PREPARATION GUIDE
, HISTORY OF MUSIC
IMPORTANT INFORMATION
Here is a historical and accurate description of the major periods in the history of music, starting from
the very beginning:
PREHISTORIC MUSIC (PREHISTORIC ERA - APPROX. 30,000 BCE TO 3,000 BCE):
This period refers to the time before written records, making it challenging to provide precise dates.
Prehistoric music primarily consisted of vocal chants, rhythmic patterns, and simple percussive sounds
created by early humans. Instruments made from bones, shells, and rocks were likely used.
ANCIENT MUSIC (APPROX. 3,000 BCE (Before Common Era,” “Before Christian Era TO 476
CE):
a. Ancient Near East (Mesopotamia and Egypt):
Music in ancient Mesopotamia (Sumer, Babylon, and Assyria) and Egypt had a significant religious and
ceremonial role.
The development of various instruments and the use of vocal music were notable features of this
period.
b. Ancient Greece (approx. 800 BCE to 476 CE):
Ancient Greece had a profound influence on Western music.
Greek music was closely tied to poetry, and music theory and notation systems began to evolve. In
ancient Greece, the evolution of music theory and notation systems was a significant development that
influenced the understanding and documentation of music. Prominent Greek musical theorists included
Pythagoras, Aristoxenus, and Plato.
PYTHAGORAS AND THE MATHEMATICAL BASIS OF MUSIC:
Pythagoras, a Greek philosopher and mathematician (c. 6th century BCE), made important contributions
to the understanding of music. He discovered the mathematical relationships between the lengths of
vibrating strings and the pitches they produced. This discovery laid the foundation for the concept of
musical intervals and the development of the Greek scale system.
ARISTOXENUS AND HARMONICS:
Aristoxenus (4th century BCE), a pupil of Aristotle, focused on the study of harmonics. He examined the
mathematical ratios of musical intervals and their relationships to human perception and aesthetics.
Aristoxenus's work expanded the understanding of musical scales, tuning systems, and the principles of
consonance and dissonance.
,PLATO AND MUSIC IN EDUCATION:
Plato (4th century BCE), a renowned philosopher, emphasized the importance of music in education. In
his work "The Republic," Plato proposed that music should be used as a means of moral and intellectual
development. He believed that certain musical modes and rhythms could influence a person's character
and soul. Plato's ideas laid the groundwork for the integration of music into the Greek educational
system.
NOTATION SYSTEMS:
a. Letter Notation: Ancient Greek music used letter notation systems to represent melodies. The earliest
known system, called the "Enharmonic Nomos," used letters of the Greek alphabet to indicate pitch and
intervals. However, this notation system provided limited information and was not easily transmissible.
b. Neumes: Neumes, a form of early musical notation, began to emerge during the Byzantine period in
the Eastern Roman Empire (4th to 15th century CE). Although not directly from ancient Greece, they
played a role in the development of later Western music notation. Neumes were simple symbols placed
above lyrics to indicate melodic contours. They provided some guidance for singers but lacked precise
rhythmic notation.
MUSICAL TREATISES:
Several ancient Greek scholars wrote treatises on music theory, documenting their understanding of the
subject. Notable works include:
"Harmonic Elements" by Aristoxenus: A comprehensive treatise on music theory that covered topics
such as scales, intervals, and musical composition.
"De Musica" by Boethius (6th century CE): Although not an ancient Greek, Boethius, a Roman
philosopher, translated and preserved many Greek musical treatises. His work became influential in the
Middle Ages.
These writings helped to systematize musical knowledge, establish theoretical frameworks, and lay the
foundation for future developments in music theory.
= Ons het die handboeke indien ons verdere navorsing wil doen.
, c. ANCIENT ROME (approx. 509 BCE to 476 CE):
Roman music was heavily influenced by Greek traditions.
The Romans adopted Greek musical instruments, scales, and musical genres.
Prominent Roman writers, such as Boethius, made important contributions to music theory.
