MUN Brass Ensemble
Study Guide
Pre-Performance Activities
Post-Performance Activities
Related Resources
The following materials are meant to accompany a MUN
Brass Ensemble presentation. Teachers may wish to
explore the concepts and activities in advance of the
performance, or as a follow-up of the show.
Modifications of the activities of the activities to suit the
needs of your students are welcome.
Elements of Music- Definitions
Melody is the tune. It is a line of pitches and rhythms, based on scales. It is either
conjunct (step- wise) or disjunct (leaps) or a combination of both. Variety in the
melody creates interest, repetition creates unity. Melodies create tension and release.
Harmony describes the other notes that go with the melody. It is the progression of
chords created by the relationships between the notes. It supports the melody and
helps create tension and release through consonance (notes that sound good
together) and dissonance (notes that clash). Chords and harmony follow set patterns
in Western Music, which allows us to recognize tension and release.
Rhythm is the beat. It is the way music is arranged in time. It uses meter (the time
signature – the number of beats in a measure of music - often 2, 3 or 4), tempo (the
speed of the music) and note and rest durations. Tempo is measured by using a
metronome. A metronome marking may look like MM=120, which means 120 beats
per minute. It may also be indicated by a common term such as lento (very slow),
adagio (slow or leisurely), andante (at a walking pace), Moderato (at a moderate
pace), allegro (fast, quick, lively), presto (very fast). Rhythm can be simple (easy to
hear patterns) or complex.
Timbre (tam-ber) describes the tone quality of a sound, which depends on the
physics of the instrument. Air vibrations make sound, and amplifiers (the instruments)
make it louder so we can hear it. Families of instruments have similar ways of
producing sound which makes them also have similar timbres. Range (high or low
notes) effects timbre, and the longer an instrument the lower the sound. Some timbres
have pitch, some don’t. An ensemble has its own timbre based on the combination
of timbres found in the group, and you can hear the difference between an
orchestra, band, brass band and choir for this reason.
Texture is the combination of musical lines. There are two main types of texture:
homophonic melody plus accompaniment, or all moving at the same time
polyphonic several lines moving at different times, all important
Form is how we structure and organize music and the elements that make up music.
Through contrast and repetition we can hear sections that go together, and form
makes a piece of music make sense. The smallest part of form is a phrase, a musical
sentence fragment.
Dynamics describe the degree of loud or soft, and provide drama, contrast and
variety. (Technical terms are: pp, p, mp, mf, f, ff etc. crescendo, diminuendo,
sforzando, forte-piano.)
Articulation is how you produce the notes. They can be smooth, choppy, short, long,
punchy or gentle. Articulations make notes attached or detached, accented or all
the same. Some examples of articulations are accent, tenuto, staccato, slur.
Listening Guide
Below are some general points to discuss when describing a piece of music.
Things to Listen for:
tempo: (fast, slow, moderate)
meter: (three, four, two...)
Is it in a major or minor key?
Instrumentation: what instruments are playing? Singing?
Is it polyphonic or homophonic?
Do you hear any melodies that return later in the piece or repeat? Do you hear small
pieces of the melody?
Type of piece: Is it a dance, aria, recitative etc.? Part of a larger work? Chamber
Music or full Symphony?
Are there any solo instruments or voices?
What language is the singing in?
Notice any word painting and representation of the text? (ex. words about thunder
with rumbling in the background)
Contrast within the movement is created by:
What is the mood of the piece?
Give the piece a descriptive title to help you remember it.
OR consider using this set of questions:
After listening, lead a discussion by asking general questions such as:
-How did the music make you feel? Why?
-What was the mood of the music? Why do you say that?
-How would you move your body to this music? Explain why you chose that
movement.
-Can you make a facial expression that describes the music? Why did you choose
that expression?
-Can you think of one word that describes the music? Why did you choose that
particular word?
-Did the music make you think of a certain person, place or thing? Why?
-What did you picture in your mind while listening to the music? Why?
