The Elements

of Music
 Week One
Learning Objectives
Lesson One

1. To define and differentiate between all the elements of music using musical language

2. To identify different pitches, tempo and dynamics by ear

3. To identify the basic Italian terms for tempo from memory

What makes Music
different?

http://www.youtube.com/watch?v=B2V9WwK-Qfw
 The Elements of Music
1. PITCH
2. MELODY
3. HARMONY
4. TEMPO
5. DYNAMICS
6. RHYTHM
7. DURATION
8. TEXTURE
9. TIMBRE
Learning Objective:
10. SILENCE To define the elements of
music using musical
language
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 The Melody
Learning Objective:
is the tune. It is the
well ordered succession of single
To define the elements of
music using musical
language
 Learning Objective:

Har
To define the elements of
music using musical
language

mo
ny
Harmonies are 2 or more pitched notes played together
These can create CHORDS
They sound harmonious (blended) or dissonant (clashing)
 Learning Objective:
To identify the basic Italian
terms for tempo, by memory

Tempo
Presto
Largo

Andante,
Moderato

Allegro
Tempo
Tempo is the speed
of the music.
 Learning Objective:

Tempo
To identify the basic Italian
terms for tempo, by memory

Presto – Very
fast

Andante –
moderate Moderato – at a
walking speed moderate speed

Allegro - Largo –
Fast very slow
 Week One
Learning Objectives
Lesson Two

1. To identify different pitches, tempo and dynamics by ear

2. To identify the Italian terms and symbols for Dynamics

3. To interpret different musical elements (Dynamics, tempo, Pitch , Silence and Duration)

using voices whilst following the cues of a conductor

 The volume of a
sound

Dynamics can
make music sound
really dramatic:
Sssssh! BANG !
Learning Objective:
To identify the basic
Italian terms for
dynamics

Dynamics
The loudness (forte) or the quietness (Piano)of the
music. Sometimes this is called the volume.
LETTERS WORDS MEANING
pp Pianissimo Very quiet
p Piano Quiet
mp Mezzo piano Moderately quiet
mf Mezzo forte Moderately loud
f Forte Loud
ff Fortissimo Very loud
cresc Crecsendo Gradually getting louder
dim Diminuendo Gradually getting softer
 Learning Objective:
To define the elements of
music using musical
language
 Week Two
Learning Objectives

Lesson Three

1. To identify, analyse and differentiate between elements of music through listening activity.

2. To define the musical element ‘texture’ using real life examples

3. To listen to and analyze different variations of songs, accurately identifying the textures
 Learning Objective:
To define the elements of
music using musical
language
 Composition Task 1
1. Get into groups of 4 or 5
2. Each person must create a sound with their
voice or body.
3. Combine your sounds to create a structure.
4. Perform your piece to the class.
5. Make sure you apply the knowledge of the
elements of music you have learnt.
 Learning Objective:
To define the elements of
music using musical

Texture
language

Texture is basically
how many layers of sound?
are playing at one time.

(Can sometimes as described as

THICKER or THINNER)
 Week Two
Learning Objectives
Lesson Four

1. To define and describe the musical element ‘Texture’ using descriptive musical language

2. To identify and differentiate between the different Textures of music.

3. To perform some textures of music as class, using appropriate musical elements whilst

following the cues of a conductor.

 Texture
If all the instruments are playing at once then it means
that the TEXTURE is thick.

If only one instrument is playing then the TEXTURE is

thin.

You can build texture up from thin to thick and you can
also reduce it from thick to thin.
 Texture
Music is built up of
LAYERS.

The way these layers

interweave creates
different effects within
the music.

We will look at the

following textures:

Monophonic
Homophonic
Polyphonic
Heterophonic
Imitative
Monophonic "mono" + "phonic" = "monophonic"
"one" + "sound" = "one sound”

Definition: Music with a single melody line only.

Found in all sorts of music

but often used in…
• Gregorian Chant
• Folk music

There can be more than one person singing or playing as long as they
are singing/playing the same melody in unison or octaves.
 Octaves “Oct" = “Eight” (8 notes apart)

Definition: The same melody is played

simultaneously in different pitches 8 notes apart.

Found in all sorts of music

but often used in…
• Vocal music
• Orchestral music
• Piano music

Listen out for thickened versions of a melody, particularly amongst

instruments or voices with differing or multiple ranges.
 Unison “Uni” = “One"

Definition: One melody is performed by multiple voices

or instruments simultaneously at the SAME pitch.

Found in nearly every kind of

music for various uses...

