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Basic Music Literacy
Music is written on 5 lines and 4 spaces which are named with music alphabet
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The name of the space or the line depends on the clef

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The 5 lines of 4 spaces are referred to as the staff

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The Staff
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There are many clefs but the most commonly used are the G-Clef or Treble Clef , and FClef or Bass Clef

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Music for young children uses G-clef/ Treble clef

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The music alphabet includes letters A – G

Treble or G Clef

The 2nd line is always G because treble clef cuts across it many times
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These
are known as ledger lines
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Musical Notes and Rests
Notes indicate the duration of a certain tone
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Every note has a associated rest
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On the table also are symbols of the associated rests
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The language of music is translated by use of a system of notation and symbols
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The system of transferring musical invention to a written form
that can be read and reproduced by musicians relies on a universal method of transcription using
music signs and terms
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Related Searches:

1
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Each page is formatted the same way, as a series of lines that are grouped
by a quantity of five horizontal lines per section, otherwise known as a staff
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Vertical lines are placed
to subdivide the staff into bars or measures
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This aspect provides the basis for how musical themes are translated to the written
page
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Time signatures are symbols that appear at the
beginning of each staff
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The top number
signifies how many counts (beats) occur in each bar of the staff, while the bottom
number designates which time unit will be used to represent one beat in the bar
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Modern musical composition is based on the octave (from the Latin term for
"eight"), which consists of seven different steps, or intervals, with the initial
interval repeated at the end to complete the octave (scale)
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Compositions will be written in a particular key for thematic structure, although
the pieces can include other key signatures throughout
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The shapes and placements of these
notes will instruct the reader on how long the note lasts and where it falls on the
scale within each staff
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A circle without a line is a
whole note, which will last for the entire length of that bar
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Filled-in circles with

vertical lines distinguish the time span from there (quarter note, eighth note, etc
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Pitch Indicators
o

The placement of the note on the staff will indicate where the note falls on the
tonal scale
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Intermediate tonal steps
within the scale are signified by accidentals (sharps and flats) and their respective
symbols, which are written either before or after the note

THE GRAND STAFF
The grand staff is a combination of the treble and bass clef
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The signs moves
the notes up or down
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The sharp #
This sign moves a note a upwards by a semitone

ii) The flat b
The flat lowers a note by a semi-tone
iii) The natural
The sign restores a flattened or sharpened note to its original pitch
iv) Double sharp X
This raises a note by a whole tone
v) Double flat b b
Lowers a note by a whole tone
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There is therefore a
semitone between E and F and B& C

KEY SIGNATURE
This shows the number of sharps or flats in a scale and where they should be played in a specified scale
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In the diatonic scale, there are 8 notes and the tonic (1st note) is played twice
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C D E F G A B C
Between the two tetrachords we have a whole tone
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In the diatonic major scale, semitones occur between 3rd and 4th
note and between the 7th and 8th note
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

To place a sharp on the staff always put it on the highest note
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

When placing sharps the furthest/highest point one can go is the space after the 5th line
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Value refers to the duration of each note
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BAR MEASURES


In the staff music is divided with vertical lines known as bar lines
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

The first note after the bar is normally played or sang
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

At the end of a piece of music, there are two bar lines (double barlines)



Double bar-lines divide music into sections or phrases (eg stanzas)

References
Anvari, S
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, Trainor, L
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, Woodside, J
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A
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Relations between musical
skills, phonological processing, and early reading ability in preschool students
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Balkin, A
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Music and literacy: A partnership
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Bradley, K
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& Bradley, J
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Developing reading and writing through music
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(1996)
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Keister, E, Jr
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Fisher, D
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Langfit, D
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Lems, K
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ED459634)
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Music hath charms for literacy
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Masterson, K
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McCracken, R
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Piazza, C
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(ERIC
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(2003)
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Montessori Life 15: 2,
37-39

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