7

WESTERN
MUSIC
GRADE
 Dr Aruna Ankiah-Gangadeen - Head Curriculum Development, Implementation and Evaluation

PERFORMING ARTS PANEL

Mrs Jade Pooshmawantee Pandhoo - Coordinator (Music), Music Organiser (Western Music), MoETEST
Mrs Roxane Estelle Firmin - Educator
Mr Alexandre François - Educator
Mr Gerald Moutoussamy - Educator
Mr Darshan Jeetun - Educator

Design
Mrs Nishi Manic

Acknowledgements

The Western Music Panel wishes to acknowledge the contribution of:

• Educators of Validation Panels
• Conservatoire de Musique François Mitterrand for contribution of musical instruments and photos
• Mrs Deepa Ramchurn for proofreading
• Mr Parwez Neeamuth - Instructional Designer
• Mrs Divia Ramraka - Instructional Designer
• Mr Alexandre François - Photographic credit

© Mauritius Institute of Education (2025)

ISBN: 978-99949-75-77-8

Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.

i
 FOREWORD

Our school curricula are designed to provide students with the space and opportunity to not only
grow academically but also to develop holistically by discovering and nurturing their talents. Music, in
particular, is a powerful means of expression and strongly appeals to young people.

The Grade 7 Western Music textbook brings a complementary experience to the other dimensions
of Performing Arts, namely Dance, Drama/Theatre, Indian vocal and instrumental music. Through
engagement in both theoretical and practical experiences, students are guided towards music literacy
and active participation in musical performances. The pedagogical approach adopted in the textbook
is such that learners are gradually scaffolded towards higher levels of proficiency. They simultaneously
develop a liking for the subject and growing confidence. Importantly, they value the learning
experience in this initiation phase. Music educators will find this textbook a valuable resource for the
implementation of their lessons as they assist students in handling a musical instrument during their
initial stages of learning.

I extend my gratitude to the panel members who have painstakingly devoted their time and energy to
bring the textbook into fruition. Special recognition goes to the panel coordinator Mrs Jade Pandhoo
for her outstanding leadership and commitment in producing an educational resource of high quality. I
also thank Dr Aruna Ankiah-Gangadeen, for overseeing the project in her capacity as Head, Curriculum
Development, Implementation and Evaluation. I cannot but acknowledge the professional work of the
graphic designers for the realisation of the project. Finally, I am thankful to the Ministry of Education,
Tertiary Education, Science and Technology for the opportunity to embark upon the development of
a series of Western Music textbooks for lower secondary. It is hoped that these teaching and learning
materials will inspire our young students to develop their artistic skills and cultivate a keen interest in
music. While these materials sow the seeds for the new generation of Mauritian artists, it also motivates
individual students to appropriate musical instruments as a hobby. I invite students to embark on this
enjoyable journey.

Dr. Hemant BESSOONDYAL

Director
Mauritius Institute of Education

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 PREFACE

The Grade 7 Western Music Textbook has been meticulously crafted in line with the National Curriculum
Framework (2016) and the Western Music Teaching and Learning Syllabus (2019). This comprehensive
resource, comprising seven units and a Recorder Book, is designed to ignite a passion for and foster
creativity in musical literacy.

At the heart of this textbook lies a dual commitment: to inspire students to engage actively with music
and to provide educators with a versatile toolkit for effective teaching. Each unit is a carefully curated
blend of theory and practice, offering a diverse array of activities that caters to different learning styles
and abilities.

From listening exercises to interactive tasks, such as fill-in-the-blanks, matching, structured questions
and crossword puzzles, students will explore key musical concepts across the four strands outlined
in the National Curriculum Framework (NCF): Performing, Creating, Responding, Performing Arts &
Society. Throughout their journey, students will encounter fascinating rubrics like ‘Did you know’ and
‘Important’, designed to spark curiosity and provide insights.

A glossary of musical terms has been included to support comprehension and blank staff lines to offer
ample space for students to practice notation. Moreover, QR codes provide easy access to listening
materials, thereby enabling students to immerse themselves in music even beyond the classroom.
Moreover, a recorder book featuring detachable pages is included at the end of the textbook. This eases
use by students and ensures continuity as they progress in their musical studies. It also, allows them to
build upon their skills with each passing grade. The approach fosters a culture of consistent practice and
attentive listening as it is imperative for students to remain actively engaged in the activities.

Educators play a pivotal role in nurturing students’ musical development. They can cultivate a learning
environment that fosters a genuine passion for Western music by crafting dynamic lesson plans and
encouraging exploration and creativity in the classroom.

As we embark on this enriching journey together, it is our sincere hope that this textbook serves as a
catalyst for learning and ignites a perpetual passion for music.

The authors wish you all an inspiring and rewarding exploration of Western music.

The Western Music Panel

iii
TABLE OF CONTENTS

Unit 1 Introduction to Music 1

1 Sound 2
1.1 Characteristics of sounds 3
1.2 Music 6
1.3 Western Music 6
1.4 The importance of music in society 9
1.5 The benefits of music 9

Unit 2 Classification of
Musical Instruments 11
2 Musical instrument 12
2.1 String instruments 13
2.2 Wind instruments 23
2.3Percussion instruments 29

Unit 3 Staff Notation 37

3 Music notation 38
3.1 Introduction 38
3.2 The Staff 38
3.3 Clefs 39
3.4 Ledger line 42

Unit 4 Elements of Rhythm 51

4 Music and time 52
4.1 Introduction to beat, rhythm and tempo 52
4.2 Time names and time values of notes 54
4.3 Bar, bar line and double bar 61
4.4 Simple time signatures 62
4.5 Rest 66
4.6 Ties and dots 71

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 Unit 5 Pitch and scales 75
5 Intervals 76
5.1 Semitones and tones 76
5.2 Accidentals 77
5.3 The Major scale 84
5.4 The C Major scale 85
5.5 Key signature 86
5.6 Step and leap 88
5.7 Call and response 89

Unit 6 Listening and responding

to music 91
6 Exploring music in the social,
cultural and historical contexts 92
6.1 Western music through history 92
6.2 Music of Mauritius 97
6.3 African music 103

Unit 7 Simple Terms, Signs and

Abbreviations 109
7 Musical Expressions 110
7.1 Introduction 110
7.2 Performance Directions 110

Glossary of Terms 123

My Recorder Book Part One 125

My Recorder Book Part Two 133

v
ICONS

Did you Know?

1 This icon provides additional interesting information related to the topic

being discussed.

ACTIVITY

2 This icon offers active learning opportunities to better understand the Music
concepts you are studying.

Group Activity 1

3 This icon presents exercises and activities to be completed with your friends.

This icon provides audio recordings to help in understanding

4 Music concepts.

IMPORTANT

5 This icon highlights key information and concepts.

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 CLEF PRACTICE

6 This icon provides space for you to get more practice with the clefs.

Remember

7 This icon serves as a visual cue to note specific information for later reference.

Note

8 This provides you with additional information to supplement your understanding.

Smart Tips
9
This icon offers helpful hints to enhance your understanding.

SUMMING UP
10
This icon presents the main points covered in each unit for easy review.

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 UNIT 1 - INTRODUCTION TO MUSIC

‘It is music and dancing

that makes me at peace
with the wor ld.’
Nelson Rolihlahla Mandela

UNIT 1 - INTRODUCTION TO MUSIC

Learning Outcomes
At the end of this unit, learners should be able to:
Define sound.
Differentiate between pleasant and unpleasant sounds.
State the origin of western music.
Identify different styles of western music.
State the importance and benefits of music.

In this unit, you will discover how sounds are produced and used to create music or noise!

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 UNIT 1 - INTRODUCTION TO MUSIC

1. SOUND
Sounds are vibrations that we can hear.
Example of vibration.

Fig. 1 Vibration of rubber band

When you pluck a rubber band, it will vibrate. This creates a sound wave that travels to your ear.

We can hear different types of sounds around us which are man-made or natural such as: the
singing of a bird, honking of vehicles, people talking, the sound of our own heartbeat, and more.

Examples of sounds:

Fig. 2 Bird chirping Fig. 3 Honking of cars

Fig. 4 Heartbeat Fig. 5 People talking

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 UNIT 1 - INTRODUCTION TO MUSIC
1.1 CHARACTERISTICS OF SOUNDS

1. Pleasant and Unpleasant

2. High and Low
3. Loud and Soft

1. Pleasant and Unpleasant sounds

Pleasant Sound

The sound that is pleasant to the ear has a well-maintained, regular pattern of sound vibrations
and regular frequencies. It makes people feel happy.

For example:

Fig. 6 Playing a musical instrument Fig. 7 Singing

Regular frequency - Pleasant

Unpleasant Sound

The sound that is unpleasant to the ear is called noise. It irritates and causes discomfort and has
an irregular pattern of sound vibrations. For example:

Irregular frequency - Noise

Fig. 8 Nails or squeaky chalk against a blackboard

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 UNIT 1 - INTRODUCTION TO MUSIC

ACTIVITY 1

List other examples of pleasant and unpleasant sounds in the table below.

PLEASANT SOUNDS UNPLEASANT SOUNDS

2. High and low sounds (pitch)

Pitch is how high or low a sound is. A high sound has a fast frequency, and a low sound has a
slow frequency.

The larger the vibrating surface area, the lower the pitch of the sound. The smaller the vibrating
surface area, the higher the pitch of the sound.
For example: A short piece of ruler will vibrate with a faster frequency producing a high sound
compared to a longer one.

Fig. 9 Slow and fast vibrating ruler

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 UNIT 1 - INTRODUCTION TO MUSIC
Other examples:
High-pitched sound: nails scratching or blowing a whistle during a football match
Low-pitched sound: cow mooing, a man’s speaking voice

Group Activity 1

List the sounds that you think are high-pitched and sounds that are low-pitched.

