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Today’s vocabulary

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A piece of music in triple metre (3 beats in a bar), usually 3/4 time.

A violin used to play folk music.

In music, a person who works with and guides a musical group to interpret and perform musical works.

A sign that indicates how to count a piece of music. The top number indicates the number of beats in a bar. The bottom number indicates the note value that gets one beat. The following are some examples:

  • 2/4 time. Indicates that there are two beats to a bar and the quarter note gets one beat.
  • 3/4 time. Indicates that there are three beats to a bar and the quarter note gets one beat.
  • 4/4 time. Indicates that there are four beats to a bar and the quarter note gets one beat.

Let’s get started!

Notice and wonder

Explore the following videos of musical performances and consider these questions:

  • What kind of instruments do you notice?
  • What is similar and/or different about the two performances?

Record your responses using a method of your choice.

Action

Get ready, get set…

One child playing the fiddle and another child conducting an orchestra for a waltz.

Each style of music is played in a specific way. Musicians might be playing a piece of music that was written by a composer, or they may have learned a piece of music by listening to and/or watching another musician. There are also styles of music where musicians improvise to create their own piece as they perform.

Fiddle music

Let’s explore the following video to learn a bit more about fiddle music from Natalie MacMaster, a Cape Breton musician.

Respond to the following questions using a method of your choice.

  1. What kind of instrument does Natalie MacMaster play?

    Press the ‘Answer’ button to find out the type of instrument.

    Natalie MacMaster plays the violin. In folk music, the violin is called a fiddle while in the classical music it is called a violin.

  2. What do you think it means when Natalie MacMaster says there are “many different dialects” of fiddle music?

    Press the ‘Answer’ button to find out what many different dialects means.

    Natalie might mean that there are many different styles of fiddle music, instead of one specific style.

  3. What style of fiddle music does Natalie MacMaster play?

    Press the ‘Answer’ button to find out the style of fiddle music.

    Natalie MacMaster plays Cape Breton fiddle music.

In Cape Breton style, fiddle music is sometimes played in 2/4 time. The 2/4 time signature means there are two quarter notes (or any combination of notes that equals two quarter notes) in every bar.

There are two rows with two squares each. Each row is a bar. There are two hearts per bar and each heart is equal to a beat. The first bar consists of 1 quarter note on the first beat and 1 quarter note on the second beat. The second bar consists of two eighth notes on the first beat, and 1 quarter note on the second beat

Explore the following audio clip to examine the 2/4 time.

Two-Quarter Time

It can also be played in 4/4 time. The 4/4 time signature means there are four quarter notes (or any combination of notes that equals four quarter notes) in every bar.

There are two rows with four squares each. Each row is a bar. There are four hearts per bar and each heart is equal to a beat. The first bar consists of 1 quarter note on the first beat, 1 quarter note on the second beat and two eighth notes on the third beat, and two eighth notes on the fourth beat. The second bar consists of two eighth notes on the first beat, 1 quarter note on the second beat, 1 quarter note on the third beat and 1 quarter note on the fourth beat.

Explore the following audio clip to examine the 4/4 time.

Four-Quarter Time

Other time signatures can also be used in Cape Breton style fiddle music. The fiddlers will tap their foot to keep the beat.

Cape Breton style fiddle music can be played and enjoyed in a dance hall, concert hall, home or with a small group. It is usually played solo (by one musician) or with a few other musicians. If the music is played by a small group of musicians, they will all tap their feet to keep the beat.

Waltz

Waltz music is a form of Western classical dance music. It is usually played by an orchestra.

Press the ‘Definition’ button to learn the definition of the word orchestra.

An orchestra is a group of musicians who are led by a conductor. An orchestra will often play in front of a live audience.

When leading musicians to play a waltz, the conductor will use their arm to keep the beat and show the rhythm.

While a composer writes music that includes information for musicians to play, a conductor then leads the musicians in an orchestra. Some conductors may use their arms, and others might use a baton or a stick. A conductor communicates with the musicians about how to play a piece of music (e.g., how fast or slow, how loud or soft, when to begin and end a performance). This helps to create a specific mood for the audience.

A conductor with their arms raised holding a baton.

Classical waltz is played using a 3/4 time signature The 3/4 time signature means there are three quarter notes (or any combination of notes that equals three quarter notes) in every bar. This time signature helps to create a pattern for dancers to follow when the music is played.

There are two rows with three squares each. Each row is a bar. There are three hearts per bar and each heart is equal to a beat. The first bar consists of 1 quarter note on the first beat, 1 quarter note on the second beat and two eighth notes on the third beat. The second bar consists of two eighth notes on the first beat, 1 quarter note on the second beat and 1 quarter note on the third beat.

