Understanding the Elements of Music

I. Intended Learning Outcomes

At the end of this lesson, the learner will have:
1. identify the elements of music;
2. recognize sounds using different elements of music; and
3. understand the uses of each element of music.

II. Guide questions

Use these guide questions to navigate through the concept notes and additional readings
and media. Keep them in mind while studying. You can use a separate note to pick up
answers and ideas from the materials as you move along them.

1. Does element of music play an important role in making music? Elaborate you answer?
2. How does the element of music affect the movement of a musical piece?

III. Concept Notes

You are embarking on an adventure through musical time, and this journey will be
more pleasurable if you first become familiar with some basic musical concepts. Keep in
mind that most new experiences require some initial adjustment and insight. The process
is similar to visiting a distant country for the first time: You are instantly immersed in a
different culture and surrounded by people who speak an unusual language or follow
unfamiliar customs. This new experience could be either very exciting—or quite
unbearable—depending on your perspective. If you were not prepared for this journey,
your naive responses and actions might bring you embarrassment or instill the anger of
others. Worst of all, you would get very little from a potentially rewarding experience. These
new ideas will be introduced gradually, systematically and actively, so for now, focus on
learning the fundamental elements of music and their related terms Listen carefully for
these aspects in the music you hear, and—in time—you will attain a heightened
understanding that will open your ears, mind and soul to the deeper levels of musical thought.

Elements of Music

RHYTHM - the element of "TIME" in music. When you tap your foot to the music, you are
"keeping the beat" or following the structural rhythmic pulse of the music.
Ex. Slow, Moderate, Fast
TEMPO – the speed of a composition or section as indicated by tempo marks or by
metronome indicators. largo – very slow; stately
lento – slow
adagio – slowly, in an easy graceful
manner andante – moderate
allegro – brisk, lively
vivace – fast, spirited
a tempo – in time (used after any changes in tempo of
piece). presto – at a rapid pace
DYNAMICS - All musical aspects relating to the relative loudness (or quietness) of music
fall under the general element of dynamics. Ex. p – piano – soft
pp – pianissimo – very soft
f – forte – loud ff – fortissimo – very loud

MELODY - the LINEAR/HORIZONTAL presentation of pitch (the word used to describe the
highness or lowness of a musical sound). Many famous musical compositions have a
memorable melody or theme.
 Melodic Range
Narrow Range – one to three tones
interval Wide Range – four and more
tones interval

Melodic Direction
Upward – the notes or tune flows in an ascending direction
Downward – the notes or tune flows in a descending direction
Repetitive – the notes or tune recurs in the passage of the musical composition
Smooth Flowing – the notes may go up and down in a smooth and connected
manner or playing or singing
HARMONY - the VERTICALIZATION of pitch. Often, harmony is thought of as the art of
combining (unison/voicing) pitches into chords (several notes played simultaneously
as a "block"). These chords are usually arranged into sentence-like patterns called
chord progressions.
Major Tonality – also known as major key; term used for the distinctions of major
intervals and chords
Minor Tonality – also known as minor key; term used for the distinctions of minor
interval and chords
Undetermined Tonality – refers to musical pieces which have neither a major
nor minor key all throughout the piece; this happens
when flats and sharps randomly appear in certain
measures except its specific indication in the beginning
key signature
TEXTURE - refers to the number of individual musical lines (melodies) and the relationship
these lines have to one another.
Monophonic music – represented by a single melodic line
Homophonic music – consists of a single melodic line (horizontal) supported at various
points by chords (vertical)
Polyphonic music – consist of two or more horizontal lines of individual designs
Heterophonic music – two or more performers produce essentially the same melody with
slight modification in one Part mainly that of omission or addition of
some notes.
FORM - the overall structure or plan of a piece of music and it describes the layout of a
composition as divided in sections.
Strophic form: a aaa - same music all throughout
Variation form: a’ a’’ a’’’ - one type of music with very
slight version Binary form: a a b b - a part, repeat
of a; b part; repeat of b Ternary form: a b a - a
part; b part, a part again