The subject here is ANCIENT MUSIC EDUCATION (APPROX. 3,000 BCE TO 476 CE). The music education
practices of ancient civilizations such as Egypt, Mesopotamia, Greece, and Rome. Their methods,
instruments, and the role of music in their societies.
Ancient Egypt:
Music Education Practices: Music played a significant role in ancient Egyptian society. Music education
primarily took place within the temple schools, where young boys were trained as musicians and
singers. They learned through an apprenticeship system, working closely with experienced musicians
and priests.
Methods: The education focused on developing vocal and instrumental skills. Students learned to play a
variety of instruments, including harps, flutes, drums, and lyres. They were trained to sing and chant
religious hymns, ceremonial songs, and laments.
Instruments: Key instruments in ancient Egyptian music included the sistrum (a sacred rattle), the
double-pipe (similar to an oboe), and the harp. Percussion instruments like tambourines and rattles
were also used.
Role of Music: Music had a sacred and ceremonial significance in ancient Egyptian culture. It was an
integral part of religious rituals, funerals, and celebrations. Music was believed to have the power to
communicate with the gods and facilitate cosmic harmony.
Mesopotamia (Sumer, Babylon, and Assyria):
Music Education Practices: Music education in Mesopotamia was closely tied to the religious and courtly
institutions. Temples and palaces had specialized musicians and singers who received formal training.
Music education was mainly reserved for the elite.
Methods: Students learned through an oral tradition, with master musicians passing down knowledge
and techniques to their apprentices. Emphasis was placed on vocal training and the mastery of specific
melodies and scales.
Instruments: Mesopotamian musical instruments included the lyre, harp, lute, flute, and various
percussion instruments like drums and cymbals. They also had a unique instrument called the "bull lyre,"
which featured a bull's head carved at the top.
Role of Music: Music had both religious and secular significance in Mesopotamian society. It was an
essential part of religious ceremonies, rituals, and processions. Music was also used for entertainment in
courtly settings and social gatherings.
, HISTORY OF MUSIC
IMPORTANT INFORMATION
Here is a historical and accurate description of the major periods in the history of music, starting from
the very beginning:
PREHISTORIC MUSIC (PREHISTORIC ERA - APPROX. 30,000 BCE TO 3,000 BCE):
This period refers to the time before written records, making it challenging to provide precise dates.
Prehistoric music primarily consisted of vocal chants, rhythmic patterns, and simple percussive sounds
created by early humans. Instruments made from bones, shells, and rocks were likely used.
ANCIENT MUSIC (APPROX. 3,000 BCE (Before Common Era,” “Before Christian Era TO 476
CE):
a. Ancient Near East (Mesopotamia and Egypt):
Music in ancient Mesopotamia (Sumer, Babylon, and Assyria) and Egypt had a significant religious and
ceremonial role.
The development of various instruments and the use of vocal music were notable features of this
period.
b. Ancient Greece (approx. 800 BCE to 476 CE):
Ancient Greece had a profound influence on Western music.
Greek music was closely tied to poetry, and music theory and notation systems began to evolve. In
ancient Greece, the evolution of music theory and notation systems was a significant development that
influenced the understanding and documentation of music. Prominent Greek musical theorists included
Pythagoras, Aristoxenus, and Plato.
PYTHAGORAS AND THE MATHEMATICAL BASIS OF MUSIC:
Pythagoras, a Greek philosopher and mathematician (c. 6th century BCE), made important contributions
to the understanding of music. He discovered the mathematical relationships between the lengths of
vibrating strings and the pitches they produced. This discovery laid the foundation for the concept of
musical intervals and the development of the Greek scale system.
ARISTOXENUS AND HARMONICS:
Aristoxenus (4th century BCE), a pupil of Aristotle, focused on the study of harmonics. He examined the
mathematical ratios of musical intervals and their relationships to human perception and aesthetics.
Aristoxenus's work expanded the understanding of musical scales, tuning systems, and the principles of
consonance and dissonance.
