music bumblebees aural & theory sample book

fo

r Young Musicians

MP3

Tracks

Music Bumblebees

for Young Musicians

Copyright 2009 Bumblebees P

ublishing

Anna Lu (Author)MMusSt, BMus (Piano with Hons I)

BSc (Pure Mathematics)LMusA (Piano), AMusA (Piano)

AMusA (Musicianship)

Sample Book

Bumblebees Publishing

www.musicbumblebees.com.au

with MP3 Tracks

How to Use this Book

Melody is your instructor throughout the book. She will teach you interesting music concepts and terms. Everything she says will appear in a purple box like this, and you can listen to it on the MP3 tracks.

Track

1

Buddy Bee is your learning friend who will take you through fun activities to reinforce the different music concepts. The directions are simple and easy to understand. Buddy Bees instructions will appear in a green box like this.

Play the MP3 track when you see this sign.Track

No.

IntroductionWelcome to the Music Bumblebees Aural & Theory Workbook Series Sample Book.

This workbook series for young musicians has been specifically designed to incorporate ear training to theoretical teaching, bringing children an integrated music learning experience. The workbooks bridge the gap between the classroom and the studio teaching, as often the classroom learning focuses more on aural discovery while the studio learning tends to focus more on technique building and performance.

Upon the completion of this series of workbooks, young musicians will have acquired knowledge equivalent to a Grade 1 Theory exam. Furthermore, these young musicians will have learned theoretical concepts from an aural perspective, gaining knowledge and aural understanding simultaneously.

There are three workbooks in this Aural & Theory Workbook Series for Young Musicians A, B, and C. The learning of each book is divided into 3 areas: (1) music concepts, (2) rhythm, (3) notation. Each book contains numerious MP3 tracks and 48 colourful pages of teaching and exercises such as aural discovery and discrimination, note-writing, counting, clapping, and creative tasks, as well as an exercise sticker sheet.

In this Sample Book, pages from each workbook have been carefully selected and compiled, giving you a better insight into: how music concepts are taught in the workbooks how the aural and sticker exercises are designed to encourage, engage, stimulate and challenge the students how easy it is for students to work independently how essential it is for the students to learn the aural side to the theoretical concepts how one can adapt the workbooks to the teaching of a classroom or small groups, such as beginner readiness classes or instrumental programs in primary schools.

I trust you will find our Aural & Theory Workbook Series offer a fun and innovative way to teaching and students will find the learning fun, challenging and rewarding!! Anna Lu (Author)

2Copyright 2011 Bumblebees Publishing

Content

Musical Instruments Musical Alphabets Sounds of Music Dynamics Tempo

RhythmBeat and Rhythm Bars, Barlines, & Double BarlinesMeter q n Time Signature Q h w Revision

Notation Musical StaveLines & SpacesStem Direction Steps Skips G ClefF Clef Revision

Assessments Aural Rhythm Notation

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Workbook A

4Musical Instruments

Copyright 2011 Bumblebees Publishing

Xylophone

Violin

Trumpet

Piano

Flute Guitar

Track

2

Listen to these instruments on the MP3.Track

3

Listen to the MP3 and find the sticker with the correct instrumentand paste the sticker inside the box.Track

4

We can make music in many different ways. We can sing to makemusic, or we can play musical instruments to make music.

Musical instruments sound different from each other, because different instruments produce different colours of music, and this is called the timbre (pronounced TAM-BER). We can create different timbre by using different instruments together.

a) b) c) d)

Workbook A


nWhen you hear 2 equal sounds in one beat, that rhythm is called titi, and it can be written like n or . Its technical names are two quavers (British) and two eighth notes (American).

crotchet

2 quavers

ta

titi

quarter note

2 eighth notes

eg)

a)

b)

nbeam

n

a)

b)

c)

Track

6

Track

5

Listen to the MP3. Circle the heart in which the piano played 2 sounds. Draw a inside that heart beat.

Listen to the MP3. Circle the pattern you hear.Track

7

Connect the rhythms to their rhythm names and technical names.

n

n

quavers

Trace the quavers. Write the word quavers 3 times.

Workbook A

Letternames

Write the answer in the circle.

