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General Programme

Live Music

Compulsory Secondary EducationFirst Cycle

Music

Unit 1. It Sounds Like This

Objectives

To understand that the raw material of music is sound. To know and understand the qualities of sound. To be aware of rhythm and its representation in notes. To link rhythm with beat and time signature. To perform songs and instrumental pieces. To create music using the ‘echo’ form. To study percussion instruments classified in terms of the materials from which they

are made and the kind of sound they produce. To understand the difference between speech and song. To perform a song while respecting pitch, breathing and vocalisation. To engage in active listening activities. To perform a simple ensemble piece using body percussion instruments. To study how sound creates atmosphere in films. To perform a simple choreography accompanied by body percussion.

Contents Core competenciesSound qualities LC, CCRhythm MSTC, CCThe Riddle Rap CC, IEThe echo CC, IEPercussion instruments CC, DCBody percussion SCC, CCSpeech and song MSTC, IESiyahamba (Traditional African song) MSTC, IEOverture, Carmen (Bizet). CC, LLCSoundtracks DC, CCChoreography with body percussion LLC, IE

Assessment Criteria Standards for Assessing Learning

Block 1. Performance and creation1. Recognising the parameters of sound and the basic elements of musical language, using appropriate technical language and applying them when reading or listening to short works or musical extracts.

2. Distinguishing and using the elements of musical notation (placement of notes on the stave; treble clef and bass clef; note lengths; dynamics; sharps, flats and accidentals; rhythmic indications and tempo, etc.).

3. Improvising and performing basic musical forms based on the simplest modes and scales and on the most common rhythms.

4. Analysing and understanding the concept of texture and recognising different types of texture when listening to and reading scores.

6. Showing interest in the development of technical abilities and skills when engaging in performance activities, accepting and complying with the rules governing musical performance as a group, and expressing ideas that contribute to the improvement of the collaborative task.

7. Showing interest in composition and improvisation activities and showing respect for the creative work of peers.

1.1. Recognises the sound parameters and the basic elements of musical language, using appropriate technical language.1.2. Recognises and applies rhythms and beats when reading music or listening to short works or musical extracts.1.3. Identifies and transcribes rhythmic and melodic dictations that use simple binary, ternary and quaternary forms.

2.1. Distinguishes and uses the elements used in musical notation (placement of notes on the stave; treble clef and bass clef; note lengths; dynamics; sharps, flats and accidentals; rhythmic indications and tempo, etc.).

3.1. Improvises and performs basic musical forms based on the simplest modes and scales and on the most common rhythms.

4.1. Acknowledges, understands and analyses different types of texture.

6.1. Shows an interest in knowledge about, and care of, the voice, body and instruments.6.2. Sings suggested pieces applying techniques relating to the correct use of the voice.6.3. Practises relaxation, breathing, articulation, resonance and intonation.6.4. Acquires and applies techniques and skills needed to perform activities appropriate to the level of performance.6.5. Understands and applies techniques for controlling one’s own emotions to facilitate effective performance in public. 7.1. Does improvisations and compositions based on previously established guidelines.7.2. Demonstrates a desire to excel and to improve one’s own abilities, and

8. Participating actively and with personal initiative in performance activities by assuming different roles, trying to integrate one’s involvement with that of the rest of the group, expressing musical ideas, and contributing to the improvement of the collaborative task.

9. Exploring the possibilities of different sources or objects of sound.

respects the different abilities and forms of expression of peers.

8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level.8.3. Shows openness and respect towards suggestions made by the teacher and peers.8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own performance and to that of the group.8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude.

9.1. Shows an interest in the soundscapes around us and reflects on them.9.2. Creatively investigates and explores the possibilities that different objects offer in terms of sound and music.

Block 2. Listening1. Identifying and describing different instruments and voices and how they are grouped.

2. Reading different types of scores when doing musical activities to facilitate listening tasks.3. Valuing silence as a precondition for engaging in listening tasks.

4. Aurally recognising different musical works, identifying the period or culture they belong to, and developing an interest in expanding musical

1.1. Recognises the sounds and appearance of different orchestral instruments, and recognises different voice types.

2.1. Reads scores to facilitate listening tasks.

3.1. Values silence as essential for performing and listening.

4.1. Shows interest in learning about music from other periods and cultures.

preferences.

5. Recognising and describing (via graphical, physical or verbal forms of musical representation) some elements and forms of musical organisation and structure (rhythm, melody, texture, timbre, repetition, imitation, variation) in a piece of music which is played live or recorded.

