Primo Theory Level 1
About the Author Robert Centeno is a freelance pianist and teacher in Austin, Texas. He performs regularly as a solo and chamber pianist and is a member of various local music clubs and professional organizations, including the Wednesday Morning Music Club and the Austin District Music Teachers Association, where he served as President from 2009-2011. He is organist for the Burnet Presbyterian Church and has participated as a teacher and coach for various chamber organizations in Austin, namely the Austin Chamber Music Center and Classical Music For the World. He Graduated from Texas State University in San Marcos with a bachelor’s degree in piano performance. He is an avid reader of various genres including histories, biographies, metaphysics, philosophy, tech developments, personal development, and entrepreneurship. He also enjoys biking, hiking, kayaking, billiards, and website construction.
A Note from the Author... The creation of this series was prompted by a few factors: A certain dissatisfaction with what is available, the accumulation of materials and experience, and the latest developments in technology all coalesced to create in me the intense desire to produce a series that not only improves upon and fills the gaps left by other similar publications, but also stands out by taking a fresh and unique approach to the subject. Throughout the creation of this series, there were certain guiding principles that constantly loomed large and that I tried to adhere to as much as possible. The first principle: clear organization, uncluttered format. How can a cluttered page invoke an uncluttered mind? It can’t. This is particularly challenging at the higher levels, where the materials become more complex. Also, the materials should not be difficult to find if the student needs to go back and review them. So, to insure that all the materials are easily accessible, I have maintained a consistent hierarchy of font size and style throughout. Also, I have kept the informative sections separated from the assignment sections as much as is practicable to do so. The second principle: learn by doing. Throughout the series, a thorough yet concise explanation is given for new concepts, but wherever possible, and especially when dealing with more challenging materials, the assignments are structured so that the student is guided through the process one step at a time. Some examples of this approach can be found in the sections on chord formation, inverted and complementary intervals, writing melodies, and writing harmonic progressions. The third principle: ease of access. Throughout levels 5 – 12 there are interactive web apps that the student can use to develop skills in the differentiation of the various types of chords, intervals, scales, and so on. In this series, these resources are immediately accessible by using a smart mobile device. No longer does the student have to pull out a CD-ROM (if it can be found!) or go to a PC where they are taken to a site that may not cover the relevant materials - the apps provided with this series contain only the materials studied and are just one swipe away. The fourth principle: adaptation and collaboration. One of the great developments in publishing is that what has once been an arduous process has now become instantaneous. No longer does a publication have to wait years before justifying another round of typesetting to update its materials. With digital publishing, a change can be made in the space of one week. This type of mobility is where the small, independent publisher has a great advantage over the more traditional publishing companies. The times are indeed changing and the beneficiary of this is you, the teacher. I say “collaboration” because I firmly believe that no educational publication should be immune from critique and improvement. One of my goals is to ensure that Primo Publishing earns a reputation of accessibility, openness, and adaptability; a company that builds a relationship with teachers based on a great respect for the collective wisdom of those who have practiced their craft for many years.
Acknowledgments Throughout the writing of this series, I have been the happy and grateful recipient of much friendship, advice, and support. I wish to thank all of those who had a hand in the making of this series. First and foremost, thank you to God from whom all blessings flow. Thank you to my colleagues at ADMTA who gave their time in various capacities; in particular, to Sheree Naquin who has supported this effort in so many ways from the very beginning, when this series was still just a dream, all the way to its completion, and to Roberta Gober and Susan Marschinke for generously taking the time to carefully review and critique substantial portions of this series; to Natalie Naquin for proofing this series and who brought to the task a thorough mastery of the musical materials; to Robert Poskevich for his expertise in creating the apps for this series; and finally, to my Mom and Dad, who have always loved and supported me unconditionally.
How to Use this Book Although some of the levels in this series have interactive capabilities, each level was designed to serve perfectly well as a stand-alone text. The interactive web apps are an enhancement, not a requirement for the completion of the exercises. They serve to reinforce and solidify ear training skills.
The Solo Ear Training Exercises Many of the ear training exercises are designed for solo practice by the student. However, the teacher should first work with the student on these exercises until the student becomes familiar with the procedures. Afterward, the teacher should regularly observe the student perform them to ensure that the student is maintaining correct practice. The student may discontinue any exercise that can be executed easily and consistently. The exercises should be practiced as the student continues working through different sections in the book.
The Dictation Exercises The rhythmic and melodic dictation exercises are designed so that the student can work through them with an interactive web app or with the teacher playing the dictation melodies. The teacher can fill in the missing measures with materials of his or her choice, or go to www.primotheory.com to find the complete melodies.
