At Home Revision Resources For Music
Here are links to websites that explain what are known as music ‘concepts’. These are key vocabulary words you need to learn as part of your music course. As a general rule pupils should learn the following key words:
S1 Pupils. You should work your way through and learn National 3 Concepts.
S2 Pupils. You should work your way through and learn National 3 and National 4 concepts.
S3 pupils. You should work your way through and learn National 3, 4 and 5 concepts.
S4 pupils. National 5 pupils – you should work your way through ALL concepts to prepare for Higher next session. National 4 pupils – you should work your way through all concepts, apart from Higher ones. Especially if you are intending to do National 5 music next session.
LINK TO NATIONAL 5 PRACTICE PAPERS: (Click on ‘National 5 Music Practice Papers text below and the link will appear to then click on)
All music concepts revision site:
NEW REVISION WEBSITE – VERY GOOD! The password you’ll need is music17
New Music Technology Course Links:
Music + Music Tech Sway Links(1)
Music Lessons – How to read music. Also called music ‘theory’.
These lessons can help any year group studying music. Here are some excellent youtube videos to get you started on reading music:
Music Theory Workbook:
Video 1:
https://www.youtube.com/watch?v=ZN41d7Txcq0&pbjreload=101
Video 2:
https://www.youtube.com/watch?v=ybQ8nWNVZRo&pbjreload=101
Video 3:
https://www.youtube.com/watch?v=7Bv-JiFnoJ4&pbjreload=101
Video 4:
https://www.youtube.com/watch?v=OWg93bDamcU&list=RD7Bv-JiFnoJ4&index=11
Video 5:
https://www.youtube.com/watch?v=ZcThdL2CQpI&list=RD7Bv-JiFnoJ4&index=8
Video 6:
https://www.youtube.com/watch?v=mlZVQbFW0JA&list=RD7Bv-JiFnoJ4&index=16
Video 7:
https://www.youtube.com/watch?v=4vZ5mlfZlgk&list=RD7Bv-JiFnoJ4&index=24
Video 8:
https://www.youtube.com/watch?v=KZqgo8amKGw&list=RD7Bv-JiFnoJ4&index=25
Video 9:
https://www.youtube.com/watch?v=KZqgo8amKGw&list=RD7Bv-JiFnoJ4&index=25
Now, here are some music reading games to play. Some of the games don’t need a musical instrument, others do:
Music NOTES:
Before Playing The First Few Games, use this for revision:
https://www.musictechteacher.com/music_learning_theory/music_treble_clef_lines_and_spaces.htm
This is also useful for revision:
https://www.musictechteacher.com/music_quizzes/aq_travel_through_treble_spaces/story_html5.html
Game 1
https://www.teachingideas.co.uk/notation/name-that-note
Game 2
https://artsedge.kennedy-center.org/interactives/steprightup/whackanote/
Game 3
http://musicteachersgames.com/trebleClefOne#
Game 4
https://www.musictechteacher.com/music_quizzes/aq_treble_clef_notes/story_html5.html
Game 5
https://www.musictechteacher.com/music_quizzes/aq_treble_clef_words/story_html5.html
Game 6
https://www.musictechteacher.com/music_quizzes/aq_treble_clef_word_warrior/story_html5.html
Music RHYTHMS
Introduction Video:
https://www.youtube.com/watch?v=YjFIlLKjmkI&pbjreload=101
Game 1
https://www.musictechteacher.com/music_quizzes/aq_travel_through_treble_spaces/story_html5.html
Game 2
https://www.musictechteacher.com/music_quizzes/aq_rhythm_sound_match2/story_html5.html
Game 3
https://www.musictechteacher.com/music_quizzes/aq_see_sawing_rhythms/story_html5.html
Game 4
https://www.musictechteacher.com/music_quizzes/aq_rhythmic_math_quiz/story_html5.html
We have also launched a youtube channel containing instructional videos for National 5 and Higher performing course work. The channel can be found here:
https://www.youtube.com/channel/UCTUiQ763VwCS7hIpInSFYAg/videos
Higher Music Tasks – For All Pupils Studying Higher Music
INTERACTIVE PDF REVISION BOOK:
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Higher Music Unit 1: ‘Early Music’ and Renaissance.
Introduction YouTube Videos. You can watch these videos to get an introduction to Early Music and Renaissance Music:
Video 1: This video introduces you to ‘Early Music’ (also knon as ‘medieval music’ or music from the ‘middle ages’.
Video 2: This video introduces you to ‘Renaissance Music’:
Video 3: Video 2 (above) doesn’t really give you enough information in a concept called ‘mass’. So, watch video 3 (below) for this:
Video 4: This start of this video explains the concepts polyphonic, plainchant, and mass. You can stop watching the video at 08.25 when it starts to mention ‘motet’ as this doesn’t apply to your Higher music course. (Note, during the start of the video it also mentions ‘antiphonal’. You do NOT need to know this concept also.)
The following videos explain some of the concepts that you learn about in the Early Music and Renaissance Unit. However, some of the music you will hear will NOT be Early Music and Renaissance! These concepts first appeared in Early Music and Renaissance music, but are now used in so many other musical styles including modern day pop songs. Therefore, it’s best you hear these concepts in other styles, undertand what the mean, and then go back and hear them in Early Music and Renaissance. That way you will know what to listen for.
Video 5: This video explains what is meant by syllablic and melismatic word setting:
Video 6. This video explains A Cappella. It also mentions how it began in renaissance music.
Video 7: This is a long video, but it is an excellent video explaing the use of modes in music:
Video 8: This video explains the concept imitation.
Video 9: This video explains through-composed.
Video 10: This video uses the ‘Hallelujah’ chorus from the oratorio ‘Messiah’ by Handel to explain unison and polyphonic texture in vocal music.
Video 11; This video explains the concept augmentation.
Video 12. This video explains the concept tierce de picardie.
Video 13….and this video has some examples of songs that use a Tierce de Picardie (also called the ‘picardy third’), but for your Higher music you need to know the concept as a ‘Tierce de Picardie’.
