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Lesson 3

 MUSICAL CONTENT AND TEACHING TIMBRE

Introduction

This lesson will refresh our memory and understanding on musical

concepts related to timbre.

THINK: Overview and Review

First, it would be helpful to get an overview of content topics under this

musical element. Presented below is an outline prepared for you and is based
on the current version of the Department of Education’s (DepEd) Curriculum
for Music.

Timbre

For Grade 1:
 Quality of Sound in Music
 Difference between Speaking and Singing

For Grade 2:
 Quality of sound in Music
 Introduction to Voice Production
 Differentiation in Sound Quality
 Introduction to Musical Instruments

For Grade 3:
 Voice Production Techniques
 Variations in Sound Quality
 Similar
 Different

For Grade 4:

 Variation of Sound
 Instrumental
 Vocal

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For Grade 5:
 Vocal and instrumental Sounds
 Basic Voice Range Classifications:
 Soprano
 Alto
 Tenor
 Bass
 Aural and Visual Identification of Instruments in:
 Drum and Lyre Band
 Rondalla
 Native Bamboo Orchestra (“Pangkat Kawayan”)

For Grade 6:
 Introduction to Instruments of the Western Orchestra

Now that we have attained a bird’s-eye view of what content topics

are supposed to be taught, let us refresh and review some musical topics that
may be abstract or a little difficult to understand.

Timbre, also known as tone color, refers to the character and quality
of a sound that differentiate one musical instrument or voice from another.
It gives a certain identity to a musical instrument. Music may be divided into
two major categories: that which is produced from our own bodies,
exemplified by the voice (vocal music); and music that is produced from
playing instruments (instrumental music). In both of these categories, music
may be played in different ways such as the following:

1. Solo — The word "solo" means "alone" in Italian. It is a musical composition

for a single instrument without accompaniment, or a work wherein a single
instrument or voice is featured eminently throughout, even with
accompaniment.

Accompaniment is the background music that supports a principal part or

parts. Let us look at the image below to understand more clearly what this
means:

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The example in the image is the Filipino kundiman, "Mutya ng Pasig,"

by Nicanor Abelardo, written for voice and piano. The voice is the soloist,
while the piano is the accompaniment, supporting the vocal line. In the
image above, the soloist's line begins in the second system, labelled
"Canto," an Italian term for song. The piano plays alone during the first
five measures of the piece, giving an introduction.

2. Duet — Basically, it is a musical composition written for two parts, or two

prominent parts supported an accompaniment.

3. Trio — It is a musical composition written for three parts, either for voice
or instruments.

4. Ensemble — It is a musical composition written for a relatively large group

of performers. Some examples of ensembles are choirs, orchestras, and
bands. However, small musical groups of four or five people may still be
considered as an ensemble.

Voice Range Classifications: Soprano, Alto, Tenor, and Bass

Here are the four most common classifications which denote a person's
voice range.

a. Soprano — It is a type of human voice with the highest pitch, usually

possessed by women, though there are some boys who are classified under
this type in their younger years, but change as they grow and mature. In

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an SATB (Soprano, Alto, Tenor, and Bass) choir setting, it is the topmost
voice.

b. Alto — Also called contralto, it is a low female voice. In an SATB choir

piece, it is the second highest part.

c. Tenor — This range is the naturally highest occurring type of voice in adult
males.

d. Bass — This is the lowest sounding male voice.

In reality, there are more voice range classifications, such as the

baritone, mezzo soprano, bass baritone, and lyric soprano, but for elementary
students, the four abovementioned will suffice.

Identifying Ensemble Instruments

In this section, we will discuss and take a look at different musical

ensembles and the instruments that comprise them.

