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    The Orchestra

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    Jonathan Spinks
    Here are some suggestions for varying a melody in a composition assignment: - Change the rhythm - alter note durations, add or remove rests, change the feel (e.g. from duple to triple meter) - Change the harmony - accompany the melody with different chords, modulate to a new key - Change the texture - thin out or thicken the texture by removing/adding voices - Change the timbre - assign the melody to different instruments than the original - Change the dynamics - vary the volume levels throughout in contrast to the original - Change the articulation - alter slurs, accents, staccato notes compared to the original phrasing - Change the

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    © All Rights Reserved
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    The Orchestra

    Uploaded by

    Jonathan Spinks
    244 views46 pages
    Here are some suggestions for varying a melody in a composition assignment: - Change the rhythm - alter note durations, add or remove rests, change the feel (e.g. from duple to triple meter) - Change the harmony - accompany the melody with different chords, modulate to a new key - Change the texture - thin out or thicken the texture by removing/adding voices - Change the timbre - assign the melody to different instruments than the original - Change the dynamics - vary the volume levels throughout in contrast to the original - Change the articulation - alter slurs, accents, staccato notes compared to the original phrasing - Change the

    Original Description:

    Introduction to the instruments of the orchestra

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    Here are some suggestions for varying a melody in a composition assignment: - Change the rhythm - alter note durations, add or remove rests, change the feel (e.g. from duple to triple meter) - Change the harmony - accompany the melody with different chords, modulate to a new key - Change the texture - thin out or thicken the texture by removing/adding voices - Change the timbre - assign the melody to different instruments than the original - Change the dynamics - vary the volume levels throughout in contrast to the original - Change the articulation - alter slurs, accents, staccato notes compared to the original phrasing - Change the

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    244 views46 pages

    The Orchestra

    Uploaded by

    Jonathan Spinks
    Here are some suggestions for varying a melody in a composition assignment: - Change the rhythm - alter note durations, add or remove rests, change the feel (e.g. from duple to triple meter) - Change the harmony - accompany the melody with different chords, modulate to a new key - Change the texture - thin out or thicken the texture by removing/adding voices - Change the timbre - assign the melody to different instruments than the original - Change the dynamics - vary the volume levels throughout in contrast to the original - Change the articulation - alter slurs, accents, staccato notes compared to the original phrasing - Change the

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 46

    To explore the instruments of the orchestra through listening to Benjamin

    Brittens Young Persons Guide to the Orchestra


    To understand how an orchestra is organised
    To be able to recognize the sound of the individual instruments

    Young Persons Guide to the


    Orchestra
    Composed in 1946 musical

    composition by British composer


    Benjamin Britten
    Features each set of instruments
    in short character sketches that
    exploit the emotional and
    coloristic capacities of each
    For his theme in the work, Britten
    drew on another theme from a
    piece called Abdelazer English
    Baroque composer called Henry

    What families are the instruments of the


    orchestra grouped into?
    Write down your own definition of the
    instrumental families
    Listen to the first part of The Young Persons
    Guide to the Orchestra and write down the
    order in which the instrumental families take the
    main theme
    For each family brainstorm which instruments
    belong to each family (rotate
    http://www.justinlocke.com/orchfaq.htm

    round)

    Main theme

    STRINGS violin, viola, cello, double bass, harp


    You can spot these instruments because they are all made of wood,
    have a similar shape and use a bow. The harp is the odd one out!
    WOODWIND piccolo, flute, oboe, clarinet, bassoon, contrabassoon
    You will see all the players of these instruments have to blow in them
    to make a sound.
    BRASS trumpet, French horn, trombone, tuba
    These are easy to spot as they all made of brass. Like the woodwind
    instruments, the players also have to blow into these instruments to
    get a sound but have to make a buzz sound with their lips.
    PERCUSSION timpani, bass drum, snare drum, cymbals, xylophone
    To get a sound on these instruments you have to hit them. There are
    many different types of percussion instruments but the ones listed are
    the main ones.