Key Music Concepts to Study. After watching these videos, use the main music revision websites (my music online and www.atea.co.uk) to study these words in more detail – plainchant, mode/modal, melismatic, syllabic, polyphony, unison/octave, imitation, through-composed, augmentation, tierce de picardie. You can also use the internet to do your own further study on these concepts.
Powerpoint Revision:
Finally, here is a powerpoint for more Higher Early Music and Renaissance revision. Remember as you go through the powepoint you can click on the images to get audio examples to listen to.
https://1drv.ms/u/s!AgvCKuSZF3ZgkQ8EemRwCvv2vn3s?e=YseFLW
Unit 1 (Early Music and Renaissance) help sheet for the first listening assessment.
Here is a link to the PDF document of the handout helping you to prepare to the Unit 1 listening assessment:
https://1drv.ms/b/s!AgvCKuSZF3Zg5ETrhw-hPq26hnIn?e=IZqiFg
Here is a link to the homework sheet for Unit 1. Here it is a a word document if you want to download it, type on the sheet and then send this as an email to Mr Johnston before the deadline. nljohnstond@glow.sch.uk
https://1drv.ms/w/s!AgvCKuSZF3Zg5Eag61QFOrKgJEKG?e=SIv9lO
And here is the link to the homework sheet as a PDF document:
https://1drv.ms/b/s!AgvCKuSZF3Zg5EcMhg7GQmZr0_id?e=o0NHfa
End of Unit (Early Music and Renaissance) Test
Here is a link to the audio of the end of Unit Test. The PDF file of the test questions are listed below this:
https://1drv.ms/u/s!AgvCKuSZF3Zg5FR70j6K57L4tTwm?e=5i5J6j
Link to PDF file containing the questions to the test:
https://1drv.ms/b/s!AgvCKuSZF3Zg5Fbre60tGuXcZ-ta?e=B0Agtg
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Higher Music Unit 2: Baroque Music
Introduction YouTube Videos.
Video 1: Once again, we start this Unit with an introduction video that explains the Baroque period in music history:
The first thing we learn about in this Unit is the different musical styles. Unlike the Renaissance Unit (where we only learned about the styles ‘plainchant’ and ‘mass’), we can divide the styles we need to learn about into two. First, the ‘big overall style’ and then a style of performance you see/hear being done within this ‘big overall style’.
For example, ‘opera’ is the big overall ‘style’ and ‘recitative’ is specific ‘vocal style’ you see/hear a performer do within an opera.
Video 2: Here is an introduction video on opera.
Opera theatres (known as ‘opera houses’) are important landmarks in cities and a very important part of the city’s (and the country’s) culture. Here is a video showing some of the word’s most famous opera houses:
Another important big ‘style’ that first started in the Baroque period is ‘oratorio’.
Video 3. Here is an introduction video explaining this very important concept:
Video 4. In video 3, you hear the aria ‘Every Valley Shall Be Exalted’ from the oratorio ‘Messiah’ by the composer Handel. However, you don’t see this. Seeing it shows one of the differences between opera and oratorio. In oratorio, you clearly see the orchestra (unlike opera where it is usually just out of sight in the orchetral ‘pit’ under the stage.) There are also no costumes, scenery or acting/movemen/dancing in oratorio. Therefore, here is a video performance of the same aria from video 3 that shows how oratorio is different from opera:
Video 5. In some of the introduction video above, they mention two important concepts – recitative and aria, two ‘vocal styles’. Here is a video that explains these in more detail:
Video 6. One final vocal style you will find in both opera and oratorio is ‘chorus’. Chorus can have a few meanings in music, but here it means several people singing together.
Video 7. Here is probably the most famous chorus from an oratorio. It’s the ‘Hallelujah’ chorus from Handel’s oratorio ‘Messiah’. You will notice that, along with the chorus members, everyone in the audience also stands stands up. This tradition started because it is said that, during one of the perfomances in London, King George II was so moved by the music that he stood up when he heard it in 1743. As a rule, when the king stands, everybody stands. Therefore, standing during this chorus is now tradition. (It is uncertain if this story about the King is actually true.)
Video 8. Here is a famous chorus from an opera. It is the ‘Anvil Chorus’ which is the English name for the proper title ‘Coro di Zingari’ chorus from Verdi’s 1853 opera ‘ill tratore’:
Video 9. Here is a final summary video of opera and oratorio. This is a good video as it does this all in the context of the Baroque period. One final thing to mention is that both operas and oratorios contined to be written AFTER the Baroque period ended, although operas were by far the more popular of the two after this time. This is why many of the opera examples you have heard and watched so far are from later musical historical periods. By contrast, all of the oratorio examples have in fact been from the Baroque period. However, the video below has a good example of what operas would have looked and sounded like during the Baroque period.
We now move away from learning about the ‘styles’ and ‘vocal styles’ we find in Baroque music. We now move to concepts which come under the heading ‘texture/structure/form’. However, most of the concepts that come next will just come under ‘structure/form’, meaning they are to do with how the piece of music is structured.
Video 10. This video explains ‘da capo aria’:
This all might sound a bit complicated. However, you’re never going to be asked ‘is this an aria or a da capo aria’. The main thing is that if the questions asked ‘name the structure/form of this music’ and you hear an aria that does this (usually a Baroque aria) the answer isn’t ‘aria’ as this would be a question where you’re asked the ‘vocal style’. The answer would be ‘da capo aria’ as this is the structure/form concept and that’s what you’re being asked to identify.
Video 11. Another important structure/form concept first used in the Baroque period is ‘ground bass’. This video explains this:
Video 12. Before you hear probably the most famous example of a ground bass (Pachelbel’s Canon in D), watch how this is explained on the piano. (It’s easier to undertand the concept this way at first.)
Video 13. Now listen to the orchestral arrangement of the same piece and see if you can pick out the ‘ground bass’.