1. Drum and Lyre Band - Also called a drum and lyre corps, it is a type of
Filipino marching band that was derived from the drum and bugle corps,
for reasons of it being more economically feasible to maintain and
organize. It is made up primarily of two sections: the lyre section, which
plays the melody: and the drum section, which functions as the
accompaniment part. Usually made up of around 30 to 40 members, a
drum and lyre corps also has a complementary color guard, members
(majorettes) who carry and represent a group or institution's flag and/or
other symbols and emblems, Instruments found within this band are the
following:

a. Lyre — Also called bell lyre, it is a portable percussion instrument

where a set of tuned steel bars are hit by either metal or wooden
mallets.

b. Snare Drum - It is composed of a cylinder-shaped shell with two heads.

usually made out of wood or metal. This shell has two heads, the
bottom part outfitted with gut wires or strings called snares that run
parallel to one another. The upper head, also called the batter head,
is usually struck with wooden sticks.

c. Tenor Drum — A deep cylindrical drum, it is struck with felt-headed or

side drum sticks. It is not outfitted with snares. It is also called a long
drum.

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d. Bass Drum — Also consisting of a cylindrical shell with two heads, this
drum is bigger, around 36 inches in diameter and 16 inches deep.

e. Cymbals — Usually held by hand in pairs, these instruments provide

loud, occasional accents while marching. These are broad circular
plates with a small bump or boss in the middle. Cymbals are usually
made of a tin and copper alloy.

Instruments of the Drum and Lyre Band:

Bell Lyre Snare Drum

Bass Drum Tenor Drum Crash Cymbals

2. Rondalla — Originating from Spain, it is an ensemble (performing group)

that was later customized and transformed to fit Filipino culture. Also
called the Filipino "stringed band," these groups play a wide range of
repertoire, from folk, modern, and even foreign classical music. These are
mostly transcriptions of other vocal and instrumental compositions. The
usual instruments found within a rondalla are the bandurria, laud,
octavina, guitar, and double bass. Rondallas are found throughout the
country, especially in many public schools.

a. Bandurria — It is a small stringed instrument derived from the guitar. It

has six courses (strings in pairs) of metal strings, tuned into fourths.
Usually, it plays the top (treble) part. It is played by using a plectrum, a
small pick or piece used to pluck a stringed instrument, usually made of
plastic, metal, ivory, or a shell.

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b. Laud — Similar to the bandurria, this plucked instrument is also tuned in

fourths, but is pitched one octave lower. It is relatively bigger than the
bandurria.

c. Octavina — It has a shape almost exactly like the guitar, but has a set of
14 strings. This plucked instrument shares the same tuning as the laud.

d. Guitar — Plucked either with or without a plectrum, the guitar has six
strings, a single open round sound hole, a slightly curved back, and sides
in the figure of a waist. It is one of the most widely used and popular
musical instruments.

e. Double Bass - Also called contrabass, it is the largest of the bowed

string instruments and has the lowest pitch. It is related to the violin,
viola, and cello. It can be played either by plucking or with a bow.

Instruments of the Rondalla:

Bandurria

Philippine Laud with round sound Philippine Laud F-hole

hole by O. Bandilla

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Octavina

Nylon-string guitar & Steel-string guitar

Double Bass/Baho

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3. Native Bamboo Ensemble (“Pangkat Kawayan”) — it is a unique Filipino

performing group or ensemble that uses nontraditional bamboo
instruments, sourced locally. Also kniw as the “Singing Bamboos of the
Philippines,” this group composed of musically talented elementary
students from Manila and Quezon City. It was founded on September 6,
1966. The instruments this group uses are the bamboo tube or
“bumbong,” the bamboo marimba or “talungating,” the bamboo piano or
“tipangklung,” the bamboo flute or “tulali,” the bamboo knockers or
“tulali,” and the bamboo musical rattle or “angknlung.”

Instruments of the Native Bamboo Ensemble:

4. The Western Orchestra — The modern orchestra is divided into several

sections, namely: the strings, the woodwinds, the brasses, and the
percussion. A conductor usually leads an orchestra. The term "orchestra"
is of Greek origin, which referred to the area directly in front of the stage
in concert halls, theaters, and other performance venues.

