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Lesson 2 of 5
  • Year 11
  • Eduqas

Other melodic devices

I can identify a range of common melodic devices, including ornamentation, imitation and countermelodies.

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Lesson 2 of 5
New
New
  • Year 11
  • Eduqas

Other melodic devices

I can identify a range of common melodic devices, including ornamentation, imitation and countermelodies.

Copyrighted materials: to view and download resources from this lesson, you’ll need to be in the UK and

Copyrights help

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Lesson details

Key learning points

  1. Composers use different melodic devices to develop and enhance their melodies.
  2. Ornamentation is a common melodic device in many styles.
  3. Common ornaments are trills, grace notes, turns and mordents.
  4. Imitation is a device where a part of a melody is copied in another part immediately or shortly afterwards.
  5. A countermelody is a contrasting second melody. It plays at the same time as the main melody and has equal prominence.

Keywords

  • Trill - a type of ornamentation based on alternating rapidly between two notes

  • Mordent - a type of ornamentation that creates the effect of a short trill

  • Grace note - a very fast note that plays just before a main melodic note: it is sometimes referred to as an acciaccatura

  • Imitation - a melodic device in which part of the melody is copied immediately in another part

  • Countermelody - a second melody that plays at the same time as the main melody

Common misconception

Imitation and a countermelody are the same thing.

They are related, but not the same. Imitation has to include copying part of the melody, normally immediately. A countermelody usually tries to contrast with the main melody so that it can be heard clearly separately.


To help you plan your year 11 music lesson on: Other melodic devices, download all teaching resources for free and adapt to suit your pupils' needs...

While many of the ornaments are most often studied in relation to baroque and classical music, we hear examples of them in many other styles. Further listening, particularly to baroque and classical music, will provide a good opportunity for pupils to explicitly practise identifying ornaments.
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