MUSICAL INITIATION

PRACTICAL LESSONS
FROM THE
 PRESENTATION

We want children and all those who like music to have an

approach to education and the language of artistic
creativity.

The general objective is for the child to acquire from an

early age the ability to use music as a means of
expression, to have fun searching for new sounds, to
know the theory, definitions, musical objects and
instruments, to play and even build , let you discover
music as another fun-filled game.

Knowledge that can be reinforced with the activities

proposed in this method.

PRACTICAL LESSONS IN MUSIC

 CONTENT p.
BLOCK 1………………………………………………………………………….. 4
1 .0 THE NOISE AND THE 5
SILENCE………………………………………………. 6
1.1 SOUND……………………………………………………………………. 7
1.2 SOUND QUALITIES …………………………………………….
HEIGHT
8
1.3 THE PENTAGRAM……………………………………………………………
9
1.4 THE KEYS……………………………………………………………………
11
1.5 THE NOTES…………………………………………………………………….

BLOCK 2…………………………………………………………………………… 14
2.1 SOUND QUALITIES……………………………………………… 15
DURATION…………………………………………………………………….. 16
2.2 TABLE OF VALUES AND 18
FIGURES…………………………………….. 19
2.3 ORIGIN OF MUSIC……………………………………………… 21
2.4 RHYTHM 22
…………………………………………………………………………… 23
2.5 25
COMPASS………………………………………………………………………...
2.6 DIVISION LINES…………………………………………………………. 26
2.7 THE 27
ACCENT……………………………………………………………………..
28
BLOCK 3……………………………………………………………………… 30
3.1 ELEMENTS OF MUSIC…………………………………………….
MELODY 32
HARMONY………………………………………………………………………. 33
3.2 SIGNS OF REPETITION………………………………………......... 34
DOUBLE BAR WITH POINTS
DACAPO………………………………………………………………………..
BOXES……………………………………………………………………. 3.3 SIGNS
OF PROLONGATION …………………………………………
PUNCTILIO 35
LIGATURE 36
CALDERON
38
BLOCK 4……………………………………………………………………………
4.1 SOUND QUALITIES……………………………………….. INTENSITY
39
4.2
42
DOORBELL………………………………………………………………………….
44
4.3 FAMILY OF PERCUSSION INSTRUMENTS, STRINGS
AND WIND……………………………………………………………………….
4.4 BODY PERCUSSION MANUAL………………………….
4.5 SCHEME……………………………………………………………………….
4
1.0 THE 5
NOISE 1.0 THE NOISE AND THE

BLOCK 1
1.0 THE 6
NOISE SILENCE
1.1 SOUND
1.2 SOUND QUALITIES
HEIGHT
1.3 THE PENTAGRAM
1.4 THE KEYS
1.5 THE NOTES
1.0 THE 7
Noise
NOISEis an unpleasant sound to our ears.
The difference between noise and sound is the different

Sound Wave: Regular and Noise wave : irregular and disorderly

measurable
movement of waves they produce.
We call excess noise NOISE POLLUTION.

Noise pollution is the set of environmental sounds that are

harmful to hearing, such as transportation, construction and
industries.

EXERCISE 1
a) Circle the drawing that corresponds to noise pollution.

SILENCE

Silence is defined as the absence of sound.

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1.1 SOUND

Music is essentially sound.

Sound is the sensation that is produced in our ear by the vibration of a

sound body. This vibration propagates through a physical medium such as
air, water, wood and metal.
 9
1.2 SOUND QUALITIES
Four characteristics or qualities can be distinguished in sound.

HEIGHT: Indicates how high or low it is.

EXERCISE 1
a) Join with a line the instrument that corresponds to the low and high
sound

Flute

Double
basscorresponding word on the line.
b) Write the

Fewer number of vibrations that produce a sound_______________

Greater number of vibrations that produce a sound______________

 1
0
1.3 THE MUSICAL STAVE
The musical staff is made up of five lines and four spaces between them,
which are used to write notes and musical signs.