LOW-PITCHED SOUND HIGH-PITCHED SOUND

3. Loud and Soft Sounds Did you Know?

Listening to loud music can

The volume of a sound depends on the amplitude of its vibration. cause hearing problems
Examples of loud sounds: a thunderstorm and fireworks and hearing loss over time.
Examples of soft sounds: calm flowing water and a person whispering The louder the sound, the
quicker it can cause damage.

Group
ACTIVITYActivity
3 2

Discuss the different sounds of nature and state which sounds are soft and which sounds are
loud. List them in the table below.

SOFT LOUD

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 UNIT 1 - INTRODUCTION TO MUSIC

1.2 MUSIC

The word ‘music’ comes from the Greek Word ‘mousike’, which means ‘art of the muses’. The
muses were the nine ancient Greek goddesses of music, art, and dance. With time, music has
become part of our education, culture, and history and can connect people from different
cultures.

Music is made with the sounds of voices or instruments. These sounds are organized in patterns,
rhythms, and melodies to create musical compositions in various styles and genres.

1.3 WESTERN MUSIC

Western music has its roots in ancient Greece and Rome. It is closely related to the history
and culture of Europe. It is defined as music that originated in Western European-influenced
countries and has a standardized written notation.

Notation is a system used to visually represent music using printed symbols.

Example of Music Notation:

Fig. 10 Extract from Beethoven Piano sonata No8 Second Movement

Music notation plays an important role in the history of Western music, as it has helped preserve
musical works through the centuries.

In the 15th century, music evolved and gave birth to different musical styles. Music notation
and symbols developed along with the evolution of musical instruments and vocal works.
Composers from European countries such as England, France, Germany, Austria, and Italy
contributed to the formation of Western art music.

In the late 19th century, the music of the West merged with the African rhythms and melodies
in North America, creating blues and jazz.

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 UNIT 1 - INTRODUCTION TO MUSIC

Today, western music is made up of a wide range of genres, such as classical, blues, jazz, and
popular music, as seen in the diagram below.

Western
Art Music
Popular Music

Jazz Western
Music Folk

Blues

1. Western Art Music

Western art music is based on the European classical tradition. It is one of the oldest musical
genres. It is oriented around music notation and has evolved over time through different
periods, which are: Medieval, Renaissance, Baroque, Classical, Romantic, and Modern. The
genre has contributed to the formation of many modern styles, such as rock and pop.

Listen to the ‘Symphony no.5’ composed by L.v. Beethoven.

L.v. Beethoven - Symphony No.5

https://www.youtube.com/watch?v=jv2WJMVPQi8

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 UNIT 1 - INTRODUCTION TO MUSIC

2. Jazz

Jazz is a musical genre that originated in the African-American communities in New Orleans,
Louisiana, USA, in the late 19th and early 20th centuries. Jazz music includes improvisation, call-
and-response, and complex harmonies. The roots of jazz music come from the blues and ragtime.

Ragtime is a musical composition for piano in highly syncopated rhythms (off-beat rhythms). It
was popular in America in the years 1890–1910.

Listen to ‘Take Five’ composed by Dave Brubeck.

Dave Brubeck - Take Five

https://www.youtube.com/watch?v=tT9Eh8wNMkw

3. Blues

Blues is the music from the 1860s that developed in African-American culture based on spiritual
lyrics and chants.

Blues musicians expressed emotions such as sadness and melancholy felt from the oppression
during the hard times of slavery.

Listen to ‘3 O’clock Blues’ performed by B.B. King.

B.B. King - 3 O’clock Blues

https://www.youtube.com/watch?v=d9ozjCQkqZs

4. Popular Music

Popular music, also called pop music, is appreciated by a wide audience. It has a repeated
chorus, catchy melodies, and rhythms that we can easily dance to. The themes are often based
on love and romantic relationships.

Listen to the song ‘We Are the World’ composed

by Michael Jackson and Lionel Richie.

Michael Jackson- We Are the World

https://www.youtube.com/watch?v=s3wNuru4U0I

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 UNIT 1 - INTRODUCTION TO MUSIC

5. Folk Music

Folk music is associated with the traditional music of a region or group of people, which is mainly
transmitted orally. This style of music is mostly performed on traditional instruments.

Listen to the ‘Anita’ song, composed by the Mauritian

‘Ségatier’ Jean Alphonse Ravaton known as Ti Frer.

Jean Alphonse Ravaton (Ti Frer) - ‘Anita’

https://www.youtube.com/watch?v=HfXXMALJyeo

1.4 THE IMPORTANCE OF MUSIC IN SOCIETY

Music is an essential part of our daily lives, from the alarm clock in the morning, during prayers,
songs on the radio or in movies, music during parties, etc.

• It is a universal language that brings people from different social backgrounds together.
• It is a form of social entertainment, useful to mark special occasions and gatherings.
• It encourages people to appreciate other cultures and traditions.

1.5 THE BENEFITS OF MUSIC

Music has benefited humanity in many ways, for instance:

• It promotes relaxation and reduces anxiety and stress.
• It is the language that helps us experience and express emotions.
• It has a healing power. (Music Therapy)
• It helps to boost concentration, focus, and memory.
• It is a means to earn a living.
• It motivates us in our daily activities. [e.g., when we practice sports or exercise].

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 UNIT 1 - INTRODUCTION TO MUSIC

Group Activity 3

Discuss the benefits of music in your life.

SUMMING UP

Sound is produced by vibrations.

Sounds can be characterized as pleasant and unpleasant, high and low, and loud and soft.
Western music originated in ancient Greece and Rome.

10
 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

“Learning a musical instrument is challenging. It demands fine motor

skills and coordination . It deve lops children’s listening, thinking skills,
imagination and perseverance. It brings out the very best in the children
as they work collaborative ly with their peers and teachers.”
Sheila Hancock

UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Learning Outcomes
At the end of this unit, learners should be able to:
Define a musical instrument.
Identify the musical instruments.
Classify the musical instruments according to their respective family.
List two instruments from each family.

In this unit, you will discover the amazing world of musical instruments.

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

2. MUSICAL INSTRUMENT
A musical instrument is a device used to produce a musical sound.

Listen to the musical instruments

below and describe how the sound
is produced.

https://youtu.be/wh-pBxeHE3U

https://youtu.be/NEzSJW8s-V8

https://youtu.be/J8hzw3Lpk9Q

Musical instruments can be classified as follows:

1 String Family

Woodwind Instruments

3 2
Main families
of musical Wind Family
instruments
Brass Instruments

3 Percussion
Family

Fig. 1 Classification of Musical Instruments

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

2.1 STRING INSTRUMENTS

String instruments produce sounds using strings that are stretched across the instrument and
are either bowed, struck, or plucked. The sound is produced by the vibration of its strings.

1. BOWED STRING INSTRUMENTS

These string instruments are played by a bow rubbing the strings. The instruments in Figure 2
are arranged from the highest to the lowest pitch (left to right).

Fig. 2 Bowed String Instruments

Fig. 3 Violin
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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Fig. 4 Cello

Fig. 5 Double Bass

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

VIOLIN VIOLA
Measures approximately 35cm Measures approximately 40cm

36 cm 39-41 cm

As you can see from the images below, the instruments look alike, but there is a difference
in the size of the instruments. The viola is bigger than the violin. Their strings are tuned
differently, and the viola has a lower-pitched sound.

Fig. 6 Difference between a violin and a viola

Table 1

Did you Know?

Bow hair is made up of horse hair. Between 160 to 180 individual horse hairs are attached to form a ribbon for the violin.
Viola, cello and double bass bow use more hairs.

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

2. PLUCKED STRING INSTRUMENTS

These string instruments are played by plucking the strings with the fingers or a plectrum. A
plectrum is a thin piece of plastic, slightly flexible, that is used to pluck the strings.

Fig. 7 Plectrum

1.The Guitar

The guitar is a fretted musical instrument that typically has six strings.

Frets

Fig. 8 Guitar

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS
2. The Harp

The harp is a string instrument where the strings are plucked with the fingers. It can be played
while standing or seated.

Fig. 9 Harp

3. Harpsichord

The harpsichord is a keyboard musical instrument in which strings are set in vibration by
plucking.

Note

The harpsichord can be dated back to the

15th century while the piano from the
early 18th century.

Fig. 10 Harpsichord

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

3. STRUCK STRING INSTRUMENT

A struck-string instrument has hammers that strike the strings rather than being plucked.

Piano

A piano is a large keyboard musical instrument with a wooden case having metal strings which
are struck by hammers.

Pianos have two types of configurations, namely the Grand Piano and the Upright Piano.

1. Grand Piano

A grand piano has strings which are arranged horizontally.

Fig. 11 Grand Piano

Fig. 12 Top view of a Grand Piano’s strings

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

2. Upright Piano

An upright piano has strings which are arranged vertically.

Fig. 13 Upright Piano Did you Know?

A piano is also called a

pianoforte and has
• 88 Keys.
• almost 200 strings.
• over 12000 parts.

Fig.14 Upright piano showing strings

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

The piano differs from a harpsichord in the way the sound is produced.

Piano Harpsichord

A piano is a keyboard instrument with wire A harpsichord is a keyboard instrument

strings that produce sound when struck by having metal strings that are plucked by a
felt-covered hammers. material called a plectrum.

Fig. 15 Mechanism of the piano Fig.16 Mechanism of the harpsichord

Listen to: Listen to:

“What does the piano sound “What does the harpsichord
like?” sound like?”

https://www.youtube.com/ https://www.youtube.com/
watch?v=KA0Yh1OxJVI watch?v=2unB-S9JXV8

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Listen to the different string instruments and compare their sound.

