Music Composition Terms and Definitions, Exams of Music

Download Music Composition Terms and Definitions and more Exams Music in PDF only on Docsity! Praxis II: Music: Content and Instruction exam test with grade A answers for yearly candidates  Episode - Correct answer Passage that does not state the principal subject (esp in Fugue)  Exposition - Correct answer Section in which subject(s) are announced. In Fugue, Sonata, Concerto.  Fugue - Correct answer Composition or Section in which subject is answered or repeated by several parts.  Hocket - Correct answer Splitting up a melodic line between two voices  Leitmotif - Correct answer Musical theme/motive assoc. w a person, thing, emotion or idea in a drama  Monody - Correct answer Accompanied solo song  Motet - Correct answer Polyphonic vocal composition, sacred text  Partita - Correct answer Single variation of a theme, set of such variations.  Recapitulation - Correct answer Section of a movement in which the subjects announced in the exposition are reviewed  Renaissance - Correct answer 1450-1600; rebirth of secular musical activity/ideals of antiquity.  Ripieno - Correct answer Tutti as opposed to solo  Rondeau - Correct answer ABaAabAB; one of Formes Fixes  Sarabande - Correct answer Slow dance in triple meter often emphasizing the second beat  Sonata - Correct answer To be played on one or more instruments; Work in several mvts for one or two solo instruments  Sonata form - Correct answer Used mostly in first mvts; Exposition - Development - Recapitulation  Stretto - Correct answer Imitation of a subject at a close time-interval  Tetrachord - Correct answer Scale of 4 notes spanning a fourth (Greek/Medieval); Set of four pitches (Modern)  Toccata - Correct answer Introductory improvised instrumental piece  Triplum - Correct answer Second part in early polyphony, set against a Tenor and Duplum  Abgesang - Correct answer Bar Form - Song form in which first melodic component is sung 2x w/different texts (Stollen); the remainder (Abgesang) is sung once  Ad Libitum - Correct answer Details of execution left to discretion of the performer  Aggregate - Correct answer Unordered set of pitch classes of the chromatic scale  Air - Correct answer 1. Tune  2. Tuneful song in Fr. stage work  Martele - Correct answer To hammer. Usually performed toward the frog. Fast, well-articulated stroke resembling a sfz.  Staccato - Correct answer Short separate strokes  Loure - Correct answer 'Pique'  Legato stroke. Dashes under notes w/slurs used to designate the bow changes  Detache - Correct answer Basic stroke on all bowed string instruments. It changes direction each note.  Soprano - Correct answer Range: C4 - C6 (high C)  Mezzo soprano - Correct answer Range: A4 - A6  Contra alto - Correct answer Range: F3 - F5  Tenor - Correct answer Range: C3 - C5  Baritone - Correct answer Range: F2 - F4  Bass - Correct answer Range: E2 - E4  Portamento - Correct answer Glissando in vocal music  Trombone, Position VII - Correct answer E  Trombone, Position VI - Correct answer F  Trombone, Position V - Correct answer Gb  Trombone, Position IV - Correct answer G  Trombone, Position III - Correct answer Ab  Trombone, Position II - Correct answer A  Trombone, Position I - Correct answer Bb  Trumpet, 3rd Valve - Correct answer 1 + 1/2 steps  Trumpet, 2nd Valve - Correct answer 1/2 step  4th Valve - Correct answer 2 1/2 steps  Trumpet, 1st Valve - Correct answer 1 step  Classes - Correct answer I - Tonic  ii - Supertonic  iii - Mediant  IV - Subdominant  V - Dominant  vi - Submediant  vii - Leading Tone  Steps of Conducting - Correct answer 1. Preparation  2. Ictus  3. Rebound  4. Penultimate beat placement  5. Final beat placement  Baroque: Dates - Correct answer 1600 - 1750  Baroque: Musical Characteristics - Correct answer Decorative, filled w/ornaments, few dynamic markings  Baroque: Composers - Correct answer Vivaldi, Handel, Bach, Pachelbel  Classical: Dates - Correct answer 1750 - 1825  Classical: Musical Characteristics - Correct answer Reserved, intellectual, rational-sounding. Controlled compositions. Great growth in string section.  Classical: Composers - Correct answer Haydn, Mozart, Beethoven, Schubert, Mendelssohn  Classical: Orchestra Size - Correct answer 30 - 50; Marked increase in # of string players.  Romantic: Dates - Correct answer 1825 - 1900  Romantic: Musical Characteristics - Correct answer Conveyed feeling, programmatic, used nature for inspiration, Nationalistic, incorporation of folk tunes.  Romantic: Composers - Correct answer Weber, Chopin, Brahms, Dvorak, Grieg, Tchiakovsky  Modern: Dates - Correct answer 1900 - Present  Modern: Characteristics - Correct answer Unconventional sources of inspiration; broke molds of traditional harmony.  