5 4
4
3
3
2 2
1 1

EXERCISE 1
a) Draw the five lines of the staff in different colors and
write the number that corresponds to each line.

EXERCISE 2
a) Color the spaces of the staff with different colors and
write the number that corresponds to each space.
 1
1
1.4 THE KEYS
THE CLEF is the sign that is written at the beginning of each staff and
serves to give the name and height to the notes.
TREBLE CLEF BASS CLEF

EXERCISE 1
a) Learn to draw the keys
 10
EXERCISE 2
a) Write the name of each KEY

EXERCISE 3
a) Identify the treble clef and circle it in red.
b) Identify the FA clef and circle it in green
 1
3
1.5 THE NOTES
Musical Sounds are represented by NOTES.

The sound pitch is represented by placing the notes on lines and spaces of
the staff.

EXERCISE 1
a) Write the name under each musical note.
 1
4
EXERCISE 2
a) The notes that are written on the lines are:

The sound pitch is represented by placing the notes on lines

and spaces of the staff.

SUN YES
Paint them yellow

FA SIDE

EXERCISE 3
a) Write the name of the note indicated.

SUN MY RE FA DO SOL SI SOL MI

 1
5
EXERCISE 4
a) Color the middle C note red, the E note blue, and the G note
green:

EXERCISE 5
a) Listen to your teacher, identify and order
1
6
 14

2.1 SOUND QUALITIES

DURATION
2.2 TABLE OF VALUES AND FIGURES
2.3 ORIGIN OF MUSIC
2.4 RHYTHM
2.5 COMPASS
2.6 DIVISION LINES
2.7 THE ACCENT
 1
2.1 SOUND QUALITIES
8
DURATION: It tells us if it is long or short.

EXERCISE 1
a) Join the corresponding instrument with a line: LONG OR SHORT

UUU
long sound

0■■■

short sound

b) Write the corresponding word on the line: long-short.

In long sounds the wave is more_______________

In short sounds the wave is more______________

 1
9
DURATION
It is the prolongation of sound in time.
long sound short sound

The duration of sounds is represented by musical figures, each figure

has a duration.
 2
0
EXERCISE 1
a) Fill in the empty spaces, indicating whether the sound of each note is
long or short, according to what you learned previously.

2
4

....

2
4t EXERCISE 2
a) Listen to your teacher, identify and order.

(J0>..J>.
 2
1
2.2 TABLE OF VALUES AND FIGURES
ROUND • 4 PULSES
either
WHITE 2 PULSES

BLACK 1 PULSE

QUAVER ½ PULSE
) and

Let's listen to how our musical figures sound.

or Ta-aaa Ta-
a
e Ta Ma
rm
ose
t
 2
2
2.3 THE ORIGIN OF MUSIC

Many years ago, the men of those times were

called PRIMITIVE MEN.
To create music they used
-his own body, his hands, his feet and his voice.
-They also used wood from trees.
-The skin and horns of some animals.

EXERCISE 1

a) Match the correct answer with a line of different colors.

(-----------------\
Wood,
• Period in which music originates
skin, horns J

• First instruments he used (-----------------\

The primitive man Primitive
x___________/
• Material with which they made their (----------------\
instruments Percussion
x___________/

EXERCISE 2

a) Make a drawing with the topic: ORIGIN OF MUSIC

 2
3
EXERCISE 2

a) Rhythmic reading with body percussion.

b) Now write your own rhythms and practice.

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4
2.4 THE RHYTHM

RHYTHM is the different ways in which sounds and silences are

grouped, it consists of four basic elements.

- PULSE: Organize time in equal parts

- TEMPO: Indicates the speed of the pulse

- ACCENT: Indicates the number of pulses in which the sounds are

grouped. By combining the pulse and the accent we form RHYTHMS

- COMPASS: Groups the pulses into equal parts

EXERCISE 1

PULSE

a) In the following rhythmic exercise, mark with small lines the

number of pulses or beats that each figure is worth.

b) Now do the exercise with percussion instruments and sing it.

