Page 152 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 13, zvezek 27 / Year 13, Issue 27, 2017
P. 152
SBENOPEDAGOŠKI ZBORNIK, 27. zvezek
lemon, papaya, banana and so on). The example is easy to repeat if it is done by ear. After
the score is displayed pupils can see the complexity of the rhythmical patterns. Creation of
new piece can then be based on different words and topics (flowers, animals, towns,
states) and it can be articulated by voice or played on some instrument, without score.
Appendix 4: Vitaminski rap (Vitamin rap) from the book Glazbena osmica, p. 9
Listening activity with defined rhythmical and melodical patterns
Listening to the musical work Bransle de chevaux7 (appendix 5), pupils become familiar
with the measure, variety of melody progressions and form. Bransle has a simple
rhythmical pattern. The melody proceeds with gradual melodic progression, with no large
range. The parts are repeated, with the seconda volta a little bit different. The work has a
ternary form ABC: part A: simple melo-rhythmical progression, ascending then
descending melody; part B: rhythmical changes in the first two bars; evident descending
progression; part C: repetition of motifs, alterations, returning to the tonality frame with
the last bar.
Dealing with this work, changing the parameters and exploring the musical elements, the
pupils can create similar or different musical structures using the known musical elements.
Appendix 5: Bransle de chevaux
7 From: „Glazbena osmica“, CD 1/12.
152
lemon, papaya, banana and so on). The example is easy to repeat if it is done by ear. After
the score is displayed pupils can see the complexity of the rhythmical patterns. Creation of
new piece can then be based on different words and topics (flowers, animals, towns,
states) and it can be articulated by voice or played on some instrument, without score.
Appendix 4: Vitaminski rap (Vitamin rap) from the book Glazbena osmica, p. 9
Listening activity with defined rhythmical and melodical patterns
Listening to the musical work Bransle de chevaux7 (appendix 5), pupils become familiar
with the measure, variety of melody progressions and form. Bransle has a simple
rhythmical pattern. The melody proceeds with gradual melodic progression, with no large
range. The parts are repeated, with the seconda volta a little bit different. The work has a
ternary form ABC: part A: simple melo-rhythmical progression, ascending then
descending melody; part B: rhythmical changes in the first two bars; evident descending
progression; part C: repetition of motifs, alterations, returning to the tonality frame with
the last bar.
Dealing with this work, changing the parameters and exploring the musical elements, the
pupils can create similar or different musical structures using the known musical elements.
Appendix 5: Bransle de chevaux
7 From: „Glazbena osmica“, CD 1/12.
152