‘Passacaglia’ is another higher texture/structure/form concept. A passacaglia uses a ground bass. Therefore, when the question says something like ‘name the structure/form’ it is sometimes difficult to know whether to write ‘ground bass’ or ‘passacaglia’. Therefore, the best thing to do is to now listen to examples of a passacaglia to become familiar with its sound. Here are some examples from SQA higher past papers:
Passacaglia Example 1 (from the Baroque period):
https://1drv.ms/u/s!AgvCKuSZF3Zg5SwvvBpPvO9OdvIE?e=xNh2pf
Passacaglia Example 2 (from the 20th century period):
https://1drv.ms/u/s!AgvCKuSZF3Zg5S1-1ahnAxnNeMkO?e=FPaokU
Passacaglia Example 3 (from the Baroque period):
https://1drv.ms/u/s!AgvCKuSZF3Zg5S52F89WLpjnOgzD?e=EKmrEG
Here is a video showing the music to a passacaglia. You can see the bass repeating (the ‘ground bass’) which is played by the bass pedals (pedalboard) of the organ. This is a good example as this is how a passacaglia usually sounds like in a higher exam. Notice the music is in 3/4 ‘triple time’, another chracteristic of a passacaglia.
Video 14. Passacaglia example:
Video 15. Here is a video showing how this is played on the organ:
Another ‘form’ popular in Baroque music is ‘ritornello’. Ritornello means to ‘return’. Therefore, this is when a passage (or passages) on music keep returning (repeating). This video explains this using a famous piece from the Baroque period Antonio Vivaldi’s ‘Spring’ form the Four Seasons. The video also contains examples of another higher music ‘form’ concept – ‘episode’. However, in the video these are called ‘interludes’ (NOT a higher word). An ‘episode’ is a contrasting section. In a higher music exam it is extremely rare for the answer to be ‘episode’ when you are asked something like ‘name the structure/form of the music’. For example, for the video below the single written word answer in this case would be ‘ritornello’. ‘Episode’, therefore, might appear as a ‘tick the box’ answer (probably along with ‘ritornello’).
Video 16:
‘Basso continuo’ is another ‘structure/form’ concept which was really important in Baroque music.
Video 17: This video introduces you to the structure/form concept basso continuo:
Video 18: In this video, you can hear the basso continuo in instrumental and vocal (opera) music.
Video 19: An excellent video explaining the importance of basso continuo in Baroque music:
Video 20. A good video where you can skip through and see examples of the basso continuo. Notice it is not just a harpsichord and a ‘cello. There are other chordal instruments and a double bass too:
A final structure/form concept which was really important in the Baroque period was ‘concerto grosso’.
Video 21: This video introduces ‘concerto grosso’ and goes on to explain other musical concepts too. Two of these are timbre/dynamic concepts in the Baroque unit – ‘concertino’ and ‘ripieno’.
Video 22. This video explains the different parts of a concerto grosso. However, it doens’t use the terms ‘concertino’ and ‘ripieno’. Remember the ‘ripieno’ is the larger group that plays and the ‘concertino’ is the smaller group of soloists. This video calls the concertino the ‘smaller group’.
It is now time to bring all of this together. You see, many of the concepts you’ve learned can all appear in the one piece of music!
- Concerto grosso (the ‘big’ structure/form – the way the overall work is constructed/structured)
- Ritornello (the ‘form’ used for the work, specific patterns of music with the overall big structure)
- Episode (part of the ritornello form that’s being used)
- Basso continuo (the structure/form holding everything together as it plays)
- Ripieno (the large group of instruments playing together)
- Concertino (the small group that takes a turn to play) These last two concepts influence the ‘timbre/dynamics’ of the music.
Video 23. This video sort of does a good job of putting all of this together, but for some of the time it misses out using the concepts we need to know for higher music. However, it is still useful to watch:
Video 24. There is one final new concept in the Baroque unit we haven’t mentioned yet – ‘obbligato’, which is a melody/harmony concept. This video introduced you to this concept:
Video 25. Here is a famous piece of music that contains an obbligato played by the trumpet. It is from the aria ‘The Trumpet Shall Sound’ from the oratorio Messiah by Handel. Notice that, before the aria, the bass voice sings a ‘recitiative’. Remember both aria and recitative are examples of ‘vocal styles’.
Oh, one final thing. Remeber, some of the concepts that first appeared in the Early Music & Renaissance Unit can still be found (and you could be asked in your exam) in the Baroque Unit – they didn’t go away after Renaissance! Concepts to look out for that were very important in the Baroque era were:
- homophonic
- polyphonic
- imitation
- tierce de picardie
We haven’t mentioned them in the Baroque unit, but you still need to know they could come up when tested on Baroque music!
Finally, here is a link the the Unit test preparation booklet issued to help you prepare for the way in which the Baroque concepts we’ve studied are asked in Higher listening exams (including the Unit test):
https://1drv.ms/b/s!AgvCKuSZF3Zg5k3w6IOvafsuReYY?e=ETaRVH
And here is a link to the homework sheet that you complete before doing the Unit test. Here it is as a PDF:
https://1drv.ms/b/s!AgvCKuSZF3Zg5k-S_NJ2d6c4ATLQ?e=07OZ1e
Here is the audio for the Unit 2 Baroque Period test for this unit of work:
https://1drv.ms/u/s!AgvCKuSZF3Zg5l0ua5U5Th4Szkfn?e=MrHBrN
Here is a PDF file of the question paper for the Unit 2 Baroque Period test for this unit of work:
https://1drv.ms/b/s!AgvCKuSZF3Zg5l7qW6Ag9n0YQFY4?e=FfR3T4
Finally, here are links to two useful documents for you to do further revision on music related to baroque music. You don’t need to use these for the end of unit test. However, are useful for more general revision and certainly useful for prelim and final exam revision. You’ll see they include a lot of National 4 and 5 concepts and how these too are found in baroque music. Remember, you do need to know all of this to be fully ready for the prelim and the final exam. However, the Unit test you see above doesn’t ask these.