The QR Codes The QR codes found throughout this series can only be read by using a smart phone or pad which has a QR code reader app installed. If you don’t have a QR code reader and don’t know where to get one, just follow these directions: Step 1 With your mobile device, open your App Store (iPhone), Market (Android), Marketplace (Windows Mobile), or App World (Blackberry). Step 2 Search for “QR reader” and download and install any one of the apps available. There are free or paid versions. Read the reviews and star ratings to decide which is best for you. Once installed, it’s ready to go. Step 3 To scan a QR code, activate the app and center the QR code in the viewfinder as if you are going to take a picture of it. Adjust the distance if necessary. Some code readers scan the code automatically when it’s in view, and some require you to press a button. Step 4 The app should load in a few seconds. If you want to bookmark the app in your web browser for later use, follow the instructions on your particular code reader on how to switch to your web browser. If, after you read these instructions, you are still unsure what to do, don’t give up! Just go to www.primotheory.com for a video tutorial or email
[email protected]
Online Resources Be sure to visit www.primotheory.com or www.mytheoryapp.com to find links to an ever-growing list of supplemental materials for each level. Throughout the text you will find directions given as follows: PrimoTheory.com
Resources
Level 7
Page 10
This means to go to the website “primotheory.com” where you will be taken to a page containing a “Resources” link. From there just follow the links—click on “Resources”, which will take you to a menu with all the volume levels; click on “Level 7”, which will take you to a page listing Level 7 resources by page number; finally, click on “Page 10” to find the desired resource.
Contents page 6
Section 1
The Keyboard
Section 2
The Music Alphabet
8
Section 3
The Staff
13
Section 4
Steps and Skips
17
Section 5
Drawing Notes
26
Section 6
The Treble and Bass Clef
31
Section 7
Ear Training
41
Section 8
Time Signatures
43
Section 9
Rests
47
Flash Cards
Musical Symbols and Terms
55
6
Section 1 The Keyboard
This is a keyboard. It is made up of white keys and black keys.
and 3.
The black keys are in groups of 2
1.
Circle every group of 2 black keys.
2.
Circle every group of 3 black keys.
High and Low Sounds The keys on the left side of the keyboard sound low.
LOW
The keys on the right side of the keyboard sound high.
Middle
HIGH
On the piano... 3. With your left hand, play a 2 black key group on the left side of the keyboard. These are LOW sounding keys. 4. With your right hand, play a 2 black key group on right side of the keyboard. These are HIGH sounding keys.
7
On the keyboard, the sound goes up as you move to the right. low sounds
going UP
high sounds
The sound goes down as you move to the left. going DOWN
low sounds
high sounds
5.
On the piano, play the lowest 2 black key group (on the left side). From this group, play each 2 black key group moving to the highest 2 black key group (to the right). Notice that the sounds get higher.
6.
On the piano, play the highest 3 black key group (on the right side). From this group, play each 3 black key group moving to the lowest 3 black key group (to the left). Notice that the sounds get lower.
7.
Which way is the arrow pointing? Circle up or down under each keyboard.
up down 8.
up down
In the space provided below, draw your own keyboard.
up down
8
Section 2 The Music Alphabet
There are 7 letters in the music alphabet: A B C D E F G FORWARD with the alphabet is UP. A B C D E F G
BACKWARD with the alphabet is DOWN. A B C D E F G
1.
How many letters are there in the music alphabet?
2.
Write the letters of the music alphabet. The first letter is given. A _____
3.
_____
_____
_____
_____
________
_____
Write the music alphabet backwards (down) starting from G. G start here _____
_____
_____
_____
_____
_____
4.
Practice saying the music alphabet backwards starting on G. Repeat until it becomes easy.
5.
Fill in the missing letters. Forward
Backward
A B C D
G F E D
______
F G
A B
______
D E F G
A B
______
D E
______
G F G
G
______
______
______
B A
D C B A
E D
______
B A
9
The Names of the White Keys The white keys are named after the 7 letters of the music alphabet. The group of three black keys can be used to find F G A B. F G A B
Think of the F G A B group as a big house.
FGAB
The group of two black keys can be used to find C D E. C D E
Think of the C D E group as a small house.
CDE
Note to Teacher: At the keyboard, explain the key names to the student using the following visual images. The F G A B group Walking forward (to the right), you approach grandma’s house—the big house. (Show the F G A B keys surrounding the 3 black key group.) You get to the Front door (play the F key and explain that “front” starts with “F”). Grandma greets you as you enter (play the G key – “grandma” starts with “G”). She takes you to the kitchen for some of her Apple pie (demonstrate “A” as above). After you finish the pie you stand looking out the Back door (demonstrate “B”). The C D E group Looking out at the backyard you see a dog house—the small house. (Show the C D E keys surrounding the 2 black key group.) The Cat (demonstrate “C”) is sitting just outside the back door waiting to have some of that apple pie. The Dog is sleeping in his house (show that the “D” key is in the middle of the 2 black key group). But the big surprise—you see an Elephant (show “E”) at the edge of the yard! Assignment 6. Have the student recite the story (or a variation thereof), in his or her own words, playing the appropriate keys to demonstrate the story elements.
10
7.
Name the keys marked with an X.
