📚 Year 8 WJEC Music: Summer Prep and Bridging Course | 英国 WJEC 八年级音乐暑期预习与衔接课程
Moving from Year 7 to Year 8 in WJEC Music marks an exciting step up in musical understanding, performance confidence, and creative independence. This article is designed as a comprehensive bridging resource for students preparing over the summer. We will review the core concepts introduced in Year 7, preview the Year 8 curriculum expectations, and provide practical activities that build essential skills. Whether you are looking to strengthen your notation reading, improve your instrumental technique, or develop more expressive compositions, this guide will help you start Year 8 with clarity and confidence.
从 WJEC 七年级音乐升入八年级，意味着学生在音乐理解、演奏自信和创作独立性方面都将迈上一个新的台阶。本文专为暑期准备衔接的学生设计，是一份全面的过渡资源。我们将回顾七年级引入的核心概念，预览八年级的课程要求，并提供培养关键技能的实际活动。不论你是想加强识谱能力、提高乐器演奏技巧，还是想创作出更具表现力的作品，这份指南都将帮助你清晰而自信地开启八年级的音乐学习。
1. Understanding the Year 8 WJEC Music Framework | 了解八年级 WJEC 音乐课程框架
The WJEC Year 8 Music curriculum builds directly on the foundation laid in Year 7, deepening students’ engagement with the three interconnected strands: Performing, Composing, and Appraising. In Year 8, you are expected to perform with greater technical control and stylistic awareness, compose using more developed structures and harmonic ideas, and appraise music using a wider range of subject-specific vocabulary. The key shift is from simple participation towards informed musical decision-making. Your teacher will look for evidence that you can explain why a piece sounds the way it does, not just describe what you hear.
WJEC 八年级音乐课程直接建立在七年级的基础之上，加深学生在演奏、作曲和鉴赏这三个相互关联领域的参与度。进入八年级后，你需要展现出更强的技术控制力和风格意识来演奏，运用更为成熟的结构与和声构思来作曲，并使用更丰富的专业词汇来鉴赏音乐。关键转变在于从简单参与过渡到有见地的音乐决策。老师将考察你是否能够解释一首乐曲为何呈现特定的音响效果，而不仅仅是描述你听到了什么。
The Year 8 scheme typically includes topic-based units such as Blues and Jazz, Minimalism, Film Music, Programme Music, and Popular Song structures. Each unit integrates practical music-making with listening and theoretical study. Assessment continues to be formative and often project-based, with an increased emphasis on self-evaluation and peer feedback. Understanding this framework helps you focus your summer revision on the areas that matter most: secure notation reading, confident keyboard or instrumental skills, and an ear for stylistic features.
八年级的课程通常包含基于主题的单元，例如蓝调与爵士、极简主义音乐、电影音乐、标题音乐以及流行歌曲结构。每个单元都将实际音乐创作与听赏和理论学习融为一体。评估方式仍以形成性评估和项目制评估为主，并且更加重视自我评价与同伴反馈。理解这一框架有助于你将暑期复习的重点放在最关键的地方：扎实的识谱能力、自信的键盘或乐器演奏技能，以及对风格特征敏锐的辨识力。
2. Reviewing Year 7 Foundations: Rhythm and Pitch | 温习七年级基础：节奏与音高
Before diving into Year 8 content, it is essential to revisit the rhythmic and pitch concepts introduced in Year 7. You should be able to read and perform rhythms that include semibreves (whole notes), minims (half notes), crotchets (quarter notes), quavers (eighth notes), and their equivalent rests. Dotted rhythms were likely introduced towards the end of Year 7, so practising dotted crotchet–quaver patterns is especially useful. In the treble clef, you must recognise notes from middle C to the G above the stave with confidence, including ledger line notes. Bass clef reading may have been introduced briefly; if your school uses keyboards with split parts, now is a great time to strengthen bass clef recognition.
在深入学习八年级内容之前，必须重新回顾七年级引入的节奏和音高概念。你应当能够识读并演奏包含全音符、二分音符、四分音符、八分音符及其相应休止符的节奏。附点节奏很可能在七年级末段引入，因此练习附点四分音符加八分音符的组合尤为有益。在高音谱表中，你必须熟练辨认从中央 C 到上加一线的 G 之间的音符，包括加线上的音符。低音谱表的识读可能已有初步接触；如果你的学校使用带有分声部的键盘，那么现在正是加强低音谱表识读能力的好时机。
A practical summer exercise involves clapping rhythms from short score excerpts while counting beats aloud. Take a simple four-bar melody and tap the rhythm with a metronome set to a moderate tempo, such as ♩ = 80. Then, using a keyboard or a pitched instrument, play the melody while maintaining a steady pulse. This combined skill—managing pitch and rhythm simultaneously—is exactly what Year 8 performance tasks demand. Consistency of pulse is graded explicitly in WJEC performance criteria, so consider recording yourself and listening back critically for any unintended speeding up or slowing down.
