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A Creative Approach to Music Fundamentals

INSTRUCTORS MANUAL
Chapter 1: The Basics of Music
Suggestions
While many students think that rhythm is easier than pitch, many teachers think that
rhythm is a more difficult concept to teach. For myself, I decided that I would begin with
rhythm when I realized that most of my students are far more fearful of singing than of
clapping and counting, and that they were more willing to participate in rhythmic clapping
than in singing at the beginning of the term. Later, when I introduce melody, the students
have already had some successful experiences with class participation and are more willing
to give singing a try.
Learning music is both a mental and a physical process. I try to get each student actively
participating as quickly as possible. Then I reinforce it throughout the term by trying to do
at least one or two singing or clapping exercises in class almost every day. As with learning
most new skills, repetition is the key. Students already know this, but they need to be
reminded.
One way I have found useful in helping students to hear the various meters is to ask them
to bring a CD to class that has one of their favorite songs on it. I then use these as examples to identify and discuss various meters and how they sound. If the selection of styles
provided by the students is too limited (which is usually not the case), I will then supplement the class with CDs of my own. One of my objectives in doing this is to show students
how music of different styles and cultures all make use of similar metrical divisions.
You might want to see how many of your students own or have access to a synthesizer or a
piano. If the number is large enough, it will mean that you can make greater use of the
keyboard as a teaching tool than you otherwise might. If the number is low, that will be
good to know, too.
Experiences with the keyboard can serve to reinforce the factual and theoretical information found in the text. But many students have difficulty transferring this written information about music to the actual look and feel of the keyboard or to some other musical
instrument they may play. For this reason, and many others, keyboard skills should
constantly be reinforced in class.
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Practice Sheets
On the following pages are some practice sheets for use with Chapter 1.
SHEET 1
Assuming that the quarter note receives one beat, as in the following example, how many total
beats are represented by each of the combinations of note values that follow?
1.
5.
2.
6.
3.
7.
4.
8.
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SHEET 2
Assuming that the eighth note receives one beat, as in the following example, how many total
beats are represented by each of the combinations of note values that follow?
1.
2.
3.
4.
5.
SHEET 3
Now assume that the half note receives one beat, as in the following example. How many total
beats are represented by each of the following combinations of note values?
1.
2.
3.
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SHEET 4
Assuming that the quarter note and quarter rest each receive one beat, determine how many
total beats are represented by the following combinations of note values and rests.
1.
2.
3.
Now assume that the eighth note and the eighth rest each receive one beat. How many beats
are represented by the following combinations of note values and rests?
1.
2.
Now assume that the half note and the half rest each receive one beat. How many total beats
are represented by the following combinations of note values and rests?
1.
Now assume that the dotted quarter note and the dotted quarter rest each receive one beat.
How many total beats are represented by the following combinations of note values and rests?
1.
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On the following pages are some practice sheets for use with pitch. Sheet 5 asks students to recognize melodies written only with note heads. You may wish to precede your use of this sheet
with a brief class discussion of melodic contour and a look at two or three actual melodies from
another part of the book. Sheet 6 asks students to name notes on the grand staff from actual
musical examples. While the melodies in Sheet 7 can be used in a variety of ways, both now and
throughout the later chapters, including key identification, counting rhythms, melodic construction, and musical form.
At this point, they can be used for a discussion of melodic shape and how melodies rise and fall,
and come to rest on various tones. The key of each of these examples is given below:
Piece
Key
1. Smetana, The Moldau from My Country

2. Chopin, Prelude, Op 28, No. 7
3. Haydn, Symphony No. 104
4. Italian Folk Song
5. Bach, Brandenburg Concerto No. 5
6. Susato, Ronde
7. Berlioz, Symphonie Fantastique
8. Beethoven, Symphony No. 9
G Major
A Major
D Major
E Minor
D Major
F Major
C Minor
D Major
SHEET 5
Below are two melodies written with note heads but not with the proper note values. By looking at the shape of each melody line, try to identify the melody. If this is too difficult, ask someone to play the pitches on the piano. Can you see a relationship between the sound of the
melody and the shape of the melody on the staff?
1.
2.
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When you have identified the melodies, sing each of them using the syllable la. Do you perceive
a relationship between the shape of the melody on the staff and the sound of the melody as you
sing it?
SHEET 6
Below are two excerpts from musical compositions. Identify the circled pitches in each example
with the correct name and octave identification.
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SHEET 7
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SHEET 7 (continued)
5.
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7.
8.
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Answers to Textbook Exercises

Practice Materials 11
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Practice Materials 14 (continued)
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Practice Materials 110 (continued)

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Ch01.

A Creative Approach to Music Fundamentals

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

1. Smetana, The Moldau from My Country

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Answers to Textbook Exercises

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Practice Materials 14 (continued)

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Chapter 1: The Basics of Music

Practice Materials 110

Chapter 1: The Basics of Music

Practice Materials 110 (continued)

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