• Gives a theme importance

• Simplistic
• Avoids harmonic clashes
• Contrasts with harmonic writing

Listen out for thickened versions of a melody, but make sure they are
at the SAME pitch, therefore similar voices or instruments.
 Homophonic “homo" + "phonic" = “homophonic"
“same" + "sound" = “same sounds”

Definition: All parts moving together as chords

or melody and chordal accompaniment.

Found in most western styles…

• Modern (pop/rock/jazz/blues etc)
• Classical
Remember: Piano/guitar isn’t the only way to play a chordal accompaniment!
A group of instruments can form chords together, e.g. a string section, brass
band or choir.
 Polyphonic “poly" + "phonic" = “polyphonic"
“many" + "sound" = “many sounds”

Definition: Music that contains two or

more melodic lines simultaneously.

Polyphony shows up in lots of music…

• Classical
• Musical Theatre
• Pop

Canons and rounds create a polyphonic texture too as the lines interweave.
The layers are independent, they are not supporting the main melody.
Heterophonic “hetero" + "phonic" = “heterophonic"
“different" + "sound" = “different sound”

Definition: The simultaneous performance of

two or more slightly different versions of the
same melody.

Almost always in Non-Western music…

• Bluegrass “Mountain Music”
• Indian, North American, Indonesian.

The melody could be varied in rhythm, tempo, or have added embellishments

using ornamentation such as trills, acciaccaturas, turns.
 Imitative
Definition: The melody copied in another part.

Often heard in…

• Baroque counterpoint by
Bach, Vivaldi, Handel
Click the video to play
Listen out for the main theme/motif cropping up in different parts, it could be
passed around the different sections of the orchestra or used in a fugue passage.
 Week Two
Learning Objectives
Lesson Four

1. To define and describe the musical element ‘Timbre’ using descriptive musical language

2. To identify and differentiate between the timbres of classroom instruments in groups

3. To perform ‘The Storm’ as class, using appropriate musical elements whilst following the

cues of a conductor.
 Timb
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 Timbre
Every instrument has it’s own sound or
TIMBRE
The quality of tone of various musical instrument
is known as TIMBRE.

So … A metal instrument sounds different than

a wooden one and hitting a drum sounds
different than playing a recorder
Instrument Dash
 Instruments
The four families of instruments that form the
ORCHESTRA are:

STRINGS
BRASS

WOODWIND
PERCUSSION
 Orchestra
Horns Trombones Trumpets Tuba

Clarinets Bassoons

Percussion Flutes Oboes Double

basses

Violin 2 Viola
Violin 1 Cellos

Conductor
 The Storm
Reader It was a cold
winter’s
A soft, gentle
breeze
Overhead
clouds were
The wind
began to blow
Thick, fat
drops of rain
In the distance
thunder could
Lightning
flashed, the
The tempest
passed. All
evening. whispered building, harder, louder, started to fall. be heard, wind roared; was still and
through the getting darker, angrier. Slowly first rumbling bending tree calm once
trees, rustling grayer, then faster ominously trunks, more.
the leaves heavier. and faster. across the swaying
softly. hills. branches
violently.

Group 1 Very softly Keep going Sing ‘ooh’ at a Sing ‘ah’ at a Keep going (a Keep going Keep going Stop suddenly.
sing ‘ooh’ higher pitch lower pitch little louder) (louder) (really loud) Then back to a
soft ‘ooh’

Group 2   Whisper the Keep going Make Keep going (a Keep going Keep going Stop suddenly
word ‘whisper’ whistling little louder) (louder) (really loud)
sounds, softly

Group 3   Make soft Keep going Keep going (a Drum fingers Stamp feet Stamp feet Stop suddenly
paper rustling little louder) on table (soft at first loudly
sounds (slowly at first) but getting
louder)

Group 4   Sing ‘ooh’ at Keep going, Say ‘angrier’ Say ’faster’ Say ‘thunder’ Lots of ‘ooh’ Stop suddenly
different then say starting slowly loudly as loud as you
pitches ‘heavier’ and speeding can without
up shouting
 Week Three
Learning Objectives
Lesson Five and Six

1. To discuss the purpose for Musical elements and classify key terms within element
groups

2. To listen to and analyze different musical extracts and select the most appropriate musical
elements and scenes for each

3. To distinguish the effectiveness of different musical elements and suggest the most
appropriate element for different scenarios
 Listening Activity
1. To listen to and analyze different musical extracts and select the most appropriate

musical elements and scenes for each

2. To distinguish the effectiveness of different musical elements and suggest the

most appropriate element for different scenarios

Remember …..