Sway document link:
https://sway.office.com/8BHC0trEJcHkaGNJ?ref=Link
Powerpoint link:
https://1drv.ms/p/s!AgvCKuSZF3Zg5lke5EIArJMiBDME?e=clBJKo
Youtube Test Link (NOT the unit test, but it could be useful to try this youtube test for general revision.
https://www.youtube.com/watch?v=Oapq_HJrTJI&pbjreload=101
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Higher Music Unit 3: Classical Music
As we always do at the start of a new unit, we’ll begin with an introduction video on the classical period:
This is a very short, but good introduction video on the classical period:
Here is another good introduction video:
And in this video there is some information on the 3 most famous classical composers – Mozart, Beethoven and Haydn:
As before, we start with the importand musical ‘styles’ that became popular in the classical period. First, we’ll start with the ‘symphony’:
There are so many famous symphonies from the classical period. Here are just a few. Some of the videos are quite long, so you might want to jusy watch the start of some of them:
Now we will learn about another famous ‘style’ made famous in the classical period – the ‘concerto’:
And here are some famous examples of concertos from the classical period. Again, the videos are long so you might only want to watch part of each video – just make sure you wait for the solo instrument to start playing the most important part of the music!
Another important ‘style’ concept from the classical period was the sonata. Simpy put, A ‘sonata’ is a work for solo piano, or solo instrument and piano, often in three or four movements.
Here are some examples of famous sonatas. First, Mozart‘s Piano Sonata No. 16 in C major:
Next, Beethoven’s Piano Sonata No. 14 in C-sharp minor, which is commonly known as the ‘Moonlight’ Sonata. The nickname “Moonlight Sonata” comes not from Beethoven himself, but from a remark by the German music critic and poet, Ludwig Rellstab. In 1832, five years after Beethoven’s death, Rellstab compared the effect of the first movement to that of moonlight shining upon Lake Lucerne. The nickname then caught on.
However, it is very important to remember that a sonata does not just have to be a piano! It can be another instrument accompanied by a piano. For example, here is a Mozart flute sonata:
And here is a Beethoven violin sonata:
Another important ‘style’ was chamber music. This was Music written for a small instrumental ensemble with usually one player to a specific music part. Chamber music was originally written for the home (a very, very big home!), as opposed to the theater or church.
Here is a good video that explains chamber music:
Here is an example of a piece of chamber music by Beethoven. This is an example of a ‘piano trio’. A piano trio is a group of three instruments that typically includes a piano, violin, and cello. You DON’T need to know this for Higher music, you only need to know that you’re listening to a style of music called ‘chamber music’.
Here is a chamber music example by Mozart, it is a flute quartet:
And here is another Mozart example, the is a quintet for piano and ‘wind’ instruments:
By far the most famous type of chamber music was the ‘string quartet’. This has already been mentioned in some of the videos above on chamber music. However, unlike the chamber music examples above you DO NEED TO KNOW ‘string quartet’ as an example of musical style for the Higher exam.
Here is an example of a string quartet by Beethoven:
And here is one by Mozart that is being played in the type of ‘chamber’ or ‘room’ in a mansion house or castle, the very rooms chamber music was invented for:
Nowadays is is very common for people to form string quartets to play modern music for wedding or coporate functions. Here are some example of this.
In your Higher music course, all of the above are known as musical ‘styles’ that were made popular in the classical period.
Here are some ‘texture/structure/form/ concepts made popular in the classical period. First, ‘Alberti bass’.
Here is another example of piano music using the Alberti bass:
However, it is important to point out that even thoughh the Alberti bass was a popular piano technique in the classical period, it can be payed on ANY instrument. For example, in these excerpts of music you can hear it being used – first, on the electric guitar:
https://1drv.ms/u/s!AgvCKuSZF3Zg5xdIxF7jvariZeZy?e=9IBeQS
And, in this example you can hear a clarinet playing an Alberti bass just after the person says ‘three’:
https://1drv.ms/u/s!AgvCKuSZF3Zg5xhFj_bxwvOvUqY_?e=v7CVR9
Another ‘texture/structure/form’ concept that was made popular in the classical period was ‘cadenza’. First, this is a short video explanation of ‘cadenza’:
When you hear a ‘cadenza’ in a Higher music exam, you usually hear a little bit of the orchestra playing, followed by the solo instrument in its own performing a ‘cadenza’. Or, the solo instrument first (performing the cadenza) followed by a little bit of the orchestra. This is done so you know you’re listening to a concerto, and this is the ‘cadenza’ from that concerto. Here is an example of this. It is a ‘cadenza’ from a Mozart piano concerto:
And here is a ‘cadenza’ from a violin concerto:
Remember, a ‘concerto’ can be for any instrument (or sometimes even more than one instrument, but not usually in a Higher music exam where it is usually only one instrument) so, therefore, a ‘cadenza’ might be played on any instrument it is in your Higher music exam – trumpet, clarinet, flute, French horn…..the list goes on and on.
One final point, you don’t always have ‘cadenzas’ in concertos! You can get cadenzas in vocal music. For example, listen to the end of this famous song (‘Think of Me’) from the musical ‘Phantom of the Opera’. The actor is pretending to be an opera singer in France in the 1800s (this is where the musical is set), so Andrew Lloyd Webber (the composer of the musical) brilliantly adds a ‘cadenza’ to the end of the song to make it sound like a classical opera . The ‘cadenza’ starts at 3.15:
Here is a clip of the vocal cadenza in its own:
The final texture/structure/form concepts we will mention is to do with something called ‘sonata form’. Sonata form is very complicated to understand. Basically, it’s a popular way in which instrumental music was structured, starting in the classical period.
Here is a good introductional video on Sonata form. For your Higher music you only need to really learn what these words mean:
Sonata form (the name given to the overall structure of the piece of music)
Exposition (the opening section in a piece of music that uses Sonata form)
Subject (the main ‘theme’ or ‘musical idea’ that you first hear in the exposition)
Coda (the ending section of the overall piece that is using sonata form)
You’ll hear other the names of other parts of sonata form being mentioned in these videos, but if you just focus on the ones listed above, you’ll learn what you need to learn for you Higher music listening exam.
