Advisor

▪ Mr. E. P.T.K Ekanayaka. Provincial Director

Guidance
▪ Mr. Nihal Alahakoon. Provincial Development Director
▪ Mrs. Muddhika Yapa. Provincial Aesthetic Director

Coordination
▪ Mrs. Nilanka H. Abeywardena. Central province western music coordinator

Monitoring and Direction

▪ Mrs. Nilanka H. Abeywardena. Central province western music coordinator

Writers
• K.D.R.M.Karunadasa -Hemamali Girls' College and St. Anthony’s Girls' College kandy
• H.M.G.S.Herath - Sri Rahula College, Katugastota
• K.M.G.G.S.Dias -Hewaheta Central College.
• K.A.C.S.Liyanage -Good Shepherd Convent Kandy
 INTERVALS

Competency 6.0 Applies theoretical and practical knowledge of the

rudiments of music.

Learning achievement level 6.5 Identifies and writes Concordant and Discordant
Intervals

Activity 6.5.1 Concordant and Discordant Intervals

Self – Learning Outcome :

I will able to

1. Describes Concordant Concordant Intervals

2. Identifies on seeing concordant and Discordant Intervals

3. Writes concordant and Discordant Intervals

 There are two types of Intervals:

 Concordant intervals (pleasant sound )
The Concordant leave a finished satisfied effect on the ear and they are
independent.

 Discordant intervals (unpleasant sound )

The Discordant leave an unfinished unsatisfactory effect on the ear and
they are dependant.

Discordant intervals are all major and minor 2nds and 7ths

 Concordant Intervals can be divided as:

 Perfect concordant
All perfect 4ths, 5ths, 8ths and the unison.

 Imperfect concordant
All major and minor 3rds and 6ths
 INTERVALS

CONCORDANT DISCORDANT
all major and
minor 2nds and
7ths

PERFECT IMPERFECT
all perfect 4ths, all major and
5ths, 8ths and minor 3rds and
unision 6ths

1. Name the following intervals.

2. Write the following intervals as required.

1. Describes Concordant Concordant Intervals

2. Identifies on seeing concordant and Discordant Intervals

3. Writes concordant and Discordant Intervals

 Goals: Place a tick below the stars if you have achieved goals

1. Describes Concordant Concordant Intervals

2. Identifies on seeing concordant and Discordant Intervals

3. Writes concordant and Discordant Intervals

1st Goal 2nd Goal 3rd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 RONDO FORM
Competency 6.0 Applies theoretical and practical knowledge of the
rudiments of music

Learning achievement level 6.7 Describes Rondo Form

Activity 6.7.1 Simple Rondo Form

Self – Learning Outcome :

I will able to

1. Defines and describes Rondo form.

2. Identifies the form on seeing the music of a Rondo

 Music is lot like a language, and form is essentially the syntax and grammar that
gives structure to that language.
 Today I am going to introduce the Rondo form.
 Let’s see what Rondo form is.

 Rondo form can be thought of as an extension of Binary and Ternary form.

Binary form is AB and the Ternary form is ABA, and Rondo takes this step as;

A B A C A
According to the above picture the plan of the Rondo as follows;

A1 Principal Theme in Tonic

B Episode 1 - Usually in a key on the sharp side of the tonic

A2 Principal Theme in Tonic

C Episode 2 - Frequently in a key on the Flat side

A3 Principal Theme, Complete in Tonic with coda.

 Many classical movements are in Rondo form .A rondo has a tuneful main theme
(A), which returns several times in attention with other themes.
 Another name for the rondo is Episodically Form.
 The common Rondo patterns are,
ABACA
ABACABA

 The main theme is usually lively, pleasing and simple to remember and the
listener can easily recognize it’s return.

 The Rondo is found as an independent piece or as a movement of a sonata, string

quartet or symphony.


Examples for the Rondo Form

  .
  Fur Elies
 https://www.youtube.com/watch?v=_8ECRYcXtEg

  Beethoven’s sonata in G op 14 no 1.

 Rondo in C op 51 no 1.
https://www.youtube.com/watch?v=-hde6-oAorQ

 Humoresque
https://www.youtube.com/watch?v=LR9msTsmpZs

Answer the following questions.

1. What is form in music?

2. What are the other names for Rondo Form?

3. In which form the Theme be heard more than three times?

4. In a Rondo Form which comes between the Principal themes?

5. Name two examples for Rondo Form.

 Goals: Place a tick below the stars if you have achieved goals

1. Defines and describes Rondo form.

2. Identifies the form on seeing the music of a Rondo

1st Goal 2nd

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2nd Attempt.
 ROMANTIC PERIOD

Competency 3.0 Identifies the types the styles and the characteristics
of the different periods in the history of music

Learning Achievement level 3.1 Defines and describes the Romantic period and the
composers named Schubert, Schumann, Chopin,
Liszt, Tchaikovsky, Verdi.

Activity 3.1.1 Recognize Melodic minor scales

Self – Learning Outcome

I will able to

1. Identifies special features of Romantic Period.

2. Learns the background of the composers.

3. Learns the different types of music written by them

and listens to them.

Look at the given composers below.

Can you identify and name them? Can you remember to which musical
period they belong to?
Can you name a famous work done by each of them?

A B C D

COMPOSER PERIOD WORK

A
B
C
D
  After you have done this activity will be able to revise the pervious lessons of
Baroque period and the Classical period already learnt.

 Let’s find out the next period of music, the characteristics and the composers.
 The next period of music we have to learn is ROMANTIC PERIOD.
 It was the era of 1820-1900

CHARACTERISTICS OF ROMANTIC PERIOD

 Individuality of musical style with emphasis on self-expression.

 Development of Programme music, music that depict a story or scene.

 Development of a wider range of musical dynamics from ppp (soft as possible) to

fff (loud as possible).

ppp
soft as
possibl
e

fff
loud as
possible
 Greater flexibility of tempo incorporating increased use of accelerando(speeding
up), ritardando(slowing down)and rubato(robbed time

 Expanded orchestra size for many new compositions including large brass
section, expanded woodwind section and the addition of new instruments such as
English horn, Bass clarinet, contra bassoon and added percussion.

 Greater variety of mood, atmosphere and tone colour.

 Development of new harmonic including chromatic harmonies, harmonies that

use all the keys of the piano keyboard the black keys and white keys together.

Chromatic Harmonies
  According to the above characteristics this is the period which made the composer
depart from the traditional style to express personal feelings.

 Music of this period contrast with earlier periods in mood and form. It places
emotion above form.

Let’s learn about the life style and the compositions of the composers of this period.
The composers are as follows.

1. Franz Schubert
2. Robert Schumann
3. Frederic Chopin
4. Franz Liszt
5. Giuseppe Verdi
6. Peter Tchaikovsky

FRANZ SCHUBERT (1797 – 1828)

 He was born in Vienna, Austria, the son of

school master.

 At 11 he became a choir boy in the court chapel

and won a scholarship to the imperial seminary
where he played first violin and occasionally
conducted the orchestra.

 Then he composed his first great song

“Gretchen at the spinning wheel”.

 The next year he composed 143 songs,

including “The Erl King”.

 When he was 19 he composed 179 works including

 It was Schubert who gave birth to the “Lieder” the German art song-which has
2 symphonies an opera and a mass.
so greatly added to his fame.

 He never held an official position as music director or organist and he was

neither a conductor nor a virtuoso.

 He died at the early age of 31of Syphilis in 1828.

 ROBERT SCHUMANN (1810 – 1856)

 He was born in Germany in 1810.

 When he was 6 years old began piano lessons.

 As a young boy he showed both musical and

literary interests.

 He gave up university studies of low and turned

to music.

 At the age of 22 an injury to his right hand

ruled out the possibility of a career as a pianist.

 After that he started a magazine

 “New Journal” in which he wrote
compositions and literary work.