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Strings Section

The instruments of this section produce sounds by either bowing or

plucking tight strings attached to a hollow resonating box that amplifies the
sound.

a. Violin — A stringed instrument that is commonly bowed but may also be

plucked, it has a hollow, resonating body made of wood with an attached
neck and peg box. Its fingerboard, just like all the other instruments in
this section, does not have frets. It has four strings and is the highest-
pitched member of this section. It can be played either as a solo or an
ensemble instrument.

b. Viola — Slightly larger than the violin, it is the second highest-pitched

member of the violin family. Music for the viola is usually notated in the
alto clef, and its four strings are tuned a fifth below that of the violin.

c. Cello — Also called violoncello, it is the second lowest-pitched of the

bowed string instruments and possesses a deep, rich tone in its low
register. Due to its size, the cello is played between one's legs. It has a
lower range than the viola.

d. Double Bass — Also called contrabass, it is the largest of the bowed string
instruments and has the lowest pitch and range. It can be played either by
plucking or with a bow.

Violin Cello

Viola Double Bass

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Woodwinds Section

The instruments of this section were initially constructed out of wood,

but today some of them are made out of metal. Blowing wind into a tube sets
up vibrations that in turn make sounds.

a. Flute — The flute is a long, slender, cylindrical shape instrument wherein

the player blows through a side hole. It is held horizontally. Its timbre is
usually gentle, light, and airy, but can also stand out clearly when played
in a higher register.

b. Clarinet — Sound is produced by blowing into a reed (a small piece of

cane) which vibrates. Slightly conical in shape, it is usually made of ebony.
Its timbre is rich and flexible, close to the sound of a human voice.

c. Oboe — Just like clarinet, the oboe uses a reed, but in this case, it has a
double reed. Blowing air into an oboe is relatively harder since a player
has to force air between two reeds which are lashed together. Because of
this, the oboe has a crisp and focused sound. Before a performance, the
oboe usually gives the standard tuning pitch (A or La) to the entire
orchestra.

d. Bassoon — Another double reed instrument, the bassoon is a low-ranged

woodwind, bigger and longer than the other woodwind instruments. Its
bore is folded in the middle to reduce its lengthy exterior dimensions.

Flute Clarinets

Oboe Bassoon

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Brass Section

Brass instruments tend to be the loudest of the wind instruments. To

produce a sound, the player blows into a small metal mouthpiece which makes
the lips. vibrate. This vibration sets up vibrations inside the brass tube.

a. Trumpet — It is the instrument with the highest range in this section. It

has a bright and powerful tone. It is usually used in martial or military
themes. Pitches are controlled by a valve that either connects or
disconnects the main tubes with the secondary tubes.

b. French Horn — It is lower, mellower than the trumpet. Its tube is coiled
into a somewhat circular fashion, which gives it its distinct shape.

c. Trombone — Instead of using a valve like the trumpet and the French
horn, the trombone uses a sliding mechanism to produce and control
pitches. The trombone has a lower range than the trumpet.

d. Tuba — Having a low register, this instrument usually is the foundation for
the brass section. It is less flexible than the other brass instruments.

Trumpet French Horn

Trombone Tuba

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Percussion Section

Percussion instruments produce sound by striking or hitting them with

wooden or metal mallets or sticks. Some percussion instruments have a
definite pitch, such as the timpani, xylophone, tubular bells, and marimba,
while others have indefinite pitches like gongs and drums.

a. Timpani or Kettledrums — These are large drums that are capable of

being tuned into exact low pitches or sounds. These are usually played in
groups of two or three. Specialized drumsticks called timpani sticks or
timpani mallets. are used in hitting the drumhead to produce sounds.

b. Glockenspiel — Related to the lyre, this instrument has small steel bars
that when struck, produce a brilliant, penetrating sound.

c. Celesta — Not played with sticks or mallets, the celesta has a keyboard
and is played similarly like a piano, though it is smaller in size. It produces
a delicate metallic sound.

