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- Creative performance SME Y1 SB File Uploaded 2/11/21, 15:53
UNIT 4: MODERN AND TRADITIONAL MUSICAL INSTRUMENTS
Key Unit Competence: Be able to play modern and traditional
musical instruments.
Introductory Activity
1. You have seen a military parade playing on different musical
instruments. Identify different instruments they use to perform
2. In Rwanda, there are different instruments used when
accompanying songs. Describe them
3. Use available instruments and perform different songs before
the peers.
The grouping of an instrument is often determined by the making. It may also
be determined by the means of sound production.There are 3 main groups
of musical instruments. These are:
4.1 Stringed instruments or chordophones
Activity 4.1
1. Considering musical instruments with strings, classify them
according to their ways of producing sounds
2. Play the available stringed musical instruments accompanying
songs of different styles (religious, folkloric etc.
Stringed instruments produce sound when the player makes one or more
strings vibrate. They are two basic types:
a. Bowed stringed instruments
Bowed stringed instruments are usually stroked with a bow. The pressure of
the bow on the strings produces vibrations that are amplified by the body of
the instrument (case of resonance). To produce other pitches, the musician
shortens the strings by pressing down on them with the fingers.Examples: violin, viola, cello, iningiri.
b. Plucked stringed instruments
Plucked stringed instruments are played by plucking strings with the fingers
or a pick. The guitar is the common plucked instrument. Other examples are:harp, lute,mandolin, banjo, inanga.
Application activity 4.1
1. Differentiate the bowed from the plucked musical instruments
2. Using any available stringed instrument, play the notes Do-Mi-
Sol4.2 Wind instruments
Activity 4.2
1. Considering musical instruments that are blown in, classify them
according to their ways of producing sounds
2. Play the available wind musical instruments accompanying songs
of different styles (religious, folkloric, etc.
Wind instruments produce sounds when the player blows in. they are two
basic types.
a. Brass instruments
For brass instruments, the vibrations of the player’s lips make the column of
air vibrate. For example, French horn, tuba, trombone, saxophone, trumpetetc.
b. Woodwind instruments
Most of woodwind instruments have a reed which vibrates when the player
blows in it, making the column of air vibrates. Sound is produced from the
flute when the player blows across the mouth piece, causing vibrations ofthe column of air. Examples: Piccolo, flute, clarinet, oboe, bassoon, recorder.
Application activity 4.1
Application Activity 4.2
1. Differentiate the brass from the woodwind musical instruments
2. Using any available wind instrument, play the notes Do-Mi-Sol4.3 Percussion and other musical instruments
Activity 4.3
1. Considering musical instruments that are hit or shaken, classify
them according to their ways of producing sounds
2. Play the available percussion musical instruments accompanying
songs of different styles (religious, folkloric, etc.
3. Discuss the instruments that have keys and those that are used
to amplify sounds.
Percussion instruments produce sounds when shaken, clapped, struck,
banged, shook, or hit with a stick or a mallet. When a membrane (the stitched
part) of a drum is hit, it vibrates and creates a sound. Instruments such as
xylophones or chimes have a series of tubes or bars you strike one of the
tubes or bars a sound is produced.
Examples: Percussion instruments are two types:
a. MembranophonesThey have a membrane which vibrates when it is hit, for example, drums.
b. Idiophones
They produce sound when shaken, clapped, struck, and banged, shook orhit. Examples: cymbals, bells, triangle, amayugi, ikinyuguri, …
Notice:
Body percussion is different sounds and rhythms made by using parts of
body.
Examples: Clap, stamp, slap, whistle…Some musical instruments can be
keyboard instruments or electronic instruments.c. Other musical instruments
Keyboard instruments: They have a series of keys connected with a device
that produces tones. The musician presses the keys to make sounds. The
most popular keyboard instruments are: piano, pipe organ.
Electronic instruments: Include that generate sounds electrically and
those that electrically amplify sound produced by the instrument. The most
common electronic instrument is electric guitar. It makes louder and more
varied tones than an ordinary guitar. Other examples are electric piano and
electric organ.
An electronic instrument called synthetizer is used to create original sounds
or to imitate sounds of other musical instruments.
Activity 4.4
1. Differentiate the membranophones from the idiophones musical
instruments
2. Using examples, explain what body percussion is?
3. Play C scale on the piano keyboard.
4. Using any available percussion instrument, play the notes Do-Mi-Sol.
End unit assessment 4
1. A guitar is different from a trumpet. How is it so?
2. How are keyboard instruments played?
3. Classify the following musical instruments in their relative classes:
umuduri, ikondera, ishakwe, cymbals, triangle
4. Using available materials, create your own instruments andaccompany a song with them.
REFERENCE BOOKS
Robert Stewart (1994): An Introduction to Sixteenth-Century Counterpoint
and Palestrina’s Musical Style. Ardsley House Publishers.
Gustave Reese (1954): Music in the Renaissance. W.W. Norton & Co., New
York.