Modern: Composers - Correct answer Debussy, Ravel, Stravinsky, Prokofiev, Copland, Gershwin  Horn - Correct answer It. - Corno  Fr. - Cor  Ger. - Horn  Trumpet (tr. or tpt.) - Correct answer It. - Tromba  Fr. - Trompette  Ger. - Trompete  Trombone (trb. or tbn.) - Correct answer It. - Trombone  Fr. - Trombone  Ger. - Posaune  Tuba (t.) - Correct answer It. - Tuba  Fr. - Tuba  Ger. - Tuba  Ger. - Klarinette  Bassoon (bn.) - Correct answer It. - Fagotto  Fr. - Basson  Ger. - Fagott  Contrabassoon (cbn.) - Correct answer It. - Contrafagotto  Fr. - Contrebasson  Ger. - Kontrafagott  Saxophone (sax) - Correct answer It. - Sassofone  Fr. - Saxophone  Ger. - Saxophon  Overtone Series - Correct answer Fundamental  8va - P5 - P4 - M3 - m3 - m3* - M2*  Monophonic - Correct answer Unaccompanied Melody  Polyphonic - Correct answer Musical Texture consisting of two or more lines of melody.  Homophonic - Correct answer Music in which the harmony is chordal & not made up of distinctive lines.  Heterophony - Correct answer Same melody performed simultaneously in more than one way, for ex., simply and ornamented.  Polar Patterns - Correct answer Omnidirectional, Cardoid, Super or Hyper Cardoid, Bidirectional  Continuous Binary Form - Correct answer Single harmonic movement divided by design (conclusive cadence).  Continuous Binary Form: Simple - Correct answer Design: AB or AA'  Continuous Binary Form: Rounded - Correct answer Design: AB II A'  Continuous Binary Form: Balanced - Correct answer Design: AA'. Part two closes with a transposed restatement of the passage that ends part one.  Sectional Binary Form - Correct answer Double Harmonic movement, that is, two complete or interrupted harmonic movements.  Sectional Binary Form: Simple - Correct answer Design: A-B or A-A'  Sectional Binary Form: Rounded - Correct answer Design: A- BA  Sectional Binary Form: barform - Correct answer Design: A-A- B. Part one repeated, part two not repeated.  Sectional Ternary Form - Correct answer Double harmonic movement, the second of which is further divided by design (contrast). Design: A-BA.  Full Sectional Ternary Form - Correct answer Triple harmonic movement, that is, three complete or interrupted harmonic movements. Design: A-B-A.  Continuous Ternary Form - Correct answer Single interrupted harmonic movement divided by design (conclusive cadence and contrast). Design: AB II A'  Sectional Four Part Form - Correct answer Same as secional ternary plus transposed restatement of part two as part four. Design: A-BA-B'  Sectional Five Part Form - Correct answer Same as sectional ternary plus new part four and restatement of part one as part five. Design: A-BA-CA  Classical Rondo Form - Correct answer ABACAB'A  Perfect Authentic Cadence (PAC) - Correct answer V - I. Both Chords in root position. Soprano on root of chord I.  Imperfect Authentic Cadence (IAC) - Correct answer V - I, but with either an inverted chord, or soprano not finishing on the tonic.  Half Cadence (HC) - Correct answer _ - V. The V chord can be approached from a number of other chords (I, ii, IV, V/V)  Plagal Cadence (PC) - Correct answer IV - I. Known as the 'church' cadence. Named for the 'Amen' commonly used at the end of hymns.  Deceptive Cadence (DC) - Correct answer A cadence that creates the expectation of going to I, but substitutes another chord instead. Common substitutes for I are: vi, IV6, bVI, and occasionally IV or V/ii.  It +6 - Correct answer Three pitches only. +6 and the tonic (M3)  Fr +6 - Correct answer The characteristic augmented sixth interval, the tonic pitch and the second scale degree.  Ger +6 - Correct answer The characteristic augmented sixth interval, the tonic pitch, and the lowered third.  Anitquity (Dates) - Correct answer 500 BC - 500 AD  Medieval (Dates) - Correct answer 500 - 1400  Renaissance (Dates) - Correct answer 1400 - 1600  Baroque (Dates) - Correct answer 1600 - 1750  Rim Shot - Correct answer [Drumming technique] 1 loud hit  Flam - Correct answer [Drumming technique] 1 beat preceding 1 beat (Ex. ba-dop)  Drag - Correct answer [Drumming technique] 2 beats preceding 1 beat (Ex. ba/da-bop)  Paradiddle - Correct answer [Drumming technique] par-a-di- dle  Classical (Characteristics) - Correct answer Simple melodies, refined strings, strings dominate, Alberti Bass  Medieval (Characteristics) - Correct answer Monophonic, plain chant  Renaissance (Characteristics) - Correct answer Polyphonic, no instruments, Motet & Madrigal  Baroque (Characteristics) - Correct answer Small orchestras w/basso continuo, keyboards  Accelerando - Correct answer Gradually accelerating or getting faster  Anacrusis - Correct answer An upbeat or pickup note(s); a termused for unstressed notes at the beginning of a phrase of music.  Augmentation - Correct answer Statement of a melody in longer note values, often twice as slow as the original.  Diminution - Correct answer Note values are shortened, usually by half.  