MUSIC

BOOK
10 ESO

MUSIC
Antonio Luis Peas Chamorro
IES Az-Zait (Jan)

El presente material se basa en los materiales siguientes:

-

Music Activity Book, de Antonio Luis Peas Chamorro, premiado por la Consejera de
Educacin en la Convocatoria Premios a materiales curriculares relacionados con el
fomento del plurilingismo del ao 2008 (Orden de 7 de marzo de 2008 y Resolucin de
27 de octubre de 2008. BOJA 28 de marzo de 2008 n61 y BOJA 21 de noviembre de 2008
n232, respectivamente).

Secuencias AICLE de Msica, elaboradas por Almudena Viitez Roldn, perteneciente a

las Secuencias Didcticas AICLE de la Junta de Andaluca.

Algunas de las imgenes usadas proceden de la web siguiente: CNICE Banco de imgenes
http://bancoimagenes.cnice.mec.es/

Se aconseja complementar este material con muchos de los recursos elaborados y/o
clasificados por Mara Jess Camino Rentera en su web Clase de Msica 2.0
http://www.mariajesusmusica.com/.

Muchas gracias, tanto a Almudena Viitez Roldn como a Mara Jess Camino Rentera,
por su fabuloso trabajo.

Antonio Luis Peas Chamorro

IES Az-Zait (Jan)

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

Unit 1: SOUND
BASIC VOCABULARY:
English

French

English

French

Son

Altura:

Ruido

Noise

Bruit

Intensidad:

Intensity

Intensit

Vibracin

Vibration

Vibration

Duracin:

Duration

Dure

Onda

Wave

Onde

Timbre:

Timbre

Timbre

Odo:

Ear/Hearing

Oreille

Agudo:

High

Aig

Tmpano

Eardrum

Tympan

Grave:

Low

Lent

Cerebro

Brain

Cerveau

Fuerte:

Loud

Fort

Externo

Outer

Externe

Dbil:

Soft

Faible

Medio

Middle

Demi

Largo:

Long

Long

Interno

Inner

Interne

Corto:

Short

Court

Ordenado

Tidy

Ordonn

Rpido

Fast

Rapide

Frecuencia

Frequency

Frquence

Umbral

Threshold

Seuil

Infrasonido

Infrasound

Infrason

Noise pollution

Ultrasonido

Ultrasound

Ultrason

Contaminacin
acstica
Daino

Painful

Pollution
sonore
Nocif

Decibelio

Decibel

Dcibel

Daar

To damage/harm

Nuire

Sonido:

Sound

Pitch

Hauteur

1. VOCABULARY EXERCISES:
1. Link the words in Spanish with their translation in English:

Altura

Eardrum

Sonido

Loud

Intensidad

Duration

Agudo

Short

Hearing

Grave

High

Duracin
Timbre
Odo

Brain

Fuerte

Sound

Timbre

Dbil

Long

Tmpano

Pitch

Largo

Soft

Cerebro

Intensity

Corto

Low

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

2. THE QUALITIES OF SOUND

El sonido tiene 4 cualidades: Altura (pitch), intensidad (intensity), duracin (duration)
y timbre (timbre).
Cada cualidad distingue diferentes sonidos. La altura distingue sonidos agudos y
graves, la intensidad distingue sonidos fuertes y dbiles, la duracin distingue sonidos largos
y cortos, y el timbre identifica el origen del sonido (si es un instrumento, una voz, un ruido).
Aqu lo tienes, en ingls, en la tabla siguiente:

PITCH

INTENSITY

High
Low

Loud
Soft

DURATION

TIMBRE

Long
Short

Different voices
Different instruments

2. Listen to the sounds. Identify the pitch, intensity, duration and timbre in the table below:
PITCH

INTENSITY

DURATION

TIMBRE

Sound 1
Sound 2
Sound 3
Sound 4
Sound 5
Sound 6
Sound 7
Sound 8
Sound 9
Sound 10

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

Now its your turn!

3. Un alumno se dirigir a uno de sus compaeros para decirle:
Describe this sound
Har entonces un sonido con alguno de los instrumentos musicales del aula. Se responder la
altura, intensidad, duracin y timbre del sonido de la manera siguiente:
The pitch is __________, the intensity is ____________, the duration is
_____________ and the timbre is ____________
Si la respuesta es correcta, quien hizo el sonido dir: It is right, y el alumno que ha
acertado, pasar a hacer el sonido siguiente. Si no acierta, se le dir: It is not right, y se
preguntar a otra persona.

4. Sobre un sonido, se harn y respondern preguntas como las siguientes:

Tell me the pitch of the sound

The sound is high/low.

Tell me the intensity of the sound?

The sound is loud/soft.

Tell me the duration of the sound?

The sound is long/short.

Tell me the timbre of the sound?

The sound is a drum/xylophone

Is this sound low and loud?

The sound is low but it is not loud.

Is this sound short and high?

The sound is high but it is not short.

5. Se emitirn 2 sonidos diferentes y se responder a preguntas como las siguientes:

Which sound is high?
Se responder de la manera siguiente:
The high sound is the sound number two.

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

6. Fill in the gaps with the words:

Short

There are four qualities of sound:

Low

Pitch, _________________, duration and ____________.

Timbre

Pitch distinguishes high and ______________ sounds.

Intensity distinguishes ______________ and soft sounds.

Instruments

Duration distinguishes long and ____________ sounds.

Timbre distinguishes _____________ and voices.

Intensity
Loud

Loud

A violin makes a ______________ sound.

Eardrum

Our eardrum sends the wave information to our ____________ .

A clock makes very ____________ sounds.

Low

Drums make _____________ sounds.

Long

In our hearing, the _____________ receives the sound.

Soft
Sound

___________ is transmitted through air.

A contrabass makes a ___________ sound.

High

In class, students speak using ______________ sounds.

Soft

The ending class bell makes a __________ and ___________ sound.