 In 1840 he married Clara Wieck an outstanding pianist and made a concert

tour of Russia where Clara played many of Schumann’s compositions.

 By 1854 his mental health had failed and tried to drown himself in the river of
Rhine. He was rescued and taken to private asylum. He died in 1856.

His well-known works are

 Album for the young. (The happy farmer, Soldier’s march, Melody)
 Scenes from childhood.

FREDERIC CHOPIN (1810 – 1849)

 He was born in Poland in 1810.


 When he was 6 years old he began studying
piano and he played a concerto in public at the
age of 8.

 Chopin developed a passionate love for Poland

and when he left Poland he took with him a
goblet filled with the soil of his beloved native
land.

 Most of his compositions were written for solo piano. Because of this he was
known as the “Poet of the piano.
  He used “Rubato” for most of his piano solos.

 His lively, happy Mazurkas and Polonaises (folk dances) expressed his love for
his country.

 When he was died in 1849 the soil from Poland that he had kept with him was
sprinkled over his grave.

His well-known works are

 54 Mazurkas
 Military Polonaise
 Minute waltz (waltz in D flat)
 Raindrop prelude
 Revolution Etude

FRANZ LISZT (1811 – 1886)

 He was born in Hungary in 1811.

 Liszt father wanted his son to learn

music and began teaching Franz.

 He progressed so quickly that he

performed a public concert when he was
9. He gave recitals in Vienna.

 Liszt would eventually compose over

1000 works for the piano.

 From 1839-1848 he gave concerts in the great Europeans cities and was recognized as the
greatest pianist of his day.

 He took to the priesthood at the age of 50 and died on 1886 aged 75.
His well-known works are
 Faust symphony
 Dante symphony
 20 Hungarian rhapsodies
 Liebestraum

GIUSEPPE VERDI (1813 – 1901)

 He was an Italian composer born in 1813.

 At the age of 10 he went to Bussetoy to study

music and served as church organist for 9 years.

 He composed the grand march from”Aida”an

opera to commemorate the opening of the Suez
canal.

 He was famous for operas and the famous song

“My country so beautiful and lost “a national
liberation hymn sung by all Italian patriots.

His well-known works are  He died quite an old man in 1901aged 88 years.
 Operas – Aida, Othello, La Traviata, Rigoletto
 Choral works – Ave Maria

PETER TCHAIKOVSKY (1840-1893)

 He was a Russian composers born in 1840

 He was a most outstanding composer for his orchestral

including concertos and ballet scores wrote in distinctive
Russian style.
 He is best known to the music world as a composer of
ballets.
 His first ballet “The Swan Lake” was acclaimed a great
composition which was based on a legend.

 He died in 1893.
His well-known works are
 Ballets
 Swan lake
 Dance of the Sugar Plum fairy
 Sleeping Beauty

 Orchestral – 1812 overture

 Dear students now it’s time to enjoy for listening.
Go through the following links and listen for the
compositions.

 Album for the young by Robert Schumann.

https://www.youtube.com/watch?v=67mqFfqXh6k
 Rain drop prelude by Frederic Chopin.
https://www.youtube.com/watch?v=HVau-JRGirg
 The Erl king by Franz Schubert.
https://www.youtube.com/watch?v=JS91p-vmSf0

1. Underline the correct answer.

1) Programme music became prominent in

1. Baroque 2. Classical 3. Romantic 4. Modern

2) Who composed the 1812 overture?

1. Chopin 2. Tchaikovsky 3. Bach 4. Beethoven

3) Which of the following pairs of composers were born in the same year?

1. Haydn-Mozart 2. Bach-Beethoven 3. Chopin-Schumann 4.

Tchaikovsky-Schubert

4) Which of the following composer wrote music mainly for the piano?

1. Beethoven 2. Bach 3. Liszt 4. Chopin

5) Who composed the grand March from Aida?

1. Handle 2. Liszt 3. Schumann 4. Mozart
2. Fill the following table.

COMPOSITION COMPOSER YEAR OF NATIONALITY

BIRTH

Liebestraum

Scenes from
childhood

Aida

Rain drop prelude

The Erl king

Sleeping Beauty

3. Answer the following questions.

1. Name the three piano pieces included in Album for the young by Schumann?
………………………………………………………………………………………

2. Which composer was a critic and edited “The New Journal for Music”
magazine?
………………………………………………………………………………………

3. Which composer used many folk songs and dances of his country in his
compositions?
………………………………………………………………………………………

4. What kind of a work is “Swan Lake” done by Tchaikovsky?

………………………………………………………………………………………

5. Name three characteristics of Romantic period.

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
 Goals: Place a tick below the stars if you have achieved goals

1. Identifies special features of Romantic Period.

2. Learns the background of the composers.

3. Learns the different types of music written by them

and listens to them.

1st Goal 2nd 3rd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 PROGRAMME MUSIC
Competency 1.0 Appreciates, values and reproduces creatively the

Sounds in the environment.

Learning achievement level 1.1 Listens, identifies and describes Programme Music.

Activity 1.1.1 Programme Music based on the Environment.

Self – Learning Outcome :

I will able to

1. Describe Programme Music.

2. Listens to a composition in Programme music.

3. Identifies the various Instruments used in the

composition to depict the different characters.

4. Appreciates the use of Instruments and music for the

characters and describing the events in the story of
"Peter and the wolf".

 Music describing an incident or happening in nature is called Programme Music.

 It is associated with a story, scene, poem or an idea.
 It is Instrumental music which can represent emotions characters and event of a
particular story or it can evoke the sounds and emotions of nature.
Eg: - Thunder, Wind, Bird Chirping

 Programme Music and that the idea first started with Franz, Liszt in the Romantic
period.
 Composers and their compositions of Programme Music:-

 Peter and the Wolf - Prokofiev

 1812 Overture - Tchaikovsky
 Four seasons - Vivaldi
 Carnival of the Animals - Saint Saens
 The William tell Overture - Rossini
 Peter and the Wolf
 The music for Peter and the Wolf was composed by a Russian composer Sergei
Prokofiev.
 Prokofiev used instruments from four instrument families to tell his musical story.
 The four instrument families are: strings, woodwinds, brass and percussion.
 In this story instrument represents the main characters: Peter, the cat, the bird, the
duck, the wolf, Grandfather and the hunters.

 Peter is played by the strings. Violin, Viola, Cello and Double Bass.
 The flute plays the bird’s music.
 The bassoon plays the music for the grandfather.
 The cat is played by the clarinet.
A clarinet needs a small piece of wood called a reed. The reed is placed over the
mouth piece of the clarinet.
 The duck’s music is played by the oboe.
 The wolf music is played by the French horn. A French horn is a brass
instrument.
 The hunter’s music is played by the Timpani drums.
The Timpani drums are members of the percussion family.
 Let’s listen to the “Peter and the Wolf” by the following link.

https://www.youtube.com/watch?v=MfM7Y9Pcdzw

Now let’s listen to the following links too.

 1812 Overture - Tchaikovsky

https://www.youtube.com/watch?v=VbxgYlcNxE8

 Four seasons - Vivaldi

https://www.youtube.com/watch?v=GRxofEmo3HA

 Carnival of the Animals - Schumann

https://www.youtube.com/watch?v=1L993HNAa8M

 The William tell Overture - Rossini

https://www.youtube.com/watch?v=xoBE69wdSkQ

Answer to the following questions.

1. What is a Programme music?

2. Name three composers of Programme music and their compositions.

3. Name the instruments for the following characters in the story of “Peter and
the wolf”.

1. Duck ……………………………………………..
2. Peter ……………………………………………..
3. Bird ……………………………………………..
4. Hunters …………………………………………….
5. Grandfather ……………………………………………..
6. Cat ……………………………………………..
7. Wolf ……………………………………………..
 Goals: Place a tick below the stars if you have achieved goals

1. Describe Programme Music.

2. Listens to a composition in Programme music.

3. Identifies the various Instruments used in the

composition to depict the different characters.

