Musical instruments wrkshs

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The document provides information about different types of musical instruments. It includes a table listing strings, woodwinds, brass, and percussion instruments. It then has blanks to fill in about orchestral music, how the harp is sometimes played, examples of brass instruments, what percussion instruments are made of, examples of keyboard instruments, and how guitars are often played in bands. The second part provides sentences with missing commas and asks the reader to add commas in a series to two original sentences.

Entertainment & Humor Business

Name
INSTRUCTIONS: In the top section, write the correct answers in the spaces.
In the bottom section, fill in the blanks.

Musical Instruments

1 ?
LEVEL P
Strings Woodwinds Brass Percussion Keyboard

?
How to

MUSICAL INSTRUMENTS
play

Examples
from the
book

1. Orchestras usually play what is called _______________ music.
2. Sometimes the harp is played ________________, or alone.
3. The brass section includes _____________, ______________,
_______________, and tubas.
4. Percussion instruments are made of __________, ___________,
_______________, and _______________. SKILL: COMPREHENSION

5. Keyboard instruments include the __________ and ___________.
6. Guitars played in bands are often made ________________ by the
use of amplifiers.
7. Instruments from around the world are played in one of four ways _ by
______________, ______________, ______________,
or _______________.
?2002 learningpage.com http://www.readinga-z.com

Name
INSTRUCTIONS: Read the following sentences and put in commas where they are missing. The first sentence
is completed for you. Then create two sentences of your own. When you have finished, use the book and check
to see if you are correct.

1. Or the wind might have created music when it blew through a

2 ?
GO ANIMALS GO ? LEVEL P
MUSICAL INSTRUMENTS ? LEVEL A
shell, a reed, or a piece of bamboo.
2. The sound can be soft loud gentle harsh wild or soothing.
3. The type of sound made by a musical instrument depends on
its shape design and size.
4. The string section includes violins violas cellos and double basses.
5. The woodwinds include flutes oboes clarinets and bassoons.
6. Marching bands use brass woodwind and percussion instruments.
7. Bluegrass and country music bands may have guitars banjos
mandolin and autoharps.

Make two of your own sentences using commas in a series.

1. ________________________________________
________________________________________
SKILL: COMPREHENSION
USING COMMAS

________________________________________

2. ________________________________________
________________________________________
________________________________________

?2002 learningpage.com http://www.readinga-z.com

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This document provides an overview of musical instruments and their use in orchestras and bands. It describes the main instrument families including strings, woodwinds, brass and percussion. It explains that strings are bowed or plucked, woodwinds are played by blowing air through them, and brass and percussion instruments are struck or blown. The document also gives brief descriptions of some common instruments within each family.

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The document discusses using music and games in EFL classrooms. It lists objectives like encouraging oral production, having fun, and helping learners acquire language skills. It provides examples of games like guessing games, races/hunts, and board games. Activities with songs are described, like filling in lyrics or presenting on musical artists. Using pictures or emotions with music is suggested. The conclusion states that games and music lubricate the body and mind.

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The document is a daily lesson log for Grade VI MAPEH classes at San Rafael BBH Elementary School, covering the introduction to musical instruments from January 3-5, 2018. It outlines objectives, content standards, learning competencies, instructional procedures, and evaluation strategies centered around recognizing and classifying various musical instruments. Additionally, it reflects on student learning outcomes and teaching strategies used during the lessons.

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This document provides an overview of the scope and sequence for general music classes from kindergarten through fourth grade. It outlines the musical elements and concepts covered each week, including rhythm, melody, harmony, form, and expressive qualities. For each grade level and week, it lists the songs, activities, and assessments used to teach the targeted musical elements and concepts. The goal is for students to experience, explore, describe, label, practice, and reinforce specific musical elements and concepts through singing, playing instruments, and other musical activities.

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This document provides an introduction to the basics of music including the three main components - pulse, rhythm, and pitch. It outlines learning outcomes for students to recognize and explain these components. It introduces Forseth cards to help teach rhythm and describes classroom percussion instruments. It provides examples of rhythm notation, a homework assignment, and performance criteria for evaluating rhythmic compositions using percussion instruments.

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This document provides an overview of different musical instruments organized into four categories: strings, brass, woodwinds, and percussion. It describes the basic construction and sounds produced by common instruments from each category, such as violins, trumpets, flutes, and drums. The document then explains an activity where students will look at pictures, listen to music, and try to identify clues about the music in the images. They will also create their own illustrations in response to listening to an orchestra performance.