Brain
Loud

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

3. PITCH
La altura del sonido depende de la frecuencia (nmero de oscilaciones por segundo),
que es una caracterstica de las ondas que se mide en Hercios.
Como sabes, la altura distingue sonidos agudos y graves. Un sonido agudo tiene mucha
frecuencia (muchos hercios) y un sonido grave, poca frecuencia (pocos hercios). Pero ojo! Si
el sonido tiene ms de 20.000 Hz o menos de 20 Hz no lo podremos or, porque sern
ultrasonidos (ms de 20.000 Hz) o infrasonidos (menos de 20 Hz).

Muchos animales son capaces de percibir algunos infrasonidos y ultrasonidos.

Comprubalo en la tabla siguiente:

Animal Lower limit (Hz)

Human
20
Elephant
5
Cat
40
Dog
50
Bat
100
Dolphin
250

Upper limit (Hz)

20.000
10.000
85.000
45.000
120.000
200.000

Now, read a similar text in English!

Pitch distinguishes high and low sounds. It is related to frequency, a scientific
concept that tells us the number of vibrations per second of a sound wave.
The unit for frequency is Hertz (Hz). A high sound has a lot of vibrations per second
(a lot of Hz), and a low sound has few vibrations per second (not many Hz).
The human hearing is limited (we cannot hear certain frequencies). We can hear from
20Hz to 20.000 Hz. Sounds with a frequency lower than 20 Hz are called infrasounds, and
sounds higher than 20.000 Hz are called ultrasounds.
Some animals can hear ultrasounds (for example bats) or infrasound (for example,
elephants). Also, natural things, like earthquakes, create ultrasounds.
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IES AZ-ZAIT

MUSIC BOOK: UNIT 1

7. Complete the sentences:

a) The sound quality that distinguishes high sounds from low sounds is called
b) Humans cannot hear sounds of a frequency lower than Hz and cannot
hear sounds of a frequency higher than Hz.
c) The frequency of a sound is the number of .
d) Some can hear some infrasounds or .
e) and can hear ultrasounds of 100.000 Hz.
f) Dog whistles emit ultrasounds higher than Hz and lower than Hz.

4. INTENSITY
La intensidad del sonido depende de la amplitud de las ondas. Se mide en decibelios.
Recuerda que la intensidad distingue sonidos fuertes y dbiles. Un sonido fuerte
tendr mucha amplitud (muchos decibelios) y uno dbil, poca amplitud (pocos decibelios).
La intensidad mnima que percibimos es el umbral del sonido (0 dB). Los sonidos por
encima de 120 dB (umbral del dolor) y la exposicin prolongada a sonidos fuertes ( 70 dB)
afectan a nuestro odo, causando efectos nocivos fisiolgicos (disminucin de la audicin o,
incluso, sordera) y psicolgicos (fatiga, estrs, insomnio).
El exceso de ruido a nuestro alrededor se llama contaminacin acstica.

Sound origin
Intensity (dB)
Threshold of hearing
Breathing
Whisper/ Rustling leaves
Quiet rural area
Library/bird calls
Conversation at home
Conversation in restaurant
Vacuum cleaner/Freeway
Factory
Motorcycle
Jackhammer
Live rock music

10
20
30
40
50
60
70
80
90
100
110

Thunderclap
Jet airplane
Rocket

120
150
180

Threshold of pain

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

Its time to read in English!

Intensity distinguishes loud and soft sounds. The unit for intensity is the decibel (dB).
The threshold of hearing (0 dB) is the minimum intensity human hearing can hear.
The threshold of pain begins with more than 120 decibels. Sounds louder than 120 dB are
painful for humans and a continuous exposure to loud sounds can damage the ear, causing
hearing loss and even deafness. Noise pollution is the excessive amount of noise around us. It
may harm humans and animals.

8. Are the following sentences about the text true or false? Correct the false ones:
a) Intensity distinguishes low and soft sounds.
b) The minimum sound intensity we can hear is the threshold of pain.
c) The threshold of pain begins with less than 100 dB.
d) The excessive amount of noise around us is called the sound pollution.

Review!
9. Answer the following questions:

Which are the sound qualities? _______________________________________

What sounds does pitch distinguish? ___________________________________

What sounds does intensity distinguish? ________________________________

What sounds does duration distinguish? _________________________________

What sounds does timbre distinguish? __________________________________

Which characteristic of the wave does pitch depend on? ____________________

Which characteristic of the wave does intensity depend on? _________________

What is the unit of frequency? _______________________________________

What is the unit of intensity? ________________________________________

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

10. Complete the following sentences using the comparatives and superlatives on the right:

The voice of a man is ____________ than the voice of a woman.

A contrabass makes the ______________ sound in the string family.

Higher

The sound of a violin is _____________ than the sound of a contrabass.

Lower

A very big drum makes a ____________ than a very small drum.

Highest

The ___________ string instrument is the violin.

Lowest

The voice of children is ___________ than the voice of adults.

The sound of my clock is ______________ than the sound of the bell ring.

Louder

She has the ____________ voice, no one can listen to her.

Softer

The ______________ noise I know is the one of a rocket.

Loudest

The sound of a storm is ___________ than the sound of rain.

Softest

11. Complete the following sentences:

We can not listen to infrasounds and ____________ .

A lot of noise is noise ____________ .

Pollution
Hertzs

A very loud sound has a lot of ____________ .

Ultrasounds

A very high sound has a lot of ____________.

Soft

A sound with few decibels is ____________ .

Decibels

A sound with a lot of hertzs is ____________ .

High

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

5. SOUND AND HEARING

Sound is produced by the
vibration

of

an

object.

vibration produces sound

This
waves

that travel through air until our

ears.
In our hearing a small membrane
called eardrum receives the sound
waves

and

it

transmits

this

information to our brain.