4. Appreciates the use of Instruments and music for the

characters and describing the events in the story of "Peter and
the wolf".

1st Goal 2nd Goal 3rd Goal 4th Goal

1st Attempt

2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 TERMS AND SIGNS
Competency 6.0 Applies theoretical and practical knowledge of the
rudiments of music.

Learning achievement level 1.6.8 Describe and identifies terms and signs on seeing
and hearing.

Activity 6.8.1 Performs music expressively dynamics tempo,

articulation and mood.

Self – Learning Outcome :

I will able to

1. Describes the terms.

2. Identifies terms on seeing.
3. Uses terms appropriately

 Look at the given music piece. Play the music and enjoy.
 What are the terms and signs in this piece? Can you name them?
Do you know the English meaning of them?
  Let’s learn some new terms and signs too.
 See the following Italian terms and their English meanings.

Italian Terms English Meaning

Lento Slow
Largo broad, slow grand
Cantabile in a singing style
Pizzicato plucked
Arco with bow
Rallentando getting gradually slower
Accelerando getting gradually faster
Ritardando retarding the speed

 Lento indicates the speed of the music you have to play. It always shows on the
top left corner of the music score.

https://www.youtube.com/watch?v=S4csO17zunw

 Pizzicato and Arco use for string instruments.

https://www.youtube.com/watch?v=jMP2SDxIhO
  Let’s see the following music score.

You can identify ritardando. It means retarding the speed. Normally it uses end of a
piece.

https://www.youtube.com/watch?v=Ymm2wSstiQE

 Accelerando and rallenrando usually comes in the middle of a music piece.

https://www.youtube.com/watch?v=0EH9f4mjboY

1. Write the English meaning of the following.

i. Cantabile
ii. Lento
iii. Ritardando
iv. Pizzicato

2. Write the Italian terms of the following.

i. Getting gradually slower

ii. With the bow
iii. Broad, slow
iv. Getting gradually faster
 Goals: Place a tick below the stars if you have achieved goals

1. Describes the terms.

2. Identifies terms on seeing.
3. Uses terms appropriately

1st Goal 2nd 3rd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 ORNAMENTS
Competency 6.0 Applies theoretical and practical knowledge of the
Rudiments of Music.

Learning achievement level 6.3 Defines and describes ornaments in music.

Activity 6.3.1 Appoggiatura, Acciaccatura, Mordent (upper and

lower) and Repeat marks.

Self – Learning Outcome :

I will able to

1. Identifies the ornaments on seeing.

2. Writes the ornaments on crotchet note only.

Look at the pictures given below.

In the first picture you can see beautiful clay pots. In the second picture you can see an
elegant Brass work and in the last picture you can see vases made out of coconut shells.
 Where can you see these kind of items/ornaments?
 Why we use them?

These kind of ornaments we can see very specially in living rooms, hotels, shops etc.….
Ornaments are used to decorate places attractively and beautifully.
Likewise we use ornaments in music. But they are different.
Let’s learn what these ornaments are.
  Ornaments are the form of various decorating patterns indicated by special signs
in a kind of musical short hands.

 A single note can be decorated by adding a few notes to it.

 The most commonly used ornaments are as followed.

Appoggiatura Trill

Acciaccatura Arpeggio

Mordent Turn

Can you find some ornaments in this music

score and name them?

Let’s learn how to work out the following ornaments.

 APPOGGIATURA
 This is also known as the “Leaning note”.

 If the Appoggiatura is attached to a note divided by 2 it takes half the value of the
Principal note.

THE MORDENT

 There are two kinds of mordent.

 The upper Mordent
 The lower Mordent

The Upper Mordent

 The upper mordent is written as it consists of three notes.

Upper Note

Principal Note Principal Note

The Lower Mordent
The lower Mordent is written as follows.
 It consists of three notes and the working is as same as the upper mordent, but
plays the note below instead of the above.

Principal Note Principal Note

Note below

Repetition of a bar or part of a bar is indicated by the following signs /, % , //

 1. Name the following ornaments.

....................................................................................................................................

2. Write the ornaments in full as they should be played.

Goals: Place a tick below the stars if you have achieved goals

1. Identifies the ornaments on seeing.

2. Writes the ornaments on crotchet note only.

1st Goal 2nd

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 WORDS SETTING TO MUSIC
Competency 7.0 Identifies and interprets what is heard, creates and
responds to music.

Learning achievement level 7.2 Notates a melody on hearing and composes.

Activity 7.2.1 Writing rhythmic patterns of known and unknown

melodies.

Self – Learning Outcome :

I will able to

1. Identifies and describes the melodies.

2. Writes rhythmic patterns of known and unknown melodies.

 can you sing the given two melodies below?

 can you clap the rhythm pattern too?

Now look at the words Lavender’s blue dilly dilly and Yankee Doodle songs.
As you see, the words have divided to some parts.
We called these as the “SYLLABLES” of the words.
Let’s make some fun on words…………

Can
of a you
givenwrite
minorthekey?
syllables of the following word?

 Always minor key stands on the Left side.

 To find the Major key you should move to Right side.
 Ramani  With tree notes and three Semitones or a minor
Ra-ma-ni
 Computer ………………….
 Refrigerator ………………….
( If you want to add any ideas please add this picture if not select and delete or
 Coconut ………………….
cut it after that type your points)
 Watermelon …………………..
 Macaroni …………………..
Now let’s try to write the rhythm to the above words.

Likewise can you write the rhythm for “Watermelon” and “Macaroni”?

 You are required to write a rhythm on a Monotone. What do you understand by

‘monotone’? ‘Mono’ means the same note.

1. Write the words to the given rhythms.

 Twinkle Twinkle little star.

………………………………………………………………………………………

 Baa Baa black sheep have you any wool, yes sir yes sir three bags full.

………………………………………………………………………………………

 Rock a bye baby on the tree top.

………………………………………………………………………………………

 Where are you going to my pretty maid?

………………………………………………………………………………………
 Goals: Place a tick below the stars if you have achieved goals

1. Identifies and describes the melodies.

2. Writes rhythmic patterns of known and unknown melodies.

1st Goal 2nd

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2nd Attempt.
 ORIENTAL NOTATIONS

Competency 2.0 Exhibits value and respects the cultural heritage of

Sri Lanka.
Learning achievement Level 2.1 Identifies and converts oriental notation to western
notation and vice-versa.

Activity 2.2.1 Enjoy performing melodies in oriental music.

Self – Learning Outcome :

I will able to

1. Identifies oriental notation

2. Converts oriental notation to western notation and

vice versa

Have you seen these kind of music notations?

Where have you seen them? Can you play it on a keyboard?

  This is an oriental notation.
 Today we are going to learn oriental notes.
 The oriental notes are written using letters as follows.

 ස - SA
 රි - RI
 ග - GA
 ම - MA
 ප - PA
 ධ - DHA
 නි - NI

 Categories are named as follows

 An octave – Sapthakaya (සප්තකය)
 Lower Octave – Mandra Sapthakaya (මන්ද්‍ර සප්තකය) රි්‍ධ

 Middle Octave – Madya Sapthakaya (මධ්‍ය සප්තකය) රි්‍ධ

 Higher octave – Uchcha Sapthakaya ( උච්ච සප්තකය) රි්‍ධ

 A sharp is called thievra (තීව්‍ර) and indicated by stroke above the note.්‍ම’
 In oriental music only MA is made Thievra
 A flat is called Komala (කකෝමල) and is indicated by a dash below the note. රි
 Only RI GA DHA NI can be flattened.
 A rest of any value is shown as +
 That out of the seven notes SA and PA are fixed notes. They do not move. They
are called “Achala Swara”.
 RI, GA, MA, DHA, NI are moveable. They are called “Chala Swara”

Note Values and rest values

Notes Rests

 A semibreve is indicated with a note ස_ _ _ ++++

 A minim is indicated with a note ස_ ++

 A dotted minim is indicated with a note ස__ +++

 A crotchet is indicated with a note ස +

 quaver notes are grouped as ස_ ++

 Semi Quaver notes are grouped as ස_ _ _ _ ++++
 Answer the following questions.

