Using the Internet - Music

ISBN 1 84070 116 1

Published by Pearson Publishing 2000© Pearson Publishing 2000

Attempts were made to gain permission to reproduce all screen shots featured in this publication.

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Using the Internet

Music

Daniel Herbert

PearsonPUBLISHING

The Harefield Academy Licence exp 31Aug08

http://www.pearson.co.uk/education/

Using the Internet – Music

Pearson Publishing, 01223 350555 http://www.pearson.co.uk/education/ 27

Student sheet 1


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The Symphony OrchestraGo to http://tqjunior .thinkquest.org/51 16/

Orchestra

1 On the diagram below, draw in the position of the instruments:

Take a look at http://www .playmusic.org/stage.html

2 Is the position of the orchestra the same?

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3 What is different?

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Click on the back button of your browser and answer the following questions.

4 Which instruments are in front of and behind the oboes?

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5 Which instruments are in front of and behind the clarinets?

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6 On which side of the conductor are the cellos?

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7 Which instruments are in front of and behind the French horns?

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Student sheet 2


http://tqjunior.thinkquest.org/5116/

http://www.playmusic.org/stage.html


Click on ‘The Orchestra’.

8 Name the four families or sections in an orchestra.

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Click on the back button of your browser and then click on the percussion section in the picture.Then answer the following questions.

9 Which percussion instruments have a definite pitch?

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10 What piece of music features timpani?

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11 Name three other pieces of music which use timpani.

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12 What makes the snare drum’s rattling sound?

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13 What is the difference between a xylophone and a glockenspiel?

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Click on the back button of your browser and then click on the trombone section.

14 What type of trombones are normally found in a symphony orchestra?

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15 What advantage does the trombone have over other members of the brass family?

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16 What is the range of the trombone? Draw it on the keyboard below.

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Student sheet 2 (continued)



Click on ‘Brass’ on the left-hand side of the page (the third blue squiggle from the top).

17 Name four other brass instruments.

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Click twice on the back button of your browser and then click on the trumpet section.

18 What were trumpets and bugles commonly used for?

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19 Why were valves added to the trumpet, and how many were added?

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20 How does the player change the sound on a trumpet?

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21 Name three famous works which include trumpets.

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Click on the back button of your browser and then click on the French horn section.

22 How can you change the tone of a French horn?

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Click on the back button of your browser and then click on the violin section.

23 How many strings does a violin have?

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24 How does a violin produce sound?

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25 What is the Italian musical phrase for plucking?

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Go to http://tqjunior .thinkquest.org/51 16/string.htm and answer the following questions.

26 Which instruments are normally only plucked?

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http://tqjunior.thinkquest.org/5116/string.htm


27 Is a piano a string instrument? If not, why is this?

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28 What is the purpose of the body (frame) of a stringed instrument? In what way does it affectthe sound?

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You might need to navigate around the site to find the answers to the following questions.

29 Which instruments make up the woodwind section?

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30 How does a brass player produce a sound from their instrument?

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31 What does a mute do?

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32 Which instrument does the orchestra tune up to?

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33 What note do instruments normally tune to?

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34 Why is the conductor the most important member of the orchestra?

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35 What does a conductor do during rehearsals?

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36 In what ways is a flute different from a clarinet?

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37 How many performers are there normally in a symphony orchestra?

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Student sheet 3


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http://tqjunior.thinkquest.org/5116/

Musical Genres – The Middle Ages and The RenaissanceGo to http://www .ipl.org/exhibit/mushist/ and navigate your way around to answer the following questions.

The Middle Ages

1 In which century was Gregorian chant established?

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2 From where has Gregorian chant derived its name?

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Click on the link to listen to Victimae paschali laudes.

3 What typical traits can you find in this early music?

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4 Where was organum first established?

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5 Name two composers who are associated with the organum movement.

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6 In what way is organum different to Gregorian chant?

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Listen to Sederunt principes.

7 Describe the difference in sound between the Gregorian chant and organum.

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8 Who could be considered the first great name in music and why?