Violin

https://youtu.be/wh-pBxeHE3U

Viola

https://youtu.be/QXi1kyUclhg

Cello

https://youtu.be/5q7YJhVmE08

Double bass

https://youtu.be/RYDQmqsW9tA

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Piano

https://www.youtube.com/
watch?v=KA0Yh1OxJVI

Harpsichord

https://www.youtube.com/
watch?v=2unB-S9JXV8

Guitar

https://www.youtube.com/
watch?v=GY5y4Rp3tU8

Harp

https://www.youtube.com/
watch?v=D736GND0idE

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

ACTIVITY 1

1. List two instruments in each of the columns below.

BOWED STRING PLUCKED STRING STRUCK STRING

INSTRUMENT INSTRUMENT INSTRUMENT
1. 1. 1.

2. 2. 2.

2. Name the two types of pianos.

________________________________________________________

________________________________________________________

3. Which two instruments of the bowed string family have the lowest pitch?

________________________________________________________

________________________________________________________

2.2 WIND INSTRUMENTS

Wind instruments produce sounds when air is set into vibration by either the player blowing
in or by other mechanical means (e.g., electric air pump in modern organs or the bellows of
accordions).

They come in different shapes and sizes as described below:

Recorder

The recorder (flûte à bec) is a wooden or plastic

musical instrument which has a mouthpiece.

Fig. 17 Recorder

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Flute

The flute consists of a tube with a series of finger holes. The player blows across the embouchure
hole to produce sound.

Fig. 18 Flute

Clarinet

The clarinet is a single-reed instrument. Players blow into the narrow gap between the reed
and mouthpiece, causing the reed to vibrate and produce sound.

Fig. 19 Clarinet

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Oboe

The oboe is a tube-shaped musical instrument that is played by blowing through a double reed.

Fig. 20 Oboe

Bassoon

The bassoon is a double reed instrument with a conical bore air column.

Did you Know?

The oboe and the bassoon are also known as

double-reed instruments, and the bassoon
has a much lower pitch when played.

The reed is a small lamella that vibrates to

produce a sound. Some wind instruments,
such as the clarinet, use a single reed, while
others use a double reed.

Single reed

Double Reed

Fig. 21 Bassoon

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Trumpet

A wind instrument with a long metal tube commonly once or twice curved and ending in a bell.
It uses a piston-valve system to help change notes.

Fig. 22 Trumpet

Organ

The organ is a musical instrument that produces sound by pressurized air (wind) being blown
through the pipes. It has one or more keyboards.

Fig. 23 Pipe organ in an auditorium

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Did you Know?

The Midmer-Losh pipe organ

in Atlantic City (USA) is the
biggest pipe organ in the world.
It has more than 33,000 pipes.

Fig. 24 Small pipe organ

Listen to the various performances below, played on different wind instruments, and compare
the sound of each instrument.

Recorder

https://youtu.be/nVPSIK24GDY

Flute

https://youtu.be/NEzSJW8s-V8

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Clarinet

https://youtu.be/kSfEDb1cMAw

Oboe

https://youtu.be/8nNilTdpDiE

Bassoon

https://youtu.be/_t2q0lsUl4k

Trumpet

https://youtu.be/MDXGKx-E-iE

Organ

https://youtu.be/Nnuq9PXbywA

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

ACTIVITY 2

1. List one instrument in each of the columns below.

SINGLE REED INSTRUMENT DOUBLE REED INSTRUMENT

2. Answer the questions below.

a. Which wind instrument is considered to produce the lowest pitch?

________________________________________________________

b. Which wind instrument has one or more keyboards?

________________________________________________________

2.3 PERCUSSION INSTRUMENTS

Percussion instruments are musical instruments that are struck, shaken or scraped to produce
sound.

Percussion instruments can be pitched or unpitched.

1. Pitched percussion instruments

Pitched percussion instruments can play specific notes, just like the wind or string instruments.

Timpani (Kettledrums)

Timpani, or kettledrums, are percussion instruments that produce sounds with a definite pitch
when struck. The timpani is usually played in an orchestra by one or more players.

Fig. 25 Timpani

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Xylophone

The xylophone contains wooden bars of different lengths, arranged side by side. When a
performer strikes the bars with a mallet or a stick, the bars produce sounds of different pitches.

Fig. 26 Xylophone

2. Unpitched percussion instruments

Unpitched percussion instruments are not tuned to specific notes and make sound without a
distinct pitch.

Snare Drum

The snare drum produces a sharp sound when the head is struck with a drumstick. There is a set
of curled metal wires called the “snare” across the bottom of the drum.

Fig. 27 Snare drum

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

Triangle

The triangle consists of a tube of metal bent into the shape of a triangle. It produces a clear
sound when hit by a percussion stick made of metal.

Fig. 28 Triangle

Listen to the instruments of the percussion family and compare the sound of each instrument.

Snare Drum

https://youtu.be/J8hzw3Lpk9Q

Timpani

https://youtu.be/PRTxPJfCKhY

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

ACTIVITY 3

1. List two instruments in each of the columns below.

PITCHED PERCUSSION INSTRUMENTS UNPITCHED PERCUSSION INSTRUMENTS

2. Name the percussion instrument that is also known as kettle drum.

__________________________________________________________________

IMPORTANT

Another way to classify musical instruments is the Hornbostel-Sachs system: chordophones for string
instruments, aerophones for wind instruments, idiophones, and membranophones for percussion
instruments.

SUMMING UP

Musical instruments are classified into three main families.

String instruments produce sounds by means of a string stretched across the
instrument.
Wind instruments produce sounds due to vibrations in the column of air within the
instrument.
Percussion instruments may be struck, shaken, or scraped to produce sounds.

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

ACTIVITY 4

Listen to the excerpts below and identify the instrument families as string, wind and
percussion.

TITLE SCAN ME INSTRUMENT FAMILIES

Eine kleine Nachtmusik –

Mozart
https://www.youtube.com/
watch?v=E8thtY-O7rQ

Sleigh Ride - U.S. Navy Band

https://www.youtube.com/
watch?v=xTMc-WAjL-I

A. Vivaldi / J.S.Bach: Concerto in

D-minor, III. Allegro - Carion Wind
Quintet
https://www.youtube.com/
watch?v=-3GQE9PmbJQ

"GEAUX" - Duet for Snare Drum &

Timpani, by Joe W. Moore III -
Gerardo Capaldo & Andrea Bindi
https://youtu.be/Cr8schruptE

ACTIVITY 5

Name the musical instruments below.

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

ACTIVITY 6

Classification of Musical Instruments

Classify the musical instruments according to the table below. You may add other
instruments which are not in the list.
Bassoon, Violin, Trumpet, Flute, Snare Drum, Viola, Recorder, Cello, Clarinet,
Double Bass, Oboe, Organ, Timpani.

STRINGS WINDS PERCUSSIONS

Group Activity 1

Making a musical instrument.

Create any type of simple musical
instrument using items found at
home.

Links: https://www.youtube.com/watch?v=yrCEqdMfbno

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 UNIT 2 - CLASSIFICATION OF MUSICAL INSTRUMENTS

ACTIVITY 7

Complete the crossword below.

DOWN

1. The smallest instrument is a bowed

string instrument.
2. A string instrument with 88 keys.
3. I am a double-reed instrument.
4. Wind instrument with three pistons.
5. Wind instrument with double reed
and a low pitch.
6. A wind instrument with 8 holes.

ACROSS

1. Single Reed wind instrument.

2. Lowest and biggest instrument of the string family.
3. Wind instrument with a keyboard.
4. Wind instrument played horizontally.
5. String instrument with 6 strings.
6. Keyboard instrument in which strings are set in vibration by plucking.
7. A percussion instrument also known as Kettledrum.
8. String instrument that plays in low pitch.
9. String instrument bigger than the violin with a mellow sound.
10. Upright string instrument.
11. Percussion instrument essential in a drum set.
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 UNIT 3 - STAFF NOTATION

“My idea is that there is music in the air. Music

all around us. The wor ld is full of it, and you
simply take as much as you require.”
Sir Edward Elgar

UNIT 3 - STAFF NOTATION

Learning Outcomes
At the end of this unit, learners should be able to:
State the position of each line and space number on a staff.
Write the treble clef and bass clef on a staff.
Identify and write notes on lines and spaces in the treble clef.
Identify the ledger lines.
Write middle C in the treble clef and the bass clef.
Write the letter names of notes from C4 to G5.
Sight-read notes from C4 to C5.

In this unit, you will dive into the world of music notation.

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 UNIT 3 - STAFF NOTATION

3. MUSIC NOTATION
3.1 INTRODUCTION

Western music notation refers to written symbols, like letters of the alphabet, that are used to
communicate musical sounds.

Notation is used to indicate the notes and rhythms for reading, writing, or performing music.

Note

The pitch of a note is shown by its position on a five-line staff or stave.

3.2 THE STAFF

The Staff is the foundation for music notation, it consists of a set of five horizontal lines and
four spaces.

IMPORTANT

The lines and spaces between them are counted from the bottom to the top.
Each line and each space represent a different pitch.

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 UNIT 3 - STAFF NOTATION

In Western music, the pitches are given letter names between A and G in the alphabet.

English C D E F G A B

French Do Ré Mi Fa Sol La Si

Table 1 Name of notes in English and French

Notes are written on the lines or in the spaces of the staff.

Notes can be written on each line as follows:

Notes can be written within each space as follows:

The higher the note on the staff, the higher its pitch.

3.3 CLEFS

TREBLE CLEF AND BASS CLEF

Clefs are used in order to show notes of higher and lower pitch.

1. The Treble clef or G clef

The treble clef is a very popular and common symbol in Western music notation and is written
as follows:

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 UNIT 3 - STAFF NOTATION

The treble clef is also called the G clef because it curls around the second line of the staff. By
doing so, the G clef gives the note on the second line its name, that is, G.

Writing the G clef in steps:

Step 1

Step 2

Step 3

Step 4

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 UNIT 3 - STAFF NOTATION
Some instruments using the treble clef are:
Recorder, Flute, Guitar, Violin, Clarinet, Trumpet.

CLEF PRACTICE

Practise writing the G clef on the staff below. Write at least five G clefs.

IMPORTANT

Remember it begins by ‘curling’ around the 2nd line.