 2
5
2.5 COMPASS

The compass is represented by two numbers (numerical fraction),

one above the other.

The number above tells us how many pulses we should group.

The compasses are classified into Binary, Ternary and Quaternary.

Binary Compass tells us that we should group _____________ pulses

Ternary Compass tells us that we should group pulses

Quaternary Compass tells us that we should group pulses

 2
6
2.6 DIVISION LINES

Compass dividing lines serve to separate beats or beats into equal

groups.

They are represented with a vertical line that crosses the musical staff
separating the measures.

How many measures are there in this staff?_____________

EXERCISE 1
a) Now divide the measures. Count the beats of the measures indicated and draw
the dividing line where appropriate.
 2
7
EXERCISE 2

a) Write the compass that corresponds to the following exercises and

draw the dividing lines.

2/4 3/4 4/4

Perform these exercises with body instruments and also with

percussion instruments.
 2
8
2.7 THE ACCENT

The accent allows us to identify the beats, and by combining the beats
and the accent, basic rhythms are formed.
The BINARY COMPASS divides the beat into two equal parts,
emphasizing the first beat more.
For example: UN –two UN- two UN- two etc., now we will use words,
always stressing the first syllable: CAN-ta BAI-la SAL-ta BO-ta etc. The
accent is always articulated on the first beat of the measure, but also on
the strong part of a beat when it is subdivided.

> > >

The BINARY COMPASS divides time into three equal parts, accentuating
the first and the next two weak ones.
For example: UN –two-three UN- two-three UN- two-three etc., now we
will use words,
Always stressing the first syllable: CAN-ta-lo BAI-la-lo SAL-ta-lo

> > > >

The QUATERNARY COMPASS divides time into FOUR equal parts,

accentuating the first and the following three weak ones.
4 > > >
>
•I 2

WENT
9

to
BOBO
BLOCK 3

3.1 ELEMENTS OF MUSIC MELODY HARMONY

3.2 DOUBLE BAR REPEAT SIGNS WITH
DACAPO DOTS
 3
3.1 ELEMENTS OF MUSIC
0

MUSIC is the art of combining sounds and silences over time.

It is made up of three elements: MELODY, HARMONY AND RHYTHM.

Essential elements to give shape and life to sounds.

MELODY is the combination of successive sounds that form a song.

AU CLAIRE OF THE LUNE

3.2 HARMONY

HARMONY is the way of combining sounds simultaneously, it can

transmit from states of melancholy, sadness or tension, to states of joy,
calm, meditation and relaxation.

Instruments called harmonics, such as the piano or guitar, are those that
can play more than one sound at a time.
 3
1

Harmony is used to accompany the melody

EXERCISE 1
a) Now sing with your teacher the melody (song) that you like the most
and ask them to accompany you with an instrument.
 3
NEXT PRACTICE THIS RHYTHM
2

Ostinato Rhythm:
is when a rhythmic pattern repeats throughout an entire song.
 3
3.3 SIGNS OF REPETITION
3

Repetition signs are used to abbreviate and make a sentence easier to

read.
Sheet music, there are several repetition signs, the most used are:

DOUBLE BAR WITH DOTS: Indicates repetition of the previous fragment

when the points are to the left, and repetition of the later fragment when
the points are to the right.

Fragment qmle st repeats

 3
Next, with the Ostinato rhythm that you learned, accompany this song for4
piano

Now you can also sing this melody line

 3
DA CAPO:
5
This sign indicates going back to the beginning and repeating until the end
or wherever the word end appears.

ON THE BRIGDE AT AVIGNON

 3
BOXES: With the indication of the colon bar, this sign is used to repeat a6
fragment that has one or more different measures at the end, it indicates
skipping the measure indicated with 1 going to 2 when doing the
repetition.

Melody of the song Oh Susanna

 3
3.4 SIGNS OF PROLONGATION
7
DOT If we add a dot to a figure, its duration will increase by half its value.