一个实用的暑期练习方法是，从短乐谱片段中拍击节奏，同时大声数出节拍。选取一段简单的四小节旋律，用节拍器设定中等速度，如 ♩ = 80，然后击打节奏。接着，使用键盘或任何有固定音高的乐器演奏该旋律，同时保持稳定的拍点。这种同时处理音高与节奏的综合技能，正是八年级演奏任务所要求的。拍点的稳定性在 WJEC 演奏评分标准中有明确的评分要求，因此可以考虑录下自己的演奏并仔细回听，检查是否存在任何意外的加速或减慢。
3. Exploring the Elements of Music in Greater Depth | 深入探究音乐元素
The elements of music—pitch, duration, dynamics, tempo, timbre, texture, structure, and silence—form the vocabulary through which all musical understanding is communicated. In Year 7, you learned to identify and describe these elements individually. Year 8 raises the bar by asking you to explain how two or more elements interact to create a particular effect or mood. For instance, instead of simply stating that a piece gets louder, you need to articulate that a gradual crescendo combined with a rising melodic line and increased instrumental layering creates a sense of growing tension and anticipation.
音乐元素——音高、时值、力度、速度、音色、织体、结构和静默——构成了表达所有音乐理解的词汇体系。在七年级，你学会了逐一识别和描述这些元素。而八年级则提高了标准，要求你解释两个或多个元素如何相互作用，从而营造出特定的效果或情绪。举例来说，你不再只是简单陈述一首曲子变响了，而需要阐明，渐强与上行旋律线以及不断叠加的乐器层次相互结合，共同营造出逐渐增强的紧张感和期待感。
Create a listening journal over the summer. Choose six short pieces from different genres—perhaps a Baroque string piece, a 1950s rock-and-roll song, a film soundtrack excerpt, a West African drumming piece, a minimalist composition by Steve Reich, and a current pop track. For each piece, write a short paragraph in your own words describing the mood and highlighting two elements that contribute to that mood. Use terms like legato, staccato, monophonic, homophonic, polyphonic, forte, piano, accelerando, and rallentando as appropriate. This practice directly mirrors the appraising questions you will encounter in Year 8.
在暑期建立一份听赏日志。从不同音乐类型中选择六首短曲——例如一首巴洛克弦乐作品、一首 1950 年代摇滚歌曲、一段电影配乐选段、一首西非鼓乐作品、一首斯蒂夫·莱许的极简主义作品和一首当下的流行歌曲。为每一首曲子用自己的话写一段简短文字，描述其情绪并重点说明两个影响该情绪的元素。适当使用连奏、断奏、单声部、主调、复调、强、弱、渐快、渐慢等术语。这一练习直接对应八年级将遇到的鉴赏题型。
4. Strengthening Notation Skills for Independence | 强化识谱能力以促进独立学习
Notation is the gateway to independent musical learning. By the start of Year 8, you should be able to read and write music in the treble clef fluently, and you should be developing working knowledge of the bass clef. The grand staff—treble and bass clefs joined together—becomes increasingly important as keyboard parts require both hands to play independent lines. Spend time each week copying short melodies from treble clef into bass clef and vice versa. This exercise deepens your understanding of pitch relationships and prepares you for the two-hand coordination demanded in Year 8 performance pieces.
乐谱是通往独立音乐学习的大门。进入八年级时，你应当能够流利地识读和书写高音谱表中的音乐，并且正在培养对低音谱表的应用性知识。由高音谱表和低音谱表组成的大谱表日益重要，因为键盘演奏往往需要双手弹奏独立的声部线条。每周花一些时间将短旋律从高音谱表转抄至低音谱表，反之亦然。这项练习能加深你对音高关系的理解，并为你应对八年级演奏曲目中的双手协调要求做好准备。
Rhythm notation also deserves dedicated practice. Test yourself by writing out the rhythm of spoken phrases using standard notation. For example, the phrase ‘summer preparation for music’ naturally falls into the rhythm: quaver-quaver, quaver-quaver, crotchet, crotchet rest (♪♪ ♪♪ ♩ 𝄽). If you have access to notation software such as MuseScore (which is free) or Noteflight, experiment with inputting your own melodies and listening to the playback. This connects the visual symbols with their audible results, reinforcing the link between notation and sound that is central to all Year 8 work.