Sound can travel through solids,
liquids and gases. It travels at 340
meters per second through air, but it goes faster through liquids and even faster through
solids, such as iron.
Sound is different to noise because sound waves are regular and tidy and noise waves are
irregular and untidy.
Our hearing has three parts:
- Outer ear: It receives the sound waves and carries them to the eardrum.
- Middle ear: It amplifies the sound waves and sends them to the inner ear.
- Inner ear: It changes the sound waves into nerve impulses and sends them to our brain.
Finally, our brain explains us what the sound is.

12. Has comprendido el texto? Acaba de traducirlo:

El sonido se produce por la ____________ de un objeto. Esta vibracin produce

_________ _________ que _________ a travs del _________ hasta nuestro
_________.
En nuestro _________ una pequea __________ llamada ___________ recibe las ondas
sonoras y ___________ esta informacin a nuestro __________.

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

El _________ puede viajar a travs de _________, _________ y _________. Viaja a

340 ________ por _________ a travs del _________, pero va ______ _________ a
travs de __________ e incluso ms rpido a travs de _________, como el __________.
El sonido es diferente al __________ porque las ondas del sonido son _________ y
_________ y las ondas del _________ son _________ y _________.

Nuestro _________ tiene tres partes:

- ________ ________: Recibe las ondas sonoras y las lleva al _________.
- ________ ________: _________ las ondas sonoras y las lleva al odo _________ .
- ________ ________: Cambia las ondas sonoras a _______ _______ y las enva a
nuestro _______.
Finalmente, nuestro _________ nos explica qu es el sonido.

13. Complete the following text using the words below:

Brain
340
Noise

Air
Faster
Hearing

Solids
Tidy
Eardrum

Vibration
Membrane
Waves

Sound waves are produced by the _______________ of an object and travel through
___________ until our ears.
In our ____________, a small _____________ called _____________ receives the
sound waves and it transmits this information to our ____________.
Sound travels at ________ meters per second through air, but it goes ___________
through liquids and ___________ .
Sound is different to ___________ . Sound _____________ are regular and ________
and noise waves are irregular and untidy.

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MUSIC BOOK: UNIT 1

6. REVIEW
1. What are the qualities of sound?

2. What is the quality of sound that distinguishes high and low sound?

3. What is the quality of sound that distinguishes loud and soft sound?

4. What is the quality of sound that distinguishes long and short sound?

5. What is the quality of sound that distinguishes voices and instruments?

6. What is the unit of pitch?

7. What sound frequencies can we hear?

8. What do you call sounds higher than 20.000 Hz?

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MUSIC BOOK: UNIT 1

9. What do you call sounds lower than 20 Hz?

10. What is the unit of intensity?

11. What do you call the minimum intensity of sound we can hear?

12. What do you call the point where louder intensities can harm our hearing?

13. What do you call the excessive amount of noise around us?

14. How is sound produced?

15. What are the three parts in our hearing?

16. What is the name of the membrane that receives the sound waves in our ear?

17. In what part of our hearing is the eardrum?

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MUSIC BOOK: UNIT 1

18. Describe the pitch, intensity and duration of the following sounds:

Pitch:
Intensity:
Duration:

Pitch:
Intensity:
Duration:

Pitch:
Intensity:
Duration:

Pitch:
Intensity:
Duration:

Pitch:
Intensity:
Duration:

Pitch:
Intensity:
Duration:

19. Fill in the gaps with the words:

Low
Qualities
Pitch
High

Silence
Loud
Intensity
Ultrasounds

Short
Pollution
Instruments
Hertzs

Decibels
Soft
Sound
Timbre

There are four ___________ of sound: Pitch, _____________, duration and

___________ . _________ distinguishes high and ___________ sounds. Intensity
distinguishes _________ and soft sounds. Duration distinguishes long and _______ sounds.
Timbre distinguishes ___________ and voices.
We cant listen to infrasounds and _____________. When there is no sound and no
noise, there is ____________. When there is a lot of noise, there is noise ___________.
A very loud sound has a lot of ___________. A very high ___________ has too many
________. A sound with few decibels is ________ , and with a lot of hertzs is ________.
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Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 1

7. NOTES READING.
Read the notes in the following staffs. You only have the first five notes:

Now read the following staffs. We will add some new notes.

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MUSIC BOOK: UNIT 1

8. MAKING MUSIC.

LULLABY

LULLABY
Hush-a bye, dont you cry
Go to sleep, little baby.
When you wake you shall have
All the pretty little horses.
Black and bays, dapples and grays,
Coach and six-little horses.
Hush-a-bye, dont you cry,
Go to sleep-y, little baby.

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IES AZ-ZAIT

MUSIC BOOK: UNIT 2

Unit 2: DURATION, TEMPO AND DYNAMIC

BASIC VOCABULARY:
English

French

English

Nota o figura:

Note

Note

Comps:

Time
signature/Bar

Silencio:

Rest

Silence

Puntillo:

Dot

Point

Redonda:

Whole note

Ronde

Ligadura:

Tie

Liaison

Blanca:

Half note

Blanche

Negra:

Quarter note

Noire

Dinmica o
matiz:

Dynamic

Intensit

Corchea:

Eighth note

Croche

Durar

To last

Durer

Semicorchea:

Sixteenth note

Double croche

Rpido:

Fast

Rapide

Pulso:

Beat

Temp

Medio:

Medium

Moyen

Tiempo

Beat/count

Temp

Lento:

Slow

Lent

Ritmo

Rhythm

Rythme

Fuerte:

Loud

Fort

Cabeza:

Head

Tte

Suave:

Soft

Doux

Plica:

Stem

Queue

Lnea de
comps

Bar-line

Barre de
mesure

Corchete:

Flag

Crochet

Valer

To be worth

Valoir

15

French
Mesure

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 2

1. VOCABULARY EXERCISES:
1. Link the words in Spanish with their translation in English:

Redonda

Eighth note

Nota/Figura

Blanca

Head

Negra

Half note

Silencio

Note

Stem

Comps

Dot

Corchea
Semicorchea
Pulso
Cabeza
Plica
Corchete

Valer

Time signature

Beat

Durar

Whole note

Puntillo

Sixteenth note

Ligadura

Flag

Ritmo

Quarter note

Dinmica

Lento

Fast

Medio

Loud

Rpido

Soft

Fuerte

Medium

Suave

Dynamic

Rhythm
Rest
Tie
To last
To be worth

Slow

2. NOTE VALUES:
Music is a temporal art it is not static, it happens in time. The sounds of a melody
follow rhythm, related to the beat of the song. Different symbols are used to represent the
rhythm.
The duration of a sound is measured in counts or beats. Different note values are
used to show how long each musical sound lasts. Each note value is worth a specific number of
counts (four, two, one).

