Fine Arts: Music

Question 1

Spirituals

Answer 1

Developed by enslaved people of African descent

Question 2

Work Songs Opera

Answer 2

Call a response format (leader sings a line and a group responds)

Question 3

Folk songs

Answer 3

Considered the music of the people. Traditionally associated with the laboring, ag classes, national or regional cultures.

Question 4

Jazz

Answer 4

A highly improvisinal genre that blends the features of several other genres including blues and folk, to create an all new American form of art. Ex: Brass Woodwind

Question 5

Blues

Answer 5

Combining elements of traditional African forms with folk music and Christian hymns. Features simple rhythmic and harmonic structures. Ex: Guitar

Question 6

Gospel Music

Answer 6

Expresses Christian themes and varies widely across different demonstrations and cultures. Consists of hyms and spirituals. Ex: Piano Organ

Question 7

Bluegrass

Answer 7

“Mountain Music” is typically played on acoustic stringed instruments. Ex: Banjo

Question 8

Folk Dances

Answer 8

Should be taught one small part at a time using the part-part-whole model. Teach dance who playing music

Question 9

Rock and Roll (1950s)

Answer 9

Combined elements from blues and country music to form a new genre. Features melodies and driving beat, guitar, drums, brass.

Question 10

Pop

Answer 10

Emerged from Rock and roll borrows heavily from multiple genres and cultures. Typically verse-chorus- verse, chord progressions.

Question 11

Hip-Hop

Answer 11

Rhythmic genre that features samples from other songs and rhythmic vocals.

Question 12

Rap

Answer 12

Includes words recited quickly to beats

Question 13

Tejano

Answer 13

Tex Mex music is upbeat genre that blends pop, rock, folk, etc. Ex: Bajo Sexto(Mexican instrument)

Question 14

Kodaly Concept

Answer 14

Singing and playing instruments
Ex: how teachers can allow students to experience music first hand while they are learning how to sing. “Holistic and sight sing”

Question 15

Sight singing

Answer 15

Once students are familiar with solfège and rhythm. You can teach; have students clap and count the rhythm out loud using numbers

Question 16

Rote Learning

Answer 16

In which students learn songs by ear is an excellent strategy for teaching simple songs to who can’t read music yet.
Ex: cultural context, lead learners through song

Question 17

Improvisation

Answer 17

In which students apply what they learned to creating their own music patterns or compositions.

Begin with Rhythm, introduce melody, instruments.

Question 18

E-G-B-D-F

Answer 18

Lines of table clef

Question 19

Notes and beats

Answer 19

Quarter note = 1 beat
Dotted note = 3 beats
Eighth rest = 1/2 beat
Sixteenth = 1/4 beat

Question 20

Tremble Clef

Answer 20

E,G,B,D and F
FACE
Every Good Boy Does Fine

Question 21

Bass Clef

Answer 21

Good Boys Deserve Favor Always
ACEG
G,B,D,F,A

Question 22

Staff

Answer 22

Set of five lines and four spaces. Each line and space represents a specific musical pitch

Question 23

Measures

Answer 23

Notes are grouped together in measures (or bars). Single bar lines indicate where measures begin and end. Double bar lines indicate a charge in the music, including the beginning of a new section or a new key signature.

Question 24

Clef (ditched)

Answer 24

The French word for “key” indicates the pitch of the North written on the staff e.g. treble clef.

Question 25

Key Signature

Answer 25

Set of flats and sharps placed on the staff to indicate which notes should be performed at higher or lower pitches than their natural pitches on the staff

Question 26

Time Signature

Answer 26

Appears after the clef and key signature, tells you the meter that a piece of music uses. The time signature consists of two numbers.

Question 27

Soprano

Answer 27

The highest vocal range for women and elementary children voices.

Question 28

Mezzo-Soprano

Answer 28

The middle vocal range for women

Question 29

Contralto

Answer 29

The lowest vocal range for men

Question 30

Tenor

Answer 30

The highest vocal range for men

Question 31

Baritone

Answer 31

The middle vocal range for men

Question 32

Bass

Answer 32

The lowest vocal range for men

Question 33

Woodwind Instruments

Answer 33

Tubular instruments with a series of holes that can be opened or closed to change the pitch. Ex: Flute

Question 34

Form

Answer 34

Is the design or structures of a musical comp music arrangement.

Question 35

Round

Answer 35

A round is a song in which two or more people sing exactly the same melody but they start at different times.

Question 36

Partner Song

Answer 36

Two or more people singing the different song at the same times to create harmony.

Question 37

Brass Instruments

Answer 37

Consist of a series of tubes. Ex: Trumpet, Tuba.

Question 38

Stringed Instruments

Answer 38

Instruments that use strings to the quality of produce sounds.

Question 39

Timbre

Answer 39

Is the quality of a musical note or tone.

Question 40

Bowed Instruments

Answer 40

Produce sound when a bow is moved across the strings. Ex: Violin

Question 41

Plucked Instruments

Answer 41

“Few strings” players produce different pitches by changing the position of their finger keys. For many stringed; provide different pitches by plucking different plucking strings. Ex: Harp

Question 42

Percussion Instruments

Answer 42

Instruments that are shaken or hit produce “non-pitched” sound. There are 2 types of percussion instruments.

Question 43

Pitched

Answer 43

Can produce differently pitched sounds and can be used to play melodies. Ex: Xylophone

Question 44

Non-Pitched

Answer 44

Used to provide rhythms. Ex: Cowbells, Whistle.

Question 45

Keyboard Instruments

Answer 45

Use keys or button to produce different pitches. Ex: Piano, Organ.

Question 46

Beamed Notes

Answer 46

For ease of reading, beams, can join eighth and sixteenth notes together.

Question 47

Symphony Orchestra

Answer 47

Always uses the string family (other forms too)

Question 48

Symphonic Band (Brass)

Answer 48

Sometimes used instruments from the string family to perform.

Question 49

Game Song

Answer 49

Help emphasize rhythm/motor skills. Ex: Patty Cake.

Question 50

Jingles

Answer 50

Catchy, people can create

Question 51

Lullaby

Answer 51

Are soft gentle songs

Question 52

Line Dances

Answer 52

Can be done in 2 lines where each line faces each other called “long ways” or “contra” formation.

Question 53

Scatter Dances

Answer 53

Can be done without bringing students to a circle formation or a line formation.

Question 54

Rhythm improvisation

Answer 54

First thing students should be taught to improvise their own songs

Question 55

Overtone singing

Answer 55

“Throat singing” manipulating the jaw, lips during low, guttural singing to simultaneously produce overtones. Ex: Mongolia and Tuvan

Question 56

Staccato

Answer 56

Detached, separated articulation of playing or singing. It is indicated by a dot above or below the note head

Question 57

Portamento

Answer 57

Musical direction to carry the sound very smoothly from note to note

Question 58

Pitch

Answer 58

Refers to the highness or lowness of a musical sound