Module 3 Self-Reflection
Objective:
Unit 3 Objectives: Analyze, identify, and construct intervals in all chordal qualities (major, minor,
diminished, augmented).
Standard 1.1: ARTISTIC PERCEPTION
Read instrumental and/or vocal scores and explain how elements of music are used.
Using the below musical selections,
• Identify the time signature, key signature, and its proper tonality (major/minor).
• Can you identify specific intervals used in these pieces?
• Indicate the major and/or minor scale degrees of pitches.
• Try using the syllables for Fixed and Moveable Do!
• Practice reading Alto Clef.
• Describe your analysis of the musical pieces.
The first piece below is a Renaissance secular piece in monophonic texture (one line of music). Analyze
the horizontal relationship between pitches to identify intervals.
[Link]
History of Greensleeves
The second piece is a Renaissance brass quintet piece by Giovanni Gabrieli. Many of his compositions
use antiphonal writing (see file: Terminology and Definitions, Antiphonal) where he contrasted two
different groups of instruments. In the below example, notice how Gabrieli used eight stringed
instruments: four instruments in two separate groups. To locate intervals in this musical example, you can
practice different ways—horizontally within each individual instrument or vertically amongst all
instruments. When trying to figure out vertical intervals, it is easiest to write in all the pitches per vertical
chord and then identify the chord. Looking at the examples provided, the pitches of the vertical chord are
written in red ink; the vertical chord is then identified in pink ink as a g minor chord; and the horizontal
intervals are labeled blue ink. Download the score to Canzon Primi Toni and practice identifying intervals
and chordal qualities.
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Module 3 Self-Reflection
Canzon Primi Toni Giovanni Gabrieli
In the third piece, Canzon Septimi Toni a 8 (Ch. 172, 3rd Canzona of 1579), notice the homophonic
texture and motion of the pitches. Remember to review the Definitions and Terminology file.
Excerpts from: (Homophonic movement, p.2)
Canzon Septimi Toni a 8 ch. 172 Giovanni Gabrieli
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Module 3 Self-Reflection
Standard 1.2: Transcribe simple songs when presented aurally into melodic and rhythmic notation.
• You should be familiar with [Link] website for melodic dictation. Here is another website,
Tone Savy, you can use to progress with melodic dictation. This website is also able to be
customized to your learning needs. Remember to practice melodic and rhythmic dictation every
day.
• [Link] has many Melodic Dictation videos. James Woodward Melodic Dictation Videos #
9-19 can be found here or by doing a simple search. A self-check answer sheet can be found
here.
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. A few are included below and then you can do your own
search.
1. Sight Singing Intermediate Exercise 1-4 : Intermediate Level
2. Sight Singing Exercise 4 [Link]
3. Compound Rhythm Exercises with audio support
4. Online Interval Trainer
5. Songs for Interval Recognition
Standard 1.4: Analyze and describe the use of musical elements and expressive devices (e.g., key
signatures; scales; tonality; chromaticism; etc.) in aural examples in a varied repertoire of music
representing diverse genres, styles, and cultures:
• Use the following link 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 ten
elements.
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Module 3 Self-Reflection
• In keeping with interval identification and melodic dictation, you can also try writing a few
measures of each piece. After listening and writing down the music, you can do a search for the
music online (images). Most of these pieces can be viewed online for a self-check.
Standard 1.5: Identify and explain a variety of compositional devices and techniques used to provide
unity, variety, tension, and release in above aural examples.
• Using the above musical link, list compositional devices learned in Module 3 to what you hear in
the aural examples provided on this webpage. Choose a few pieces and focus on listening for
unity, variety, tension, and release.
Standard 1.6: Analyze the use of form in a varied repertoire of music representing diverse genres, styles,
and cultures.
• Using the above musical link, list compositional devices learned in Module 3 to what you hear and
view in the aural examples and their online scores provided. Focus on form (a musical pattern).
Do you view many repetitive intervals and notice intervallic relationships? How are the chords
relating to one another? What is the larger form of the piece(s)?
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. You can always find free music at these websites: [Link] and [Link]
• Practice performing the piece the way it is written.
• Arrange the music using intervallic relationships/changing Key. You can do this on staff paper.
Choose the interval (ex: up a perfect fourth) and then arrange the original composition and all its
pitches (up a fourth or whichever interval you choose). You can also change the chordal qualities!
• After arranging the piece, practice and perform it.
• Reflect on each performance and decide if you like the newer arrangement and why or why not?
What changes would you make?
• 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!
• Analyze and describe your experiences. What did you find challenging? Enjoying? Did you like
arranging the piece in a newer way?
For example, below is an English Folk Song, Wraggle Taggle Gypsies, O!, in the Key of C minor. I have
arranged the piece a Perfect 4th upwards and changed key to f minor. See if you can create a new
arrangement by “transposing” each pitch using intervallic relationships between the given
key/pitch and the newer key/pitch.
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Module 3 Self-Reflection
[Link]
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.
Above, we reviewed music by Giovani Gabrieli. He was famous for writing antiphonal music and opposing
musical groups against one another. He was also credited with using crescendo and decrescendo
dynamics. Using the links to the links below, listen to music. How are the Indonesian instrumental groups
unified or opposing one another? Describe what you hear. How is it different from Western music?
• Balinese Gamelan Indonesia (listen how the two groups play with an against one another, like
Gabrieli’s music). For more listening and information on Indonesian music see this website and
read the linear notes:
• Javanese Music and Dance Gamelan Gong How are the instruments different from Western
instruments? How are the pitches, scales, pitch patterns, and rhythmic patterns different? How is
the dance interpretive of the music?
• Sudanese Music
• Facts about Indonesian Music
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 3 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?
• Did you like the arrangement of the pieces?
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:
• Interactive Transposition Circle of Fifths
• Interactive “Qualifying” AP Music Theory
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?
• What can you learn about architecture and physics by studying music of Gabrieli?
[Link]
[Link]
• See link: Gabrieli Performance at St. Marks Catherdral
• 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 3
• Extra worksheets for intervals
• Name The Interval Game
• Interval Identification Game
Standard 6.4T: Course tools and technologies are current:
• Ear Training
• Intervals