    Draw the orchestra


    Brainstorm some questions you dont know the
    answer to e.g. what is the difference between a
    violin and a viola?

    http://www.justinlocke.com/orchfaq.htm

    Purcell Young Persons Guide to the Orchestra


    Variation

    Main Melodic
    Instrument(s)

    Comments based on Music Elements


    Woodwind

    1 2:01
    2 2:34
    3 3:35
    4 4:20
    Strings
    5 5:12
    6 5:45
    7 6:47
    8 7.55
    9 8.55
    Brass
    10 9.43
    11 10.35

    Variatio
    n and
    timing

    Main Melodic
    Instrument(s)

    Comments based on Music Elements

    Woodwind
    1 2:01

    Piccolo

    2 2:34

    Oboes

    Slow, - Lento- smooth longer notes

    3 3:35

    Clarinets

    Moderate speed - short flutters of melody, passages marked by the


    tuba

    4 4:20

    Bassoons

    Fast - Grumpy sounding

    Flutes

    Fast Presto, high pitch notes

    Strings
    5 5:12

    Violins

    Fast and lively, conversation between violins 1 and 2

    6 5:45

    Violas

    Less quick, romantic, long sustained notes

    7 6:47

    Cellos

    Descending pattern

    8 7:55

    Double Basses

    Gets faster

    9 8:55

    Harp
    Brass

    French Horns

    Solemn and serious

    11
    10:35

    Trumpets

    Fanfare like

    12-

    Trombon

    10
    9:43

    Tuba

    Powerful

    Main Theme

    Main Theme
    What information can you gather from the
    main theme?
    Clap the rhythm
    Can you name the notes?
    Do you know the names of the symbols?
    Can you learn to play it?
    Can you break down into smaller chunks?
    What is the shape of the melody line? Are
    there any patterns in the melody?

    Main Theme
    Vocabulary
    Time Signature - How many beats are there in
    each bar/measure?
    Key Signature chart in resources section
    Can you break down into smaller chunks?
    What is the shape of the melody line? conjunct (steps), disjunct (leaps)
    Do the intervals ascend or descend?
    Are there any patterns in the melody?
    Rhythmical, melodic etc, sequences?

    Time Signature

    Key Signature

    Circle of Fifths
    Go down a whole step from CB flat
    and that is the one flat for the key
    of F. From F, go down a perfect fifth
    to B flat. B flat will have two flats.
    To figure out which sharp to add, just
    go down one half step from the key
    signature (the second note of the
    perfect fifth)

    Main Theme
    Compositional devices What makes
    this an effective melody?
    Twinkle Twinkle
    Happy Birthday

    http://www.dsokids.com/listen/byinstrument/.aspx

    Young Persons Guide


    http://www.mhhe.com/socscience/music/kamien9
    e/part01/chapter02/youngpersonsguide/
    brittenguideinteractive.htm
    https://itunes.apple.com/gb/app/young-persons
    -guide-to-orchestra/id665019589?mt=
    8
    http://www.slideshare.net/zhqxiaoyong/a-young-p
    ersons-guide-to-theorchestra
    http://www.animatedscience.co.uk/animations/or
    chestra/
    orchestra.htm
    https://www.bsolive.com/sitefiles/resources/docs/

    Homework Instrumental
    Families
    Brass Percussion
    Strings
    Woodwind

    Prepare a presentation about your instrument family. Which should include the
    following elements:
    An introduction to the main instruments in the family
    Soundclips, videos
    What makes them a family? What is unique about them?
    How are they played?
    What are the common elements that make them a family?
    How can we tell the different instruments in the family apart from each other.
    Describe their timbre
    Which is the highest pitch, lowest pitch instrument
    How do they modify or change their sound?

    At any point in composing a piece of music, a composer has to decide


    what to do next. There are only three options.
    The composer can:
    say it again (i.e. repeat exactly)
    say it again differently (i.e. compose a varied repeat)
    say something new (i.e. introduce new and contrasting material)
    The art of composing consists of learning how to make the right choice,
    at the right moment, from these three options. What is right in any
    given circumstances is always a matter of judgment.

    Performance deadlines every term


    solo performance - recorded
    Listening diary
    Composition improvisation using
    pentatonic scale- blues
    Other scales etc
    Using Dragon scales backing track
    Using 12 bar blues
    Call and response patterns using
    pentatonic
    At the beginning of lessons etc
    Move into more formal composing
    using the pentatonic scale for
    example
    Use lesson plans for kids rock and
    jazz in the classroom book

    Analyzing Memorable Melodies

    aithless Insomnia
    ttps://www.youtube.com/watch?time_continue=175&v=iD6An7tKfAw\

    Faithless Insomnia
    One thing that stands out about Insomnia
    is repetition.
    Theres an A and B section. The A section
    (first 4 bars) features a downwards slope
    from the 1st beat.
    The B section instead travels upwards from
    the E to the F-sharp instead of dropping
    down to the D. This provides some
    variation while keeping the overall melody
    memorable.