1. Name the notes for the oriental notation.

2. What are the Oriental terms used for the three octaves?

3. What are the fixed and moveable notes in Oriental music?

4. How do you describe the sharp notes and flats notes in Oriental music?

5. Convert the following Oriental notation to Western notation.

රි්‍ග්‍ම_්‍/්‍ප්‍ම්‍ධ්‍්‍නි්‍්‍ධ/්‍ප්‍ම්‍ග්‍රි/්‍නි_ _්‍රි

6. Convert the following Western notation into Oriental music.

…………………………………………………………………………

…………………………………………………………………………
 Goals: Place a tick below the stars if you have achieved goals

1. Identifies oriental notation

2. Converts oriental notation to western notation and vice
versa

1st Goal 2nd Goal

1st Attempt

2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 MACHANISM OF THE PIANO
Competency 5.0 Exhibits awareness of structure sound production
And tone quality of musical instrument.

Learning achievement level 5.2 Awareness on the historical development of the

instrument.

Activity 5.2.1 Observe the action and the mechanism of the piano

Self – Learning Outcome

I will able to

1. Defines and describes the structure of the piano

2. Understand the working of the pedals

 Let’s see the given picture below. What can you see there?
 It shows a girl playing a piano.
 What do you know about the piano?
 Do you know how it works?
 What do you know about the functions of the pedals?
 Do you know the action of the piano?

To find these answers let’s learn about the Mechanism of the piano and
the Functions of the pedals.
History of the piano
 During the early part of the 18th century there were two types of key board
instruments in use. They are

 Harpsichord which had a loud and brilliant tone

 Clavichord which had a soft cantabile tone.

Clavichord Harpsichord

 By the middle of the century the piano was produced as a result of producing a
harpsichord which could play loud and soft.

 This was done by an Italian named BERTOLOMEO CRISTOFORI in 1720

during the classical period.

 Since it could play loud and soft it came to be called the PIANOFORTE.
 The key board of the piano consists of nearly 88 keys .(7 1/4octave)
Action of the piano

 The action of the piano comprises a key board, action hammers, dampers, strings
and pedals.
 The piano when a key is depressed a hammer covered in felt moves immediately
forward and strikes the strings. And at the same time a felt pad called the
“damper” which normally presses on the string is released and the string is
allowed to vibrate freely. When the finger releases the key the damper is brought
back on the string and the hammer falls into its place. This mechanism is called
the “ACTION”.

https://www.youtube.com/watch?v=NDvS2V7HbnY&list=RDckL
zGwJ06AI&index=2

The pedals of the piano

Una corda or soft Damper pedal/

pedal/ Left pedal Right pedal
Sostenuto pedal/
Middle pedal
 The modern upright piano is equipped with three pedals. The pedal on the rights
is called the DAMPER PEDAL because when pressed down it raises up all
dampers off the strings, there by permitting all strings which have been struck to
continue vibrating.
 The pedal on the left is known as the SOFT PEDAL. It gives a softer and lighter
tone. It is usually indicated in music by the words “UNA CORDA”.
 The middle pedal is called the SOSTENUTO PEDAL. It sustains only such keys
as are held down at the moment the pedal is applied in many upright pianos the
middle pedal is constructed so that it may be used as a practical pedal.
 Directions showing where the damper pedal is to be pressed and released are
given as

https://www.youtube.com/watch?v=xwYBBWFDZRA

Answer the following questions.

1. Who invented the Piano?

2. Why is it called “Pianoforte”?
3. What was his nationality?
4. In which period of music the piano was invented?
5. What are the instruments that used before the piano invented?
6. Give a short description about the mechanism of the piano.
7. Write the functions of the three pedals.
8. Name 5 sections of action of the piano.
 Goals: Place a tick below the stars if you have achieved goals

1. Defines and describes the structure of the piano

2. Understand the working of the pedals

1st Goal 2nd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2nd Attempt.
 PERFORM MUSIC ON RECORDER

Competency 4.0 Performs music on Recorder and Piano using proper

techniques.

Learning achievement level 4.1 Performs the recorder within the prescribed range.

Activity 4.2.1 Let’s learn to play the notes M.C, F, higher E,

B Flat and Play simple melodies.

Self – Learning Outcome :

I will able to

1. Learning to play M.C, F, B flat, and higher E.

2. Learning to play the notes Legato and Staccato.

3. Play the scales C major and D major.

4. Play simple melodies within the prescribed range.

Look at the following two melodies. Can you play them on the
recorder?
You have learnt these notes in the previous class.
First, clap the rhythm and play this small tunes.

 Now let’s get to know four more new notes. M.C, F, B Flat, and higher E.
 Here are the fingering of them.
Let’s play the C major scale and D major scale.
 Confused???
If you have confused about finger the notes on the recorder follow
the chart below. It will help you to keep the correct fingering for
the notes.

 Let’s do some exercises for practicing.

 Remember to clap the tunes before you play.
 When you are playing staccato notes instead of saying ‘tu’ you have to say ‘tut’.
 After you practice these exercises you can play ‘A
German Tune’ and enjoy your playing.

 Goals: Place a tick below the stars if you have achieved goals

1. Learning to play M.C, F, B flat, and higher E.

2. Learning to play the notes Legato and Staccato.

3. Play the scales C major and D major.

4. Play simple melodies within the prescribed range.

1st Goal 2nd Goal 3rd Goal 4th Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd
Attempt.
 VOCAL EXERCISES AND SINGING POP SONGS
Competency 8.0 Ability to present satisfactory performances using
vocal techniques.

Learning achievement level 8.1 Singing scales and songs.

Activity 8.1.2 Vocal exercises and singing scales.

8.1.3 Singing pop songs.

Self – Learning Outcome :

I will able to

1. Develops breath control.

2. Sings with expression and technical accuracy.
3. Pitches notes correctly and sings in tune.
4. Develops tone quality.

 Let’s sing some popular songs today.

 But before that we have to do some vocal exercises and
singing scales.
 I think you can remember the previous lessons on vocal
exercises.
 Let’s do some warming up exercises.

1. Stand up, shoulder 2. Breathing in through your

back and hands on your nose and fill up your abdomen
stomach. Let your first,(should feel and see it
stomach muscles relax. expand)then your ribs, and all
way up to your chin.
3. Hold this breath and 4. Now exhales slowly.
count 10

 Next sing the following scales in the keys of C, D, B flat and E flat majors for
girls.
 A, B flat, C majors for boys.

 Now will sing the following warming up exercises with the practice 4 steps in
order.
Let’s sing some popular songs. But before that will learn the origin of popular music and
why it is popular.

 The pop culture arose in the 1960’s with the use of the electric units, synthesizers,
live amplification and multi-track recording media.

 A new rea of pop music began with Beatles and Rolling Stones, two English
groups who came to dominate the popular music scene.

 They experimented with electronic effects and non-western instruments and with
unconventional scales, chord progressions and rhythms.

 With the breakup of the Beatles the classical period and pop music may be said to
be at an end and since then it has existed in a variety of styles.

 Now let’s listen to some popular music and enjoy singing.

 Sing the songs with the given links below.
 Try to find the lyrics of the songs.

Yesterday by Beatles Country roads by John Denver Top of the world by

Carpenters

I have a dream by ABBA You raise me up All kinds of everything

by Josh Groban by Dana
  https://www.youtube.com/watch?v=jo505ZyaCbA
 https://www.youtube.com/watch?v=1vrEljMfXYo
 https://www.youtube.com/watch?v=yUMAmI5YcBQ
 https://www.youtube.com/watch?v=_HMjOiHqE18
 https://www.youtube.com/watch?v=aJxrX42WcjQ
 https://www.youtube.com/watch?v=8xmnd3uiK_Y

Find more Pop Songs that you know and make a booklet. Include the lyrics of
the songs and the pictures of the singers.