Sound energy, Soundakash726788

Sound is a form of energy made by vibrations that travel through matter as longitudinal waves. When an object vibrates, it causes the air particles around it to move in a continuous pattern, transferring energy. The medium the sound wave travels through, whether gas, liquid, or solid, determines how fast it travels. Pitch is determined by how fast or slow the vibrations are, with higher pitches associated with faster vibrations. Musical instruments create sound through different means, such as blowing into woodwinds, plucking strings, striking percussion instruments, or buzzing lips into brass instruments.

B silm ??????? ????????2Anurak Phansuwan

Jeff Waraksa Electronic PortfolioJeff Waraksa

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musical instruments that need to practiceGrace Oaferina

The document classifies musical instruments into four categories: string, woodwind, brass, and percussion, detailing the characteristics and examples of each. String instruments like the violin and cello play a central role in orchestras, while woodwinds, such as the flute and clarinet, produce sound through blowing. Brass instruments like the trumpet and tuba rely on brass construction and blowing for sound, while percussion instruments, including the snare drum and xylophone, are played by striking or shaking.

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When the conversation turns to the most iconic names in the high-octane world of Formula One, it’s impossible to ignore the Schumacher legacy. While Michael Schumacher’s record-breaking career often takes center stage, his younger brother, Ralf Schumacher, has crafted a compelling and impressive racing story of his own — one that deserves to be told in full. Often introduced in the shadow of his elder sibling, Ralf refused to remain just "Michael's younger brother" for long. Instead, he emerged as a fierce competitor with raw talent, relentless determination, and a deep passion for racing that was evident from a very young age. Growing up in the motorsport-rich environment of Germany, Ralf Schumacher began his racing journey on the local karting circuits, where he quickly displayed a natural flair for speed and control. It was here that he honed the skills that would one day propel him onto the world stage. Unlike many young drivers who fizzle out before reaching the top, Ralf steadily climbed the ranks, moving from national championships to the international arena with precision and maturity far beyond his years. His early years were marked by countless hours of training, setbacks that tested his resolve, and victories that fueled his ambition.

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? Hello isn’t just another Telugu R&B track. It’s a rebellion wrapped in melody. A conversation I’ve had with love, boundaries, and personal freedom. As a music producer and artist, I’ve always felt stuck between two extremes — either glorify love or completely reject it. But what if we showed the grey? The emotional chaos? The unapologetic detachment? "Hello" is for everyone who’s tired of being boxed in — the bad boys, the misunderstood ones, the ones who choose themselves. The lyrics touch on: Romantic fatigue Sarcastic surrender Self-realization Hyper-masculinity vs vulnerability All layered with smooth hip hop and R&B textures. ? Listen to it, and you'll either judge me or feel seen. Either way, the conversation starts here. Let’s normalize songs that don’t glorify suffering in love. Let’s talk about freedom. Let’s challenge tropes. Drop your bias. Play the song. Hello out July 11. @itstriggerhere — Musician. Disruptor. Storyteller.

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1. Name INSTRUCTIONS: In the top section, write the correct answers in the spaces. In the bottom section, fill in the blanks. Musical Instruments 1 ? LEVEL P Strings Woodwinds Brass Percussion Keyboard ? How to MUSICAL INSTRUMENTS play Examples from the book 1. Orchestras usually play what is called _______________ music. 2. Sometimes the harp is played ________________, or alone. 3. The brass section includes _____________, ______________, _______________, and tubas. 4. Percussion instruments are made of __________, ___________, _______________, and _______________. SKILL: COMPREHENSION 5. Keyboard instruments include the __________ and ___________. 6. Guitars played in bands are often made ________________ by the use of amplifiers. 7. Instruments from around the world are played in one of four ways _ by ______________, ______________, ______________, or _______________. ?2002 learningpage.com http://www.readinga-z.com

2. Name INSTRUCTIONS: Read the following sentences and put in commas where they are missing. The first sentence is completed for you. Then create two sentences of your own. When you have finished, use the book and check to see if you are correct. 1. Or the wind might have created music when it blew through a 2 ? GO ANIMALS GO ? LEVEL P MUSICAL INSTRUMENTS ? LEVEL A shell, a reed, or a piece of bamboo. 2. The sound can be soft loud gentle harsh wild or soothing. 3. The type of sound made by a musical instrument depends on its shape design and size. 4. The string section includes violins violas cellos and double basses. 5. The woodwinds include flutes oboes clarinets and bassoons. 6. Marching bands use brass woodwind and percussion instruments. 7. Bluegrass and country music bands may have guitars banjos mandolin and autoharps. Make two of your own sentences using commas in a series. 1. ________________________________________ ________________________________________ SKILL: COMPREHENSION USING COMMAS ________________________________________ 2. ________________________________________ ________________________________________ ________________________________________ ?2002 learningpage.com http://www.readinga-z.com

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