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The Renaissance Era

Listen to La Spagna.

9 Describe the mood of the music. For what would this type of secular music be used?

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Student sheet 4


http://www.ipl.org/exhibit/mushist/


10 How does the music of Josquin des Prez compare with Gregorian chant?

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Listen to Pope Marcellus Mass.

11 Describe the texture of the sound in comparison to Josquin’s Missa L’homme armé.

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12 Name three madrigal composers.

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Musical Genres – The Baroque EraGo to http://www .ipl.org/exhibit/mushist/#baroand navigate your way around to answer the following questions.

1 How did composers earn money in the baroque era?

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2 Name three musical forms which became prevalent in the baroque.

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3 Name Montiverdi’s first opera.

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4 What other types of work did he compose?

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5 Listen to the audio clips and describe his musical style.

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6 What is a concerto grosso?

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7 For what kind of music is Couperin best remembered?

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8 Name ten types of work composed by J S Bach.

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Listen to Bach’s Brandenburg Concerto no 3 (a concerto grosso).

9 What is the instrumentation?

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10 Where did Bach work during his life?

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Student sheet 5


http://www.ipl.org/exhibit/mushist/#baro


11 What type of music did Handel first compose?

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12 Give some examples of Handel’s music.

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Listen to Handel’s Concerto Grosso, Op 6 no 5.

13 Compare to Bach’s Brandenburg Concerto no 3. In what ways are they similar or dissimilar?

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14 Define an oratorio.

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15 Name five oratorios by G F Handel.

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Musical Genres – The Classical EraGo to http://www .ipl.org/exhibit/mushist/#classand navigate your way around to answer the following questions.

1 What musical form was developed during the classical period?

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2 In what way does the classical era differ from the baroque era?

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3 How did Gluck intend to reform opera?

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4 What is Gluck’s most popular opera?

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Listen to The Heavens Are Telling by Haydn.

5 Work out the time signature.

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6 For what is this extract orchestrated?

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7 Name six different types of work composed by Haydn.

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8 What typifies the string quartets of the classical period?

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Listen to Eine Kleine Nachtmusik by Mozart.

9 What type of work is this?

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10 Name six different types of work composed by Mozart.

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Student sheet 6


http://www.ipl.org/exhibit/mushist/#class


11 How do Mozart’s concertos often begin?

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12 Name three operas by Mozart.

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13 What type of works did Schubert compose?

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14 What characteristics are attributed to Schubert’s music?

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Listen to Piano Quintet in A major (‘The Trout’).

15 What instruments is it scored for?

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16 Describe the effect of the music.

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17 For what type of work is Schubert most famous?

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18 Listen to the clip and describe the type of voice and style of music.

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19 What is the Viennese School and which principal composers are associated with this movement?

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Mozart


20 What was significant about Beethoven’s 3rd Symphony and in what way did it progress fromthe classical symphony?

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Listen to the ‘Pastoral’ Symphony.

21 What images does this orchestral work conjure up?

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22 Name Beethoven’s only opera.

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23 What words does he use in his 9th Symphony?

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24 How many symphonies did he complete?

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Listen to Beethoven’s String Quartet No 11 in F minor.

25 In comparison to the string quartets of Mozart and Haydn, describe the difference in mood.

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Musical Genres – The Romantic Era Go to http://www .ipl.org/exhibit/mushist/#romand navigate your way around to answer the following questions.

1 What extra dimension begins to appear in music from the romantic era?

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2 How did the development of new instruments affect the music of the romantic era?

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3 In what way did composers focus to develop music from the classical era?

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4 What kind of opera did Rossini specialise in?

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Listen to Fingal’s Cave Overture by Mendelssohn.

5 How would you describe this music?

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6 What type of work did Schumann initially compose which became a significant proportion ofhis output?

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Listen to Liszt’s Hungarian Rhapsody no 2.

7 How does this compare to Schumann’s music?

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8 Define ‘virtuoso’.

