Tone Colour
We like to think that this is a difficult question but
you have a great chance at standing out in this question. A lot of kids in the
state will only be able to discuss Tone colour at a very average surface level.
They might be able to:
This is what you should do in your answer:
- Name the ensemble
- Use tone colour words to describe the different sections
- Use some specific tone colour words for individual instruments. They may have trouble correctly naming the instruments.
This is what you should do in your answer:
- Name the ensemble. Is it a standard grouping of instruments? (A rock band) or is it an unorthodox (means not normal or usual) group like a rock band with a bassoon.
- Use tone colour words to describe each section of the piece. Tone colour questions usually have very clear sections with large tone colour contrast. You should set out the answer into sections so that the examiner can mark it easily. You must always be able to justify your tone colour words à
- An instrument’s tone colour is created by: Its make up (what its made from) How the instrument is played (bowed, strummed, blown etc…) Is the sound manipulated from the ‘standard’ sound (mutes, distortion, strange methods of playing)
- Use tone colour words to describe each instruments’ tone colour justifying your answer by liking the tone colour words to the instruments make up, playing method, sound manipulation and any other conceptual effect (such as register, dynamics etc…) E.g. The flute has a bright, shrill, metallic and piercing tone colour as this metal instrument is played in the very high resister giving it a shrill sound. The louder the flute is played the shriller the sound becomes. As the flute descends into the lower register the tone colour becomes warmer and brighter. When the flute begins to ‘flutter tongue’ the tone colour becomes harsh and scratchy)