Solution Manual For The Musician's Guide to Fundamentals, 3rd Edition

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Jane Piper ClendinningFlorida State University College of MusicElizabeth West MarvinEastman School of MusicJoel PhillipsWestminster Choir College of Rider UniversityBW. W. NortoN & CompaNy • NeW york • LoNdoNThe Musician’s Guideto FundamentalsT h i r d E d i T i o nAnswer Key

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Chapter 1Pitch Notation and the Grand Staff1Chapter 2Accidentals and Half and Whole Steps13Chapter 3Simple Meters23Chapter 4Beat Subdivisions and Syncopation35Chapter 5Major Scales and Keys50Chapter 6Compound Meters67Chapter 7Minor Scales and Keys83Chapter 8Intervals101Chapter 9Triads and Seventh Chords123Chapter 10Melody Harmonization and Cadences141make musiC aWrite a Folk Song158make musiC bWrite a Blues Song167make musiC CWrite a Popular Song176Contentsv

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Chapter 1Apply ItBecause singing and playing piano can help you understand and remember musical concepts, these performingactivities will make up a significant part of your study.When singing:•Don’t be shy; sing out with enthusiasm!•Don’t worry about the quality of your voice. Sing every chance you get. Everything improves with practice.•Sing a warm-up pattern first (like the one given next) to orient your voice and ear.When playing on a keyboard:•Keep your fingers curved.•Don’t depress any pedals for now.•Typically, play different notes with different fingers.If you don’t have access to a piano:•Practice on any keyboard app.•Practice on the foldout keyboard in the front of the book.A. Sing at Sight1.Point and singWhen your teacher or a partner points to a note, sing the pitch with any of the “lyrics” shown beneath the staff. If youhave a keyboard, sing and play using the left-hand (L.H.) and right-hand (R.H.) finger numbers.&œwwwwwœtiBdoC1re2Dmi3Efa4Fsol5Gla6A? œwwwwwœ7^^^^^^^tiB7^doC1^re2D^mi3E^fa4F^sol5G^la6A^1122334455&œwwwwwœtiBdoC1re2Dmi3Efa4Fsol5Gla6A?œwwwwwœ7^^^^^^^tiB7^doC1^re2D^mi3E^fa4F^sol5G^la6A^HOMEB7C1D2E3F4G5A6tidoremifasolla^^^^^^^L.H.1R.H.234521HOMEL.H.1R.H.234521HOMEApply It1 (15)