 Goals: Place a tick below the stars if you have achieved goals

1. Develops breath control.

2. Sings with expression and technical accuracy.
3. Pitches notes correctly and sings in tune.
4. Develops tone quality.

1st Goal 2 nd Goal 3rd Goal 4th Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 LIGHT SONGS OF SRI LANKA

Competency 2.0 Exhibits values and respects the cultural

Heritage of Sri Lanka.

Learning Achievement level 2.3 Describes Light Songs

Activity 2.3.1 Light Songs of Sri Lanka.

Self – Learning Outcome

I will able to

1. Describes Light songs.

2. Identifies and sings Light songs on hearing.

.and sings

What Light songs are and the period of their inception

 The Origen of light songs can be traced to 1906 the time of Gramophone and
records.
 At first Sinhala words were fitted in to Indian or Hindi melodies. These songs
contained Hindustani Ragas and Indian style of singing.

Examples: - * ග ෞතම සිරිපාද වදිමු සමනළ කන්ගේ...

*ගකෝප වන්ගන් ඇයි ගපම්බර ස්වාමි....

 Among the singers of that period were

 H.W.Rupasinghe Master
 J.Sadiris Silva Master
 Lakshmi Bai
 Ellen Rathnayake

 Most songs sung during this period were similar to Bakthi gee, some were
informative and some songs were humorous.
 Instruments used were Harmonium, Tabla, Japanese Mandolin, Violin and Flute
etc...
 The early Singers of light Songs like Ananda Samarakoon and Sunil Shantha sang
songs of their own creation.
 Love songs and songs of nature were also appreciated by the common people.
Examples:- Ananda Samarakoon:-

 එන්නද මැණිගේ .
 https://www.youtube.com/watch?v=tisLwtcaFAM

 අේගේ අේගේ අර බලන්නගකෝ

 සුමන ෝ න ොඩි සුමන ෝ
Sunil Shantha:-

 හද ොනේ
 https://www.youtube.com/watch?v=_XhTeL-K_L0
 ඕලු පිපීලො
 https://www.youtube.com/watch?v=UA-SA2KEBc0
 මිහිකත ලවොලො
 https://www.youtube.com/watch?v=GcBBO-
H7BfM&list=RDyIEZq3GFMH8&index=5

Ananda Samarakoon Sunil Shantha

 Sunil Shantha's songs had a touch of Western Music (influences of cantatas and
other choral compositions) included in his melodies too was heard in them.

 Another singer of light music was Mohideen Baig who sang such as

 ටිකිරි මැණිනේ ඇඹුල නෙ ල්ලො

 https://www.youtube.com/watch?v=7qOAPPyLYig
 ෙනේ නෙොනේ සිදොදිනේ
 https://www.youtube.com/watch?v=qXcAhUEbb68
 The people responsible for writing light songs
 Artist such as Pandith Amaradewa and Nanda Malini made a big change in the Sri
Lankan light songs by inviting skilled writers like Mahagama Sekara , Sir
Chandrarathna Manawasingha and Madawala S.Rathnayaka to write the lyrics of
their songs.

Examples:-

W.D.Amaradewa:-

 ශොේත නේ රෑ යොනේ
 https://www.youtube.com/watch?v=u7Vqr1SeYPM
 පී මුනකෝ කළු ෙනේ
 https://www.youtube.com/watch?v=8CDDFHxvU3E
 සේ ොලියනේ
 https://www.youtube.com/watch?v=pQivA8dkyZI

Nanda Malini:-

 උඩගු ලියේ නෙොතො බදි

 https://www.youtube.com/watch?v=cIj6ljE6My8
 අේමොවරුනේ
 https://www.youtube.com/watch?v=0yJ_c8r6KBk

W.D.Amaradewa Nanda Malini

  Later an many Artists such as T.M.Jayarathna , Sunil Edirisingha, Edward
Jayakody, Sanath Nandasiri , Victor Rathnayake, Latha Walpola, Sujatha
Atthanayake , Neela Wickramasingha , Gunadasa Kapuge and Mervin Perera
contributed towards light songs in many ways.

T.M.Jayarathne Sunil Edirisinghe Edward Jayakodi Sanath Nandasiri

Victor Rathnayake Latha Walpola Sujatha Aththanayake Neela

Wickramasinghe

Listen to these links. Enjoy the songs!!!!

 https://www.youtube.com/watch?v=efhbG7dXvZs
 https://www.youtube.com/watch?v=ygbmy-xTRA0
 https://www.youtube.com/watch?v=58dKxyFDb94
 https://www.youtube.com/watch?v=cDZAZlq4iBM
 https://www.youtube.com/watch?v=fwvcfxvs42Y
 https://www.youtube.com/watch?v=TwAPVXaYmf4
 https://www.youtube.com/watch?v=a2PQyPR3JYA
 https://www.youtube.com/watch?v=5AeV8gsx9VY
1. Make a collection of songs mentioned of above singers in the lesson.

2. Read more lyrics and listen to the Melody and sing light songs.

 Goals: Place a tick below the stars if you have achieved goals

1. Describes Light songs.

2. Identifies and sings Light songs on hearing. .and sings

1st Goal 2nd

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 TYPES AND STYLES OF MUSIC

Competency 3.0 Identifies the types and styles and the of the
Characteristics different periods in the
history of music.

Learning achievement level 3.2 Describe concerto overture and Ballet

Activity 3.2.1 concertos overtures, Ballet and suite

Self – Learning Outcome

I will able to

1. Describes concerto, overture and ballet.

2. Identify a concerto and an overture on

hearing

3. Names composers of concertos, overtures

and ballets and their compositions.

Dear Students, go through the below pictures.

Can you identify these types and styles of music?
Let’s learn what they are.
  In the first picture you can see a soloist clarinet player with the orchestra.
 This is a CONCERTO.

CONCERTO

 A concerto is mostly understood as an instrumental composition most often

written in 3 movements in which one or two soloists play an important solo
part with the orchestra.
 That the part played by the solo instrument is called CADENZA which is
special written for the soloist.
 The soloist plays the Cadenza without the orchestra to demonstrate his
technique and skill.

Example: Trumpet concerto by W.A. Mozart

https://www.youtube.com/watch?v=leBOk58FbGc

 In the second picture you can see an artistic dance form using steps and
gestures. This is called a BALLET.
 BALLET
 A ballet is a theoretical
representation of some story by means of
a series of dances with orchestral
accompaniment.
 Ballet was born in the European
courts of Louise XIV in the 17th century.

Example: - Tchaikovsky’s “Swan Lake”

Ballet, sleeping beauty.

https://www.youtube.com/watch?v=1ea90L91eZk

 In the third picture you can see a stage play called opera with an orchestral
backing.
Let’s learn what it is.

OVERTURE

 The Overture was originally an opening movement used to open or introduce

an opera.
 Most often it has 3 movements.
 Overture was established in two forms.
 The Italian overture
 The French overture

Example:- Leonora overture by L.V. Beethoven

https://www.youtube.com/watch?v=OOIlQkANUxQ

 In the fourth picture you can see a pairing of dance with music
accompaniment. This is a SUITE.
 SUITE

 A set of instrumental compositions originally in dance style to be played. The

classical suite consists of dance all in Binary form and usually in the same
key.
 The basic dances are
 Allemande
 Courante
 Sarabande
 Gigue

 Example:- Tchaikovsky’s Nutcracker Suite

https://www.youtube.com/watch?v=M8J8urC_8Jw

Answer the following questions.