(Keep in mind that there is no right or wrong answer to these questions because
music is a personal experience. Discussions like this assist students in becoming more
self-aware. If class does not respond initially, try listening to the music again, this time
allowing the students to move quietly to the music.)
Listening Chart
Composer: ______________________
Piece: __________________________
Tempo
(fast, slow
medium,
changes, etc.)
Dynamics
(soft, medium,
loud, sudden,
etc.)
Instruments
(what are the
roles of the
instruments?)
Other things I
hear
(what emotions
does the music
portray?, etc.)
Activities
Activities on Elements of Music
Draw a picture or create an analogy to help you remember what the word means
Melody Harmony
Rhythm Texture
Timbre Form
Dynamics Articulate
To teach elements of melody try singing this song with your class.
sm m m s m m m
I like to play the instruments
sf f f f m
I play them everyday
s m mm s m mm
And when I play the instruments
S s s s d
This is what they say
Then, using instruments available to you, Orff and other percussion instruments work
well, have the students play a few measures. One time you sing it you could do a
focus on steps verses leaps with melodic instruments. You could do the song another
time a compare high and low notes, and another time to distinguish instrument
families.
Ode to Joy is a great song that can you used for teaching melodic steps. Write out a
scale to show how this melody is based on a scale. Also, the sol fa can be written
under the notes with some left out to be discovered.
A good song to teach leaps is Eine Kline Nacht Musich. Some things you could do
with this song include circling the 4ths in on color and the 3rds in another. Have the
students draw the contour of the melody. It might also be fun to move your body to
the ups and downs.
Practice inner hearing! Sing a phrase of some melody that is familiar to the students
and think the next phrase (sing it in your head). Try using a fun signal for the students
to switch to singing out loud to in their head, for example a pop up puppet.
Activities on the Brass Family
Make your own brass instrument. What sort of materials might you use?
Or, try making your own hose band. Start with about 1.5 - 2 m of garden hose. (Make
sure you ask first!) You will want a funnel for the end that the sound comes out, and
something to buzz into for your lips. Some suggestions are:
a very small funnel
a film container: but a hole in the bottom for the hose to go in (use putty to fill
up any leaks), and cut a hole in the lid to put your lips against.
A brass mouthpiece - these cost around $30 each and are therefore not
practical for non musicians. However, if you have a brass program, this is the
best way to compare the instruments! Some music stores carry inexpensive
plastic mouthpieces.
*Note - in order to play together on the same pitches, you need your hoses to be the
same length OR a multiple of two longer or shorter. Eg - 1.5 m and 3m will play
together well. However, if the hose is of a different type, you may need to tweak the
tuning by playing and then cutting off the flatter hose. Remember, longer is lower.
You can always cut more off, you can’t add back on!
Draw and label your favorite instrument from the Quintet - use an encyclopedia or
the internet for the correct terms. Write a report to tell what roles the instrument
played in the quintet. Was it the soloist? Did it play accompaniment? Leader?
Follower? Can you describe how the quintet works in terms of which instrument is most
or least important? Write a paragraph explaining why this is your favorite brass
instrument.
Make Wanted or lost/found ads for the instruments of the brass family. What does the
instrument look like? What are its characteristics? What does it sound like if you play
it? How much would you be willing to pay for one or give for a reward if yours if
found?
Activities on the Concert/ Repertoire
Write a review of the MUN Brass Ensemble.
Describe the event, what you learned from the show about brass instruments, the
elements of music and music in general. How do composers use melodies? How do
they turn them into interesting music? Be sure to include any portions that you
particularly liked, and any suggestions you have for making the show better. Should
other students go to the show?
Choose a piece from the MUN Brass Ensemble concert (or choose another brass
quintet or instrumental piece) and write a story or poem or play to go along with the
music.
Choose two pieces from the MUN Brass Ensemble and use the elements of
music to describe the differences and similarities between the two.
Put the pieces in chronological order. Which piece do you think is the oldest? Most
recent?