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9 What is a program symphony and which composers in the romantic period composed such a work?

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10 What is a symphonic poem?

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Student sheet 7


http://www.ipl.org/exhibit/mushist/#rom


11 What was significant about Berlioz’s most famous piece?

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Listen to Chopin’s Nocturne in F-sharp.

12 Describe the piece in your own words.

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13 What is significant about Chopin’s preludes?

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Listen to the audio clips of Verdi’s music.

14 Describe Verdi’s music.

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15 What works did Verdi principally compose?

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16 In what way did Wagner’s operas differ from early operas in form as well as harmony?

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17 In the latter years of the romantic period, how did the composers express more emotion intheir music?

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18 Name four significant works by Camille Saint-Saëns.

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Chopin


19 Describe the style of music for which Johann Strauss Jr was famous.

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Listen to the Tales from the Vienna Woods by Johann Strauss Jr.

20 In what time signature is this piece of music?

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Listen to Brahms’ German Requiem.

21 For what is it scored?

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22 Name some other works composed by Brahms.

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Listen to the clips by Tchaikovsky.

23 What is special about his music?

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24 What type of music did Tchaikovsky mainly compose?

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25 How does Tchaikovsky achieve a feeling of sadness in his music?

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26 The romantic era began to see the emergence of nationalist composers. Describe thesignificance of a nationalist composer.

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Listen to A Night on Bald Mountain by the nationalist composer, Mussorgsky.

27 Describe what images it conjures up.

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28 Who were the most influential composers of ‘The Mighty Five’ Russian nationalists?

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Johann Strauss Jr


29 As a nationalist composer, which musical elements did Dvorák include in his works?

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30 Sibelius wrote several famous works. Name two types of these works.

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31 Name four types of music composed by Vaughan Williams.

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v


Musical Genres – The 20th CenturyGo to http://www .ipl.org/exhibit/mushist/#twenand navigate your way around to answer the following questions.

1 Looking at the 20th-century composers, in what ways did they find modes of expressionthrough their music? Provide several examples.

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2 With what types of music was Mahler associated?

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Listen to Mahler’s Symphony no 2.

3 Compare it with a Beethoven symphony.

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4 Bartók was a nationalist composer at the beginning of the 20th century. In what way doesBartók’s music compare to that of Dvorák?

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5 How would you describe Schoenberg’s early music and his later works?

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6 Which other composers also wrote in this 20th-century style?

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7 Schoenberg also established a new style of composition called serialism or dodecaphony.Explain the principles.

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Student sheet 8


v

http://www.ipl.org/exhibit/mushist/#twen


Listen to the clip of Schoenberg’s Five Piano Pieces, Op 23.

8 Describe the effect of this music.

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9 Name three of Stravinsky’s ballets.

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10 Sum up George Gershwin’s compositional style.(http://www .ipl.org/exhibit/mushist/twen/american.htm )

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11 In what way did John Cage approach his music?

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Listen to Cage’s Sonatas and Interludes for Prepared Piano.

12 Describe it. How does it compare to a piece of Chopin?

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http://www.ipl.org/exhibit/mushist/twen/american.htm




Student sheet 9


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http://library.thinkquest.org/15413/history/music-history.htm

http://library.thinkquest.org/15413/glossary/glossary.htm

The Development of JazzGo to http://www .downbeat.com/sections/education/text/jazz101.asp?from= and then answerthe following questions. You will need to click on the links on the right-hand side to be able toanswer all of them.

1 From which two musical traditions did jazz derive?

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2 Name two characteristics of this new music.

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3 Name five different styles which could be considered as precursors to jazz in the 20th century.

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4 Why is ragtime unique when associated with the jazz movement?

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5 Name the most significant composer of ragtime.

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6 What is the difference between ragtime and Dixieland?

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7 When did New Orleans jazz ‘burst’ onto the music scene?

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8 From what other style had New Orleans jazz grown?

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9 List the instruments that made up the rhythm section in New Orleans jazz.

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10 Name three musicians associated with this movement.

