Sample Pages Easy Music Theory.indd

1.
q
q
qr
Name: __________________ Date: ______________ Class: ____________
1
& œ
5
F
4
3
D
4
B 3
2 2
SAMPLE
E
G 1
lines spaces
& w w w w w
F
A C E
Part A: The notes on the lines can be remembered with Every Good Boy Deserves Fudge. Try
naming these notes:
2.
1.
& œ œ œ œ œ œ œ œ
C D E F G A B C
w w w w w
E G B D F E __ __ __ __
& w w
w
Part B: The notes in the spaces spell F A C E. Try naming these notes:
& w w w w
Low and High notes
Staff: Music is written on fi ve lines called the staff. The lines and spaces
of the staff are numbered from the bottom to the top.
Treble Clef: The treble clef circles the note G and is used for higher notes.
A high pitch is shown by placing a note high on the staff. A low pitch is
shown by placing the note lower on the staff.
treble clef
w
w w w
__ __ __ __ __ __ __ __ __ __
w w w w
F A C E F __ __ __ __ __
&
lower sounding notes higher sounding notes
œ
w
w
w
w
w

q
q
qr
Note Names in the Bass Clef
Name: __________________ Date: ______________ Class: ____________
SAMPLE
G B D F A
The bass clef notes on lines: The bass clef notes in spaces:
Good Boys Deserve Fudge Always All Cows Eat Grass
Part A: Name the bass clef notes found on lines.
? œ
œ œ
œ œ œ
Part B: Name the bass clef notes found in spaces.
? œ
Part C: Let‛s mix it up! Draw these notes on the staff that are found on lines and in spaces.
?
?
Bass Clef: The bass clef is used for lower notes. The note F is found on
the staff between the two dots.
G B D F A A C E G
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
œ œ
œ œ
œ
œ
œ
œ
œ œ
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
A D F C E G B D
G E C B A F D G
œ
œ
œ

q
q
qr
Treble and BAss Clef note Names
Name: __________________ Date: ______________ Class: ____________
Part A: Let‛s mix it up! Draw your clef. Name these notes found on lines and in spaces.
1.
2.
3.
Part B: Draw your clef. Write the following notes on the staff using whole notes.
1.
2.
3.
w
w w
A D E G C F A B
C E B A G C B F
E G C F D A C D
Make a Hand Staff: Hold your hand in front of you with your fingers spread apart. Number
your fingers 1-2-3-4-5 from the bottom to the top. That creates five lines, just as there are
five lines on the staff. The spaces are found in between
line 5
your fingers. Spaces on the staff are also numbered
from the bottom to the top.
The first seven letters of the alphabet are used to
name notes in order: A B C D E F G
After G is named, the letters are used again beginning
with A.
w
w
w w
__ __ __ __ __ __ __ __ __ __
w
w w w w w w
w
w SAMPLE
w
__ __ __ __ __ __ __ __ __ __
w
w
w
w
w
w
w
w
w
w
w
w w
__ __ __ __ __ __ __ __ __ __
line 1
line 4
line 3
line 2

q
q
qr
the grand staff
Name: __________________ Date: ______________ Class: ____________
Grand Staff: This example shows treble clef and bass clef notes. When two staves are joined
it is called a grand staff.
&
?
œ œ œ œ œ œ œ œ œ œ œ œ
œ œ œ
œ œ œ
SAMPLE
G A B C D E F G A B C D E F G
Part A: Name the notes on the grand staff.
& œ œ œ œ œ
œ
?
œ œ œ œ œ œ
Part C: Name the notes on the grand staff. The fi rst examples have been completed for you.
&
?
œ œ œ œ œ
œ œ œ
∑
œ
œ
œ œ
œ œ œ œ œ
∑
œ œ œ œ œ œ
œ œ œ œ œ
œ
œ
œ œ œ
œ œ
Œ
∑
œ œ œ œ œ œ
A B C D E F G A B C D E F G A
œ œ œ
__ E __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Part B: Write the notes on the grand staff using whole notes.
& w w
?
œ œ œ
œ œ œ œ œ œ
œ œ œ œ œ œ
œ œ œ œ œ œ
∑
œ œ œ œ œ œ
__ A __ B __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
œ œ œ
œ œ œ
__ D __ E __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
∑
∑
œ œ œ œ œ
œ
œ
œ
œ
∑
œ œ œ
__ A __ __ __ __ __ __ __ __ __ __ __
A D C E B F G A B F G A
∑ ∑ w ∑
G F D B F E D C

