Silence
1. If you put your ear to the table and hit the wood
gently with your ngers, youll notice how well
sounds propagate through solid objects. Try to make
it louder and softer putting your ear away from the
table. Write your conclusions on your notebook.
2. Investigate your surroundings and give examples
which prove the different speeds of sound
depending on the physical mediums.
ACTIVITIES
The eardrums vibrations are turned
into nerve impulses. They transmit
the information to the brain.
1. J. S. Bach. Toccata and fugue in D minor
& b c
. U

#
R
U . U

# R

U

& b .
U
#
r

U

# # #
(etc...)
r
#
a. What instrument performs it?
b. This music sure sounds familiar to you, where did you hear it?
c. This fragment consists of several short musical phrases, how many?
d. Can you point out the phrases on the staff?
e. Can you recognise rest notes on the score?
f. What correspondance can you nd between rest notes in this piece and punctuation marks in written
languages?
g. What do these rests make you feel?
h. If you were a movie director, in which scene would you play this background music? Write a short
text describing the situation.
ACTIVITIES
1 1
Self-assessment
At the end of each unit and in order to support
the knowledge you gain, you will see some ac-
tivities grouped in different sections: self-assess-
ment, performance, creation, listening and chal-
lenge.
In the Self-assessment section you will be able
to review the main musical terms and concepts
with crossword puzzles, word search puzzles
and other things.
37 36
Self-assessment
Qualities of sound: duration UNIT 3
Across
1. Divides the time into equal parts and sets the
length of notes and rests.
2. Four beat measure
3. Semicircle with a dot in the middle which ex-
tends the length, interrupting the time signature.
4. It is used to accurately indicate the tempo.
5. Symbols that represent the duration of sound.
6. Slow.
7. Double an eighth note.
8. Low persistence sound.
9. Speed of a piece performance.
10. Quality that allows us to distinguish between
long and short sounds.
11. Double a half note.
Down
1. Physical phenomenon originator of duration.
2. Half a whole note.
3. Very slow.
4. The same as vivace, very fast.
5. Normal, calm.
6. Symbols that represent the duration of the ab-
sence of sound.
7. Half an eighth note.
8. Small dot that adds notes or rests half their va-
lues.
9. Curved line that links two or more notes that
sound the same.
1 Copy on your notebook and solve the crossword puzzle answering the definitions shown
below:
N
O
T
E
B
O
O
K
O
OO
O
O
B
O
B
O
B
OO
B
OO
BBBBBBBBBBBBB
O
TT
O
T
O
T
O
T
OO
T
OO
OOOOOOOOOOOOOOO
BBBB
O
BBBBB
T
E
T
E
T
E
TT
E
TTTTTTTTTTTTTT
OOOOOOOOOOO
N
O
N
OOOO
N
O
NNNNNNNN
EEEEEEEEEEE
1
2
4
3
5
6
7
8
9
10
11
1
2
3
4
5 6
7
8
9
2 Complete this dominoinyour notebook anddrawthe equivalent note values and/or rests missing
on the dominoes. Try not to repeat the configurations already there:
3 Find the mistakes in the following sentences and write themcorrectly in your notebook:
Note values represent the different pitch of sounds.
The relation between note values is triple fromlong to short, and double fromshort to long.
Rest symbols represent the duration of high sounds.
Time signatures indicate the name of note values.
According to the number of beats, time signatures can be binary, tertiary and quaternary.
The denominator 4 indicates that the note value is a whole note.
The denominator 8 indicates that the note value is a quar ter note.
The dot is an accidental symbol which raises the note half its length.
The tempo is the intensity of the performance of a musical piece.
The metronome is a device used to measure the length of note values and rests.
Performance and Creation
In the Performance section you will improve
your vocal, instrumental and body expres-
sion, with different musical examples and
different levels of difficulty.
In the Creation section you will discover the
