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    This module and collection are included inLens: Siyavula: Arts & Culture (Gr. 4-6)
    By: Siyavula

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Om 'n eenvoudige melodie te lees

Module by: Siyavula Uploaders. E-mail the author

KUNS EN KULTUUR

Graad 6

SKEPPING, INTERPRETASIE EN AANBIEDING

Module 16

OM ‘N EENVOUDIGE MELODIE TE LEES

Musiek

Aktiwiteit 1:

Om eenvoudige melodieë te lees

[LU 1.6]

Stap 1

Luister na gedeeltes van “I just can’t wait to be king” en “Can you feel the love tonight?“ uit “Lion King”.

Stap 2

Kan jy die volgende twee frases saamsing?

“ I’m gonna be a mighty king, so enemies beware!” en

“ Can you feel the love tonight, the peace the evening brings?”

Stap 3

Trek ‘n grafiek van die twee melodieë om styging en daling (toonhoogte) uit te beeld:

Table 1
I’m gonna be a mighty king, so enemies beware!
Can you feel the love tonight, the peace the evening brings?

Stap 4

Figure 1
Figure 1 (Picture 13.png)

Gee die lettername van die note op die lyne:

Gee die lettername van die note in die spasies:

Stap 5

Bestudeer die gegewe notasie en voer dan die opdragte uit:

(i) Teken grafieke van die gegewe notasie-voorbeelde.

Is daar enige ooreenkomste met die grafieke in STAP 3?

Stap 6

(ii) Kies die regte titel vir elke notasie-voorbeeld.

Stap 7

(iii) Voeg die lettername van die note by.

Figure 2
Figure 2 (Picture 14.png)

TITEL:

Figure 3
Figure 3 (Picture 15.png)
Table 2
Grafiek        
Lettername        

TITEL:

Figure 4
Figure 4 (Picture 16.png)
Table 3
Grafiek        
Lettername        

Aktiwiteit 2:

Om handtegnieke vir trom te ondersoek

[LU 1.6]

Figure 5
Figure 5 (Picture 17.png)

Speel op ‘n Djembe! As jy nie een tot jou beskikking het nie.............

Figure 6
Figure 6 (Picture 18.png)

Hoe verkry ons klank op strykinstrumente?

  • Sodra ‘n mensdie strykstok oor die snaar trek (stryk), vibreer die snaar. Dit veroorsaak klank! Hoe langer die snaar is, hoe laer is die klank; hoe korter die snaar, hoe hoër is die klank.
  • Om die snare korter of langer te maak, druk die linkerhand op die snare.

Hoe verkry ons klank op ‘n blaasinstrument?

  • Sodra in die pyp geblaas word, vibreer die lug binne in die pyp. Dit veroorsaak klank!
  • Deur die gate oop of toe te maak, verander die toonhoogte.
  • Hoe langer die lugkolom, hoe laer is die klank; hoe korter die lugkolom, hoe hoër die klank.

Hoe verkry ons klank op ‘n trom?

  • Die lugkolom binne in die trom vibreer as op die tromvel gekap word.
  • Die toonhoogte word bepaal wáár jy op die tromkop kap:

- In die middel – laer basklank

- By die kant – hoër klank

  • Daar is heelwat tegnieke in die speel van handtromme. Dit wissel van area tot area, trom tot trom.
  • Ons gaan volstaan met die volgende twee moontlikhede:

- Met die volhand, oop en plat, (kap-aksie) in die middel van die tromkop: lae klank (“bass”)

- Met al die vingers aan die kant van die tromkop: hoë klank (“tone”).

Figure 7
Figure 7 (Picture 23.png)

Handtegiek en Vingertegniek

Oefen die volgende moontlikhede:

Table 4
R L r l
- Regterhand (plathand). - Middel van trom (lae klank). - Linkerhand (plathand). - Middel van trom (lae klank). - Regterhand (vingers). - Kant van tromkop (hoë klank). - Linkerhand (vingers). - Kant van tromkop (hoë klank).

Aktiwiteit 3:

Om eenvoudige ritme-patrone op trom te speel

[LU 1.6]

Figure 8
Figure 8 (Picture 24.png)

Hoe klink ‘n mens se hartklop? (laaank-kort)

Aktiwiteit 4:

Om musikale frases te improviseer

[LU 1.6]

Stap 1 (inleidend)

Figure 9
Figure 9 (Picture 25.png)

PATRONE

Kan jy die volgende ontsyfer EN speel?

Table 5
1 2 3 4 1 2 3 4
R       R      
R   L   R   L  
R L     R L    
l R l r L R l r
l   l r L   l r
  l r l   l r l
l R     l R    
R l r l R l r l

Probeer nou twee patrone kombineer:

Table 6
1 2 3 4 1 2 3 4
R   L     l r l
l R     L R l r
  l r l R   L  
R L     R   L  
R l r l R l r l
R       l R    

Lied van die Dobbelsteen:

Benodigdhede:

Figure 10
Figure 10 (graphics1.png)

Voorbereiding:

Verdeel in ses groepe: nommers 1 tot 6.

Elke groep skep ‘n ritme-patroon in vier maatslag (agt tellings in totaal).

Besluit watter handtegnieke julle gaan gebruik.

Besluit waar julle dinamiek gaan gebruik: hard of sag, crescendo (geleidelik harder) of diminuendo (geleidelik sagter).

OEFEN die patroon totdat julle dit ken! Tel hardop saam.

Die komposisie:

Juffrou (of leerders) gooi die dobbelsteen ‘n paar maal en skryf die volgorde van die nommers op die bord neer.

Die groepe speel nou in die volgorde wat deur die dobbelsteen bepaal is. Bv. 1 6 4 1 2 5 1 ens.

Hierdie tipe musiek is in werklikheid Kansmusiek, een van die genres van 20ste eeu se klassieke musiek. Daar word ook selfs beweer dat Mozart soms hierdie metode gebruik het!

Moenie tussenin stop nie! Tel nog steeds 1 – 2 – 3 – 4 – 1 – 2 – 3 – 4 – ens.

Om te eindig: Al die groepe speel saam hulle patrone twee maal. Luister na jou opvoeder – sy sal aandui hoe om geleidelik vinniger en harder te speel om sodoende op ‘n hoogtepunt te eindig. Almal eindig met hulle hande in die lug!

Table 7
Leeruitkomstes(LUs)
 
LU 1
SKEPPING, INTERPRETERING EN PRESENTERINGDie leerder kan in elk van die kunsvorme skep, interpreteer en werk presenteer.
Assesseringstandaarde(ASe)
 
Dit is duidelik wanneer die leerder:
MUSIEK
1.6 fokus op ‘n verskeidenheid Suid-Afrikaanse musiekvorms;
  • improviseer en skep musiek frases met die stem en/of instrumente wat dinamika, artikulasie, toonhoogte en ritmiese patrone verken;
  • speel eenvoudige ritmiese patrone op ‘n trom of soortgelyke instrument;
  • verken en gebruik tromslag-handtegnieke, so verken en gebruik handtegnieke vir trom (hand- en vingertegniek) die basis van die handpalm, die oop handpalm, en gedemp;
  • lees en sing of speel die toonleer en eenvoudige melodieë in C majeur.

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