Related Resources
Internet and Books
The very best resource for more information about brass instruments is the New York
Philharmonic’s Kids Page. www.nyphilkids.org Go into the storage room and click on
the instrument shape that you want to know about! This website also contains
composer information, performer information, an instrument building/design area
and games. There are excellent instructions for building a hosaphone! This site would
be a great place to spend a classroom period.
Recordings
There are many great recordings by brass ensembles. Rather than listing them all,
here is a selected list of groups that we recommend listening to.
The Canadian Brass Summit Brass
Empire Brass Philip Jones Brass Ensemble
Center City Brass Quintet True North Brass
German Brass
Brass Instruments Uncoiled Handout
TRUMPET - When uncoiled the trumpet is 6 ft. long.
TROMBONE - When uncoiled the trombone is 9 ft. long.
FRENCH HORN - When uncoiled the French horn is 12 ft. long.
TUBA - When uncoiled the tuba is 16 ft. long.
Trumpet
Mouthpiece - The part of the instrument where the player places
their lips and blows into.
Valves/ Finger Buttons - Players push on these to change the
pitch of the instrument.
Tuning Slide - Part of the instrument that can be pulled out or
pushed in to adjust the tuning of the instrument.
Valve Tube- Each valve has its own tube.
Bell - The part of the instrument where the sound comes out.
Water Key - This button is pushed to let out the condensation that builds
up in the instrument.
Trumpet
Can you label the parts of the trumpet?
Horn
Bell - The part of the instrument where the sound comes out.
Tuning Slide - Part of the instrument that can be pulled out or
pushed in to adjust the tuning of the instrument.
Rotary Valves – These change the direction of the air to change
the pitch the instrument sounds.
Mouthpiece - The part of the instrument where the player places
their lips and blows into.
Valve Levers - Players push on these to play different notes.
Horn
Can you label the parts of the horn?
Trombone
http://www.exploratorymusic.net/TeacherResources.html
Bell - The part of the instrument where the sound comes out.
Tuning Slide - Part of the instrument that can be pulled out or
pushed in to adjust the tuning of the instrument.
Mouthpiece - The part of the instrument where the player places
their lips and blows into.
Main Slide - This is two feet long and fits over a motionless inner
tube. Holding the trombone with the left hand, a
trombonist moves the slide back and forth with the
right hand. Lengthening the trombone using the
slide allows a trombonist to play lower notes. Pulling
the slide back shortens the trombone and produces
a higher note.
Water Valve - This button is pushed to let out the condensation
that builds up in the instrument.
Trombone
Can you label the parts of the
trombone?
Tuba
Bell - The part of the instrument where the sound comes out.
Valves - Players push on these to change the pitch of the
instrument.
Mouthpiece - The part of the instrument where the player
places their lips and blows into.
Mouthpipe - The beginning of the tuba’s tube.
Water Key - This button is pushed to let out the condensation
that builds up in the instrument.
Tuba
Can you label the parts of the tuba?
The Brass
Family
Horn
The horn is a brass wind instrument with a tube bent into a circle,
a funnel-shaped mouthpiece, and a wide bell. It was originally used
for hunting in Europe. The horn is also known as a French Horn,
but since the horn is German and not French most horn players
dislike the term.
Trumpet
The trumpet is a brass instrument with a cup-shaped
mouthpiece and a metal tube with a bell-shaped end. Three
valves can be pressed to change the length of the tube,
which changes the pitch of the instrument.
Trombone
The trombone is a brass wind instrument with a cup
mouthpiece and a long metal tube. A moveable U-shaped
slide changes the length of the tube, which changes the
pitch of the instrument.
Tuba
The tuba is the largest and lowest brass instrument, with a
mouthpiece and a big bell-shaped opening to a tube that is
wrapped around in an oval. Valves on the tube can be
pressed to change pitch on the instrument. The tuba is
not always seen in the orchestra. It is used for works
written for large romantic orchestras.