(rock) quaver fundamentals project book · pdf filelesson 6 analyzing music styles quaver...

(Pop) (Baroque) (Reggae)(Blues) (Rock)

VOLUME Quaver FUNdamentals Project Book

Name:

Grade/Class:

Copyright © MMXIII, by QuaverMusic.com, LLC All rights reserved.

Project Overview Welcome!Welcome!

Quaver Fundamentals Project Book • page 2

Dear 6th Graders,

Welcome to Quaver 6th Grade – it’s the start of an amazing musical adventure. This year is full of exciting projects, challenges, and music like you’ve never created before. But �rst, a challenge! You’ll be work-ing in groups to make sure the Quaver radio station has the correct music on the correct stations, and in the process review rhythm, pitch, chords, form, tempo, dynamics, melody, and loads more. All of the challenges you overcome in the next six lessons will equip you to enjoy the other musical projects in 6th grade even more… BOOM!


Project Overview Project GoalsProject Goals

Goal 1:Review musical elements by listening to and analyzing different musical genres.

Goal 2:Review musical elements of rhythm, pitch, chords, form, and melody.

Goal 3:Working in groups of four, compose an eightmeasure melody that includes rhythm, pitch,and chord accompaniment.

Quaver FUNdamentals Project Book • page 3Copyright © MMXIII, by QuaverMusic.com, LLC All rights reserved.

Project Overview RubricRubric

TeamworkFills assigned role

and contributes positively to the group.

Usually �lls assigned role and contributes to

the group.

Needs reminders to �ll assigned role and

contribute to the group.

Allows team members to assume team role and rarely attempts to

participate in teamwork.

EXEMPLARY(10 points)

PROFICIENT(8 points)

PROGRESSING(6 points)

Not MeetingExpectations

(4 points)

PerformanceStudent performs the rhythms and

pitches as written with accurate articulation and phrasing.

Student performs most of the rhythms and pitches as written with accurate

articulation and phrasing.

Student performs some of the rhythms and pitches as

written with accurate articulation and phrasing.

Student performs few of the rhythms and pitches as written with accurate

articulation and phrasing.

RhythmWriting

All required note and rest values are used in the composition. All

measures have four beats in them.

More than three rhythmic note and rest values are used

in the composition. Most measures have four beats.

More than two note and rest values are used in the

composition. Some measures have four beats.

One to two note and rest values are used in the

composition. Measures do not have four beats.

MelodicWriting

Five or more pitches are used in the composition. Starting and

ending pitch are correct.

Four or more pitches are used in the composition.

Either starting pitch and/or ending pitch are correct.

Three or more pitches are used in the composition. Starting or

ending pitch is correct.

Two or less pitches are used. Starting and ending pitches

are incorrect.

IndependentWork

Is on task, is process and product oriented. O�ers assistance to

others in the class.

Is on task, is process and product oriented.

Needs monitoring throughout many steps of the project.

Rarely attempts to complete work independently and needs

constant monitoring throughout all steps of the project.

Clarity ofCommunication

Student is able to articulate the information regarding their

composition in a clear manner.

Student is somewhat able to articulate the information

regarding their composition in a clear manner.

Student attempts to articulate information regarding their

composition.

Student is able to articulate the information regarding their

composition in a clear manner, providing information regarding the

composition process.

OverallImpression

Student creates a composition that is unique

and pleasing to hear.

Student creates some unique and musical ideas with a

minimum of support.

Student creates some unique and musical ideas along with

classroom examples.

Student uses classroom examples only and does not create unique

and musical ideas.


LESSON 1 - 5 Radio Mix-UpRadio Mix-UpIt’s a Quaver Radio Qutastrophe! All the music tracks from the Quaver Studios have gotten completely mixed up! The Quaver Studio manages and operates all of Quaver’s radio stations, but the tracks need to be sorted so they can be played on the correct radio station. You and your partners have been given the job of sorting each track by musical style. Next to each track below, list the radio station which best describes its musical style. Good Luck!

______________ Agent V7

______________ Symphony No. 5

______________ Room for Me

______________ Lightning Bolt of Love

______________ A Musical Joke

______________ What’s in the Coleslaw?

______________ Spring • The Four Seasons

______________ Can’t Steal My Heart

______________ The Clock Symphony

______________ Let’s Get Started

______________ Badinerie

______________ Crying Alone

______________ Everybody

______________ Let’s Go

______________ La Mer

______________ Good Bye

______________ Day to Day

______________ Claire de Lune

______________ Dig Your Scene

______________ Simple LIfe

______________ Will It Ever Be the Same?

______________ Faust Symphony

______________ In the Hall of the Mountain King

______________ Piano Concerto ______________ I Wanna Go to the Country

Quaver FUNdamentals Project Book • page 5

RADIO STATIONS

TRACK LIST


(Impressionist) (Pop)(Classical) (Reggae) (Disco) (Romantic) (Baroque)(Country) (Blues)(Rock)

LESSON 2 Rhythm CompositionRhythm CompositionCreate a two measure rhythm pattern. Then, combine your rhythm pattern with those

from the rest of your group and make one amazing eight measure compositon!

My Rhythm Pa�ern

My Group’s Combined Rhythm Pa�erns


Rhythm & Pitch CompositionRhythm & Pitch CompositionUse your previous rhythm pattern, but this time add pitches. Then, combine all the

patterns from your group into one amazing eight measure composition!