One thing the above videos don’t really let you hear is a ‘coda’. For your Higher music course, you only really need to know that a ‘coda’ basically means ‘ending section’. (It actually means ‘tail’ in Italian – the end.) So, here is a short video demonstrating this:
We now move onto the the only rhythm/tempo concept that is introduced for your Higher music course as part of the classical period. This is ‘3 against 2’. Here is a video that shows you how ‘3 against 2’ is put together:
Another good example. To save time you can start watching at 3.02 when the person starts to play ‘3 against 2’:
Here is an audio example of how ‘3 against 2’ can be asked in a Higher music listening exam. Even though you might find the ‘3 against 2’ hard to hear, notice that the questions says ‘identify the rhythmic feature’ and it is played on a piano. Even if you can’t quite hear the ‘3 against 2’ being played the way the question is asked sort of tells you the answer!
https://1drv.ms/u/s!AgvCKuSZF3Zg5xlRLhqnKdUN_a8V?e=a7v4IL
Finally, we will end this classical period Unit looking at two timbre/dynamic concepts that are introduced in the classical Unit. The first is a bit confusing as we’ve already mentioned this as a musical ‘style’. This is ‘string quartet’ which can also be asked as a ‘timbre/dynamics’ concept! As this is a bit confusing, let’s look at how previous SQA music exams have asked this.
Click on the video link to get the explanation:
https://1drv.ms/v/s!AgvCKuSZF3Zg5xrezqPj_pSpQ5D4?e=xgssDO
Another timbre/dynamics concept is ‘coloratura’. Here is a video exmplaining the meaning of ‘coloratura’:
So, ‘coloratura’ is when a soprano (high type of voice) does high, florid singing involving elaborate ornamentation of a melody.
Here is a good example of this from the film ‘Amadeus’ about the life of Mozart. Notice the person in the clip describes this style of singing like ‘fireworks at a fairground’:
Here is probably the most famous example of ‘coloratura’ soprano singing. It is an aria from the Mozart opera ‘The Magic Flute’:
Here is a link to the classical unit homework sheet, first as a word document:
https://1drv.ms/w/s!AgvCKuSZF3Zg5xwrsNrvYLDL-jYb?e=T6xGBg
And now as a PDF.
https://1drv.ms/b/s!AgvCKuSZF3Zg5xuslqPrO7YOAa3S?e=tdONhL
And here is the link to the test revision sheet showing how the concepts studied in the classical unit have appeared in previous Higher listening exams:
https://1drv.ms/b/s!AgvCKuSZF3Zg5x0LOX-wl2RGQRQm?e=XVgbqB
Finally, here are a Sway document and a powerpoint on music from the classical period. Remember, a lot of other National 3, 4 and 5 concepts will be asked in the listening exam (including the prelim) that HAVE NOT been covered above as you did these in S3 and S4. However, YOU STILL NEED TO REVISE your National 3, 4 and 5 concepts. These document show you the type of other concepts linked to musical from the classical period:
Sway document:
https://sway.office.com/gxMtsec1YcLO6CzT?ref=Link
Powerpoint:
https://1drv.ms/p/s!AgvCKuSZF3Zg5lZQZcbZMfOhkxah?e=V2Qs5z
___________________________________________________________________________
Link to Higher Renaissance & Baroque Test:
https://www.youtube.com/watch?v=P14iSMX7dYs&pbjreload=101
For Higher pupils before you begin revising for the Classical music test, here is another good revision document for the Baroque unit.
Do this before you begin the classical work:
https://sway.office.com/8BHC0trEJcHkaGNJ?ref=Link
Classical Music Revision: Powerpoint
https://1drv.ms/u/s!AgvCKuSZF3ZgkQ-4eNZZF7OY6rEt?e=R29MSV
Classical Music Revision: Sway Document
https://sway.office.com/gxMtsec1YcLO6CzT?ref=Link
Also, scroll down this page and you’ll see another microsoft sway revision on the Classical music period. It’s under the heading ‘Classical Link’.
Classical Music Test:
https://www.youtube.com/watch?v=GrJyIiInM8s&pbjreload=101
Romantic Period Revision: Sway Document
https://sway.office.com/KXeuwjbSDM2k2bFc?ref=Link
Romantic Period Revision: Powerpoint
Romantic Period Unit Test
https://www.youtube.com/watch?v=GQj5-MdHNGU&feature=youtu.be
‘Modern’ (or ’20th Century) Period Revision Part 1: Sway Document
https://sway.office.com/7otWbXhsc6Lgi4uH?ref=Link
‘Modern’ (or ’20th Century) Period Revision Part 2: Sway Document – Remember any concept that says (AH) beside the word ONLY Advanced Higher pupils need to learn these. However, all other words have to be understood by Higher pupils.
Higher Literacy Revision and Tasks
S4 and S5 Nat 5 Music Work – For All Pupils Studying Music in S4
Main Revision Websites for S4 Pupils and S5/S6 Pupil Studying National 5:
Unit 1: ‘Scottish Music’
Sway Document. Use the SWAY document below to begin Unit 1. Remember, you can use the main revision websites to go over any of the new concepts you learn about in the SWAY document.
https://sway.office.com/mzENNRBLcnTOTaTv?ref=Link
Revision: Powerpoint. Now use this powerpoint to do more revision work on the Scottish Unit.
https://1drv.ms/p/s!AgvCKuSZF3Zg5lhauwXgCzQWP_jJ?e=0A5vDw
Test. Here is a listening test on Youtube to go with this National 5 Scottish and World Music Styles task.
https://www.youtube.com/watch?v=q5IMvsOU9K8&pbjreload=101__
___________________________________________________________________________
Unit 2: ‘Popular Music’
Sway Document. Use the SWAY document below to begin Unit 2. Remember, you can use the main revision websites to go over any of the new concepts you learn about in the SWAY document.
https://sway.cloud.microsoft/VnkoaxvOstAq5uln?ref=Link
Revision: Powerpoint. Now use this powerpoint to do more revision work on the Popular Music Unit.
https://1drv.ms/p/s!AgvCKuSZF3Zg5lPtFiCmXmWUDts7?e=kFz8lK
Test. Here is a listening test on Youtube to go with this National 5 Popular Music Unit.
