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CSET Domain 2 Performing Arts Music

Subjects : cset, performing-arts, music
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. The organization of sound in time






2. (Staves) - A set of five horizontal lines and four spaces - This is where notes are positioned - The higher the note on a staff - the higher the pitch






3. Music offers a valuable opportunity to build active listening skills - shape the cognitive and mental processes in children - enhance other subject areas - particularly visual art - form of therapy that offers a unique medium for self - expression






4. Vocal cords and musical instruments produce vibrations in the air; as the frequency of these vibrations change...






5. The pace of the beat - The speed at which a composer desires his musical composition to be performed - Measured by the number of beats per minute - The faster the _____ - the more beats per minute






6. Formed by barlines (vertical lines on the staff) and contains a set number of beats as determined by the time signature






7. Produce sound through breath as the vibrations from the players' lips buzz against a metal - cup - shaped mouthpiece






8. Two or more tones played simultaneously that support the melody and give music texture or mood - A group of notes that are played behind the melody






9. When you play several different notes at the same time on a piano - you are using harmony - You can change how music sounds by...






10. Hearing the sounds of music - Children engage in attentive listening and further develop aural acuity - This means that children must be able to hear and reproduce the tones of music in their minds when no sound is actually being produced






11. A large section of a lengthy composition






12. Middle Ages/Medieval Music style - named after Pope Gregory I - was a melody set to sacred Latin texts. This monophonic style music (one melodic line and no accompaniment) was the official music of the Roman Catholic church






13. The succession of notes arranged in an ascending order - 7 of the 12 pitches (tones) that create an octave in western music are named after the first 7 letters of the alphabet: A - B - C - D - E - F - and G - This sequence repeats itself over and ove






14. Heavily ornate style; counterpoint (technique of combining several melodic lines into a meaningful whole); melodic line; emphasis on contrast and volume; imitative polyphony (many - sounding melodic lines are presented by one voice or instrument and






15. Ttwo other string instruments that are not considered part of the string section of the orchestra; they are often plucked rather than bowed






16. A major orchestral piece with solo voices and chorus






17. The structure of a song in which the first section of a simple ternary form is repeated






18. Rhythm is a steady pulse (___) - but it can also have different kinds of ____s (i.e. - some stronger or longer)






19. Often associated with being part of a family - As in human families - the instruments are related to each other Instruments within a family are often manufactured from the same types of materials






20. Musical selections should be chosen based on the physical development of students' voices - Listening while singing should be encouraged to develop interpretive skills and understanding of the structure and elements of music






21. A way to measure rhythmic units - It is noted at the beginning of a composition and looks like a mathematical fraction - The top number denotes the number of beats in a measure and the bottom number denotes what type of note will receive the beat






22. A musical form whose main feature is the return of the main theme - which alternates with secondary themes






23. Rebellion; unique sounds; usage of technology; electronic; difficult to quantify; nationalism; folk idiom was prevalent (e.g. - in Liszt's Hungarian Rhapsody - Coplan's Appalachian Spring); widening gap between 'art' and popular music (Beatles) - Pol






24. Some percussion instruments require tuning (e.g. - _____) - while others are untuned (e.g. - cymbals and castanets)






25. Tempo is an important component to change the expressiveness of character and ____ of the musical composition






26. Hearing a note and being able to reproduce it either vocally or with an instrument






27. Each note has a specific duration represented by a solid black or hollow oval shape - Some have flags and others have stems attached representing different values






28. Moving to music is a learned skill that promotes acuity of perceptions - A wide range of music and modes should be used






29. A machine that helps musicians adjust rates of speed (tempi) for faster or slower beats






30. A recurring group of notes - such as the four notes played at the beginning of (and restated throughout) Beethoven's Fifth Symphony






31. A type of German song






32. ABACA






33. Historical themes: the end of feudalism; a new concept of humanism; rediscovery of ancient Greek and Roman culture and ideals; art and music for their own sake; scientific advances; the age of patronage - Instrumental dance music developed: music and






34. The sound produced by an individual instrument or singer - Each family of instruments and type of instrument is distinct from all others






35. The first beat of a bar is typically a _______ beat - It is typified by a waltz in 3/4 time






36. Based upon a short theme called a subject - The ____ subject contains both rhythmic and melodic motifs - The opening of the ____ is announced by one voice alone - A second voice then restates the subject - usually on a different scale - A third and t






37. Orchestra gained in importance; increasing use of flutes and oboes; string and wind sections developed; by the 1800s - trombones were introduced; refinement of sonata (instrumental music with a soloist and standard structure for opening movement); de






38. The unique tonal quality of a musical sound - The tone 'color' - It could be described as bright - shrill - brittle - or light; or it could be dull - harsh - forceful - or dark - makes one instrument sound different from another






39. An instrumental ensemble composed of strings - woodwinds - brass - and percussion






40. Reading and writing music - For example - using memorization to understand time signatures would not produce the same benefits as if the students participated in playing or singing






41. Students should compare their listening and playing exercises - Students should be encouraged to verbalize their musical analysis






42. Presto: very fast - Allegro: fast - Moderato: moderate - Adagio: slow - Largo: very slow






43. Auditory skills - Translative skills - Creative skills - Performance skills - Singing - Playing instruments - Body movement - Conducting - Musical analysis






44. A rhythmic effect produced when the expected rhythmic pattern is deliberately upset






45. The faster the ________ - the higher the pitch






46. An ancient harp






47. Usually consists of four movements that are intended to stir up a wide range of emotions through contrasts in tempo and mood






48. Staff - Clef - Measure and bar lines - Note values - Time signature/meter - Scale






49. Creating music






50. Whether the pitch of a particular note is played in tune - sharp (higher) - or flat (lower)