Color the Keys 8. Circle all the 2 black key groups. Write C D E on the correct white keys. Color all C’s blue. Color all D’s purple. Color all E’s red.
9.
10.
Circle all the 3 black key groups. Write F G A B on the correct white keys. Color all F’s orange. Color all G’s yellow. Color all A’s green. Color all B’s light blue.
Print the names of all the white keys in each group.
11
11.
Name the keys marked with an X. X
12.
X
X
X
X
X
X
X
Label the keys that match the three letters given in each row. D F A C G B G C E
13.
Draw a line from each letter to the correct key nearest to it.
D
G
C
F
E
A
B
Note: When the alphabet goes UP from G, the next letter (or key) is A. C D E F G A B 14.
Fill in the missing letters. C D E F E F G
______
______
B
D E
______
______
______
B C
C D
F G
______
______
______
D E
______
______
12
Music Alphabet Practice Note to Teacher: This page should be used regularly until the student can recite all the alphabet patterns easily and with no pauses. 15.
Say the alphabet backwards. Say it as you read from the page and also try it from memory. Repeat until you can do it with a steady pace. G F E D C B A
Up and Down the Alphabet There are eight music alphabets below, each beginning on a different letter. Use these alphabets to practice assignments 16 and 17. A B C D B C D C D D Going UP
E E E E E
F F F F F F
G G G G G G G
A A A A A A A
B B B B B B
Going DOWN
C C C C C
D D E D E F D E F G
Going UP the Alphabet 16. Start with A on the left and say the music alphabet going UP (forward). Start with B on the left and say the music alphabet going UP. Continue the same drill with C on the left, and so on. Going DOWN the Alphabet 17. Start with A on the right and say the music alphabet going DOWN (backward). Start with B on the right and say the music alphabet going DOWN. Continue the same drill with C on the right, and so on. Assignments 16 and 17 can be practiced away from the piano and at the piano, playing the keys as you say the letters.
Section 3 The Staff A staff has five lines and four spaces. The lines and spaces are numbered from bottom to top.
1
2
3
4
5 1
LINES
2
3
4
SPACES
4444444 4444444446 4444444446
1.
Number the lines and spaces on the staff. Start at the bottom.
LINES
2.
SPACES
The circles are placed on lines. In each circle write the line number.
5 4 3 2 1
3.
The circles are placed on spaces. In each circle write the space number.
4 3 2 1
4.
Draw your own staff and show the line and space numbers.
13
14
A note is a symbol that represents a musical sound. The WHOLE NOTE is shaped like a hollow oval: When a note is between the lines of the staff it is called a space note.
A line note has a line going through the middle of it.
SPACE notes
LINE notes
44
44
5.
Circle all the line notes.
6.
Circle all the space notes.
7.
Write L under each line note and S under each space note.
8.
Write the correct line number under each line note.
9.
Write the correct space number under each space note.
444444444444444 444444444444444 444444444444444 444444444444444 444444444444444
15
Drawing Whole Notes 10.
Draw whole notes by tracing over the outlines.
11.
Draw whole notes in the space between the lines.
12.
Draw whole notes on the middle lines.
456-456-456-456-456-4566 456-456-456-456-456-4566 456-456-456-456-456-4566
13.
Draw whole notes on the lines given.
line 1
14.
line 2
line 4
line 5
line 2
space 4
space 1
space 3
line 5
space 4
Draw whole notes on the spaces given.
space 1
15.
line 3
space 3
space 2
Draw whole notes on the lines or spaces given.
line 3
space 1
line 2
space 3
16
REVIEW: Sections 2 and 3
1.
Write the music alphabet on the keyboard. Start on A and go to G.
2.
Name the keys marked with an X.
X
X
X
3.
The symbol
4.
Fill in the blanks.
X
X
is called a
445
X
X
X
X
____________________________________________________
This is a It has
___________________________
_________
lines and
_________
.
. spaces.
4444444
5.
Number the lines and spaces on the staff. Start at the bottom.
LINES
SPACES
456-456-456-456-456-4566
6.
Draw a whole note on the correct line or space
line 1
space 3
line 5
space 4
line 4
space 2
17
Section 4 Steps and Skips Stepping UP on the Keyboard On the keyboard, a STEP is the distance from one white key to the very next white key. On the keyboard, when you step UP you go to the RIGHT. C
Going UP is forward in the music alphabet.
C DE FG
A
B
1.
Start on any note in the middle of the keyboard. With any finger, step from white key to white key going UP. Say the key names as you play.
2.
Write the music alphabet going forward UP the steps.
A 3
. Name the key a step UP (to the right) from each given key. G
C
F
B
E
A
D
G
4
. Write the letter name a step UP from each given letter name.
A
______
D
______
G
______
C
______
F
______
B
______
E
______
18
Stepping DOWN on the Keyboard On the keyboard, when you step DOWN you go to the LEFT. C C DE FG
5.
B
Going DOWN is backward in the music alphabet.