    Melodic Texture
    Texture - the interweaving of melodic and
    harmonic elements in the musical "fabric". It
    can be transparent, dense, thin, thick, heavy,
    light - Polyphonic, Homophonic, Monophonic etc
    Homophonic - Many melody lines/pitches but
    only ONE rhythm played together
    Polyphonic - Many melody lines/tunes, many
    rhythms played by many people
    Monophonic - A single melody line/tune played
    by many people

    Elvis Guitar Broke Down Friday


    Every Good Burger Deserves Fries

    Grannys Brains Dont Function


    Anymore
    Good Birds Dont Fly Away

    Code Breaker

    Purcells Rondeau
    https://www.youtube.com/watch?v=VVivtti-nw
    Listen to main theme from Henry Purcell
    Identify Rondo form
    A Rondeau theme
    B contrasting section: lighter, brighter
    A Rondeau theme
    C contrasting section: longer, with drawn-out
    rhythms
    A Rondeau theme

    How Music Works - Melody


    https://www.youtube.com/watch?
    v=PnbOWi6f_IM

    http://www.musictheory.net/exercises/notehttp://static1.1.
    sqspcdn.com/static/f/801966/24803549/1398804524530/Grand-S
    taff-Note-Name-Speed-Test-A-100-Notes.pdf?token=%2BHH%2BGy
    xhMYPkHxENJtv8ejN%2BO2g%
    3D
    Speed challenge

    Basic Theory
    http://www.schoolportal.co.uk/GroupDownloadFile.asp?
    ResourceId=3420403

    Set Works
    Trout Variations (4th movement, Quintet in A major, D667),
    Schubert

    The piece is known as the Trout because the fourth


    movement is a set of ariations on Schubert's earlier
    Lied "Die Forelle" (The Trout).
    The quintet was written for Sylvester Paumgartner, of
    Steyr in Upper Austria, a wealthy music patron and am
    ateur cellist, who also suggested that Schubert inclu
    de a set of variations on the Lied
    .
    The rising sextuplet figure from the song's
    accompaniment is used as a unifying motif
    throughout the quintet, and related figures appear in
    four out of the five movements all but the Scherzo.

    1. Listening

    http://www.wwnorton.com/college/mu
    sic/listeninglab/shared/listening_guide
    s/bach_brandenburg_concerto_no_2.p
    df

    Rudiments
    Standard staff notation including dynamic, tempo and expression
    markings, simple ornaments and articulation signs, treble, bass and
    alto clefs, key signatures up to 4 sharps and 4 flats in major and minor
    keys, time signatures, major, minor and perfect intervals.
    Melody and rhythm
    Major, minor, chromatic, whole-tone and pentatonic scales. Blue notes.
    Melodic movement (ascending or descending by step or leap).
    Phrasing. Call and response. Duple, triple or irregular metre.
    Syncopation, swing, polyrhythm.
    Harmony
    Primary chords: I, IV, and V(7); secondary chords: II and VI. Perfect,
    imperfect and interrupted cadences. Modulations to related keys (subdominant, dominant, relative minor, relative major).

    ternary form pieces (three sections, ABA)


    rondo form pieces (often ABACA, i.e. an extension of the ternary
    principle)
    arch form pieces (often ABACABA, i.e. an adaptation of the Rondo
    principle)
    dances e.g. Minuet, Waltz, Tango
    song writing either with pre-existing lyrics, or the candidates own
    words
    theme and variations
    a solo for the learners own instrument, with piano accompaniment if
    appropriate

    Composition Tasks

    Ground Bass
    Blues
    Pentatonic - Debussy
    Harmony to a melody ABA form
    Call and answer. What makes a good
    melody line?
    Film/Atmospheric devils chords,
    dissonance

    Compose a variation

    Happy Birthday, Twinkle twinkle


    Use noteflight
    Orchestrate the song
    Vary speed, dynamics, range
    Repeat parts or mix up the order
    Create different moods scary, exciting.
    Major, minor
    Choose one part of the tune to play with

    http://edmprod.com/ultimate-melody
    -guide
    /

    Main Theme
    You could write out the main melody
    but leaving some notes out.
    As a basic activity, just leave out
    one or two notes at a time in a
    passage which moves by step or
    contains repeated notes.
    Input the theme into Noteflight to get
    used to using it

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