Intro English edition LRN-line theory star 1-3

ENGLISH EDITION

STAR 1

STAR 2

STAR 3 NAAM

Theory

Theory - star 1 Know Pitch You can sing a tone low, but you can also sing it high. This is called the pitch.

You can see on the staff how high a tone is.

The notes on the staff have a name: the note name.

The note names a – b – c – d – e – f – g are the white keys on a piano or keyboard. staff / stave

œ œ & œ œ œ œ œ œ œ œ L

c

d

e

f

g

a

b

c

d

e

c

d

e

f

g

a

bf

c

d

e

&

œ œ

high

low

The strings of a guitar and bass guitar also have a note name.

A part for guitar or bass guitar is often written in tabs. Each line in the tab is a string: six for guitar, four for bass. The number is the fret space on the neck. The ‘0’ means that you strike an open string.

Bass tabs

Guitar tabs

⁄

E B G D A E

0 0 0 0 0

a

0 0 0 0

e

0

e

¤

G D A E

d

g

b

a

d

g

e

You make a melody with different pitches. A melody can be sung, or played on a keyboard or guitar, for example.

2

Intro • Theory - star 1 / Know

Tone duration You can hold a tone for a long or short time. This is called the tone duration.

The type of note tells you the duration of that tone. This tone duration has a name.

For example:

œ

quarter note (crotchet) 1 beat

or:

˙

half note (minim) 2 beats

Sometimes you do not have to sing or play for a short time. Then there is a rest. For each tone duration there is also a mark that indicates a rest (silence).

For example:

quarter rest 1 beat

Œ

The time is the number of beats in a bar.

In three-four time each bar has 3 quarter notes (beats).

In four-four time each bar has 4 quarter notes (beats).

Four-four time

Three-four time

3 4 œ

œ

Πend

4 œ 4 c

œ

˙

™™ repeat

c

A rhythm is made using different tone durations. You can clap or play a rhythm, for example on a drum kit. cymbals

hi-hat

snare drum

bass drum

Intro • Theory - star 1 / Know

3

Hear 1 Three notes are played longer. Circle these notes.

& œ

œ

œ

œ

œ

1

2

3

4

5

œ

œ

6

7

œ

œ

œ

8

9

10

œ

œ

œ

11

12

13

2 In each bar two half notes are played shorter: they become quarter notes. Colour in the correct notes.

& ˙ ˙

˙ ˙ ˙

& ˙ ˙

˙ ˙ ˙

& ˙ ˙

˙ ˙ ˙

3 In which order are the following bars played? Put the correct order above.

& ˙

œ ˙

˙

œ

˙

˙

œ

˙

4 In which order are the bars played? Put the correct order above.

œ œ œ 5 In the following line one note is not played. Circle this note.

œ

œ œ

œ œ œ œ

œ œ

6 In the following melody three mistakes are played. Put a cross next to each.

7 In which order are the drawings played? Write the correct order above.

4

Intro • Theory - star 1 / Hear

œ œ œ

See Steps

4 &4 ˙

1

bar 1

˙

bar 2

2

œ

œ

3

œ

œ

w

bar 3

4

bar 4

œ

œ œ ˙

™™

Question 1 is about the staff above.

1 a Put an arrow where you can see that the line must be repeated. b In which bar can you see quarter notes only? Bar c In which bar does the melody rise? In bar 1 / 2 / 3 / 4.

And in which bar does the melody fall? In bar 1 / 2 / 3 / 4.

d Steps is in: three-four time / four-four time.

Steps g

a

b

c

d

Question 2 is about the drawing above. This drawing shows the melody of Steps in a different way.

2 a Compare the drawing with the notes. Which bar is missing in the drawing? Bar b The drawing gives the note names, however the musical notation on the staff does not.

Write the note names under the notes in the staff above question 1.

c In the drawing what tells you that one tone has a longer duration than another?

d There is one mistake in the drawing. Which tone should actually have been longer? The g / a / b / c / d.

3 Below are a number of statements about Steps. Look at the staff above question 1.

For each statement indicate if it is true or false.

There are 5 quarter notes in the staff.

The note g is played four times.

If I play the whole piece I play four bars.

The highest tone is a g.

If I play Steps on a keyboard I will move to the right of the keyboard in bar 2.

In bar 3 I play a rest.

true / false true / false true / false true / false true / false true / false

Intro • Theory- star 1 / See

5

Write

Can You Feel the Love Tonight

4 &4 œ

1

œ

f

˙

2

œ

e

œ

˙

3

˙

˙

4

˙ d

˙ g

Above is the bass part for Can You Feel the Love Tonight. You can write down the bass part in notes as above.

