Module 1 Self-Reflection
Standard 1.1: ARTISTIC PERCEPTION
Read an instrumental and/or vocal scores and explain how elements of music are used.
Below are three-staved and four-staved scores excerpts from two American composers.
Identify musical elements and how they are used in each score. Describe your analysis of the musical
pieces.
George Gershwin: Lullaby for String Orchestra Link: [Link]
3 Nautical Songs
George Chadwick: 3 Nautical Songs, F.265 (p.7)
Link: [Link]
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Module 1 Self-Reflection
Below are four-staved scores excerpts from two major composers: one from each of the Medieval and the
Renaissance eras.
Identify the pitches and rhythms used in each of the following pieces. How are these used in each score?
Notice the Medieval piece is vocal and the Renaissance piece is instrumental. Describe your analysis of
theses musical pieces.
Guillamume de Machaut: Nostre Dame Mass (composed before 1365)
Link: [Link]
The Seventh Book of Madrigals
Claudio Monteverdi: The Seventh Book of Madrigals, p.25. (pub. 1619)
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Module 1 Self-Reflection
Link: [Link]
Standard 1.2: Transcribe simple songs when presented aurally into melodic and rhythmic notation.
Listen to the following pieces and transcribe them into musical notation using online music technology.
Go to: [Link] Since this is your first attempt at melodic and rhythmic
notation, you may want to choose simple meter; quarter notes; up to three pitches; slow tempo (andante).
See example below. Make sure to check your answers using the reference check. When you are
confident with basic selections, add more pitches, smaller rhythmic values, and compound meter. You
can also work in different clefs.
Image from [Link]
Standard 1.3: Sight-read music accurately and expressively:
There are online websites for developing aural and sight-reading skills but these typically have a free-trial
and then associated cost. To help develop your aural and sight-reading skills, try a few of the free trial
options and also the links below, which do not have a copyright and are free to use. [Link] has a
variety of exercises that you can practice. Two are included below and then you can do your own search.
1. Exercises 1 – 4: Beginner Level
2. Exercise 1 [Link]
3. Exercise 2 [Link]
Standard 1.4: Analyze and describe the use of musical elements and expressive devices (e.g.,
articulation, dynamic markings) in aural examples in a varied repertoire of music representing diverse
genres, styles, and cultures:
Below are three links to musical recordings of diverse genres, styles, cultures. Listen to a minute (or
more) of each piece and describe musical elements you hear. Strive to write a minimum of five elements.
After listening, you can also view the sheet music. Scroll to the bottom of the page to find the audio links.
American Rag: Scott Joplin title, Heliotrope-bouquet (1907)
String Orchestra: Edward Elgar title: Serenade for String Orchestra (1892)
Waltz: Johann Strauss, Jr. title: The Blue Danube, Op. 314 (1866)
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Module 1 Self-Reflection
Standard 1.5: Identify and explain a variety of compositional devices and techniques used to provide
unity, variety, tension, and release in aural examples.
• Using the above musical links, list compositional devices learned in Module 1 to what you hear
in the aural examples provided. Focus on listening for unity, variety, tension, and release.
Standard 1.6: 1.6 Analyze the use of form in a varied repertoire of music representing diverse genres,
styles, and cultures.
• Using the above musical links, list compositional devices learned in Module 1 to what you hear
and view in the aural examples and their scores provided. Focus on form (a musical pattern).
Standard 2.0: CREATIVE EXPRESSION Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They
compose and arrange music and improvise melodies, variations, and accompaniments, using
digital/electronic technology when appropriate.
Using the elements learned in this module, find a piece(s) of music that you like to sing or perform on
your instrument.
• Practice varying the piece in different ways (increasing the tempo; changing the dynamics and
rhythms; etc).
• Arrange and/or compose your own music with free versions of music software (Noteflight, Finale
Notepad) and vary your compositions by changing the elements studied in this module.
• Reflect on each performance and decide which one your preferred and why. Make recordings of
the performances using technology. You may want to share your recordings and reflections with
classmates. Maybe have your classmates to decide which recording is their preference!
Standard 3.0: HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural
diversity as it relates to music, musicians, and composers.
Using the links to the links previously presented, research the composers (click on names provided
below).
American Rag: Scott Joplin title, Heliotrope-bouquet (1907) Scott Joplin
String Orchestra: Edward Elgar title: Serenade for String Orchestra (1892) Edward Elgar
Waltz: Franz Strauss Jr. title: The Blue Danube, Op. 314 (1866) Johann Strauss, Jr.
• What did you learn about each composer? Where did they live? How were their lives and
compositional achievements different?
• Can you describe the different musical genres and classify them by culture, historical period?
What helps you do this?
Post a new thread in the Discussion Post area. Answer the above questions, and share links to other
music you have researched.
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Module 1 Self-Reflection
Standard 4.4: AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians
according to the elements of music, aesthetic qualities, and human responses.
Either using the links of the pieces provided above, or your own, listen to TWO different recordings of the
same piece. You can use a streaming music service or preferably, a video of the selections. Watch and
listen to the performances and reflect on them.
• Which performance did you prefer? Why?
• How did they make your feel?
• Thinking of the elements of music studied in this module, do you think the performers did well?
• What could be different?
Post a new thread in the Discussion Post area. Answer the above questions, and share links to
your musical selections.
Standard 4.4C: Listed below are links to outside sources that provide interactive learning formats:
• Free music theory lessons online
• BrainPop Arts and Music
• Chrome Musiclab
Standard 5.0: CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas
and to Careers.
Students apply what they learn in music across subject areas. They develop competencies and creative
skills in problem solving, communication, and management of time and resources that contribute to
lifelong learning and career skills. They also learn about careers in and related to music.
• Reflecting on the music you viewed and listened to throughout this module, how is it supportive in
other arts and life aspects?
• For instance, by changing the elements of music learned in this module, would the musical
selections still relay the same message or support the same role and function?
• Focus on one or two particular pieces and reflect on the above questions.
Standard 6.2T: Course Tools to facilitate student engagement and promote active learning:
• Aural Book for ABRSM 1
• Interactive quizzes and activities
• Interactive melody and rhythm app
• Rhythm Sheets
• Create and SHARE quizzes you make based on elements from this module
Standard 6.4T: Course tools and technologies are current:
• Audacity Multi-track recording and editing
• Finale Notepad Notation Software
• Musescore Notation Software
• Noteflight Notation Software
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Module 1 Self-Reflection
Using the wave diagram below, show the amplitude and wavelength.
Explain the following:
• What causes sound?
• How are sound waves produced?
• Pitch class.
• What is the range of Hertz that humans can hear?
In Module 1, you learned the importance of music theory. How would you advocate and defend the
purposeful study of music theory and its meaningfulness in music study?