Marcato - Correct answer marked, emphatic  rubato - Correct answer perform freely  alla breve - Correct answer A tempo marking indicating a quick duple meter 2/2  poco a poco - Correct answer little by little  adagio - Correct answer slow  Ad Libitum (ad. lib.) - Correct answer At liberty  Allagrando (allag.) - Correct answer Broaden out  Allegretto - Correct answer Slower than Allegro  Allegro - Correct answer Fast (Tempo = 120 - 168)  Andante - Correct answer Slow; in a walking style (Tempo = 76 - 108)  Andantino - Correct answer A little faster than Andante  A Tempo - Correct answer At the original tempo  Calando - Correct answer Softer and slower  Con Moto - Correct answer With Motion  Grave - Correct answer Slow and serious  Largo - Correct answer Very slow (Tempo = 40 - 60)  Lento - Correct answer Slowly  L'istesso Tempo - Correct answer In the same time  Marcia - Correct answer March tempo and style  Meno Messo - Correct answer Less motion; slower  Moderato - Correct answer In moderate time or speed (Tempo = 108-120)  Ma non Troppo - Correct answer Not too fast  Piu Mosso - Correct answer A little more motion  Presto - Correct answer Very fast; double the time (tempo = 200 - 208)  Rallentando (rall.) - Correct answer Gradually becoming slower  Ritardando (rit.) - Correct answer To retard or slow down  Stringendo - Correct answer Faster tempo  Valse - Correct answer In waltz time  Vivace - Correct answer With life (very fast)  Tempo - Slowest to Fastest - Correct answer Largo, Larghetto, Adagio, Andante, Moderato, Allegro, Presto, Prestissimo  Conducting: Attack - Correct answer Indicated by the speed of acceleration and force of the ictus  Conducting: Ictus - Correct answer The point of the rebound  Conducting: Dynamics - Correct answer Indicated by the size of the preparation  Conducting: Preparation - Correct answer The space between the ictus of one beat and the ictus of the next  Conducting: Quality - Correct answer Indicated by the shape of the preparation young children can reproduce short or limited contours with some discrepancy in pitch. Early childhood music education opportunities to learn to produce pitches accurately and distinguish between scale and key structure.  Johann Amos Comenius [Music Learning K-12] - Correct answer Johann Amos Comenius believed that the educator of children should begin immediately so that the child could learn about faith, cognizance of moral actions and familarity with arts and language. Comenius felt that music education was instinctual for children who first learn to make sound through vocalizations.  Acculturation of Preparatory Audiation [Music Learning K-12] - Correct answer Absorption - 1st 18 months (inc. listening)  Random Response - 1-3 years (involves participation)  purposeful response - 18mo - 3 years (contribute to music)  What is the Music Educators Role? [Music Learning K-12] - Correct answer Educators are responsible for making music a positive influence on students. All teachers should seek out ways to prepare for curriculum planning and designing instructions that are appropriate for the child's particular education level. Music combines with all developmental, cognitive, language, physical, emotional and social arenas of education and places the music educator in an important, multifaceted role. Music educators should be able to guide children in their musical experiences and encourage progress as it occurs.  Working with rhythm in instruments in the classroom [Music Learning K-12] - Correct answer Rhythm instruments such as shakers, cowbells, drums, and tambourines are the easiest to work with when instructing children about rhythm, beat, and tempo since they are small, and children can easily be taught to use them correctly. Children should be introduced to these instruments and how they work to produce sound before being taught simple melodies. Once students are familiar, they can be instructed to incorporate those sounds in their exercises.  Involvement of Parents [Music Learning K-12] - Correct answer Parents should always be encouraged to become more active in their child's education and musical development. Music educators should make an effort to include parents in discussions of instruments or musical practice. Parents are teachers first and a full support from them will help the child learn the importance of education. Music educators should always seek out ways to keep parents involved, such as through band support programs or fund-raising.  Sound Exploration Areas [Music Learning K-12] - Correct answer Young children need a place to experiment with musical instruments and sounds that is separated from other groups that may be involved in more directed study. Children should be free to work with instruments such as the bells, shakers, claves, drums, tambourines, and castanets as loudly as the child chooses. All sound exploration should be hands on.  How should Music Educators introduce music instruments? [Music Learning K-12] - Correct answer The music educator should give instruction on each instrument, how to use the instrument, and then allow the child to replicate that instruction and then to improvise. Music educators should respond positively to a student's efforts.  