fo
r Young Musicians
MP3
Tracks
Music Bumblebees
for Young Musicians
Copyright 2009 Bumblebees P
ublishing
Anna Lu (Author)MMusSt, BMus (Piano with Hons I)
BSc (Pure Mathematics)LMusA (Piano), AMusA (Piano)
AMusA (Musicianship)
Sample Book
Bumblebees Publishing
www.musicbumblebees.com.au
with MP3 Tracks
How to Use this Book
Melody is your instructor throughout the book. She will teach you interesting music concepts and terms. Everything she says will appear in a purple box like this, and you can listen to it on the MP3 tracks.
Track
1
Buddy Bee is your learning friend who will take you through fun activities to reinforce the different music concepts. The directions are simple and easy to understand. Buddy Bees instructions will appear in a green box like this.
Play the MP3 track when you see this sign.Track
No.
IntroductionWelcome to the Music Bumblebees Aural & Theory Workbook Series Sample Book.
This workbook series for young musicians has been specifically designed to incorporate ear training to theoretical teaching, bringing children an integrated music learning experience. The workbooks bridge the gap between the classroom and the studio teaching, as often the classroom learning focuses more on aural discovery while the studio learning tends to focus more on technique building and performance.
Upon the completion of this series of workbooks, young musicians will have acquired knowledge equivalent to a Grade 1 Theory exam. Furthermore, these young musicians will have learned theoretical concepts from an aural perspective, gaining knowledge and aural understanding simultaneously.
There are three workbooks in this Aural & Theory Workbook Series for Young Musicians A, B, and C. The learning of each book is divided into 3 areas: (1) music concepts, (2) rhythm, (3) notation. Each book contains numerious MP3 tracks and 48 colourful pages of teaching and exercises such as aural discovery and discrimination, note-writing, counting, clapping, and creative tasks, as well as an exercise sticker sheet.
In this Sample Book, pages from each workbook have been carefully selected and compiled, giving you a better insight into: how music concepts are taught in the workbooks how the aural and sticker exercises are designed to encourage, engage, stimulate and challenge the students how easy it is for students to work independently how essential it is for the students to learn the aural side to the theoretical concepts how one can adapt the workbooks to the teaching of a classroom or small groups, such as beginner readiness classes or instrumental programs in primary schools.
I trust you will find our Aural & Theory Workbook Series offer a fun and innovative way to teaching and students will find the learning fun, challenging and rewarding!! Anna Lu (Author)
2Copyright 2011 Bumblebees Publishing
Content
Musical Instruments Musical Alphabets Sounds of Music Dynamics Tempo
RhythmBeat and Rhythm Bars, Barlines, & Double BarlinesMeter q n Time Signature Q h w Revision
Notation Musical StaveLines & SpacesStem Direction Steps Skips G ClefF Clef Revision
Assessments Aural Rhythm Notation
GlossaryManuscript PagesCertificate
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9101112131516192224
2728293132343638
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454648
Copyright 2011 Bumblebees Publishing3
Workbook A
4Musical Instruments
Copyright 2011 Bumblebees Publishing
Xylophone
Violin
Trumpet
Piano
Flute Guitar
Track
2
Listen to these instruments on the MP3.Track
3
Listen to the MP3 and find the sticker with the correct instrumentand paste the sticker inside the box.Track
4
We can make music in many different ways. We can sing to makemusic, or we can play musical instruments to make music.
Musical instruments sound different from each other, because different instruments produce different colours of music, and this is called the timbre (pronounced TAM-BER). We can create different timbre by using different instruments together.
a) b) c) d)
Workbook A
Copyright 2011 Bumblebees Publishing5
nWhen you hear 2 equal sounds in one beat, that rhythm is called titi, and it can be written like n or . Its technical names are two quavers (British) and two eighth notes (American).
crotchet
2 quavers
ta
titi
quarter note
2 eighth notes
eg)
a)
b)
nbeam
n
a)
b)
c)
Track
6
Track
5
Listen to the MP3. Circle the heart in which the piano played 2 sounds. Draw a inside that heart beat.
Listen to the MP3. Circle the pattern you hear.Track
7
Connect the rhythms to their rhythm names and technical names.
n
n
quavers
Trace the quavers. Write the word quavers 3 times.
Workbook A
Letternames
Write the answer in the circle.