2. The Bass clef or F clef

The bass clef is also known as the F clef. The F clef curls around the fourth line. It indicates the
position of the note F on the staff. Notes in the bass clef have a lower pitch compared to the
notes in the treble clef.

Writing the F clef in steps:

Some instruments using the bass clef are: Did you Know?
Cello, Double Bass, Bassoon.
Some instruments use both F and G clefs.
For example: piano, harp, and organ.

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 UNIT 3 - STAFF NOTATION

CLEF PRACTICE

Practise writing the bass clef on the staff below. Write at least five (5) bass clefs.

IMPORTANT

Remember, it begins by ‘curling’ around the fourth (4th) line. Don’t forget the two dots, one above and
one below the fourth (4th) line.

Did you Know?

Apart from the treble clef and the bass clef, there are other clefs most commonly used in western
music, namely Alto and Tenor.

Different instruments read and play in different clefs depending on their pitch.

3.4 LEDGER LINE

A music staff, with 5 lines and 4 spaces, can only show 9 notes. But there are an infinite number
of staff lines!

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 UNIT 3 - STAFF NOTATION

These lines and spaces continue forever up and down the page, showing every note’s place on
the staff.

Because it would be way too complicated to count all those lines while performing, the
traditional music staff shows only 5 lines (the other lines are unseen and still technically above
and below it).

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 UNIT 3 - STAFF NOTATION

We use ledger lines to show notes that are higher or lower than the 5 staff lines. Ledger lines are
tiny portions of the unseen staff lines, and they are drawn only for the notes that are higher or
lower than the main musical staff.

The Middle C in the Treble Clef and the Bass Clef

The Middle C is an example of a note on a ledger line. It is located exactly in the middle of the
Grand Staff.

Grand Staff Middle C

It is one ledger line below the treble staff and one ledger line above the bass staff, exactly in between
them.

Middle C in G clef

Notes in G Clef

Middle C in G clef and F clef

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 UNIT 3 - STAFF NOTATION
ACTIVITY 1

1. Write the treble clef/ G clef and write the Middle C on the staff below.

2. Write the bass clef/ F clef and write the Middle C on the staff below.

3. Write the Middle C on the Grand Staff.

Smart Tips
Use these words to
help you remember
the name of the notes.

Using mnemonics to remember

the notes in G clef.
Every Good Boy Deserves Fruits

Notes on lines

Notes in spaces

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 UNIT 3 - STAFF NOTATION

SUMMING UP

The staff is made up of 5 horizontal lines and 4 spaces.

The treble clef is also known as the G clef.
The G clef curls around the second line of the staff.
The Bass clef is also known as the F clef.
The F clef curls around the fourth line of the staff.
A ledger line is an additional short line that is added below or above the staff to
extend its range.
The Middle C is in the middle of the grand staff.

ACTIVITY 2

Write the letter names of each note below.

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 UNIT 3 - STAFF NOTATION
ACTIVITY 3

Match and spell the word.

1. Write the name of the notes and match the words with their corresponding pictures.

(a)

Answer:_____________________

(b)

Answer:_____________________

(c)

Answer:_____________________

(d)

Answer:_____________________

(e)

Answer:_____________________

(f )

Answer:_____________________

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 UNIT 3 - STAFF NOTATION

ACTIVITY 4

Write the letter name of the notes below to spell the word.

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 UNIT 3 - STAFF NOTATION

ACTIVITY 5

1. Fill in the blanks with the correct word.

seven, staff, time, sound, G clef

(a) Music is _______________ being played in _______________.

(b) There are ________________ musical notes.
(c) A ______________ has five lines and four spaces.
(d) The _____________ curls around the second line of the staff.

2. Give the letter names of all the seven musical notes in consecutive order (in English or
French).

______________________________________________________________________

3. What is the name of the following clefs?

(a) (b)

_______________________ __________________________

4. Write all the seven notes on the staff below starting with the Middle C.

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 UNIT 3 - STAFF NOTATION

Did you Know?

Music notation is said to have been invented by a monk named Guido Aretinus.

Listening Activity:
History of Music Notation - https://www.youtube.com/watch?v=l-JMX7tVqog

Example of early music notation:

How the above song sounds like:

https://youtu.be/ghYLCqHimfc?si=lcA5IHrqWU2nfhTp

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 UNIT 4 - ELEMENTS OF RHYTHM

“There is music wherever there is rhythm, as

there is life wherever there beats a pulse.”
Igor Stravinsky

UNIT 4 - ELEMENTS OF RHYTHM

Learning Outcomes
At the end of this unit, learners should be able to:
Differentiate between beat, rhythm, and tempo.
Differentiate between a semibreve, minim, crotchet, and quaver and their corresponding
rests.
Clap rhythmic lines and beats involving semibreves, minims, and crotchets and their
corresponding rests.
Improvise rhythmic responses of at least two bars within a ‘call and response’ structure
using clapping or classroom percussion instruments.
Identify the bar, bar line, and double bar.
Explain the different simple time signatures.
Identify tied notes.
State the function of a tie.
Differentiate between crotchet and dotted crotchet, minim and dotted minim.
State the function of a dot.

In this unit, you will discover why the different beats and rhythms are essential to music
and how they hold the music together.

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 UNIT 4 - ELEMENTS OF RHYTHM

4. MUSIC AND TIME

4.1 INTRODUCTION TO BEAT, RHYTHM AND TEMPO

Beat

A beat is the basic measurement of time in music. It is often referred to as a pulse. Just like the
heartbeat, the beat is a constant and regular repeating pulse.

While listening to music, you often find yourself tapping your feet involuntarily. This is how
beats are felt.

ACTIVITY 1

Step 1: Listen to how your teacher sings the song below.

Step 2: Clap the beat and try to sing the song with the help of your teacher.

Au clair de la Lu ne

Mon ami Pierrot

Prête-moi ta plu me

Pour é crire un mot

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 UNIT 4 - ELEMENTS OF RHYTHM
Rhythm

Rhythm is a pattern of sounds of different durations.

Group Activity 1

Step 1: Now clap the rhythm and say the syllables at the same time, with the help of your
teacher.

Step 2: The class can be divided into 2 groups. One group can clap or use percussion
instruments for the beat, and the other group can clap the rhythm.

Au clair de la Lu ne

Mon a mi Pier rot

Prê te moi ta plu me

Pour é crire un mot

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 UNIT 4 - ELEMENTS OF RHYTHM

Tempo

The beat can be fast, moderate, or slow. We use the Italian term ‘tempo’ to refer to the speed
at which music should be played, sung, or performed.

Some Italian terms that are related to ‘Tempo’/Speed are as follows:

Table 1 Italian terms related to the speed of music

Italian Terms Meaning

Allegro Quick
Lento Slow
Moderato Moderate

Did you Know?

The speed of the music (tempo), a metronome marking, is often used to indicate the beats per minute (BPM).

If BPM = 60, it means that we will have 60 beats in one minute.

4.2 TIME NAMES AND TIME VALUES OF NOTES

To begin your understanding of what rhythm is, you need to be familiar with certain symbols
of notes in written musical notation.

A time value is a musical symbol used to represent the duration of a note.

Table 2 Musical symbols and time Values

Symbol English Name French Name American Name Duration

Semibreve Ronde Whole Note 4

Minim Blanche Half Note 2

Crotchet Noire Quarter Note 1

Quaver Croche Eighth Note 1/2

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 UNIT 4 - ELEMENTS OF RHYTHM
Note values and their equivalents.

IMPORTANT

The pyramid of values is

very important. You must
learn it!!

Fig. 1 Pyramid of time values

Parts of a Note

Fig. 2 Parts of a note

The flags of quavers are beamed together when they are written as one beat, one after the
other:

Fig. 3 Beaming quavers

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 UNIT 4 - ELEMENTS OF RHYTHM

IMPORTANT

Do not draw the stem too long or too short. They should stand up straight.
Note that, from the 3rd line and above, all the stems go down.

Example:

Fig. 4 Stem direction

The stem of a note goes up on the right and down on the left.

For quavers, the up stem is on the right and the down stem is on the left. The flag is always on
the right.

The Semibreve

The semibreve has a duration of 4 beats or 4 counts.

Listen to one semibreve played/sung by the teacher.

Fig. 5 Time value of a semibreve

The Minim

The minim has a duration of 2 beats or 2 counts.

Listen to two minims played/sung by the teacher.

Fig. 6 Time value of minims

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 UNIT 4 - ELEMENTS OF RHYTHM
The Crotchet

The crotchet has a duration of 1 beat or 1 count.

Listen to four crotchets played/sung by the teacher.

Fig. 7 Time value of crotchets

The Quaver

The quaver has a duration of ½ beat.

Listen to eight quavers played/sung by the teacher. Smart Tips
The most important part of a
note is the notehead. It is the
circular part of the note that
appears on the staff. The note
head provides the exact
pitch of the note through
its position on the staff.

Fig. 8 Time value of quavers

ACTIVITY 2

1. Write a semibreve on every line of the staff.

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 UNIT 4 - ELEMENTS OF RHYTHM

2. Write a minim in every space of the staff.

3. Turn the following noteheads into crotchets.

4. Turn the following noteheads into quavers.

ACTIVITY 3

Identify the following as semibreve, minim, crotchet, and quaver.

NOTE NAME

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 UNIT 4 - ELEMENTS OF RHYTHM

ACTIVITY 4

Clapping Rhythm Exercises

1. Write the beat counts underneath the notes, and clap the following rhythmic lines.
First, listen to your teacher.

(a)

(b)

SUMMING UP

A beat is a regular pulse.

Tempo is the speed at which notes are being performed.
A time value is a musical symbol used to represent the duration of a note.
A semibreve lasts for 4 beats.
A minim lasts for 2 beats.
A crotchet lasts for 1 beat.