//www.youtube.com/watch?v=–dA61lYBrA&list=PLdNnfBsJ3SCA1FOoKXHz3HtXKZxCAOAN6&index=6
___________________________________________________________________________
Unit 3: ‘Classical Music’
Sway Document. Use the SWAY document below to begin Unit 3. Remember, you can use the main revision websites to go over any of the new concepts you learn about in the SWAY document.
https://sway.office.com/gxMtsec1YcLO6CzT?ref=Link
Revision: Powerpoint. Now use this powerpoint to do more revision work on the Classical Music Unit.
https://1drv.ms/p/s!AgvCKuSZF3Zg5lZQZcbZMfOhkxah?e=V2Qs5z
Test. Here is a listening test on Youtube to go with this National 5 Classical Music Unit.
https://www.youtube.com/watch?v=R6QLcfxU3Ms&pbjreload=101
___________________________________________________________________________
Unit 4: ‘Baroque Music’
Sway Document. Use the SWAY document below to begin Unit 4. Remember, you can use the main revision websites to go over any of the new concepts you learn about in the SWAY document.
https://sway.office.com/8BHC0trEJcHkaGNJ?ref=Link
Revision: Powerpoint. Now use this powerpoint to do more revision work on the Baroque Music Unit.
https://1drv.ms/p/s!AgvCKuSZF3Zg5lke5EIArJMiBDME?e=clBJKo
Test. Here is a listening test on Youtube to go with this National 5 Baroquel Music Unit.
https://www.youtube.com/watch?v=Oapq_HJrTJI&pbjreload=101
___________________________________________________________________________
S4 Music: ‘Romantic Period’
Romantic Period Revision: Sway Document
https://sway.office.com/KXeuwjbSDM2k2bFc?ref=Link
Romantic Period Revision: Powerpoint
One of the S3 tasks was a major revision assignment on reggae music. This can also be downloaded from here:
https://1drv.ms/w/s!AgvCKuSZF3ZghjI63_ogtEQt_AcF?e=2tNB8a.
Here is a useful link for ANY pupil in Coltness High School from S1 through to S6. The site contains a range of informative music education videos/tasks for you to undertake at home.
NEW HIGHER/Ad HIGHER RESOURCE.
Renaissance Link
Baroque Link
Classical Link
Romantic Link
20th Century/Modern Link
Higher Music – Two Practice Books with Audio Files:
https://1drv.ms/f/s!AvYP62nnw-nLgWqroiEcolLcDLor
National 5 Music Practice Book with Audio Files:
https://1drv.ms/f/s!AgvCKuSZF3ZgemVCizPKINfleZE
Advanced Higher Resources:
Powerpoint Explaining the Content of the Advanced Higher Listening Exam:
The following links contain resouces to help you answer the main ‘comparison’ written question that is in the exam:
This one is called ‘Maximise Your Marks’, showing you what type of concepts you should be including in your answer:
This one is a ‘walk through’ on how to do this question:
This is a link to a folder containg practice questions (just the one type of question, the witten one which is usually ‘Question 6’. There are MP3 files to go with the practice questions. At the start of each question it tells you what MP3 files to use for each one.
Advanced Higher Literacy Requirements Explained:
Advanced Higher Literacy Book and Practice Questions:
FINALLY THE MAIN LINK: Advanced Higher Practice Book. Lots of Practice Questions To Do:
https://1drv.ms/u/s!AgvCKuSZF3Zgg0rSvy9KFgcKcQsL?e=ddIRQ2
Task: Here is an excellent video on ‘writing a melody’. This is useful for pupils in S3, as you will be required to compose music as part of your National 4/5 assignment work next session. Also, National 5 pupils should watch too as it builds on your composing work you have done on Sibelius this year. If you take Higher music next year, you will have to to continue this work for your Higher assignment.
Task: Miss Flynn has today put together a series of lessons for ALL year groups. These music lessons cover many of the ‘building blocks’ of music and will be useful to everyone who has music on their timetable in the school.
First, here is a videos that gives a basic introduction to musical literacy. This video helps you to understand the 5 lines and 4 spaces of the treble clef stave. It explains pitch (how high or low a note is) and how to position notes correctly when writing music:
https://www.youtube.com/watch?v=7Bv-JiFnoJ4
This next video will help you understand basic time signatures ( 4/4, 3/4 and 2/4 ) and their relationship to bar, bar lines and counting in music. This is covered in S1, but other year groups might want to revisit it.
https://www.youtube.com/watch?v=mlZVQbFW0JA
This is a great video to remind you what direction the stem of a note goes when writing music. We learn about this in S1 but worth a revisit for other years:
https://www.youtube.com/watch?v=1BBvpi0tYHA
Understanding the three basic types of musical notes: the Semibreve, Minim and Crotchet. This is essential to help with correct rhythm when playing your instruments or doing literacy exercises:
https://www.youtube.com/watch?v=ZcThdL2CQpI
Another very common note type, the quaver. You should have a clear understand of how quavers are played to help with your practical work:
https://www.youtube.com/watch?v=yoAkkFa0Kto
Sharps and flats explained! This will particularly help you if you have a keyboard at home and want to play your own music but are confused when you see symbols in front of a note, or wonder what the black keys are for. All year groups can benefit from this, although it can be a little advanced for S1 at times:
https://www.youtube.com/watch?v=5r-qoY9iBDs&t=1s
Tempo (speed) markings! Important for exam years to know this. You will always be asked to identify the tempo or tempo change for a piece of music in an exam. S3 and above can benefit from learning these now, although pupils in S1/S2 will also find this information to be of benefit. Higher years should revisit. Remember, you must know the ITALIAN term for any exam or assessment:
https://www.youtube.com/watch?v=SyvHKzsOrFU
Dynamics! (Volume) Just playing notes isn’t enough, you should play the notes with feeling and expression. Again, exam pupils will always need to know these ITALIAN terms. They are briefly introduced in S1 and S2, but S3 and upwards should be very aware of these:
https://www.youtube.com/watch?v=uQkloIQlZ0I
Archived Music Lesson – ‘Halloween’
S1 Music – ‘Halloween Week’
First Part – A Lesson On ‘Dance Macabre’
This Powerpoint will give you an introduction to a famous piece Halloween orchestra music called ‘Dance Macabre’ written in 1874 by the French composer Camille Saint Saens:
This Powershow presentation tells you about the story and how the different instruments of the orchestra are used to tell the Halloween story:
https://www.powershow.com/view/37985-Njg4M/Danse_Macabre_powerpoint_ppt_presentation
You can open another tab on your browser and follow the music as you watch the above powershow presentation:
https://www.youtube.com/watch?v=30wTGd_zkx4
These youtube videos also take you through the Halloween story, pointing out how the instruments are used to tell the story:
https://www.youtube.com/watch?v=GSNTkiL8O5k
https://www.youtube.com/watch?v=cGAiRkkP408
https://www.youtube.com/watch?v=-FIof9N0nSQ
https://www.youtube.com/watch?v=MnocQrfzXJ0&pbjreload=101
Now, using the information you learned last time on ‘how to read music’ (if you missed this, see below) you can play some Halloween Rhythm games on this page:
More rhythm games:
https://www.youtube.com/watch?v=Bcwxc54aqYk
https://www.youtube.com/watch?v=CZV61R-oyQM
https://www.youtube.com/watch?v=-_RFK5ed8oc
https://www.youtube.com/watch?v=UAR4VE6y3gM
https://www.youtube.com/watch?v=-_RFK5ed8oc&pbjreload=101
Finally, try this ‘Dance Macabre’ Ryhthm game!