• Listen to the song

• Circle one musical element that describes the song

the best

•Circle one scene that the song reminds you of

 Week Four
Learning Objectives

Lesson Seven and Eight

1. To apply knowledge of musical elements to ‘The Storm’ activity, performing in time, in

groups

2. To recall, recite and demonstrate understanding of selected musical elements through

‘30 seconds’ game
 Learning Objective

The Storm
To apply knowledge of musical elements to ‘The
storm’ activity performing in time, in groups

Reader Group 1 Group 2 Group 3 Group 4

It was a cold winter’s evening. Very softly sing Make paper rusting
‘ooh’ sounds

A soft, gentle breeze whispered through the trees, Whisper the word Make wind sounds
rustling the leaves softly. ‘whisper’ (long and mezzo
piano)
Overhead clouds were building, getting darker, Sing ‘ooh’ at a Whisper many Drum fingers on table
grayer, heavier higher pitch sounds (largo to andante)

The wind began to blow harder, louder, angrier. Sing ‘ah’ at a Make whistling Stamp feet (Piano to
lower pitch sounds, softly mezzo forte)

Thick, fat drops of rain started to fall. Slowly first Whistling (Mezzo Stamp feet (largo) Tap hands on
then faster and faster. forte) stomach (Largo then
presto)

In the distance thunder could be heard, rumbling Sing ‘ah’ (Mezzo Whistling (forte) Stamp feet (Forte and Clap (largo and
forte) presto) mezzo forte)

Lightning flashed, the wind roared; bending tree Clap (forte and Crash (Fortissimo) Sing ‘roar’
trunks, swaying branches violently. largo ) (fortissimo and
long)

The tempest passed. All was still and calm once Stop suddenly. Stop suddenly. Stop suddenly. Make Stop suddenly.
more. Then back to a wind sounds (long
soft ‘ooh’ and largo)
 Week Five
Learning Objectives

Lesson Nine and Ten

1. To define the terms ‘Graphic score’ , ‘Crescendo’ and ‘Diminuendo’

2. To assosiate symbols to sounds whilst reading a graphic score

3. To read and analyse ‘Stripsody’ graphic score as a class and identify the musical

elements being represented.

4. To perform ‘Stripsody’ in small groups with pitch and dynamic accuracy

 What are Graphic Scores?
Graphic scores are a way in which we can write music without having to
write musical notes. You can use shapes and symbols in your graphic score
to represent an instrument.
 Week Six
Learning Objectives

Lesson Eleven

1. To compose and perform using a graphic score in groups using variations of pitch, tempo and
dynamics

2. To use appropriate symbols to illustrate changes of tempo, dynamics, pitch and duration in
graphic scores

3. To accurately match pitch and tempo from graphic scores during improvisations.
 Remember …
Graphic scores are a way in which we can write music without having to
write musical notes. You can use shapes, numbers and symbols in your
graphic score to represent an instrument.
 Grading Criteria
Level 4

Graphic score is simple (Only pictures , words or numbers) with little variation
between parts. Students perform in time with fair rhythmic accuracy. Musical
elements are heard during performance but not notated on the scores.

Level 5

Graphic score shows variation and clear indications of musical element changes.
Sounds used are imaginative and creative. Students perform in time with rhythmic
accuracy using vocals and instruments.

Level 6

Graphic score is advanced with wide variations between parts (Harmonic and
Rhythmic). Musical elements used are advanced and appropriate symbols have been
used (Forte, Piano, Crescendo, diminuendo and vocal harmonies)
 Week Six
Learning Objectives

Lesson Twelve

1. To perform graphic scores in groups demonstrating variations of pitch, tempo and

dynamics

2. To follow appropriate symbols to represent changes of tempo, dynamics, pitch and

duration in graphic scores

3. To accurately match and represent pitch and tempo from graphic scores during
improvisations.
 Grading Criteria
Level 4

Graphic score is simple (Only pictures , words or numbers) with little variation between
parts. Students perform in time with fair rhythmic accuracy. Musical elements are heard
during performance but not notated on the scores.

Level 5

Graphic score shows variation and clear indications of musical element changes. Sounds
used are imaginative and creative. Students perform in time with rhythmic accuracy using
vocals and instruments.

Level 6

Graphic score is advanced with wide variations between parts (Harmonic and Rhythmic).
Musical elements used are advanced and appropriate symbols have been used (Forte, Piano,
Crescendo, diminuendo and vocal harmonies)