节奏记谱同样需要专门练习。你可以自测，将口语短语的节奏用标准记谱法写出来。例如，短语 ‘summer preparation for music’ 自然地落在这样的节奏上：八分音符-八分音符，八分音符-八分音符，四分音符，四分休止符 (♪♪ ♪♪ ♩ 𝄽)。如果你有条件使用 MuseScore（免费）或 Noteflight 等制谱软件，可以尝试输入自己的旋律并聆听回放。这能将视觉符号与其声音结果联系起来，巩固乐谱与音响之间的关联——这一关联正是八年级所有学习内容的核心。
5. Developing Keyboard and Instrumental Fluency | 培养键盘与乐器演奏的流畅性
In most WJEC classrooms, the keyboard serves as the primary tool for exploring harmony, texture, and composition. By Year 8, you should be able to play melodies with the right hand while adding simple left-hand chords or bass notes. Common chord progressions such as I–IV–V–I in C major (C–F–G–C) provide an excellent practice framework. Aim to play these chords in root position first, then experiment with inversions to create smoother transitions between chords. Smooth chord changes are a hallmark of mature performances and compositions.
在大多数 WJEC 课堂中，键盘是探索和声、织体与作曲的主要工具。进入八年级时，你应当能够用右手弹奏旋律，同时用左手加入简单的和弦或低音。常见的和弦进行，如 C 大调的 I–IV–V–I（C–F–G–C），提供了极好的练习框架。首先以根音位置弹奏这些和弦，然后尝试使用转位，使和弦之间的过渡更加平滑。流畅的和弦转换是成熟演奏和作曲的标志之一。
If you play an orchestral instrument or sing, your individual practice remains equally important. Set a goal to learn two new pieces over the summer: one that consolidates your current level and another that stretches your technique slightly. Focus on tone quality, accurate intonation, and musical phrasing. Record your best take and listen with a critical ear. Can you shape the phrases more expressively? Are the dynamic contrasts clear? These are the qualities that distinguish higher-grade performances in WJEC assessments.
如果你学习管弦乐器或声乐，个人的日常练习同样重要。设定一个目标，在暑期学习两首新曲子：一首用于巩固你目前的水平，另一首在技术上略微超出你的舒适区。重点关注音色质量、准确的音准和音乐分句。录下你表现最好的一次演奏并用挑剔的耳朵聆听。你能否将乐句塑造得更有表现力？力度对比是否清晰？这些正是 WJEC 评估中区分高分段表演的品质。
6. Introduction to Blues, Jazz, and Improvisation | 初探蓝调、爵士与即兴演奏
One of the most enjoyable Year 8 topics is the Blues. Originating in the African-American communities of the Deep South in the late 19th century, the Blues is built on a distinctive 12-bar chord structure and uses a specific scale—the blues scale—for melodic improvisation. The 12-bar blues pattern in C major typically follows the chord sequence C–C–C–C | F–F–C–C | G–F–C–C. Before term starts, practise playing this chord sequence on a keyboard or guitar with a swung rhythm. The swung quaver feel, where pairs of quavers are played with a long-short pattern rather than evenly, is essential to authentic Blues style.
八年级最令人愉悦的话题之一是蓝调音乐。蓝调起源于 19 世纪末美国深南部的非裔美国人社群，它建立在独特的十二小节和弦结构之上，并使用特定的音阶——蓝调音阶——进行旋律即兴。C 大调的十二小节蓝调和声进行通常遵循以下和弦序列：C–C–C–C | F–F–C–C | G–F–C–C。在学期开始前，尝试用键盘或吉他以摇摆节奏练习这一和弦进行。摇摆八分音的感觉，即将成对的八分音符演奏成一长一短的模式而非平均划分，是把握纯正蓝调风格的关键。
The blues scale on C—C, E♭, F, F♯, G, B♭, C—introduces ‘blue notes’ that create the genre’s characteristic expressive tension. Spend time improvising short melodic phrases using only these notes over the 12-bar backing. Record the chord progression on a phone or loop it in a free app, then experiment with call-and-response phrasing: play a two-bar melodic ‘call’, then answer it with a related two-bar ‘response’. This improvisation practice develops creative confidence and aural awareness, both of which are central to Year 8 assessment tasks in performing and composing.