Why is singing and chanting important with young children? [Music Learning K-12] - Correct answer Rhythmic songs and chants are important for children to understand the combination of sounds and beats and apply the process to their own sensory perceptions. When music educators participate in the singing or chanting, they can interact with the children, and show them how much fun moving to music and creating music can be for all ages. Music educators can teach songs in small segments, through repetition, or through example.  Creative and Synchronized Movement [Music Learning K-12] - Correct answer Movements that are associated with music and performed as dances or exercise by young children are classified as either creative movement or synchronized movement. Creative movement gives children freer expression and allows them to improvise and enjoy the act itself. Synchronized movement follows an established routine and is choreographed to the rhythm and beat of the selected music. Creative movement allows children to freely express themselves to song, while synchronized movement helps children work as a group and realize the importance of teamwork.  Why music educators should model movements in teaching creative movement...[Music Learning K-12] - Correct answer Children will often watch the movements of those around them. Music educators can show students how to do a particular movement to a song, and then let the children copy what they have seen. Any type of movement should be at the child's developmental level. Music educators can show children how to move faster or slower through music. They can also be introduced to dynamics with loud marching or tiptoeing. Teachers can teach about changes in phrasing by changing direction.  Creative Movement [Music Learning K-12] - Correct answer Creative movement involves a child's interpretation of the song without paying attention to the beat. Children should be familiar with walking, marching, running, galloping, dancing, clapping, sliding, jumping, and hopping to music.  Synchronized Movement [Music Learning K-12] - Correct answer By following a pre-set order of movements to music, children are able to begin to understand a connection between feeling and hearing the music. Children can later apply this connection and develop a steady beat or pulse. o it is a way of introducing and teaching children about music on a level that they can easily comprehend. Musical concepts are learned through singing, chanting, dance, movement, drama and the playing of percussion instruments. Improvisation, composition and a child's natural sense of play are encouraged. o "Never music alone, but music conntected." o Approach is simple, basic, natural, close to a child's world.  IMITATION  EXPLORATION  LITERACY  IMPROVISATION  Kodaly - Correct answer - Mid 1900s, Hungarian o Child-Developmental approach o Rhythm syllables- solfege for rhythm o Rhythmic movements - walking, running, marching, clapping o Rhythm sequence and notation o Moveable "do," solfege o Melodic sequence and pentatony o Hand signs o Folk Songs  Gordon - Correct answer - Audiation - hearing music with understanding o Listen o Imitate o Think o Improvise o Students build a foundation of aural and performing skills through singing, rhythmic movement, and tonal and rhythm pattern instruction before being introduced to notation and music theory.  Dalcroze - Correct answer Swiss o Early 1900s o Eurhythmics - musical expression through movement; developing musical skills through kinetic exercises. o Solfege o Improvisation (using instruments, movement, and voice)  Suzuki - Correct answer - Mid 1900s o "Mother-tongue approach" o Early beginning o Saturation of music o No tests o Rote Learning ->Learning by ear rather than reading o Review of previous pieces - repetition o Play in groups a public performance o Parental Involvement  Aerophones - Correct answer a class of instruments that produce their sound by the vibration of air, i.e., flute or clarinet  Chordophones - Correct answer a class of instruments that produce their sound by means of vibrating strings stretched between fixed points, i.e. guitar, violin, and etc.  Idiophones - Correct answer class of instruments that produce their sound by the vibration of the instrument itself, i.e. castanets, rattles, glass harmonics, and etc.  