1. What is a concerto?

2. What is the meaning of Cadenza?

3. What is a ballet? Give examples.

4. What is a suite? Give an example.

5. What are the basic dancing styles in a suite?

 Goals: Place a tick below the stars if you have achieved goals

1. Describes concerto, overture and ballet.

2. Identify a concerto and an overture on hearing

3. Names composers of concertos, overtures and ballets and

their compositions.

1st Goal 2nd 3rd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 SIMPLE AND COMPOUND TIME SIGNATURES

Competency 6.0 Applies theoretical and practical knowledge of the

rudiments of music.

Learning achievement level 6.2 Defines and describes all Simple time-signatures
And Compound duple time including Duplet.

Activity 6.2.1 All simple time signatures, compound duple and

Duplet.

Self – Learning Outcome :

I will able to

1. Describe simple and compound duple time.

2. Understand the difference between dotted and undotted

beats.

3. Understanding the grouping of notes and rests in simple and

Compound time.

4. Read and writes Rhythmic patterns in Simple and Compound

time.

5. Responds by clapping and beating time to rhythms in simple

and Compound time.

 As you learnt in earlier, the time signature of a piece of music is

one of the key clues that can help you to understand the rhythm
and the structure of the piece.

 Let’s clap and sing the following tunes already you have learnt
in previous grade.
2 - Duple time – Two crotchet beats in a bar
4

3 - Triple time – Three crotchet beats in a bar

4
 To remind simple time signatures, a table has given with all the simple
time signatures.

 Let see what the compound time signatures are.

 In compound time each beat is equal to 3 pulses and each beat is dotted.

BEAT PULSES
S

 Therefore in converting from simple time to compound time, the upper figure is
multiplied by 3 which result is 6 and the bottom figure is multiplied by 2 which
result is 8.

SIMPLE DUPLE TIME COMPOUND DUPLE TIME

2 x 3 6
2 x 2 4

2 x 3 6
4 x 2 8

2 x 3 6
8 x 2 16
  Let’s clap and sing the following tunes.

 Now you all can realize that in simple time each beat is divided in to 2 and in
compound time each beat is divided in to 3.

Duplet
 Duplet is a group of two notes played in the time of 3 of the same kind, which
occurs on Compound time only.
 1. Put the correct time signature to the following
bars.

2. Complete each of these bars with rests correctly grouped according to the
time given.

.
3. Re-write the following melodies in compound time.
 Goals: Place a tick below the stars if you have achieved goals

1. Describe simple and compound duple time.

2. Understand the difference between dotted and undotted

beats.

3. Understanding the grouping of notes and rests in simple and

Compound time.

4. Read and writes Rhythmic patterns in Simple and Compound

time.

5. Responds by clapping and beating time to rhythms in simple

and Compound time.

1st Goal 2nd Goal 3rd Goal 4th Goal 5th Goal

1st
Attempt
2nd
Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd
Attempt.
 PRIMARY TRIADS
Competency 6.0 Applies theoretical and practical knowledge of the
Rudiments of music.

Learning achievement level 6.6 Identifies, writes, and plays the primary triads in
Major and minor keys specified in root position.

Activity 6.6.1 Primary triads of major and minor keys up to 5

Sharps and 5 Flats in root position and inversions.

Self – Learning Outcome :

I will able to

1. Write primary triads in major and minor

Keys up to 5 Sharps and 5 Flats in root position and
Inversions.

In this lesson we are going to learn about primary triads and their positions.

Before we going to start the lesson let’s see what a triad is.

 As we learnt earlier, triad is a set of three notes appearing one above the other.
The three notes of a triad consists of the root. The 3rd, and the 5th above it.

All right……let’s make some triads;

  Likewise, we can build triads on any note of a scale.
C major

I ii iii IV V vi vii

 Among these triads “what are primary triads?”

 They are simply the triads built on notes I, IV.V of the scale.
 Primary triads are

I IV V

As we found, the primary triads of C major are;

Primary triads of G major are;

 Draw a bar line to divide each stave in to two bars.
Draw a treble clef in first bar and the Bass clef in the
second.
Using key signatures, write primary triads in the given
scales.

Example - D major

1. B major

2. E Flat major

3. G minor

4. F Sharp minor

5. A Flat major
  Next we will see what are positions and inversions.
 Writing or playing triads in music theory can be noted in three different ways.
They are;

Root position 1st Inversion 2nd Inversion

 Let’s see how to write positions and inversions.

Root position.

 When the lowest note is the root of the triad, the triad is in root position. It is
indicated by the sign (a).

First inversion
 Like intervals triads also can be inverted by moving the lowest note up an octave.
 Let’s invert the triads.
 Now write the three note of the triad and we are going to move the root note to the
top of the triad, the 3rd now at the bottom of the triad.

 You see in here the lowest note is the third note of the triad
.This is called 1st inversion and it is indicated by the sign (b).

Ib
Second inversion
 Let’s invert the triad one more time.

 You all can see, the lowest note is now the 5th of the triad. This is called 2nd
inversion and it is indicated by the sign (c).

Ic

Use this chart for reference to triad inversions.

 1. Write these triads with key signatures.

2. Describe these primary triads.

Key -F minor…………………………………………………………………….
Degree - V…………………………………………………………………………..
Position – b…………………………………………………………………………...

(First one is done for you)

 Goals: Place a tick below the stars if you have achieved goals

1. Write primary triads in major and minor

Keys up to 5 Sharps and 5 Flats in root position and
Inversions.

1st Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 PERFORM MUSIC ON PIANO
Competency 4.0 Performs music on Recorder and Piano using the proper
techniques.

Competency level 4.2 Play simple melodies on the piano.

Activity 4.2.1 Let’s learn to play the notes C-C(2nd space in the Bass to 3rd
space C in the Treble) and play simple melodies in simple
triple and quadruple time.

Self – Learning Outcome :

I will able to

1. Learning the notes on the keyboard.

2. Performs exercises with correct hand positions and

fingering.

3. Plays simple melodies.

Can you play the following melody in the given below?

You have learnt all the notes in the previous grade.

 Look for these notes on your dummy keyboard. They are the new notes to learn.
Now play the following exercises.
Play the below exercise slowly at first, thereafter increase the speed as you gain
confidence.
 Play the given melody below.

 Goals: Place a tick below the stars if you have achieved goals

1. Learning the notes on the keyboard.

2. Performs exercises with correct hand positions and

fingering.

3. Plays simple melodies.

1st Goal 2nd 3rd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 WOODWIND INSTRUMENTS
Competency 5.0 Exhibits awareness of structure, sound production
and tone quality of musical instruments.

Competency Level 5.4 Defines and describes the woodwind instruments of

the orchestra.

Activity 5.1.1 Identifies the tone quality of the Piccolo, Flute,

Clarinet, Oboe, Bassoon, Double bassoon and
Cor-anglais.

Self – Learning Outcome :

I will able to

1. Distinguishes the tonality of the woodwind instruments.

2. Identifies the different categories of

wood wind instruments such as reed less and with reed.

3. Describes in words the mechanism and sound

production of the various woodwind instruments.

Look at these pictures below.

Have you seen these instruments before? Where have you seen them?

 There are Wind Instruments in different sizes in this picture.

 You can see some of these instruments are looking similar.
 That we called The Orchestral woodwind Instruments.

 Now let’s see the positions of the Woodwind instruments of the Orchestra.
Woodwind instruments

The woodwind instruments can be divided into 3 sub divisions.

 Reed less – Flute, Piccolo
 Single Reed – Clarinet
 Double Reed – Oboe, Bassoon, Double Bassoon and CorAnglais

Let’s learn the tone productivity of the wood winds.

 Woodwind instruments produce sound when blowing. Their sound is generated

by air reeds or cane reeds.

 Reed is a thin strip of material that vibrates to produce a sound on woodwind

instruments. There are two type of reeds.
 Single reed - only one reed to produce sound
 Double reed - there is no mouthpiece; the two parts of the reed
vibrate against one another.
  Some instruments in woodwind are transposing and non-transposing.
 Non-transposing instruments – instruments whose parts are
written in concert pitch are referred to as non-transposing
instruments.