1 a Write down the missing note names under the notes. b Indicate in the staff that the line must be repeated.

2 You can also write down the part without notes, by making a drawing. Think of a way that you could do this and draw the part below.

3 You can also write down the part in tabs for a guitar. For this you only need the d string, then: e = 2nd space, f = 3rd space, g = 5th space.

Write down the part in tabs below. Write one number for each note. The first note is already there.

1

⁄ 4

6

2 E B G D A E

4 4

3

3

Say you want to play the part on a keyboard. Which keys do you need?

Write down the note names on the keys of the keyboard below.

Intro • Theory - star 1 / Write

4

Notes

Intro • Theory - star 1 / Notes

7

Theory - star 2 Know Pitch You can sing a tone low, but you can also sing it high. This is called the pitch.

Notes are written on a staff.

The sign at the start is called a treble clef or G-clef. The sign resembles a letter g. The G-clef indicates the tone g.

All other notes also have a name: the note name. The note names a – b – c – d – e – f – g are the white keys on a piano or keyboard.

G-clef / treble clef

L

staff / stave

œ & œ œ œ œ œ œ œ œ œ L

&g œ g

c

d

e

f

g

a

b

c

d

e

c

d

e

f

g

a

bf

c

d

e

The vertical line on the note is called a stem. Low notes have a stem up (on the right side) and high notes have a stem down (on the left side) so that they do not protrude too much from the staff:

œ œ

high

&

low

stem (up)

&L œ

c

œ

stem (down)

A part for guitar or bass is often written in tabs. Each line in the tab is a string: six for guitar, four for bass. The number is the fret space on the neck. The ‘0’ means that you strike an open string.

Bass tabs

Guitar tabs

⁄

E B G D A E

0 0 0 0 0

8

a

0 0 0 0

e

0

e

¤

G D A E

d

g

Intro • Theory - star 2 / Know

b

e

a

d

g

Tone duration You can hold a tone for a long or short time. This is called the tone duration.

H4

H4

The type of note tells you the duration of that note. This tone duration has a name.

If you do not have to sing or play there is a rest. For each tone duration there is also a mark that indicates a rest (silence). notes

H4

H4

rests

H4

American

British

whole note

semibreve

whole rest

4 beats

half note

minim

half rest

2 beats

quarter note

crotchet

quarter rest

1 beat

eighth note

quaver

eighth rest

½ beat

sixteenth note semiquaver

sixteenth rest ¼ beat

A note on the staff therefore gives information about two things: the pitch and the duration.

For example:

& ˙ This note is called c. It is 2 beats long.

Time The time is the number of beats (or counts) that the music is divided into. In three-four time each bar has 3 quarter notes (beats). In four-four time each bar has 4 quarter notes (beats).

The bar is closed with a bar line.

You can count bars: the bar number is given at the start of the bar. bar number

3 1

4 &4

2

˙

œ

œ

bar line

œ

j œ œj œ œ œ 2 2

bar

3

˙

˙

repeat

4

w

3 ™™

two eighth notes can be written in two ways

Intro • Theory - star 2 / Know

9

Hear 1 Three notes are played longer. Circle these notes.

& œ

œ

œ

œ

œ

œ

1

2

3

4

5

6

œ 7

œ

œ

œ

œ

œ

œ

8

9

10

11

12

13

2 In each bar two quarter notes are played shorter: they become eighth notes. Join up the stems of these notes (draw a line between the stems, as shown in the example). q q becomes iq

&

œ œ œ œ œ 1

2

3

4

&

5

œ œ œ œ œ 1

2

3

4

&

5

œ œ œ œ œ 1

2

3

4

5

3 In which order are the following bars played? Put the correct order above.

&

˙

œ œ ˙

˙

˙ œ œ

˙

œ œ ˙

4 Fill in the missing last note. This is one of the notes that have already appeared.

4 &4 ˙ œ œ 1

& ˙ œ œ

2 3

1

& ˙ œ œ

2 3

1

2 3

5 In which order are the drawings played? Write the correct order above.

6 Below is a melody.

• The melody is not finished. Circle the last sounding note. Put a 1 next to it.

• The melody is finished, but does not start at the beginning. Put a circle around the note that is heard first. Put a 2 next to it.