A
Start on any note in the middle of the keyboard. With any finger, step from white key to white key going DOWN. Say the key names as you play. G
6.
Write the music alphabet going forward DOWN the steps.
7
. Name the key a step LOWER from each named key. G
C
F
B
E
A
G
D
8
. Write the letter name a step LOWER than the given letter name.
______
E
______
B
______
F
______
C
______
G
______
D
______
A
Stepping UP and DOWN on the Keyboard 9. The teacher directs the student to go up or down the keyboard by steps. The student should name the keys as he or she plays. The teacher should call out for the student to change direction from any given area. The student changes direction accordingly, continuing to name the keys.
19
Stepping UP on the Staff On the staff, notes which step UP move two ways: LINE to SPACE
444 444 465-456-465-465-465-4656 456-465-465-465-465-4656 444 444 456-456-456-456-456-4566 456-456-456-456-456-4566 SPACE to LINE
or
10.
Draw a whole note stepping up from each line note.
11.
Draw a whole note stepping up from each space note.
Stepping DOWN on the Staff On the staff, notes which step DOWN move two ways: LINE to SPACE SPACE to LINE or
12.
Draw a whole note stepping down from each line note.
13.
Draw a whole note stepping down from each space note.
20
SKIPS on the Keyboard A SKIP on the keyboard skips one white key or one letter name. UP a skip DOWN a skip CDE
FGA
Skipping along the music alphabet: A B C D E F G
14.
Circle A, then circle the letters skipping up.
A B C D E F G A B C D E F G A 15.
Name the key a skip UP from each named key. Draw an X on the keys you are skipping. The first example has been done for you. B
G 16.
D
A
E
B
F
Name the key a skip DOWN from each named key. Draw an X on the keys you are skipping. The first example has been done for you.
F
A
B
E
F
17.
Write the letter name a skip UP from each given letter.
A
______
18.
Write the letter name a skip DOWN from each given letter.
______
C
E
______
______
G
B
______
______
D
F
______
______
A
C
G
C
______
______
E
G
______
______
B
D
______
______
F
21
SKIPS on the Staff On the staff, notes which SKIP up can appear two ways:
444 444 456-456-465-465-465-4566 456-465-465-465-465-4656 444 444 645-465-465-465-645-4656 456-456-456-465-465-4656 LINE to LINE
SPACE to SPACE
or
19.
Draw a whole note skipping up from each line note.
20.
Draw a whole note skipping up from each space note.
Here are notes which SKIP down on the staff: LINE to LINE
SPACE to SPACE
or
21.
Draw a whole note skipping down from each line note.
22.
Draw a whole note skipping down from each space note.
22
High and Low Notes on the Staff Notes that are high on the staff sound higher than notes that are lower on the staff. HIGH
456444 4564544
LOW When two notes are a step or skip apart, one of them will be higher. (staff taken away) Which note looks higher? Which note looks lower?
23.
Circle the higher note of each pair.
24.
Circle the lower note of each pair.
4564454 higher
lower
4456-445-445-45566-4465 4456-445-445-45566-4465 4456-445-445-45566-4465 4456-445-445-45566-4465
23
Notes that sound the same on the staff will appear on the same line or space. The term pitch is used to describe a musical sound. Every key on the keyboard produces a different pitch. Every line and space on a staff represents a different pitch. Notes which have the same sound are the same pitch.
45644 45644 or
same LINE same sound (pitch)
same SPACE same sound (pitch)
456-456-456-465-465-4656
25.
Draw a whole note which repeats the same sound (pitch) as the note given.
26.
The second note of each group moves up, down or stays the same. Circle the correct word for each pair.
4456-445-445-45566-4465 4456-445-445-45566-4465 up down same
up down same
up down same
up down same
up down same
up down same
up down same
up down same
up down same
up down same
24
REVIEW: Section 4
1
. Name the key a step UP (to the right) from each given key.
F
B
E
A
D
G
F
C
2
. Write the letter names stepping UP from each given letter name.
A
______
G
______
______
F
______
______
D
______
______
______
3
. Name the key a step DOWN from each named key. B
E
A
D
G
C
B
F
4
. Write the letter name a step DOWN from the given letter name.
______
5.
F
______
C
______
D
______
A
______
E
______
B
E
B
F
C
G
Write the letter name a skip UP from each given letter.
C ______ 7.
G
Name the key a skip UP from each named key. Draw an X on the keys you are skipping. A
6.
______
G ______
D ______
A
______
E
B ______
______
F ______
Name the key a skip DOWN from each named key. Draw an X on the keys you are skipping. C
G
D
A
E
B
645-465-465-465-645-4656 645-465-465-465-645-4656 645-465-465-465-645-4656
25
8.
From each note given, draw a second note according to the description.
STEP up
SKIP down
STEP down
SAME note
SKIP up
STEP up
SKIP up
SAME note
STEP down
SKIP up
SKIP down
STEP down
SKIP down
STEP up
SAME note
STEP up
SKIP down
STEP down
9.