basic elements of musical composition and
you will experiment with your performing
and expressive abilities.
14 UNIDAD 2
Audicin
1 Copia en tu cuaderno y resuelve el crucigrama contestando a las definiciones que se indican debajo: 1. CopiTake a look at the indications seen in the cards below:s que se indican debajo:
Performance
1 Take a look at the indications seen in the cards below:
a. Your teacher will individually and secretly give you one of these cards to perform.
b. In order, one at a time, using your voice or an instrument of the class, you will performthe sound
or the group of sounds your card indicates. Think twice if you decide to use an instrument, not all
instruments have the same acoustic possibilities. You have to choose the best one.
c. Your classmates will write it down to try to guess the card you perform.
1
A lowsound
2
A high sound
3
A long sound
4
A short sound
5
A loud sound
6
A soft sound
7
A lowand long sound
8
A high and short
sound
9
A loud and long
sound
10
A high and soft sound
11
A long and soft sound
12
A short and loud
sound
13
A lowand soft sound
14
A short and soft
sound
15
A lowand loud sound
16
A short and low
sound
17
A high, long and loud
sound
18
A low, short and soft
sound
19
Several short and soft
sounds
20
Several short and
loud sounds
21
Several short sounds
fromsoft to loud
22
Several short sounds
fromloud to soft
23
Several short sounds
fromhigh to low
24
Several short sounds
fromlowto high
14 UNIT 1
Creation
Sound. Qualities of sound 15
1 Pay attention to the instructions of the chart bellow and performthis piece with the whole class.
seconds 5 10 15 20
21 25 30 35 40
41 45 50 55 60
VOICE XYLOPHONE CYMBAL CLAVES SLIDE
WHISTLE
TAMBOURINE
with marbles
Instrument
Sound
it is rotated
swinging
the instrument
approximate
pitch
and upward
or downward
design
intensity and
number
depending
on dot
density
duration
and
intensity
depending
on symbol
groups of
four
upward/downward
sounds
approximate
pitch and
intensity
depending
on size
Listening and challenge
In the Listening section you will learn to recog-
nize the main characteristics of the musical ex-
amples. You will also learn to move around the
different repertoires.
In the Challenge section you will find different
activities so that you can put into practice basic
abilities.
Each unit is wrapped up with one last page To
sum up the basic contents of the unit.
28 UNIDAD 2 UNIT 2 28 Qualities of sound: pitch 29
2 Compare the two tracks and answer the following questions:
a) Which has the highest pitch and which the lowest? Can you find any hints on the score?
b) Which covers a wider range? Look again at the scores and point out the distance interval between
the highest and the lowest notes each of the voices use.
Deliver me, OLord, fromdeath eternal, on that fearful day,
when the heavens and the earth shall be moved,
when you shalt come to judge the world by fire.
I ammade to tremble,
and I fear, till the judgment be upon us, and the coming wrath.
b) Look for informationabout the Requiemmass:
Many composers have also written their own musical pieces for this kind of mass. Mention some
examples.
c) Listen to the tracks again and now pay attention also to the lyrics and the information you
gathered for the former questions:
Do you think the music is appropriate for the meaning of the lyrics?
Which of the examples seems more suitable and why?
Whichadjectives wouldyou use to define the emotionor the mood each fragment reflects?
Listening
1 Listento the musical fragments that we showyou below and followthe track with the help of the
score:
Mozart. The Magic Flute. Queen of the Nights Aria.
TheMagicFlute is apopular opera intheGermancontext. It shows humanismandillustrationideals. Inthis
famous Aria (Hells vengeanceboils inmyheart) theevil Queenof theNight asks her daughter Paminatokill
Sarastro the wizard, the true guardian of wisdom.
& b 44
Allegro assai
j j j
Der H- lle
. j J J
J J
Ra - che Kocht in mei-nem