d. Marimba — Usually mounted on stands, a marimba is played like the

xylophone in that it is struck with mallets. It is originally an African
instrument. It has resonators under each of its bars.

e. Triangle — It is a small handheld triangular instrument made of metal that

gives a bright, sparkling sound when struck.

f. Snare Drum — It is composed of a cylinder-shaped shell with two heads,

usually made out of wood or metal. This shell has two heads, the bottom
part. outfitted with gut wires or strings called snares that run parallel to
one another. The upper head, also called the batter head, is usually struck
with wooden sticks.

g. Tenor Drum — A deep cylindrical drum, it is struck with felt-headed or

side drum sticks. It is not outfitted with snares. It is also called a long
drum.

h. Bass Drum — Also consisting of a cylindrical shell with two heads, this
drum. is bigger, around 36 inches in and 16 inches deep.

i. Cymbals — Usually held by hand in pairs, these instruments provide loud,

occasional accents while marching. These are broad circular plates with a
small bump or boss in the middle. Cymbals are usually made of a tin and
copper alloy.

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Celesta Marimba

Triangle Timpani or Kettledrum

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 On Teaching Timbre

Introduction

The previous lesson presented content that a music teacher needs to

know to be able to impart something regarding timbre. In this lesson, we will
look at ways on how we, teachers, can deliver these to our classes.

THINK: Points to Ponder When Teaching Timbre

The following are several questions that an elementary music teacher has to
think about before teaching lessons pertaining to timbre:

1. How do I teach the difference between speaking and singing? (Grade 1)

One activity that you may do is to find an example of a song based on

a poem. A good example would be nursery rhyme songs like "Humpty
Dumpty." Let the students recite it first as a poem, then afterward, let
them sing it as a song. Afterward, you may ask them to describe the
similarities and the differences between speaking and singing, such as the
construction of phrases and sentences and how they are delivered when
singing and when speaking.

2. How do I teach different qualities of sound? (Grades 1 to 3)

Choose an easy song that the students are familiar with. Ask one
student to sing a small part of that song. Afterward, ask another student,
then another to sing the same part of that song. While each student sings,
instruct the entire class to listen and to compare the qualities of the voices
of each of their classmates who sang the song. Each student's voice is
different, so they will have to come up with different adjectives to
describe their classmates' voices. Encourage them to use a wide array of
words or ideas.

Another activity that you may use is to play a recording of different

sounds found in the environment. As you play each track or recording, let
the students guess what it is. It can be the sound of an animal, a thing. a
person, or an event. You may also ask them to draw or create a visual
representation of the sound they heard. If crayons are available, let them
color it as well. After that, let them present their artworks to class. This
can be called a "Listening Game."

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Young children are fond of imitating things they see or hear. List down
a thing, an animal, or an idea and let the students act out sounds
appropriate for each example you give. If they can perform the sound
together with bodily movements, it would be better.

3. How do I present the topic about different musical instruments? (Grades 4

to 6)

As always, when introducing musical instruments to the class, ideally,

the teacher has to prepare audio recordings along with visuals or pictures
of the instruments being taught. Play the recordings frequently so that the
students can take note of the differences between the instruments. Ask
them also to describe the sounds that each instrument produces, and what
makes each of them unique. If some of the instruments are available at
school, then bring these to the class so that the students can have a hands-
on experience with these.

4. How do I teach them about the differences between SATB (Soprano, Alto,
Tenor, Bass) voices? (Grade 5)

Recordings may be used to differentiate these voice classifications. If

the teacher can find an audio or a video recording of a duet between two
female voices (such as the Flower Duet of Leo Delibes' opera "Lakme"). it
would be a great listening exercise so that the students can hear which
voice sings the upper line (Soprano) and which sings the lower line (Alto).
Do the same procedure to differentiate between Tenor and Bass voices.
Afterward, the teacher may use a recording of a full SATB choir for the
students to listen to.

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