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2 (16)Ch A p t e r o n epitch notation and the Grand Staff2.Warm-upsFor each warm-up, sing in a comfortable range on the “lyrics” beneath the staff. Try to achieve an open, free sound.If you have a keyboard, sing and play using the finger numbers.Warm-up 1&wwwwœ œ œ œ wEe1do2re3mi4fa5solah.4fa3mi2re1dowwwwœ œ œœ w5solHee,5solhee,e,5solhee,5solhe5solhah.4fa3mi2re1do? œœœœœœœœœœœœœœœœw1doEe2re3mi4fa5sol4fa3mi2re1doah2re3mi4fa5sol4fa3mi2re1doah.^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Warm-up 2&wwwwœ œ œ œ wEe1do2re3mi4fa5solah.4fa3mi2re1dowwwwœ œ œ œ w5solHee,5solhee,e,5solhee,5solhe5solhah.4fa3mi2re1do?œœœœœœœœœœœœœœœœw1doEe2re3mi4fa5sol4fa3mi2re1doah2re3mi4fa5sol4fa3mi2re1doah.^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^3.MelodiesPlay the first pitch, then sing each melody in a comfortable range with each set of “lyrics” beneath the staff. Sing thehollow notes longer than the filled notes. Check your pitches by listening to the recording or playing them on a keyboard.Melody 1&wœ œwœ œwœ œw1do1do2re3mi3mi4fa5sol4fa3mi2reœ œ œ œ œ œ œ œ wœ œw1do2re3mi4fa5sol4fa3mi2re1do1do7ti1do& wœ œ œ wœ œ œ wœ œ œ wdo1do1re2mi3re2re2mi3fa4sol5sol5fa4mi3re2œ œ œ œ œ œ wœ œ œ w œ œ œ w1do2re3mi4fa5sol6la5sol5sol4fa mi3re24fa mi3re21do? wœ œ œ wœ œ œ wœ œ œ wdo1re2 3mi4sol5la6sol5fafa4mimi3fa4 3 2mire3wœ œ œ wœ œ œ wœ œ œ wdo1re2mi3fa4sol5fa4mi3re2do1ti7do1re2do1? wwœ œ œ œ wœ œ œ œ www1do3mi4fa3mi2re1do2re1do2re3mi4fa5sol6la5solwwœ œ œ œ wœ œ œ œ w wwsol53mi2re3mi4fa5sol4fasol5 4fa3mi2re1do7tido1^^^^^^ ^ ^ ^^^ ^ ^ ^^^^^^^ ^ ^ ^^^ ^ ^ ^^^^^ ^ ^ ^^ ^^ ^^ ^ ^ ^^^ ^^ ^^ ^ ^ ^^ ^ ^ ^^^^^^^^^^^ ^^^ ^ ^ ^ ^^^^ ^ ^^^ ^ ^^^^^^^^^^^^^^^^^^^^^^^Melody 2&wœ œwœ œwœ œw1do1do2re3mi3mi4fa5sol4fa3mi2reœ œ œ œ œ œ œ œ wœ œw1do2re3mi4fa5sol4fa3mi2re1do1do7ti1do&wœ œ œ wœ œ œ wœ œ œ wdo1do1re2mi3re2re2mi3fa4sol5sol5fa4mi3re2œ œ œ œ œ œ wœ œ œ w œ œ œ w1do2re3mi4fa5sol6la5sol5sol4fa mi3re24fa mi3re21do? wœ œ œ wœ œ œ wœ œ œ wdo1re2 3mi4sol5la6sol5fafa4mimi3fa4 3 2mire3wœ œ œ wœ œ œ wœ œ œ wdo1re2mi3fa4sol5fa4mi3re2do1ti7do1re2do1? wwœ œ œ œ wœ œ œ œ www1do3mi4fa3mi2re1do2re1do2re3mi4fa5sol6la5solwwœ œ œ œ wœ œ œ œ w wwsol53mi2re3mi4fa5sol4fasol5 4fa3mi2re1do7tido1^^^^^^ ^ ^ ^^^ ^ ^ ^^^^^^^ ^ ^ ^^^ ^ ^ ^^^^^ ^ ^ ^^ ^^ ^^ ^ ^ ^^^ ^^ ^^ ^ ^ ^^ ^ ^ ^^^^^^^^^^^ ^^^ ^ ^ ^ ^^^^ ^ ^^^ ^ ^^^^^^^^^^^^^^^^^^^^^^^Melody 3&wœ œwœ œwœ œw1do1do2re3mi3mi4fa5sol4fa3mi2reœ œ œ œ œ œ œ œ wœ œw1do2re3mi4fa5sol4fa3mi2re1do1do7ti1do& wœ œ œ wœ œ œ wœ œ œ wdo1do1re2mi3re2re2mi3fa4sol5sol5fa4mi3re2œ œ œ œ œ œ wœ œ œ w œ œ œ w1do2re3mi4fa5sol6la5sol5sol4fa mi3re24fa mi3re21do? wœ œ œ wœ œ œ wœ œ œ wdo1re2 3mi4sol5la6sol5fafa4mimi3fa4 3 2mire3wœ œ œ wœ œ œ wœ œ œ wdo1re2mi3fa4sol5fa4mi3re2do1ti7do1re2do1? wwœ œ œ œ wœ œ œ œ www1do3mi4fa3mi2re1do2re1do2re3mi4fa5sol6la5solwwœ œ œ œ wœ œ œ œ w wwsol53mi2re3mi4fa5sol4fasol5 4fa3mi2re1do7tido1^^^^^^ ^ ^ ^^^ ^ ^ ^^^^^^^ ^ ^ ^^^ ^ ^ ^^^^^ ^ ^ ^^ ^^ ^^ ^ ^ ^^^ ^^ ^^ ^ ^ ^^ ^ ^ ^^^^^^^^^^^ ^^^ ^ ^ ^ ^^^^ ^ ^^^ ^ ^^^^^^^^^^^^^^^^^^^^^^^Melody 4&wœ œwœ œwœ œw1do1do2re3mi3mi4fa5sol4fa3mi2reœ œ œ œ œ œ œ œ wœ œw1do2re3mi4fa5sol4fa3mi2re1do1do7ti1do& wœ œ œ wœ œ œ wœ œ œ wdo1do1re2mi3re2re2mi3fa4sol5sol5fa4mi3re2œ œ œ œ œ œ wœ œ œ w œ œ œ w1do2re3mi4fa5sol6la5sol5sol4fa mi3re24fa mi3re21do? wœ œ œ wœ œ œ wœ œ œ wdo1re2 3mi4sol5la6sol5fafa4mimi3fa4 3 2mire3wœ œ œ wœ œ œ wœ œ œ wdo1re2mi3fa4sol5fa4mi3re2do1ti7do1re2do1? wwœ œ œ œ wœ œ œ œ www1do3mi4fa3mi2re1do2re1do2re3mi4fa5sol6la5solwwœ œ œ œ wœ œ œ œ w wwsol53mi2re3mi4fa5sol4fasol5 4fa3mi2re1do7tido1^^^^^^ ^ ^ ^^^ ^ ^ ^^^^^^^ ^ ^ ^^^ ^ ^ ^^^^^ ^ ^ ^^ ^^ ^^ ^ ^ ^^^ ^^ ^^ ^ ^ ^^ ^ ^ ^^^^^^^^^^^ ^^^ ^ ^ ^ ^^^^ ^ ^^^ ^ ^^^^^^^^^^^^^^^^^^^^^^^123454321555554321R.H.54321234543212345L.H.