Membranophones - Correct answer a class of instruments that produce their sound by the vibration of a membrane or head i.e., drums  Flutter tongue - Correct answer a special effect on the flute and occasionally other wind instruments consisting of the rapid insertion of the tongue into the blowhole resulting in a rapid staccato  Single: (t-t-t)  Double: (t-k t-k t-k)  Triple: (t-k-t t-k-t)  Col legno - Correct answer hit the strings with the wooden part of the bow  Coloratura soprano - Correct answer A type of operatic soprano who specializes in music that is distinguished by agile runs and leaps. The term coloratura refers to the elaborate ornamentation of a melody, which is a typical component of the music written for this voice  Lyric soprano - Correct answer a type of operatic soprano that has a warm quality with a bright, full timbre which can be heard over an orchestra  Soubrette - Correct answer A soubrette voice is light with a bright, sweet timbre, a tessitura in the mid-range, and with no extensive coloratura.A soubrette's range extends approximately from middle C (C4) to "high C" (C6). The voice has a lighter vocal weight than other soprano voices with a brighter timbre  Spinto - Correct answer a category of operatic soprano voice that has the limpidity and easy high notes of a lyric soprano, yet can be "pushed" on to achieve dramatic climaxes without strain. This type of voice may possess a somewhat darker timbre, too, than the average lyric soprano. It generally uses squillo to "slice" through the sound of a full orchestra, rather than singing over the orchestra like a true dramatic soprano  Dramatic Soprano - Correct answer a type of operatic soprano with a powerful, rich, emotive voice that can sing over, or cut through, a full orchestra. Thicker vocal folds in dramatic voices usually (but not always) mean less agility than lighter voices but a sustained, fuller sound. Usually this voice has a lower tessitura than other sopranos, and a darker timbre approximately on the music staff. this is a modern technique often used in contemporary opera and song cycles  Sotto voce - Correct answer in an undertone, aide, under the breath  Wet/live acoustics - Correct answer big room with materials such as wood or marble; ideal performance space for choirs  Dry/dead acoustics - Correct answer small room with no reverb; ideal for instrumental ensembles  The School Music Program: A New Vision - Correct answer 1. All children have musical potential  2. Children bring their own unique interests and abilities to the music learning environment  3. Very young children are capable of developing critical thinking skills through musical ideas  4. Children come to early-childhood music experiences from diverse backgrounds  5. Children should experience exemplary musical sounds, activities, and materials  6. Children should not be encumbered with the need to meet performance goals  7. Children's play is their work  8. Children learn best in pleasant physical and social environments  9. Diverse learning environments are needed to serve the developmental needs of many individual children  10. Children need effective adult models  Manhattanville Music Curriculum Project - Correct answer integrated music into the social studies curriculum  Contemporary Music Project - Correct answer Implemented during the Ford administration, gave schools exposure to contemporary music  Yale Seminar on Music Education - Correct answer seminar that discussed problems in music education and how to fix them; revamp the music curriculum in schools to promote a public that was musically literate  Tanglewood Symposium - Correct answer The purpose was to discuss and define the role of music education in contemporary American society and to make recommendations to improve the effectiveness of music instruction  Tonal Sequence - Correct answer Intervals of first phrase are NOT reproduced exactly.  Real Sequence - Correct answer Exact transposition of each note in a sequence  Sequence - Correct answer Repetition of musical idea @ a higher or lower pitch  Motif - Correct answer Smallest unit of musical form. Can be as short as 2 notes, or as long as 6. Has clear rhythmic patters & melodic outline.  Neighbor Tone - Correct answer (NCT)  Approached by: STEP  Left by: STEP in OPPOSITE direction  Passing Tone - Correct answer (NCT)  Approached by: STEP  Left by: STEP in SAME direction  Appogiatura - Correct answer (NCT)  Approached by: LEAP  Left by: STEP in OPPOSITE direction  Escape Tone - Correct answer (NCT)  Approached by: STEP  Left by: LEAP in OPPOSITE direction  Suspension - Correct answer (NCT)  Approached by: SAME NOTE  Left by: STEP DOWN  Retardation - Correct answer (NCT)  Approached by: SAME NOTE  Left by: STEP UP  Anticipation - Correct answer (NCT)  Approached by: STEP or LEAP  Left by: SAME NOTE  Pedal Tone - Correct answer (NCT)  Approached by: SAME NOTE  Left by: SAME NOTE  Muted - Correct answer It. - Con Sordino  Fr. - Sourdine(s)  Ger. - mit Dampfer  Take Off Mutes - Correct answer It. - Via Sordini  Fr. - Enlevez les Sourdines  Ger - Dampfer Weg  Without Mutes - Correct answer It. - Senza Sordino  Fr. - Sans Sourdine  Ger. - Ohne Dampfer  Divided - Correct answer It. - Divisi  Fr. - Divise  Ger. - Geteilt  Unison - Correct answer It. - Unisono (unis.)  