Find the figures that have dots in the previous lesson, circle them.

UNION LIGATURE It is a sign that is used to join the value of two or more
notes of the same sound in a single duration, it is in the form of a curved
line touching the notes it affects.

THE CALDERÓN It is a sign that serves to prolong the duration of a sound

or a silence, it is shaped like a small semicircle with a point in the middle
and is placed over the note or silence it affects. It is used a lot

Find the ligature in this musical fragment

 3
8

4.1 SOUND QUALITIES

INTENSITY
4.2 DOORBELL
4.3 FAMILY OF STRING PERCUSSION
INSTRUMENTS
WIND
4.4 BODY PERCUSSION MANUAL
4.5 SCHEME
 3
4.1 SOUND QUALITIES
9
INTENSITY Allows us to recognize strong and weak sounds.

Loud sound
EXERCISE 1
b) Write the corresponding word on the line: long - short.

When the wave is longer, the sound is louder.___________

When the wave is shorter the wave is longer____________

To indicate the intensity of sounds in a score. We use signs of expression that we

call nuances.

To differentiate the degree of sound intensity, the following Italian terms are used,
which are indicated under the staff in abbreviated form.
 4
0

There are other terms that are used to indicate progressive changes in
sound intensity, the most common are: Regulators

Regulators are signs that also express gradual changes in intensity.

From lowest to highest intensity

Gradually increase the

sound intensity

CRESCENbO From highest to lowest intensity

Gradually decrease the

sound intensity

DIMIHUENDO
4.2 DOORBELL

TIMBER is the quality of sound that allows us to distinguish what or who

produces the sound. Each person has their own tone of voice.
Timbre is in music, the same as color is in painting, each instrument has
4
its own timbre. 1
Each musical instrument requires an action to produce sound: striking,
rubbing. Shake. Etc.

And from a medium: chopsticks, drumsticks, bow, lips, etc.

4.3 FAMILY OF MUSICAL INSTRUMENTS

For the action required to produce sound, musical instruments are divided into
families.
PERCUSSIONS family
These instruments produce sound by being hit with hands, sticks, drumsticks,
rubbed, shaken.

EXERCISE 1
a) Color the instruments in your classroom, discuss with your teacher which ones
you have played.
4
2
 STRINGS Family
4
These instruments produce sound by being rubbed or pressed with the fingers of 3
the hands.

EXERCISE 1
n a) Circle the instruments that are in your classroom, discuss with your teacher
which ones you have played.

- Rubbed rope

Fiddle
Cello
Double
bass

plucked
rope

Piano Percussed or struck

string
Harp Guitar

WIND family
These instruments produce sound by being blown with the lips through a
mouthpiece or reed.

EXERCISE 1
a) Color the instruments in your classroom, discuss with your teacher which ones
you have played.
4
4
 4.4 BODY PERCUSSION MANUAL

With Knee blows

whistle

slaps foot strikes

 4
6

Shape
musica AABCAB coda
l
Flush _ .... Ras-ras
Chest Slap thighs
from the
Knees Fingers
front
 4.5 SCHEME

SOUND QUALITIES j

HEIGHT IMTENSILIAD DURATION DOORB

ELL

could could could could

be be be be

SHARP STRONG LONG DIFFERENT

SERIOU SOFT INSTRUMENTS
SHORT
S OR VOICES

is is is is
express express express express
ed with ed with ed with ed with

' MUSICAL INSTRUMENTAL AND

NOTES NUANCES^ MUSICAL VOICE FAMILIES AND
FIGURES GROUPS
 4
CONGRATULATIONS 8

You have finished this brief tour of musical initiation,

but it is not everything, we hope you feel motivated to
continue learning and continue investigating interesting
things about music

The theories embodied in this method are knowledge

from my experience as a music instructor, in teaching
work with children.

The definitions are practical and brief, they have

language that is easy to learn and remember.

With love

Sergio Arturo López Estrada

PRACTICAL LESSONS IN MUSIC