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<noinclude>{{ReqHeader}}<br></noinclude>
<noinclude>{{ReqHeader}}<br></noinclude>
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===Current===
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===Music and Bugling merit badge pamphlet (2011)===
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# Sing or play a simple song or hymn chosen by your counselor using good technique, phrasing, tone, rhythm, and dynamics. Read all the signs and terms of the score.
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# Sing or play a simple song or hymn chosen by your counselor using good technique, phrasing, tone, rhythm, and dynamics. Read all the signs and terms of the score.
 +
# Name the five general groups of musical instruments. Create an illustration that shows how tones are generated and how instruments produce sound.
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# Do TWO of the following:
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#:a. Attend a live performance, or listen to three hours of recordings from any two of the following musical styles: blues, jazz, classical, country, bluegrass, ethnic, gospel, musical theater, opera. Describe the sound of the music and the instruments used. Identify the composers or songwriters, the performers, and the titles of the pieces you heard. If it was a live performance, describe the setting and the reaction of the audience. Discuss your thoughts about the music.
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#:b. Interview an adult member of your family about music. Find out what the most popular music was when he or she was your age. Find out what his or her favorite music is now, and listen to three favorite tunes with him or her. How do those favorites sound to you? Had you ever heard any of them? Play three of your favorite songs for your relative, and explain why you like these songs. Ask what he or she thinks of your favorite music.
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#:c. Serve for six months as a member of a school band, choir, or other local musical group; or perform as a soloist in public six times.
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#:d. List five people who are important in the history of American music and explain to your counselor why they continue to be influential. Include at least one composer, one performer, one innovator, and one person born more than 100 years ago.
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# Do ONE of the following:
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#:a. Teach three songs to a group of people. Lead them in singing the songs, using proper hand motions.
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#:b. Compose and write the score for a piece of music of 12 measures or more, and play this music on an instrument.
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#:c. Make a traditional instrument and learn to play it.
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#:d. Catalog your own or your family's collection of 12 or more compact discs, tapes, records, or other recorded music. Show how to handle and store them.
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<includeonly>{{BSR-Music and Bugling}}</includeonly>
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<br />
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===2011 Boy Scout Requirements book===
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# Sing or play a simple song or hymn chosen by your counselor using good technique, phrasing, tone, rhythm, and dynamics.. Read all the signs and terms of the score.
# Name the five general groups of musical instruments. Create an illustration that shows how tones are generated and how instruments produce sound.
# Name the five general groups of musical instruments. Create an illustration that shows how tones are generated and how instruments produce sound.
# Do TWO of the following:
# Do TWO of the following:
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#:c. Make a traditional instrument and learn to play it.
#:c. Make a traditional instrument and learn to play it.
#:d. Catalog your own or your family's collection of 12 or more compact discs, tapes or records. Show how to handle and store them.
#:d. Catalog your own or your family's collection of 12 or more compact discs, tapes or records. Show how to handle and store them.
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===Effective January 1, 2011===
 
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# Sing or play a simple song or hymn chosen by your counselor using good technique, phrasing, tone, rhythm, and dynamics. Read all the signs and terms of the score.
 
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# Name the five general groups of musical instruments. Create an illustration that shows how tones are generated and how instruments produce sound.
 
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# Do ONE of the following:
 
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#:a. Attend a live performance, or listen to three hours of recordings from any two of the following musical styles: blues, jazz, classical, country, bluegrass, ethnic, gospel, musical theater, opera. Describe the sound of the music and the instruments used. Identify the composers or songwriters, the performers, and the titles of the pieces you heard. If it was a live performance, describe the setting and the reaction of the audience. Discuss your thoughts about the music.
 
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#:b. Interview an adult member of your family about music. Find out what the most popular music was when he or she was your age. Find out what his or her favorite music is now, and listen to three favorite tunes with him or her. How do those favorites sound to you? Had you ever heard any of them? Play three of your favorite songs forhim or her, and explain why you like these songs. Ask hat he or she thinks of your favorite music.
 
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#:c. List five people who are important in the history of American music and explain to your counselor why they continue to be influential. Include at least one composer, one performer, one innovator, and one person born more than 100 years ago.
 
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#:d. Catalog your own or your family's collection of 12 or more compact discs, tapes, records, or other recorded music. Show how to handle and store them.
 
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# Do TWO of the following:
 
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#:a. Teach three songs to a group of people. Lead them in singing the songs, using proper hand motions.
 
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#:b. Serve for six months as a member of a school band, drum and bugle corps, choir, or other organized musical group, or perform as a soloist in public six times.
 