Watch this video first to help you.
https://www.youtube.com/watch?v=1a-C0Tlex_Y
Now, try this game:
https://www.youtube.com/watch?v=-DPlz9V8jJ0
DRAMA Resources:
Miss Malcolm has today put together some drama resources to look at from home.
Task: BBC Bitesize Drama page (both S1-S3 BGE and Senior Phase materials):
bbc.co.uk/bitesize/subjects/zk6pyrd
Task: Quizlet (National 5 Drama vocabulary, flashcards and quizzes, so S3 and S4 Drama pupils should work through this)
quizlet.com/subject/national-5-drama
Task: YouTube channel- Crash Course Theater and Drama (S3 and Senior Phase- an introduction to some theatre movements and theatre history)
youtube.com/playlist?list=PL8dPuuaLjXtONXALkeh5uisZqrAcPKCee
Task: Drama 30 Day Challenge (Powerpoint required)
This challenge is open to all pupils S1-6 who would like to participate. You will find each day’s question in the PowerPoint. You can tweet your answer to Miss Malcolm or if you are in S2, the S3 or S4 Drama class, you can post your answer on the Teams page.
Task: My Favourite Actor Task (S2/3 and anyone else who would like to join in!) Again, powerpoint required.
I would like you to create a presentation on your favourite actor (from TV, film or theatre). You should include the actor’s name, why you have chosen them/why they are your favourite, important and interesting information about them and previous performances they have been in (TV shows, films, plays, musicals). You can create a PowerPoint presentation by editing the template provided or you can present the information as a poster, short essay, video essay, voice recording, whatever you prefer. It’s up to you- be creative! You can upload your task to your Drama Teams page or if Drama is not currently on your timetable but you would still like to do it, email it to me at jmalcolm@coltnesshigh.n-lanark.sch.uk. I will provide feedback for all submissions. Looking forward to seeing what you produce!
MUSIC STAFF
VISITING MUSIC TUTORS
Monday
- Mr M Coupar – Guitar
- Mr J Woods – Brass
Wednesday
- Mr R Cowan – Bagpipe
Thursday
- Mr A Donald – Keyboard
- Ms L Tring – Drum-kit
Friday
- Mr J Miller – Woodwind
S1-S3 BROAD GENERAL EDUCATION CURRICULUM FOR EXCELLENCE (CfE) MUSIC COURSE
S1 and S2 Music
In S1 and S2, Coltness High school pupils receive 2 periods per week of music. In S1, pupils are taught how to play all four main classroom musical instruments; keyboard, drum-kit, tuned percussion and guitar. Pupils are given pieces that are appropriate to their own level of musical ability and are provided with weekly performing targets.
As homework, pupils can request coursework to take home. Usually will be a copy of the piece of music they are currently learning to play in class. After asking a member of the music staff, pupils can also come to the department at morning interval or lunch break where they can have access to the classroom musical instruments as well as receiving any necessary help and support.
Towards the end of S1, pupils will be given advice in terms of choosing the two instruments that will form the basis of their work in S2. Pupils in S2 concentrate on improving their skills on two instruments in preparation for course and exam requirements should they decide to specialise in music in S3.
As well as learning to play a classroom instrument, pupils can also request an appointment with one of our instrumental music tutors. Every year, a number of S1 pupils learn to play orchestral instruments such as the flute, clarinet, saxophone and trumpet. Pupils then usually join our school band with weekly rehearsals taking place on Wednesday during the lunch break.
As well as learning to play a musical instrument S1 and S2, pupils also engage in listening activities where they learn about musical elements such as the structure of music, various musical styles, the instruments that are used and special features present in the music.
Using the Apple Mac computers and music software, S1 and S2 pupils also take part in creative music activities. For example, there are units of work relating to adding personally-selected music to a video clip as well as composing an electronic dance track. These ICT activities are always extremely popular with pupils in S1/S2.
S3 Music
Pupils who choose to specialise in music will continue with the broad general Curriculum for Excellence music course that the department has developed for S1 through to the end of S3. They will recieve 3 periods of music per week.
As a result, the main focus of S3 music in the school is for pupils to continue learning activities that focus on the experiences and outcomes for Curriculum for Excellence; for most pupils in S3 this will involve working at Curriculum for Excellence Fourth Level in the following areas:
Performing Music
S3 pupils will develop their skills on their two chosen instruments, receiving tuition in class or being given the opportunity to obtain lessons with one of our instrumental tutors such weekly drum-kit or guitar lessons.
Composing Skills
In this course area pupils learn how to use compositional methods to produce their own musical ideas. This is done through activities such as composing music to match a movie or video-game trailer, creating an individual piece of electronic music (such as a dance track) or an activity such as creating an improvisation in a jazz or blues style.
Understanding Music
The aim of this course element is to develop the pupil’s knowledge and understanding of what makes music work by analysing the different concepts or ‘building blocks’ that make up a piece of music. Pupils are taught to have an understanding of the musical features that can influence the sound of specific musical styles and why music works in the way it does. This is done through activities such as a whole class performing a specific piece of music, the teacher in turn then focusing on specific musical concepts that are present in the piece. Class listening assessments are then undertaken, giving pupils the opportunity to consolidate and confirm the insight gained from involvement in the performing activity.
