CHAPTER: EXPLORING STAFF NOTATION

Introduction

In term one, you learnt to read, write and compose music in staff notation. You read and wrote songs in key C, G and F Major and simple quadruple time.

with notes with leaps of a third. In this chapter, you are going to compose, write and read four-bar melodies in simple quadruple time in the keys of C, G and F Major with notes and leaps not beyond a third. You will then perform them with awareness of tempo and timbre.

Bones of the Human Skeleton

Activity 5.1 Performing songs with awareness of tempo and timbre

In a group,

1. Perform the song ‘Bones of the Human Skeleton’ using the following different tempos:

moderato – moderate speed

grave – very solemn

allegretto – moderately fast

animato – animated

2. Listen to more music played by your teacher and compare further examples of timbre and the other musical elements.
3. Which instrumental timbre would you suggest to accompany ‘Bones of the Human Skeleton’ at the different tempos? Why?

Activity 5.2 Composing and performing music with awareness of tempo and timbre

1.Compose sol-fa notes (limiting leaps to a third) to the rhythm text below and write your composition on the treble stave in either key F key C Major.

2. Suggest the tempo of the song and give a reason for your choice.

3. Explain what timbre would be applied in the performance of the song giving reasons why.
4. Sing the song they have composed with awareness of tempo and timbre.

5. Record the song, upload it to any social media platform if possible. Share the link with your, friends and parents.

Activity 5.3 Performing songs with tempo expressions

Tempo marks tell us how fast or how slow and with what kind of mood we have to perform a musical piece. In this activity, you are going to sing the song ‘Plant Roots’ and:

1. Apply the following Italian tempo descriptions: adagio slowly

allegro-quick/lively

andante – at a walking pace

largo-slowly and steadily presto very quickly.

2. Discuss the effects of each tempo on this song.
3. Describe how some of the tempos make you feel.
4. Which tempo do you think is the most effective for the message in the song? Why?
5. Suggest tempos for three of the songs you performed in Senior One. Why did you choose these tempos?
6. Select different tempos to match different situations or parts of one of the songs as you perform it.