q
q
qr
Dynamics
Name: __________________ Date: ______________ Class: ____________
Crescendo Gradually get louder.
Decrescendo Gradually get softer. Italian words are used to
describe
SAMPLE
different dynamics.
These dynamics tell us to play the music loud. These dynamics tell us to play the music soft.
Italian: Symbol: Play or Sing: Italian: Symbol: Play or Sing
fortissimo ff very loud mezzo piano P medium soft
forte f loud
piano p soft
mezzo forte F medium loud pianissimo very soft
Write the name of the dynamics term in the blank.
F f
ff
Dynamics: The dynamics in music refer to how loud or soft the music is.
__________________
___________________________
__________________
Fill in the blanks with the correct answer.
p
pp
P
pp
__________________
__________________________
__________________
1. Mezzo forte means ______________________________________.
2. ______________________ means very loud.
3. Dynamics tell us ___________________________________________________.
4. Forte means _______________________.
5. Write the abbreviation for: forte _____ fortissimo ____ mezzo forte ____
6. Crescendo means ___________________________________. The symbol is _____
7. Decrescendo means _________________________________. The symbol is _____
8. ______________________ means very soft.
9. Mezzo piano means __________________________.
10. Write the abbreviation for: piano _____ pianissimo ____ mezzo piano ____
11. List all the dynamics from loudest to softest: _____________________________
_______________________________________________________________________
_______________________________________________________________________

3
4
q
q
qr
Note Value Practice
Name: __________________ Date: ______________ Class: ____________
q
4 4 Q
A quarter note receives one beat in time. A quarter rest receives one beat
of silence.
Draw a row of single eighth notes:
? j
œ SAMPLE
Part A: Add a pair of eighth notes at the end of the measures and clap the rhythm patterns.
? c œ œ œ œ ˙ œ œ œ œ œ œ
Part B: Draw quarter notes , pairs of eighth notes and rests so there is one beat in
each box.
3
4
Two eighth notes can be joined with a beam and receive one beat in
time.
Draw pairs of eighth notes:
? œ œ
1 2 3
1 2 3
ee
Write the rhythm pattern on the staff.
? 4 3
Write the rhythm pattern on the staff.
? 4 3
qr
q qr Q
4 4

q
q
qr
Rhythm check-up - A
Name: __________________ Date: ______________ Class: ____________
These exampless are in time:
w = 4 beats Q = rest 1 beat
= 1 beat
SAMPLE
4
Part A: Circle the measure that your teacher claps. These rhythms are in 4 time.
A B C
Example 1:
Example 2:
Example 3:
Example 4:
qr q qr q
Part B: Your teacher is going to clap the following rhythms. Number the measures in the order
that they were clapped. Listen carefully. All measures are in time.
1.
2.
3.
________ ________ ________
________ ________ ________
________ ________ ________
Part C: Your teacher will clap one measure of music. Write the rhythm that your teacher claps.
1.
2.
4
4
h
q
=
2 beats
4
2 4
qr = 1 beat
q q qr q h h
w qr qr q q qr q qr q
h h w q q qr q
q Q qr Q q q qr q qr Q q q
q q qr q h
q q
qr qr
q Q
qr Q q Q
h
________
qr qr
________
h
________
q q

q
&
?
&
?
q
qr
Instrument Fingerings
Name: __________________ Date: ______________ Class: ____________
Part A: Write the notes of the Concert B scale in your clef. Draw the
fi ngering for each note in the boxes above. Play the Concert B b scale on
your instrument.
SAMPLE
____ ____ ____ ____
____ ____ ____ ____
____ ____ ____ ____
____ ____ ____ ____
b

