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S o u t h e r n E l e m e n t a r y. M u s i c P r o g r a m. Elements of Music. Rhythm. Concepts: Music may be comparatively fast or slow, depending on the speed of the underlying pulse. Music may become faster or slower by changing the speed of the underlying pulse.

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S o u t h e r n e l e m e n t a r y

Southern Elementary

Music Program



Rhythm
Rhythm

  • Concepts:

  • Music may be comparatively fast or slow, depending on the speed of the underlying pulse.

  • Music may become faster or slower by changing the speed of the underlying pulse.

  • A series of beats may be organized into regular or irregular groupings by stressing certain beats.


Rhythm1
Rhythm

  • Individual sounds and silences within a rhythmic line may be longer than, shorter than, or the same as other sounds within the line.

  • Individual sounds and silences within a rhythmic line may be longer than, shorter than or the same as the underlying steady beat or shortest pulse.

  • Accented sounds within a rhythmic line may sound with, before or after the accented underlying beat.

    http://www.empire.k12.ca.us/capistrano/Mike/capmusic/rhythm/rhythm.htm


Dynamics
Dynamics

  • Concepts:

  • Music may be comparatively loud or soft.

  • Music may become louder or softer.

  • Dynamics can be:

    Forte (loud).

    Mezzo forte (medium loud).

    Piano (soft).

    Mezzo piano (medium soft).

    Crescendo (Gradually becoming louder)

    Decrescendo (Gradually becoming softer)

    http://www.empire.k12.ca.us/capistrano/Mike/capmusic/glossary%20of%20musical%20terms/glossary.htm


Style
Style

  • Concepts:

  • Musical elements are combined into a whole to express a musical or extra musical idea.

  • The expressiveness of music is affected by the way timbre, dynamics, articulation, rhythm, melody, harmony, form, tempo, and texture contribute to the musical whole.

  • Styles/genres: blues, pop, rock, rap, country, game songs, work songs, lullabies, marches, patriotic, folk songs. http://www.lib.virginia.edu/speccol/exhibits/music/hymns_shout.html

  • Cultures and periods: native American, west African, American folk, baroque, contemporary.


Timbre
Timbre

  • Concepts:

  • The quality of a sound is determined by the sound source.

  • The quality of a sound is affected by the material, shape, and size of the source.

  • The quality of a sound is affected by the way the sound is produced.

  • The total sound is affected by the number and qualities of sounds occurring at the same time.


Timbre1
Timbre

  • Families of the orchestra: woodwind, brass, string, and percussion.

  • Woodwinds: flute, clarinet, oboe, bassoon, saxophone, English horn.

  • Brass: trumpet, trombone, French horn, tuba.

  • Strings: violin, viola, cello, double violin, harp.

  • Percussion: snare drum, bass drum, cymbals, xylophone, triangle.

  • Voice: soprano, alto, tenor, baritone, bass.

    http://www.empire.k12.ca.us/capistrano/Mike/capmusic/instruments/instruments.htm


Tempo
Tempo

  • Concepts

  • The speed of the beat

  • Tempo can be :

    Presto (very fast)

    Allegro ( fast)

    Andante (walking speed)

    Adagio (slow)

    Largo (very slow)

    Ritardando (gradually slow down)


Harmony
Harmony

  • Concepts:

  • Chords and melody may move simultaneously in relation to each other.

  • A series of simultaneous sounds may alternate between activity and rest.

  • Two or more pitches may be sounded simultaneously.

  • Two or more musical lines may occur simultaneously.


Melody
Melody

  • Concepts:

  • A series of pitches may move up, down, or remain the same.

  • A series of pitches may move up or down by steps or skips.

    http://www.empire.k12.ca.us/capistrano/Mike/capmusic/melody/melody.htm


Melody1
Melody

  • Each pitch within a melody moves in relation to a home tone.

  • A series of pitches bounded by the octave "belong together," forming a tonal set.

  • A melody may be relatively high or low.

  • Individual pitches, when compared to each other, may be higher, lower, or the same.


Form

  • Concepts:

  • A musical whole begins, continues, and ends.

  • A musical whole is a combination of smaller segments.

  • A musical whole may be made up of same, varied, or contrasting segments.


Form

  • A series of sounds may form a distinct musical idea within the musical whole.

  • A musical whole may include an introduction, interludes, and an ending segment.

  • AB (2 part), ABA (3part), rounds, call/response, verse/chorus.


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