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11 Which music eventually eclipsed New Orleans jazz?

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Student sheet 10


http://www.downbeat.com/sections/education/text/jazz101.asp?from=


12 Who made New York the jazz capital of the world?

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13 When did the big bands of the swing era begin to emerge?

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14 How did they produce music with greater range, power and texture?

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15 Who could be considered big band’s greatest composer and arranger?

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16 Name seven well known bandleaders from this era.

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17 How was the the big band sound achieved?

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18 When did bebop emerge?

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19 Which six musicians were responsible for developing this new form of jazz?

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20 What are the characteristics of bebop?

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21 How many performers would you typically find in a bebop ensemble?

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22 Who could be considered one of the great innovators of this sub-genre?

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23 What was different about modal jazz?

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24 Go to http://www .wnur .org/jazz/styles/ and fill in the chart below, writing in the name of thedifferent movements and drawing in arrows to indicate how they influenced each other.





1900

1910

1920

1930

1940

1950

1960

1970

1980

1990

http://www.wnur.org/jazz/styles/


World Music – GamelanGo to http://www .balibeyond.com/gamelan/gamelan.htmland then answer the following questions.

1 With which country is gamelan associated?

...................................................................................

2 Which instruments are commonly used in gamelan?

.................................................................................................................................................

.................................................................................................................................................

3 In which other countries would you find instruments similar to gamelan?

.................................................................................................................................................

4 What has ‘gamelan’ now come to mean?

.................................................................................................................................................

5 What does ‘bunyi’ mean?

.................................................................................................................................................

6 Is gamelan just a percussion ensemble? If not, what other ensembles/instruments can be involved?

.................................................................................................................................................

.................................................................................................................................................

Click on ‘gamelan BALI’ in the left-hand menu.

7 Each instrument is said to have a specific purpose in certain pieces. What is the purpose ofsome of the gamelan instruments?

.................................................................................................................................................

.................................................................................................................................................

.................................................................................................................................................

8 Explain what is known as a ‘kotek’ (or ‘kotekan’).

.................................................................................................................................................

.................................................................................................................................................

Listen to the kotek example. Observe how the performers play individual notes to make up acomplete pattern.

Click on ‘instruments’ in the left-hand menu.

9 Explain the three ways gongs can be positioned in gamelan.

.................................................................................................................................................

.................................................................................................................................................

.................................................................................................................................................

.................................................................................................................................................



Student sheet 11


http://www.balibeyond.com/gamelan/gamelan.html


10 Draw a picture of two of these.

11 Roughly, how large is the biggest gong?

.................................................................................................................................................

12 How is the kempli played?

.................................................................................................................................................

.................................................................................................................................................

13 What are bar instruments?

.................................................................................................................................................

.................................................................................................................................................

14 Out of what can bar instruments be made?

.................................................................................................................................................

.................................................................................................................................................

15 Outline the four drums commonly used.

.................................................................................................................................................

.................................................................................................................................................

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16 What is the name of the bowed string instrument associated with gamelan?

.................................................................................................................................................

Click on ‘scales’ on the left-hand side.

17 Name the two predominant scales in traditional music.

.................................................................................................................................................

18 What is the difference between these scales?

.................................................................................................................................................

.................................................................................................................................................






19 What types of interval are these scales made out of?

.................................................................................................................................................

Click on ‘audio examples’ and listen to the musical examples provided.

20 Write down the name of a music clip and describe the music. What type of instruments areused? Is the piece meditative or dance music? Can you hear any koteks (repeating patterns)?

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Composing activity

21 In groups, try to write your own gamelan scale, using the same intervals and number ofdifferent notes as Slendro. Write your scale down.

22 From that scale, work out a kotek, which is basically a repeating pattern, similar to anostinato. Make several variations of this pattern, eg B and C below are variations of patternA. When it comes to performing your koteks, divide the notes up between two performers (as in examples D and E). You can divide the notes up as you wish and even overlap notes(as in E) to make it easier to perform.

