Melody

20 Grade 6 Creative Arts & Sports questions on Melody, with worked marking schemes. 20 questions are available on this topic in full.

1. Question 1

   1 mark

   In tonic solfa, which set of syllables shows the correct order of the ascending major scale?

   A. doh re mi fa soh la ti doh

   B. re mi doh fa soh la ti

   C. mi re doh ti la soh fa

   D. doh ti la soh fa mi re doh

   (1 mark)

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2. Question 2

   4 marks

   Explain the difference between an 'ascending' melody and a 'descending' melody, giving a solfa example of each.

   (4 marks)

   Marking scheme

   Ascending melody: the notes move from lower to higher pitch, e.g. doh re mi fa soh — 2 marks (definition 1 + example 1). Descending melody: the notes move from higher to lower pitch, e.g. soh fa mi re doh — 2 marks. Max 4 marks.

3. Question 3

   1 mark

   A pupil sings the solfa 'doh ti la soh fa mi re doh'. In which direction is this melody moving?

   A. Ascending

   B. Descending

   C. Staying on the same pitch

   D. Getting louder

   (1 mark)

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4. Question 4

   1 mark

   Which word best describes how high or how low a musical note sounds?

   A. Volume

   B. Pitch

   C. Rhythm

   D. Tempo

   (1 mark)

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5. Question 5

   4 marks

   A teacher writes a melody using staff notation. State TWO symbols or signs found on the staff and explain the work of ONE of them.

   (4 marks)

   Marking scheme

   Any 2 named for 1 mark each: clef, bar line, note, rest, time signature, staff/stave lines. Explanation of one for 2 marks, e.g. the clef is placed at the start of the staff to fix the pitch/name of the notes; a bar line divides the music into bars; a rest shows a period of silence. Max 4 marks.

6. Question 6

   1 mark

   When writing a melody in staff notation, the symbol placed at the beginning of the staff to show the pitch of the notes is the:

   A. Clef

   B. Bar line

   C. Slur

   D. Rest

   (1 mark)

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7. Question 7

   1 mark

   Two pupils sing 'mi' and then 'soh'. The distance in pitch between these two notes is called an:

   A. Accent

   B. Octave rest

   C. Echo

   D. Interval

   (1 mark)

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8. Question 8

   3 marks

   Write the tonic solfa syllables of the major scale in ascending order, then explain what happens to the pitch as the scale rises.

   (3 marks)

   Marking scheme

   Ascending solfa: doh re mi fa soh la ti doh — 2 marks (deduct for wrong order/omissions). As the scale rises, the pitch of each note becomes higher than the one before it — 1 mark. Max 3 marks.

9. Question 9

   3 marks

   Mr. Wafula sings two notes and asks pupils which is higher.

   (a) Which musical element is he testing?

   (b) Explain what that element means.

   (3 marks)

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10. Question 10

    3 marks

    A pupil claps and sings a short tune.

    (a) Name the element of music that describes the highness and lowness of the notes in her tune.

    (b) Give ONE reason why melody is important in a song.

    (3 marks)

    Marking scheme

    (a) Pitch — 1 mark. (b) Any 1 for 2 marks: it gives the song its identity/tune so it can be recognised and remembered; it makes the song pleasant to listen to; it carries the words of the song; it expresses feeling/mood. Max 3 marks.

11. Question 11

    1 mark

    When the notes of a tune move from a low pitch upward to higher pitches, we say the melody is:

    A. Descending

    B. Ascending

    C. Repeating

    D. Silent

    (1 mark)

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12. Question 12

    4 marks

    A Grade 6 music class is learning about melody.

    (a) Define the term 'melody'.

    (b) State TWO features found in a melody.

    (4 marks)

    Marking scheme

    (a) A melody is a series/succession of single musical notes of different pitches arranged in a pleasing order to form a tune — 2 marks. (b) Any 2 for 1 mark each: pitch (high and low notes); melodic direction (ascending/descending); order/arrangement of notes; rhythm of the notes; intervals between notes. Max 4 marks.

13. Question 13

    1 mark

    Which of the following is NOT part of what makes up a melody?

    A. The colour of the singer's clothes

    B. The rise and fall of the tune

    C. The order of the notes

    D. The pitch of the notes

    (1 mark)

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14. Question 14

    1 mark

    Music teacher Mr. Otieno tells the class that a melody is being sung. What best describes a melody?

    A. Several notes sounded together at the same time

    B. A pleasing succession of single musical notes of different pitches

    C. The loudness and softness of sound

    D. The speed at which a song is sung

    (1 mark)

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15. Question 15

    1 mark

    A choir sings 'soh soh soh soh' on the same level without going up or down. How is this part of the melody described?

    A. An ascending melody

    B. A change of tempo

    C. Notes of the same pitch (repeated)

    D. A descending melody

    (1 mark)

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16. Question 16

    4 marks

    Grade 6 pupils are learning to read tonic solfa.

    (a) State the solfa name of the 'home' note that a scale begins and often ends on.

    (b) Explain what the term 'octave' means using the solfa scale.

    (4 marks)

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17. Question 17

    1 mark

    A learner sings from low 'doh' up to the next 'doh' above it. The distance between the two 'doh' notes is called an:

    A. Beat

    B. Octave

    C. Interval of a third

    D. Bar

    (1 mark)

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18. Question 18

    3 marks

    Sing or read the solfa phrase 'doh mi soh doh'.

    (a) State whether this melody is ascending or descending.

    (b) Give a reason for your answer.

    (3 marks)

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19. Question 19

    1 mark

    In the tonic solfa scale, which syllable is used for the first note, the 'home' note on which most melodies rest?

    A. soh

    B. ti

    C. mi

    D. doh

    (1 mark)

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20. Question 20

    1 mark

    During a music lesson the class hums a familiar tune and then names it. This shows that a melody helps us to:

    A. Recognise and remember a song

    B. Draw a picture of the singer

    C. Count the number of players

    D. Increase the tempo automatically

    (1 mark)

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