My Rhythm Pa�ern My Rhythm Pa�ern With Added Pitches

My Group’s Combined Rhythm & Pitch Pa�erns


LESSON 3


LESSON 4 Write a Blues SongWrite a Blues SongSpeak these words in rhythm by tapping on and reading each box. Fill in the blank boxes with your own words. Speak your completed words to the rhythm of the backing track. Come up with a tune, then sing your words with the backing track.


measure 1

measure 2

measure 3

measure 4

measure 5

measure 6

measure 7

measure 8

measure 9

measure 10

measure 11

measure 12

Woke

I

Feeling

told my

up this mornin’

to

the

One box = 1 beat ( )q

Momma

I

I

told my

to

Momma

wish I didn’tno more

have

cause

Blue

Bl — — u — — es — — s

— es

I got the

VERSE

CHORUS


‰

‰‰

‰

‰

‰

‰

‰

Œ

Œ

Œ

Œ

Œ Œ Œ Œ

ChordsChordsEach measure shows the chord (C, F, or G – above the sta�) and the notes contained within that chord (below the sta�). Redraw your group’s eight measure pitch melody from page 7 this time using the notes from the chords in each measure as your new pitches.

(CEG) (CEG) (CEG)(FAC)

C (I) C (I) F (IV) C (I)

F (IV) C (I)C (I)G (V) G (V)

(FAC)(GBD) (GBD) (CEG)(CEG)


LESSON 5


LESSON 6 Musical ElementsMusical ElementsBelow is a list of musical elements which contribute to music belonging to a particular musical style.


Lyrics: words of the song

Instrumentation: what instruments are used in the song

Tempo: the speed of a song

Mood: the feeling the composer was trying to create in the music

Dynamics: changes in the music volume

Form: the organization of the music into sections, denoted by letters

Chords & Harmony: two or more di�erent pitches performed at once

Meter: the organization of beats into groups

Rhythm: pattern of sound connected to the beat

What is the song about?

What instrument families are represented?Did any instruments solo? What combinations are used?

Does the tempo change? How does the tempo �t the song?

What is the mood of the song? Does it match the lyrics?

Is the music always loud or soft? When do dynamic changes occur?

Are there memorable refrains? How is repitition used?

What parts of the song have harmony? How many and which chords are used?

How does the meter make the song feel? Is it easy to dance to? Easy to sing to?

Are the rhythms simple or complex? Do certain rhythms sound like a particular style?


LESSON 6 Analyzing Music StylesAnalyzing Music Styles


You either consciously or subconsciously make decisions about elements of music. Choose four songs from di�erent Quaver radio stations and list them on the next two pages. Describe the characteristics for each musi-cal element, which contributed to your decision about which station should play which songs.

Lyrics:

Instruments:

Tempo:

Mood:

Dynamics:

Form:

Chords & Harmony:

Meter:

Rhythm:

Style Analysis:

For example:


Station: Song:QCNY That’s the Only Way

giving advice, try to be a better person

piano, violin, mandolin, guitar, slide guitar, drums

slow

mellow

moderately soft (MP) to medium loud (MF)

verse/refrain

3 or more chords (I, IV, V and ?)

in 4

straight rhythm

The story, simple chords, along with the

instruments used, make this a country song


LESSON 6


Lyrics:Instruments:

Tempo:Mood:

Dynamics:Form:

Chords & Harmony:Meter:

Rhythm:Style Analysis:

Station: Song:

Lyrics:Instruments:

Tempo:Mood:

Dynamics:Form:



Station: Song:

Analyzing Music StylesAnalyzing Music Styles


LESSON 6


Lyrics:Instruments:

Tempo:Mood:

Dynamics:Form:



Station: Song:

Lyrics:Instruments:

Tempo:Mood:

Dynamics:Form:



Station: Song:

Analyzing Music StylesAnalyzing Music Styles


LESSON 1 – 6 Keywords • DefinitionsKeywords • Definitions


Genre:

Syncopation:

Melody:

Pitch:

Chord:

Chord Progression:

Scale:

Write the de�nition of each term below as you cover it in a lesson.


Journal Lesson 1 • GenreLesson 1 • GenreEnter this week’s entry below:

JournalJournal

SketchesSketches



Journal Lesson 2 • RhythmLesson 2 • RhythmEnter this week’s entry below:


JournalJournal

SketchesSketches


Journal Lesson 3 • PitchLesson 3 • PitchEnter this week’s entry below:


JournalJournal

SketchesSketches


Journal Lesson 4 • Form & ChordsLesson 4 • Form & ChordsEnter this week’s entry below:


JournalJournal

SketchesSketches


Journal Lesson 5 • MelodyLesson 5 • MelodyEnter this week’s entry below:


JournalJournal

SketchesSketches


Journal Lesson 6 • SummaryLesson 6 • SummaryEnter this week’s entry below:


JournalJournal

SketchesSketches


Lesson 6 EvaluationEvaluationStudent Name:


Teamwork

Performance

Rhythm Writing

Melodic Writing

Independent Work

Clarity of Communication

Overall Impression

Total

Teacher Evaluation

Teacher Comments:

(rock) quaver fundamentals project book · pdf filelesson 6 analyzing music styles quaver...

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