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 UNIT 4 - ELEMENTS OF RHYTHM

ACTIVITY 5

1. Write the following on the staff below:

• A treble clef or G clef
• Note B as a semibreve
• Note A as a crotchet
• Note G as a minim
• Note B as a crotchet (stem down)

2. Answer each sum into one note.

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 UNIT 4 - ELEMENTS OF RHYTHM
4.3 BAR, BAR LINE AND DOUBLE BAR

In Western music notation:

• Bar lines divide a piece into equal sections.
• A bar line is a vertical line that divides one bar from another in a written piece of music.
• Each bar will contain an equal number of beats.
• The space between two bar lines is called a bar or a measure.
• A double bar is placed at the end of a musical piece, indicating the end of the music.

• When two dots are added to a double bar, it simply means to play the music twice.

ACTIVITY 6

1. Look at this melody and then answer the questions that follow.

1. (a) Find the number of bar lines: ____________

(b) Find the number of bars: ___________
2. Encircle the double bar.
3. How many semibreves are there in the melody? ____________.
4. How many bars contain only crotchets? ________.
5. Which bars have the longest notes? _________________.
6. How many beats are there in each bar? _____________.
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 UNIT 4 - ELEMENTS OF RHYTHM

4.4 SIMPLE TIME SIGNATURES

The element of time is very important in any piece of music. It is represented by two numbers
called the Time Signature.

Examples of Simple Time Signatures

Time Signature tells us how many beats are in each measure or bar and the value of the note
to count as one beat.

means two crotchet beats in a bar. This is an example of simple duple time.

Fig. 9 Simple duple time

OR

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 UNIT 4 - ELEMENTS OF RHYTHM

means three crotchet beats in a bar. This is an example of simple triple time.

Fig. 10 Simple triple time

OR

means four crotchet beats in a bar. This is an example of simple quadruple time.

Did you Know?

is sometimes referred as
common time and is represented
by the sign .

e.g.
Fig. 11 Simple quadruple time

OR

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 UNIT 4 - ELEMENTS OF RHYTHM

IMPORTANT
Note

Remember! In all these time signatures, = 1 beat Only will be considered

The time signature is placed after the clef at the beginning of the music. for this grade.

ACTIVITY 7

Label the following as: bar, bar line, time signature, and double bar.

2. What is the full meaning of ?

__________________________________________________________________

3. Write the appropriate time signatures at the beginning of each of the following:

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 UNIT 4 - ELEMENTS OF RHYTHM

4. Add ONE note at each of the places marked * to make the bar complete.

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 UNIT 4 - ELEMENTS OF RHYTHM

ACTIVITY 8

Using the given time signatures below, compose four bar rhythms with the different time
values (semibreves, minims, crotchets and quavers).

SUMMING UP

Bar lines separate a musical piece into equal sections called bars or measures.
Time Signatures are figures placed at the beginning of a musical piece to indicate
the time.
Time Signatures are known as SIMPLE TIME.

4.5 REST

As seen earlier, notes produce sounds; But music does not consist only of sounds, it includes
silences. Signs used for silences are called rests.

Just as notes show how long a sound is, a rest shows how long each silence lasts.

A rest is a symbol used to indicate the duration of a silence in music. A silence is where the
musician is expected to stop performing for a determined number of beats.

Therefore, each time value will have its corresponding rest based on their durations.

Note: A rest indicates that there is ‘no sound’ (silence) and it is part of the musical piece.

The Semibreve Rest

• It hangs below the 4th line of the staff.

• It is a musical pause with a value of 4 beats, same as a semibreve.

• The performer should pause for four beats.

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 UNIT 4 - ELEMENTS OF RHYTHM

ACTIVITY 9

Practise writing semibreve rests on the staff below:

The Minim Rest

• It sits on the 3rd line of the staff.

• It is a musical pause with a value of 2 beats, the same duration as a minim.

• The performer should pause for 2 beats.

ACTIVITY 10

Practise writing minim rests on the staff below:

The Crotchet Rest

• It looks like a sideways letter Z on top joined to a sloping letter C below, and lies in the
middle of the staff.
• It may be drawn in two ways.

OR

• It is a musical pause with a value of 1 beat, the same duration as a crotchet.

• The performer should pause for 1 beat.

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 UNIT 4 - ELEMENTS OF RHYTHM

ACTIVITY 11

Practise writing crotchet rests on the staff below:

The Quaver Rest

• It appears as the number 7.

• It is a musical pause with a value of ½ beat, the same duration as a quaver.

ACTIVITY 12

Practise writing quaver rests on the staff below:

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 UNIT 4 - ELEMENTS OF RHYTHM

Here is a table that summarises the symbols and duration of rests.

Table 3 Rests (Symbols, names and durations)

American Duration
Symbol English Name French Name
Name (in beats)

Full Bar Rest

Semibreve
Pause Whole Note 4
rest
Rest

Minim Half Bar Rest

Demi-Pause 2
rest Half Note Rest

Crotchet Quarter Note

Soupir 1
rest Rest

Quaver Eighth Note

Demi-Soupir 1/2
rest Rest

Notes and their Equivalent Rests

Every note has a rest which is equivalent to its time value.

IMPORTANT

Remember that a complete silent bar will always take a semibreve rest, even if the time signature is , or .

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 UNIT 4 - ELEMENTS OF RHYTHM

Group Activity 2

Clapping Rhythm Exercises

1. Practise clapping beats and/ or rhythmic patterns using crotchets, minims,

semibreves, and their corresponding rests as instructed by your teacher.

2. Improvise rhythmic responses of at least two bars within a ‘call and response’
structure using clapping or classroom percussion instruments.

ACTIVITY 13

1. Add missing bar lines to the excerpts below:

2. Add one rest at each of the places marked * so as to complete the bars.

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 UNIT 4 - ELEMENTS OF RHYTHM

4.6 TIES AND DOTS

1. Tied Notes

A tie is a curved line ( or ) that joins two notes next to each other
that are on the same line or in the same space of the staff.

Function of a tie

It turns two notes into one sound.

For example:

2 tied crotchets sound like a minim.

ACTIVITY 14

Write the total number of crotchet beats for each of these tied notes.

Remember

Notes are joined with a tie to make it longer. Another way

of making a note longer is to add a dot after the note.

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 UNIT 4 - ELEMENTS OF RHYTHM

2. Dotted Notes

A dot after a note extends the duration of a note by half of its original value.

A dotted Crotchet A dotted Minim

Dotted crotchet = crotchet tied to a quaver

ACTIVITY 15

Rewrite these tied notes as a dotted note of the same duration.

(a)

(b)

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 UNIT 4 - ELEMENTS OF RHYTHM

SUMMING UP

A tie connects two notes of the same pitch.

A dot after a note extends the duration of a note by half of its original value.

ACTIVITY 16

Compose rhythms in the bars below using time values and/ or rests of your choice.

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ACTIVITY 17

Divide the class into 3 groups. Each group plays a line by either clapping, knee patting or
foot stomping.

Percussion instruments can also be used

1.

2.

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 UNIT 5 - PITCH AND SCALE

“The expression of thought, of

sentiment, of the passions, must be
the true aim of music”
Jean-Philippe Rameau

UNIT 5 - PITCH AND SCALE

Learning Outcomes
At the end of this unit, learners should be able to:
Explain tones and semitones.
Recognize the accidentals.
State the function of the accidentals.
Write the accidentals on the staff.
Recognize and construct C and G major scales (G clef only) using accidentals or key
signatures.
Sing the C major scale.
Recognize melodic intervals of a step and a leap.
Improvise melodic responses of at least two bars within a “call and response” structure
using voice.
Sing with accurate rhythm and pitch a variety of songs in: .

This unit will take you closer to being a musician by understanding how pitches are
arranged to form major scales.

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 UNIT 5 - PITCH AND SCALE

5. INTERVALS

5.1 SEMITONES AND TONES

Semitone

In Western music, the smallest distance in pitch between two notes is called a half step or a
semitone.

IMPORTANT

You will notice that the

keyboard has a pattern
of two and three black
keys. The note C is found
on the white key to the
left of each group of
two black keys.

Fig. 1 Semitones on a keyboard.

Tone

A Tone (whole tone) is when there is an interval of two semitones between two notes.

ACTIVITY 1

Answer the questions below.

1. Indicate the tones between the notes using and semitones using on
the staff above.

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 UNIT 5 - PITCH AND SCALE

2. How many tones are there from Middle C to D?

_______________________________________________________

3. How many tones are there from Middle C to F?

_______________________________________________________

4. How many tones are there from Middle C to G?

_______________________________________________________

5. Which two notes have a semitone between them?

_______________________________________________________

5.2 ACCIDENTALS

An accidental is a symbol used to change the pitch of a note.

There are three accidentals, namely:

• Sharp ( )
• Flat ( )
• Natural ( )

The sharp ( )

Function of the Sharp ( )

A sharp ( ) raises a note by a semitone.

Fig. 2 C# on a piano

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 UNIT 5 - PITCH AND SCALE

ACTIVITY 2

Listen to the notes C and C played by your teacher and compare

the two sounds.

Fig. 3 A sharpened note in a space of the staff

Fig. 4 A sharpened note on a line of the staff

IMPORTANT

The sharp affects every note on the same line or space for the remainder of the bar. Bar lines cancel the sharps from
the previous bar.

For example:

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 UNIT 5 - PITCH AND SCALE

ACTIVITY 3

Using the staff below, draw one sharp ( ) on each line.

Using the staff below, draw one sharp ( ) in each space.

ACTIVITY 4

Name the black keys on the keyboard below.

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 UNIT 5 - PITCH AND SCALE

The Flat ( )

Function of a Flat ( )

A flat lowers a note by a semitone.

Fig. 5 B flat on a piano

Fig. 6 A flattened note in a space of the staff

Fig. 7 A flattened note on a line of the staff

ACTIVITY 5

Listen to the notes B and B played by your teacher and compare

the two sounds.