C 蓝调音阶——C、E♭、F、F♯、G、B♭、C——引入了”蓝调音”，创造出该音乐风格独特的富有表现力的紧张感。花一些时间仅用这些音符在十二小节伴奏上即兴演奏短小的旋律句。用手机录下和弦进行，或在免费应用中循环播放，然后尝试呼应与回答式的乐句：演奏两小节的旋律”呼唤”，接着用一个相关的两小节”回答”来呼应。这种即兴练习能够培养创造性自信和听觉意识，这两者都是八年级演奏与作曲评估任务的核心。
7. Film Music and the Art of Storytelling Through Sound | 电影音乐与用声音叙事的艺术
Film music is another popular Year 8 unit that explores how composers use musical elements to support narrative, evoke emotions, and create a sense of place and time. Leitmotifs—recurring musical themes associated with a character, object, or idea—are a central concept, famously used by John Williams in the ‘Star Wars’ and ‘Harry Potter’ scores. Over the summer, watch short scenes from films with the sound on, then watch again with the sound muted. Note how your emotional response changes. Describe the specific musical techniques that originally shaped your reaction: was it the choice of instrumentation, the tempo, the dynamic swells, or the harmonic tension?
电影音乐是另一个备受欢迎的八年级单元，它探索作曲家如何运用音乐元素支持叙事、唤起情感并营造时空感。主导动机——与某个角色、物品或观念相关的反复出现的音乐主题——是核心概念之一，约翰·威廉姆斯在《星球大战》和《哈利·波特》配乐中对此进行了著名的运用。暑期里，可以观看电影中的简短场景，先打开声音观看，然后关闭声音再看一遍。留意你的情绪反应如何变化。描述最初塑造你反应的具体音乐手法：是乐器的选择、速度、力度的起伏，还是和声的紧张度？
A creative summer project involves selecting a 60-second film clip (freely available clips on platforms like YouTube work well) and composing your own replacement soundtrack. Identify three distinct musical ‘events’ in the clip—perhaps a character entering, a sudden revelation, and a moment of calm. Compose short motifs for each event, considering how tempo, dynamics, and pitch contour can mirror the on-screen action. This task directly mirrors the composition briefs you will receive in Year 8 and builds skills in timing music precisely to visual cues.
一个富有创意的暑期项目是，选取一段 60 秒的电影片段（YouTube 等平台上的免费片段就很合适），然后自己创作替换配乐。确定片段中的三个关键音乐”事件”——可能是角色登场、一个突然的揭示和一个平静的时刻。为每个事件创作较短的动机，思考速度、力度和音高轮廓如何与屏幕上的动作相互映衬。这项任务直接对应你在八年级将收到的作曲任务书，并培养你将音乐精确贴合视觉提示进行计时的能力。
8. Introduction to Programme Music and Descriptive Composition | 初识标题音乐与描绘性作曲
Programme music is instrumental music that tells a story or paints a scene, contrasting with absolute music, which exists for its own sake. Famous examples include Vivaldi’s ‘The Four Seasons’, Mussorgsky’s ‘Pictures at an Exhibition’, and Saint-Saëns’ ‘The Carnival of the Animals’. In Year 8, you will listen to programme music and analyse how composers translate non-musical ideas—such as weather, animals, or emotions—into musical gestures. You will then compose your own programme piece based on a given stimulus.
标题音乐是讲述故事或描绘场景的器乐作品，与为音乐本身而存在的纯音乐形成对比。著名例子包括维瓦尔第的《四季》、穆索尔斯基的《图画展览会》和圣-桑的《动物狂欢节》。在八年级，你将聆听标题音乐并分析作曲家如何将非音乐性的想法——例如天气、动物或情感——转化为音乐姿态。然后，你将根据给定的素材创作自己的标题音乐作品。
To prepare, choose a natural scene—a thunderstorm, a sunrise over the sea, or a busy city market—and brainstorm musical representations for as many elements of that scene as possible. How would you represent thunder? Perhaps low, rumbling piano clusters or a rapid timpani roll. How would you depict birdsong? High-pitched, fast-moving flute or piccolo lines with trills. Write down your ideas using musical vocabulary and, if possible, sketch the musical ideas on manuscript paper or in notation software. This pre-thinking makes the Year 8 composition process far less daunting.