The second note of each group moves up, down or stays the same. Circle the correct word for each pair.
4456-445-445-45566-4465 up down same
up down same
up down same
up down same
up down same
4456-445-445-45566-4465 up down same
up down same
up down same
up down same
up down same
26
Section 5 Drawing Notes
REVIEW: This is a WHOLE NOTE.
It is a note head with no stem. It is not filled in. It is shaped like an oval (not a circle).
This is a HALF NOTE.
It consists of a note head with a stem. The note head is not filled in. stem note head
Stem Placement: UP Stems When the stem goes up, it is placed on the right side of the note head. correct 1.
wrong
A note with an up stem resembles the letter “d”.
Trace the note heads. Add UP stems to each note head. When drawing a note head with a stem, shape it like a tilted oval.
2.
Draw six half notes with UP stems.
3.
Draw half notes with up stems. Make sure the note head fits between the lines.
27
Stem Placement: DOWN Stems When the stem goes down, it is placed on the left side of the note head. A note with a down stem resembles the letter “p”.
correct
wrong
4.
Trace the note heads. Add DOWN stems to each note head.
5.
Draw six half notes with DOWN stems.
6.
Draw half notes with down stems. Make sure the note head fits between the lines.
MEMORY AID: Replace the lowercase “d” and “p” in “doctor pepper” with half notes: This is a QUARTER NOTE.
octor epper It consists of a note head with a stem. The note head is filled in.
up stem down stem 7.
Fill in each note head. Add an up stem to each.
8.
Fill in each note head. Add a down stem to each.
28
9.
Draw a half note in each box.
up stem 10.
down stem down stem
up stem
down stem
Draw a quarter note in each box.
up stem 11.
up stem
down stem
up stem
up stem
down stem down stem
Some of the stems are placed on the wrong side of the note head. Draw an X through the notes with incorrect stem placement.
Stem Length The stem should extend three more lines or spaces from the note head.
4555664 12.
The length of the stem should equal the length of three more note heads.
For each note head: A) Draw lightly three note heads stacked ABOVE it, and B) draw an UP STEM reaching to the top of the stack.
4555664444444444
29
4555664444444444
13.
For each note head: A) Draw lightly three note heads stacked BELOW it, and B) draw a DOWN STEM reaching to the bottom of the stack.
14.
Add down stems only to each note head.
15.
In each measure, draw a half note on the line or space indicated. Use only up stems.
4444444444444454
4566-4566 -4566 -4566 -4566 -4566 space 2
line 2
space 1
line 1
line 3
space 2
Stem Direction Notes above the middle line have down stems:
4444
middle line
4444
Stems of notes on the 3rd line can go up or down.
h
46 64 h
h h h h
h h h h
Notes below the middle line (line 3) have up stems:
or
Why this rule? When stems go the wrong direction, they take up extra space above or below the staff. The stem rule ensures that the stems stay in the same area as the staff.
45554444664 correct
WRONG!
30
Checklist for drawing stems: Does the stem go up or down? On which side of the note head does the stem go? How long is the stem?
4555664444444444456 4555664444444444456
16.
Add a stem to each note head.
4555664444444444444445
17.
Draw an X on the notes with incorrect stem placement.
This is a DOTTED HALF NOTE
It appears as a half note with a dot added to the right of the note head.
dot 18.
Add a dot to each half note so that it becomes a dotted half note.
31
Section 6 The Treble and Bass Clef This is a TREBLE CLEF.
The treble clef marks the G line on the staff.
line 2
G line It is also called the G clef.
On the keyboard, middle C is the C located closest to the middle of the keyboard. Middle C is found on a ledger line BELOW the treble staff. Middle C is a line note. ledger line
1.
The treble clef is also called the
2.
The treble clef marks the G line on the staff. Which line number is it?
3.
Draw a whole note on the G line marked by the treble clef.
4.
Draw a
_________________________________
around the middle C’s. Draw a
.
around the G’s.
Teacher’s note: The following drill should be repeated at various times. 5. On the keyboard, play middle C. Say aloud, “Middle C!” Point to the middle C on the staff at the top of this page. Say aloud, “Middle C on the staff! It is BELOW the treble staff.”
________
32
The LINE notes of the treble staff.
`444444 G
E
B
D
F
6.
Write the letter name of each line note.
7.
Draw half notes on the lines above each letter. Remember the stem rules.
`4444444444446445 `4444444444446445
`4444446444456446 `44444 G
E
F
B
D
E
B
G
F
The SPACE notes of the treble staff.
F
8.
A
C
E
Write the letter name of each space note.
`4444444444446445
33
`4444444444446445 9.
Draw whole notes on the spaces above each letter.
`4444446444456446 F
C
E
A
F
C
E
A
F
Treble Clef Lines and Spaces 10. Write the letter names of the line and space notes.
`4444444444446445 `4444444444446445
11.
Draw half notes on the lines and spaces indicated.
`4444446444456446 `4444446444456446 space E
line F
space A
line E
space C
line G
space F
line D
space C
line B
space E
line G
space A
line F
34
This is a BASS CLEF.
The bass clef marks the F line on the staff. line 4 F line It is also called the F clef.
Middle C is found on a ledger line ABOVE the bass staff. Middle C is a line note.
12.
The bass clef is also called the
13.
The bass clef marks the F line on the staff. Which line number is it?
14.
Draw a whole note on the F line marked by the bass clef.
15.
Draw a
_________________________________
around the middle C’s. Draw a
. ________
around the F’s.
Teacher’s note: The following drill should be repeated at various times. 16. On the keyboard, play middle C (the C closest to the middle of the keyboard). Say aloud, “Middle C!” Point to the middle C on the staff at the top of this page. Say aloud, “Middle C on the staff! It is ABOVE the bass staff.”
35
The LINE notes of the bass staff.
1444444 B
G
D
F
A
17.
Name the line notes.
18.
Draw whole notes on the lines above each letter.
14444444444446445 14444444444446445
14444446444456446 144444 G
A
F
B
D
A
B
D
G
The SPACE notes of the bass staff.
A
19.
C
Name the space notes.
E
G
14444444444446445
36
14444444444446445
20.
Draw whole notes on the spaces above each letter.
14444446444456446 A
G
C
E
G
C
E
A
G
Bass Clef Lines and Spaces 21.
Name the line and space notes.
22.
Draw half notes on the lines and spaces indicated. Remember the stem rules.
14444444444446445 14444444444446445
14444446444456446 14444446444456446 14444446444456446 space E
line F
space A
line G
space G
line D
space C
line A
space G
line B
space E
line F
space A
line G
space C
line B
space G line F
space A
line A
space E
37
Middle C on the Treble and Bass Staff Another feature of the treble clef is the little hook which goes under the staff and curls into a little ball.
You can easily remember where middle C is on the treble staff because the center of this ball shape marks where the middle C ledger line is placed.
An (imaginary) extra staff line.
Middle C Notice how the bass clef seems to hang from the top line of the staff, almost as if it were reaching up to grab middle C!
23.
Draw a middle C for each staff.
`44 144 `44 144 `44 144 `44 144 `44
38
REVIEW: Sections 5 and 6 1.
Circle the correct answer for each illustration:
Treble Clef Bass Clef 2.
G Clef F Clef
G line Middle C
G line Middle C
Circle the treble clefs that are placed on the staff correctly.
44444444444446445 `4444444444446445 `4444444444446445
3.
Name the treble clef line and space notes.
4.
Draw a
around the middle C’s.
39
5.
Circle the correct answer for each illustration:
Treble Clef Bass Clef
G Clef F Clef
Middle C F Line
6.
Circle the bass clefs that are placed on the staff correctly.
7.
Name the bass clef line and space notes.
8.
Draw a
Middle C F Line
44444444444446445 14444444444446445 14444444444446445 around the middle C’s.
40
NOTE: Refer to this checklist when completing assignments 11 and 12. Checklist for drawing notes: Does the stem go up or down? On which side of the note head does the stem go? How long is the stem? On which side of the note head is a dot placed? 9.
Draw quarter notes on the lines and spaces indicated.
14444446444456446 `4444446444456446 14444446444456446 `4444446444456446 `44 144
10.
11.
space A
line G
space E
line F
space C
line B
space G
line E
space F
line B
space C
line F
space A
line G
Draw dotted half notes on the lines and spaces indicated.
space C
line F
space A
line D
space G
line G
space E
line D
space A
line G
space F
line F
space E
line E
Draw a middle C for each clef.
41
Section 7 Ear Training Note to the teacher: Assignment 1 can be practiced solo by the student or with a teacher. When singing the pitches, or tones, the student can use any comfortable syllable such as “la” or “mi”. First practice this with the student and make sure that they can replicate this exercise so that they can practice it solo. This exercise may be discontinued only when the student can match the pitches easily. Find the student’s comfortable singing range and instruct him or her to stay within it. Solo Exercise: Singing and Matching Tones 1. Starting on any key near the middle of the keyboard, a) Play the key. Sing and match the tone. b) Play another key either a step or skip down from the first key. Sing and match the tone. c) Continue using different keys until it is easy to sing the tones. Student/Teacher Exercise: Listening Practice assignments 2 – 4 at every lesson until they are easily done. Use the template provided on the next page and photocopy for future sessions. 2.
3.
4.
Your teacher will play keys which sound either high or low. Circle the correct answer for each pitch. 1.
2.
3.
4.
5.
high low
high low
high low
high low
high low
Your teacher will play groups of pitches which move up or down. Circle the correct answer for each group. 1.
2.
3.
4.
5.
up down
up down
up down
up down
up down
Your teacher will play two pitches which sound the same or different. Circle the correct answer for each pair. 1.
2.
3.
4.
5.
same different
same different
same different
same different
same different
42
Assignment 2
Do the tones sound high or low? Circle the correct answer. 1.
2.
3.
4.
5.
high
high
high
high
high
low
low
low
low
low
1.
2.
3.
4.
5.
high
high
high
high
high
low
low
low
low
low
Assignment 3
Do the tones move up or down? Circle the correct answer. 1.
2.
3.
4.
5.
up
up
up
up
up
down
down
down
down
down
1.
2.
3.
4.
5.
up
up
up
up
up
down
down
down
down
down
Assignment 4
Do the tones sound the same or different? Circle the correct answer. 1.
2.
3.
4.
5.
same
same
same
same
same
different
different
different
different
different
1.
2.
3.
4.
5.
same
same
same
same
same
different
different
different
different
different
43
Section 8 Time Signatures Bar lines are used to separate measures. A double bar line is used to mark the end of a piece or section.
`5444-444-444-= measure
measure
bar line
4 4
measure
bar line
double bar line
A time signature is placed at the beginning of a piece of music, to the right of the clef sign.
44
44
`54
The top number shows how many beats in each measure. The bottom number shows the note value that gets one beat.
Example:
`55
1.
There are four beats per measure. The quarter note ( q ) gets one beat.
Circle the correct symbol for each term.
Measure
6-45-6
Time Signature 2.
4 4
6-45-6
Bar Line
Add the top number to the key signature.
4
Double Bar Line
4
6-45-6 64-= 4 6-45-6 4 6-45-6 4
`54 `54 `54 Three beats per measure
Two beats per measure
Four beats per measure
44
The note values for time signatures with 4as the bottom number: Whole Note Dotted Half Note Half Note Quarter Note 3 beats
4 beats
2 beats
1 beat
Rhythm Drills in $4Time 3. Clap the rhythms as you count aloud. Repeat each exercise until you can clap and count at a steady pace.
4 4
1
2
4 4
1
2
3
4 4
1
2
4 4
1
4 4
4 4
144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455-44455-44455-44456-= 1
2
3
4
1
2
3
4
1
2
3
4
4
1
2
3
4
1
2
3
4
1
2
3
4
3
4
1
2
3
4
1
2
3
4
1
2
3
4
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
3
4
45
4.
In the exercises below the counts are not provided as above. Clap the rhythms as you count aloud.
4 4
144455-44455-44455-44456-= 144455-44455-44455-44456-= 4 4
Rhythm Drills in #4Time 5. Clap the rhythms as you count aloud. Repeat each exercise until you can clap and count at a steady pace.
3 4
144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455-44455-44455-44456-= 3 4 3 4
3 4
6.
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
In the exercises below the counts are not provided as above. Clap the rhythms as you count aloud.
3 4
144455-44455-44455-44456-= 144455-44455-44455-44456-= 3 4
46
7.
Draw bar lines under each arrow.
4 4
1544444444444444444-= 8.
9.
Write the correct number of beats each note or group of notes gets in $4time. = beat(s). = beat(s). = beat(s). = beat(s). = beat(s). = beat(s). = beat(s). = beat(s).
4 4
Write the counts of each measure.
144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455-44455-44455-44456-= 14444-4444-4444-4444-= 4 4 4 4
3 4
2
3
4
2
3
4
2
3
4
10. Write the counts of each measure.
3 4
2
3
Notice that the time signature is in #4time.
47
Section 9 Rests A rest is a symbol used to indicate silence for a certain length of time.
The Whole Rest
The whole rest indicates a full measure of silence.
The whole rest is shaped like a solid rectangle. It hangs from line 4 of the staff. line 4
3 2 1
44
The whole rest looks like a (w)hole in the ground.
4 4
1.
Write the measure counts below the whole notes and rests.
2.
A whole rest hangs from line
3.
Circle the correctly placed whole rests. Hint: there are only two.
4.
Draw a whole rest in each measure.
144456-44456-44456-44466-= ________
of the staff.
14445444444444444-=
1456-456-456-456-456-456-=
48
The half rest gets TWO beats in $4time
The Half Rest
The half rest is also shaped like a solid rectangle. It sits on line 3 of the staff. line 3
2 1
44
Think of two eyes under a hat. Two counts for the (hat) half rest.
4 4
5.
Write the measure counts below each half note or half rest.
6.
A half rest sits on line
7.
Circle the correctly placed half rests. Hint: there are only two.
8.
Draw a half rest in each measure.
144456-44456-44456-44466-= ________
of the staff.
14445444444444444-=
1456-456-456-456-456-456-=
444
Remember: The whole rest and half rest share the 3rd space. 4
3 2
1
49
Q
The quarter rest gets ONE beat in $4time.
The Quarter Rest
The quarter rest sits in the middle of the staff, between the top and bottom staff lines.
9.
