& œ

qr

q

q

1 23 4

5

1 2 3 4

lines spacesE G B D

F

F A C E

Name: __________________ Date: ______________ Class: ____________

& w w w w ww w w w w

1.

E G B D F E __ __ __ __

Part A: The notes on the lines can be remembered with Every Good Boy Deserves Fudge. Try naming these notes:

& œ œ œ œ œ œ œ œ C D E F G A B C

& w w w ww w w w

w w1.

F A C E F __ __ __ __ __

Part B: The notes in the spaces spell F A C E. Try naming these notes:

& w ww w w w w

w w w2.

__ __ __ __ __ __ __ __ __ __

Low and High notes

treble clef

lower sounding notes higher sounding notes

&œ

Staff: Music is written on fi ve lines called the staff. The lines and spaces of the staff are numbered from the bottom to the top.

Treble Clef: The treble clef circles the note G and is used for higher notes. A high pitch is shown by placing a note high on the staff. A low pitch is shown by placing the note lower on the staff.

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

Note Names in the Bass Clef

G B D F A

The bass clef notes on lines: The bass clef notes in spaces:

Part A: Name the bass clef notes found on lines.

Part B: Name the bass clef notes found in spaces.

Part C: Let‛s mix it up! Draw these notes on the staff that are found on lines and in spaces.

?œ

œ œ œ œ œœ

œ œ œ

? œ œ œ œ œ œœ œ œ œ

?

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

A D F C E G B D

? G E C B A F D G

G B D F A A C E G

Good Boys Deserve Fudge Always All Cows Eat Grass

Bass Clef: The bass clef is used for lower notes. The note F is found on the staff between the two dots.

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

Treble and BAss Clef note Names

Part B: Draw your clef. Write the following notes on the staff using whole notes.

1.

2.

A D E G C F A B

C E B A G C B F

The first seven letters of the alphabet are used to name notes in order: A B C D E F GAfter G is named, the letters are used again beginning with A.

Make a Hand Staff: Hold your hand in front of you with your fingers spread apart. Number your fingers 1-2-3-4-5 from the bottom to the top. That creates five lines, just as there are five lines on the staff. The spaces are found in betweenyour fingers. Spaces on the staff are also numbered from the bottom to the top.

line 5

line 4

line 3line 2

line 1

3.

E G C F D A C D

ww w w

w w w ww w

Part A: Let‛s mix it up! Draw your clef. Name these notes found on lines and in spaces.

2.

1.

__ __ __ __ __ __ __ __ __ __

3.

w w ww w w w w w w

ww w w w w w w

w w __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

the grand staff

Grand Staff: This example shows treble clef and bass clef notes. When two staves are joined it is called a grand staff.

Part C: Name the notes on the grand staff. The fi rst examples have been completed for you.

&

?œ œ œ œ œ œ œ œ œ œ œ œ

œ œ œ

œ œ œ

œ œ œ œ œ œ

∑

œ œ œ œ œ œ

∑

G A B C D E F G A B C D E F G

A B C D E F G A B C D E F G A

&

?

œœ œ œ œ

œ

œ œ œœ œ œ

œœ œ œ œ

œ

œ œ œœ œ

œ

œ œŒ

œ œœ

œ œ œ œ œ œ

œ œ œ œ œ œ

œ œœ œ œ œ

œ œ œœ œ œ

œœ œ

œ œ œ

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Part A: Name the notes on the grand staff.

&

?

œ œ œ œ œ œ

∑

œ œ œ œ œœ

∑

œœ

œœ œ œ

∑

∑

œ œ œ œ œœ

∑

œœ

œ

œœ œ

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __

Part B: Write the notes on the grand staff using whole notes.

&

?

w w

∑ ∑ w ∑

A D C E B F G A B F G A

G F D B F E D C

A B

D E

E

A

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

Dynamics

Crescendo Gradually get louder.

Decrescendo Gradually get softer. Italian words are used to describe different dynamics. These dynamics tell us to play the music loud. These dynamics tell us to play the music soft.

Italian: Symbol: Play or Sing:fortissimo very loudforte loud mezzo forte medium loud

Italian: Symbol: Play or Singmezzo piano medium softpiano softpianissimo very soft

fF

Pp

pp

ff

Fill in the blanks with the correct answer.

Write the name of the dynamics term in the blank.

__________________

___________________________

__________________

F

f

ff

__________________

__________________________

__________________ P

p

pp

1. Mezzo forte means ______________________________________.

2. ______________________ means very loud.

3. Dynamics tell us ___________________________________________________.

4. Forte means _______________________.

5. Write the abbreviation for: forte _____ fortissimo ____ mezzo forte ____

6. Crescendo means ___________________________________. The symbol is _____

7. Decrescendo means _________________________________. The symbol is _____

8. ______________________ means very soft.

9. Mezzo piano means __________________________.

10. Write the abbreviation for: piano _____ pianissimo ____ mezzo piano ____

11. List all the dynamics from loudest to softest: _____________________________

_______________________________________________________________________

_______________________________________________________________________

Dynamics: The dynamics in music refer to how loud or soft the music is.