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MUSIC BOOK: UNIT 2

Aqu tienes las figuras musicales, su nombre en ingls y la duracin de cada una. No
olvides que en castellano utilizas: Redonda, blanca, negra, corchea y semicorchea.

Igualmente, las partes de las figuras son

cabeza, plica y corchete.
Observa cmo se dice en ingls.

Las equivalencias entre las figuras son las siguientes:

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MUSIC BOOK: UNIT 2

2. How many counts are worth the following notes?

a) One half note is worth ............. counts.
b) Two whole notes are worth .......... counts.
c) Four quarter notes are worth .............. ................
d) A half and a quarter note are ................. ................... .....................
e) Two half notes ............... .................. ................ ................
f) Four eighth notes and a half note .............. ................ .............. ...............

3. Fill in the gaps and draw the equivalent notes::

4. Write the notes that are worth the same as the following ones:
a) Two half notes are worth the same as
b) Four quarter notes are worth the same as
c) Eight quarter notes are worth the same as
d) Four half notes are worth the same as
e) Two eighth notes and a quarter note are worth the same as...

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MUSIC BOOK: UNIT 2

3. RESTS:

These are the rests symbols, from the biggest value to the smallest value.

5. Complete the chart below with the symbol, the values and the missing names:

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MUSIC BOOK: UNIT 2

6. Change the notes into the equivalent rests in the second staff:

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MUSIC BOOK: UNIT 2

4. TIME SIGNATURES:
When you listen to music, you can hear a regular beat. Beats are organized in groups of
the same number, called bars. The first beat of a bar is always louder than the others. If the
loud beat comes every 3 beats, the music has three beats in every bar.
In written music, bars are separated by bar-lines. At the end of the composition, a
double bar-line is used to show the end.
There is always a time signature at the beginning of the piece. It goes to the right of
the clef. Its written using two numbers.

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MUSIC BOOK: UNIT 2

Los compases simples se nombran de la manera siguiente en castellano e ingls:

@
#
$

COMPS

TIME SIGNATURE

2 por 4

Two four time

3 por 4

Three four time

4 por 4

Four four time

Por lo tanto, una cancin que est en 2 por 4, en ingls se dira in two four time, o
simplemente in two four.
A continuacin tienes ejemplos de las figuras que caben en algunos compases:

7. Write down the bar-lines and the double bar-lines:

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MUSIC BOOK: UNIT 2

8. Add the time signature:

9. Add only one note value to complete each bar:

10. Complete the bars with note values and/or rests. Be careful! Some bars do not need any
more notes/rests.

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MUSIC BOOK: UNIT 2

5. TIED AND DOTTED NOTES:

La ligadura (tie) y el puntillo (dot) son signos de prolongacin.
-

Ligadura: Es una lnea curva que une notas de igual sonido, sumndose las duraciones.

Puntillo: Es un punto que, colocado a la derecha de la figura o silencio, aumenta la

mitad de la duracin.

11. How many beats are worth the following tied notes? Write it below.

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MUSIC BOOK: UNIT 2

12. Which notes can be tied in the melody below?

13. Write the number of beats each note value or rest is worth:

W=

j=

D=

d=

J=

14. Add dots where necessary to make complete bars.

15. Add bars to the following rhythms:

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MUSIC BOOK: UNIT 2

16. Write the complete duration of the groups of notes and rests:
a)
b)

R q=
Q H E=

c)
d)

d q W =
JH h =

e)
f)

EQD=
W Q n =

17. What are the lengths of the following dotted notes?

a) A dotted whole note is worth
b) A dotted quarter note is worth
c) Two dotted quarter notes are worth
d) A dotted half note and a quarter note are worth

6. TEMPO AND DYNAMIC:

El tempo indica la velocidad de la msica. Se indica con los trminos italianos
siguientes: Presto o Vivace (muy rpido), Allegro (rpido), Andante o Moderato (tranquilo),
Adagio (lento) y Largo (muy lento).
Los cambios en el tempo se indican con los trminos siguientes: Accelerando (cada vez
ms rpido) y Ritardando (cada vez ms lento).
El tempo se puede medir en pulsaciones por minuto, usando un metrnomo.
18. Join with arrows the Italian words related to tempo and dynamic with their meaning in
English:

TEMPO
Largo

Fast

DYNAMIC

Adagio

Getting faster

pp

Andante

Getting slower

Allegro
Presto Vivace

Very loud

Free tempo

mp

Soft

Medium slow

mf

Loud

Accelerando

Very fast

Ritardando

Very slow

ff

Rubato

Medium loud

Medium soft
Very soft

Slow
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MUSIC BOOK: UNIT 2

19. Fill in the gaps with the words beside:

The speed of a song is the _________________.

Adagio

When the tempo is presto, the song is _________________.

Vivace

When the song is slow, the tempo is _____________.

Tempo

When the tempo is largo, the song is _____________.

Very fast

When a song is very fast, the tempo is ___________ or _____________.

Very slow
Andante

When the song is medium slow, the tempo is ____________.