,PLATO AND MUSIC IN EDUCATION:
Plato (4th century BCE), a renowned philosopher, emphasized the importance of music in education. In
his work "The Republic," Plato proposed that music should be used as a means of moral and intellectual
development. He believed that certain musical modes and rhythms could influence a person's character
and soul. Plato's ideas laid the groundwork for the integration of music into the Greek educational
system.
NOTATION SYSTEMS:
a. Letter Notation: Ancient Greek music used letter notation systems to represent melodies. The earliest
known system, called the "Enharmonic Nomos," used letters of the Greek alphabet to indicate pitch and
intervals. However, this notation system provided limited information and was not easily transmissible.
b. Neumes: Neumes, a form of early musical notation, began to emerge during the Byzantine period in
the Eastern Roman Empire (4th to 15th century CE). Although not directly from ancient Greece, they
played a role in the development of later Western music notation. Neumes were simple symbols placed
above lyrics to indicate melodic contours. They provided some guidance for singers but lacked precise
rhythmic notation.
MUSICAL TREATISES:
Several ancient Greek scholars wrote treatises on music theory, documenting their understanding of the
subject. Notable works include:
"Harmonic Elements" by Aristoxenus: A comprehensive treatise on music theory that covered topics
such as scales, intervals, and musical composition.
"De Musica" by Boethius (6th century CE): Although not an ancient Greek, Boethius, a Roman
philosopher, translated and preserved many Greek musical treatises. His work became influential in the
Middle Ages.
These writings helped to systematize musical knowledge, establish theoretical frameworks, and lay the
foundation for future developments in music theory.
= Ons het die handboeke indien ons verdere navorsing wil doen.
, c. ANCIENT ROME (approx. 509 BCE to 476 CE):
Roman music was heavily influenced by Greek traditions.
The Romans adopted Greek musical instruments, scales, and musical genres.
Prominent Roman writers, such as Boethius, made important contributions to music theory.
The subject here is ANCIENT MUSIC EDUCATION (APPROX. 3,000 BCE TO 476 CE). The music education
practices of ancient civilizations such as Egypt, Mesopotamia, Greece, and Rome. Their methods,
instruments, and the role of music in their societies.
Ancient Egypt:
Music Education Practices: Music played a significant role in ancient Egyptian society. Music education
primarily took place within the temple schools, where young boys were trained as musicians and
singers. They learned through an apprenticeship system, working closely with experienced musicians
and priests.
Methods: The education focused on developing vocal and instrumental skills. Students learned to play a
variety of instruments, including harps, flutes, drums, and lyres. They were trained to sing and chant
religious hymns, ceremonial songs, and laments.
Instruments: Key instruments in ancient Egyptian music included the sistrum (a sacred rattle), the
double-pipe (similar to an oboe), and the harp. Percussion instruments like tambourines and rattles
were also used.
Role of Music: Music had a sacred and ceremonial significance in ancient Egyptian culture. It was an
integral part of religious rituals, funerals, and celebrations. Music was believed to have the power to
communicate with the gods and facilitate cosmic harmony.
Mesopotamia (Sumer, Babylon, and Assyria):
Music Education Practices: Music education in Mesopotamia was closely tied to the religious and courtly
institutions. Temples and palaces had specialized musicians and singers who received formal training.
Music education was mainly reserved for the elite.
Methods: Students learned through an oral tradition, with master musicians passing down knowledge
and techniques to their apprentices. Emphasis was placed on vocal training and the mastery of specific
melodies and scales.
Instruments: Mesopotamian musical instruments included the lyre, harp, lute, flute, and various
percussion instruments like drums and cymbals. They also had a unique instrument called the "bull lyre,"
which featured a bull's head carved at the top.
Role of Music: Music had both religious and secular significance in Mesopotamian society. It was an
essential part of religious ceremonies, rituals, and processions. Music was also used for entertainment in
courtly settings and social gatherings.