Explore the following audio to examine the 3/4 time.

Three-Quarter Time

Creating a mood

In music, composers and musicians can use changes in dynamics (volume) and expression to create a specific type of mood for the audience. Both fiddle music and waltz music can be used for dance. Dancers will use the cues provided by musicians to express that mood.

Dynamics

Two children playing instruments. One child playing loudly, the other child playing softly.

Changes in dynamics change the overall mood of the music.

A musician will use the cues provided by the composer, but they may also rely on the composer to guide their performance. They may play certain sections softly or “piano,” and other sections loud or “forte.”

In other pieces, a musician might keep the dynamics the same. For example, they may play loudly or at “forte” throughout their performance.

Expression

Apart from the overall volume of the music, composers and musicians might also change the way they play the music to create a mood.

For example, of a music piece begins softly or piano and becomes louder, it can create an exciting mood. This is called crescendo.

Another piece of music might start loud or at forte, and then become softer. This might create anticipation or a nervous mood. This is called decrescendo.

Additionally, a composer or musician might decide to play a specific section by short, detached notes. This is called staccato. This can create a suspenseful mood or build excitement.

A composer or musician might decide to play a specific section with each note flowing from one to the other. This is called legato. This can create a calm mood.

A conversation between two teachers. The first teachers says: Did you notice that the terms used for dynamics and expression are in Italian? The second teacher responds: That’s right! Italian terms are found in a lot of music/scores. This is because around the year 1025, an Italian monk named Guido of Arrezzo helped create the rules for the way music is written. The first teacher says: Many composers use Italian terms to provide the performer with directions related to dynamics, tempo, mood, directions and so much more!

Let’s return to the video of the waltz The Blue Danube.

Think about what you have learned about classical waltz music and explore the video again to answer the following questions.

You may use a method of your choice to record your responses.

Press the ‘Answer’ button to access the answer to the following questions:

  1. Is the piece performed by an orchestra or a smaller group of musicians?

    The piece is performed by an orchestra for a live audience.

  2. Is the performance lead by a conductor?

    Yes, the orchestra is lead by a conductor. They guide the musicians throughout the performance.

  3. Do the dynamics change throughout the excerpt? If so, how do they change?

    The performance begins at softly or at piano and the musicians increase the volume or crescendo until they become loud or forte by the end of the excerpt.

  4. Is the piece performed using legato or staccato expression? Do they use both?

    Legato and staccato rhythms are played throughout the performance excerpt. This creates a feeling of building excitement.

  5. What kind of mood is created when instruments, dynamics and expression are combined?

    When the piece begins at piano or softly, the mood is calm. As the volume increases or crescendos and more instruments are added to the performance, the mood becomes exciting and energetic.

Did you know?

Did you know?

Did you know, the piece The Blue Danube, Op. 314 (its original German title is An der schönen blauen Donau, Op. 314) was written by an Austrian composer named Johann Strauss II in 1867! The composition is named after the Danube River, which is the second longest river in Europe.

Go!

Several kids playing the fiddle and dancing

Let’s now return to the excerpt of fiddle music from Backyard Beats.

Think about what you have learned about Cape Breton fiddle music and explore the video again to answer the following questions.

You may use a method of your choice to record your responses.

Press the ‘Answer’ button to access the answer to the following questions:

  1. Is the piece performed by an orchestra or a smaller group of musicians?

    The piece is performed by 3 musicians. Two are playing the violin or fiddle and one is playing a homemade instrument.

  2. Is the performance lead by a conductor?

    No, the musicians are keeping the beat by tapping their feet and playing together.

  3. Do the dynamics change throughout the excerpt? If so, how do they change?

    The performance is played at one volume throughout. The musicians play loudly or forte for the whole piece.

  4. Is the piece performed using legato or staccato expression? Do they use both?

    The performance is played using legato throughout, so that all the notes seem connected.

  5. What kind of mood is created when we combine instruments, dynamics and expression?

    The piece is energetic and exciting. The combination of a steady dynamic and legato throughout the piece makes the performance flow together. As the performers tap their feet, it makes me want to dance or tap along!

Consolidation

Putting it all together

Portfolio

Review your learning

One child playing the fiddle and another child conducting an orchestra for a waltz.
  • How do these two songs use dynamics and expression? Did you notice any similarities? What were some of the differences?
  • What did you enjoy about each style of music?
  • What is the purpose of these two styles of music?

Consider adding your work to your portfolio.

Reflection

How do you feel about what you have learned in this activity? Which of the next four sentences best matches how you are feeling about your learning? Press the button that is beside this sentence.

I feel…

Now, record your ideas about your feelings using a voice recorder, speech-to-text, or writing tool.