Presto

Accelerando

When a song gets faster, the tempo is _______________.

When a song has free tempo, the tempo is __________________.

Ritardando
Rubato

When a song gets slower, the tempo is ________________.

La dinmica o matiz indica la intensidad o volumen de la msica. Se indica con los

trminos italianos siguientes, de mayor a menor intensidad: Fortsimo (ff), Forte (f),
Mezzoforte (mf), Mezzopiano (mp), Piano (p) y Piansimo (pp).
Los cambios de dinmica se indican con los trminos Crescendo (cada vez ms fuerte) y
Diminuendo (cada vez ms suave).
20. Fill in the gaps with the words beside:
The intensity of a song is the ________________.

When a song is very soft, the dynamic is __________.

pp
Soft

When the dynamic is ff, the song is ____________.

When the song is loud, the dynamic is ________.

mp

When the song is __________, the dynamic is p.

Very loud

When the song is medium soft, the dynamic is _____________.

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MUSIC BOOK: UNIT 2

7. MAKING MUSIC:

SILENT NIGHT

SILENT NIGHT
Silent night, holy night
All is calm, all is bright
Round yon Virgin Mother and Child
Holy Infant so tender and mild
Sleep in heavenly peace
Sleep in heavenly peace
Silent night, holy night!
Shepherds quake at the sight
Glories stream from heaven afar
Heavenly hosts sing Alleluia!
Christ, the Saviour is born
Christ, the Saviour is born
Silent night, holy night
Son of God, love's pure light
Radiant beams from Thy holy face
With the dawn of redeeming grace
Jesus, Lord, at Thy birth
Jesus, Lord, at Thy birth

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MUSIC BOOK: UNIT 3

Unit 3: INSTRUMENTS AND VOICES

STRINGS

WOODWIND

BOWED STRING

BEVELED EDGE

Violn

Violin

Violon

Flautn

Piccolo

Piccolo

Viola

Viola

Viole

Flauta dulce

Recorder

Flte bec

Violonchelo

Cello

Violoncelle

Flauta
travesera

Transverse flute

Flte traversire

Contrabajo

Contrabass

Contrebasse

SIMPLE EDGE

PLUCKED STRING

Clarinete

Clarinet

Clarinette

Arpa

Harp

Harpe

Clarinete bajo

Bass clarinet

Clarinette basse

Guitarra

Guitar

Guitare

Saxofn

Saxophone

Saxophone

Clave

Harpsichord

Clavecin

DOUBLE EDGE
Oboe

Oboe

Hautbois

Corno ingls

English horn

Cor anglais

Fagot

Bassoon

Fagot

Contrafagot

Contrabassoon

Conrebasse

STRUCK STRING
Piano

Piano

Piano

PERCUSSION
PITCHED

BRASS

Xilfono

Xylophone

Xylophone

Marimba

Marimba

Marimba

Trompeta

Trumpet

Trompette

Metalfono

Metallophone

Metalophone

Trompa

French Horn

Cor

Vibrfono

Vibraphone

Vibraphone

Trombn

Trombone

Trombone

Campanas
tubulares

Tubular bells

Cloches
tubulaire

Tuba

Tuba

Tuba

Timbal

Kettledrum

Timbale

VOICES

UNPITCHED
Caja

Snare drum

Caisson

FEMALE

Bombo

Bass drum

Grosse caisse

Soprano

Soprano

Soprano

Platillo

Cymbal

Cymbales

Mezzosoprano

Mezzo-soprano

Mezzo Soprano

Tringulo

Triangle

Triangle

Contralto

Contralto

Contralto

Tenor

Tenor

Tnor

Bartono

Baritone

Baryton

Bajo

Bass

Basse

MALE

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MUSIC BOOK: UNIT 3

1. VOCABULARY EXERCISES:
1. Link the words in Spanish with their translations in English:

Voz

Soprano

Cuerdas

Contrabass

Soprano

Tenor

Violn

Harp

Mezzosoprano

Voice

Viola

Cello

Bass

Violonchelo

Piano

Baritone

Contrabajo

Strings

Contralto
Tenor
Bartono
Bajo

Viento madera
Flauta travesera
Clarinete
Oboe
Saxofn
Fagot

Mezzosoprano
Contralto

Saxophone

Arpa

Guitar

Guitarra

Violin

Clave

Viola

Piano

Harpsichord

Clarinet
Woodwind

Viento metal

Transverse flute
Bassoon

Trompeta
Trompa

Oboe

Trombn
Tuba

Percusin

Xylophone

Timbal

Percussion

Platillo

Bass drum

Caja

Trumpet
Tuba
Brass
French horn
Trombone

Tubular bells

Bombo

Cymbal

Xilfono

Snare drum

Tringulo

Kettledrum

Campanas tubulares

Triangle

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MUSIC BOOK: UNIT 3

2. THE STRING SECTION

2. Write the name of the following string instruments in English:

3. Now, identify the string instruments you are listening to:

a)

d)

g)

j)

b)

e)

h)

k)

c)

f)

i)

l)

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MUSIC BOOK: UNIT 3

4. Are these sentences false or true? Correct the false ones:

5. Answer the following questions about the bowed string instruments:

a) What are the bowed string instruments, from the highest to the lowest?
b) What is the biggest bowed string instrument?
c) How many strings do the bowed string instruments have?
d) What bowed string instrument uses the biggest bow?
e) What is the name of playing a bowed instrument with fingers?
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6. Here is some information about the violin, but there are some words missing. Fill in the
gaps with the words on the right:

7. Answer the following questions about plucked and struck string instruments:
a) How many pedals does a harp have?

b) How many positions do the pedals of a harp have?

c) What is the most typical effect of harps?

d) How many keyboards does a harpsichord have?

e) How many strings does a guitar have?

f) How can you pluck the strings of a guitar?

g) How many keys does a piano have?