SAMPLE

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

Note Value Practice

A quarter note receives one beat in time. A quarter rest receives one beat of silence.

q 4

4 Q

1 2 3

4

3

Part B: Draw quarter notes , pairs of eighth notes and rests so there is one beat in each box.

1 2 3

4

3

Write the rhythm pattern on the staff.

? 43

Part A: Add a pair of eighth notes at the end of the measures and clap the rhythm patterns.

? c œ œ œ œ ˙ œ œ œ œ œ œ

Write the rhythm pattern on the staff.

? 43

? jœDraw a row of single eighth notes:

Two eighth notes can be joined with a beam and receive one beat in time.

4

4qre

Draw pairs of eighth notes:

qrq Q

? œ œ

e

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qName: __________________ Date: ______________ Class: ____________

Rhythm check-up - A

Part A: Circle the measure that your teacher claps. These rhythms are in time.

These exampless are in time:4

4

= w 4 beats

A B C

qr q qr q

Part B: Your teacher is going to clap the following rhythms. Number the measures in the order that they were clapped. Listen carefully. All measures are in time.

________ ________ ________

1.

________ ________ ________

2.

________ ________ ________

3.

Part C: Your teacher will clap one measure of music. Write the rhythm that your teacher claps.

1.

2

4

4

4

2. 44

Example 1:

Example 2:

Example 3:

Example 4:

=

=

=

= qr 1 beat

Q rest 1 beat

q 1 beat

h 2 beats

q q qr q h h

w qr qr q q qr q qr q

h h w q q qr q

q Q qr Q q q qr q qr Q q q

q q qr q h

q Q qr qr q q

q Q qr Q h

4

4

________

qr qr

________

________

h

q q

SAMPLE

Part A: Write the notes of the Concert B scale in your clef. Draw the fi ngering for each note in the boxes above. Play the Concert B scale on your instrument.

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qName: __________________ Date: ______________ Class: ____________

Instrument Fingerings

&

?

&

?

b

____ ____ ____ ____

____ ____ ____ ____

____ ____ ____ ____

____ ____ ____ ____

b

SAMPLE

œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ œ œ

& c ˙ ˙ w ˙ ˙ w2 3 412 3 41 2 3 41 2 3 41

Part A: Write the counts under the notes. This can help you to figure out how to play rhythms that are more difficult. Some of the measures have been completed for you. Clap the rhythms.

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q

qName: __________________ Date: ______________ Class: ____________

Counting Rhythms

& c ˙ œ œ œ œ œ œ œ œ ˙ w2 3 412 3 41 2 3 41 2 3 41

c œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ œ œ2 1 4323 41 1 432

Part B: This section has tied notes. Write the counts under the notes.

*Hint: The means common time and is another way of writing time.c4

4

In this example, there are two eighth notes on one beat. After you write in the counting, clap the rhythm or play on Concert B .b

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

TEMPO AND DYNAMICs REVIEW

1. allegro ___

2. vivace ___

3. accelerando (accel.) ___

4. prestissimo ___

5. presto ___

6. andante ___

7. adagio ___

8. ritardando (rit.) ___

9. largo ___

10. moderato ___

a. quickly

b. fast and lively

c. very quickly (as fast as you can go)

d. gradually get faster

e. quickly, lively and bright

f. moderately, medium speed

g. slow, at a walking pace

h. very slow and broad

i. slowly

j. gradually get slower

1. Accelerando (accel.) means to _____________________________________________.

2. Ritardando (rit.) means to ____________________________________________.

3. Fast and lively is called ____________________.

4. Moderato is faster than ___________________ but slower than __________________.

Part A: Write the letter of the definition that matches one of the tempo terms on the left.

Part C: Write the letter of the definition that matches one of the dynamics terms on the left.

1. piano ___

2. fortissimo ___

3. crescendo ___

4. mezzo piano ___

5. pianissimo ___

6. forte ___

7. decrescendo ___

8. mezzo forte ___

a. medium soft

b. gradually get softer

c. loud

d. very loud

e. soft

f. medium loud

g. very soft

h. gradually get louder

A composer can indicate if they want the music to speed up or slow down. Accelerando means to gradually get faster (accel). Ritardando means to gradually get slower (rit).

Part B: Fill in the blanks with the correct answer.

SAMPLE

Clefs: Notes can be written in the treble clef or bass clef . This example is in the treble clef. The treble clef circles the note G and is used for higher notes. The bass clef circles the note F and is used for lower notes. What is your clef? ________________ Draw your clef across the blank staff.

& 43 œ œ œ œ Œ œ œ œ œ œ Œ œTime Signature: The time signature is a pair of numbers found after the treble or bass clef. The number on the top tells us how many beats are in each measure. The bottom number tells us what kind of note gets a single beat.