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 UNIT 5 - PITCH AND SCALE

ACTIVITY 6

Using the staff below, draw one flat ( ) on each line.

Using the staff below, draw one flat ( ) in each space.

ACTIVITY 7

Name the black keys on the keyboard below.

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 UNIT 5 - PITCH AND SCALE

The Natural ( )

Function of a Natural ( )

A natural cancels the sharp or flat.

Fig. 8 A Natural in a space of the staff

Fig. 9 A Natural on a line of the staff

ACTIVITY 8

Using the staff below, draw one natural ( ) on each line.

Using the staff below, draw one natural ( ) in each space.

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 UNIT 5 - PITCH AND SCALE

IMPORTANT

Accidental Rules

Accidentals are always written before the note on a staff.

Accidentals should be placed on the same staff line or space of the targeted note.

Fig. 10 Placement of accidentals on a line

Fig. 11 Placement of accidentals in a space

ACTIVITY 9

Label the keys with notes from the list below:

B, F , D , A, E , C, G , B

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 UNIT 5 - PITCH AND SCALE

ACTIVITY 10

Write the following notes as minims on the staff below. (Remember to pay attention to
the stem direction).

A F G E B C D

5.3 THE MAJOR SCALE

• A major scale consists of eight consecutive notes.
• The scale starts and ends on the same note, an octave higher.
• It has intervals in the order of Tone-Tone-Semitone-Tone-Tone-Tone-Semitone.
• Semitones are found between the 3rd and 4th, and 7th and 8th notes.

The tones and semitones in a major scale are more commonly represented as shown below:

Fig. 12 Tones and Semitones of a major scale

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 UNIT 5 - PITCH AND SCALE
5.4 THE C MAJOR SCALE

The scale of C major represented on a staff:

Group Activity 1

With the help of your teacher, sing the scale of C major written above.

ACTIVITY 11

Construct the G major Scale by following the steps below:

Step 1

Write the notes G to G ascending on the staff below.

Step 2

Identify the tones and semitones between the notes.

Step 3

Add the missing accidental ( ) to the 7th note to follow the order of tones and
semitones in a major scale.

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 UNIT 5 - PITCH AND SCALE

5.5 KEY SIGNATURE

There is another way of writing the scale of G major, where the sharp is written at the beginning
of the music, between the clef and the time signature. This is called Key Signature.

An example of the Key Signature of G major:

An example of the G major scale with a key signature:

The key signature serves as a guide for the performer. It indicates the key of the music and
which notes are to be raised or lowered.

For example:

Fig. 13 Every F in the above piece is an F#

Note

We can use the above steps to construct any major scale.

Scales are essential in music because they provide a starting point for creating melodies, harmonies, and chords.
By understanding scales, musicians can create melodies and harmonies that are pleasing to the ear.

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 UNIT 5 - PITCH AND SCALE

ACTIVITY 12

1. Write the following scales below and encircle the notes which are a semitone apart.

C major

G major with key signature

G major without key signature

Writing scales in ascending and descending order.

IMPORTANT
Fig. 14 Scale of C major in ascending order
The pattern
of tones and
semitones is
reversed in a
descending
scale.
Fig. 15 Scale of C major in descending order

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 UNIT 5 - PITCH AND SCALE

5.6 STEP AND LEAP

A Step

When you move from one note to the next note in the scale, this interval is called a step.

Fig. 16 Examples of steps

A Leap

When you move from one note to another and skip several notes in the scale, this interval is
called a leap.

Fig. 17 Example of a leap

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ACTIVITY 13

State whether the intervals below are a leap or a step.

5.7 CALL AND RESPONSE

In music, a call and response is a series of two parts usually played or sung by different musicians,
where the second phrase is heard as a response to the first.

ACTIVITY 14

Your teacher will sing or play the first two bars, and then you will have to improvise a
2-bar melodic response using your voice.

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SUMMING UP

The smallest distance in pitch between two notes is called a half step or a
semitone.
Accidentals can be used to either LOWER or RAISE a note in pitch using sharps
or flats.
A sharp raises a note by a semitone.
A flat lowers a note by a semitone.
A Natural cancels the sharp or flat.
A major scale is a series of 8 consecutives notes with the order tone, tone,
semitone, tone, tone, tone, semitone.
There is one sharp in G Major, the F#.
A key signature indicates the key of the music.

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“Music can change the wor ld.”

Ludwig van Beethoven

UNIT 6 - LISTENING AND RESPONDING TO MUSIC

Learning Outcomes
At the end of this unit, learners should be able to:
Identify the main eras in the history of Western music.
Describe briefly the music of the Baroque and Classical periods and identify two
composers of each period.
Describe folk music.
Describe the role and importance of Sega in the Mauritian context.
Identify 3 main instruments used in Sega Tipik.
List some famous artists for each of the following: Sega Tipik /Bhojpuri/Jazz/ Mauritian
Classical Music.
Identify music from Sub-Saharan Africa (West Africa and Southern Africa).
Identify two traditional instruments used in African music.

In this unit, you will discover the history of Western music, the different musical periods,
and the composers. You will learn about the music of Mauritius, and sub-Saharan African
music.

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6. EXPLORING MUSIC IN THE SOCIAL, CULTURAL

AND HISTORICAL CONTEXTS

6.1 WESTERN ART MUSIC THROUGH HISTORY

The history of Western music is chronologically divided into eras or periods that reflect the
evolution of musical elements throughout the different centuries.

The four main periods in the history of Western classical music are:
Baroque period, Classical period, Romantic period and Modern period (20th century onwards).

1400 1600 1750 1830 1920

MEDIEVAL RENAISSANCE BAROQUE CLASSICAL ROMANTIC 20TH CENTURY

Fig. 1 Timeline of main eras in Western Music

(For Grade 7, we will focus only on the Baroque and the Classical Era.)

The Baroque Period (c.a. 1600 – 1750)

The baroque era is a period of artistic style that started around 1600 in Rome, Italy and spread
throughout the majority of Europe during the 17th and 18th centuries. The baroque period is
around the years 1600 to 1750. The music composed during that time had unique characteristics
that enabled us to recognize them.

Characteristics of the Baroque Period:

• The use of a basso continuo (such as a cello or bassoon) and a keyboard instrument (a
harpsichord or organ). It is an improvised accompaniment played on a bass line.
• Polyphony (using two or more different melodies simultaneously)
• Important string sections.
• Ornaments: embellishment of notes.
• Dramatic shifts in dynamics, tempo, and mood.

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Common musical instruments used:

Harpsichord, violin, viola, cello, double bass, oboe, and flute.

Famous composers of the Baroque period:

1. Johann Sebastian BACH (1685-1750)

Fig. 2
2. George Frederick HANDEL (1685-1759)

Fig. 3
3. Antonio VIVALDI (1678-1741)

Fig. 4

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Group Activity 1

Listen to the music below and try to identify the characteristics of baroque music.

1. Bach: Brandenburg Concerto No. 3 in G Major

https://www.youtube.com/watch?v=pdsyNwUoON0

2. Antonio Vivaldi ‘Spring’ from the four seasons

https://www.youtube.com/watch?v=3LiztfE1X7E

3. George Frideric Handel - The Arrival of the Queen of Sheba

https://www.youtube.com/watch?v=-TGKJ9MgCOQ

The Classical Period

The classical period is between the Baroque and the Romantic periods. The music was
composed between the years 1750 and 1820. Music composed during the classical period has
characteristics that are different from the baroque.

Characteristics of the Classical Period

• Short and clearly defined musical phrases with two or more contrasting themes.
• The music has very clear and regular rhythms.
• The music mostly has a melody and accompaniment, called homophonic music.
• A greater range of dynamics (volume of sound) can be heard.
• The symphonic orchestra is established. The symphonic orchestra comprises instruments
from the string, wind and percussion families.
• The piano was invented around the 17th century and eventually became more popular
than the harpsichord.

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Common musical instruments used:

Piano, violin, viola, cello, double bass, flute, clarinet, bassoon and timpani.

Famous Classical Composers of the Classical Period:

1. Joseph HAYDN (1732-1809)

Fig. 5

2. Wolfgang Amadeus MOZART (1756-1791)

Fig. 6

3. Ludwig van BEETHOVEN (1770-1827)

Fig. 7

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ACTIVITY 1

Listen to the music below and try to identify the characteristics of classical music.

1. W.A. Mozart - The Marriage of Figaro

https://www.youtube.com/watch?v=uJLwgatPWQg

2. L.v. Beethoven - Ode to Joy

https://youtu.be/rOjHhS5MtvA?si=cbpEzZkPVh2nRDx-
n&t=3325

3. Haydn - String Quartet No.62 op.76 (Emperor 2nd mvt)

https://www.youtube.com/watch?v=mBmCcSz6HWw

ACTIVITY 3

Listen to the excerpts below and answer the questions that follow.

1. Royal Fireworks Overture

https://www.youtube.com/watch?v=qHTu91hpIhE

Mozart - Symphony 40

https://www.youtube.com/watch?v=l45DAuXYSIs

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a. To which period does each music belong?

b. Which characteristic of the period can you recognize in each excerpts?
c. Which instruments can you hear in each excerpts?
d. How do you describe the volume of the music in each excerpts?
e. How can you describe the speed/ tempo of the music in each excerpts?

6.2 MUSIC OF MAURITIUS

Folk Music

Folk music is also known as traditional music, has been passed down from generation to
generation. It has no definite composers, and it has been passed down mostly through oral
interpretation. Each country, culture, and/or social groups has its own folk music.

Folk Music of Mauritius

Two styles of Mauritian traditional music are:

1. Traditional Mauritian Séga
2. Bhojpuri folk songs

Séga Tipik has been added to the list of UNESCO’s Intangible Cultural Heritage for safeguarding
and awareness in 2014.

The Mauritian musical culture is very diverse, ranging from the Mauritian Séga, Seggae, Chinese
music, Bhojpuri, etc. The music reflects the richness of our culture and origins.