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MUSIC BOOK: UNIT 3

3. THE WOODWIND SECTION

8. Write the name of the following woodwind instruments in English:

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MUSIC BOOK: UNIT 3

9. Now, identify the woodwind instruments you are listening to. It is easy, they are only
transverse flute, clarinet, oboe, saxophone and bassoon:
a)

d)

g)

j)

b)

e)

h)

k)

c)

f)

i)

l)

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MUSIC BOOK: UNIT 3

10. Identify the instruments. You will listen to string and woodwind families.
a)

d)

g)

j)

b)

e)

h)

k)

c)

f)

i)

l)

11. Now you will only listen to saxophones. Identify the variety of saxophone (soprano, alto,
tenor and baritone).
a)

d)

g)

b)

e)

h)

c)

f)

i)

12. And finally, you will listen to all the woodwind instruments in turns, including every variety
(piccolo, recorder, bass clarinet, English horn and contrabassoon).
a)

d)

g)

j)

b)

e)

h)

k)

c)

f)

i)

l)

m)

p)

s)

w)

n)

q)

t)

x)

o)

r)

u)

y)

13. Answer the following questions:

a) What is the highest instrument of the orchestra?
b) What is the name of the low clarinet?
c) What is the biggest woodwind instrument?
d) What is the name of the low oboe?
e) What are the four main types of saxophone?
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4. THE BRASS SECTION

14. Write the name of the following brass instruments in English:

15. Identify the brass instruments. You will only listen to the essential ones: trumpet, French
horn, trombone and tuba.
a)

d)

g)

j)

b)

e)

h)

k)

c)

f)

i)

l)

Look at the different parts of this instrument.

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MUSIC BOOK: UNIT 3

16. Now you will listen to brass and woodwind instruments. Try it!
a)

d)

g)

j)

b)

e)

h)

k)

c)

f)

i)

l)

17. Answer the following questions:

a) What materials brass instruments are made of?
b) What are the parts of the brass instruments?
c) How sound is produced in the brass instruments?
d) What do the musicians use to make the brass instruments sound softer?
e) What brass instrument can make glissandos?
f) How many positions does a trombone have?
g) What brass instrument has the biggest mute?

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MUSIC BOOK: UNIT 3

5. THE PERCUSSION SECTION

18. Write the name of the following percussion instruments in English:

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MUSIC BOOK: UNIT 3

19. Listen and identify the percussion instruments:

a)

d)

g)

j)

b)

e)

h)

k)

c)

f)

i)

l)

20. Classify the following instruments using both languages (Spanish and English).

Spanish

English

Guitar
Tuba
Xylophone
Oboe
Viola
French horn
Bass drum
Piano
Cymbals
Transverse flute

21. Danza de las hachas (Manuel de Falla).

Listen and identify the families or instrument in each fragment. Its very easy, there is only
string, woodwind, brass and guitar.

1.

5.

9.

13.

2.

6.

10.

14.

3.

7.

11.

15.

4.

8.

12.

16.

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MUSIC BOOK: UNIT 3

6. LAYOUT OF THE ORCHESTRA

20. Complete the following text:

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MUSIC BOOK: UNIT 3

21. Now, fill in this blank plan of an orchestra. Write the name of the instruments in the
appropriate place, following the directions given in the text above. To help you, each family of
instruments is coloured:

7. MODERN MUSICAL INSTRUMENTS CLASSIFICATION

In the modern musical instruments classification, there are five groups:
a) Chordophones: The produce sound vibrating strings. Example: Violin.
b) Aerophones: They produce sound vibrating a column of air. Example: Trumpet.
c) Idiophones: They produce sound vibrating themselves. Example: Xylophone.
d) Membranophones: They produce sound vibrating a membrane. Example: Drum.
e) Electrophones: They produce sound by electronic means. Example: Electric guitar.

Now its your turn!

22. Guess the musical instrument!
The teacher will think about a musical instrument. You will ask about some information
about it, for example, the family, pitch, size
If you guess it, it will be your turn!
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23. Classify the following instruments using the traditional and the modern classification.

Traditional

Modern

Trumpet
Harpsichord
Contrabassoon
Triangle
Clarinet
Piccolo
Trombone
Gong
English horn
Electric guitar
Cello
24. Young persons guide to the orchestra (Benjamin Britten)
Identify the families in the first 6 fragments (Bowed, woodwind, brass, percussion or tutti).
Write the soloist instrument in the rest.

Families

Soloist instruments

1.

7.

12.

17.

2.

8.

13.

18. (2 instruments)

3.

9.

14.

4.

10.

15.

5.

11.

16.

6.
25. Write the instrument you will listen to. They belong to all the families.
a)

f)

k)

p)

b)

g)

l)

q)

c)

h)

m)

r)

d)

i)

n)

s)

e)

j)

o)

t)

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MUSIC BOOK: UNIT 3

8. INSTRUMENTAL ENSEMBLES
BIG ENSEMBLES:
a) Symphony orchestra: Large instrumental ensemble that contains sections of strings,
woodwind, brass and percussion. It may have around 80 musicians.
b) Chamber orchestra: Small orchestra with 20-25 musicians.
c) String orchestra: Only bowed instruments ensemble with 20-25 musicians.
d) Band: Music ensemble that contains sections of woodwind, brass and percussion.
e) Big band: Jazz instruments ensemble with 15-20 musicians. It contains a rhythm
section (contrabass, piano, drum set and guitar), a woodwind section (saxophones,
clarinets and flutes) and a brass section (trumpets and trombones).

CHAMBER MUSIC ENSEMBLES:

a) String quartet: It contains 2 violins, a viola and a cello.
b) Wind quintet: It contains transverse flute, clarinet, oboe, bassoon and French horn.
c) Other ensembles: Duets, trios, other quartets and quintets, sextets...
26. Listen to the songs and identify the instrumental ensemble (Symphony orchestra, string

orchestra, band or chamber ensemble).