2 œ &4 œ œ

1

10

2

œ œ œ

Intro • Theory - star 2 / Hear

3

4 œ œ œ œ #œ œ

5

œ œ œ

6

œ œ œ

7

œ

œ œ

8

#œ ˙

See Dunarea 1

L

2

4 &4 Œ

1

œ

œ

œ

2

‰ œj Œ

œ

L

œ

3

Œ

& Œ

5

œ

œ

6

œ 3

c

œ

‰ œj Œ

7

œ

Œ

œ

œ

d

œ

œ

œ

‰ œj Œ

4

œ 8

œ

œ

‰

j Œ œ

œ œ

™™ 4

c

All questions are about the staffs above.

1 In the staffs there are several numbered arrows. Write down what each number is pointing to.

1 =

3=

2 =

2 How many bars are there in Dunarea?

4= bars.

3 Write the missing note names under the notes in bars 1 and 2. The first one is already there.

4 In bar 2 the pitch stays the same. In which other bars is this also true?

5 a Which bar is exactly the same as bar 1? Bar

.

b Which bar is exactly the same as bar 5? Bar

.

6 a Which two bars look very similar to bars 5 and 6? Bars

b What is different in the two bars?

The rhythm.

and

.

The pitch.

7 a In which bar (or bars) is there a quarter rest?

b In which bar (or bars) is there an eighth rest?

8 Write down the note names:

• The highest note in this piece is

• The lowest note in this piece is

. .

9 To the right is a keyboard. Which keys do you use when you play this piece? Write the note name on those keys.

f

Intro • Theory - star 2 / See

11

Write 1 The following bars are not correct. Correct them by adding one note to each. Each bar should have four beats.

4 4

œ

4 4

œ œ œ œ œ

4 4

j œ œ

œ

j j œ œ œ

2 The following bars are also not correct. Correct them by crossing out one note in each.

Each bar should have three beats.

3 4 œ

œ

3 4 ˙

j œ œ œ œ œ œ œ œ œ œ

3 j 4 œ ˙

œ

3 Practice drawing the treble clef on the staff. You can see how to do this on the staff below.

Practice until you can draw it neatly.

4 Write a bar of four beats, three times. Make each bar different and write at least three notes (or rests) in each bar.

4 4 4 4 4 4

12

Intro • Theory - star 2 / Write

Notes

Intro • Theorie - star 2 / Notes

13

Theory - star 3 Know Pitch The white keys of the piano have the note names a – b – c – d – e – f – g.

The black keys of the piano have names derived from these: • -sharp after a note (or a sharp sign in front of the note): the black key to the right (higher).

• -flat after a note (or a flat sign in front of the note): the black key to the left (lower).

For example:

f#

f-sharp or f#

f

& #œ

G-clef

b-flat or b

œ & œ œ œ #œ œ œ bœ œ œ c

d

e f-sharp g

a b-flat c

f# c

14

bf

flat

sharp

& bœ

b

d

e

Intro • Theory - star 3 / Know

f

d

e

d

e

b g

a

bf

c

&

œ œ

high

low

H4

H4

H4

Tone duration

H4

notes

rests

H4

American

British

whole note

semibreve

whole rest

4 beats

half note

minim

half rest

2 beats

quarter note

crotchet

quarter rest

1 beat

eighth note

quaver

eighth rest

½ beat

sixteenth note semiquaver

sixteenth rest ¼ beat

You can make a note longer by using a tie. A tie turns two notes into one longer note. You see two notes on the staff, but you play just one note. For example: tie

& ˙

œ

2 +

œ 4 &4 œ œ œ œ

œ

œ œ œ j #œ œ œ™ tie

1 = 3 beats

Time The time is the number of beats that the music is divided into. The time signature gives the number of beats per bar. The time signature is given at the start, next to the G-clef. time signature

bar number

4 &4 ˙

2

œœœœœ Œ œ

œ œ

3

end

4

œ œ œ œ œ œ bar

bar line

w

G-clef

Examples of time signatures:

2 &4

two = two-four time quarter notes

{{

4 &4 { {

four = four-four time (common time) quarter notes

Sometimes a piece does not start with a whole bar. This is called an upbeat. An upbeat is an incomplete bar at the beginning of a piece of music. The upbeat does not have a bar number; it is the upbeat for bar 1. The upbeat can have one or more notes.

3 &4 œ upbeat

1

P

the first whole bar is bar 1

˙

œ

2

œ œ œ œ

4 j œ œ 1œ œ œ œ œ œ 2œ œ œ &4 œ upbeat

Intro • Theory - star 3 / Know

15

Hear 1 In which order are the following bars played? Put the correct order above.