Track

8

A to B is a step up

E to C is a skip down

A

AB

CD

EF

G

stepsupto

Askipsdown

toG

stepsupto

Eskipsupto

Dstepsdown

toC

skipsupto

Fskipsdown

to

E to G is askip skip

up down

Bskipsupto

Estepsdown

to

C to D is a

F to D is astep skip

up down G to B is astep skipup up

B to A is a D to E is astep skip

up down

Circle the correct answer.

a)

c)

e)

b)

d)

f)step step

up down

step skip up down

Remember the Musicians Alphabet Song? Lets sing it. We use ABCDEFG, and they are called the letternames.There are also steps and skips in these letternames.

A

6Copyright 2011 Bumblebees Publishing Workbook A

ContentPercussion InstrumentsSounds of MusicSlur & StaccatoDynamicsTempoRevision

RhythmTime Signatures

Revision

NotationNotes on G clef & F clefLeger lines and G clef notes Leger lines and F clef notes Grand Stave Middle C KeyboardHalf-step Tones & Semitones

Accidentals Minor 3rd (so-mi)Major 2nd (so-la)Revision

AssessmentsAuralRhythm Notation

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Workbook B

Listen to the MP3. Draw a slur over the notes if the music is played legato and write legato inside the box. Draw staccato dots if the music is played short and detached and write staccato inside the box.

A hhas 2 beats, the same number of beats as 2 s grouped together.

On the musical stave, when 2 s are written in the same space or on the same line, we use a tie to join the notes by the noteheads to make a longer sound. We play or sing the 1st note for 1 beat and hold it for another beat, which equals 2 beats and sounds the same as a .

2 beats 1 beat + 1 beat = 2 beats

1 beat + 1 beat 2 beats

playhold

tie

d)

h

q

q

Write the word tie 4 times.

Listen to the MP3. Find the 2 s that have been tied together, and draw a tie to join the two notes together by the notehead.

q

q q q q q q q

q q q q q q

q q q q

q q q q q q q q q

q q q q q

=

U


11

12

Workbook B

Minor 3rd (so-mi)

An interval is the distance between two notes. A skip Is an interval of a 3rd.

&==xz===1 2 3

&==h==j== 3 semitonesB D

q n q

n

q n q qm

q Q q Q n q q

q q q

q q n qm m

For example, B to D is a skip, as well as a 3rd apart. We start on B, being the 1st note, and count up. C is the 2nd note, and then D is the 3rd note. So the interval between B and D is a 3rd.

A 3rd that is exactly 3 semitones apart is called a Minor 3rd.The top note has a solfege name called so, and the bottom note has a solfege name called mi.

Listen to the MP3. Find where the mi is, and circle that note. Write m below the note.

Listen to the MP3. There will be 2 mis in each exercise. Circle them and write m below each note.

somi

qn q q h

somi

10Copyright 2011 Bumblebees Publishing

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14

15

Workbook B

ContentMusical InstrumentsDynamicsTempo

Rhythm Quavers & Stems

Whole Bar Rest

Anacrusis Meter Revision

Notation C Major Scale Solfa Names G Major Scale F Major Scale Key Signature Accidentals Tonic Note Interval Tonic Triad Transposition Revision

Assessments Aural Rhythm Notation

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Workbook C

Dynamics

Draw a line to connect the matching sign, term and definition.

The sound of a police siren will become louder when the police car is approaching from far away. We use the sign or the term crescendo (cresc.) describe music that is getting louder.

When the police car is going away, the police siren will become quieter. We use the sign or the terms decrescendo (decresc.) or diminuendo (dim.) to describe music that is getting softer.

Write these signs and terms 3 times each.

cresc.

decresc.

dim.

getting softer

getting louder

diminuendo

crescendo

Listen to the MP3.Draw inside the circle if the example was getting louder. Draw inside the circle if the example was getting softer.

12Copyright 2011 Bumblebees Publishing Workbook C

16

17

Copyright 2011 Bumblebees Publishing

In time, a is often followed by a like this , called tum ti.

@, #, $ j e j eThis rhythm combination is worth 2 beats.

Listen to this rhythm on the MP3.

q

Listen to the MP3 Find where the is and circle the 2 heart beats together. Draw the rhythms inside the heart beats. Take care to write the in the right half of the 2nd heart beat.

jee

Track

ej

qqj eq qqj en

d j eq h qqnqU

Listen to the MP3. Circle the pattern you hear.

j e e e e e q UU

q qn qn

nq

q

q

q

n

$ qqj e \qqh ]

q q

13Workbook C

18

19

20

Solfa Names

Listen to a major scale sung in scale degrees first and then in solfa and sing along.