TIMBRE or TONE COLOR - the unique or peculiar quality of a tone as sounded by a given
instrument or voice.
Nasal – vocal sounds produced by the “nasal cavities” of the face or the “nasal area”;
voice resonates through the nose
Head voice/ Falsetto – light voice; less effort is exerted in
singing Chest tone – similar to the “speaking voice”;
throaty
Guttural – characterized by raspy sound or a “growl”

Additional Readings:

https://milnepublishing.geneseo.edu/music-and-the-
child/chapter/chapter-2/ https://wmich.edu/mus-
gened/mus150/Ch1-elements.pdf
 Individual Work

Name: Program and Year

1. What do you think is the important role of the elements of music in composing good
music?

2. How should a musician be able to effectively convey emotions or idea using the elements
of music?

3. Tell the difference between melody and harmony. Elaborate you answer.

Quiz

Multiple Choice
Instructions. Read the following questions below. Write your answer on space provided before each number.
Strictly no erasures.

1.The following are examples of tempo mark, except?

a. adagio b. adante c. moderato c. largo
2. It is everything pertaining to the duration of musical sounds.
a. melody b. rhythm c. timbre d. tempo
3. A pleasing succession of tones forming a line of individual significance and expressive
value.
a. melody b. rhythm c. harmony d. form
4. The simultaneous occurrence of musical tones whether consonant or dissonant.
a. texture b. rhythm c. harmony d. tempo
5. The unique or peculiar quality of a tone as sounded by a given instrument or voice.
a. timbre b. dynamics c. melody d. texture
 IV. Activity
You are tasked by your music teacher as in-charge of promotion of the upcoming National
Arts Month, Music Festival in your school. You are furtherly asked to create a poster
visualizing the elements of music.

Directions: Your poster will be graded based on this rubric. Consequently, use this rubric as a
guide when making your poster.
Performance Rubric
CATEGORY 4 3 2 1
Graphics - Relevance All graphics are All graphics are All graphics relate to Graphics do not
related to the topic related to the topic the topic. Most relate to the topic OR
and make it easier to and most make it borrowed graphics several borrowed
understand. All easier to understand. have a source graphics do not have
borrowed graphics All borrowed graphics citation. a source citation.
have a source have a source
citation. citation.

Graphics - Originality Several of the One or two of the The graphics are made No graphics made by
graphics used on the graphics used on the by the student, but are the student are
poster reflect a poster reflect based on the designs included.
exceptional degree of student creativity in or ideas of others.
student creativity in their creation and/or
their creation and/or display.
display.

Required Elements The poster includes All required elements All but 1 of the Several required
all required elements are included on the required elements elements were
as well as poster. are included on the missing.
additional poster.
information.

Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in terms of acceptably attractive distractingly messy or
attractive in terms of design, layout and though it may be a very poorly designed.
design, layout, neatness. bit It is not
and neatness. messy. attractive.
Grammar There are no There is 1 There are 2 There are more
grammatical mistakes grammatical mistake grammatical mistakes than 2 grammatical
on the poster. on the poster. on the poster. mistakes on the
poster.
 Appreciating the Different Musical I
Instruments
Lesson 3
I. Intended Learning Outcomes
At the end of this lesson, the learner will have:
1. familiarize the different musical instruments;
2. recognize sounds of different musical ensemble; and
3. understand the uses of each musical instruments.

II. General Instructions

1. Read the guide questions
2. Study the concept notes. Refer to materials cited for further understanding.
3. Study supplementary materials for additional information
4. Take the quiz
5. Perform the activity
6. Fill out the reflection page

III. Guide questions

Use these guide questions to navigate through the concept notes and additional readings
and media. Keep them in mind while studying. You can use a separate note to pick up
answers and ideas from the materials as you move along them.

1. Why is it good to learn a musical instrument?

2. Do you think everyone should learn to play a musical instrument when they are at school?
3. How would your life be different if you could play a musical instrument very well?

IV. Concept Notes

The Musical Instruments

The material of music is sound. How sound and its physical properties are organized in musical
composition.

