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音楽 中学生

ワークの答えを無くしてしまって正解がわからないので間違えているところ空白のところを教えてください🙇‍♀️🙇‍♀️

点 3楽譜を見て、次の問いに答えよう。 3 月 , (1)|4分の3拍子 (3 rit. v pp の フォ ルテ 強く 「早春賦」教科書 p.22~24 (1)この曲の拍子を答えよう。 の ピアニッシモ ]に当てはまる言葉を記入しよう。 (2)次の[ 楽譜の中の記号 ①S (読み方 :[ の ]) は[① ]という とても弱く 意味です。 楽譜の中の記号② p (読み方: [ ]) は[ D ]という だんだん追く の 意味です。 上 楽譜の中の記号 ③ rit. (リタルダンド)は[ ④ ]という意味 [4×7= 28 点] です。 楽譜の の部分は、音の高さが[ カ ]がるごとに音 が強まっていきます。 4楽譜を見て、次の問いに答えよう。 P は rit. a tempo mf 「帰れソレントヘ」 教科書 p.16~ 17 (1)この曲の拍子を答えよう。 4 (2) 次の[ )に当てはまる言葉を記入しよう。 4分の3拍子 楽譜の中で、曲の調がハ短調から[ ② ]調に変化しています。 この2つの調の関係を[ ① ]調といいます。 調 1 長 主 調 [4×3= 12点] 5次の( )に当てはまる言葉を記入しよう。 5 (1)速度記号 poc0 rit. (ポーコ リタルダンド) のp加oco は [ いう意味です。 ]と 少しずつ |2 声回部 (2) 女声のソプラノとアルト、男声のテノールとバスの4声に分かれ て歌う演奏形態を[ [4×2=8点] 1合唱といいます。 音楽のハーモニー教芸2·3年下- 21

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英語 中学生

(2)を教えてください🙇‍♀️

Activity 4 Make a * temporary bed with cardboard Activity 5 Learn useful Japanese words and how to Activity 2 Experience earthquakes in a special car call 110 or 119;only for foreign people Tikari : Hello. Ms. Bell. We are 12:00~ Lunch(Try emergency food) going to have evacuation drills next Sunday. What should we do Schedule Opening Ceremony eters aayl o Date and Time Sunday September 1st 9:30~15:30 O Evacuation Place Tsubame Elementary School 9:30 Ken 10:00~ Activities Ms. 1 13:00~ Activities A Closing Ceremony 15:00 s. Bell: Evacuation drills? No. 5 Can anyone go? You can choose one activity at each time, Hik Activities en : Of course. Here is the Activity 3 Practice how to use an AED 0 Time 10:00~11:00 Ms. olo poster about the drills. We are going together. 1:00~12:00 O 0 O 13:00~14:00 10 14:00~15:00 lo (注) Would you like to come 10 口(1) with us? yun : We're going to meet at Midori Park at nine. If you come by that time, we co. together. eari :What shall we do for lunch? 15 :Well, Ill get some sandwiches at the convenience store on the way. 口に Bell: B Look at this. Let's try some emergency food. ari : Why not? Do you know what kind of food we can try, Ken? : No. Umm Cup Ramen? ri : No, I don't think so because 20 『n: Yes, it may be difficult after big natural disasters. Anyway, we will know on the do. :Ms. Bell, do you often have natural disasters in your country? Are they different+2 Bell: Yes, we do. I can only talk about my hometown, but from my experience CHID earthquakes are bigger here, I think. After I came to Japan, there was a bia earthquake. I was very surprised, and didn't know what to do. i: Then, why don't you do Activity 25 あ You have already experienced a at at TOTAL natural disaster, but you can learn how to protect yourself. 2ll: C I will do that. So, in the event, we can experience four kinds of activities. What are you going to choose? : Umm. Let's see. I'm interested in AEDS. I want to know what they are like. 30 : Oh, you don't know abóut them! They are used to save people's lives. : Of course I know, but I just wtant to try them because I've never touched them. :I took the course last year, but I'll try it again. II when we are in an emergency. 7:Iagree. Can all of us take part in the same activity together? 35 :I join the same activity with my family every year. This year we are going to learn how to make beds we can use in evacuation places in the morning. After that, I will be free. ;Tam going to help with the fire drills as a volunteer.

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英語 高校生

2枚目下から2段落目のhis first oratorio in Englishだけを見て、 彼にとって初の英語のオラトリオなのか 彼の初めてのオラトリオが英語でかかれたのか、 どちらか特定することは可能ですか??