& œ

œ

‰ #œJ œ

‰ bœ bœ J

j œ ‰ œ

œ

œ

‰ #œj œ

2 Fill in the missing note. This is one of the notes that have already appeared.

4 & 4 Ϫ

j œ œ œ

q

& Ϫ

j œ œ œ

q

& Ϫ

j œ œ œ

q

3 In which order are the following bars played? Put the correct order above.

& w

˙

œ œ

˙

j

4 Draw one tie in each bar as appropriate: œ œ or

& œ œœœ œœœ

œ œ w

œ œ w œ œ J

& œ œœœ œœœ

&

˙

œ œœœ œœœ

5 Draw in a quarter rest at the correct place between notes:Œ

& œ #œ œ œ œ

& œ #œ œ œ œ

6 In which order are the bars played? Put the correct order above.

16

Intro • Theory - star 3 / Hear

& œ #œ œ œ œ

œ ˙

œ w

See

Lion in the Morning Sun

2 3 4 1 ‰ & 4 j œ œ œ œ œ œ #œ œ œ œ j # e e e e e e ‰ œej œ œ œ œœ œœ œ œ

I

am a man you see and

one day I will be

a

li - on in the mor-ning

6

La - zy pull-ing dai-sies at

7

doo-bie past three.

A

li - on in the mor-ning

Œ Ó œe

sun.

‰ j ‰ j & œ œ œ œ œ œ œ e e #œ œ œ œ # e e e e œ œ œ œ œ œ œ œe

5

4

sun.

8

œe

Œ Œ ‰

All questions are about the staffs above.

1 a Where can you see what the time for Lion in the Morning Sun is?

b What is this time called?

2 a The musical notation has two lines (two sentences). Line 1 starts with an upbeat.

What is an upbeat?

b Does line 2 also start with an upbeat? Yes / no.

3 a Sometimes there is a second voice. In which bars is this? Give all of them.

b How can you tell which is the first voice and which is the second voice?

c What is meant by a ‘second voice’?

4 a Sometimes a tie is used. Draw a circle around one of them. b What is the tone duration of this note now?

Intro • Theory - star 3 / See

17

5 Lines 1 and 2 look similar. Name two differences: one for the pitch and one for the rhythm.

Pitch: Rhythm:

6 There is not a great distance between the highest and lowest tone in the melody. What are the note names of the lowest note and the highest note?

Lowest:

Highest:

7 Below are a number of statements about Lion in the Morning Sun. Indicate if each statement is true or false.

The eighth note appears most often.

In bar 2 I sing c-sharp four times.

Three different rests are used.

If you add up the upbeat and the last bar, you get one whole bar.

The second voice does not sing c-sharp.

The last rest in line 1 is a half rest.

18

Intro • Theory - star 3 / See

true / false true / false true / false true / false true / false true / false

Write Twips Intro and interlude Part 1

Part 2

4 œ œ œ ‰ j œ 2 œ œ œ ‰ jœ 3 4œ œœ œ œ œ œ œ œ œ

°

4 & ¢ 4w ‹ w

w w

w w

g c

4

œ œœÓ œ œœ w w

d g

Above are the instrumental parts for the intro and interlude of Twips.

1 a Part 1 is not complete. The G-clef at the start is missing. Draw the clef at the correct place. b Bar 3 is exactly the same as bar 1. Write the notes of bar 1 in the empty bar 3.

2 Indicate in the staff that the line must be repeated, using the correct notation.

3 Write the note names under bars 1 and 2 of part 1.

4 If you play part 2 on a keyboard, which keys do you use? Write the note names on the keys.

5 The open strings of a guitar each have a tone. Which notes are these? Write them on the staff.

The first two are already given:

⁄

E B G D A E

0 0 0 0 0 0

& ‹ œ

œ

6 In the following bars one note is missing. Write in the note. Watch out: just one note for each bar!

4 /4œ œ œ

œ œ

4 j /4œ œ

j œ

3 /4œ

j œ œ

Intro • Theory - star 3 / Write

19

ENGLISH EDITION

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Intro onderbouw LRN-line online

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Colofon Auteurs Joost Overmars Ruth van de Putte Vertaling Rosie Cox, Ohaupo, Nieuw-Zeeland Vormgeving Maura van Wermeskerken, Apeldoorn Illustratieverantwoording Notenschrift: Ruth van de Putte

Over ThiemeMeulenhoff ThiemeMeulenhoff ontwikkelt zich van educatieve uitgeverij tot een learning design company. We brengen content, leerontwerp en technologie samen. Met onze groeiende expertise, ervaring en leeroplossingen zijn we een partner voor scholen bij het vernieuwen en verbeteren van onderwijs. Zo kunnen we samen beter recht doen aan de verschillen tussen lerenden en scholen en ervoor zorgen dat leren steeds persoonlijker, effectiever en efficiënter wordt.

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