Burton, Anthony (2002). A Performer’s Guide to the Music of the Classical
Period. London: Associated Board of the Royal Schools of Music. ISBN 978-
1-86096-1939.
Downs, Philip G. (1992). Classical Music: The Era of Haydn, Mozart, and
Beethoven, 4th vol of Norton Introduction to Music History. W.W. Norton &
Company. ISBN 0-393-95191-X.
Bukofzer, Manfred F. (1947). Music in the Baroque Era: From Monteverdi to
Bach. New York: E. W. Norton & Company, Inc. ISBN 0-393-09745-5.
Burrows, Donald (1991). Handel: Messiah. Cambridge, New York, and
Melbourne: Cambridge University Press. ISBN 0-521-37620-3.
Tim Emmons (2008): Odd Meter Bass: Playing Odd Time Signatures Made
Easy. Van Nuys: Alfred Publishing: 4. ISBN 978-0-7390-4081-2.ADDITIONAL NOTES
20 Important Benefits of Music in our schools
Why is Music Education in schools important? ... Unfortunately, many schools
have begun to exclude music from their curriculums to make room for other
subjects. Music is an extremely important subject for all children to learn and
can lead to better brain development, increases in human connection, and
even stress relief.
In fact, nearly everyone enjoys music, whether by listening to it, singing,
or playing an instrument. But despite this almost universal interest, many
schools are having to do away with their music education programs. This is
a mistake, with schools losing not only an enjoyable subject, but a subject
that can enrich students’ lives and education. Read on to learn why music
education is so important, and how it offers benefits even beyond itself.
Musical training helps develop language and reasoning: Students who have
early musical training will develop the areas of the brain related to language
and reasoning. The left side of the brain is better developed with music, and
songs can help imprint information on young minds.
A mastery of memorization: Even when performing with sheet music,
student musicians are constantly using their memory to perform. The skill of
memorization can serve students well in education and beyond.
Students learn to improve their work: Learning music promotes craftsmanship,
and students learn to want to create good work instead of mediocre work.
This desire can be applied to all subjects of study.
Increased coordination: Students who practice with musical instruments can
improve their hand-eye coordination. Just like playing sports, children can
develop motor skills when playing music.
A sense of achievement: Learning to play pieces of music on a new instrument
can be a challenging, but achievable goal. Students who master even the
smallest goal in music will be able to feel proud of their achievement.
Kids stay engaged in school: An enjoyable subject like music can keep kids
interested and engaged in school. Student musicians are likely to stay in
school to achieve in other subjects.
Success in society: Music is the fabric of our society, and music can shape
abilities and character. Students in band or orchestra are less likely to abuse
substances over their lifetime. Musical education can greatly contribute to
children’s intellectual development as well.
Emotional development: Students of music can be more emotionally
developed, with empathy towards other cultures They also tend to have
higher self-esteem and are better at coping with anxiety.
Students learn pattern recognition: Children can develop their math and
pattern-recognition skills with the help of musical education. Playing music
offers repetition in a fun format.
Better SAT scores: Students who have experience with music performance or
appreciation score higher on the SAT. One report indicates 63 points higher
on verbal and 44 points higher on math for students in music appreciation
courses.
Fine-tuned auditory skills: Musicians can better detect meaningful,
information-bearing elements in sounds, like the emotional meaning in a
baby’s cry. Students who practice music can have better auditory attention,
and pick out predictable patterns from surrounding noise.
Music builds imagination and intellectual curiosity: Introducing music in the
early childhood years can help foster a positive attitude toward learning and
curiosity. Artistic education develops the whole brain and develops a child’s
imagination.
Music can be relaxing: Students can fight stress by learning to play music.
Soothing music is especially helpful in helping kids relax.
Musical instruments can teach discipline: Kids who learn to play an instrument
can learn a valuable lesson in discipline. They will have to set time aside to
practice and rise to the challenge of learning with discipline to master playing
their instrument.
Preparation for the creative economy: Investing in creative education can
prepare students for the 21st century workforce. The new economy has
created more artistic careers, and these jobs may grow faster than others in
the future.
Development in creative thinking: Kids who study the arts can learn to think
creatively. This kind of education can help them solve problems by thinking
outside the box and realizing that there may be more than one right answer.
Music can develop spatial intelligence: Students who study music can improve
the development of spatial intelligence, which allows them to perceive the
world accurately and form mental pictures. Spatial intelligence is helpful for
advanced mathematics and more.
Kids can learn teamwork: Many musical education programs require
teamwork as part of a band or orchestra. In these groups, students will learn
how to work together and build camaraderie.
Responsible risk-taking: Performing a musical piece can bring fear and
anxiety. Doing so teaches kids how to take risks and deal with fear, which
will help them become successful and reach their potential.
Better self-confidence: With encouragement from teachers and parents,
students playing a musical instrument can build pride and confidence.
Musical education is also likely to develop better communication for students.Source: This article originally appeared on the Bachelors Degree website.