23 When you have written these down, try to practise the performance using your ideas. Repeat one pattern over and over, and change to another at a specified time. On top of these ostinati, another performer should improvise, using the notes from the scale. Perhapsanother person could provide the main pulse, like the kempli, to keep everyone in time. Work out different sections for your gamelan music, and perhaps write some more patterns.

A

D E

B C

e e e ee e e: : : ::

ä ä ä

ä ä






Composing a Movie SoundtrackIn this activity, you need to download a number of film trailers orexcerpts, select a clip or scene, and then compose a newsoundtrack for your chosen clip/scene.

Your teacher will direct you to a selection of suitable Web sites, ordownload excerpts. Watch the excerpts and select the one youwant to work with.

Before you begin composing the music for your moviesoundtrack, you should first prepare a timeline with a storyboardto plan out your ideas. Use the instructions below to help you tofill in the table on the next page.

Scene: Draw a quick picture of the scene at that moment, as a reference point. This will help to organise your ideas. Youshould choose the most signficant points in the movie, eg a change of scene, the start of a car chase. You do not have to use all the boxes.

Time: Write down the length of the specific scene. You will need to use a watch or look at thetimecode display on your sequencer.

Action: Describe the action in the film at this point, for example, a chase, a landscape, walking,eating, etc.

Mood: Describe the mood of the scene at the specific point. Is it scary, tense, relaxed, happy,mysterious?

The remaining boxes relate directly to the music. Look at what you have written in the action andmood boxes and think how you could best reinforce these ideas, making use of dynamics,instrumentation, tempo and structure.

Dynamics: Indicate the volume of your soundtrack. This will be related to the mood and the action.

Instrumentation: Write down the instruments that you think would work effectively with the scene.

Tempo: Indicate the tempo of your soundtrack. For example, your soundtrack might be slow at thebeginning, gradually become faster, and suddenly stop and return to a slow tempo. Use a dottedline to show how long each tempo lasts.

Structure: Draw a graphical representation of how you think the music should be. Are there anyclimaxes? Should the music change at any point?



Student sheet 12


SOUNDTRACK






Sce

ne

Tim

e

Act

ion

Mo

od

Dyn

amic

s

Inst

rum

enta

tio

n

Tem

po

Str

uct

ure

Mov

ie s

ound

trac

k st

oryb

oard


Pop SongsFor this activity, you will need a computer with a sequencer, coloured pens and a ruler.

Go to http://www .mididb.com/music/Hit_Songs/

This page contains thousands of standard MIDI files which have been pre-programmed and posted on the Internet.They vary in quality as they are not the original recordings.Because these are MIDI files, they will purely trigger the sounds within a MIDI device, eg sound card or sound module.

From the list of pop artists which appears, click on Mel_C.(You should be able to listen to these by double-clicking,depending on how your browser has been configured.)

Save the file, Northern_Star.mid, to your hard or floppy drive. Ask your teacher if you are unsure ofhow to do this.

Find two other songs which you like and save these to disk as well.

Quit your browser and open up your sequencing program. Then, import the file of Northern Star byMel C and answer the following questions.

1 How many bars does the song last?

.................................................................................................................................................

2 How long is the introduction?

.................................................................................................................................................

3 What instruments are used in the introduction?

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4 At which bar does the bass guitar enter?

.................................................................................................................................................

5 Where does the first chorus happen?

.................................................................................................................................................

6 How do you know this is the chorus?

.................................................................................................................................................

.................................................................................................................................................

7 Compare the instrumentation of the chorus with the preceding verse.

.................................................................................................................................................

.................................................................................................................................................



Student sheet 13


http://www.mididb.com/music/Hit_Songs/


8 Write out the vocal hook from the chorus on the staves below.

9 How many times does this repeat in the chorus?

.................................................................................................................................................

10 Write out below what the bass plays from bar 58 to 61 inclusive.

11 What is the difference between this and the four bars before and after?

.................................................................................................................................................

.................................................................................................................................................

Look at the string track.