Each scale degree in the major scale has a solfa name.

d r m f s

d r m m r d

d m s s m d

d m m d d m m r

d m s l d m s d

1

23

45

67

8

do(d)

re(r)

mi(m)

fa(f)

so(s)

la(l)

ti(t)

do(d )1

1

d r m r d

Listen to the MP3 Circle the pattern you hear.

14Copyright 2011 Bumblebees Publishing Workbook C

21

22

~ Tania RashidiM.M.T.A, Licensed Kindermusik Educator (NSW)

"It is my studio book of choice for new students."

~ Robyn Harries AMusA, MTAQ (Assoc), Music teacher (QLD)

"A truly wonderful combination of ear training and theory.""I wish I was a child again!!!"

"The workbooks are so much fun."

~ Julee AndrewsAMusA, ATCL, LTCL, FTCL, Piano teacher (NSW)

~ Deanne ScottCTMusA, MTAQ (Prof), Piano teacher (QLD)


What the experts say

Music Bumblebees Aural and Theory Workbook A provides a fresh approach to aural and theory training for young musicians. Music teachers will undoubtedly welcome this exciting resource which, being equally suited to studio and classroom contexts, creatively introduces music fundamentals to students in a logical, step-by-step manner.

Visually-stimulating, interesting tasks form a well-squenced range of activities which encourage a motivated approach to learning. Teachers and students should look forward to using this successful blend of aural and theoretical development in which concepts are presented in a fun and enjoyable manner.

Dr. Julie Kirchhubel / Lecturer in Aural Studies, Queensland Conservatorium, Grith UniversityPhD (Edn), MMus (GU), Dip.Ed (UNE), Grad Dip Mus, BA (Mus), LMusA, AMusA

Music Bumblebees Aural & Theory Workbook B continues to provide young musicians an innova-tive and interesting approach to aural and theory training. This workbook introduces more complex rhythms, and also begins work on simple melodic dictation through intervallic listening and the use of solfege names. School-aged students will nd this workbook useful, as it corresponds with their classroom learning material, hence strengthens their musical knowledge and aural skills. The aural training in this workbook not only provides training for young musicians, but can also assist many students in their practical and theory or musicianship exams.

The Music Bumblebees Aural & Theory Workbook series oer young musicians an all-inclusive music learning experience, and students should look forward to Workbook C!

Antoni Bonetti / Orchestra Conductor and ViolinistM.Mus., A.R.C.M., D.S.C.M., A.Mus.A.Music Director and Founding Conductor of the 80 member Brisbane Symphony Orchestra Lecturer, School of Music, University of QueenslandLeading String Teacher at Good Shepherd Lutheran College, Noosa

Anna Lu's series of Aural & Theory Workbooks are not only very attractive looking but a fun way for young students to learn the essentials of music. The aural component in particular is much needed as there is little available in this very important area for young students while the accompa-nying CDs are excellently prepared & presented. I thoroughly recommend these publications for all teachers of young music students.

Suzanne (Sue) Thompson / Author of the MUSIC GAMES series of musicianship booksL.R.S.M., A.T.M.A.Retired AMEB senior examiner

~ Nicola PooreBMus, BEd, Classroom music teacher (NSW)

"We have experienced great success with this resource in our Year 1 and 2 Music classes."

Aural training CD

Visually-stimulating exercises

Exercise stickers

Kodaly based for classroom teaching

Suit all instrumental beginners

Achieve Theory Grade 1 standard

Bumblebees Publishing

Anna Lu (Author)MMusSt, BMus (Piano with Hons I)

BSc (Pure Mathematics)LMusA (Piano), AMusA (Piano)

AMusA (Musicianship) www.musicbumblebees.com.au

Classroom Music

Instrumental Program

IndividualInstrumental

Lesson

GroupMusicianship

Classes

BeginnerReadinessProgram

Page 1 Cover.pdfPage 2Page 3Page 4Page 5Page 6Page 7Page 8Page 9Page 10Page 11Page 12Page 13Page 14Page 15Page 16 Back Cover