Music with Technology
Now that we have our wonderful new school facilities (including a professional recording studio) music technology is firmly at the centre of the music curriculum in the school. Indeed in S4 and S5/6, pupils are given the opportunity to undertake a specific Music with Technology course (as an alternative to performing). As a result, all S3 pupils are given tuition in music with technology skills. Using our music ICT suite of apple macs, pupils are shown how to use software such as Pro-tools, Garageband and Logic creating their own music and using features such drum loops, automation and mixing techniques.
Finally, it is anticipated that many pupils will go beyond the Fourth Level in their learning activities and begin National 4/5 work in preparation for undertaking National 4 and 5 assessments in S4. As a result, the music department adopts a policy whereby National 4 and National 5 coursework is available to any S3 pupil if their level of ability suggests this would be the most appropriate strategy. This applies particularly to S3 Performing Skills where many pupils enter S3 already playing National 4 or indeed National 5 performing repertoire. No pupil is held back in music: all pupils are given work entirely appropriate to their ability and are always encouraged to drive themselves forward to achieve their very best. This is the philosophy of Curriculum for Excellence and, as a result, the music department makes every effort to ensure this philosophy is applied to the music education of every pupil.
A detailed plan of the S1-S3 Broad Education music course can be found by clicking on the PDF file links below:
s1-cfe-year-planner-2016-17-term-1
s1-cfe-year-planner-2016-17-term-2
s1-cfe-year-planner-2016-17-term-3
s2-cfe-year-planner-2016-17-term-1
s2-cfe-year-planner-2016-17-term-2
s2-cfe-year-planner-2016-17-term-3
s3-year-planner-2016-17-term-1
s3-year-planner-2016-17-term-2
s3-year-planner-2016-17-term-3
SENIOR PHASE CURRICULUM
National 4/5 Music
S4 pupils receive 4 periods of music per week and, depending on their progress during the year, will with follow either National 4 or 5 Music Courses. Pupils undertake the following learning activities:
Performing Skills Unit (National 4 and 5)
In this Unit, pupils improve skills on two instruments (or one instrument and voice). This will normally be done by working through pieces of music that have been given by a teacher such as the class music teacher, instrumental music instructor or perhaps even someone who gives music lessons out-with school, such as a piano or guitar tutor.
Composing Skills Unit (National 4 and 5)
The overall aim of this Unit is for pupils to create their own piece (or pieces) of music that makes musical sense. To do this, they will need to learn about what inspires and influences other musicians to create their own music. They will also explore some of the different methods and techniques that can be used as well as any music ‘concepts’ that are present. What they have learned can then be used to create their own piece (or pieces) of original music, using some of these methods and techniques.
Understanding Music Unit (National 4 and 5)
In this Unit pupils will listen to several different examples of music (longer and shorter excerpts), in doing so they will develop their understanding of music concepts and music literacy. Among other things, pupils will learn how to identify the style of a piece of music, the instruments being used and the concepts that are present. Pupils will also be taught how to recognise and understand the signs and symbols commonly found in music notation.
As well as working through the above Units, National 5 pupils have to undertake a practical exam where they are required play two instruments for the visiting examiner.
Currently, the school also offers the new National 4 Music with Technology course to S4 pupils. In this course, pupils learn about the different aspects of music technology and how to operate the school’s new recording studio.
Higher Music
Higher music pupils also undertake a performing skills unit, a composing unit and and understanding music unit. In S5/S6 Higher pupils study the main historical periods of music (Renaissance, Baroque, Classical, Romantic and 20th Century) in sufficient depth to prepare them for unit assessment and the main course listening exam. They also work on their two instruments for the practical exam element where they are required to perform in front of a visiting examiner. Finally, they engage in music composition work (including jazz improvisation).
A detailed plan of the Senior Phase music course can be found by clicking on the PDF file link below:
music-senior-phase-planner-2016-17
EXTRA-CURRICULAR ACTIVITIES
The music department is very busy at morning intervals and lunch breaks with pupils using the classroom instruments to work on their musical skills. In addition, the School Band rehearses every Friday lunch time and regularly provides the music for important school events such as our church services and Christmas concerts.
Homework
The main part of musis homework is for pupils to work on their instrumental skills. This can be done at home or using the instruments in the department at break times or after school. In addition, pupils are regularly given ‘listening’ homework activities where the learn to understand the meaning of a range of musical ‘concepts’. This has usually been used alongside the Education Scotland Music website (link below). However, from March 2017 this resource is no longer available. A new resource has been found for pupils to use and this and other revision resources can be found at the top of this page.
www.educationscotland.gov.uk/nqmusic/
Miss Malcolm has put together Higher Drama materials for those pupils perhaps considering to study this course next session.
Higher Drama Monologue Challenge
Higher Drama lexicon with meanings
Youtube Music Games
Introduction Videos
Video 1
https://www.youtube.com/watch?v=4vZ5mlfZlgk&pbjreload=101
Video 2
https://www.youtube.com/watch?v=cHad-I5AJT0
Now play the rhythm along to these tunes:
Queen – I Want To Break Free
https://www.youtube.com/watch?v=KYro5xPl-tE&pbjreload=101
Mark Ronson and Bruno Mars – Uptown Funk
https://www.youtube.com/watch?v=9NdF4Ruf-Ts&pbjreload=101
Tones and I – Dance Monkey
https://www.youtube.com/watch?v=7_Gci6pgd3E
ACDC – Back In Black
https://www.youtube.com/watch?v=oF167CDA19E
Mark Ronson and Bruno Mars – Uptown Funk (This time, using ‘body percussion!’)
https://www.youtube.com/watch?v=uzXpvILRMog
Tones and I – Dance Monkey (This time, using ‘body percussion!’)
https://www.youtube.com/watch?v=dxKytRoiTwM&pbjreload=101
Tunes to play on your keyboard:
I’m A Believer:
https://www.youtube.com/watch?v=Sdc8BRnzcO8&pbjreload=101
How Far I’ll Go
https://www.youtube.com/watch?v=1osHmkrCoG4
The Lion Sleeps Tonight