12 Write out the four chords that are played throughout the chorus. Write the chord names below.

Look at the Percussion 2 track.

13 Write out the basic rhythm at bar 26 on the grid below.

1 2 3 4

....... ....... ....... .......






14 Transcribe this rhythm into music notation.

15 What percussion sound is hit only every four bars during the chorus?

.................................................................................................................................................

Look at the bass line during the verse.

16 How many variations are there?

.................................................................................................................................................

17 Notate the rhythm of the first guitar part.

When the chorus is playing, mute the track in and out.

18 What effect does this rhythmic track have?

.................................................................................................................................................

.................................................................................................................................................

19 On the worksheet grid on the following pages, draw out the basic structure of the song usingdifferent coloured pens for the different instruments and a ruler to make it neat.

Write the name of the instrument first, and then a line to indicate when it plays and stops.

Do not include tracks which are duplicated, eg the first two tracks are rhythm guitar which areexactly the same, so just draw one line for both.









Inst

rum

ent

nam

e

Bar

19

1725

3341

4957

65






7381

8997

105

113

121



Composing Pop SongsOne of the essential parts of a pop song is the lyrics. The lyrics often tell a story and what the story is about directly reflects the mood of the song.

If the words are sad, then the music will also generally be sad; whereas if the lyrics are about being happy, the song might be more upbeat and energetic. Writing good lyrics is often very difficult – some people find it easy; some people are better at just writing music.

For this activity, you will find some lyrics which have already been written and then compose a song to fit the lyrics.

Go to one of the following Web sites and choose some lyrics:

http://www .lyrics.ch/index.htm

http://lyrics.platomic.com/index1.html

http://www .musichq.net/

http://www .summer .com.br/~pfilho/html/main_index/index.html

http://freshlyrics.hypermart.net/al.htm

Print these out or write them out below:

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Student sheet 14


http://www.lyrics.ch/index.htm

http://lyrics.platomic.com/index1.html

http://www.musichq.net/

http://www.summer.com.br/~pfilho/html/main_index/index.html

http://freshlyrics.hypermart.net/al.htm


Try to establish the mood of the song from the lyrics. Work out rhythms which go well with thewords. Before composing your song, try to answer the questions below.

1 What instrumentation will be suitable?

.................................................................................................................................................

2 What tempo should the song be?

.................................................................................................................................................

3 Will just one person sing the vocals or will it be a duet?

.................................................................................................................................................

4 Are there going to be backing vocals?

.................................................................................................................................................

5 Will certain parts take the form of a question followed by an answer?

.................................................................................................................................................

6 Are you going to use all the lyrics or just a few lines?

.................................................................................................................................................

7 Do you think adding some more lyrics would work?

.................................................................................................................................................

8 Will there be space for rapping or an instrumental solo?

.................................................................................................................................................

9 Is the verse going to go straight into the chorus or will there be a bridge section?

.................................................................................................................................................

10 Do you want your song to sound like another song?

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11 What instruments are used in that song?

.................................................................................................................................................

.................................................................................................................................................

Consider word painting, eg if the words say fall, then perhaps the music should also fall.

Work out a chord structure and then make up a melody over the top. Alternatively, fit the chords toa melody.






Interactive Theory Exercise

Two Tone

Go to http://www .cobbers.force9.co.uk/cob1.html . Click on ‘Two Tone 1’ and follow theonscreen instructions. Play each clip, then write down the correct two tone rhythm below.

Once you have finished, click on ‘Menu’ at the bottom of the page and complete the other two tone tests.

Two Tone 1

Two Tone 2

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8



Student sheet 15




Rhythm

Go back to http://www .cobbers.force9.co.uk/cob1.html and click on ‘Rhythms’. Play eachphrase and match the notated rhythm with the correct number. To play each rhythm, click just tothe right of the numbers at the top of the page. Once completed, click on ‘Check’ at the bottom ofthe page to calculate your score. Repeat the test until you achieve 100%.