为了做好准备，选择一个自然场景——一场雷雨、海上日出或繁忙的城市市场——并尽可能多地对该场景的元素进行音乐表现上的头脑风暴。你将如何表现雷声？也许是低沉的、轰隆作响的钢琴密集音群或一阵快速定音鼓滚奏。你将如何描绘鸟鸣？高音区、快速移动且带有颤音的长笛或短笛线条。用音乐术语写下你的想法，如果可能的话，在五线谱纸或制谱软件上勾画出音乐构想。这种预先思考将大大减轻八年级作曲过程的压力。
9. Building Confidence in Appraising and Using Musical Vocabulary | 建立鉴赏信心并运用音乐词汇
Appraising—the ability to listen critically and articulate informed responses—accounts for a significant portion of the WJEC Music assessment. In Year 8, appraising questions move beyond simple identification towards analysis and comparison. You will be asked to compare two performances of the same piece, to justify a composer’s choices, and to evaluate the success of a composition or performance using musical evidence. This requires a growing bank of subject-specific vocabulary that you can deploy accurately and confidently.
鉴赏——即带有批判性地聆听并清晰地表达有见地的反应的能力——在 WJEC 音乐评估中占有很大比重。八年级的鉴赏问题将超越简单的识别，向分析和比较迈进。你将被要求比较同一作品的两个不同演奏版本，评判作曲家做出某种选择的理由，并运用音乐证据评估某部作品或某次演奏的成功之处。这需要一个日益丰富的专业词汇库，并且你能够准确、自信地加以运用。
Create a set of vocabulary flashcards covering the key categories: dynamics (pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, diminuendo), tempo (largo, adagio, andante, moderato, allegro, presto, accelerando, rallentando), articulation (legato, staccato, accent, tenuto), texture (monophonic, homophonic, polyphonic, melody and accompaniment), and structure (binary AB, ternary ABA, rondo ABACA, theme and variations, 12-bar blues). On one side of each card write the term, on the other its definition and a simple musical example. Review five cards a day throughout the summer.
制作一套词汇闪卡，涵盖以下关键类别：力度（极弱、弱、中弱、中强、强、极强、渐强、渐弱）、速度（广板、柔板、行板、中板、快板、急板、渐快、渐慢）、演奏法（连奏、断奏、重音、保持音）、织体（单声部、主调、复调、旋律加伴奏）以及结构（二部曲式 AB、三部曲式 ABA、回旋曲式 ABACA、主题与变奏、十二小节蓝调）。每张卡片正面写术语，背面写其定义和一个简单的音乐实例。整个暑期每天复习五张卡片。
10. Understanding the WJEC Assessment Objectives for Year 8 | 理解八年级 WJEC 评估目标
The WJEC assessment framework for Key Stage 3 is built around three central objectives that mirror those used at GCSE. AO1 is Performing: demonstrating technical control, expression, and accuracy in solo or ensemble contexts. AO2 is Composing: creating and developing musical ideas with coherence and stylistic understanding. AO3 is Appraising: analysing and evaluating music using appropriate vocabulary. In Year 8, you will be assessed both formally and informally across all three objectives, and your teacher will provide feedback to help you progress towards the expected standard for the end of Year 9.
WJEC 关键阶段三的评估框架围绕三个核心目标构建，与 GCSE 考试中使用的目标相呼应。AO1 是演奏：在独奏或合奏环境中展现技术控制力、表现力和准确性。AO2 是作曲：以连贯性和风格理解为基础，创作和发展音乐构思。AO3 是鉴赏：运用恰当的词汇分析和评价音乐。在八年级，你将就这三个目标接受正式与非正式的评估，老师将提供反馈，帮助你朝着九年级末的预期标准迈进。
Understanding these objectives allows you to self-assess your summer work productively. After each practice session or composition draft, ask yourself: ‘Am I playing with consistent tempo and clear dynamics? (AO1)’ ‘Does my composition have a clear structure and a developing idea? (AO2)’ ‘Can I describe what I hear using accurate terminology? (AO3)’ These reflective questions place you in control of your own progress and align your efforts precisely with what the specification values.
