Additional Reading Book
Western MusicAdditional Reading BookGrade 7(Implemented from 2016)Department of Aesthetic EducationNational Institute of EducationMaharagamaSri Lankawww.nie.lkinfo@nie.lk
Western MusicAdditional Reading BookGrade 7(Implemented from 2016) National Institute of EducationISBNDepartment of Aesthetic EducationNational Institute of EducationMaharagamaSri LankaWeb :e-mail :www.nie.lkinfo@nie.lk
Message from the Director GeneralThe National Institute of Education adopts different strategies to enhance the quality developmentof education as relevant to different subjects: the provision of supplementary readers is one such.Accordingly, in order to put the grade 6 -13 Western Music Prescribed Syllabus and the Teacher’sGuides effectively into action in the class room, the National Institute of Education has produced threesupplementary readings.It is our belief that by providing reading material and exercises through supplementary readingboth the teacher and the student will be able to study the content of the subject with care.I request both teachers and students to make good use of the supplementary readers providedfor you and so enhance your teaching - learning experience.I express my appreciation to the Resource Persons of our Institute, and the external Resourcepersons for their contribution which has made it possible for these supplementary Readers to be in yourhand. I offer my thanks as well to every one of you.Dr. Jayanthi GunasekaraDirector GeneralNational Institute of Educationi
Message from Deputy Director GeneralLearning is always associated with reaching a high level of achievement, one’s experience has tobe very wide. The possession of a high level of achievement across a wide range gives great happiness, forwhich one must have exposure to a multiiude of things, incidents, events, places and persons.The NIE (National Institute of Education) is happy it has been able to compile supplementaryreaders that could provide such a wealth of learning experience to the user. I thank every one who hasworked with dedication towards end.There is no doubt that the student in using these books, in seeking access to other learning resources,as indicated will reach a very high level of achievement. The attention of both parent and student should bedirected to this end. We also expect that the attention of all would be directed towards improving thesesupplementary readers further and request you to help or inform us of any such relevant factor(s) thatoccur to your mind. I earnestly hope that it will enhance the knowledge of the child reach the highest goaland help him/her to build a proud Nation.Ven. Dr. Mabulgoda Sumanarathna TheroDeputy Director GeneralFaculty of Languages, Humanities and Social Sciencesii
Introductionm 2015 The competency based syllabus introduced in 2007 is being continued in tThe students of Western music are aware of the Syllabus, Teachers’ Guides, or the TeachersInstructional Manual,and have not had the opportunity of having a book for their own use until now.This is the first time a Western Music Resource book has been written with the student in mind.Having a supplementary book in hand, the student of grade 7 will have easy access to infomation todevelop and gain knowledge, and enhance their source of learning effectively and fruitfully.This book has 4 main purposes1. To help students to learn the fundementals of music2. To provide specific and practical suggestions for music skills to children.e3. To cotinue the development of music skills, singing, playing instruments, listening to music,experimenting with music notation.ffectin and enhabject wheet4.f To help students to develop confidence and positive attitudes towards learning music, somebooks further a particuar method for teaching music, this book provides an eclecticapproach (borrowing freely from various sources) rather than a single methodology.elp studentdevolopmente4encies, divided into eight categories, will take a new approach to enhance the studentbased learning pr4ocess.The task code introduced in 1974 remained until 2007. However it has been reintroduced in the 2015syllabus by popular request of the teachers. The key to the task code is given in annexure (1)iii
Review Committee-Advisor-DirectionAcademic Affairs BoardNational Institute of EducationSudath SamarasingheDirector, Department of Aesthetic EducationNational Institute of EducationS.WarnasingheDirector(Covering Duties)Department of Aesthetic EducationNational Institute of EducationSupervision-Dr. Maya AbeywickramaRetired Deputy Director of EducationConsultant, Western MusicCoordination-Mareena Shiranthi De SoysaLecturer- National Institute of EducationSubject Committee-Dr. Maya Abeywickrama -EditingPriyani Fernando-Retired Teacher, Western MusicRanjini Abeynaike-Retired Teacher, Western MusicUshitha A. Samarakoon -Assistant Director of EducationKanthi P. Perera-Assistant Director of EducationRasika Alawatta-Assistant Director of EducationDeepal Wimalarathne-Teacher Western MusicGirls’ High School, KandyMangalika Fonseka-Teacher, Western MusicKingswood College, Kandy-Dr. Maya Abeywickrama --Vajira NanayakkaraEditing (Language) Music Engraving & LayoutRetired Deputy Director ofEducation Consultant, Western MusicVisiting Lecturer UVPARetired Deputy Director ofEducationConsultant Western Music- Lecturer, Western MusicUniversity of Visual & PerformingArtsDr. Chandra. L. Amarasekara -Lecturer (Retired)University of SabaragamuwaL.B. Anton Diasiv-Visiting Lecturer, Western MusicUniversity of Visual & PerformingArts