Dictation

Click on ‘Menu’ and then ‘Dictation 1’. Notate the given phrases, writing in the correct timesignature as well.

Phrases 1

Go to http://www .cobbers.force9.co.uk/paper/phrases.htm .

Match the three phrases with the numbered tune. Click on ‘Check’ to calculate your score andrepeat the exercise until you have 100%.

1

2

3

4

Two Tone 3

1

2

3

4






http://www.cobbers.force9.co.uk/paper/phrases.htm


Phrases 2

Click on ‘Menu’ and then ‘Phrases 2’. Listen to each of the numbered tunes and mark the phrasingfor each one below.

1

2

3

4

q&

&

44 qq

q

q

q q

q q

q q q q q

q q qq

q q q q q q

h h

h

q q qq h

h

q

q qq

Á

°

q&

&

44 qq

q

q

q q

q q

q q q q q

q q qq

q q q q q q

h h

h

q q qq h

h

q

q qq

Á

°

q&

&

44 qq

q

q

q q

q q

q q q q q

q q qq

q q q q q q

h h

h

q q qq h

h

q

q qq

Á

°

q&

&

44 qq

q

q

q q

q q

q q q q q

q q qq

q q q q q q

h h

h

q q qq h

h

q

q qq

Á

°






Using the Internet – Music Glossary


Glossary of common Internet termsAddress A specific location on the Internet. This may be someone’s email address

(eg [email protected]) or the URL of a particular Web page (eg http://www.anysite.co.uk/).

Bookmark May also be referred to as favourites. Bookmarks are URLs (specific Web pageaddresses) stored in a Web browser by a user so that a page can be recalled withouttyping in the whole address.

Browser Software allowing users to view the World Wide Web on their computers.(Netscape Navigator and Microsoft® Internet Explorer are commonly used browsers).

Clickable Parts of, for example, a map or picture that you can click on to get further information(the cursor will change to a pointing hand over clickable or ‘active’ areas).

Content provider An individual or organisation that has put information onto the Web.

Email A system which allows you to send an electronic communication to one or more locations.

FAQ A list of Frequently Asked Questions and answers.

Favourite See Bookmark.

Frames A way of presenting information spread across different windows. Some older browserscannot handle frames.

FTP File Transfer Protocol. A method of transferring files to and from remote computersacross the Internet.

GIF Graphics Interchange Format. An image file format (files end in .gif).

History list A list of visited Web page titles and URLs a browser keeps in its memory.

Home page The initial or ‘default’ page of a Web site.

HTML HyperText Markup Language. The language used to create and display Web pages(files end in .htm or .html).

HTTP HyperText Transfer Protocol. The protocol used when connecting to Web pages across the Internet.

Hyperlink An embedded link in a Web page to another Web page; these links are usuallyrepresented by highlighted words or images.

Internet A global computer ‘network of networks’.



Using the Internet – Music Glossary


ISP Internet Service Provider. There are a large number of organisations who provide thesoftware and the technology to enable you to connect to the Internet. Commoneducational providers are: Research Machines, U-NET and Freeserve.

JavaScript A programming language which can be used to add interactivity to Web pages.

JPEG Joint Photographic Expert Group. An image file format (files end in .jpg).

Modem To access the Internet, your computer or network has to be connected to the telephoneor other telecommunications system. Some schools have the benefit of an ISDN linebut it is more likely that you will be connecting to the Web via a modem.

MPEG Moving Pictures Expert Group. A movie file format (files end in .mpg).

Offline This means working with the Internet without actually being connected to the Web.Normally, this will mean saving the Web pages that you want your students to seeonto your computers or network.

Online You are online when you are connected to the Internet.

Protocol A set of rules controlling the exchange of information across the Internet.

QuickTime Another movie file format (files end in .mov).

Search engine A Web site which allows users to enter keywords to search for information and thendisplays search results of Web sites for the user to access.

Server A computer that makes information available (eg on the Internet).

URL Uniform Resource Locator. The address of a Web page.

Web site A collection of Web pages that a given person or institution has created.



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