Fr. - Unis  Ger. - Zusammen  Solo - Correct answer It. - Solo  Fr. - Seul  Lev Vygotsky - Correct answer Importance of culture in a child's development with awareness that parents and older children affect child's behavior. Teacher or parent can assist a child in defining problem to be solved and then dividing into workable sections using verbal instruction and encouragement.  Jerome Bruner - Correct answer His ideas are based on categorization (3 modes of fact-gathering for children.)  Physical manipulation  Pictoral representation  Symbolic Understanding  Bruners Four Features of Learning - Correct answer 1. Exploration, should be encouraged to show curiosity to learn about their world.  2. Info should be easily accessible and comprehensible  Order or sequence should be logical and orderly  Method of reward should be installed so children are encouraged  School Music Program:  A New Vision K-4 - Correct answer Sing on pitch and rhythm, steady tempo, ostinatos, rounds, partner songs, improvise simple ostinato accompaniments, improvise short songs, use body and nontraditional sounds to make music, create and arrange music to accompany readings, create short songs, read whole, half, dotted half, quarter, eighth notes, rests in 2/4, 3/2, 4/4 meter, Use system (syllables, numbers, letters) reading simple pitch notation, Navajo, Arabic, Latin American music, Evaluate music,  School Music Program:  A New Vision 5-8 - Correct answer Sing with breath control, alone and in small and large ensembles, sing with expression vocal lit. on a difficulty level of 2 including songs from memory, two and three parts, improvise simple harmonic accompaniments, simple rhythmic and melodic variations on given pentatonic melodies and major keys, read whole, hald, quarter, eighth, sixteenths, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve. SR music with difficulty of 2, recognize jazz, mariachi, gamelan  School Music Program:  A New Vision 9-12 - Correct answer Sing with expression and technical accuracy, large and varied repertoire of vocal literature difficulty of 4 on scale of 6, sing 4 parts with and without accompaniment, improvise stylistically appropriate harmonizing parts, improvise in pentatonic, major and minor keys, compose in several distinct styles, evolve criteria for making informed critical evaluations of the quality, compose, arrange, improvise, Baroque, Sub-Saharan, African, Korean, sing, broadway musicals, blues.  MIDI - Correct answer Musical Instrument Digital Interface. Standard specification that enable electronic instruments such as the synthesizer, sampler, sequencer, and drum machine from any manufacturer to communicate with one another and with computers.  Orff-Schulwerk Approach - Correct answer Combines music, movement, drama, speech into lessons that are similar to child's world of play.  Four Different Stages within the Orff-Approach  Imitation - the teacher, group leader, or students perform for the class and the class in turn repeats what was played for them.  Exploration - Allows students to seek out not only the different musical aspects that the Orff instruments offer but they also explore aural/oral skills and the different motions and expressions that the body is capable of  Literacy - Taught by learning musical notation and becoming familiar with the various forms of music like rondo, and ABA  Improvisation - The act of creating something, especially music, without prior preparation.  Hornbostel-Sachs System of Musical Instruments Classification - Correct answer Idiophones, membranophones, chordophones, aerophone, electrophone  Which of the following lists the musical genres in the correct chronological order of their development?  Motet, string quartet, opera, symphonic poem  Motet, opera, string quartet, symphonic poem  Opera, motet, string quartet, symphonic poem  Opera, symphonic poem, motet, string quartet - Correct answer B.  motet - 13th century  opera - 17th century  string quartet - 18th century  symphonic poem - 19th century  Which of the following is likely to cause faulty intonation by singers in a high school choir?  Inadequate rehearsal time  Unsupported tone  Singing in a foreign language  Lack of an instrumental accompaniment - Correct answer B. Unsupported tone  Prior to learning about meter, elementary students should be able to demonstrate their understanding of  weak and strong beats  syncopation  subdivision of the beat  tempo markings - Correct answer A. weak and strong beats  Meter, the grouping of beats into repeated sets of two, three or more beats, depends on the differentiation between weak and strong beats; thus, students must understand this differentiation before they learn about meter.  Which of the following is an example of a critical thinking skill?  Students label the parts of a chord  Lowell Mason  Bennett Reimer  Edwin E. Gordon  Richard Colwell - Correct answer D. Richard Colwell  Richard Colwell is a prolific music education researcher and author.  