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#:c. Compose and write the score for a piece of music of 12 measures or more, and play this music on an instrument.
 
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#:d. Make a traditional instrument and learn to play it.
 
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#:e. Give a brief history of the bugle, and explain how the bugle is related to other brass wind instruments. Demonstrate how the bugle makes sound, then explain how to care for, clean, and maintain a bugle.
 
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#:a. Compose a bugle call for your troop or patrol to signal a common group activity, such as assembling for mealtime or striking a campsite. Play the call that you have composed before your unit or patrol.
 
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#:g. Sound the following bugle calls:
 
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:::* "First Call,"
 
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:::* "Reveille,"
 
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:::* "Assembly,"
 
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:::* "Mess,"
 
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:::* "To the Colors," and
 
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:::* "Taps"
 
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::: Then explain when each of these calls is used.
 
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::: Note: A bugle, trumpet, or cornet may be used to meet requirements 4b (drum and bugle corps), 4e, 4f, and 4g.
 
<includeonly>{{BSR}}</includeonly>
<includeonly>{{BSR}}</includeonly>
<noinclude>{{ReqFooter}}[[Category:Protected Boy Scout requirement pages]]</noinclude>
<noinclude>{{ReqFooter}}[[Category:Protected Boy Scout requirement pages]]</noinclude>

Current revision


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Music and Bugling merit badge pamphlet (2011)

  1. Sing or play a simple song or hymn chosen by your counselor using good technique, phrasing, tone, rhythm, and dynamics. Read all the signs and terms of the score.
  2. Name the five general groups of musical instruments. Create an illustration that shows how tones are generated and how instruments produce sound.
  3. Do TWO of the following:
    a. Attend a live performance, or listen to three hours of recordings from any two of the following musical styles: blues, jazz, classical, country, bluegrass, ethnic, gospel, musical theater, opera. Describe the sound of the music and the instruments used. Identify the composers or songwriters, the performers, and the titles of the pieces you heard. If it was a live performance, describe the setting and the reaction of the audience. Discuss your thoughts about the music.
    b. Interview an adult member of your family about music. Find out what the most popular music was when he or she was your age. Find out what his or her favorite music is now, and listen to three favorite tunes with him or her. How do those favorites sound to you? Had you ever heard any of them? Play three of your favorite songs for your relative, and explain why you like these songs. Ask what he or she thinks of your favorite music.
    c. Serve for six months as a member of a school band, choir, or other local musical group; or perform as a soloist in public six times.
    d. List five people who are important in the history of American music and explain to your counselor why they continue to be influential. Include at least one composer, one performer, one innovator, and one person born more than 100 years ago.
  4. Do ONE of the following:
    a. Teach three songs to a group of people. Lead them in singing the songs, using proper hand motions.
    b. Compose and write the score for a piece of music of 12 measures or more, and play this music on an instrument.
    c. Make a traditional instrument and learn to play it.
    d. Catalog your own or your family's collection of 12 or more compact discs, tapes, records, or other recorded music. Show how to handle and store them.


2011 Boy Scout Requirements book

  1. Sing or play a simple song or hymn chosen by your counselor using good technique, phrasing, tone, rhythm, and dynamics.. Read all the signs and terms of the score.
  2. Name the five general groups of musical instruments. Create an illustration that shows how tones are generated and how instruments produce sound.
  3. Do TWO of the following:
    a. Attend a live performance, or listen to three hours of recordings from any two of the following musical styles: blues, jazz, classical, country, bluegrass, ethnic, gospel, musical theater, opera. Describe the sound of the music and the instruments used. Identify the composers or songwriters, the performers, and the titles of the pieces you heard. If it was a live performance, describe the setting and the reaction of the audience. Discuss your thoughts about the music.
    b. Interview your parents and grandparents about music. Find out what the most popular music was when they were your age. Find out what their favorite music is now, and listen to three of their favorite tunes with them. How do their favorites sound to you? Had you ever heard any of them? Play three of your favorite songs for them, and explain to them why you like these songs. Ask them what they think of your favorite music.
    c. Serve for six months as a member of a school band, choir, or other local musical group; or perform as a soloist in public six times.
    d. List five people who are important in the history of American music and explain to your counselor why they continue to be influential. Include at least one composer, one performer, one innovator, and one person born more than 100 years ago.
  4. Do ONE of the following:
    a. Teach three songs to a group of people. Lead them in singing the songs, using proper hand motions.
    b. Compose and write the score for a piece of music of 12 measures or more.
    c. Make a traditional instrument and learn to play it.
    d. Catalog your own or your family's collection of 12 or more compact discs, tapes or records. Show how to handle and store them.

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