理解这些评估目标能让你在暑期学习中有效地进行自我评估。在每次练习或作曲草稿之后，问自己：”我的演奏是否保持了稳定的速度和清晰的力度变化？(AO1)””我的作曲是否有清晰的结构和不断发展的构思？(AO2)””我能否用准确的术语描述所听到的内容？(AO3)”这些反思性问题使你能够掌控自己的学习进度，并将你的努力与课程大纲所看重的方面精确对齐。
11. Common Misconceptions and How to Avoid Them | 常见误区与如何避免
Several misconceptions commonly arise between Year 7 and Year 8 that can hinder progress if left unaddressed. One is confusing volume with pitch: a high note is not necessarily a loud note, and a low note is not necessarily quiet. Another is treating tempo and rhythm as the same thing—tempo is the speed of the underlying pulse, while rhythm is the pattern of note durations over that pulse. A third common error is neglecting rests in both performance and composition; silence is a powerful musical element that shapes phrasing and creates impact, not merely an absence of sound.
从七年级升入八年级期间，常会出现一些误区，如果不加以纠正，可能会阻碍进步。其一是混淆音量与音高：高音不一定是响亮的音，低音也不一定是轻柔的音。其二是将速度与节奏视为同一概念——速度是底层拍点的快慢，而节奏是在该拍点之上的时值模式。第三个常见错误是在演奏和作曲中忽视休止符；静默是塑造乐句并创造冲击力的有力音乐元素，而不仅仅是声音的缺失。
In composition, students often equate ‘more notes’ with ‘better music’. Year 8 teachers consistently emphasise that space, simplicity, and development of a single idea are far more effective than cramming in unrelated material. If you compose a piece over the summer, try limiting yourself to just four pitches and focus on varying the rhythm, register, and articulation. You will discover that constraint breeds creativity—a central lesson of the Year 8 curriculum.
在作曲中，学生常常将”更多的音符”等同于”更好的音乐”。八年级教师一贯强调，空间、简洁和对单一构思的发展远远比塞进不相关的素材更为有效。如果你在暑期创作一首作品，尝试将自己限制在仅仅四个音高内，并专注于变化节奏、音区和演奏法。你会发现限定条件反而孕育出创造力——这是八年级课程的核心见解之一。
12. Practical Summer Schedule and Resources | 实用暑期计划与资源
Consistency matters more than intensity. Aim for four 25-minute music sessions per week, each with a clear focus: one session on rhythm and notation, one on keyboard or instrumental skills, one on listening and vocabulary, and one on creative composition. Rotate through these areas so that all three WJEC objectives receive regular attention. Keep your sessions manageable and enjoyable; short, focused practice beats long, unfocused sessions every time.
持续性比强度更重要。目标是每周进行四次每次 25 分钟的音乐学习，每次都有明确的侧重点：一次专注于节奏与识谱，一次专注于键盘或乐器技能，一次专注于聆听与词汇，一次专注于创意作曲。在这些领域之间轮换，确保 WJEC 的三个目标都得到持续的练习。保持学习时段可控且愉快；短时间、有重点的练习每一次都胜过长时间、注意力不集中的练习。
The following table summarises useful free resources that can support your summer preparation:
以下表格汇总了可以支持你暑期准备的有用免费资源：
| Resource / 资源 | Purpose / 用途 | Access / 获取方式 |
| MuseScore | Notation, composition, playback / 制谱、作曲、回放 | Free download / 免费下载 |
| BBC Bitesize Music KS3 | Theory basics, listening quizzes / 基础理论、听力测验 | Online, free / 在线、免费 |
| YouTube (selected channels) | Performance examples, analysis / 演奏范例、分析 | Search for specific topics / 搜索特定主题 |
| GarageBand (iOS) / BandLab (web) | Multi-track composing / 多轨作曲 | Free / 免费 |
| Teoria.com | Ear training, theory exercises / 练耳、理论练习 | Online, free tier available / 在线、免费版可用 |
At the end of the summer, complete a short self-audit. Play a piece you have practised and record it. Compose a 16-bar melody and notate it. Listen to an unfamiliar piece and write a paragraph describing its features. Compare these outcomes with your work from the start of the holiday. The progress you observe will be the best possible preparation for Year 8, and it will give you genuine pride in your independent musical growth.
暑期结束时，完成一个简短的自我核查。演奏一首你练习过的曲子并录音。创作一段 16 小节的旋律并记谱。聆听一首不熟悉的曲子并写一段文字描述其特征。将这些成果与假期开始时的情况进行比较。你所观察到的进步将是对八年级最好的准备，也将让你为自己在音乐上的独立成长感到由衷的自豪。
Published by TutorHao | Music Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
屏轩国际教育cambridge primary/secondary checkpoint, cat4, ukiset,ukcat,igcse,alevel,PAT,STEP,MAT, ibdp,ap,ssat,sat,sat2课程辅导，国外大学本科硕士研究生博士课程论文辅导