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This excerpt is an example of music from which of the following geographical regions?
(Excerpt: West African music.)
B. Middle East
C. West Africa
D. eastern Europe
Correct Response: C. This question requires knowledge of important style characteristics associated with music from different countries or regions of the world. Musical excerpts will focus on only the most basic and well-known musical style characteristics of a given area. In this question, proper identification of music from the West African region is required. Music from West Africa is diverse in form, yet stylistically distinctive from music of other geographical areas.
What chord progression is being played in this musical example? (The example will be played twice.)
(Example: Performer plays song with
a I IV ii V progression.)
A. I IV ii V
B. I vi ii I
C. I V iii V
D. I iii IV V
Correct Response: A. This question requires the aural identification of harmonic elements, including chordal progressions. In this question, the progression to be identified from the musical excerpt is I IV ii V.
When performing this excerpt, the flautist makes a rhythmic error in which of the following measures? (The excerpt will be played twice.)
(Excerpt: Original music. The flautist plays a quarter note instead of an eighth note in measure 3.)
A. measure 1
B. measure 2
C. measure 3
D. measure 4
Correct Response: C. This question requires the aural recognition of musical errors in a performance. In this excerpt, the flautist plays a quarter note instead of an eighth note in the third measure.
In measure 1 of this excerpt, what type of embellishment is used in the treble part? (~)
B. escape tone
D. anticipatory note
Correct Response: A. Over the centuries, composers have established a system of symbols that indicate the specific aesthetic qualities desired for a composition. These devices include the symbols commonly used to indicate embellishments such as trills or mordents. In measure 1 of this excerpt, the treble contains a ~, a common symbol for a turn.
What melodic device is illustrated by the last four measures of the above excerpt? (Sol-sol-sol, soool-f-mi, fa-fa-fa, faaaa-m-re)
A. pedal point
Correct Response: B. Composers use specific devices to create melodies and a sequence is one of these devices. A sequence is defined as a short musical phrase repeated at different pitches. A musical phrase of G-G-G-G-F-E is found in the seventh and eighth measures of this excerpt. That same phrase is repeated in measures nine and ten, beginning on an F. This fits the definition of a sequence and makes choice B the correct response.
Which of the following string instruments sounds an octave lower than notated?
D. double bass
Correct Response: D. Unlike woodwinds and brass, string instruments are not transposing instruments, but this instrumental family does have some idiosyncrasies associated with notation. For example, the cello is often notated in the tenor clef. The double bass, the largest member of the string family, is notated in the bass clef one octave higher than its sounded pitch because notating this part at actual pitch would require using ledger lines, which are difficult to read.
A conductor is conducting a march in 4/4 time. Which of the following conducting patterns would be most appropriate for this meter?
Correct Response: A. When conducting music in 4/4 time, the conductor will usually use a pattern that involves moving the baton straight down on the first beat, moving it to the left on the second beat, moving it to the right on the third beat, then indicating the fourth beat by arcing the baton upward slightly from the third beat.
Which of the following stylistic practices is associated with music composed during the baroque period?
A. Rhythms typically do not fit into regular meters, and bar lines are seldom used.
B. Melodies are typically complex and highly ornamented.
C. Instrumental pieces are generally scored for large symphony orchestras.
D. Harmony is frequently atonal or polytonal.
Correct Response: B. The baroque period was characterized in art and architecture by a flamboyant and excessively decorative style. This same style is recognizable in baroque music in that the melodies of this period tended to be complex and were often embellished further through the practice of ornamentation.
Which of the following pairs of elements is characteristic of ragtime music?
A. quadruple meter and sustained chords
B. blue notes and multiple contrasting melodies
C. irregular accents and complex harmonies
D. march tempo and syncopated melodies
Correct Response: D. Ragtime is an energetic, syncopated musical style that was popular in the United States during the early part of the twentieth century. While syncopated melodic lines are key components of ragtime, the influence of marches, polkas, and two-steps gave this music its powerful, driving tempo.
The music teacher is team-teaching an eleventh-grade humanities course that is organized into units that cover the arts and literature of different historical periods. Which of the following topics would be most appropriate for the teacher to discuss as an introduction to a unit on the music of a particular historical period?
A. musical instruments used during the period
B. political figures who supported major composers of the period
C. philosophical and aesthetic trends associated with the period
D. museums and libraries holding music manuscripts composed during the period
Correct Response: C. In a general humanities course, a useful method of correlating developments across disciplines would be to include introductory material that gives an overview of the philosophical and aesthetic trends associated with the specific historical period. Such an introduction would most likely assist the students in understanding the overall stylistic trends of the period.
Western music is frequently performed by instrumentalists who are working as an ensemble. Performing before an audience as a group requires a specific set of skills and techniques.
Using your knowledge of music performance, write an essay in which you:
• identify and discuss at least two responsibilities of a conductor or director during an ensemble performance;
• describe at least two responsibilities of the performers; and
• discuss the ways in which an ensemble and the audience interact during an effective performance.
Conductor: make cohesive unit, do not be focus of audience's attention
Performers: focus on task, play as if music was prepared for specific audience
Audience: appreciation, hope to be entertained