Fingering for the recorder

anine20

do re mi

2nintee9

cba
wcouo

fa Sol la Si

ueltcA isoleeslD

fa # sib
Piano chords

C F

G D

E A

D- E

LII
Musicallanguage
The parts of a muslcal note Rests

-Flag

Stem

Notehead

The notes and their values The beat

Double metre
Group of two beats
semibreve

On the stave, it is represented like this:

2 or like
this

minim minim

Triple metre
Group of three beats

|•
On the stave, it is represented like this
crotchet crotchet

3 orlike
this

Quadruple metre

quavers Group of four beats

quavers

On the stave, it is represented like this:

4 r like
this 4
semiquavers semiquavers
 Thestave

5th line
4th space
4th line
3rd
space
3rd line
2nd space
2nd line
1 space
1st line

Symbols on a stave

Sol cloE
n
Repetition of beat 9 Breath comma
Time signature

Bar line Repeat Doubie

sign bar line

The musical scale

DO RE MI FA SOL LA SI DO' RE'

Musical instrument families
Wind
Brass Woodwing
Bass tuba

Tuba
Saxophone

Saxhorn

Trombone

Trumpet

Horn Bassoon Oboe Clarinet Flute

Percussion
Brass (Membrane
Vibraphone Congas
Triangle Bass drum Drum

Tambourine Bongos
Cymbals

T
Tubular bells

Bell

Tambourine
Sleigh bells Timpani

Wood
Claves
Castanets

Maracas
Güiro Temple block
 string
Bowed Struck Plucked

Violin

Viola
Harp
3Piano
potsdmn

t Bow

Cello Double bass

The instruments in an orchestra

Percussion

Wind

Strings

Conductor
 Classroom musical instruments
Go
The most commonly played instruments in a classroom are called Orff.
They're called this because Carl Orff (1895 - 1982), a composer and educator,
grouped the instruments together.
The instruments are mostly percussion instruments. These instruments were
chosen because they are much easier to play than professional instruments.
Percussion instruments are classi ed by the material that is struck in order
to play them. The material can be wood, which creates a short vibration;
metal, which creates a longer vibration; or membrane or skin, which creates
a deeper vibration.

Other instruments that are used include wind instruments, such as the
recorde. It is very easy to learn musical notes and simple melodies using
the recorder. Learning how to use the recorder rst makes learning how to
use other instruments easier.
Wind instruments are made of a resonator, usually a tube, with an element
that covers or blocks the passage of air.

Wind

Harmonica

Whistle

Kazoo

Melodica
Sopranino Soprano Contra-bass
fi
fi
 Percussion

Membrane Brass

Bass drum

Glockenspiel
bouo
wbs
Cowbells

Kettledrum
Triangle
Tambourine

Tambourine
Zills
Snare drum

Tambourine

Pandeiro Bongos

Cabasa
h balls

Wood)
Xylophone
Wood block
Small güiro

Claves

Tubular
wOod block Mango
castanet

Güiro Maracas
 The human voice

The voice is the oldest and most complex musical instrument. The voice
was the rst instrument used to make music. The voice can be used in two
ways.
• Speaking: to communicate with words.
• Singing: to make music.

The voice is a musical instrument that produces sound when air vibrates
the vocal cords. The sound is ampli ed when it passes through the vocal
resonators (the pharynx, the oral cavity, and the nasal cavity).
The human voice is classi eld in six basic types according to its tessitura, or
range. The range of the voice is the combination of notes, from the lowest
to the highest, that the singer can sing comfortably.
It is important to know your voice and to take care of it. As any other
instrument, it requires special attention and care. This means that you are
responsable for taking care of that your own voice.

The voice as an instrument

Mouth
and nose

Vocal
chords

Respiratory
system
fi
fi
fi
 Classifying voices

Tenor (high)

Male voices Baritone (middle)

Bass (low)

Soprano (high)

Classifying
voices Female voices Mezzo-Soprano (middle)

Alto (low)

Child voices Pre-adult (high)

Vocal groups

Male or female choir Childin

By types
of voices Female
Mixed choir
(men and women)

Vocal groups

Soloist
Duo
By
number of Small groups Trio
voices
Cuartet

Chamber choir

Choirs Chorus

Choral society