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The role and importance of Séga in Mauritius (Sega Tipik)

The séga is the most popular folk music of Mauritius, and its roots can be traced back to Africa. It
was developed by slaves who came from different parts of Africa during the early 18th century
French colonization and settlement in Mauritius.

Traditional Mauritian Séga represents the multiculturalism of Mauritian society. Séga breaks
down cultural and class barriers, creates opportunities for intercultural encounters, and unifies
various groups around a shared Mauritian heritage.

The sega tipik is a legacy of the slave population born in the context of a colonial society.
During slavery, sega tipik was a way to externalize physical pain and moral repressions. The
séga consisted of playing typical musical instruments, singing, and dancing.

Three main musical instruments used in Sega Tipik are:

1. RAVANNE

Fig. 8

The ravanne is a large tambourine-like instrument. It is made out of goat skin called ‘lapo
cabri’ which usually needs to be heated up before playing. The ravanne is used as the main
rhythm in séga music. The Ravanne is usually held upright, and sound is produced by hitting
the instrument with both hands.

2. TRIANGLE

Fig. 9

The triangle is a triangular metal object. Sound is produced by hitting the instrument with a
short stick made of metal.
Back in the day, the triangle was also called ‘Triang’.

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3. MARAVANNE

The Maravanne is a shaken instrument in a rectangular shape. This flat rectangular box is filled
with seeds to create the catia-catia sound. The first Maravanne had seeds from the Sipai plant
inside.

Fig.10 The Maravanne Fig. 11 The Sipai seeds

Two famous Sega Tipik Artists

1. Alphonse RAVATON ‘Ti Frer’ (1900-1992)

Alphonse Ravaton, commonly known as ‘Ti Frer’ is

considered the father of sega tipik. He released his
first song, ‘Tamassa’ in 1925 and became famous
only in 1950. His music has inspired a lot of artists,
mainly Joseph Reginald Topize (Kaya) the founder
of Seggae music.
‘Ti Frer’ often composed his music and sang it
in Mauritian Creole, Bhojpuri and Malagasy. He
became famous both locally and internationally.

Fig. 12

2. Joseph Emmanuel Serge LEBRASSE (1931-2023)

Joseph Emmanuel Serge LEBRASSE also known as

Serge LEBRASSE is an icon of the Mauritian séga.
His music received both local and international
recognition, and he made the island of Mauritius
known to the world through the séga. He
performed at the first celebration of Mauritius
independence and was greeted by Queen
Elizabeth II and Princess Margaret during their
visit to Mauritius in March 1972.

Fig. 13

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ACTIVITY 4

Have you ever heard of this kind of music? Do you know the artists? Can you identify
the musical instruments used for Sega Tipik?

1. Anita - Ti Frer

https://www.youtube.com/watch?v=HfXXMALJyeo

2. Mme Eugene - S. Lebrasse

https://www.youtube.com/watch?v=sJfF2v9r2gA

Bhojpuri folk music

Bhojpuri folk music was introduced in Mauritius by Indian indentured labourers. When they
came to settle on the island, they carried with them their culture; the Bhojpuri language and
music were important parts of it.

Famous Bhojpuri artists

1. Sona Noyan
2. The Bhojpuri Boys
(31 may 1948 - 8 February 2013)

Fig. 14 Fig.15

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ACTIVITY 5

Listen to the Bhojpuri songs below.

Can you recognise the style of music? Have you ever listened to this kind of music?

1. Bhojpuri Boys

https://www.youtube.com/watch?v=gCUHJS4VGkQ

2. Sona Noyan

https://www.youtube.com/watch?v=b-48O41pdkQ

Western Classical and Jazz Music

Some Mauritian artists are well-known for composing and performing Western Classical and
Jazz Music namely:

1.Ernest WIEHE (1944-2010)

Ernest WIEHE

https://soundcloud.com/user-
468476406/olivers-dance-ernest-wiehe

Fig. 16

2. Philippe THOMAS

Philippe THOMAS

https://www.youtube.com/
watch?v=U4zLzCFKRhQ

Fig. 17
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Mauritian Western classical composer:

1. Francis THOMÉ (1850 -1909)

Francis Thomé

https://www.youtube.com/watch?
v=SRfJX7c5bBk

Fig. 18

We cannot forget the two Mauritian artists who composed our ‘Motherland’, the National
Anthem of Mauritius. The music was composed by Philippe Gentil, and the English lyrics were
written by Jean-Georges Prosper.

ACTIVITY 6

Let’s sing our National Anthem.

https://www.youtube.com/watch?v=syew8Q6r7Tc

Glory to thee, Motherland

O Motherland of mine.
Sweet is thy beauty,
Sweet is thy fragrance,
Around thee we gather
As one people,
As one nation,
In peace, justice and liberty.
Beloved Country,
May God bless thee
For ever and ever.

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6.3 AFRICAN MUSIC

Africa is the second-largest continent on the globe. It consists of 54 countries and is home to
more than 3000 ethnic groups. Music performed in the north, south, east and west is different.

Traditional African music reflects the culture of the indigenous people of the continent. Music is
present for religious purposes, folktales, and daily chores. Music in sub-Saharan Africa typically
uses polyrhythms, call-and-response and percussion instruments.

Sub-Saharan African music

Sub-Saharan Africa consists of 46 countries. Music is a vital aspect of the daily lives of people in
sub-Saharan Africa.

As compared to Western music, sub-Saharan African music involves a large variety of drums
and other percussion instruments. Drumming is important in religious ceremonies, communal
dancing, communication, pleasure, praise, and work.

Below is a map of the sub-Saharan African countries

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West African Music

The most important characteristics of West African music are the use of percussion instruments
and call-and-response singing styles.

ACTIVITY 7

Listen to the West African music below and identify the percussion instruments
and call-and-response singing styles.

1. West African music

https://www.youtube.com/watch?v=OSe_UMsi8pA

2. Evolution of Call and Response - A West African Tradition

https://www.youtube.com/watch?v=PmjuKRvdEM8

Southern African Music

South African music includes both popular and folk forms. Some styles include rich vocal
harmonies, body percussion, or even modern western instruments.

ACTIVITY 8

Listen to the music below.

https://www.youtube.com/watch?v=rMxeXTnrRV0

Is there any difference from what you heard in West African music?

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Characteristics of African music:

• Short and simple melody.
• Repeated melody (ostinato).
• Much of African music is passed down through oral tradition rather than written notation.
Songs, rhythms, and traditions are transmitted from generation to generation through
singing, storytelling, and imitation.
• Use of percussion instruments such as drums, xylophones, marimbas, and talking drums.
• Polyrhythm (using two or more different rhythms simultaneously).
• Call and response between the lead singer and chorus.
• It involves one person (the caller) singing or playing a phrase, which is then responded to
by a group or another individual.

Traditional Instruments used in African Music

Let’s listen and discover the African musical instruments below

Instrument name: Balafon

https://www.youtube.com/
watch?v=FOJ25DHLLok

Instrument name: Kora

https://www.youtube.com/
watch?v=O_J4VUFahKs

Instrument name: Mbira

https://youtu.be/
c7Q_UTKgJXo?si=7_
Wy1YCtxBN4W_ab

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Instrument name: Djembe

https://www.youtube.com/
watch?v=FMs3LTtgwY8

Instrument name: Kalimba

https://www.youtube.com/
watch?v=64VPieeGgd4

Let’s listen to the music from West and South Africa.

1. West African music

https://www.youtube.com/watch?v=Ig91Z0-rBfo

2. South African music

https://www.youtube.com/watch?v=JFQ1TSzdpRA

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SUMMING UP

The history of Western music is divided into four main periods:

Baroque, Classical, Romantic and Modern periods.
Baroque (1600-1750)
Classical (1750-1820)
Romantic (1820-1910)
Modern (1910-present)
Folk music of Mauritius: the traditional Séga and the Bhojpuri folk songs.
The three main musical instruments used in Sega Tipik are: ravanne, triangle, and
maravanne.
Drumming is an important factor in African music.

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LINKS:
About Baroque and Classical Composers

BAROQUE COMPOSERS
http://gfhandel.org/
http://www.jsbach.org/
https://www.antoniovivaldi.net/

CLASSICAL COMPOSERS
https://www.wolfgang-amadeus.at/en/
https://www.haydnbio.org/index-en.html
https://lvbeethoven.com/

WEBSITES:
About Mauritian composers and their music
https://otayo.com/en/artists/serge-lebrasse/
https://otayo.com/otayo-ti-frere-the-father-of-mauritian-music/
https://ich.unesco.org/en/RL/bhojpuri-folk-songs-in-mauritius-geet-gawai-01178
https://ich.unesco.org/en/RL/traditional-mauritian-sega-01003

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“The art of music above all other arts is the
expression of the soul of a nation .”
Ralph Vaughan Williams (1872-1958)

UNIT 7: SIMPLE TERMS, SIGNS AND ABBREVIATIONS

Learning Outcomes
At the end of this unit, learners should be able to:
Describe the terms, signs and abbreviations.
Classify the terms, signs and abbreviations as dynamics, speed or articulation.

In this unit, you will delve into exploring the essential signs and symbols which will equip
you with the tools to interpret and appreciate a wide range of musical compositions.

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7. MUSICAL EXPRESSIONS

7.1 INTRODUCTION

In Western music, several musical terms are used for performance directions. The terms are
primarily Italian. This is due to Italy’s influential role in the development of Western music
traditions. But musical terms and signs are also in German, French, and English.

Most of the musical terms have a symbol or an abbreviation.

7.2 PERFORMANCE DIRECTIONS

Performance directions are symbols and/or names added to a piece of music to provide the
performer with an indication of how the music is to be interpreted. They are usually written
along with the piece.