 Transposing instruments - it is an instrument whose parts are not

written in concert pitch. The parts of numerous musical
instruments are written at an interval above or below the actual
notes played by the performer.

Let’s learn about these instruments in details.

PICCOLO

 The Piccolo is half the size of the Flute

(13 inches).
 It is the smallest and highest pitched
woodwind instrument.
 Piccolo is a transposing instrument,
plays an octave higher than the written
notes.
 The method of fingering is the same for
both the Flute and Piccolo.

https://www.youtube.com/watch?v=RzKKg9zv9k
4

FLUTE

 The Flute is about 26 inches long.

 Its sound is produced by blowing across a
hole.
 The Flute is a non-transposing instrument
and reed less.

https://www.youtube.com/watch?v=be1jJCH32OU
 CLARINET

 The Clarinet is the only orchestral instrument using a single

reed.
 It is a transposing instrument, sounds a Major 2nd lower than
the written notes.
 Clarinet in B flat is the most commonly used and others are E
flat & A Clarinets.
 It has a rich warm mellow tone and used in the wind
orchestras, jazz or dance bands.

https://www.youtube.com/watch?v=aSIDbFX8XV
k

OBOE

 Oboe is made of wood, but some are ebonite or

plastic.
 It is a non-transposing and also a double reed
instrument.
 Oboe has the privilege of sounding the tuning
note A to tune the other orchestral instruments
of the orchestra.
 It has a warm and rich tone.
 Another name for the Oboe is Haut –Bois.

https://www.youtube.com/watch?v=2WJhax7Jmxs
 COR-ANGLAIS
 The Cor-Anglais is closely related to the Oboe and it’s larger than the Oboe.
 It is a transposing instrument, sounds a 5th lower than the written notes.
 It has a conical tube and a double reed like the Oboe.
 The reed is fixed into a bent pipe called the crook.
 Another name the Cor-Anglais is the English horn.

https://www.youtube.com/watch?v=0HhrxVx1Ztc

BASSOON

 The Bassoon produces a deep bass tone.

 It is referred to as the clown of the orchestra
because of its low comical sounding notes.
 Bassoon is a non-transposing instrument
and also a double reed.
 It is 8 feet long bent in two for convenience.
 Player uses a neck sling.
 The German name for Bassoon is “Fagotto”,
which means a bundle of sticks.

https://www.youtube.com/watch?v=CZ1Nz3UOOas
 DOUBLE BASSOON

 Double Bassoon is the largest and the lowest sounding

woodwind instrument of the orchestra.
 It is a transposing instrument, sound an octave lower than
the written notes.
 Double Bassoon is twice the length of the bassoon.(16 feet
long bent four times for easy handling)
 It’s also a double Reed instrument which is fixed to a neck
sling.
 Other names for Double Bassoon :-
 Contra Fagotto
 Contra bassoon

https://www.youtube.com/watch?v=b-7imojxMHk

Answer the following questions.

1. Name the instruments separately under the single reed, double reed, reed less
categories.
2. Name the transposing and non-transposing woodwind instruments.
3. Which instrument sounds the tuning note to the orchestra and what is the tuning
note?
4. Which instrument is known as the “Clown of the Orchestra”?
5. Which instrument imitates the call of a bird?
6. What is the difference between a reed and a double reed?
7. What is meant by “transposing instruments”?
8. Give two examples for Non-transposing woodwind instruments.

9. Which woodwind instrument has the highest pitch and the lowest pitch in the
orchestra?

10. Give another name for the following instruments.

i. Bassoon
ii. Haut-bois
iii. Double bassoon
iv. English horn
 Goals: Place a tick below the stars if you have achieved goals

1. Distinguishes the tonality of the woodwind instruments.

2. Identifies the different categories of

wood wind instruments such as reed less and with reed.

3. Describes in words the mechanism and sound

production of the various woodwind instruments.

1st Goal 2nd 3rd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 SIGHT SINGING

Competency 8.0 Presents satisfactory performances using Vocal

techniques.

Learning achievement level 8.1 Sight sings from a score using correct techniques.

Activity 8.1.1 ‘Let us learn Sol-fa system’ – sight singing

Self – Learning Outcome :

I will able to

1. Sight sing notes.

2. Follow the notes in a score.
3. Sight sing notes from Sol-fa names.

 Can you play the C major scale on a key board?

 Play C major scale several times on key board.

 After you familiar with the notes sing the scale while you play.
 Now sing the scale with “Lah”.
 Now let’s sing the scale with sol-fa names.
 Now sing this song with words.
 Now let’s sing the song with “Lah” instead of words.
 Dear students shall we sing this song with sol-fa names instead of “Lah”.
 So this is sight singing. It is to sing or hum the notes looking at a melody without
being previously familiar with.

Let’s sight sing the following melodies with slowly and

deliberately.
 Goals: Place a tick below the stars if you have achieved goals

1. Sight sing notes.

2. Follow the notes in a score.
3. Sight sing notes from Sol-fa names.

1st Goal 2nd Goal 3rd Goal

1st Attempt

2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 TRANSPOSING
Competency 6.0 Ability to apply theoretical and practical knowledge
of the Rudiments of Music.

Learning achievement level 6.1 Identify, understands performs and transpose a

melody an octave higher or lower into a different
clef.

Activity 6.1.2 Transpose a phrase an octave higher or lower using

different clef.

Self – Learning Outcome :

I will able to

1. Transpose a phrase an octave higher or lower using

different clef.

Look at the given music melodies below.

 Can you play the following melody in your key board?

 Now play the following melody too.

 Was the melody played at the same pitch all the time?

 The first melody was it on a higher position or lower?

 What about the next?

 Is it in the same clef or in another clef?

  You can identify by playing that the melody is same but in the second time it was
on a lower position with a different clef.
 This is what we call TRANSPOSING from one clef to another.

When you are transposing a melody octave higher or lower to different clef you can do it
according to the Great staff and the location of their notes.

It can be as follows.

When you are transposing a melody octave higher or lower to another clef note the
following.

 A note on a line when transposed will be in a space.

 A note in a space when transposed will be on a line.
 The time values of notes do not change.
 The clef will be changed from Treble to Bass or Bass to
Treble.
Let’s see another example.

The given melody is transposed octave higher from Bass clef to Treble clef.

1. Transpose the following melodies octave lower into

Bass clef.

2. Transpose the following melodies octave higher into Treble clef

 Goals: Place a tick below the stars if you have achieved goals

1. Transpose a phrase an octave higher or lower using

different clef.

1st Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2nd Attempt.
 FOLK MUSIC OF SRI LANKA
Competency 2.2 Exhibits values and respects the cultural heritage of

Sri Lanka.

Learning achievement level 2.2 Describe the folk music of Sri Lanka

Activity 2.2.1 Sings folk songs

Self – Learning Outcome

I will able to

1. Sing folk songs respecting and valuing the cultural

Heritage of the county

Look at the given song and the picture below.

Have you heard this song before? Where have you heard it? Let’s sing
this song.

https://www.youtube.com/watch?v=3p_5DEz6O6Y&ab_channel=R
upavahiniAnimationStudio

This is a folk song called “Paru kavi”- Boat song

Let’s see what folk songs are.

 Folk Songs
Folk songs are songs that are sung by people while at work. They are different types of
folk songs namely “Pal Kavi, Karaththa Kavi, Paru Kavi, Pathal Kavi, Goyam Kavi”.

Each song depended on the work the people did. For example, those days people
transported goods by bullock carts. And this was done mostly at night. So the carter while
seated on his cart, sings these “Kavi” so that he could keep himself up without falling
asleep. Or the man on the paruwa sing for the same reason and also to let other paruwas
travelling in the opposite direction know that there is one on the way similarly each type
of folk song had a theme of its own. You can listen to followings.