1.

4.

2.

5.

3.

6.

7.
8.

27. Identify the following instrumental ensembles:

a) There are four bowed instrument but there is not a contrabass:
b) It is a lot of instruments of all families:
c) A piano, a flute and a violin are playing:
d) Less than 30 instruments of all families:
e) Piano, drum set, contrabass and guitar play with a group of wind instruments:
f) In this ensemble there are four woodwind instrument and a brass one:
g) Group of less than 30 bowed instruments:
h) There are woodwind, brass and percussion instruments, but not strings at all:
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9. VOICES
These are the different female and
male human voices, from the highest to the
lowest.
Remember that we can compare them
using the comparatives:
_er than: Ms _ que (example: higher than).
_est: El/La ms _ (example: the highest).

28. Answer the following questions:

a) What is the highest female voice?
b) What is the lowest male voice?
c) What is the intermediate female voice?
d) What is the highest male voice?
e) What is the intermediate male voice?
f) What is the lowest female voice?
g) What is the highest voice?
h) What is the lowest voice?
29. Identify the voices (Soprano Mezzo-soprano Contralto // Tenor Baritone - Bass).

1.

4.

7.

2.

5.

8.

3.

6.

9.

30. Listen to the following musical samples and write the main instrument or the main voice.

1.

6.

11.

16.

2.

7.

12.

17.

3.

8.

13.

18.

4.

9.

14.

19. (Two instruments)

5.

10.

15.

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31. Fill in the blanks with the voices on the right:

The

highest

female

voice

is

______________

The lowest male voice is _______________ .

Soprano

The highest male voice is ____________ .

Mezzo-soprano

The intermediate female voice is _____________ .

Contralto

The intermediate male voice is _____________ .

The ______________ female voice is higher than mezzo-soprano.
The highest voice is ___________ .

Tenor
Baritone

The ______________ male voice is lower than baritone.

Bass

The lowest voice is __________ .

32. Complete the following table while listening to the voice examples. Be careful! May be
your will listen to a countertenor (contratenor in Spanish) voice (higher than tenor male
voice).
FEMALE/MALE
SONG
SONG
SONG
SONG
SONG
SONG
SONG

HIGH/INTERMEDIATE/LOW

VOICE

1
2
3
4
5
6
7

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MUSIC BOOK: UNIT 4

Unit 4: MELODY
BASIC VOCABULARY:
English

French

Pentagrama:

Staff/Stave

Porte

Clave:

Clef

Clave de
Sol

Tremble
clef/G clef
Bass clef/F
cleff

Clave de Fa

English

French

Primero/a

First

Premier

Clef

Segundo/a

Second

Second

Cl de sol

Tercero/a

Third

Troisime

Cl de fa

Cuarto/a

Fouth

Quatrime

Clave de Do

C clef

Cl de do

Quinto/a

Fifth

Cinquime

Lneas
adicionales:

Ledger lines

Lignes
additionnelles

Sexto/a

Sixth

Sixime

Latino/a

Latin

Latin

Sptimo/a

Seventh

Septime

Notacin

Notation

Notation

Octava

Octave

Octave

Sistema

System

Systme

Teclado

Keyboard

Clavier

Distancia

Distance

Distance

Tecla

Key

Touche

Tono:

Tone/Step

Ton

Escala

Scale

Gamme

Semitono:

Semitone/Half
step

Demi ton

Mayor

Major

Majeur

Intervalo:

Interval

Intervalle

Menor

Minor

Mineur

Meldico

Melodic

Mlodique

Subir

To raise

lever

Armnico

Harmonic

Harmonique

Bajar

To lower

Descendre

Alteracin

Accidental

Accidentel

Grado tonal

Tonal
degree

Degr tonal

Smbolo

Symbol

Symbole

Tnica

Tonic

Tonique

Modificar

To modify

Modifier

Dominante

Dominant

Dominant

Sostenido:

Sharp

Soutenu

Subdominante

Subdominant

Sousdominante

Bemol:

Flat

Bemol

Acorde

Chord

Accord

Enarmnico

Enharmonic

Inharmonieux

Clasificar

To classify

Classer

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MUSIC BOOK: UNIT 4

1. VOCABULARY EXERCISES:
1. Link the words and notes in Spanish with their translation in English:

Pentagrama
Clave

Staff/stave

Escala

Clef

Tono

Sharp
Tone/Step

Lneas adicionales

Notation

Semitono

Flat

Intervalo

Interval

Sostenido

Semitone/Half step

Notacin

Ledger lines

Bemol

Scale

Do

Tecla

Chord

Re

Mayor

Minor

Mi

Menor

Key

Fa

Acorde

Keyboard

Sol

Octava

Major

La

Alteracin

Si

Teclado

Octave
Accidental

2. Write the following words in their right place:

Note

Flat

G Clef

Sharp

Staff

48

Ledger lines

F Clef

Antonio Luis Peas Chamorro

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MUSIC BOOK: UNIT 4

2. NOTES READING

En este tema vamos a usar la notacin musical latina (Do, Re, Mi, Fa, Sol, La y Si), y la
notacin musical inglesa (A, B, C, D, E, F and G). A continuacin tienes la equivalencia:

LATIN NOTATION SYSTEM

DO

RE

MI

FA

SOL

LA

SI

ENGLISH NOTATION SYSTEM

Si te fijas bien, vers que hay un truco para memorizar las notas en el pentagrama
usando la notacin inglesa: Puedes formar una palabra (las notas en los espacios) o una frase
(las notas en las lneas).

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3. We will make a review of the notes we already know.

4. We only need to learn three new notes.

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5. Complete and read the following story:

6. Write the names of the notes below.

Use the Latin notation system in the 1 staff and English notation in the 2 staff.

Now its your turn!