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a c t i v i t y:t e a c h i n gs t r at e g i e sApply It A.1 (Point and sing) may be projected onto a classroom screen. This activity will help students to: (1) learncommon melodic patterns; (2) associate letter names, piano keys, and pitches with each other and with melodicpatterns; and (3) notate melodic patterns from memory.•Establish home by playing middle C. You might also sing (or play) a key-establishing pattern. For example, singC–E–G–F–D–B–C–G–C (or play I–ii6–V–I) in C major.&?wwwwIC:wwwwii6wwwwVwwwwI•To create a melody, point to a succession of letters, pitches, or piano keys. As soon as you point to an item,students should sing the pitch with its letter name.•The staff notation gives the pentachord C–D–E–F–G as whole notes. These should be the primary tones ofyour melodies. The neighbor tones below (B) and above (A) are shown as filled note heads to indicate theirsubsidiary role as embellishments.•Make the lines musical, with a balance of rising and falling motions.•Begin with simple three-to-five-note patterns, and increase the number of notes as the class becomes moreproficient.•Include some skips to test students’ association of pitch, letter name, and piano key.•Repeat a melody until students memorize it.•Ask the class to write your melody with letters names or pitches on a treble or bass staff.•Eventually, hide an item, such as the letter names, and have students perform another item without the help ofthe hidden one.•As students become more proficient, point to a sequence of three to five items (letters, pitches, or piano keys)and ask students to refrain from singing until you have completed the sequence. Once you signal that thepattern is complete, students sing it back to you. This helps develop students’ musical memory.•Students can practice creating and notating patterns at home with the foldout keyboard in the text, or a pianokeyboard app. Call on a few students to play their patterns for the class.Apply It3 (16a)

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Listen and Write 1.1A.Listen to each example. Then write letter names and/or “lyrics” in the blanks beneath the staff, as directed. Finally,notate the pitches with open note heads.1.&wwwwwwCCCDEC1^1^1^2^3^do2.&wwwwwwwC1^do3.&wwwwwwwwwC1^do4.? wwwwwwwC1^do1^dodoremidoDCDEDC2^1^2^3^2^1^redoremiredoDEFGAGEC2^3^4^5^6^5^3^1^remifasollasolmido4 (17)Ch A p t e r o n epitch notation and the Grand StaffBCDEDC7^1^2^3^2^1^tidoremiredo