Paru Kavi (Boatmen’s Song)

https://www.youtube.com/watch?v=4UZvtOKT7zc&ab_channel=R
upavahiniAnimationStudio

Pathal Kavi (Miners Song)

 Pal Kavi

Goyam Kavi (Harvesting song)

Gal Kavi (Carter’s Song)

People sang not only while working but also at play time. Such as while on the swing
they song what is called “Onchili varam” then olida keliya, pancha keliya.These are
called Keli Gee. So on mother while putting their young ones to sleep sang lullabies,
these are called “Daru Nelavili”

Listen to the followings,

Answer the following questions.

1. What are folk songs?

2. Name three types of folk songs.

3. What are Keli Gee? Give 2examples.

 Goals: Place a tick below the stars if you have achieved goals

1. Sing folk songs respecting and valuing the cultural Heritage

of the county.

1st Goal

1st Attempt

2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 COMPOSING A MELODY

Competency 7.0 Identifies and interprets what is heard, creates and

responds to music.

Learning achievement level 7.2 Notates a melody on hearing and composing a

melody.

Activity 7.2.2 Composing a melody of four bars.

Self – Learning Outcome :

I will able to

1. Compose a 4 bar melody using primary triads.

2.Write the Roman numerals of the primary triads used

to Compose the melody.

Look at the given melody below.

Can you find the following?

 How many bars are there in the melody?

 What is the key signature?

 What is the time signature?

 From which note the melody has started and ended?

As you know the melody has 4 bars. It is given in the key of C major in Triple time.
The melody has started from the tonic key and ended with the tonic key.

Likewise will compose a simple 4 bar melody. Let’s start it.

But before that it is better to follow the given instructions below.

  First select the Key signature and the Time signature.

 Write a rhythm pattern in monotone to be used according to the

time.

 The melody should start and end on the Tonic key as it helps to establish
the key. The last bar must have a long note to cover the full value of the
time.

 It is better to write the melody within the span of an octave from the lowest
to the highest note and avoid long leaps between the notes.

 The 2nd bar should write with the notes of the Subdominant triad of the
key.

 The 3rd bar should write with the notes of the Dominant triad of the key.

 At the end insert the Roman numerals of the written triad.

Let’s compose the 4 bar melody according to the suggested rhythm pattern.

Now let’s compose a melody for compound duple time.

 1. Compose a 4 bar melody according to the given key
and the time signature.

2. Compose a melody to the given rhythm pattern below.

 Goals: Place a tick below the stars if you have achieved goals

1. Compose a 4 bar melody using primary triads.

2. Write the Roman numerals of the primary triads used to
Compose the melody.

1st Goal 2nd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2nd Attempt.
 LEGER LINES

Competency 6.0 Applies theoretical and practical

knowledge of rudiments of music.

Learning achievement level 6.1 Identifies, writes and performs using up to 3 leger
lines above and below the staff.

Activity 6.1.1 Notes up to three leger lines above and below the
stave of Treble and Bass clef.

Self – Learning Outcome :

I will able to

1. Defines and describes leger lines.

2. Identifies the notes written on leger lines.

3. Writes notes using three leger lines above and

below the stave.

 As you learnt earlier short additional lines written above or below the stave is
called Leger lines. There you can see notes which are too high or too low to be
placed on a staff are written using leger lines.

 Let see what the notes on Leger lines are. Here I give you a diagram showing
some leger lines that are relevant to you.
  It can be seen from the leger lines above that.
1. That note on the 1st leger line above the staff of treble clef is A.

2. The note on the 3rd leger line below the staff of bass clef is A.

1. Name the following notes

………………………………………………………………………………….

2. Write notes as required.

( If you want to adjust the above activity box put the curser on the bottom line then
the plus mark with points will appear so click on it. Then you can adjust the box.)
G sharp below E natural D sharp B flat E natural
Below the above the above the below the above the
Staff staff staff staff staff
Play the tunes given below which contain leger lines.

 Goals: Place a tick below the stars if you have achieved goals

1. Defines and describes leger lines.

2. Identifies the notes written on leger lines.

3. Writes notes using three leger lines above and

below the stave.

1st Goal 2nd 3rd Goal

1st Attempt

2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.
 HARMONIC MINOR SCALES
Competency 6.0 Applies theoretical and practical knowledge of the
Rudiments of Music.

Learning achievement level 6.4 Defines and describes minor scale.

Harmonic minor up to five sharps and five flats.

Activity 6.4.1 Writes, performs and understands the Harmonic

minor scales up to five sharps and five flats.

Self – Learning Outcome :

I will able to

1. Defines and describes the Harmonic minor scale.

2. Identifies the Harmonic minor on seeing.

3. Writes Harmonic minor scales.

 Having completed studying the major scales in Grade 8 you are ready to study the
Minor scales.
 Before we go on the scales have to learn the Minor key signatures.
 Every Minor key has a relative major key. They both have the same key signature.
 To find the relative Minor key from a given Major key one must counts 3 notes
and then containing 3 semitones to the left of the major key.

Let’s find the relative minor of C major.

 3 notes counted to the left from C is A A B C

3 2 1

 Now check whether there are 3 semitones.

Now you have realized that

the relative Minor of C major
is A minor. Both keys have
no key signature.
Now let’s find the relative minor of F major

 3 notes counted to the left from F is D D E F

3 2 1

 Now check whether there are 3 semitones.

Now you have realized that

the relative Minor of F major
is D minor. Both keys have
B flat.

 Same way to find the relative Major Key from a given Minor key must count 3
notes and count 3 semitones to the right of the minor key.





Let’s make a chart of all the Major keys with their relative Minor keys

with the key signatures.

 Major Key Minor Key Key Signature
 C A No key signature
G E F#
D B F# C#
A F sharp F# C# G#
E C sharp F# C# G# D#
B G sharp F# C# G# D# A#

Major Key Minor Key Key Signature

F D Bb
B flat G Bb Eb
E flat C Bb Eb Ab
A flat F Bb Eb Ab Db
D flat B flat Bb Eb Ab Db Gb
  Hope you know where to write these sharps and flats on a stave proper way. Now
let’s learn about Minor scales.

Minor Scales

There are two types of Minor Scales.

 The scale goes up and come down the same way which we called HARMONIC
MINOR SCALES.
 The scale goes up one way and come down in another way which we called
MELODIC MINOR SCALES.

Let’s learn about Harmonic minor scales.

Harmonic Minor Scales

 In a Harmonic minor scale the 7th note of the scale which is called the
Leading note has to be raised a semitone when goes up and come down.

 If the 7th note is a Natural it becomes a Sharp.

 If the 7th note is a Flat it becomes a Natural.
 If the 7th note is a Sharp it becomes a Double Sharp.

 The semitones become between 2-3, 5-6 and 7-8 in both ascending and
descending.

Let’s work out some Harmonic minor scales.

A Harmonic minor scale ascending.

7th
G sharp Harmonic minor scale descending.

7th
C Harmonic minor scale ascending and descending.

7th

1. Write key signatures of the given key.

2. Write scales as required.

a) Using Treble clef and accidentals write G Harmonic minor upwards in Crotchets.
Mark
semitones with slurs.

b) Using Bass clef and key signature write the minor scale having 2 sharps,
descending in
Minims. Mark the semitones.

c) Add accidentals in front of the notes needing them to make the given scale
belong to F minor.
Mark semitones.
 3. Play the given scales on a key board ascending and
descending using the given fingering .The fingering
given above is for the right hand and the fingering given
below is for the left hand which may be played an
octave lower. Enjoy playing!!!!!

 Goals: Place a tick below the stars if you have achieved goals

1. Defines and describes the Harmonic minor scale.

2. Identifies the Harmonic minor on seeing.

3. Writes Harmonic minor scales.

1st Goal 2nd Goal 3rd Goal

1st Attempt
2nd Attempt

 If not, please go to the beginning and try to get all the stars in the 2 nd Attempt.