Performance directions can be classified into 4 categories:

1. Dynamics: Concern the volume of a piece: whether it is to be played loud, soft or anywhere
in between.
2. Speed/Tempo: Gives the performer an indication of the speed of the music, whether it
should be played fast, slow, medium speed, or from fast to slow, or vice versa.
3. Articulation: Indicates how the notes are to be played, from attack to release.
4. Signs: Facilitates the writing and/or performance of a piece by using symbols and signs.

Did you Know?

It is a way for the composer to tell performers their intention, and it gives us an idea of the mood or
style to perform it in.

Fig. 1 Music excerpt with Performance Directions

Tempo I, etwas täppisch und sehr derb (Tempo I, somewhat clumsy and very crude). Gustav Mahler

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Below is a list of names, symbols/abbreviation and meaning of dynamics, speed, articulation
and signs used in music.

1. Dynamics

Name Symbol / Abbreviation Meaning

Piano Soft (Quiet)

Mezzo piano Moderately Quiet (Medium Soft)

Mezzo forte Moderately Loud (Medium Loud)

Forte Loud

Crescendo Gradually getting Louder

Decrescendo Gradually getting Quieter

2. Speed/Tempo

Name Meaning

Allegro Quick

Lento Slow

Moderato At a moderate speed

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3. Articulation

Name Symbol / Abbreviation Meaning

Notes are played short and

Staccato
detached.

4. Signs

Name Symbol / Abbreviation Meaning

To play the previous section

Repeat Sign
once again.

Directs the performer to take

Breath Mark
a breath.

ACTIVITY 1

Listen to the music below and identify the dynamics, the tempo and articulation with the
help of your teacher.

NOTE: Teacher should guide the students through the listening activity.

Instructions for guided listening:

• How did the music start? Loud or quiet?
• Did the changes in volume happen suddenly or gradually?
• Can you identify parts in the music where the notes were played detached?
• Where was the loudest part of the music?
• Where was the quietest part of the music?
• Was the music slow or fast?

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Listening No. - 01
Video Title - Grieg: Peer Gynt Suite No. 1, ‘In the Hall of the
Mountain King’
https://www.youtube.com/watch?v=4nMUr8Rt2AI

Listening No. - 02
Video Title - Richard Strauss: Also Sprach Zarathustra
https://www.youtube.com/watch?v=Szdziw4tI9o

Listening No. - 03
Video Title - Johannes Brahms Hungarian Dance
https://www.youtube.com/watch?v=Nzo3atXtm54

ACTIVITY 2

Match the Italian word with its meaning.

Allegro Moderately quiet

Forte Slow

Decrescendo Notes are detached

Piano Loud

Lento Quick

Mezzo piano Quiet

Staccato Gradually getting quieter

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ACTIVITY 3

Look carefully at the piece and then answer the questions below:

1. Can you identify the dynamics?

_____________________________________________________________________
_____________________________________________________________________

2. Which bar has notes played detached (staccato)?

_____________________________________________________________________

3. Put a circle around the repeat sign.

4. Give the meaning of ‘Allegro’.

_____________________________________________________________________

5. What is the time signature of the above piece?

_____________________________________________________________________

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ACTIVITY 4

CROSSWORD
Guess the Italian words!
1 2

7 8

Down Across

1. Loud 5. Gradually getting louder

2. Gradually getting quieter 6. Soft

3. Notes are played short and
7. Quick
detached
4. At a moderate speed

8. Slow

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SUMMING UP

Performance directions tell us how to interpret a piece.

Most of the musical terms have a symbol or an abbreviation.
There are four categories of Performance directions:
Dynamics: piano, mezzo piano, mezzo forte, forte, crescendo, decrescendo.
Speed/Tempo: Allegro, Lento, Moderato
Articulation: Staccato
Signs: Repeat and Breath Mark.

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Glossary of Terms

Term Meaning

A sign placed immediately to the left of a note to show that the note
Accidental
must be changed in pitch.

The way in which a specific note or group of notes should be

Articulation
performed.

Period of Western classical music composed from around 1600 to

Baroque era
1750. The era of Bach, Vivaldi, and Handel

Period of Western art music from the 1750s to the early 1820s. The
Classical era era of Wolfgang Amadeus Mozart, Joseph Haydn, and Ludwig van
Beethoven.

Dynamics How quietly or loudly a piece of music should be played.

Drumming The act of playing the drums or other percussion instruments.

A sound-producing device in certain woodwind instruments. A thin

Double reed
piece of wood made of two pieces joined together.

Frequency The number of waves that pass a given point in one second.

Is a traditional, pre-wedding ceremony combining rituals, prayer,

Geet Gawai
songs, music and dance performed by Bhojpuri Mauritian people.

Interval Distance in pitch between notes.

Moving from one note to another while skipping one or more notes
Leap
between them.

Ledger lines Used to notate pitches above or below the staff.

Is a sequence of successive notes ascending or descending using

Major scale
the pattern Tone Tone Semitone Tone Tone Tone Semitone.

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 Music Notation Visual representation of music through the use of printed symbols.

Pitch The highness or lowness of a sound.

Polyphony Two or more different melodies played simultaneously.

Polyrhythm Two or more different rhythms played simultaneously.

Rest Represents the duration of silence in music.

Rhythm Pattern of sounds of different durations.

Single reed A thin piece of wood which vibrates when it is blown across it.

Sega Tipik Mauritian traditional sega.

Semitone Smallest distance in pitch between two notes.

Step Moving from one note to another one just next to it.

Tempo Speed of a piece of music.

Extends the duration of a note by joining it to the same note just

Tie
after.

Time Value Represents the duration of a note.

Tone An interval of two semitones between two notes.

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 PERFORMING ON THE SOPRANO RECORDER

MY RECORDER BOOK
PART 0NE
“Music, in performance, is a type of sculpture. The
air in the performance is sculpted into something.”
Frank Zappa

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Learning Outcomes

At the end of this unit, learners should be able to:

Describe briefly the origin of the recorder.

Describe how sound is produced on the recorder.
Label the parts of the recorder.
Hold the recorder with appropriate posture.
Produce sound on the recorder using appropriate tonguing.
Play notes B, A, G, C, D and F# using the correct fingering and with a clear tone.
Read and perform melodies based on the notes G, A, B, C, D and F# on the recorder.
Demonstrate proper care of the recorder.
Develop a positive attitude towards the instrument.

You may recall that in Unit 2, you learned about the wind family, with the recorder
being classified within it. Now, let’s trace the origin of the recorder.

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THE RECORDER

Fig. 1 Recorder

Fig. 2 Recorder Family

ORIGIN OF THE RECORDER

The recorder is a whistle-type instrument. For many centuries, it was the most popular wind
instrument. It was being used as a folk instrument as early as the 12th century.

During the 17th century, several composers like Bach and Handel wrote music for the recorder.
Today, more than 3.5 million plastic recorders are manufactured per year, and the soprano
recorder is the most often played by beginners. When recorders play together just like a choir,
it is called a consort.

Did you Know?

The oldest recorder is a 60000-year-old made from the left thigh

bone of a young cave bear. It dates from the neanderthal period.

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PARTS OF THE RECORDER

A recorder has seven holes and a thumbhole.

Mouthpiece

Window

Left hand
Tone holes

Right hand

Fig. 3 Parts of a recorder

IMPORTANT

Learning to play the recorder is very popular in schools because it teaches children about coordination.

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SOUND PRODUCTION

The player blows into the mouthpiece to produce sound in a narrow channel in the head joint.
The player changes pitch by opening and closing holes along the instrument’s length using
their fingers. When all the tone holes are covered, the sound will be lower in pitch. The tone
holes therefore, determine the pitch.

RECORDER PLAYING TECHNIQUES

In order to produce the best possible sound on the recorder, the following techniques have to
be mastered:

Posture

Stand or sit with the recorder at its 45-degree angle - with your shoulders relaxed, and your
elbows hanging down but not pressed into your body.

Fig. 4 Standing

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Fig. 5 Sitting

• Place the recorder on your lips. Don’t bite it!

• Blow gently whispering the word ‘too’.
• Blow steadily to produce a smooth, even tone.

Holding the Recorder

Fig. 6

The left hand is placed over the first three holes and the one at the back of the recorder (the
thumb hole).

The right hand is placed over the four holes at the bottom of the recorder.

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Tonguing

As you blow into the recorder, start the breath by whispering ‘Too’ into the mouthpiece in order
to produce warm air.

Finger Placement

Hold the recorder in your left hand so that your forefinger covers the top hole and your thumb
covers the hole at the back.

Avoid overblowing the instrument.

IMPORTANT

FEEL THE HOLES WITH THE PADS OF YOUR FINGER AND THUMB. If any air escapes through the
edge of a hole that is not completely covered, the sound will wander aimlessly up and down.

Fig. 7 Wrong finger position Fig. 8 Good finger position

IMPORTANT
Smart Tips
Practise in front of a mirror to develop the required techniques.
· Stay relaxed and comfortable. Balance the recorder with the right hand,
· Breathe in and out slowly. finding a comfortable position for the
· Practise every day. right thumb.

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Recorder care:

• Do not touch the labium, as it is an essential part in producing sound.

• Dry the interior of the recorder with a soft cloth after playing.
• The recorder can be soaked in warm, soapy water to remove excessive grime.
• When not using your recorder, keep it safely in its case or bag.
• Avoid exposure to heat or sunlight.
• Prevent your recorder from falling in order to avoid any damage.
• Always keep your instrument clean.

SUMMING UP

Consorts are groups of musicians playing the same type of instrument.

The recorder began to make a comeback in popularity because of a renewed
interest in Renaissance and Baroque music.
The recorder is held in the left hand.
As you blow into the recorder, start the breath by whispering “too” in order to
produce warm air.
Prevent your recorder from falling and keep it clean.

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MY RECORDER BOOK
PART TWO

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Fingering Chart

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Semibreve = 4 beats
Crotchet = 1 beat

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NOTES

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Minim = 2 beats

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NOTES

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Ludwig van Beethoven

1770-1827

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