q
q
qr
Name: __________________ Date: ______________ Class: ____________
Part A: Write the counts under the notes. This can help you to figure out how to play rhythms
that are more difficult. Some of the measures have been completed for you. Clap the rhythms.
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
& c ˙ ˙
& c ˙
œ œ
Counting Rhythms
c
*Hint: The means common time and is another way of writing time.
w ˙ ˙ w
SAMPLE
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
œ œ œ œ œ œ ˙ w
In this example, there are two eighth notes on one beat. After you write in the counting, clap
the rhythm or play on Concert B b .
1 2 3 4 1 2 3 4 1 2 3 4
c œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ œ œ
œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ œ œ
Part B: This section has tied notes. Write the counts under the notes.
4 4

q
q
qr
TEMPO AND DYNAMICs REVIEW
Name: __________________ Date: ______________ Class: ____________
A composer can indicate if they want the music to speed up or slow down. Accelerando means to
gradually get faster (accel). Ritardando means to gradually get slower (rit).
Part A: Write the letter of the definition that matches one of the tempo terms on the left.
1. allegro ___
2. vivace ___
b. fast and lively
SAMPLE
3. accelerando (accel.) ___
c. very quickly (as fast as you can go)
4. prestissimo ___
d. gradually get faster
5. presto ___
6. andante ___
7. adagio ___
8. ritardando (rit.) ___
9. largo ___
10. moderato ___
Part B: Fill in the blanks with the correct answer.
a. quickly
e. quickly, lively and bright
f. moderately, medium speed
g. slow, at a walking pace
h. very slow and broad
i. slowly
j. gradually get slower
1. Accelerando (accel.) means to _____________________________________________.
2. Ritardando (rit.) means to ____________________________________________.
3. Fast and lively is called ____________________.
4. Moderato is faster than ___________________ but slower than __________________.
Part C: Write the letter of the definition that matches one of the dynamics terms on the left.
1. piano ___
2. fortissimo ___
3. crescendo ___
4. mezzo piano ___
5. pianissimo ___
6. forte ___
7. decrescendo ___
8. mezzo forte ___
a. medium soft
b. gradually get softer
c. loud
d. very loud
e. soft
f. medium loud
g. very soft
h. gradually get louder

q
q
qr
Name: __________________ Date: ______________ Class: ____________
& 4 3 œ œ œ œ
Measures and Bar Lines
1 2 3
bar line
& 4 3 œ œ œ œ
measure measure
measure measure
SAMPLE
3
Œ
4 Œ
œ œ œ œ œ
Time Signature: The time signature is a pair of numbers found after the treble or
bass clef. The number on the top tells us how many beats are in œeach
measure. The
bottom number tells us what kind of note gets a single beat.
Staff: Music is written on a fi ve line staff. The staff has fi ve lines and four spaces.
Measures and Bar Lines: A bar line comes before an accented beat. A measure is the
distance between bar lines. The double bar line tells you that it is the end of the piece.
Part A: Answer the following questions:
1. How many measures are in this example? ______
2. What is a measure? ______________________________
________________________________________________
3. A bar line comes _______________ an accented beat.
4. What is the space called that is found between bar lines?___________________
5. Why is a double bar line used? ____________________________________________
6. How many single bar lines do you count? ______
bar line bar line
1 2 3 1 2 3 1 2 3
7. Music is written on fi ve lines (and four spaces) called the _____________.
8. What is the time signature in the above example? _________
Œ
œ œ œ œ œ
double bar line
Clefs: Notes can be written in the treble clef
l
or bass clef , . This example is in the treble
clef. The treble clef circles the note G and is used for higher notes. The bass clef circles the
note F and is used for lower notes. What is your clef? ________________ Draw your clef
across the blank staff.
& l ,
Œ
œ