Musical sounds – tones – are produced by man-made instrument and by the human
voice. We thus have two mediums in music: the instrumental medium and the vocal
medium.
Most musical instruments have three things in common: a part which vibrates, a part
which amplifies the sound by bouncing off the vibrations away from the instrument,
and a system for producing and regulating fixed pitches.
Musical instruments are generally grouped according to their vibrators (how these
are made to vibrate) and their resonators (whatever amplifies vibrations). Each group is often
referred to as “family” or “choir”. The groups are:

1. The stringed instruments;

2. The wind instruments, which are grouped into two separate choirs:
a. The woodwinds, so- called because they were originally made of wood, and
b. The brass winds, which are usually made of brass or some other metal;

3. The percussion instruments, which may be grouped into two types:

a. Those that produce musical tones and have definite pitch, and
b. The noisemakers, which do not have definite pitch (indefinite pitch); and

4. The keyboard instruments

STRING FAMILY

VIOLIN VIOLA CELLO DOUBLE BASS

WOODWIND FAMILY

CLARINET BASSOON OBOE ENGLISH HORN SAXOPHONE

BRASS FAMILY

TRUMPET TROMBONE FRENCH HORN TUBA

PERCUSSION FAMILY
(Indefinite Pitch)

TRIANGLE TIMPANI/KETTLE DRUMS TAMBOURINE CHIMES

 (Definite Pitch)

GRAND PIANO GLOCKENSPIEL LYRE BELL

XYLOPHONE MARIMBA

KEYBOARD INSTRUMENTS

HARPSICHORD CELESTA CLAVICHORD UPRIGHT PIANO

Instrumental Groups

Musical instruments are played either singly or in groups of various sizes.

A big gathering of instrumentalist having the string section as its

nucleus is called an Orchestra. It is generally composed of
four choirs: strings, woodwinds, brasses, and percussion.
The number of instrumentalists varies according to the
demand of the music.
 A band is smaller in size. It is composed mostly of wind and
percussion instruments with only a few strings or none at all.

Some smaller groups are those which play chamber music. This kind of music was originally
composed for performance before small audiences in private rooms rather than churches or public halls.

Woodwind Quintet – consisting of a flute, an oboe, a

clarinet, a Bassoon and a French horn.

String Quartet – composed of two violins, a viola, and a cello

Piano Quartet – with the piano replacing one of the violins

in the string quartet.

String Trio – made up of a violin, a viola, and a cello.

 The Rondalla is the best known Philippine instrumental grouping
today. It is made up mostly of stringed instruments; the banduria,
laud, octavina, guitar, bajo. Most of our rondalla groups today use the
double bass in place of the bajo de uňas. It produces a louder and
more sonorous tone.

Musikong bumbong refers to the music or sound that originated from a

bamboo tube, which is the direct translation of bumbong in English, that
can refer to any of the wind, percussion or string instruments.
Typically, Musikang bumbong or bamboo tube music is played by a
bamboo-based band. One particularly famous bamboo band is the
Pangkat Kawayan or the Bamboo Group.
The group has played in many countries and are still creating music
through the use of different bamboo musical instruments.

Additional Videos:

https://www.youtube.com/watch?v=aCFnzSCzoYA
https://www.youtube.com/watch?v=N8s85AJwItQ
Quiz

True or False
Instructions. Write T if the statement is True and F if the statement is False. Write your answers on the space provided.

1. A band is composed mostly of wind and percussion instruments with only a few strings or none at
all.
2. An Orchestra is generally composed of four choirs: strings, woodwinds, brasses, and percussion.
3. One of the biggest string instrument in the Orchestra is the violin.
4. The Rondalla is the best known Philippine instrumental grouping today.
5. The String trio are made up of a violin, a viola, and a piano.

Reflection
Now let us reflect on your learning experience in this lesson. Write your reflections concisely and legibly. You
can use an extra sheet if you need to write more. Label the extra sheet and insert between these pages. You can
use Microsoft word if available. Print or save the file in the storage device that comes in the learning packet.

Direction: Use the following sequence to go over the topic. Write your answers on the table below and limit your
answer to 3 sentences only.
Recall – the main point of the lesson Connect – the summary statements to the whole content
Summarize – these points into sentences Comment – on feelings about the topic
Question – any ideas that seem unclear to you

S
Q