Musical Intervals

In music, an interval is the distance between two notes. Intervals are important
because they have different types of sounds.

Some intervals sound jarring/ clashing when played together which can create
tension. These intervals are called dissonant.

Some intervals sound pleasant together which can make the music sound relaxed
and sweet. These intervals are called consonant.

Other intervals sound open or bare which can make the music sound powerful
with a sense of importance. They are also consonant because they do not clash.

Some simple intervals are:

Interval Examples Jarring, relaxed or open? Consonant or Dissonant?
2
nd






3
rd






4
th



5
th





6
th






7
th






Octave
(8
th
)







Activity 1


Play each of the above intervals. Indicate whether they are jarring, relaxed or
open then say whether it is a consonant or dissonant interval by completing the
table.
Activity 2

Over the next two or three lessons you are going to learn to play a version of
chopsticks with a partner (or small group) - look at the music for chopsticks.

The notes have been colour coded to indicate different intervals. Analyse the
intervals and say what type of interval they are using 2
nd
, 3
rd
etc.


Colour of interval on score Type of interval e.g. 2
nd
, 3
rd
etc.










Activity 3

Learn to play chopsticks with a partner (or small group). When you are
practicing learn a bit at a time and then put it all together. Your teacher, using
these expectations, will assess you.




















Activity 4
You are going to compose a ternary form piece of music with a partner.

Ternary form means there are two different sections in your piece, which can be
labeled as A, and B. The sections are played in this order:

A B A

Step 1
Using half notes h (minims) which last 2 beats and quarter notes q (crotchets)
which last 1 beat each, write a four bar tune on the top stave of section A below.

Step 2
Decide on an interval that you would like to use. The lower part will use exactly
the same rhythm as the top part and will move in PARALLEL MOTION with it!
Write it on the bottom stave of section A below.

Make this part LOWER in pitch than step 1! E.g. if you use a 2
nd
and the first note
of you top part is A the first note of your lower part will be G (not B).

Step 3
Repeat step 1 but write your tune on the top stave of section B below.

Step 4
Repeat step 2 but write it on the bottom stave of section B below.

Step 5
When you have composed your piece learn to play it fluently with your partner
(or group) in TERNARY FORM. Your teacher, using these expectations, will
assess you.
Ternary Form Composition

Section A










Section B