ContentPageMessage from the Director GeneraliMessage from the Deputy Director GeneraliiIntroductioniiiReview CommitteeivContentChapter 01Religious Functions of musicHigh and Low sounds.Chapter 02Folk SongsChapter 03History of musicTypes and styles of musicChapter 04The RecorderLearning to Play the PianoChapter 05The different Sections of the OrchestraChapter 06Leger LinesIdentify the difference between notes as Tones and semitonesValue names of Notes and Rests-Breve to QuaverRhythmScalesIdentify, perform, write and understands the IntervalsForm in MusicTriadsTransposing a phrase an octave higher or lower in thesame clef or from one clef to anotherVibrations as the basis of sound, pitch and loudness of soundChapter 07Responds to music heard with movement,clapping and beat time with improvised instrumentsvChapter 08SingingLet us 08287vi
Chapter 01Religious Functions of musicNehara (Daughter) –Amma, when can we go to see Vesak decorations again? I want to see thebeautiful Pandals , and also want to listen to the nice songs sung.Chandupa (Son) –Oh! Nangi, Don’t you know, those songs are called “Bhakthi Geetha” Theydescribe and praise the Lord Buddha.Nirosha -Ayya, can you name some of them?Pradeep-Ok Nangi, some of them are, Paramitha Bala and Ase mathuwana byPandith W.D. Amaradewa.Nehara-Really, Why do people celebrating only Vesak, Poson and Poya days. Thereis one in every month?Mother-Daughter, You are correct, we have a poya day in every month. But we onlycelebrate the important once like Vesak, Poson and Esala. Not only theBuddhist, but Hindus, Muslims and Christian people also have their religiousfunctions.Nehara-Amma, Tell me about that .Father-Daughter, Let us take them one by one. Can you tell me the functions of theHindus.Pradeep-I know my friend Sivakumar told me about them. Hindu people celebrateDeepawalee the festivals of light, Maha Shiva rathree and Thaipongal theharvesting festival.Father-Exactly, they go to the “Kovil” to worship there Gods. They have stothra andshlokas to worship. They use the Natheswaran, a blowing instrument andMrudangam to accompany their religious music. They sing Bajans to praisetheir Gods.Mother-Children, when we were in Puttalam we had many Muslim friends. Theirreligion is Islam and having religious functions named as Mihristionlad-un Nabi,the Prophet’s birthday, Ramazan and Haj festivals.They don’t use much music, but recite readings from the Quran, their holybook, Muslims go to the “Mosque” to worship their God. They also singKaseedas the Arabic Songs.1
Father-Yes, daughter, Mother explained it nicely, now who is going to talk about theChristian/Catholic functions. Why didn’t your friend Marian tell you about theirreligious functions?Nehara-Yes, She told. She even taught me some Carols. They sing on Christmas day tocelebrate the birth of Jesus. They go to Church to pray, and when they singHymns or Carols these are accompanied by Organs. Father, can you remindme some hymns or carols they sing in Churches.Father-Jingle bells, Mary boy child, Silent night are few of the Carols. Not only Carols,they sing Hymns like Loketa denna meda . Yanawada Jesu kurusiyata,Sweet heart of Jesus, Ronata wadina bingu obai, for Ester and First holycommunion services. Other than that they celebrate the Church feast. On thatday they go on processions (Perahera) with the statues belong the particularChurch.Nirosha-(Cheerfully) Amma, Thaththa, Ayya I have learnt many things about the religionsin Sri Lanka. Thats why the peoples say it’s a multicultural country.Father -Now you can see that Sri Lanka is a multi-ethnic country, where people ofdifferent faiths observe different religions as Buddhist, Christianity, Hinduismand Islam.Mother -Music plays an important role in special functions of the religions in Sri Lanka.Music used in different religionsVesak / Poson Bhakthi geeJayamangala GathaChanting PirithThe temple bellPlaying Hewisi in different functions(Daula, Thammettama, Horanewa)Vesak / Poson Bhakthi gee- (Serpinawa, Tabla, Violin, etc.)Church choir singing for servicersCarols / Hymns – Harmonium, Organ, ChurchOrgan, Guitar, ViolinBridal chorus, Wedding marchChurch bands and processions2
Bajan, Sthothra and SlokasPlaying Natheswaran and Mrudangam for servicersIslam religion does not include musicDirectly in their worship. But Kuran is recited atdifferent hours to an “up and down” voice movement.Exercises –(1.) Combine A to KovilChristians(2.) Which religious group observes the following. (Christians, Buddhists, Muslims, Hindus)1. Thaipongal-2. Poya days-3. Ramazan-4. Vesak-5. Poson-6. Hadji-7. Christmas-8. Deepawali-9. First holy communion -10. “Katina” Perahera-11. Church Perahera-12. Easter-3