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Listen and Write 1.15 (18)5.? wwwwwwwwwwCDEGFEDEDC1^2^3^5^4^3^2^3^2^1^doremisolfamiremiredoB.Hearing and writing a folk songListen to part of a melody. It consists of four segments. Segments 1 and 2 each include four pitches. Segments 3 and4 each have three pitches.(See p. 6 for score. You may wish to begin this exercise as a class activity and ask students to finish it at home.)1. Focus on segment 1, the first four pitches. Which of the following best diagrams the contour of the segment?(a)(b)(c)(d)2. Focus on the ending. Which of the following best diagrams the contour of segment 4?(a)(b)(c)(d)3. Which of the following best describes how the segments are organized?Segment 1Segment 2Segment 3Segment 4(a) idea 1idea 1 repeatedidea 2idea 1 returns(b) idea 1idea 1 repeatedidea 2idea 2 repeated(c) idea 1idea 2idea 3idea 44. On the staff to the left, notate segment 1 (four notes) with the pitches C, D, and E. On the staff to the right, notatesegment 4 (the final segment of three notes) with the pitches E, F, and G.&˙˙˙˙&˙˙˙5. On the following staff, notate the pitches of theentiremelody.&˙˙˙˙˙˙˙˙˙˙˙˙˙˙segment 1segment 2segment 3segment 4

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6 (18a)Ch A p t e r o n epitch notation and the Grand Staff“Are You Sleeping?” (teacher’s score)& 42 œœœœAreyousleeping,œœœœAreyousleeping,œœœBrotherJohn,œœœBrotherJohn?----segment 1segment 2segment 3segment 4

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WorkbookA s s i G n m E n t 1 . 1A. Letter namesFill in the letter name requested. Remember to count the letter you begin with.(1) 6 above C:(4) 7 below A:(7) 4 below D:(10) 5 below B:(2) 3 above G:(5) 4 above D:(8) 5 below E:(11) 7 above G:(3) 2 below F:(6) 2 above E:(9) 7 above C:(12) 3 below A:ABAEBGAFEFBFB. Identifying notes on the keyboardOn the following keyboards, write each letter name on its corresponding key.EFABCDGBB,A,F,E)2(B,G,D,C1)(On the following keyboards, write each letter name oneverykey with that name (in three octaves).(3) C, E, A(4) G, B,DCEACEACEADGBDGBDGBC. Drawing clefs(1) Trace the treble clefs given as dotted lines, then draw additional clefs.Workbook Assignment 1.17 (19)

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8 (20)Ch A p t e r o n epitch notation and the Grand Staff(2) Trace the bass clefs given in dotted lines, then draw additional clefs.D. Reading notes in treble and bass clefsWrite the letter name of each pitch in the blank provided.E. Reading notes in musicIn each blank, write the letter name of the note above.(1) Stevie Wonder, “You Are the Sunshine of My Life,” mm. 5–11& 445Œ‰JœœœœYouarethesun6JœœJœJœœjœshineofmylife7.˙Œ-&89Œ‰JœœœœThat’s whyI’llal10JœœJœœœœwaysbearound11œ œ œ.˙--(2) Lennon and McCartney, “Hello, Goodbye,” mm. 17–21&17JœœJœ˙Isayhigh18JœœJœ˙Yousaylow19JœœJœ.œjœYousaywhyand&20jœœJœJœœJœIsayIdon’tknow21wC(1)——(2)——(3)——(4)——(5)——(6)——(7)——(8)——(9)——(10)——(11)——(12)——(13)——(14)——(15)——(16)——BECAAFFDFGADEEB——————————C——————————CFEDCDBAG————————————————————DFCEBDACEG

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WorkbookA s s i G n m E n t 1 . 2A. Identifying pitches with ledger linesFor each pitch notated on the staff, write its number on the correct key of the keyboard in the correct octave. Writethe letter name on the blank beneath the staff.1089111412 13middleC(1)——(2)——(3)——(4)——(5)——(6)——(7)——FBFADGB1234567CmiddleCFBeneath each pitch, write its letter name and octave number.Workbook Assignment 1.29 (21)C(8)——(9)——(10)——(11)——(12)——(13)——(14)——(22)——(23)——(24)——(25)——(26)——(27)——(28)——A1D4F2G4E2G1C4FBGEFA(15)——(16)——(17)——(18)——(19)——(20)——(21)——A4D6G3E5B3G5C5