Conducting cues are customarily given when  a soloist or a section must fade out on a long note  a soloist or a section enters after a long rest  the articulation changes from one style to another  the meter changes from simple to compound - Correct answer B. a soloist or a section enters after a long rest  During long rests, performers may lose count and will enter with confidence if a cue is given  excerpt from the gamelan music "Bubaran Hudan Mas")  What is the country of origin?  India  Indonesia  Peru  Japan - Correct answer B. Indonesia  The excerpt heard on the CD features music by a characteristic Indonesian gamelan ensemble composed primarily of hanging gongs, gong-chimes, and drums. The correct answer is B.  excerpt from Terry Riley's In C.  Who is the composer?  Terry Riley  Charles Ives  John Corigliano  Duke Ellington - Correct answer A. Terry Riley  Terry Riley's In C is characterized by layering of repeated, short melodic modules and ostinatos. This question is another type commonly appearing on the test. As a study activity, one could research the biography and style of each of these leading composers and listen to works representative of each. This particular question asks about American composers. Another good study activity would be to determine other leading composers in history that might appear in test questions. Become familiar with representative examples of each of their works. o standard chamber ensemble consisting of two violins, viola, and cello o multimovement composition for this ensemble - Correct answer String Quartet  a set of pieces that are linked together into a single work. During the baroque, usually referred to a set of stylized dance pieces - Correct answer Suite  term coined by Franz Liszt for a one-movement work of program music for orchestra that conveys a poetic idea, story, scene, or succession of moods by presenting themes that are repeated, varied, or transformed - Correct answer Symphonic Poem (or tone poem)  large work for orchestra, usually in four movements - Correct answer Symphony  Italian for "touched" o piece for keyboard instrument or lute resembling an improvisation that may include imitative sections or may serve as a prelude to an independent fugue - Correct answer Toccata  solo vocal piece with instrumental accompaniment - Correct answer Aria  used to catalogue the compositions of J.S. Bach, stands for Bach-Werke-Verzeichnis - Correct answer BWV  a term used to classify a composition in relation to the composer's other compositions - Correct answer Op or Opp  the name of the numbering scheme used to categorize Mozart's work - Correct answer Kochel Verzeichnis or Catalog  continuous variations on ground bass similar to chaconne (baroque) - Correct answer Passacaglia  French lyrical poem (renaissance) - Correct answer Rondeau  music composition using sacred texts (baroque) - Correct answer Cantata  a musical dramatic work - Correct answer Opera  plain chant, note against note counterpoint (medieval) - Correct answer Organum  a secular song for 2 or 3 unaccompanied voices (renaissance) - Correct answer Madrigal  popular baroque dance in triple time - Correct answer Gigue  French peasant dance (baroque) - Correct answer Gavotte  polyphonic composition sacred text without accompaniment (Renaissance) associated with the church - Correct answer Motet  most popular baroque instrumental dance - Correct answer Sarabande  a French polyphonic song (late middle ages-Renaissance) - Correct answer Chanson  imitative polyphonic composition, themes repeat - Correct answer Fugue  composition for an orchestra and 1 or more solo instruments (classical) - Correct answer Concerto  B flat Soprano Saxophone Transposition - Correct answer Sounds minor seventh higher.  Handbook of Research on Music Teaching and Learning - Correct answer Convenient collection of current research on music teaching and learning  Hall Johnson - Correct answer Spirituals arranger  William Dawson - Correct answer Spirituals arranger  Jester Hairston - Correct answer Spirituals arranger  Joyce Eilers - Correct answer Chorale arranger  Sandra Dackow - Correct answer Orchestral arranger  Sammy Nestico - Correct answer Big band/jazz arranger  Jay Bocook - Correct answer Band arranger  Which of the following is an application of Bruner's spiral curriculum theory to music instruction?  Fifth-grade students learn a song by rote; then they learn the song with syllables by rote; then they learn to read the song in notation.  Third-grade students sing a song; then they add instrumental accompaniment to the song; then they add movement to the song  First-grade students learn about up-and-down melodic motion; in third grade they learn about melodic motion by steps and leaps; in fifth grade they learn to distinguish between thirds and fifths in a melodic contour  First-grade students learn to sing songs less than two minutes long; in fifth grade they learn to sing songs four minutes long; in ninth grade they learn to sing multiple-movement works more than nine minutes long - Correct answer C. First-grade students learn about up-and-down melodic motion; in third grade they learn about melodic motion by steps and leaps; in fifth grade they learn to distinguish between thirds and fifths in a melodic contour  Which methodology employs a eurhythmic approach to music instruction emphasizing solfege, movement, and improvisation?  