(3.) Which religious group sings the following?1. Danno Budunge-2. Jingle bells-3. Reciting Holy Kuran-4. Ragupathi Ragawa-5. Sweet Heart if Jesus-4
High and Low sounds.Let’s explore sound.Sound is heard in movement.As you explore, you will find sounds when people are at work, at play, at worship or the natural soundsin the environment. (The garden, beach, busy street, in the park, forest etc.)The many ways to explore sound are to Listen Imitate Reproduce the sounds heard by using your voice, body movements and improvised instruments.Oh yonder hillListen to this song.Ohyon - der hill there stands a tree aslit - tle boys offullofap - ples as can be, thelon-don town, they run with hooks topull them down. Look at the notes of the melody. When will the melody move up? When will the melody move down? Listen to the melody played and follow the notes in the book. Do you hear the melody move up and down? Which is the highest pitched note and which note has the lowest pitch?5
When notes look higher on the stave, theysound higher and you play higher on thekeyboard.When notes look lower on a stave, theysound lower and you play lower on thekeyboard.The highness and lownessof sound is called pitch.When we further explore we will hear different kinds of sound. Sounds of nature ( birds cry, a wave crashing, whistling of wind) Made up sounds ( shutting of a door, a squeaky wheel, book falling) Sounds with a special message (siren of an ambulance, police siren, reversehorn of a car etc.) Combined sounds that make up music (singing songs, playing an instrument,the school band etc.)Activity.1)Discuss with your friends all sounds of nature, and discover whichsounds are high and which sounds are low. List them out.2)Take a walk around the school, home garden or along the beach. Listenfor sounds similar or different. Decide which is high or low.3)Look around the classroom. Discuss which sounds have light and hightones and which sounds are deep and have low tones.4)List out the things that you think is pitched high and things that ispitched low.HighLow6
5)Find ways of tapping, shaking or using body movements to imitate the sounds heard.6)Experiment with improvised instruments to reproduce these tones.Sing this song.Hea-ven and - earth and sea and air,wake up - girls andall -boys lets singthere glo - riousgrate - fulforthecol-our de - clarejoys they bring Select the highest and lowest notes and circle them. Play the two notes on the piano. Sing the two notes. Identify which is higher and which is lower after you hear them being played in differentorder. Identify other notes in the same manner after the gap between the notes are shortened.7
Chapter 02Folk SongsFolk songs are songs that are handed from generation to generation verbally, there are no writtenmusic scores of folk music.Long time ago people would have been inclined to sing some type of simple song like melody todrive away their loneliness, types of jobs. As Sri Lanka is predominantly an agriculture state and peoplefocussed more on agriculture, cultivation etc.Long time ago people hadn’t motor vehicles like today so they had to transport goods by carts orboats so they had to sing songs such as Gal gee, Paru Gee and various other jobs.Gal Gee-;kavf,a fokak fofmdf,aolalkjdlgq lef,a .d, fkd,syd joParu GeeNelum Gee--fokjdymq;f,a lkao l,d nvokjdmõl f.dfkda weomka ymq;,ahkjduf,a uf,a Th kdu, fk,djfrkaw;a; ìf hs mh nqref,ka ;ndjfrkale,Ks .fÕa Tre hkjd n,djfrkaidÿldr § Trejl ke.Sjfrka.dkf;,a iÿka jr i Tuß fldguQK mqrd f;,a.df.k hk l gudk n,;s fukqjka mka ;sfnkfldgkEfkd kqU;a tkjo mka fk,kakgFolk songs were sung not only at work but also at play time. There are various types of play songs calledKeli GeeOnchili Varam -wyfia foúfhda /ia jisákakhsfmdf dfõ foúfhda ìu je .kakhsi;r jrï foú n,disákakhswo ,S fl sfhka wmÈkjkakhs8
There is yet another type of folk song used when mothers put there young ones to sleep called DaruNelavili Gee or lullabies.Daru Nelavili Gee-Tkak nfnda we;skakshd.,a wrfò isákakshd.,ska .,g mkskakshdnnqg nfha oqjkakshdViriduViridu is also a type of folk song which is populer among the village and town folk.It is sung inpublic palces to draw the attention of spectators, lately viridu has become a form of singing for beggingand they convey their tale of woethrough the song, but most of the viridus conveyed a good message tothe society based on our cultural values. The famous duet type of Viridu by a mother to own daughter isa fine example of a er-f,dfõ oi; mQcs; .re isxy, cd;sfh Wmkakÿfõ kqUg ux fok fï oekuq; lï is;g .kakfyd uhs wïfï lshkakwdrsh l , isrs; f,ig wekafoa isxy, idrshidrsh ñi .jqï fldfÜ ÿfõ kqUg ke; ldrshtal yenehs yenehs yenehstmd ÿfõ lsisu úfgl wïug uïfï lshkakmmd iskd ;reKka yd tmd ÿfõ fmrg hkakfydoaog ,qKq weUq,a ouk mou bf.k .kska oqfõueoaog mek