7. Seguro que todos sabis la escala musical en sentido ascendente verdad? Pero y en
sentido descendente? (Do Si La Sol Fa Mi Re Do). Vamos a hacer un juego: Por
turnos, cada alumno dir una nota de la escala musical siguiendo un pulso determinado (que
har con las claves un alumno o el profesor). Quien se equivoque, empezar de nuevo.

Y si empleamos la notacin inglesa?

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8. Write the G-Clef and the names of the notes. Use Latin notation.

9. Write the G-Clef and the notes.

10. Listen and fill in the gaps:

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3. NOTES DISTANCES
A continuacin tienes la escala musical. Como ves, cuando hay escalones grandes, hay un
tono de distancia entre las notas (tone or step). En cambio, cuando hay escalones pequeos
(entre Mi Fa y Si Do), slo hay un semitono de distancia (semitone or half step).

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12. Write the distance (steps and half steps) in the following intervals:

________

________

________

________

4. INTERVALS
Para clasificar un intervalo, lo primero es contar las notas de la manera siguiente:

Ahora vers ejemplos de intervalos de 1 (primera), 2 (segunda), 3 (tercera), 4 (cuarta),

5 (quinta), 6 (sexta), 7 (sptima) y 8 (octava), nombrados en ingls:

11. Indica la numeracin de los intervalos siguientes:

______

______

______

______

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______

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MUSIC BOOK: UNIT 4

Adems de indicar la numeracin y la distancia entre las notas de un intervalo, podemos

clasificar los intervalos de varias formas:
a) Meldicos: Intervalos en los que primero se emite una nota, y luego otra.
b) Armnicos: Intervalos en los que las 2 notas se emiten a la vez, por lo que se escriben
en el pentagrama una encima de la otra.

c) Ascendentes: La primera nota es ms grave que la segunda.

d) Descendentes: La primera nota es ms aguda que la segunda.

13. Classify the following intervals:

Numeration Distance Melodic/Harmonic Ascending/Descending

First Interval
Second Interval
Third Interval
Fourth Interval

14. Classify the following intervals:

Numeration Distance Melodic/Harmonic Ascending/Descending

First Interval
Second Interval
Third Interval
Fourth Interval

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5. ACCIDENTALS

ALTERACIONES:
-

Sostenido (#): Aumenta la altura de la nota un semitono.

Bemol (b): Disminuye la altura de la nota un semitono.

Becuadro ( ): Anula el efecto de otras alteraciones.

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The location of the notes on a keyboard with the Latin notation is as follows:
Reb
Do#

DO

RE

Mib
Re#

MI

Solb
Fa#

FA

Lab
Sol#

SOL

Sib
La#

LA

Reb
Do#

SI

DO

RE

Mib
Re#

MI

Solb
Fa#

FA

SOL

15. Write the two names of every black key on the following keyboard:

16. Complete the following sentences:

17. Write the enharmonic note of these notes:

a) Sol # =

b) Mi b =

c) Si # =

d) Re b =

e) Fa =

f) Do # =

g) Re # =

h) La b =

i) Si =

j) Mi b =

k) Si # =

l) Re b =

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18. Draw the following notes on the staff:

19. Write the enharmonic note of these notes:

a) Fa #=

b) Sol b =

c) Fa b =

d) Si b =

e) Mi # =

f) Do =

g) Mi =

h) Do b =

20. Circle the highest note in each pair:

21. Write notes one semitone lower.

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22. Write notes one tone higher.

23. Is the distance between the following pairs a tone or a semitone?

6. SCALES
24. Here is a scale. Write the distances between the notes (tone or semitone). The first one
has been made for you.

Las escalas ms importantes son las mayores y las menores. Las mayores suenan alegres, y
las menores, tristes. En una escala, las notas se llaman grados (I, II, III, IV).
En una escala mayor, hay una distancia de un semitono entre los grados III-IV y VIIVIII, y una distancia de un tono entre los dems.
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Major scale of C:

25. Write on the staff the Major scale of F:

26. Write on the staff the Major scale of G:

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En una escala menor, hay una distancia de un semitono entre los grados II-III y V-VI
y una distancia de un tono entre los dems.

ESCALA DE LA MENOR:

27. Write on the staff the minor scale of D:

El conjunto de alteraciones de una escala se llama armadura. La armadura se escribe

al principio de todos los pentagramas, a continuacin de la clave.
Algunos grados de la escala son ms importantes que los dems. Se llaman Los grados
tonales, y tienen nombres especficos: I: Tnica. V: Dominante. IV: Subdominante.

28 Write the tonal degrees in the following scales:

TONIC

DOMINANT

SUBDOMINANT

C Major:
F Major:
D Major:
G Major:

62

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 4

Los acordes son varias notas que se emiten al mismo tiempo, y que sirven para
acompaar la msica. Se construyen superponiendo intervalos de 3 sobre una nota base,
llamada fundamental, que es la que da nombre al acorde.
Una cancin se acompaa usando, principalmente, los acordes sobre los grados
tonales de su escala (tnica, dominante y subdominante).

29. Write the following chords:

30. Write the major scale of D and write its main chords.

31. Write the major scale of G and write its main chords.

63

Antonio Luis Peas Chamorro

IES AZ-ZAIT

MUSIC BOOK: UNIT 4

7. MAKING MUSIC:

Every night in my dreams

I see you, I feel you,
That is how I know you go on

Love was when I loved you

One true time I hold to
In my life well always go on

Far across the distance

And spaces between us
You have come to show you go on

Near, far, wherever you are

I believe that the heart does go on
Once more you open the door
And youre here in my heart
And my heart will go on and on

Near, far, wherever you are

I believe that the heart does go on
Once more you open the door
And youre here in my heart
And my heart will go on and on

Youre here, theres nothing I fear,

And I know that my heart will go on
Well stay forever this way
You are safe in my heart
And my heart will go on and on

Love can touch us one time

And last for a lifetime
And never let go till were gone

64

Antonio Luis Peas Chamorro