Track
8
A to B is a step up
E to C is a skip down
A
AB
CD
EF
G
stepsupto
Askipsdown
toG
stepsupto
Eskipsupto
Dstepsdown
toC
skipsupto
Fskipsdown
to
E to G is askip skip
up down
Bskipsupto
Estepsdown
to
C to D is a
F to D is astep skip
up down G to B is astep skipup up
B to A is a D to E is astep skip
up down
Circle the correct answer.
a)
c)
e)
b)
d)
f)step step
up down
step skip up down
Remember the Musicians Alphabet Song? Lets sing it. We use ABCDEFG, and they are called the letternames.There are also steps and skips in these letternames.
A
6Copyright 2011 Bumblebees Publishing Workbook A
ContentPercussion InstrumentsSounds of MusicSlur & StaccatoDynamicsTempoRevision
RhythmTime Signatures
Revision
NotationNotes on G clef & F clefLeger lines and G clef notes Leger lines and F clef notes Grand Stave Middle C KeyboardHalf-step Tones & Semitones
Accidentals Minor 3rd (so-mi)Major 2nd (so-la)Revision
AssessmentsAuralRhythm Notation
GlossaryMusical StavesCertificate
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101214161719
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424344
454648
=
=
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Workbook B
Listen to the MP3. Draw a slur over the notes if the music is played legato and write legato inside the box. Draw staccato dots if the music is played short and detached and write staccato inside the box.
A hhas 2 beats, the same number of beats as 2 s grouped together.
On the musical stave, when 2 s are written in the same space or on the same line, we use a tie to join the notes by the noteheads to make a longer sound. We play or sing the 1st note for 1 beat and hold it for another beat, which equals 2 beats and sounds the same as a .
2 beats 1 beat + 1 beat = 2 beats
1 beat + 1 beat 2 beats
playhold
tie
d)
h
q
q
Write the word tie 4 times.
Listen to the MP3. Find the 2 s that have been tied together, and draw a tie to join the two notes together by the notehead.
q
q q q q q q q
q q q q q q
q q q q
q q q q q q q q q
q q q q q
=
U
Copyright 2011 Bumblebees Publishing9
11
12
Workbook B
Minor 3rd (so-mi)
An interval is the distance between two notes. A skip Is an interval of a 3rd.
&==xz===1 2 3
&==h==j== 3 semitonesB D
q n q
n
q n q qm
q Q q Q n q q
q q q
q q n qm m
For example, B to D is a skip, as well as a 3rd apart. We start on B, being the 1st note, and count up. C is the 2nd note, and then D is the 3rd note. So the interval between B and D is a 3rd.
A 3rd that is exactly 3 semitones apart is called a Minor 3rd.The top note has a solfege name called so, and the bottom note has a solfege name called mi.
Listen to the MP3. Find where the mi is, and circle that note. Write m below the note.
Listen to the MP3. There will be 2 mis in each exercise. Circle them and write m below each note.
somi
qn q q h
somi
10Copyright 2011 Bumblebees Publishing
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14
15
Workbook B
ContentMusical InstrumentsDynamicsTempo
Rhythm Quavers & Stems
Whole Bar Rest
Anacrusis Meter Revision
Notation C Major Scale Solfa Names G Major Scale F Major Scale Key Signature Accidentals Tonic Note Interval Tonic Triad Transposition Revision
Assessments Aural Rhythm Notation
GlossaryMusical StavesCertificate
456
789
10121314151617192022
2427283032343536383941
424344
454648
Copyright 2011 Bumblebees Publishing11
Workbook C
Dynamics
Draw a line to connect the matching sign, term and definition.
The sound of a police siren will become louder when the police car is approaching from far away. We use the sign or the term crescendo (cresc.) describe music that is getting louder.
When the police car is going away, the police siren will become quieter. We use the sign or the terms decrescendo (decresc.) or diminuendo (dim.) to describe music that is getting softer.
Write these signs and terms 3 times each.
cresc.
decresc.
dim.
getting softer
getting louder
diminuendo
crescendo
Listen to the MP3.Draw inside the circle if the example was getting louder. Draw inside the circle if the example was getting softer.
12Copyright 2011 Bumblebees Publishing Workbook C
16
17
Copyright 2011 Bumblebees Publishing
In time, a is often followed by a like this , called tum ti.
@, #, $ j e j eThis rhythm combination is worth 2 beats.