jeäysáhka iu. úys¿ le;hs ÿfõtfyu fyd hs fyd hs fyd hsThe instrument used for Viridu is the Ath Rabana and the Viridu singer himself uses the Rabana toaccompany his singing. Later the broadcasting corporation aired few programmes based on Viridu. A duowho was accalaimed as a fine couple of Viridu singers they were Sena Fonseka and Daya Nellampitiya. Inrecent times a stage drama titled “Ninage Suduwa” (fkhskf. iQÿj ) based on a true incident whichconsisted of a Viridu sung by Jackson Anthony and Anula Bulathsinhala.BailaA very popular word Baila is known by Sri Lankans young and old as it has captured many heartsof Sri Lankan music lovers. In the true form of Baila, Baila is a dance which is accompanied by the songKafferingna. When we go back to the history of Baila it is Portuguese after arriving in Sri Lanka then“Ceylon” in the year 1505 brought in the African Kaffirs were brought to Ceylon to work as slaves andSoldiers. It was the carefree spirit of Kaffirs that inspired two music forms as Chicote and Kafferinghe.Kaffirs spoke a distinctive language based on Portuguese. As different waves of Africans came9
into Sri Lanka they brought with them various traditions and styles of Music with African roots that havedeveloped in Sri Lanka. While the Kaffirs are proud to be Sri Lankans they also acknowledge thereAfrican history.Instrument for Baila in the old days were banjo, Mandoline and other improvised instruments.Presentday most of the modern instrument like Guitar, Piano,Banjo, Mandoline, Drum Kit etc are used.10
Chapter 03History of musicFor the sake of studying the historians of music have divided the history of music into four mainperiods or eras.The Baroque periodThe Classical periodThe Romantic periodThe Modern periodThe years 1600 – 1750 have been set aside as the Baroque period.The word “baroque” means elaborate. The music of the period was very ornamental.The instrument used mostly during the period was the HARPSICHORDHarpsichordOther instruments such as the Organ, Clavichord, Spinet and Virginal were also used.ClavichordSpinetVirginal11Organ
Characteristics of the music of the Baroque period1. The rhythm patterns heard at the beginning of a piece of music are repeated throughout.2. Gradual changes through crescendo and decrescendo are not prominent features.3. The texture of music is mostly “POLYPHONIC” which means there is more than one tunebeing played at once4. A melodic idea heard in one voice in likely to make an appearance in the other voices as well.5. A system of writing called “FIGURED BASS” was a principal feature of Baroque music. Thefigures do not refer to the roots of the chords but relate the chord position to the note in thebass(All examples above are found in the music of D Scarlatti’s sonata in D minor P6 fromexam pieces gr 6)During the Baroque period the composers of music were under the patronage of kings,Queens, Dukes Courts and other high dignitaries.Among these composers were Lully, Purcell, Vivaldi, Scarlatti, Bach and Handel.Life stories and compositions of Bach and HandelJohann Sebastian Bach1685175012
J. S. Bach was a German composer who came from a long line of musicians. His father, grandfather,and great grandfather were all church organists or town musicians in Germany.Bach had his first musical training form his father. At 9 years he lost both parents and supportedhimself by singing in the church choir and playing the organ and the violin.OrganViolinAt 18 he became church organists and later court organist and conductor for a Prince and thenthe director of music of St. Thomas churchBach wrote music in every known form of his day, except opera. His music includes pieces fororchestra for small groups of performers, for solo organ, Harpsichord, clavichord, violin and cello.Among his large repertoire of music are,48 Preludes and fugues (for listening Prelude and Fugue No 1)Anna Magdalena Note Book (Minuet in G)St. John and St Mathew Passions (Church Music)Brandenburg Concertos (Concerto No 3)Christmas oratorio Indicates the student must be familiar with the musicDuring the 1740s his eye sight failed but he continued to compose, conduct and teach music.George Frederic Handel1685175913
G. F. Handel was born in Germany one month before Bach.Handel was not from a musical family. His father wanted him to study low, not music. By the timehe was 9 his musical talent was so outstanding that his father permitted him to study music with the localorganist. By the age of 11 he was composing music as well as giving organ lessons.Handel was a master of Italian opera and English oratorio. (Opera and Oratorio will be describedlater in Types and styles of music)At 20, one of Handel’s operas
Web : www.nie.lk e-mail : info@nie.lk. Message from the Director General The National Institute of Education adopts different strategies to enhance the quality development of education as relevant to different subjects: the provision of supplementary readers is one such.
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