The two greatest composers of the Baroque era would be George Your group is preparing a poster presentation entitled “The Greatest Baroque Frideric Handel and Johann Sebastian Bach. Handel was born in Halle, | Brandenburg-Prussia (nowGermany), in 1685. Unlike Bach, who was born 54 第5問 (配点 20) is Composer," using information from the magazine article below. rade and four fingers on ト m to be able to perform into a great musical family, Handel's father was a surgeon. rwhich he wrote severa/ apse again wathina yea. Handel composed his S Handel showed an exceptional talent in playing instruments from very early age. He learned harpsichord, violin, and organ from the organist at the Halle parish church, Friedrich Wilhelm Zachow. Zachow recognized a Handel's extraordinary talent and systematically introduced him to a diakand to give charity slist pertormed in D , but enjoyed great variety of styles of music. He also taught Handel composition. It is said L.he was invited byr th. that Handel started to compose at the age of nine. In 1702, Handel became the organist at the Calvinist Cathedral in Halle. The wage was good, but the contract was just for one year. The next sperformed and loved ba In1752, Handel co. Sal. he continued to p year, he moved to Hamburg. He was hired by the orchestra of the Hamburg Oper am Gànsemarkt as a violinist and harpsichordist. In 1705, his first opera Almira was produced. In Hamburg, he made three more operas. He was recognized as a brilliant opera composer. tan three thousand pe Handel was invited to Italy in 1706 by Gian Gastone de' Medici, who had a keen interest in opera. Rodrigo, Handel's first all-Italian opera, was produced in Florence in 1707. In 1709, he produced another opera, Agrippina in Venice. It turned out to be a huge success and ran for 27 nights successively. In Italy, he also composed oratorios like La Resurrezione and II Trionfo del Tempo e del Disinganno. The oratorio 1S a narrative musical work for singers and an orchestra., based on a story from the Bible. Handel moved to England in 1712 and decided to live there permanently (He changed his nationality in 1727.) In 1713, he composed Utrecht Te Deum and Jubilate for Queen Anne, and was granted a yearly income O1 rer ir Ag Cos reciam al the Rigral Acade scanding qpers hke Cioh demy cadsed to functh

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音楽 中学生

なぜハ短調になるんですか??

曲想を生かして表情豊かに歌おう。 帰れソレントへ (Torna a Surriento) 6.8.デクルティス作詞/ 美顔明子日本語詞/E.デクルティス作曲 ふ E ●鍋の変化を感じ取って, 速度や強弱に気をつけながら歌いましょう。 やくらいのまさで Moderafo 1短調 Cm Fm Crm A Fm Cm ミドEミ 1-2うるわしのソレント 「ゆうもやたなびき うたごえながれて うなばらは る かに トッア ティー Com -me tu a chi tie - ne 「ヴィー デイ クッ テ スピー ント セン ナ メン ト 『ン メ メン ペッ Vi-de 'o ma - re quan-t'e bel - lo! spi - ra tan - tu sen - ti - men - to, men - te, 転詞 Cもとの迷さで tempo GTトんでだん遅く Dm? G7 rit. mf オレンジのか うみのせい ほのかにただ たえなるその おり おもいでさそ ゆ めじにさそ シ レー ネ ストチャル ディー ノ スイエン テ スィエ スティ シュー グッル ダ グッ キ レア シ ター オ アァイエ スジ ナ sien - te, sie, sti sciu - rea- ca sce- ta- to 'o faie sun Guar-da, gua, chi- stu ciar - di - no; na. G7 C C Dm7 rit. a termpo いまはただひ きょうもただひ く もりのみどりにも やさしくいざ かぜはささや よい うた ない きみをまねく よ ヴァ トゥ ディー チェイ バル エ グッ ディン トオ コーレ キ トアァ スイ アィーノ E tu di- ce"T par-to, ad ラン チェ プロ フー モプッ fi - no din-to 'o co - re se ne va. ran - Ce: nu pro - fu - mo ac-cus - si A Cm Dm7 G7 くだけるなみ と すぎしひ しの まどにたたず ば ば ベ り り と め ほしかげよぞ ら に と レ ダ テル ラ デ ラン モー ダ ストゥ コー ディー タッ ルン ター オ T'al-lun - ta - ne da stu da la ter . ra de l'am. mo - re, CO re, di - o!" G7 C Dm7 G7 a tempo mp rit. さびしく ひび く かえれ きみ ふるさと さ びしくひか る メ ラッ サ ヌン ダル メ ストゥ ヌン トゥル ナ マ ヌン ティエー オ コー レエ Ma nun me las sa, nun dar me stu tie-ne 'o co - re 'e nun tur - nà? "んじさぎう Cm 2. Cm Fm G? C Cm Ss まち このソ レーン トへ ー かえ よ よ ミエン ト トル ナア ス』 リエン ト ファン メ カン mien - to! Tor - na a Sur to, - fam-me pà! - pá! - rien cam 4 田田 れか G

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