3

4

measure measure measuremeasure

qr

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qName: __________________ Date: ______________ Class: ____________

Measures and Bar Lines

Part A: Answer the following questions:

1. How many measures are in this example? ______

2. What is a measure? ______________________________

________________________________________________

3. A bar line comes _______________ an accented beat.

4. What is the space called that is found between bar lines?___________________

5. Why is a double bar line used? ____________________________________________

6. How many single bar lines do you count? ______

7. Music is written on fi ve lines (and four spaces) called the _____________.

8. What is the time signature in the above example? _________

Staff: Music is written on a fi ve line staff. The staff has fi ve lines and four spaces.

Measures and Bar Lines: A bar line comes before an accented beat. A measure is the distance between bar lines. The double bar line tells you that it is the end of the piece.

Name: __________________ Date: ______________ Class: ____________

bar line bar line

21 3

bar line

1 2 3 1 2 3 1 2 3

double bar line

& 43 œ œ œ œ Œ œ œ œ œ œ Œ œ

l ,

& l ,

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

Articulation

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ To. S S

Tongue and Slur: Begin with “doo” and gently blow into your instrument on the following notes without tonguing. Notice how the first note is tongued and the notes after are slurred.

Part C: Draw your clef. Write To. under the note that should be tongued, and S under the notes that are slurred.

tongue slur slur

This example shows a slur. How do you play a slur on your instrument? When should you tongue a note?

Whisper this pattern: doo doo doo doo doo...doo... doo doo doo doo doo... When you say doo, your tongue lets the air out. This is called tonging. You should blow into your instrument the same way, connecting the notes.

Part A: Draw your clef. Play this rhythm on your instrument, begin each note with “doo” or “too”. This is called tonguing the note.

œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙ doo doo doo-doo doo

Part B: For the slurs, tongue the first note and slur the following notes (play without tonguing). Make this musical selection unique. Draw your clef, choose your notes for the melody, practice and perform this mini-composition for the class.

Staccato: A staccato means to play the note in a detached style. Play this example. Begin each note with “ta”.

œ.. œ.. œ.. œ. œ.. œ. œ. œ. œ. œ. œ. œ.. œ.. œ.. œ. œ.. œ. œ. œ. œ. œ. œ. ta ta ta ta ta

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

Conducting Patterns

Common time is another way of writing time.

3

4

2

4

& 43

& 42

& c

The conducting pattern for is shown like this:

The conducting pattern for is shown like this:

The Conductor: The conductor interprets music and directsthe musicians how to perform by different motions of his or her hands, or a baton. Conducting patterns are used for different time signatures.

Create a rhythm pattern in time. Practice conducting your pattern.4

4

4

4

Create a rhythm pattern in time. Practice conducting your pattern.3

4

Create a rhythm pattern in time. Practice conducting your pattern.2

4

c

The conducting pattern for is shown like this:

4

4

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

Whole and Half Steps

whole step half step

C to D is a step.

F to G is a step.

D to E is a step.

G to A is a step.

B to C is a step.

E to F is a step.

A to B is a step.

whole half

C D E F G A B C D

C

D

D

E

F

G

G

A

A

Bb

I

b b b b

I I I I

The notes of the C scale are shown on the keyboard below. C to D is a whole step. You can tell it is a whole step because there is a black key between the white keys. E to F has no black keys in between, so E to F is a half step. Using the keyboard, write whether the following steps are whole or half steps.

C to C is a half step. C to D is a whole step. A whole step has a note in between.

Part A: Draw your clef at the beginning of the staff. Write the notes on the staff using whole notes. Refer to the keyboard above and decide if the notes are a whole or half step apart. Circle whole or half.

I

C

D b

I

A A B B C D E F

whole / half whole / half whole / half whole / half

I

C C E E B C D E

whole / half whole / half whole / half whole / half

I

1.

2.

b

b

Part B: Answer the questions.1. How can you tell if the notes are a half step apart? ______________________________________________________________________________________________________.

2. A whole step means ______________________________________________________.

SAMPLE

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qName: __________________ Date: ______________ Class: ____________

Key Signatures

Key SignatureSharps or fl ats at the beginning of the staff that tell us what key the music is in.

Part B: Draw the pattern of whole and half steps for the D major scale above and the scales on the keyboards below. A whole step is written like this: A half step is written like this:

A MajorScale

G MajorScale

This key signature has F and C . This is the key of D. F and C are sharp so that the pattern of whole and half steps is a major scale.

I I

C D E F G A B C

C MajorScale

*The C Major Scale has no sharps or fl ats so the key

signature is left blank.

D MajorScale

Draw F and C in the key signature:I I

B

D Fb

Draw F , C and G in the key signature:I I I

B MajorScaleb

Draw F in the key signature:I

G ABbEb

Draw B and E in the key signature:b b

C

A B D E AF GI I I

G AF

C D EB GI

C

D EF

G A BC

DI I

Part A: Write the pattern of whole and half steps in a major scale.

___________, ___________, ___________, ___________, ___________, ___________, ___________

SAMPLE