4 4
44Q
Write the measure counts under each note and rest. Check the time signature!
144455Q Q 44455-Q 44455Q Q 4Q 4546Q -= 144455Q -= Q Q 44455Q 4Q 4455-4Q4546 3 4
2
2
3
4
3
10.
Label each rest below: W for whole rest, H for half rest, and Q for quarter rest.
11.
Write the counts of every measure below the notes and rests.
15444444444444454= Q Q Q 144456-44456 Q -44465-44466-= `4445-4445-4445-4Q 446-= 144456-4445-Q 44456 Q -4446Q -= 4 4
4 4
3 4
50
Rhythm Drills: Notes and Rests in $4Time 12. Clap the rhythms as you count aloud. Repeat each exercise until you can clap and count at a steady pace.
4 4
144455-44455-44455-44456-= 144455-44455-44455-44456-= 144455Q Q 44455Q -= Q Q 44455Q Q 44456 144455-44455-44455Q 44456 Q -= 4 4
4 4
4 4
1
2
3
4
1
2
3
4
1
2
3
4
4
1
2
3
4
1
2
3
4
1
2
3
4
3
4
1
2
3
4
1
2
3
4
1
2
3
4
3
4
1
2
3
4
1
2
3
4
1
2
3
4
3
1
2
1
2
3
1
2
1
2
4
Rhythm Drills: Notes and Rests in #4Time 13. Clap the rhythms as you count aloud. Repeat each exercise until you can clap and count at a steady pace.
3 4
144455-44455-Q 44455-44456Q -= 144455-44455Q 44455-44456 Q -= 144455-44455Q Q 44455-44456 Q Q -= 144455-4Q4455-44455-4Q4456-= 3 4 3 4
3 4
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
51
Rhythm Drills: Notes and Rests in @4Time 14. Clap the rhythms as you count aloud. Repeat each exercise until you can clap and count at a steady pace.
2 4
144455-44455Q 44455-44456 Q -= 144455-44455Q 44455-44456 Q -= 144455Q 44455-44455Q 44456-= 144455Q 4Q4455-44455Q 4Q4456-= 2 4
2 4
2 4
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
REVIEW: Sections 8 and 9 1.
Circle the correct symbol for each term.
Bar Line
4 4
6-45-6 6-45-6 Q
Whole Rest
6-45-6 6-45-6
Quarter Rest
Double Bar Line
6-45-6
Half Rest
Quarter Note Measure
Dotted Half Note
Q
Q
64-=
Half Note Time Signature
Q
4 4
52
2.
Draw bar lines under each arrow.
4 4
1544444444444444444-= 3.
Label each rest below: W for whole rest, H for half rest, and Q for quarter rest.
4.
Write the correct number of beats each note or group of notes gets in $4time.
15444444444444454= Q Q Q = = = =
5.
beat(s). beat(s). beat(s). beat(s).
= = =
Write the correct number of beats each rest or group of rests gets in $4time.
Q
=
QQ QQ
beat(s). beat(s). beat(s).
= =
6.
=
beat(s). beat(s). beat(s). beat(s).
Add the top number to the time signature.
4
4
=
beat(s). beat(s). beat(s).
= =
4
`54 `54 `54 Four beats per measure
Two beats per measure
Three beats per measure
53
STUDY SHEET High and Low Sounds
LOW
HIGH
Middle going DOWN
going UP
The 7 letters of the music alphabet A B C D E F G Think of the F G A B group as a big house.
FGAB
STEPPING Up on the Staff line to space space to line
Think of the C D E group as a small house.
CDE
STEPPING Down on the Staff line to space space to line
44 44 44 44 44 44 44 44 or
or
SKIPPING Up on the Staff line to line space to space
SKIPPING Down on the Staff line to line space to space
or
or
54
TREBLE Clef LINE notes
SPACE notes
`444444 `44444 1444444 144444 E
G
B
D
F
F
A
C
E
C
E
G
BASS Clef LINE notes
G
SPACE notes
B
D
F
A
A
Half Note
Quarter Note
2 beats
1 beat
Whole Rest
Half Rest
Quarter Rest
4 beats
2 beats
1 beat
4 beats
3 beats
Drawing Stems Does the stem go up or down?
h h h h
4444
On which side of the note head does the stem go? How long is the stem?
4555664
middle line
Q
h h h h
Whole Note Dotted Half Note
4444
octor epper
Musical Symbols and Terms Cut along the dotted lines to create a flash card set.
or
or
Q
2 4
3 4 4 4
644 6-45-6 64-=
6-45-6
56556 56556 56556 56556 or
or
55
56
Time Signature
Whole Note 4 Beats
Staff
Whole Rest 4 Beats
Measure
Half Note 2 Beats
Double Bar Line
Half Rest 2 Beats
Bar Line
Quarter Note 1 Beat
Dotted Half Note
Quarter Rest 1 Beat
Step
Treble Clef
Skip
Bass Clef
or G Clef
or F Clef