Her-zen,
J
J
#
Tod und Verz -

wei-flung,
b . # J
Tod und Verz -

wei-flungflam-
& b
b
met ummich
#
her!

Fht micht durch
J
dich Sa -

ras - tro To- des1sch -
J
mer-zen, Sa -

ras - tro To- des1sch-
& b

mer-zen,

so bist du

mei-ne
. b
J
.
J

Tochternimmer

mehr, so

bist du

J J
mein', mei-ne
.
J
.
J

Tochternimmer

j
mehr, Ah
& b
. . . . . . . .

j
Ah
. . . . . . . .

j
Ah


& b

. J
mei - ne

Toch-ter
.
nim- mer

mehr,
1 6
1 6
1 7
Hells vengeance boils in my heart,
death and despair blaze around me!
If Sarastro does not feel the pain of death because of you
then you will be my daughter nevermore.
Disowned be forever,
forsaken be forever,
shattered be forever.
All the bonds of nature,
if Sarastro does not turn pale
[in death] because of you!
Hear, gods of vengeance, hear
the mothers oath!
a) Look for information about the plot of The Magic flute and its main characters:
Who is Sarastros character?
Who is the Queen of the Night?
Why does the Queen of the Night want her daughter to kill Sarastro?
Faur. Requiem.Libera me,Domine
A Requiem is a mass for deceased people, that is, the music of the most important parts of the
liturgy. The fragment we bring here (Deliver me, O Lord, from death eternal) shows great emotion
and kindness.
? b C
oerao60

. J J
Li - be -

ra me,
. J
Do-mi-ne,

de
. J
mor-te ae -

ter -
w
na,
? b
In
.
di - e

il - la tre -

men - da,
p
in di - e
w
il - - - -
w
la
? b
p . J
quan - do

coe - li mo -
.
ven - di
cresc.
sunt quan-do
.
coe - li

mo - ven - di
.
sunt et
f

ter - ra.
? b
sempre f
Dum
. J
J
ve - ne -

ris ju- di -
w
ca -

oo rall

re sae - cu -
. n
lum per
w
ig -
a eo
w
nem.

1 7
17
Challenge
Sound. Qualities of sound
1 Look at the following chart in which the different speeds of sound are expressed in meters per
second. Fill the right column in your notebook, calculating the speed of sound in kilometers
per hour.
PHYSICAL MEDIUM SPEED M/S SPEED KM/H
Oxygen 317
Air 340
Lead 1.190
Hydrogen 1.286
Water 1.450
Copper 3.810
Wood 3.900
Aluminum 5.100
Iron 5.190
Granite 6.000
MEDIO
2 Write your own musical composition using alternative graphic notation:
First, think about the environment you want to represent. You can compose a soundtrack that re-
flects, for example, the sounds of the ci ty, the country, the sea, an action scene, etc.
Choose the timbre with which you are going to represent all the elements of your soundtrack. You
can choose among the instruments of your class, voice or instruments you can make with various
objects. Create a symbol for each instrument which identifies it clearly.
Draw two axes (vertical and horizontal) in order to write your score. On the vertical line you will in-
dicate the interventionof the different instruments or voices. On the horizontal line, you will indicate
the durations on a scale expressed in seconds.
Ask your classmates for help to be able to performyour score and dare to direct your composition.
instrument
voice
instrument
voice
5 10 15 20 25 30 35 40 45 50
Annexes
When you finish the 8 units, you will find some annexes with diagrams,
schemes and games that will help you review the most important contents,
studied along the whole book. Besides, those diagrams and schemes will be
useful for quick and easy consults at any moment.
148 Glossary
Accent: acento
Accidental: alteracin
Aerophone: aerfono
Ambitus: mbito
Anacrusis: anacrusa
Arrangement: arreglo, distribucin
Art music: msica culta
Audience: pblico
Bagpipe: gaita
Bar instrument: instrumento de lminas
Bar-line: barra de comps
Bass drum: bombo
Bass: bajo
Bassoon: fagot
Beat: pulso, tiempo, ritmo
Berimbau: birimbao
Binary: binario
Bowed: frotada
Brass: viento metal
Burst: rfaga
Cadence: cadencia
Castanets: castauelas
Cello/Violoncello: violonchelo
Chamber: cmara
Choir: coro
Chord: acorde
Chordophone: cordfono
Chorus: estribillo
Clef: clave (smbolo)
Concussion: de entrechoque
Conductor: director de orquesta
Consonance: consonancia
Counterpoint: contrapuntstica
Cymbals: platos
Damper: apagador (mecanismo de percusin del piano)
Glossary
M
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S
I
C
M
U
S
I
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Catalogo Musica - ingles.indd 1 27/02/13 9:29