Revision and homework tasks for embedding the fundamentals. Useful as part of non-specialist cover lessons, knowledge gap fillers for in-year admissions, extension tasks for KS3 students, or as part of a bridging course between KS3 and GCSE.
'Identify' and 'describe' questions featuring the following vocab: forte, piano, the mezzos, the issimos, crescendo, diminuendo, sforzando, fortepiano.
Listening questions to support students' identification of perfect, imperfect, plagal and interupted cadences, related keys alongside strengthening the application of specialist vocabulary in context.
Listening questions to support students' identification of major, minor, diminished and dominant 7th chords, recognition of chord progressions and harmonic rhythm, as well as strengthening the application of specialist vocabulary in context.
Listening questions to support students' identification of pedal note, drone, ground bass, chordal ostinato, Tierce de Picardie, circle of 5ths modulation, alongside strengthening the application of specialist vocabulary in context.
Listening questions to provide students with the opportunity to practice describing how melodies move in context covering step, leap, conjunct, disjunct, scalic, triadic, arpeggiaic, rising, falling, ascending and descending sequences, repetition and range.
Listening questions to support students' identification of simple duple, triple, quadruple, compound duple, triple, quadruple, asymmetric metres, metric change.
Listening questions to support students' identification of reverb, ambience, delay, slap back echo, chorus, EQ, filter sweep, overdubbing, ADT, varispeed, reverse.
Listening questions to support students' identification of syncopation, dotted rhythms, scotch snap/Lombardic rhythms, triplets, shuffle and swung rhythms, downbeat and anacrusis, polyrhythm and cross rhythm, augmentation and diminution, hemiola.
Listening questions to support students' identification of BPM, largo, andante, moderato, allegro, vivace, presto, accelerando, rit, rall, rubato.
Listening questions to support students' identification of the following: solo, monophonic, melody and accompaniment, unison, octaves, homophonic, tutti, question and answer, call and response, homorhythm, canon, strict counterpoint, imitation, polyphony, fugue.
Listening questions to support students' identification of orchestral timbres and playing techniques.
Listening questions to support students' identification of major, minor, modal, diatonic, functional, non-functional, chromatic, microtonal, consonant and dissonant tonalities.