Orff  Dalcroze  Kodaly  Music Learning Theory - Correct answer B. Dalcroze  Froebel - Correct answer Founder of Kindergarten. Advocated dance and music in regards to nature as they played outside. 1844 - Wrote Mother Play and Nursery Songs with tunes "Ring-Around-Rosies" and "If Your Happy"  1844 - Wrote Mother Play and Nursery Songs with tunes "Ring-Around-Rosies" and "If Your Happy" - Correct answer Froebel  Founder of Kindergarten. - Correct answer Froebel  Froebel - Correct answer Advocated dance and music in regards to nature as they played outside.  Music Learning Theory is an approach developed by - Correct answer E. Gordon  Gordon's Music Learning Theory - Correct answer Teaching methods help teachers establish sequential curricular objectives in accord with their own teaching styles and beliefs.  Hornbostel-Sachs - Correct answer _____ System of Musical Instruments Classification - Idiophones, Membranophones, Chordophones, Aerophones, Electrophones  Which of the following is most important in Zoltan Kodaly's method of elementary music education?  Recorders  Xylophones  Unpitched percussion  Voices - Correct answer D. Voices  Which of the following course offerings best reflects Reimer's philosophy of aesthetic education?  Private instrumental or vocal instruction for any interested student  General music courses that involve listening, composing, and performing for all students  Performance-driven courses that prepare students for giving instrumental and vocal concerts  General music courses that focus on training students in aural and performance skills. - Correct answer B. General music courses that involve listening, composing, and performing for all students  Which viewpoint best represents Reimer's Philosophy of Music Education?  Referentialism  Formalism  Pragmatism  Absolute Expressionism - Correct answer D. Absolute Expressionism  Wrote - A Philosophy of Music Education - Correct answer Reimer  General music courses involve listening, composing, and performing for all students. - Correct answer Reimer  approach encourages improvisation and discourages adult pressures and mechanical drill, fostering student self- discovery  considers the whole body a percussive instrument  Comenius - Correct answer Johann Amos Comenius believed that the education of children should begin immediately so that the child could learn about faith, cognizance of moral actions, and familiarity with arts and language.  Comenius felt that music education was intinctual for children who first learn to make sound through vocalizations.  Milton Babbitt - Correct answer Known for his serial and electronic music in the 20th century 1916-2011  German composer of the Baroque period  Toccata & Fugue in D minor  1685-1750 - Correct answer J.S. Bach  Bela Bartok - Correct answer Hungarian composer in the 20th century  One of the founders of music ethnomusicology  1881-1945  Ludwig van Beethoven - Correct answer German composer during the Classical and Romantic period  Symphony No. 5  1770-1827  Austrian composer  Liked using 12 tone  1885-1935 - Correct answer Alban Berg  French composer during the Romantic period  Treatise on Instrumentation (used sax)  1803-1869 - Correct answer Hector Berlioz  German composer around the time of Beethoven and Mozart  Hugarian Dances  (Romantic)  1833-1897 - Correct answer Johannes Brahms  Austrian composer  Study Symphony in F minor  (Romantic)  1824-1896 - Correct answer Anton Bruckner  American composer  Holiday Overture  1908-2012 - Correct answer Elliot Carter  American composer  Appalachian Spring  1900-1990 - Correct answer Aaron Copland  Polish composer  Waltz in D-flat minor, Minute Waltz, Op. 64, No.1  1810-1849 - Correct answer Frederic Chopin  French composer  Clair de Lune  1862-1918 - Correct answer Cladue Debussy  Franco-Flemish composer  1397-1474 - Correct answer Guillaume Dufay  English composer  Pomp and Circumstance  1857-1934 - Correct answer Edward Elgar  American composer  Porgy and Bess  1898-1937 - Correct answer George Gershwin  American composer  Minimalist  Koyannisquatsi  1937- - Correct answer Philip Glass  Opera composer during the Classical period  Don Juan  1714-1787 - Correct answer Christoph Gluck  German Baroque composer  Messiah  1685-1759 - Correct answer George Handel  English composer  'The Planets'  First Suite in E-flat for Military Band  1874-1934 - Correct answer Gustav Holst  American composer  The Unanswered Question  1874-1954 - Correct answer Charles Ives