q
q
qr
tongue slur slur
Articulation
Name: __________________ Date: ______________ Class: ____________
Whisper this pattern: doo doo doo doo doo...doo... doo doo doo doo doo...
When you say doo, your tongue lets the air out. This is called tonging. You should
blow into your instrument the same way, connecting the notes.
Part A: Draw your clef. Play this
SAMPLE
rhythm on your instrument, begin each note with “doo” or “too”.
This is called tonguing the note.
œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙
doo doo doo-doo doo
This example shows a slur. How do you play a slur on your instrument?
When should you tongue a note?
Tongue and Slur: Begin with “doo” and gently blow into your instrument on the following notes
without tonguing. Notice how the first note is tongued and the notes after are slurred.
Part B: For the slurs, tongue the first note and slur the following notes (play without tonguing).
Make this musical selection unique. Draw your clef, choose your notes for the melody, practice
and perform this mini-composition for the class.
Part C: Draw your clef. Write To. under the note that should be tongued, and S under the notes
that are slurred.
To. ___ ___ S ___ S ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Staccato: A staccato means to play the note in a detached style. Play this example. Begin each
note with “ta”.
œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ . œ .
ta ta ta ta ta

c
q
q
qr
Conducting Patterns
Name: __________________ Date: ______________ Class: ____________
Common time is another way of writing time.
& c
The conducting pattern for is shown
like this:
3
4
3
Create a rhythm pattern in 4 time. Practice conducting your pattern.
& 4 3
The conducting pattern for is shown
like this:
4
2 4
& 4 2
The Conductor: The conductor interprets music and directs
the musicians how to perform by different motions of his
or her hands, or a baton. Conducting patterns are used for
different time signatures.
SAMPLE
4
The conducting pattern for is shown
like this:
4
Create a rhythm pattern in 4 time. Practice conducting your pattern.
2
Create a rhythm pattern in 4 time. Practice conducting your pattern.

q
q
qr
Whole and Half Steps
Name: __________________ Date: ______________ Class: ____________
The notes of the C scale are shown on the keyboard below. C to D is a whole step. You can tell
it is a whole step because there is a black key between the white keys. E to F has no black keys
in between, so E to F is a half step. Using the keyboard, write whether the following steps are
whole or half steps.
D
whole step half step
C to D is a whole step. D to E is a step. E to F is a half step.
F to G is a step.
I
C to C is a half step. C to D is a whole step. A whole step has a note in between.
C
b
I
b b b b
E
G A B
SAMPLE
DI
FI
GI
AI
C D E F G A B C D
G to A is a step.
B to C is a step.
A to B is a step.
Part A: Draw your clef at the beginning of the staff. Write the notes on the staff using whole
notes. Refer to the keyboard above and decide if the notes are a whole or half step apart. Circle
whole or half.
1.
2.
I
A A B B C D E F
whole / half whole / half whole / half whole / half
I
C C E E B C D E
whole / half whole / half whole / half whole / half
Part B: Answer the questions.
b
b
1. How can you tell if the notes are a half step apart? _______________________________
_______________________________________________________________________.
2. A whole step means ______________________________________________________.
Db
C
I

q
q
qr
Key Signatures
Name: __________________ Date: ______________ Class: ____________
Part A: Write the pattern of whole and half steps in a major scale.
___________, ___________, ___________, ___________, ___________, ___________, ___________
Key Signature
Sharps or fl ats at the beginning of the staff that tell us what key the music is in.
SAMPLE
This key signature has F I and C I.
This is the key of D. F and C are sharp so that the pattern
of whole and half steps is a major scale.
D Major
Scale
Part B: Draw the pattern of whole and half steps for the D major scale above and the scales
on the keyboards below. A whole step is written like this: A half step is written like this:
C Major
Scale
A Major
Scale
G Major
Scale
B b Major
Scale
G A
B
b
C D E F G A B C
CI
FI GI
A B D E A
Eb
D F
F
B C D E G
C
D E
FI
CI
I
G A B
Bb
G A
D
I I
Draw F and C in
the key signature:
*The C Major Scale has no
sharps or fl ats so the key
signature is left blank.
Draw F I, C I and G I
in the key signature:
Draw F I in the key
signature:
Draw B b and E b in the
key signature: