{"id":19,"date":"2015-10-23T13:49:07","date_gmt":"2015-10-23T13:49:07","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/?page_id=19"},"modified":"2026-02-24T18:30:18","modified_gmt":"2026-02-24T18:30:18","slug":"music","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/music\/","title":{"rendered":"Music and Drama"},"content":{"rendered":"<h2 align=\"left\">At Home Revision Resources For Music<\/h2>\n<p><em><strong>Here are links to websites that explain what are known as music &#8216;concepts&#8217;.\u00a0 These are key vocabulary words you need to learn as part of your music course.\u00a0 As a general rule pupils should learn the following key words:<\/strong><\/em><\/p>\n<p><em><strong>S1 Pupils. You should work your way through and learn National 3 Concepts.<\/strong> <\/em><\/p>\n<p><strong><em>S2 Pupils.\u00a0 You should work your way through and learn National 3 and National 4 concepts.<\/em><\/strong><\/p>\n<p><em><strong>S3 pupils.\u00a0 You should work your way through and learn National 3, 4 and 5 concepts.<\/strong><\/em><\/p>\n<p><em><strong>S4 pupils.\u00a0 National 5 pupils &#8211; you should work your way through ALL concepts to prepare for Higher next session.\u00a0 National 4 pupils &#8211; you should work your way through all concepts, apart from Higher ones.\u00a0 Especially if you are intending to do National 5 music next session.<\/strong><\/em><\/p>\n<p>LINK TO NATIONAL 5 PRACTICE PAPERS: (Click on &#8216;National 5 Music Practice Papers text below and the link will appear to then click on)<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/nljohnstond_glow_sch_uk\/EqyTdzIcjAFLsFzLaSZOgUMBov_h7HnhXosBSW9apExD4g?e=hFDEcj\">Nat 5 Music Practice Papers<\/a><\/p>\n<p>All music concepts revision site:<\/p>\n<p><a href=\"http:\/\/ataea.co.uk\">http:\/\/ataea.co.uk<\/a><\/p>\n<p>NEW REVISION WEBSITE &#8211; VERY GOOD! The password you&#8217;ll need is music17<\/p>\n<p><a href=\"https:\/\/mymusiconline.co.uk\/\">https:\/\/mymusiconline.co.uk\/<\/a><\/p>\n<p><strong>New Music Technology Course Links:<\/strong><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2022\/08\/21140900\/Music-Music-Tech-Sway-Links1.pdf\">Music + Music Tech Sway Links(1)<\/a><\/p>\n<p>&nbsp;<\/p>\n<h1>Music Lessons &#8211; How to read music.\u00a0 Also called music &#8216;theory&#8217;.<\/h1>\n<p>These lessons can help <span style=\"text-decoration: underline\"><strong>any<\/strong> <\/span>year group studying music.\u00a0 Here are some excellent youtube videos to get you started on reading music:<\/p>\n<p>Music Theory Workbook:<\/p>\n<p>Video 1:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=ZN41d7Txcq0&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=ZN41d7Txcq0&amp;pbjreload=101<\/a><\/p>\n<p>Video 2:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=ybQ8nWNVZRo&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=ybQ8nWNVZRo&amp;pbjreload=101<\/a><\/p>\n<p>Video 3:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=7Bv-JiFnoJ4&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=7Bv-JiFnoJ4&amp;pbjreload=101<\/a><\/p>\n<p>Video 4:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=OWg93bDamcU&amp;list=RD7Bv-JiFnoJ4&amp;index=11\">https:\/\/www.youtube.com\/watch?v=OWg93bDamcU&amp;list=RD7Bv-JiFnoJ4&amp;index=11<\/a><\/p>\n<p>Video 5:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=ZcThdL2CQpI&amp;list=RD7Bv-JiFnoJ4&amp;index=8\">https:\/\/www.youtube.com\/watch?v=ZcThdL2CQpI&amp;list=RD7Bv-JiFnoJ4&amp;index=8<\/a><\/p>\n<p>Video 6:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=mlZVQbFW0JA&amp;list=RD7Bv-JiFnoJ4&amp;index=16\">https:\/\/www.youtube.com\/watch?v=mlZVQbFW0JA&amp;list=RD7Bv-JiFnoJ4&amp;index=16<\/a><\/p>\n<p>Video 7:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=4vZ5mlfZlgk&amp;list=RD7Bv-JiFnoJ4&amp;index=24\">https:\/\/www.youtube.com\/watch?v=4vZ5mlfZlgk&amp;list=RD7Bv-JiFnoJ4&amp;index=24<\/a><\/p>\n<p>Video 8:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=KZqgo8amKGw&amp;list=RD7Bv-JiFnoJ4&amp;index=25\">https:\/\/www.youtube.com\/watch?v=KZqgo8amKGw&amp;list=RD7Bv-JiFnoJ4&amp;index=25<\/a><\/p>\n<p>Video 9:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=KZqgo8amKGw&amp;list=RD7Bv-JiFnoJ4&amp;index=25\">https:\/\/www.youtube.com\/watch?v=KZqgo8amKGw&amp;list=RD7Bv-JiFnoJ4&amp;index=25<\/a><\/p>\n<p>Now, here are some music reading games to play.\u00a0 Some of the games don&#8217;t need a musical instrument, others do:<\/p>\n<p><strong>Music NOTES:<\/strong><\/p>\n<p>Before Playing The First Few Games, use this for revision:<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_learning_theory\/music_treble_clef_lines_and_spaces.htm\">https:\/\/www.musictechteacher.com\/music_learning_theory\/music_treble_clef_lines_and_spaces.htm<\/a><\/p>\n<p>This is also useful for revision:<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_quizzes\/aq_travel_through_treble_spaces\/story_html5.html\">https:\/\/www.musictechteacher.com\/music_quizzes\/aq_travel_through_treble_spaces\/story_html5.html<\/a><\/p>\n<p>Game 1<\/p>\n<p><a href=\"https:\/\/www.teachingideas.co.uk\/notation\/name-that-note\">https:\/\/www.teachingideas.co.uk\/notation\/name-that-note<\/a><\/p>\n<p>Game 2<\/p>\n<p><a href=\"https:\/\/artsedge.kennedy-center.org\/interactives\/steprightup\/whackanote\/\">https:\/\/artsedge.kennedy-center.org\/interactives\/steprightup\/whackanote\/<\/a><\/p>\n<p>Game 3<\/p>\n<p><a href=\"http:\/\/musicteachersgames.com\/trebleClefOne#\">http:\/\/musicteachersgames.com\/trebleClefOne#<\/a><\/p>\n<p>Game 4<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_quizzes\/aq_treble_clef_notes\/story_html5.html\">https:\/\/www.musictechteacher.com\/music_quizzes\/aq_treble_clef_notes\/story_html5.html<\/a><\/p>\n<p>Game 5<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_quizzes\/aq_treble_clef_words\/story_html5.html\">https:\/\/www.musictechteacher.com\/music_quizzes\/aq_treble_clef_words\/story_html5.html<\/a><\/p>\n<p>Game 6<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_quizzes\/aq_treble_clef_word_warrior\/story_html5.html\">https:\/\/www.musictechteacher.com\/music_quizzes\/aq_treble_clef_word_warrior\/story_html5.html<\/a><\/p>\n<p><strong>Music RHYTHMS<\/strong><\/p>\n<p>Introduction Video:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=YjFIlLKjmkI&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=YjFIlLKjmkI&amp;pbjreload=101<\/a><\/p>\n<p>Game 1<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_quizzes\/aq_travel_through_treble_spaces\/story_html5.html\">https:\/\/www.musictechteacher.com\/music_quizzes\/aq_travel_through_treble_spaces\/story_html5.html<\/a><\/p>\n<p>Game 2<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_quizzes\/aq_rhythm_sound_match2\/story_html5.html\">https:\/\/www.musictechteacher.com\/music_quizzes\/aq_rhythm_sound_match2\/story_html5.html<\/a><\/p>\n<p>Game 3<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_quizzes\/aq_see_sawing_rhythms\/story_html5.html\">https:\/\/www.musictechteacher.com\/music_quizzes\/aq_see_sawing_rhythms\/story_html5.html<\/a><\/p>\n<p>Game 4<\/p>\n<p><a href=\"https:\/\/www.musictechteacher.com\/music_quizzes\/aq_rhythmic_math_quiz\/story_html5.html\">https:\/\/www.musictechteacher.com\/music_quizzes\/aq_rhythmic_math_quiz\/story_html5.html<\/a><\/p>\n<h1><span style=\"text-decoration: underline\"><strong>S3 Music\u00a0 &#8211; For All Pupils Studying Third Year Music<\/strong><\/span><\/h1>\n<p>Unit 1: &#8216;Scottish Reel&#8217;<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/c\/60761799e42ac20b\/IQBMGswhzAgISJ3AKDrjtiu2AV07F-sYTYwX4d7Vq3rByE8?e=9i6aFe\">https:\/\/1drv.ms\/p\/c\/60761799e42ac20b\/IQBMGswhzAgISJ3AKDrjtiu2AV07F-sYTYwX4d7Vq3rByE8?e=9i6aFe<\/a><\/p>\n<p>We have also launched a youtube channel containing instructional videos for National 5 and Higher performing course work.\u00a0 The channel can be found here:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/channel\/UCTUiQ763VwCS7hIpInSFYAg\/videos\">https:\/\/www.youtube.com\/channel\/UCTUiQ763VwCS7hIpInSFYAg\/videos<\/a><\/p>\n<p>&nbsp;<\/p>\n<h1><span style=\"text-decoration: underline\"><strong>Higher Music Tasks\u00a0 &#8211; For All Pupils Studying Higher Music<br \/>\n<\/strong><\/span><\/h1>\n<p>INTERACTIVE PDF REVISION BOOK:<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2020\/11\/09200401\/NAT-5-INTERACTIVE-COURSEBOOK.pdf\">NAT 5 INTERACTIVE COURSEBOOK<\/a><\/p>\n<p>___________________________________________________________________________<\/p>\n<p><span style=\"text-decoration: underline\"><strong>Higher Music Unit 1<\/strong><\/span>: &#8216;Early Music&#8217; and Renaissance.<\/p>\n<p>Introduction YouTube Videos.\u00a0 You can watch these videos to get an introduction to Early Music and Renaissance Music:<\/p>\n<p><span style=\"text-decoration: underline\"><strong>Video 1<\/strong><\/span>:\u00a0 This video introduces you to &#8216;Early Music&#8217; (also knon as &#8216;medieval music&#8217; or music from the &#8216;middle ages&#8217;.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/Et_ahjD0Uxc?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">Video 2<\/span>:\u00a0 This video introduces you to &#8216;Renaissance Music&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/w_w-x92mRL8?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 3<\/span>:\u00a0 Video 2 (above) doesn&#8217;t really give you enough information in a concept called &#8216;mass&#8217;.\u00a0 So, watch video 3 (below) for this:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/yNn344lbWPM?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 4:<\/span>\u00a0 This start of this video explains the concepts polyphonic, plainchant, and mass.\u00a0 You can stop watching the video at 08.25 when it starts to mention &#8216;motet&#8217; as this doesn&#8217;t apply to your Higher music course.\u00a0 (Note, during the start of the video it also mentions &#8216;antiphonal&#8217;.\u00a0 You do NOT need to know this concept also.)<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/Wked3iuiLkQ?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>The following videos explain some of the concepts that you learn about in the Early Music and Renaissance Unit.\u00a0 However, some of the music you will hear will NOT be Early Music and Renaissance!\u00a0 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.\u00a0 Therefore, it&#8217;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.\u00a0 That way you will know what to listen for.<\/p>\n<p><span style=\"text-decoration: underline\">Video 5<\/span>:\u00a0 This video explains what is meant by <strong>syllablic<\/strong> and <strong>melismatic<\/strong> word setting:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/LvzKe2veVMM?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video<\/span> 6.\u00a0 This video explains A Cappella.\u00a0 It also mentions how it began in renaissance music.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/TD0OAlRe0rE?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 7<\/span>:\u00a0 This is a long video, but it is an excellent video explaing the use of modes in music:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/WvyPKt1FUJA?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 8<\/span>:\u00a0 This video explains the concept imitation.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/GmaEi4rc6-c?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 9<\/span>:\u00a0 This video explains <strong>through-composed<\/strong>.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/jaQnug_oq38?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 10<\/span>: This video uses the &#8216;Hallelujah&#8217; chorus from the oratorio &#8216;Messiah&#8217; by Handel to explain <strong>unison<\/strong> and <strong>polyphonic<\/strong> texture in vocal music.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/QbT7eTS16T8?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 11<\/span>;\u00a0 This video explains the concept <strong>augmentation<\/strong>.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/8-nDOrQUP7w?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 12<\/span>.\u00a0 This video explains the concept <strong>tierce de picardie.<\/strong><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/p-abbghGTZ0?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 13<\/span>&#8230;.and this video has some examples of songs that use a Tierce de Picardie (also called the &#8216;picardy third&#8217;), but for your Higher music you need to know the concept as a &#8216;Tierce de Picardie&#8217;.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/jGaNdKabvQ4?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Key Music Concepts to Study.\u00a0 <\/strong>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 &#8211; 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.<\/p>\n<p><strong>Powerpoint Revision:<\/strong><\/p>\n<p>Finally, here is a powerpoint for more Higher Early Music and Renaissance revision.\u00a0 Remember as you go through the powepoint you can <span style=\"text-decoration: underline\">click on the images<\/span> to get audio examples to listen to.<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/s!AgvCKuSZF3ZgkRTv0zYJq-LSiDhw?e=nJFCy7\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3ZgkQ8EemRwCvv2vn3s?e=YseFLW<\/a><\/p>\n<p><strong>Unit 1 (Early Music and Renaissance) help sheet for the first listening assessment.\u00a0<\/strong><\/p>\n<p>Here is a link to the PDF document of the handout helping you to prepare to the Unit 1 listening assessment:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5ETrhw-hPq26hnIn?e=IZqiFg\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5ETrhw-hPq26hnIn?e=IZqiFg<\/a><\/p>\n<p>Here is a link to the <strong>homework sheet<\/strong> for Unit 1.\u00a0 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.\u00a0 nljohnstond@glow.sch.uk<\/p>\n<p><a href=\"https:\/\/1drv.ms\/w\/s!AgvCKuSZF3Zg5Eag61QFOrKgJEKG?e=SIv9lO\">https:\/\/1drv.ms\/w\/s!AgvCKuSZF3Zg5Eag61QFOrKgJEKG?e=SIv9lO<\/a><\/p>\n<p>And here is the link to the homework sheet as a PDF document:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5EcMhg7GQmZr0_id?e=o0NHfa\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5EcMhg7GQmZr0_id?e=o0NHfa<\/a><\/p>\n<p><strong>End of Unit (Early Music and Renaissance) Test<br \/>\n<\/strong><\/p>\n<p>Here is a link to the audio of the end of Unit Test.\u00a0 The PDF file of the test questions are listed below this:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5FR70j6K57L4tTwm?e=5i5J6j\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5FR70j6K57L4tTwm?e=5i5J6j<\/a><\/p>\n<p>Link to PDF file containing the questions to the test:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5Fbre60tGuXcZ-ta?e=B0Agtg\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5Fbre60tGuXcZ-ta?e=B0Agtg<\/a><\/p>\n<p>_________________________________________________________________________<\/p>\n<p><strong>Higher Music Unit 2<\/strong>: Baroque Music<\/p>\n<p>Introduction YouTube Videos.<\/p>\n<p><span style=\"text-decoration: underline\">Video 1<\/span>: Once again, we start this Unit with an introduction video that explains the Baroque period in music history:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/otpFHNpC290?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>The first thing we learn about in this Unit is the different musical <span style=\"text-decoration: underline\">styles.<\/span>\u00a0 Unlike the Renaissance Unit (where we only learned about the styles &#8216;plainchant&#8217; and &#8216;mass&#8217;), we can divide the styles we need to learn about into two.\u00a0 First, the &#8216;big overall style&#8217; and then a <span style=\"text-decoration: underline\">style of performance <\/span>you see\/hear being done within this &#8216;big overall style&#8217;.<\/p>\n<p>For example, &#8216;opera&#8217; is the big overall &#8216;style&#8217; and &#8216;recitative&#8217; is specific &#8216;vocal style&#8217; you see\/hear a performer do within an opera.<\/p>\n<p><span style=\"text-decoration: underline\">Video 2<\/span>: Here is an introduction video on opera.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/Fl4GaldTu_Q?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Opera theatres (known as &#8216;opera houses&#8217;) are important landmarks in cities and a very important part of the city&#8217;s (and the country&#8217;s) culture.\u00a0 Here is a video showing some of the word&#8217;s most famous opera houses:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/XRgjyqbGbLc?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Another important big &#8216;style&#8217; that first started in the Baroque period is &#8216;oratorio&#8217;.<\/p>\n<p><span style=\"text-decoration: underline\">Video 3<\/span>.\u00a0 Here is an introduction video explaining this very important concept:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/SD8_7eN3k_E?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent&#038;listType=playlist&#038;list=PLijdjv7ED4t-ritm0jIuhuJbEA7Nti0Tm\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 4<\/span>.\u00a0 In video 3, you hear the aria &#8216;Every Valley Shall Be Exalted&#8217; from the oratorio &#8216;Messiah&#8217; by the composer Handel.\u00a0 However, you don&#8217;t see this.\u00a0 Seeing it shows one of the differences between opera and oratorio.\u00a0 In oratorio, you clearly see the orchestra (unlike opera where it is usually just out of sight in the orchetral &#8216;pit&#8217; under the stage.) There are also no costumes, scenery or acting\/movemen\/dancing in oratorio.\u00a0 Therefore, here is a video performance of the same aria from video 3 that shows how oratorio is different from opera:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/7NCO6UzZ2R8?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 5<\/span>.\u00a0 In some of the introduction video above, they mention two important concepts &#8211; recitative and aria, two &#8216;vocal styles&#8217;.\u00a0 Here is a video that explains these in more detail:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/1IL1YowY9G0?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 6<\/span>.\u00a0 One final <span style=\"text-decoration: underline\">vocal style<\/span> you will find in both opera and oratorio is &#8216;chorus&#8217;.\u00a0 Chorus can have a few meanings in music, but here it means several people singing together.<\/p>\n<p><span style=\"text-decoration: underline\">Video 7<\/span>.\u00a0\u00a0 Here is probably the most famous chorus from an oratorio.\u00a0 It&#8217;s the &#8216;Hallelujah&#8217; chorus from Handel&#8217;s oratorio &#8216;Messiah&#8217;.\u00a0 You will notice that, along with the chorus members, everyone in the audience also stands stands up.\u00a0 This tradition started because it is said that, during one of the perfomances in London, <span class=\"ILfuVd\" lang=\"en\"><span class=\"hgKElc\">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.\u00a0 Therefore, standing during this chorus is now tradition. (It is uncertain if this story about the King is actually true.)<br \/>\n<\/span><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/weFJHtcxJt0?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 8<\/span>.\u00a0 Here is a famous chorus from an opera. It is the &#8216;Anvil Chorus&#8217; which is the English name for the proper title &#8216;<span title=\"Italian-language text\"><span lang=\"it\">Coro di Zingari&#8217; chorus <\/span><\/span>from Verdi&#8217;s\u00a0 1853 opera &#8216;ill tratore&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/yjMHCzoneuM?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 9<\/span>.\u00a0 Here is a final summary video of opera and oratorio.\u00a0 This is a good video as it does this all in the context of the Baroque period.\u00a0 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.\u00a0 This is why many of the opera examples you have heard and watched so far are from later musical historical periods.\u00a0 By contrast, all of the oratorio examples have in fact been from the Baroque period.\u00a0 However, the video below has a good example of what operas would have looked and sounded like during the Baroque period.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/Ml9mBZIhil4?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>We now move away from learning about the &#8216;styles&#8217; and &#8216;vocal styles&#8217; we find in Baroque music.\u00a0 We now move to concepts which come under the heading &#8216;texture\/structure\/form&#8217;.\u00a0 However, most of the concepts that come next will just come under &#8216;structure\/form&#8217;, meaning they are to do with how the piece of music is structured.<\/p>\n<p><span style=\"text-decoration: underline\">Video 10.<\/span> This video explains &#8216;da capo aria&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/zoY6Ev9AW5Y?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>This all might sound a bit complicated.\u00a0 However, you&#8217;re never going to be asked &#8216;is this an aria or a da capo aria&#8217;.\u00a0 The main thing is that if the questions asked &#8216;name the structure\/form of this music&#8217; and you hear an aria that does this (usually a Baroque aria) the answer isn&#8217;t &#8216;aria&#8217; as this would be a question where you&#8217;re asked the &#8216;vocal style&#8217;.\u00a0 The answer would be &#8216;da capo aria&#8217; as this is the structure\/form concept and that&#8217;s what you&#8217;re being asked to identify.<\/p>\n<p><span style=\"text-decoration: underline\">Video 11<\/span>.\u00a0\u00a0 Another important structure\/form concept first used in the Baroque period is &#8216;ground bass&#8217;.\u00a0 This video explains this:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/xXtOWrTSbJg?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 12<\/span>.\u00a0 Before you hear probably the most famous example of a ground bass (<span class=\"BxUVEf ILfuVd\" lang=\"en\"><span class=\"hgKElc\">Pachelbel&#8217;s Canon in D<\/span><\/span>), watch how this is explained on the piano. (It&#8217;s easier to undertand the concept this way at first.)<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/ZHCjU_rcQno?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 13<\/span>.\u00a0 Now listen to the orchestral arrangement of the same piece and see if you can pick out the &#8216;ground bass&#8217;.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/hsmvjslm-_g?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>&#8216;Passacaglia&#8217; is another higher texture\/structure\/form concept.\u00a0 A passacaglia uses a ground bass.\u00a0 Therefore, when the question says something like &#8216;name the structure\/form&#8217; it is sometimes difficult to know whether to write &#8216;ground bass&#8217; or &#8216;passacaglia&#8217;.\u00a0 Therefore, the best thing to do is to now listen to examples of a passacaglia to become familiar with its sound.\u00a0 Here are some examples from SQA higher past papers:<\/p>\n<p>Passacaglia Example 1 (from the Baroque period):<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5SwvvBpPvO9OdvIE?e=xNh2pf\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5SwvvBpPvO9OdvIE?e=xNh2pf<\/a><\/p>\n<p>Passacaglia Example 2 (from the 20th century period):<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5S1-1ahnAxnNeMkO?e=FPaokU\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5S1-1ahnAxnNeMkO?e=FPaokU<\/a><\/p>\n<p>Passacaglia Example 3 (from the Baroque period):<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5S52F89WLpjnOgzD?e=EKmrEG\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5S52F89WLpjnOgzD?e=EKmrEG<\/a><\/p>\n<p>Here is a video showing the music to a passacaglia.\u00a0 You can see the bass repeating (the &#8216;ground bass&#8217;) which is played by the bass pedals (pedalboard) of the organ. This is a good example as this is how a passacaglia <em>usually\u00a0<\/em>sounds like in a higher exam.\u00a0 Notice the music is in 3\/4 &#8216;triple time&#8217;, another chracteristic of a passacaglia.<\/p>\n<p><span style=\"text-decoration: underline\">Video 14<\/span>.\u00a0 Passacaglia example:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/1MBsmFIZAuA?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 15.<\/span>\u00a0 Here is a video showing how this is played on the organ:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/DF65gNhIfVc?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Another &#8216;form&#8217; popular in Baroque music is &#8216;ritornello&#8217;.\u00a0 Ritornello means to &#8216;return&#8217;.\u00a0 Therefore, this is when a passage (or passages) on music keep returning (repeating).\u00a0 This video explains this using a famous piece from the Baroque period Antonio Vivaldi&#8217;s &#8216;Spring&#8217; form the Four Seasons.\u00a0 The video also contains examples of another higher music &#8216;form&#8217; concept &#8211; &#8216;episode&#8217;.\u00a0 However, in the video these are called &#8216;interludes&#8217; (NOT a higher word).\u00a0 An &#8216;episode&#8217; is a contrasting section.\u00a0 In a higher music exam it is extremely rare for the answer to be &#8216;episode&#8217; when you are asked something like &#8216;name the structure\/form of the music&#8217;.\u00a0 For example, for the video below the single written word answer in this case would be &#8216;ritornello&#8217;.\u00a0 &#8216;Episode&#8217;, therefore, might appear as a &#8216;tick the box&#8217; answer (probably along with &#8216;ritornello&#8217;).<\/p>\n<p><span style=\"text-decoration: underline\">Video 16:<\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/BvMTCRofeB4?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>&#8216;Basso continuo&#8217; is another &#8216;structure\/form&#8217; concept which was really important in Baroque music.<\/p>\n<p><span style=\"text-decoration: underline\">Video 17<\/span>:\u00a0 This video introduces you to the structure\/form concept basso continuo:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/G-WL9o1W6gc?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 18<\/span>: In this video, you can hear the basso continuo in instrumental and vocal (opera) music.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/VGORQomhR0U?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 19<\/span>: An excellent video explaining the importance of basso continuo in Baroque music:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/aCSFa36uhiY?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 20<\/span>.\u00a0 A good video where you can skip through and see examples of the basso continuo.\u00a0 Notice it is not just a harpsichord and a &#8216;cello.\u00a0 There are other chordal instruments and a double bass too:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/2FGpMOrfx_I?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>A final structure\/form concept which was really important in the Baroque period was &#8216;concerto grosso&#8217;.<\/p>\n<p><span style=\"text-decoration: underline\">Video 21<\/span>:\u00a0 This video introduces &#8216;concerto grosso&#8217; and goes on to explain other musical concepts too.\u00a0 Two of these are timbre\/dynamic concepts in the Baroque unit &#8211; &#8216;concertino&#8217; and &#8216;ripieno&#8217;.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/4ObukMS1v0w?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 22<\/span>.\u00a0 This video explains the different parts of a concerto grosso.\u00a0 However, it doens&#8217;t use the terms &#8216;concertino&#8217; and &#8216;ripieno&#8217;.\u00a0 Remember the &#8216;ripieno&#8217; is the larger group that plays and the &#8216;concertino&#8217; is the smaller group of soloists.\u00a0 This video calls the concertino the &#8216;smaller group&#8217;.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/VtS5kkndrS4?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>&nbsp;<\/p>\n<p>It is now time to bring all of this together.\u00a0 You see, many of the concepts you&#8217;ve learned can all appear in the one piece of music!<\/p>\n<ul>\n<li>Concerto grosso\u00a0\u00a0 (the &#8216;big&#8217; structure\/form &#8211; the way the overall work is constructed\/structured)<\/li>\n<li>Ritornello (the &#8216;form&#8217; used for the work, specific patterns of music with the overall big structure)<\/li>\n<li>Episode (part of the ritornello form that&#8217;s being used)<\/li>\n<li>Basso continuo (the structure\/form holding everything together as it plays)<\/li>\n<li>Ripieno (the large group of instruments playing together)<\/li>\n<li>Concertino (the small group that takes a turn to play) <em>These last two concepts influence the &#8216;timbre\/dynamics&#8217; of the music.<\/em><\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\">Video 23<\/span>.\u00a0 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.\u00a0 However, it is still useful to watch:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/_sg4djBZJ5k?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 24<\/span>.\u00a0 There is one final new concept in the Baroque unit we haven&#8217;t mentioned yet &#8211; &#8216;obbligato&#8217;, which is a melody\/harmony concept.\u00a0 This video introduced you to this concept:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/uQ5_hQvG4vw?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span style=\"text-decoration: underline\">Video 25<\/span>.\u00a0 Here is a famous piece of music that contains an obbligato played by the trumpet.\u00a0 It is from the aria &#8216;The Trumpet Shall Sound&#8217; from the oratorio Messiah by Handel.\u00a0 Notice that, before the aria, the bass voice sings a &#8216;recitiative&#8217;.\u00a0 Remember both aria and recitative are examples of &#8216;vocal styles&#8217;.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/13DpmWPV9IU?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Oh, one final thing.\u00a0 Remeber, some of the concepts that first appeared in the Early Music &amp; Renaissance Unit can still be found (and you could be asked in your exam) in the Baroque Unit &#8211; they didn&#8217;t go away after Renaissance!\u00a0 Concepts to look out for that were very important in the Baroque era were:<\/p>\n<ul>\n<li>homophonic<\/li>\n<li>polyphonic<\/li>\n<li>imitation<\/li>\n<li>tierce de picardie<\/li>\n<\/ul>\n<p>We haven&#8217;t mentioned them in the Baroque unit, but you still need to know they could come up when tested on Baroque music!<\/p>\n<p>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&#8217;ve studied are asked in Higher listening exams (including the Unit test):<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5k3w6IOvafsuReYY?e=ETaRVH\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5k3w6IOvafsuReYY?e=ETaRVH<\/a><\/p>\n<p>And here is a link to the homework sheet that you complete before doing the Unit test.\u00a0 Here it is as a PDF:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5k-S_NJ2d6c4ATLQ?e=07OZ1e\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5k-S_NJ2d6c4ATLQ?e=07OZ1e<\/a><\/p>\n<p>Here is the audio for the Unit 2 Baroque Period test for this unit of work:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5l0ua5U5Th4Szkfn?e=MrHBrN\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5l0ua5U5Th4Szkfn?e=MrHBrN<\/a><\/p>\n<p>Here is a PDF file of the question paper for the Unit 2 Baroque Period test for this unit of work:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5l7qW6Ag9n0YQFY4?e=FfR3T4\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5l7qW6Ag9n0YQFY4?e=FfR3T4<\/a><\/p>\n<p>Finally, here are links to two useful documents for you to do further revision on music related to baroque music.\u00a0 You <span style=\"text-decoration: underline\">don&#8217;t need to use these for the end of unit test.\u00a0 <\/span>However, are useful for more general revision and certainly useful for prelim and final exam revision.\u00a0 You&#8217;ll see they include a lot of National 4 and 5 concepts and how these too are found in baroque music.\u00a0 Remember, you do need to know all of this to be fully ready for the prelim and the final exam.\u00a0 However, the Unit test you see above doesn&#8217;t ask these.<\/p>\n<p>Sway document link:<\/p>\n<p><a href=\"https:\/\/sway.office.com\/8BHC0trEJcHkaGNJ?ref=Link\">https:\/\/sway.office.com\/8BHC0trEJcHkaGNJ?ref=Link<\/a><\/p>\n<p>Powerpoint link:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lke5EIArJMiBDME?e=clBJKo\">https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lke5EIArJMiBDME?e=clBJKo<\/a><\/p>\n<p>Youtube Test Link (NOT the unit test, but it could be useful to try this youtube test for general revision.<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=Oapq_HJrTJI&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=Oapq_HJrTJI&amp;pbjreload=101<\/a><\/p>\n<p>_____________________________________________________________<\/p>\n<p><strong>Higher Music Unit 3<\/strong>: Classical Music<\/p>\n<p>As we always do at the start of a new unit, we&#8217;ll begin with an introduction video on the classical period:<\/p>\n<p>This is a very short, but good introduction video on the classical period:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/oeoCPoU36_s?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Here is another good introduction video:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/TdE-xgSDZ9c?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>And in this video there is some information on the 3 most famous classical composers &#8211; Mozart, Beethoven and Haydn:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/RSY9ARx6HqM?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>As before, we start with the importand musical &#8216;styles&#8217; that became popular in the classical period.\u00a0 First, we&#8217;ll start with the &#8216;symphony&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/4sGuBRrSi2A?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>There are so many famous symphonies from the classical period.\u00a0 Here are just a few.\u00a0 Some of the videos are quite long, so you might want to jusy watch the start of some of them:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/0sGqkMU-mGQ?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/oHuhATcs99E?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/aW-7CqxhnAQ?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/jv2WJMVPQi8?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Now we will learn about another famous &#8216;style&#8217; made famous in the classical period &#8211; the &#8216;concerto&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/WoPuvIXxswo?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>And here are some famous examples of concertos from the classical period.\u00a0 Again, the videos are long so you might only want to watch part of each video &#8211; just make sure you wait for the solo instrument to start playing the most important part of the music!<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/YT_63UntRJE?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/jbuELxd54nY?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/tlemxI7QciA?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/TFIs0gwWCKo?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Another important &#8216;style&#8217; concept from the classical period was the sonata.\u00a0 Simpy put,\u00a0 A &#8216;sonata&#8217; is a work for solo piano, or solo instrument and piano, often in three or four movements.<\/p>\n<p>Here are some examples of famous sonatas.\u00a0 First,\u00a0 Mozart<em>&#8216;s Piano Sonata<\/em>\u00a0No. 16 in <em>C major:<\/em><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/1vDxlnJVvW8?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Next, Beethoven&#8217;s <span class=\"NA6bn BxUVEf ILfuVd\" lang=\"en\"><span class=\"hgKElc\">Piano Sonata No. 14 in C-sharp minor<\/span><\/span>, which is commonly known as the &#8216;Moonlight&#8217; Sonata.\u00a0 <span class=\"ILfuVd\" lang=\"en\"><span class=\"hgKElc\">The nickname &#8220;Moonlight Sonata&#8221; comes not from Beethoven himself, but <b>from a remark by the German music critic and poet, Ludwig Rellstab<\/b>. In 1832, five years after Beethoven&#8217;s death, Rellstab compared the effect of the first movement to that of moonlight shining upon Lake Lucerne. The nickname then caught on.<\/span><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/ITidiBe-0T0?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>However, it is very important to remember that a sonata does not just have to be a piano!\u00a0 It can be another instrument accompanied by a piano.\u00a0 For example, here is a Mozart flute sonata:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/nJUZMkXnrek?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>And here is a Beethoven violin sonata:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/COGcCBJAC6I?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Another important &#8216;style&#8217; was chamber music.\u00a0\u00a0 This was Music written for a small instrumental ensemble with usually one player to a specific music part.\u00a0\u00a0 Chamber music was originally written for the home (a very,\u00a0 very big home!), as opposed to the theater or church.<\/p>\n<p>Here is a good video that explains chamber music:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/4CyUReNcy9M?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Here is an example of a piece of chamber music by Beethoven.\u00a0 This is an example of a &#8216;piano trio&#8217;.\u00a0 A piano trio is <mark class=\"QVRyCf\">a group of three instruments that typically includes a piano, violin, and cello.\u00a0 You DON&#8217;T need to know this for Higher music, you only need to know that you&#8217;re listening to a style of music called &#8216;chamber music&#8217;.<\/mark><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/ezRNLXBbB8Q?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Here is a chamber music example by Mozart, it is a flute quartet:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/AGiYGHOdV3k?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>And here is another Mozart example, the is a quintet for piano and &#8216;wind&#8217; instruments:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/HvCN_JC7jIA?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>By far the most famous type of chamber music was the &#8216;string quartet&#8217;.\u00a0\u00a0 This has already been mentioned in some of the videos above on chamber music.\u00a0 However, unlike the chamber music examples above you <span style=\"text-decoration: underline\">DO NEED TO KNOW<\/span> &#8216;string quartet&#8217; as an example of musical style for the Higher exam.<\/p>\n<p>Here is an example of a string quartet by Beethoven:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/1hxpIQ3XhXA?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>And here is one by Mozart that is being played in the type of &#8216;chamber&#8217; or &#8216;room&#8217; in a mansion house or castle, the very rooms chamber music was invented for:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/f3oK4XVMARs?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Nowadays is is very common for people to form string quartets to play modern music for wedding or coporate functions.\u00a0 Here are some example of this.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/UCmqArxZ2GQ?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent&#038;listType=playlist&#038;list=RDUCmqArxZ2GQ\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/0BpeQPiQvck?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/qdg1MuoJl-8?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>In your Higher music course, all of the above are known as musical &#8216;styles&#8217; that were made popular in the classical period.<\/p>\n<p>Here are some &#8216;texture\/structure\/form\/ concepts made popular in the classical period.\u00a0 First, &#8216;Alberti bass&#8217;.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/waeacM0Za8A?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Here is another example of piano music using the Alberti bass:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/kNi7hu-IuvM?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>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.\u00a0 For example, in these excerpts of music you can hear it being used &#8211; first, on the electric guitar:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5xdIxF7jvariZeZy?e=9IBeQS\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5xdIxF7jvariZeZy?e=9IBeQS<\/a><\/p>\n<p>And, in this example you can hear a clarinet playing an Alberti bass just after the person says &#8216;three&#8217;:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5xhFj_bxwvOvUqY_?e=v7CVR9\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5xhFj_bxwvOvUqY_?e=v7CVR9<\/a><\/p>\n<p>Another &#8216;texture\/structure\/form&#8217; concept that was made popular in the classical period was &#8216;cadenza&#8217;.\u00a0 First, this is a short video explanation of &#8216;cadenza&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/Eq_Rn80eDlI?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>When you hear a &#8216;cadenza&#8217; 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 &#8216;cadenza&#8217;.\u00a0 Or, the solo instrument first (performing the cadenza) followed by a little bit of the orchestra.\u00a0 This is done so you know you&#8217;re listening to a concerto, and this is the &#8216;cadenza&#8217; from that concerto.\u00a0 Here is an example of this.\u00a0 It is a &#8216;cadenza&#8217; from a Mozart piano concerto:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/AHhzaNQCW-M?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>And here is a &#8216;cadenza&#8217; from a violin concerto:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/LUKxJlsKkkc?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Remember, a &#8216;concerto&#8217; 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 &#8216;cadenza&#8217; might be played on any instrument it is in your Higher music exam &#8211; trumpet, clarinet, flute, French horn&#8230;..the list goes on and on.<\/p>\n<p>One final point, you don&#8217;t always have &#8216;cadenzas&#8217; in concertos!\u00a0 You can get cadenzas in vocal music.\u00a0 For example, listen to the end of this famous song (&#8216;Think of Me&#8217;) from the musical &#8216;Phantom of the Opera&#8217;.\u00a0 The actor is <span style=\"text-decoration: underline\">pretending<\/span> 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 &#8216;cadenza&#8217; to the end of the song to make it sound like a classical opera .\u00a0 The &#8216;cadenza&#8217; starts at 3.15:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/kZpvaRWak64?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Here is a clip of the vocal cadenza in its own:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/LHhUU4JSv24?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>The final texture\/structure\/form concepts we will mention is to do with something called &#8216;sonata form&#8217;.\u00a0 Sonata form is very complicated to understand.\u00a0 Basically, it&#8217;s a popular way in which instrumental music was structured, starting in the classical period.<\/p>\n<p>Here is a good introductional video on Sonata form.\u00a0 For your Higher music you only need to really learn what these words mean:<\/p>\n<p><span style=\"text-decoration: underline\">Sonata form<\/span> (the name given to the overall structure of the piece of music)<\/p>\n<p><span style=\"text-decoration: underline\">Exposition<\/span> (the opening section in a piece of music that uses Sonata form)<\/p>\n<p><span style=\"text-decoration: underline\">Subject<\/span> (the main &#8216;theme&#8217; or &#8216;musical idea&#8217; that you first hear in the exposition)<\/p>\n<p><span style=\"text-decoration: underline\">Coda<\/span> (the ending section of the overall piece that is using sonata form)<\/p>\n<p>You&#8217;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&#8217;ll learn what you need to learn for you Higher music listening exam.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/iXD6KKW3EVE?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/V2ZO9YUL8aI?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/MVz1n651Jv4?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>One thing the above videos don&#8217;t really let you hear is a &#8216;coda&#8217;.\u00a0 For your Higher music course, you only really need to know that a &#8216;coda&#8217; basically means &#8216;ending section&#8217;.\u00a0 (It actually means &#8216;tail&#8217; in Italian &#8211; the end.)\u00a0 So, here is a short video demonstrating this:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/njtYe4rG7Wg?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>We now move onto the the only rhythm\/tempo concept that is introduced for your Higher music course as part of the classical period.\u00a0 This is &#8216;3 against 2&#8217;.\u00a0 Here is a video that shows you how &#8216;3 against 2&#8217; is put together:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/n0plki8p1rU?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Another good example.\u00a0 To save time you can start watching at 3.02 when the person starts to play &#8216;3 against 2&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/0Y_cXA-Uglc?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Here is an audio example of how &#8216;3 against 2&#8217; can be asked in a Higher music listening exam.\u00a0 Even though you might find the &#8216;3 against 2&#8217; hard to hear, notice that the questions says &#8216;identify the <span style=\"text-decoration: underline\">rhythmic<\/span> feature&#8217; and it is played on a piano.\u00a0 Even if you can&#8217;t quite hear the &#8216;3 against 2&#8217; being played the way the question is asked sort of tells you the answer!<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5xlRLhqnKdUN_a8V?e=a7v4IL\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg5xlRLhqnKdUN_a8V?e=a7v4IL<\/a><\/p>\n<p>Finally, we will end this classical period Unit looking at two timbre\/dynamic concepts that are introduced in the classical Unit.\u00a0 The first is a bit confusing as we&#8217;ve already mentioned this as a musical &#8216;style&#8217;.\u00a0 This is &#8216;string quartet&#8217; which can also be asked as a &#8216;timbre\/dynamics&#8217; concept!\u00a0 As this is a bit confusing, let&#8217;s look at how previous SQA music exams have asked this.<\/p>\n<p>Click on the video link to get the explanation:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/v\/s!AgvCKuSZF3Zg5xrezqPj_pSpQ5D4?e=xgssDO\">https:\/\/1drv.ms\/v\/s!AgvCKuSZF3Zg5xrezqPj_pSpQ5D4?e=xgssDO<\/a><\/p>\n<p>Another timbre\/dynamics concept is &#8216;coloratura&#8217;.\u00a0 Here is a video exmplaining the meaning of &#8216;coloratura&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/QSIVMxma2IY?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>So, &#8216;coloratura&#8217; is when a soprano (high type of voice) does high, florid singing involving elaborate ornamentation of a melody.<\/p>\n<p>Here is a good example of this from the film &#8216;Amadeus&#8217; about the life of Mozart.\u00a0 Notice the person in the clip describes this style of singing\u00a0 like &#8216;fireworks at a fairground&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/Bu0oPXtFSJo?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Here is probably the most famous example of &#8216;coloratura&#8217; soprano singing.\u00a0 It is an aria from the Mozart opera &#8216;The Magic Flute&#8217;:<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/YuBeBjqKSGQ?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Here is a link to the classical unit homework sheet, first as a word document:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/w\/s!AgvCKuSZF3Zg5xwrsNrvYLDL-jYb?e=T6xGBg\">https:\/\/1drv.ms\/w\/s!AgvCKuSZF3Zg5xwrsNrvYLDL-jYb?e=T6xGBg<\/a><\/p>\n<p>And now as a PDF.<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5xuslqPrO7YOAa3S?e=tdONhL\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5xuslqPrO7YOAa3S?e=tdONhL<\/a><\/p>\n<p>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:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5x0LOX-wl2RGQRQm?e=XVgbqB\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg5x0LOX-wl2RGQRQm?e=XVgbqB<\/a><\/p>\n<p>Finally, here are a Sway document and a powerpoint on music from the classical period.\u00a0 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.\u00a0 However, YOU STILL NEED TO REVISE your National 3, 4 and 5 concepts.\u00a0 These document show you the type of other concepts linked to musical from the classical period:<\/p>\n<p>Sway document:<\/p>\n<p><a href=\"https:\/\/sway.office.com\/gxMtsec1YcLO6CzT?ref=Link\">https:\/\/sway.office.com\/gxMtsec1YcLO6CzT?ref=Link<\/a><\/p>\n<p>Powerpoint:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lZQZcbZMfOhkxah?e=V2Qs5z\">https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lZQZcbZMfOhkxah?e=V2Qs5z<\/a><\/p>\n<p><strong>Classical Period Unit 3 Test.<\/strong><\/p>\n<p>Here is a link to the audio for the classical period Unit 3 test:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg52g8Jln2UoTm9BEw?e=u3qbhS\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zg52g8Jln2UoTm9BEw?e=u3qbhS<\/a><\/p>\n<p>Here is a link to the PDF file containing the questions to the test:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg52lY7W5XHAfg0Nfr?e=5dD3HB\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg52lY7W5XHAfg0Nfr?e=5dD3HB<\/a><\/p>\n<p><strong>January 2025 &#8211; Music Videos on &#8216;chords&#8217; in preparation for prelim.<\/strong><\/p>\n<p>Video Number 1 &#8211; &#8216;Added 6th&#8217; is the concept you need to know.\u00a0 This video talks about &#8216;6th&#8217; chords, but the concept you need to know for your Higher music course is called the &#8216;Added 6th&#8217;.\u00a0 ALWAYS write &#8216;Added 6th&#8217; for your answer.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/L76ZSpZ4sAQ?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Video Number 2 &#8211; &#8216;Dominant 7th&#8217;.\u00a0 The start of this video explains the concept &#8216;Dominant 7th&#8217;.\u00a0 (You only need to watch the start of it.)<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/o00YUSEPu_8?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Video Number 3 &#8211; &#8216;Diminished 7th&#8217;.\u00a0 This video talks about &#8216;Diminished&#8217; chords, but for your Higher music exam you need to write &#8216;Diminished 7th&#8217;.<\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/2Q_dpxMb328?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p>Higher Listening Practice Book Number 1 Link:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/f\/s!AgvCKuSZF3Zg6ElkQJb3mYf4Z9q-?e=XrolJx\">https:\/\/1drv.ms\/f\/s!AgvCKuSZF3Zg6ElkQJb3mYf4Z9q-?e=XrolJx<\/a><\/p>\n<p>Higher Listening Practice Book Number 2 Link:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/f\/s!AgvCKuSZF3Zg6R2vpXnAS73nLkkc?e=bHcD4W\">https:\/\/1drv.ms\/f\/s!AgvCKuSZF3Zg6R2vpXnAS73nLkkc?e=bHcD4W<\/a><\/p>\n<p>Revision Help Powerpoint for the Listening Exam:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg6UpqX73qtKyKFGO5?e=GYN65S\">https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg6UpqX73qtKyKFGO5?e=GYN65S<\/a><\/p>\n<p>Main Revision Book for Exam:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg6UzEPh6Mfa6iX9aW?e=rsw8Ra\">https:\/\/1drv.ms\/b\/s!AgvCKuSZF3Zg6UzEPh6Mfa6iX9aW?e=rsw8Ra<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>___________________________________________________________________________<\/p>\n<p>Link to Higher Renaissance &amp; Baroque Test:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=P14iSMX7dYs&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=P14iSMX7dYs&amp;pbjreload=101<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>For Higher pupils before you begin revising for the Classical music test, here is another good revision document for the Baroque unit.<\/p>\n<p>Do this before you begin the classical work:<\/p>\n<p><a href=\"https:\/\/sway.office.com\/8BHC0trEJcHkaGNJ?ref=Link\">https:\/\/sway.office.com\/8BHC0trEJcHkaGNJ?ref=Link<\/a><\/p>\n<p>Classical Music Revision: Powerpoint<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3ZgkQ-4eNZZF7OY6rEt?e=R29MSV\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3ZgkQ-4eNZZF7OY6rEt?e=R29MSV<\/a><\/p>\n<p>Classical Music Revision: Sway Document<\/p>\n<p><a href=\"https:\/\/sway.office.com\/gxMtsec1YcLO6CzT?ref=Link\">https:\/\/sway.office.com\/gxMtsec1YcLO6CzT?ref=Link<\/a><\/p>\n<p>Also, scroll down this page and you&#8217;ll see another microsoft sway revision on the Classical music period.\u00a0 It&#8217;s under the heading &#8216;Classical Link&#8217;.<\/p>\n<p>Classical Music Test:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=GrJyIiInM8s&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=GrJyIiInM8s&amp;pbjreload=101<\/a><\/p>\n<p>Romantic Period Revision: Sway Document<\/p>\n<p><a href=\"https:\/\/sway.office.com\/KXeuwjbSDM2k2bFc?ref=Link\">https:\/\/sway.office.com\/KXeuwjbSDM2k2bFc?ref=Link<\/a><\/p>\n<p>Romantic Period Revision: Powerpoint<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:p:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EfSpcDKAQs9FovIowZz0MpIBZmQl6GMWcysK0hgCeAdLBQ?e=ABSwjh\">https:\/\/glowscotland-my.sharepoint.com\/:p:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EfSpcDKAQs9FovIowZz0MpIBZmQl6GMWcysK0hgCeAdLBQ?e=ABSwjh<\/a><\/p>\n<p>Romantic Period Unit Test<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=GQj5-MdHNGU&amp;feature=youtu.be\">https:\/\/www.youtube.com\/watch?v=GQj5-MdHNGU&amp;feature=youtu.be<\/a><\/p>\n<p>&#8216;Modern&#8217; (or &#8217;20th Century) Period Revision Part 1: Sway Document<\/p>\n<p><a href=\"https:\/\/sway.office.com\/7otWbXhsc6Lgi4uH?ref=Link\">https:\/\/sway.office.com\/7otWbXhsc6Lgi4uH?ref=Link<\/a><\/p>\n<p>&#8216;Modern&#8217; (or &#8217;20th Century) Period Revision Part 2: Sway Document &#8211; Remember any concept that says (AH) beside the word ONLY Advanced Higher pupils need to learn these.\u00a0 However, all other words have to be understood by Higher pupils.<\/p>\n<p><a href=\"https:\/\/sway.office.com\/u0SUrfuu0rHnflFE?ref=Facebook&amp;fbclid=IwAR3XAqmsSGZSx7U4o1LpbuyVajsmEtIdPda0oiAw5cuoD8_bpyxJJXxkIq0\">https:\/\/sway.office.com\/u0SUrfuu0rHnflFE?ref=Facebook&amp;fbclid=IwAR3XAqmsSGZSx7U4o1LpbuyVajsmEtIdPda0oiAw5cuoD8_bpyxJJXxkIq0<\/a><\/p>\n<p>Higher Literacy Revision and Tasks<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2020\/12\/01174231\/New-Higher-Literacy-Workbook.doc\">New Higher Literacy Workbook<\/a><\/p>\n<h1><span style=\"text-decoration: underline\"><strong>S4 and S5 Nat 5 Music Work &#8211; For All Pupils Studying\u00a0 Music in S4<br \/>\n<\/strong><\/span><\/h1>\n<p>Main Revision Websites for S4 Pupils and S5\/S6 Pupil Studying National 5:<\/p>\n<p><a href=\"https:\/\/ataea.co.uk\/\">https:\/\/ataea.co.uk\/<\/a><\/p>\n<p><a href=\"https:\/\/mymusiconline.co.uk\/\">https:\/\/mymusiconline.co.uk\/<\/a><\/p>\n<p><span style=\"text-decoration: underline\"><strong>Unit 1: &#8216;Scottish Music&#8217;<\/strong><\/span><\/p>\n<p>Sway Document.\u00a0 Use the SWAY document below to begin Unit 1.\u00a0 Remember, you can use the main revision websites to go over any of the new concepts you learn about in the SWAY document.<\/p>\n<p><a href=\"https:\/\/sway.office.com\/mzENNRBLcnTOTaTv?ref=Link\">https:\/\/sway.office.com\/mzENNRBLcnTOTaTv?ref=Link<\/a><\/p>\n<p>Revision: Powerpoint.\u00a0 Now use this powerpoint to do more revision work on the Scottish Unit.<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lhauwXgCzQWP_jJ?e=0A5vDw\">https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lhauwXgCzQWP_jJ?e=0A5vDw<\/a><\/p>\n<p>Test.\u00a0 Here is a listening test on Youtube to go with this National 5 Scottish and World Music Styles task.<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=q5IMvsOU9K8&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=q5IMvsOU9K8&amp;pbjreload=101<\/a>__<\/p>\n<p>___________________________________________________________________________<\/p>\n<p><strong><span style=\"text-decoration: underline\">Unit 2: &#8216;Popular Music&#8217;<\/span><br \/>\n<\/strong><\/p>\n<p>Sway Document.\u00a0 Use the SWAY document below to begin Unit 2.\u00a0 Remember, you can use the main revision websites to go over any of the new concepts you learn about in the SWAY document.<\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/VnkoaxvOstAq5uln?ref=Link\">https:\/\/sway.cloud.microsoft\/VnkoaxvOstAq5uln?ref=Link<\/a><\/p>\n<p>Revision: Powerpoint.\u00a0 Now use this powerpoint to do more revision work on the Popular Music Unit.<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lPtFiCmXmWUDts7?e=kFz8lK\">https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lPtFiCmXmWUDts7?e=kFz8lK<\/a><\/p>\n<p>_________________________________________<\/p>\n<p><span style=\"text-decoration: underline\"><strong>Unit 3: &#8216;Classical Music&#8217;<\/strong><\/span><\/p>\n<p>Sway Document.\u00a0 Use the SWAY document below to begin Unit 3.\u00a0 Remember, you can use the main revision websites to go over any of the new concepts you learn about in the SWAY document.<\/p>\n<p><a href=\"https:\/\/sway.office.com\/gxMtsec1YcLO6CzT?ref=Link\">https:\/\/sway.office.com\/gxMtsec1YcLO6CzT?ref=Link<\/a><\/p>\n<p>Revision: Powerpoint.\u00a0 Now use this powerpoint to do more revision work on the Classical Music Unit.<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lZQZcbZMfOhkxah?e=V2Qs5z\">https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lZQZcbZMfOhkxah?e=V2Qs5z<\/a><\/p>\n<p>Test.\u00a0 Here is a listening test on Youtube to go with this National 5 Classical Music Unit.<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=R6QLcfxU3Ms&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=R6QLcfxU3Ms&amp;pbjreload=101<\/a><\/p>\n<p>___________________________________________________________________________<\/p>\n<p><span style=\"text-decoration: underline\"><strong>Unit 4: &#8216;Baroque Music&#8217;<\/strong><\/span><\/p>\n<p>Sway Document.\u00a0 Use the SWAY document below to begin Unit 4.\u00a0 Remember, you can use the main revision websites to go over any of the new concepts you learn about in the SWAY document.<\/p>\n<p><a href=\"https:\/\/sway.office.com\/8BHC0trEJcHkaGNJ?ref=Link\">https:\/\/sway.office.com\/8BHC0trEJcHkaGNJ?ref=Link<\/a><\/p>\n<p>Revision: Powerpoint.\u00a0 Now use this powerpoint to do more revision work on the Baroque Music Unit.<\/p>\n<p><a href=\"https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lke5EIArJMiBDME?e=clBJKo\">https:\/\/1drv.ms\/p\/s!AgvCKuSZF3Zg5lke5EIArJMiBDME?e=clBJKo<\/a><\/p>\n<p>Test.\u00a0 Here is a listening test on Youtube to go with this National 5 Baroquel Music Unit.<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=Oapq_HJrTJI&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=Oapq_HJrTJI&amp;pbjreload=101<\/a><\/p>\n<p>___________________________________________________________________________<\/p>\n<p>S4 Music: &#8216;Romantic Period&#8217;<\/p>\n<p>Romantic Period Revision: Sway Document<\/p>\n<p><a href=\"https:\/\/sway.office.com\/KXeuwjbSDM2k2bFc?ref=Link\">https:\/\/sway.office.com\/KXeuwjbSDM2k2bFc?ref=Link<\/a><\/p>\n<p>Romantic Period Revision: Powerpoint<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:p:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EfSpcDKAQs9FovIowZz0MpIBZmQl6GMWcysK0hgCeAdLBQ?e=ABSwjh\">https:\/\/glowscotland-my.sharepoint.com\/:p:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EfSpcDKAQs9FovIowZz0MpIBZmQl6GMWcysK0hgCeAdLBQ?e=ABSwjh<\/a><\/p>\n<p>One of the S3 tasks was a major revision assignment on reggae music.\u00a0 This can also be downloaded from here:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/w\/s!AgvCKuSZF3ZghjI63_ogtEQt_AcF?e=2tNB8a\">https:\/\/1drv.ms\/w\/s!AgvCKuSZF3ZghjI63_ogtEQt_AcF?e=2tNB8a<\/a>.<\/p>\n<p><strong><em>Here is a useful link for ANY pupil in Coltness High School from S1 through to S6.\u00a0 The site contains a range of informative music education videos\/tasks for you to undertake at home.<\/em><\/strong><\/p>\n<p><a href=\"https:\/\/www.musicteachers.co.uk\/ezone\/folder?id=1&amp;fbclid=IwAR1yuZoKzCboE3gtoUy_3R5U73z9BQznqUuafZHw8eYIOv_eIITNV_H9wE8\">https:\/\/www.musicteachers.co.uk\/ezone\/folder?id=1&amp;fbclid=IwAR1yuZoKzCboE3gtoUy_3R5U73z9BQznqUuafZHw8eYIOv_eIITNV_H9wE8<\/a><\/p>\n<p><em><strong>\u00a0<\/strong><\/em><\/p>\n<p>NEW HIGHER\/Ad HIGHER RESOURCE.<\/p>\n<p><strong><u>Renaissance Link<\/u><\/strong><\/p>\n<p><strong><u><a href=\"https:\/\/sway.office.com\/5AaQrX83WED75ve7?ref=Facebook&amp;fbclid=IwAR072HJbTLAo4V53t3BzGoMrHD_mwMCIk-L_gQOq9hTGDuqUysXel2zdurU\">https:\/\/sway.office.com\/5AaQrX83WED75ve7?ref=Facebook&amp;fbclid=IwAR072HJbTLAo4V53t3BzGoMrHD_mwMCIk-L_gQOq9hTGDuqUysXel2zdurU<\/a><\/u><\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><strong><u>Baroque Link<\/u><\/strong><\/p>\n<p><a href=\"https:\/\/sway.office.com\/NdRBNqAQlXcdPXhC?ref=Facebook&amp;fbclid=IwAR18mHZMlWl8oIjg77IjclihVUAPZCXCYvS_28oh6Ft5_MDe_jtrJD_SM8k\">https:\/\/sway.office.com\/NdRBNqAQlXcdPXhC?ref=Facebook&amp;fbclid=IwAR18mHZMlWl8oIjg77IjclihVUAPZCXCYvS_28oh6Ft5_MDe_jtrJD_SM8k<\/a><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><strong><u>Classical Link<\/u><\/strong><\/p>\n<p><strong><u><a href=\"https:\/\/sway.office.com\/SBC7yJboqMPyUs7p?ref=Facebook&amp;fbclid=IwAR1KS8AOJliQqdHBoWS0sXQJlW1qnCC88uGck3Tv9q1REio-Lo7Jp8DlKjg\">https:\/\/sway.office.com\/SBC7yJboqMPyUs7p?ref=Facebook&amp;fbclid=IwAR1KS8AOJliQqdHBoWS0sXQJlW1qnCC88uGck3Tv9q1REio-Lo7Jp8DlKjg<\/a><\/u><\/strong><\/p>\n<p><strong><u>Romantic Link<\/u><\/strong><\/p>\n<p><strong><u><a href=\"https:\/\/sway.office.com\/XqmWdNZ7vaTbMdQV?ref=Facebook&amp;fbclid=IwAR3oOXtERXNuZLdQZ0P6DL4ylB9rUW7D7EBxEhXcwnFPdcdQhcj22gutKWo\">https:\/\/sway.office.com\/XqmWdNZ7vaTbMdQV?ref=Facebook&amp;fbclid=IwAR3oOXtERXNuZLdQZ0P6DL4ylB9rUW7D7EBxEhXcwnFPdcdQhcj22gutKWo<\/a><\/u><\/strong><\/p>\n<p><strong><u>20<sup>th<\/sup> Century\/Modern Link<\/u><\/strong><\/p>\n<p><a href=\"https:\/\/sway.office.com\/u0SUrfuu0rHnflFE?ref=Facebook&amp;fbclid=IwAR3XAqmsSGZSx7U4o1LpbuyVajsmEtIdPda0oiAw5cuoD8_bpyxJJXxkIq0\">https:\/\/sway.office.com\/u0SUrfuu0rHnflFE?ref=Facebook&amp;fbclid=IwAR3XAqmsSGZSx7U4o1LpbuyVajsmEtIdPda0oiAw5cuoD8_bpyxJJXxkIq0<\/a><\/p>\n<p>Higher Music &#8211; Two Practice Books with Audio Files:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/f\/s!AvYP62nnw-nLgWqroiEcolLcDLor\">https:\/\/1drv.ms\/f\/s!AvYP62nnw-nLgWqroiEcolLcDLor<\/a><\/p>\n<p>National 5 Music Practice Book with Audio Files:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/f\/s!AgvCKuSZF3ZgemVCizPKINfleZE\">https:\/\/1drv.ms\/f\/s!AgvCKuSZF3ZgemVCizPKINfleZE<\/a><\/p>\n<p><strong>Advanced Higher Resources<\/strong>:<\/p>\n<p>Powerpoint Explaining the Content of the Advanced Higher Listening Exam:<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EtG3ANAcCoBBgNmLRCcuH1wBDY78JH11Qf7Im77x2msWkA?e=WlAGeG\">https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EtG3ANAcCoBBgNmLRCcuH1wBDY78JH11Qf7Im77x2msWkA?e=WlAGeG<\/a><\/p>\n<p><strong>The following links contain resouces to help you answer the main &#8216;comparison&#8217; written question that is in the exam:<\/strong><\/p>\n<p>This one is called &#8216;Maximise Your Marks&#8217;, showing you what type of concepts you should be including in your answer:<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EgKW68ziniVHmzFLuKrdSsEB68QurxTxReKptus70aE3FA?e=TfTffO\">https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EgKW68ziniVHmzFLuKrdSsEB68QurxTxReKptus70aE3FA?e=TfTffO<\/a><\/p>\n<p>This one is a &#8216;walk through&#8217; on how to do this question:<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/ElAdaklaLSlHsR6hufvS_rIBpMeQuy0ZjALaYV8YXvEILA?e=MTV4YF\">https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/ElAdaklaLSlHsR6hufvS_rIBpMeQuy0ZjALaYV8YXvEILA?e=MTV4YF<\/a><\/p>\n<p>This is a link to a folder containg practice questions (just the one type of question, the witten one which is usually &#8216;Question 6&#8217;.\u00a0 There are MP3 files to go with the practice questions.\u00a0 At the start of each question it tells you what MP3 files to use for each one.<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EgEbyzFVGpNOi5C392Fq0pIBpm8kN-d0WM3RzEsXOpKXAA?e=X0EgWo\">https:\/\/glowscotland-my.sharepoint.com\/:f:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EgEbyzFVGpNOi5C392Fq0pIBpm8kN-d0WM3RzEsXOpKXAA?e=X0EgWo<\/a><\/p>\n<p>Advanced Higher Literacy Requirements Explained:<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:b:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EeSoqQjTwC9NrrcYqezlxS4BU1iReBEcp7ksAHS43u_4Ew?e=pvxobE\">https:\/\/glowscotland-my.sharepoint.com\/:b:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/EeSoqQjTwC9NrrcYqezlxS4BU1iReBEcp7ksAHS43u_4Ew?e=pvxobE<\/a><\/p>\n<p>Advanced Higher Literacy Book and Practice Questions:<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:b:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/ETsB4E-VyiJMm9x2uBZOLB8BhNH8E5kxjKzmoRY6aVYDOw?e=0NWeh5\">https:\/\/glowscotland-my.sharepoint.com\/:b:\/g\/personal\/gw09johnstonderek_glow_sch_uk\/ETsB4E-VyiJMm9x2uBZOLB8BhNH8E5kxjKzmoRY6aVYDOw?e=0NWeh5<\/a><\/p>\n<p><strong>FINALLY THE MAIN LINK<\/strong>: Advanced Higher Practice Book.\u00a0 Lots of Practice Questions To Do:<\/p>\n<p><a href=\"https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zgg0rSvy9KFgcKcQsL?e=ddIRQ2\">https:\/\/1drv.ms\/u\/s!AgvCKuSZF3Zgg0rSvy9KFgcKcQsL?e=ddIRQ2<\/a><\/p>\n<p align=\"left\"><strong><em>Task:\u00a0 Here is an excellent video on &#8216;writing a melody&#8217;.\u00a0 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.\u00a0 Also, National 5 pupils should watch too as it builds on your composing work you have done on Sibelius this year.\u00a0 If you take Higher music next year, you will have to to continue this work for your Higher assignment.\u00a0 <\/em><\/strong><\/p>\n<p><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"474\" height=\"267\" src=\"https:\/\/www.youtube.com\/embed\/rl-V2IsUprQ?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-US&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/p>\n<p align=\"left\">\u00a0<strong><em><span style=\"text-decoration: underline\">Task:<\/span>\u00a0 Miss Flynn has today put together a series of lessons for ALL year groups.\u00a0 These music lessons cover many of the &#8216;building blocks&#8217; of music and will be useful to everyone who has music on their timetable in the school.<\/em><\/strong><\/p>\n<p align=\"left\"><em><strong>First, here is a videos that gives a basic introduction to musical literacy.\u00a0 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:<br \/>\n<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=7Bv-JiFnoJ4\">https:\/\/www.youtube.com\/watch?v=7Bv-JiFnoJ4<\/a><\/p>\n<p><strong><em>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.<\/em><\/strong><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=mlZVQbFW0JA\">https:\/\/www.youtube.com\/watch?v=mlZVQbFW0JA<\/a><\/p>\n<p><em><strong>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<\/strong><\/em>:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=1BBvpi0tYHA\">https:\/\/www.youtube.com\/watch?v=1BBvpi0tYHA<\/a><\/p>\n<p><em><strong>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:<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=ZcThdL2CQpI\">https:\/\/www.youtube.com\/watch?v=ZcThdL2CQpI<\/a><\/p>\n<p><em><strong>Another very common note type, the quaver. You should have a clear understand of how quavers are played to help with your practical work:<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=yoAkkFa0Kto\">https:\/\/www.youtube.com\/watch?v=yoAkkFa0Kto<\/a><\/p>\n<p><em><strong>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:<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=5r-qoY9iBDs&amp;t=1s\">https:\/\/www.youtube.com\/watch?v=5r-qoY9iBDs&amp;t=1s<\/a><\/p>\n<p><em><strong>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:<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=SyvHKzsOrFU\">https:\/\/www.youtube.com\/watch?v=SyvHKzsOrFU<\/a><\/p>\n<p><strong><em>Dynamics! (Volume) Just playing notes isn&#8217;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:<\/em><\/strong><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=uQkloIQlZ0I\">https:\/\/www.youtube.com\/watch?v=uQkloIQlZ0I<\/a><\/p>\n<h2 align=\"left\">Archived Music Lesson &#8211; &#8216;Halloween&#8217;<\/h2>\n<p>S1 Music &#8211; &#8216;Halloween Week&#8217;<\/p>\n<p><strong>First Part &#8211; A Lesson On &#8216;Dance Macabre&#8217;<\/strong><\/p>\n<p>This Powerpoint will give you an introduction to a famous piece Halloween orchestra music called &#8216;Dance Macabre&#8217; written in 1874 by the French composer Camille Saint Saens:<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2020\/10\/24193104\/Halloween-S1.pptx\">Hallowe&#8217;en S1<\/a><\/p>\n<p>This Powershow presentation tells you about the story and how the different instruments of the orchestra are used to tell the Halloween story:<\/p>\n<p><a href=\"https:\/\/www.powershow.com\/view\/37985-Njg4M\/Danse_Macabre_powerpoint_ppt_presentation\">https:\/\/www.powershow.com\/view\/37985-Njg4M\/Danse_Macabre_powerpoint_ppt_presentation<\/a><\/p>\n<p>You can open another tab on your browser and follow the music as you watch the above powershow presentation:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=30wTGd_zkx4\">https:\/\/www.youtube.com\/watch?v=30wTGd_zkx4<\/a><\/p>\n<p>These youtube videos also take you through the Halloween story, pointing out how the instruments are used to tell the story:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=GSNTkiL8O5k\">https:\/\/www.youtube.com\/watch?v=GSNTkiL8O5k<\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=cGAiRkkP408\">https:\/\/www.youtube.com\/watch?v=cGAiRkkP408<\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=-FIof9N0nSQ\">https:\/\/www.youtube.com\/watch?v=-FIof9N0nSQ<\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=MnocQrfzXJ0&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=MnocQrfzXJ0&amp;pbjreload=101<\/a><\/p>\n<p>Now, using the information you learned last time on &#8216;how to read music&#8217; (if you missed this, see below) you can play some Halloween Rhythm games on this page:<\/p>\n<p><a href=\"https:\/\/midnightmusic.com.au\/2020\/10\/10-awesome-play-along-videos-to-use-with-your-students-for-halloween\/?fbclid=IwAR2zSK7dMBgY8oiyrpC3UuevZxk3mOb-X1gQFmj8vHoFh9JiE3uz9RIahno\">https:\/\/midnightmusic.com.au\/2020\/10\/10-awesome-play-along-videos-to-use-with-your-students-for-halloween\/?fbclid=IwAR2zSK7dMBgY8oiyrpC3UuevZxk3mOb-X1gQFmj8vHoFh9JiE3uz9RIahno<\/a><\/p>\n<p>More rhythm games:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=Bcwxc54aqYk\">https:\/\/www.youtube.com\/watch?v=Bcwxc54aqYk<\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=CZV61R-oyQM\">https:\/\/www.youtube.com\/watch?v=CZV61R-oyQM<\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=-_RFK5ed8oc\">https:\/\/www.youtube.com\/watch?v=-_RFK5ed8oc<\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=UAR4VE6y3gM\">https:\/\/www.youtube.com\/watch?v=UAR4VE6y3gM<\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=-_RFK5ed8oc&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=-_RFK5ed8oc&amp;pbjreload=101<\/a><\/p>\n<p>Finally, try this &#8216;Dance Macabre&#8217; Ryhthm game!<\/p>\n<p>Watch this video first to help you.<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=1a-C0Tlex_Y\">https:\/\/www.youtube.com\/watch?v=1a-C0Tlex_Y<\/a><\/p>\n<p>Now, try this game:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=-DPlz9V8jJ0\">https:\/\/www.youtube.com\/watch?v=-DPlz9V8jJ0<\/a><\/p>\n<h1>DRAMA Resources:<\/h1>\n<p>Miss Malcolm has today put together some drama resources to look at from home.<\/p>\n<p><em><strong>Task: BBC Bitesize Drama page (both S1-S3 BGE and Senior Phase materials):<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/www.bbc.co.uk\/bitesize\/subjects\/zk6pyrd\">bbc.co.uk\/bitesize\/subjects\/zk6pyrd<\/a><\/p>\n<p><em><strong>Task: Quizlet (National 5 Drama vocabulary, flashcards and quizzes, so S3 and S4 Drama pupils should work through this)<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/quizlet.com\/subject\/national-5-drama\/\">quizlet.com\/subject\/national-5-drama<\/a><\/p>\n<p><em><strong>Task: YouTube channel- Crash Course Theater and Drama (S3 and Senior Phase- an introduction to some theatre movements and theatre history)<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/playlist?list=PL8dPuuaLjXtONXALkeh5uisZqrAcPKCee\">youtube.com\/playlist?list=PL8dPuuaLjXtONXALkeh5uisZqrAcPKCee<\/a><\/p>\n<p><em><strong>Task: Drama 30 Day Challenge (Powerpoint required)<br \/>\n<\/strong><\/em><\/p>\n<p><em><strong>This challenge is open to all pupils S1-6 who would like to participate. You will find each day&#8217;s question in the PowerPoint. You\u00a0can tweet your answer to Miss Malcolm\u00a0or if you are in S2, the S3 or S4 Drama class, you can post your answer on the\u00a0Teams page.\u00a0<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2020\/03\/24152333\/Drama-30-Day-Challenge.pptx\">Drama 30 Day Challenge<\/a><\/p>\n<p><strong><em>Task: My Favourite Actor Task (S2\/3 and anyone else who would like to join in!) Again, powerpoint required.<br \/>\n<\/em><\/strong><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2020\/03\/24151423\/Actor-Project.pptx\">Actor Project<\/a><\/p>\n<p><strong><em>I would like you to create a presentation on your favourite actor (from TV, film or theatre). You should include the actor&#8217;s\u00a0name, 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\u00a0editing the template provided or you can present the information as a poster, short\u00a0essay, video essay, voice recording, whatever you prefer.\u00a0It&#8217;s up to you- be creative! You can upload your task to your Drama Teams page or if Drama is not\u00a0currently on your timetable but you would still like to do it,\u00a0email it to me at <a href=\"mailto:jmalcolm@coltnesshigh.n-lanark.sch.uk\">jmalcolm@coltnesshigh.n-lanark.sch.uk<\/a>. I will provide feedback for all submissions.\u00a0Looking forward to seeing what you produce!<\/em><\/strong><\/p>\n<h2 align=\"left\"><span style=\"text-decoration: underline\"><b>MUSIC STAFF<\/b><\/span><\/h2>\n<div align=\"left\">Mr D Johnston &#8211; Principal Teacher of Expressive Arts<\/div>\n<div align=\"left\">Mr D Farr &#8211; Depute Headteacher (DHT)<\/div>\n<div align=\"left\">Miss N Flynn &#8211; Teacher of Music<\/div>\n<div align=\"left\">Mr P Henderson &#8211; Teacher of Music<\/div>\n<h3><b>VISITING MUSIC TUTORS<\/b><\/h3>\n<p><span style=\"text-decoration: underline\"><b>Monday<\/b><\/span><\/p>\n<ul>\n<li>Mr M Coupar \u2013 Guitar<\/li>\n<li>Mr J Woods \u2013 Brass<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><b>Wednesday<\/b><\/span><\/p>\n<ul>\n<li>Mr R Cowan &#8211; Bagpipe<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><b>Thursday<br \/>\n<\/b><\/span><\/p>\n<ul>\n<li>Mr A Donald &#8211; Keyboard<\/li>\n<li>Ms L Tring \u2013 Drum-kit<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><b>Friday<\/b><\/span><\/p>\n<ul>\n<li>Mr J Miller &#8211; Woodwind<\/li>\n<\/ul>\n<h2><span style=\"text-decoration: underline\"><b>S1-S3 BROAD GENERAL EDUCATION CURRICULUM FOR EXCELLENCE (CfE) MUSIC COURSE<\/b><\/span><\/h2>\n<h3><span style=\"text-decoration: underline\"><b>S1 and S2 Music<\/b><\/span><\/h3>\n<p>In S1 and S2, Coltness High school pupils receive 2 periods per week of music. \u00a0In S1, pupils are taught how to play all four main classroom musical instruments; keyboard, drum-kit, tuned percussion and guitar. \u00a0Pupils are given pieces that are appropriate to their own level of musical ability and are provided with weekly performing targets.<\/p>\n<p>As homework, pupils can request coursework to take home. \u00a0Usually will be a copy of the piece of music they are currently learning to play in class. \u00a0After 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.<\/p>\n<p>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. \u00a0Pupils 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.<\/p>\n<p>As well as learning to play a classroom instrument, pupils can also request an appointment with one of our instrumental music tutors. \u00a0Every year, a number of S1 pupils learn to play orchestral instruments such as the flute, clarinet, saxophone and trumpet. \u00a0Pupils then usually join our school band with weekly rehearsals taking place on Wednesday during the lunch break.<\/p>\n<p>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.<\/p>\n<p>Using the Apple Mac computers and music software, S1 and S2 pupils also take part in creative music activities. \u00a0For example, there are units of work relating to adding personally-selected music to a video clip as well as composing an electronic dance track. \u00a0These ICT activities are always extremely popular with pupils in S1\/S2.<\/p>\n<p><span style=\"text-decoration: underline\"><b>S3 Music<\/b><\/span><\/p>\n<p>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.\u00a0 They will recieve 3 periods of music per week.<\/p>\n<p>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:<\/p>\n<h3>\u00a0<span style=\"text-decoration: underline\"><b>Performing Music<\/b><\/span><\/h3>\n<p>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.<\/p>\n<p><span style=\"text-decoration: underline\"><b>Composing Skills<\/b><\/span><\/p>\n<p>In this course area pupils learn how to use compositional methods to produce their own musical ideas. \u00a0This 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.