Listen to this rhythm on the MP3.
q
Listen to the MP3 Find where the is and circle the 2 heart beats together. Draw the rhythms inside the heart beats. Take care to write the in the right half of the 2nd heart beat.
jee
Track
ej
qqj eq qqj en
d j eq h qqnqU
Listen to the MP3. Circle the pattern you hear.
j e e e e e q UU
q qn qn
nq
q
q
q
n
$ qqj e \qqh ]
q q
13Workbook C
18
19
20
Solfa Names
Listen to a major scale sung in scale degrees first and then in solfa and sing along.
Each scale degree in the major scale has a solfa name.
d r m f s
d r m m r d
d m s s m d
d m m d d m m r
d m s l d m s d
1
23
45
67
8
do(d)
re(r)
mi(m)
fa(f)
so(s)
la(l)
ti(t)
do(d )1
1
d r m r d
Listen to the MP3 Circle the pattern you hear.
14Copyright 2011 Bumblebees Publishing Workbook C
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22
~ Tania RashidiM.M.T.A, Licensed Kindermusik Educator (NSW)
"It is my studio book of choice for new students."
~ Robyn Harries AMusA, MTAQ (Assoc), Music teacher (QLD)
"A truly wonderful combination of ear training and theory.""I wish I was a child again!!!"
"The workbooks are so much fun."
~ Julee AndrewsAMusA, ATCL, LTCL, FTCL, Piano teacher (NSW)
~ Deanne ScottCTMusA, MTAQ (Prof), Piano teacher (QLD)
Copyright 2011 Bumblebees Publishing15
What the experts say
Music Bumblebees Aural and Theory Workbook A provides a fresh approach to aural and theory training for young musicians. Music teachers will undoubtedly welcome this exciting resource which, being equally suited to studio and classroom contexts, creatively introduces music fundamentals to students in a logical, step-by-step manner.
Visually-stimulating, interesting tasks form a well-squenced range of activities which encourage a motivated approach to learning. Teachers and students should look forward to using this successful blend of aural and theoretical development in which concepts are presented in a fun and enjoyable manner.
Dr. Julie Kirchhubel / Lecturer in Aural Studies, Queensland Conservatorium, Grith UniversityPhD (Edn), MMus (GU), Dip.Ed (UNE), Grad Dip Mus, BA (Mus), LMusA, AMusA
Music Bumblebees Aural & Theory Workbook B continues to provide young musicians an innova-tive and interesting approach to aural and theory training. This workbook introduces more complex rhythms, and also begins work on simple melodic dictation through intervallic listening and the use of solfege names. School-aged students will nd this workbook useful, as it corresponds with their classroom learning material, hence strengthens their musical knowledge and aural skills. The aural training in this workbook not only provides training for young musicians, but can also assist many students in their practical and theory or musicianship exams.
The Music Bumblebees Aural & Theory Workbook series oer young musicians an all-inclusive music learning experience, and students should look forward to Workbook C!
Antoni Bonetti / Orchestra Conductor and ViolinistM.Mus., A.R.C.M., D.S.C.M., A.Mus.A.Music Director and Founding Conductor of the 80 member Brisbane Symphony Orchestra Lecturer, School of Music, University of QueenslandLeading String Teacher at Good Shepherd Lutheran College, Noosa
Anna Lu's series of Aural & Theory Workbooks are not only very attractive looking but a fun way for young students to learn the essentials of music. The aural component in particular is much needed as there is little available in this very important area for young students while the accompa-nying CDs are excellently prepared & presented. I thoroughly recommend these publications for all teachers of young music students.
Suzanne (Sue) Thompson / Author of the MUSIC GAMES series of musicianship booksL.R.S.M., A.T.M.A.Retired AMEB senior examiner
~ Nicola PooreBMus, BEd, Classroom music teacher (NSW)
"We have experienced great success with this resource in our Year 1 and 2 Music classes."
Aural training CD
Visually-stimulating exercises
Exercise stickers
Kodaly based for classroom teaching
Suit all instrumental beginners
Achieve Theory Grade 1 standard
Bumblebees Publishing
Anna Lu (Author)MMusSt, BMus (Piano with Hons I)
BSc (Pure Mathematics)LMusA (Piano), AMusA (Piano)
AMusA (Musicianship) www.musicbumblebees.com.au
Classroom Music
Instrumental Program
IndividualInstrumental
Lesson
GroupMusicianship
Classes
BeginnerReadinessProgram
Page 1 Cover.pdfPage 2Page 3Page 4Page 5Page 6Page 7Page 8Page 9Page 10Page 11Page 12Page 13Page 14Page 15Page 16 Back Cover