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10 (22)Ch A p t e r o n epitch notation and the Grand StaffB. Identifying pitches with ledger lines and octave numbers in musicIn the following passages, write the letter name and octave number for any ledger-line note marked by an arrow.(1) Mozart,Variations on “Ah, vous dirai-je Maman,”mm. 1–8? 42..1œœ2œœ3œœ4œœ5œœ6œœ7œœ8˙(2) Mozart,Variations, Var. VII, mm. 187–192&..187œœœ#œœœœœ188œœnœ#œœ œ œ189œn œ œœ œ œ190œ œ œ œ œ œ191œ œ œ œ œ œ192œœœŒ(3) Mozart,Variations, Var. XII, mm. 293–296?..293œ œœ# œœœœœœ œœœ294œnœn œœœœœœœ œ œ# œ295œœ œ œœn œ œ œ œ œ œ# œ296œ œ œ œnœ œ œœ œC. Writing pitches with ledger lines and octave numbersFor each number on the keyboard, write the corresponding note on the staff below it in the correct octave.12345middleCmiddleC678910————————E6D6C6B5————————————D2B1A1F1G1C2————————————C4E4F4E4D4C4

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WorkbookA s s i G n m E n t 1 . 3A. Writing pitches with ledger lines, stems, and octave numbersFor each note requested, neatly write a hollow note head on the correct line or space of the staff, then add a stem thatextends in the correct direction.& ˙˙˙˙˙˙˙˙˙˙˙? ˙˙˙˙˙˙˙˙˙˙˙& ˙˙˙˙˙˙˙˙˙˙˙? ˙˙˙˙˙˙˙˙˙˙˙E4A5C6G4F3G5B3E5F6C4G3F2C4B2A3D2E4G3F4C2B3G2(1)(2)For each pitch given, rewrite in the octave specified.(3) Rewrite exactly two octaves lower.? wwwwwwwwwwwwwwwwwwww(4) Rewrite exactly two octaves higher.Assignment 1.311 (23)

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12 (24)Ch A p t e r o n epitch notation and the Grand StaffB. Arranging: Changing clef and octaveRewrite the pitches of each melody down one or two octaves as specified, on the staff provided. Copy the originalnotation (even the symbols that are unfamiliar to you) but change stem direction as needed. You do not need to copythe lyrics.(1) Stephen Foster, “Jeanie with the Light Brown Hair,” mm. 5–8. Write the music down one octave.& 44 œI5.œjœ œbœœ œdream ofJea nie with the6jœ ‰ œ œ˙lightbrown hair,7œœ œ œ œBorne, like ava por,8.œœœ œ œon the sum mer air;---? 44 œ.œ Jœ œbœ œ œ Jœ ‰ œ œ ˙ œœ œ œ œ.œ œ œ œ œ(2) Billy Joel, “Piano Man,” mm. 72–78. Write the music down two octaves.& 43 œ œWell we’re72œ.œ Jœallinthe73œ.œJœmood fora74œœ˙mel o dy75Œ ŒœAnd76œ œ œyou’ve got us77œœœfeel in’al78.˙right.---? 43 œ œœ.œ Jœ œ.œ Jœ œ œ˙Œ Œ œœ œ œœ œ œ.˙(3) Rewrite the beginning of “Amazing Grace” up one octave, as though scored for violin or flute. You’ll need to useledger lines.& 43œA1˙ œœmazing2˙œgrace,how3˙œsweetthe4˙œsoundThat5˙ œœsaveda6˙œwretchlike7.˙me!8˙--& 43 œ ˙ œ œ ˙œ˙œ˙œ˙ œ œ ˙œ.˙˙

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Chapter 2Apply ItA. Sing at sightMark the half steps with brackets, as shown in Melody 1. Then perform the melodies with the lyrics shown. Sing thehollow notes longer than the filled notes. Vary your performance in the following ways:●Echo melodies after your teacher or the recording.●Play on a keyboard and sing along.Melody 11^ 2^ 1^7^ 1^1^1^ 2^ 3^2^ 1^1^1^ 2^ 3^ 4^ 5^5^5^4^ 3^ 2^ 1^1^dore do ti dododo re mi redododo re me fa solsolsol fa mi re dodoMelody 21^7^1^2^3^4^5^5^6^5^4^3^2^1^dotidore mi fasolsolla sol fa mi redoMelody 31^2^3^ 4^5^4^3^2^1^7^1^7^1^2^1^do re mi fa solfa mi re do tido ti do re doMelody 41^7^1^2^3^2^3^4^5^6^5^4^3^4^3^2^1^2^3^4^5^4^3^2^1^dotidore mi re mi fasol la sol fa mifa mi redo re mi fasol fa mi redoMelody 51^1^2^3^2^3^4^5^5^6^5^5^4^5^4^3^2^1^7^1^2^1^dodo re mi re mi fasolsol la solsol fasol fa mi re doti do redoApply It13 (37)

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