<\/p>\n<div align=\"left\">The suite of apple mac computers used in these activities feature \u2018Garageband\u2019, \u2018Protools\u2019 and &#8216;Logic&#8217; music software.<\/div>\n<h3>\u00a0<span style=\"text-decoration: underline\"><b>Understanding Music<\/b><\/span><\/h3>\n<p>The aim of this course element is to develop the pupil\u2019s knowledge and understanding of what makes music work by analysing the different concepts or \u2018building blocks\u2019 that make up a piece of music. \u00a0Pupils 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. \u00a0This 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. \u00a0\u00a0Class listening assessments are then undertaken, giving pupils the opportunity to consolidate and confirm the insight gained from involvement in the performing activity.<\/p>\n<p><span style=\"text-decoration: underline\"><b>Music with Technology<\/b><\/span><\/p>\n<p>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. \u00a0Indeed in S4 and S5\/6, pupils are given the opportunity to undertake a specific Music with Technology course (as an alternative to performing). \u00a0As a result, all S3 pupils are given tuition in music with technology skills. \u00a0Using 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.<\/p>\n<p>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. \u00a0As 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. \u00a0\u00a0This applies particularly to S3 Performing Skills where many pupils enter S3 already playing National 4 or indeed National 5 performing repertoire. \u00a0\u00a0No 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. \u00a0This 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.<\/p>\n<p><em><strong>A detailed plan of the S1-S3 Broad Education music course can be found by clicking on the PDF file links below:<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S1-CfE-Year-Planner-2016-17-Term-1.pdf\">s1-cfe-year-planner-2016-17-term-1<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S1-CfE-Year-Planner-2016-17-Term-2.pdf\">s1-cfe-year-planner-2016-17-term-2<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S1-CfE-Year-Planner-2016-17-Term-3.pdf\">s1-cfe-year-planner-2016-17-term-3<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S2-CfE-Year-Planner-2016-17-Term-1.pdf\">s2-cfe-year-planner-2016-17-term-1<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S2-CfE-Year-Planner-2016-17-Term-2.pdf\">s2-cfe-year-planner-2016-17-term-2<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S2-CfE-Year-Planner-2016-17-Term-3.pdf\">s2-cfe-year-planner-2016-17-term-3<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S3-Year-Planner-2016-17-Term-1.pdf\">s3-year-planner-2016-17-term-1<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S3-Year-Planner-2016-17-Term-2.pdf\">s3-year-planner-2016-17-term-2<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/S3-Year-Planner-2016-17-Term-3.pdf\">s3-year-planner-2016-17-term-3<\/a><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"text-decoration: underline\"><b>SENIOR PHASE CURRICULUM<br \/>\n<\/b><\/span><\/h2>\n<h3><span style=\"text-decoration: underline\"><b>National 4\/5 Music<\/b><\/span><\/h3>\n<p>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:<\/p>\n<h3>\u00a0<span style=\"text-decoration: underline\"><b>Performing Skills Unit\u00a0\u00a0 (National 4 and 5)<\/b><\/span><\/h3>\n<p>In this Unit, pupils improve skills on two instruments (or one instrument and voice). \u00a0\u00a0This will normally be done by working through pieces of music that have been given by a teacher such as<b> <\/b>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.<\/p>\n<p><span style=\"text-decoration: underline\"><b>Composing Skills Unit (National 4 and 5)<\/b><\/span><\/p>\n<p>The overall aim of this Unit is for pupils to create their own piece (or pieces) of music that makes musical sense. \u00a0To do this, they will need to learn about what inspires and influences other musicians to create their own music. \u00a0They will also explore some of the different methods and techniques that can be used as well as any music \u2018concepts\u2019 that are present. \u00a0What they have learned can then be used to create their own piece (or pieces) of original music, using some of these methods and techniques.<\/p>\n<h3>\u00a0<span style=\"text-decoration: underline\"><b>Understanding Music Unit (National 4 and 5)<\/b><\/span><\/h3>\n<p>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. \u00a0Among 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. \u00a0Pupils will also be taught how to recognise and understand the signs and symbols commonly found in music notation.<\/p>\n<p>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.<\/p>\n<div align=\"left\">Finally, a listening music exam paper in has to be taken in May.<\/div>\n<p>Currently, the school also offers the new National 4 Music with Technology course to S4 pupils. \u00a0In this course, pupils learn about the different aspects of music technology and how to operate the school\u2019s new recording studio.<\/p>\n<h3><span style=\"text-decoration: underline\"><strong>Higher Music<\/strong><b><\/b><\/span><\/h3>\n<p>Higher music pupils also undertake a performing skills unit, a composing unit and and understanding music unit.\u00a0 In S5\/S6 Higher pupils study the main historical periods of music (Renaissance, Baroque, Classical, Romantic and 20<sup>th<\/sup> Century) in sufficient depth to prepare them for unit assessment and the main course listening exam. \u00a0They also work on their two instruments for the practical exam element where they are required to perform in front of a visiting examiner. \u00a0Finally, they engage in music composition work (including jazz improvisation).<\/p>\n<p><em><strong>A detailed plan of the Senior Phase music course can be found by clicking on the PDF file link below:<\/strong><\/em><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2015\/10\/Music-Senior-Phase-Planner-2016-17.pdf\">music-senior-phase-planner-2016-17<\/a><\/p>\n<p>&nbsp;<\/p>\n<h2>\u00a0<span style=\"text-decoration: underline\"><b>EXTRA-CURRICULAR ACTIVITIES<\/b><\/span><\/h2>\n<p>The music department is very busy at morning intervals and lunch breaks with pupils using the classroom instruments to work on their musical skills. \u00a0In 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.<\/p>\n<h2>Homework<b><\/b><\/h2>\n<p>The main part of musis homework is for pupils to work on their instrumental skills.\u00a0 This can be done at home or using the instruments in the department at break times or after school.\u00a0 In addition, pupils are regularly given &#8216;listening&#8217; homework activities where the learn to understand the meaning of a range of musical &#8216;concepts&#8217;.\u00a0 This has usually been used alongside the Education Scotland Music website (link below).\u00a0 However, from March 2017 this resource is no longer available.\u00a0 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.<\/p>\n<p><a href=\"http:\/\/www.educationscotland.gov.uk\/nqmusic\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.educationscotland.gov.uk\/nqmusic\/<\/a><\/p>\n<p>Miss Malcolm has put together Higher Drama materials for those pupils perhaps considering to study this course next session.<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2020\/05\/07092104\/Higher-Drama-Monologue-Challenge.ppt\">Higher Drama Monologue Challenge<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/public\/coltnesshsexpressive\/uploads\/sites\/26893\/2020\/05\/07092114\/Higher-Drama-lexicon-with-meanings.docx\">Higher Drama lexicon with meanings<\/a><\/p>\n<p><strong>Youtube Music Games<\/strong><\/p>\n<p>Introduction Videos<\/p>\n<p>Video 1<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=4vZ5mlfZlgk&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=4vZ5mlfZlgk&amp;pbjreload=101<\/a><\/p>\n<p>Video 2<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=cHad-I5AJT0\">https:\/\/www.youtube.com\/watch?v=cHad-I5AJT0<\/a><\/p>\n<p>Now play the rhythm along to these tunes:<\/p>\n<p><strong>Queen &#8211; I Want To Break Free<\/strong><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=KYro5xPl-tE&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=KYro5xPl-tE&amp;pbjreload=101<\/a><\/p>\n<p><strong>Mark Ronson and Bruno Mars &#8211; Uptown Funk<\/strong><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=9NdF4Ruf-Ts&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=9NdF4Ruf-Ts&amp;pbjreload=101<\/a><\/p>\n<p><strong>Tones and I &#8211; Dance Monkey<\/strong><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=7_Gci6pgd3E\">https:\/\/www.youtube.com\/watch?v=7_Gci6pgd3E<\/a><\/p>\n<p><strong>ACDC &#8211; Back In Black<\/strong><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=oF167CDA19E\">https:\/\/www.youtube.com\/watch?v=oF167CDA19E<\/a><\/p>\n<p><strong>Mark Ronson and Bruno Mars &#8211; Uptown Funk<\/strong> (This time, using &#8216;body percussion!&#8217;)<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=uzXpvILRMog\">https:\/\/www.youtube.com\/watch?v=uzXpvILRMog<\/a><\/p>\n<p><strong>Tones and I &#8211; Dance Monkey (This time, using &#8216;body percussion!&#8217;)<br \/>\n<\/strong><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=dxKytRoiTwM&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=dxKytRoiTwM&amp;pbjreload=101<\/a><\/p>\n<p><strong>Tunes to play on your keyboard:<\/strong><\/p>\n<p>I&#8217;m A Believer:<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=Sdc8BRnzcO8&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=Sdc8BRnzcO8&amp;pbjreload=101<\/a><\/p>\n<p>How Far I&#8217;ll Go<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=1osHmkrCoG4\">https:\/\/www.youtube.com\/watch?v=1osHmkrCoG4<\/a><\/p>\n<p>The Lion Sleeps Tonight<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=kvnxdHq6HEg&amp;pbjreload=101\">https:\/\/www.youtube.com\/watch?v=kvnxdHq6HEg&amp;pbjreload=101<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>At Home Revision Resources For Music Here are links to websites that explain what are known as music &#8216;concepts&#8217;.\u00a0 These are key vocabulary words you need to learn as part of your music course.\u00a0 As a general rule pupils should learn the following key words: S1 Pupils. You should work your way through and learn &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/music\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Music and Drama<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":31245,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-19","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/wp-json\/wp\/v2\/pages\/19","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/wp-json\/wp\/v2\/users\/31245"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/wp-json\/wp\/v2\/comments?post=19"}],"version-history":[{"count":265,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/wp-json\/wp\/v2\/pages\/19\/revisions"}],"predecessor-version":[{"id":501,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/wp-json\/wp\/v2\/pages\/19\/revisions\/501"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/coltnesshsexpressive\/wp-json\/wp\/v2\/media?parent=19"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}