MUSIC MUSIC BRAILLE BRAILLE COURSE COURSE ANSWERS ANSWERS ANSWERS

EDUCATION 998504 DMA MUSIC COMPOSITION CORNELL UNIVERSITY DISSERTATION
INSTRUKCJA OBS UGI PROGRAMU THETA MUSIC COMPOSER V
PROGRAMAS DE MUSICA DE VERANO 2021 LOS CAMPAMENTOS

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1 LOS GÉNEROS MUSICALES EL CONCEPTO DE GÉNERO
10 (HAWAIIAN TAKE CD PLAYER WITH HAWAIIAN MUSIC) ALOHA
10TH SEPTEMBER 2021 DEAR PARENTS AND CARERS MUSIC TUITION

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Braille Music Course Answers

MUSIC

music

BRAILLE

Braille

COURSE

Course

Answers

Answers

Answers

LESSON ONE

Exercise 1 (on page 5)

Fffehhiddx

Exercise 2 (on page 6)

?:???{?w{|v

Exercise 3 (on page 6)

Rsntsrssu

Exercise 4 (on page 6)

!)(!(=z&m

Exercise 5 (on page 7)

F'g'f'e'p'

Exercise 6 (on page 8)

6a quavers - gag

6b quavers - deaf

6c crotchets - badg + semibreve - e

6d dotted minims - baggage

6e crotchets - ba; barline; minim - d; quavers - eg; crotchet - g; barline; crotchet - c; quavers - af; barline; minim - e; double bar line

Exercise 7 (on page 8)

7a idf

7b jih

7c ?[ww{\$

7d ef?iep

Exercise 8 (on page 10)

>/l"d'y :?} pd'y :?\

qd'y .?{} $:<"j') [}\

q<k

Exercise 9 (on page 10)

9a lower

9b higher

9c lower

9d lower

9e higher

Exercise 10 (on page 11)

Exercise 11 (on page 11)

>/l"I'%(I'({<j'! hgox%e

$.?{%\ su

Exercise 12 (on page 12)

12a %%#b4

12b <<#c4

12c <<<#d4

12d <.c

12e #ab8

Exercise 13 (on page 13)

A

%.c

>/l.:":r .:":r

.edhihijd :":r .eeee??

jjjjs .edjihijd :":r<k

B

<#d4

>/l"I'%(I'({j'$ hgox%e

$.?{%\ su

Exercise 14 (on page 14)

#d4

>/l'.yfed)edj!dji\

=ihg&hgfz=&zdd<k

Exercise 15 (on page 14)

Exercise 16 (on page 15)

Exercise 17 (on page 16)

Exercise 18 (on page 17)

<.c

>/l.8"I!!i!!i8e8g8i

.8h((h((h8d8f8h

.8i!!i!!i8*j8d8e

"8"8dih"8f::<k

Exercise 19 (on page 18)

Exercise 20 (on page 19)

Exercise 21 (on page 20)

Pop6 goes ! weasel

Allegro4 %%.c

>/l'>f'88"e'=f'8("

2gcicgc:

88e'=F'8(.8}.8:

>C"E'=F'(2GcIcGc:>3

>SF"W8F'8(}:

>MP>CRESC';B.E'ZJ'z"

2DFD[~2

;B.E'ZJ'Z?[~2

;B"H'=H'!J'Y:~2

:"F'(.8}.8:<K

[Dot 5 is used here to show incomplete bars of music in a line. These will frequently be required in Braille music involving many additional signs to pitch/rhythm.]

Exercise 22 (on page 20)

Exercise 23 (on page 21)

a. Apostrophe needed in "Lavender's."

b. Next line with tempo marking, key signature and time signature need centring, with a full stop after Andante. Metronome marking is a mess! It needs to be a C quaver (dots 1,4,5) followed by equals (dots 2,3,5,6) then upper case numbers (dots 1,2,4; dots 2,4,5). The time signature last number should be lower case 8 (dots 2,3,6).

c. Clef sign should be a bass clef and is indented to start in the third cell with no space after it.

d. Bar 1. Crescendo, word sign and c, needs adding after p.

e. Bar 2. The semiquavers can be grouped.

f. Bar 3 should start in cell one.

g. Bar 5 replace "cresc" with start of crescendo sign.

h. Bar 6 G semiquaver has been omitted and the last slur sign.

Exercise 24 (on page 23)

Key signature of one flat - F major. Time signature 3 4 time. Treble clef. Fourth octave sign. In fifth full bar, a fifth octave sign. In the sixth full bar, a pause mark on the second beat fourth octave D crotchet, and a fifth octave sign. In the last bar, a pause mark (or fermata) on the note, a fourth octave F minim. Double bar line.

Exercise 25 (on page 24)

Every even number bar is a repeat of the previous bar. Each of these bars could be written with a blank cell either side with dots 2,3,5,6. A repeat mark is needed at the end, dots 1,2,5; dots 2,3.

Exercise 26 (on page 26)

Exercise 27 (on page 26)

oboe

?'7#gb <<#f8

,b<

>/l'>mp"hgji w'].e

djiw'@c w_b_b_b_b

_a'.?d de"iw'@c w<k

Exercise 28 (on page 28)

a. Music should start in cell three and treble clef first sign should be dots 3,4,5.

b. In the first half bar, the semiquavers should be abbreviated with the first as a semiquaver and the rest as pseudo-quavers.

c. In first full bar, again the semiquavers can be contracted.

d. In second full bar, the last beat should all be semiquavers, and contracted.

e. In the fourth full bar, the last note should be a staccato quaver C and not dots 1 and 3.

Exercise 29 (on page 28)

<#c4

>/l'>p'<b"?c >c_{c?c}

{c?c} >mf"|vv <'}vv $v

Exercise 30 (on page 29)

#d4

,c ,c

>#l_dfg rxdfg rxdfg

,c ,g ,c ,f

|$?$ oxffe ?'d$\ h}'vfg

,c,g#g ,c

|$?: nx<k

Exercise 31 (on page 31)

Exercise 32 (on page 31)

Exercise 33 (on page 32 and 33)

Pupils' copy Teachers' Copy

The teachers' copy includes:

a. staccato markings

b. dynamic markings - p, sf, f

c. phrase markings

Note also:

1. In the pupils' copy, the bar numbers are given above the right hand part throughout whereas in the teachers' copy they are at the beginning of each line.

2. Each bar is numbered in the pupils' copy, first bar in each line in the teachers'.

3. Bar repeats are used.

4. Fingering appears in the pupils' copy as this is essential from the start of rehearsal.

5. Note in the teachers' copy the clarification of the clef used in the left hand: vital information for a teacher who is blind working with a sighted student, who is using stave notation.

6. The metronome marking is given as a stem sign instead of a C crotchet: this is customary in English transcriptions, but this course uses the agreed US standard now adopted.

7. Tracker dots are used in the left hand where otherwise there would be more than seven blank cells.

12 MUSIC PROGRAM FOR HP28S HP48XX CALCULATOR COPYRIGHT ©
13 MARIA BEATRIZ ARENAS FERNÁNDEZ METODOLOGÍAS MUSICALES
15 MUSICAL ELEMENTS OF BILL EVANS PLAYING “ON A

Tags: answers answers, answers, music, course, braille

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