6. Identifying everyday situations where there is indiscriminate use of sound, analysing the causes and proposing solutions.

5.1. Describes the different elements of the musical works presented.5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity.

6.2. Becomes more aware of the contribution of music to the quality of human experience, displaying a critical attitude towards the indiscriminate consumption of music.

Block 3. Musical and cultural contexts1. Performing exercises that reflect the relationship between music and other disciplines.

2. Showing an interest in learning about music with different characteristics, from different periods and cultures, and to broaden and diversify one’s own musical preferences, adopting an open and respectful attitude.

4. Recognises the key periods in the history of music.

6. Valuing the assimilation and use of some basic musical concepts needed when making value judgments or when "talking about music."

7. Showing an interest and a critical attitude to contemporary music,

1.2. Recognises different forms of dance.1.3. Understands the various functions that music performs in our society.

2.1. Shows an interest in learning about different musical genres and their expressive features, enjoying them as a listener and being selective.2.2. Shows an interest in learning about music from different periods and cultures as a source of cultural enrichment and enjoyment.

4.1. Identifies different periods in the history of music and different musical trends.4.2. Examines the relationship between historical events, technological developments and music in society.

6.1. Uses appropriate vocabulary to describe perceptions and musical knowledge.6.2. Communicates knowledge, judgment and musical opinions, both verbally and in writing, with rigor and clarity.

7.1. Is interested in developing and diversifying one’s own musical

musicals, live performances and new musical ideas, valuing their creative and innovative elements.

preferences.

Block 4. Music and technology2. Using available computing resources in a functional manner for learning about music and for doing research.

2.1. Uses appropriate resources and procedures autonomously to work on music related tasks.

What to assess

The student:

- Understands that sound is the physical sensation produced in the ear due to the vibration of physical entities.

- Knows the four basic parameters of sound.

- Recognises that there are many percussion instruments and that there are different kinds.

- Defines rhythm as the combination of different note durations.

- Understands that the voice is a very complex medium of sound production.

- Values the function of music in film through an understanding of soundtracks.

How to assess

- Using the suggested class activities.

- By observing students.

- Considering students’ participation in classroom activities.

- Assessing students’ abilities with regard to identifying and correcting their own mistakes.

Unit 2. Something for Everyone

Objectives

To be aware that music has different meanings. To understand that music has always been an aspect of human life. To learn that the language of music allows us to perform music from the past. To become familiar with different musical genres and different types of music.

To work with melody and different musical signs related to pitch, in both theoretical and practical ways.

To perform songs and instrumental pieces. To engage in musical creation based on improvisation. To study the voice as the primary musical instrument. To learn about woodwind instruments. To listen to a musical work from a previous period of history. To enact a group choreography.

Contents Core competenciesMusical genres LC, CCMelody MSTC, CCMinha cançao (Chico Buarque) CC, IESinging and improvising CC, IEWoodwind instruments CC, DCThe recorder SCC, CCTypes of voice MSTC, IEWe Are The World (Michael Jackson). MSTC, IE”Ich will bei meinem Jesu wachen”, St Matthew Passion (Bach)

CC, LC

The Good, the Bad and the Ugly (Ennio Morricone)

DC, CC

The boogie-woogie CC, IE



1.1. Recognises the sound parameters and the basic elements of musical language, using appropriate technical language.1.2. Recognises and applies rhythms and beats when reading music or






listening to short works or musical extracts.



6.1. Shows an interest in knowledge about, and care of, the voice, body and instruments.6.2. Sings suggested pieces applying techniques relating to the correct use of the voice.6.3. Practises relaxation, breathing, articulation, resonance and intonation.6.4. Acquires and applies techniques and skills needed to perform activities appropriate to the level of performance.6.5. Understands and applies techniques for controlling one’s own emotions to facilitate effective performance in public.

7.1. Does improvisations and compositions based on previously established guidelines.7.2. Demonstrates a desire to excel and to improve one’s own abilities, and respects the different abilities and forms of expression of peers.

8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level.8.3. Shows openness and respect towards suggestions made by the

teacher and peers.8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own performance and to that of the group.8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude.


3. Valuing silence as a precondition for engaging in listening tasks.

4. Aurally recognising different musical works, identifying the period or culture they belong to, and developing an interest in expanding musical preferences.



1.1. Recognises the sounds and appearance of different orchestral instruments, and recognises different voice types.1.3. Explores and discovers the different possibilities of the voice and other instruments, as well as their evolution throughout the history of music.


4.1. Shows interest in learning about music from other periods and cultures.4.2. Recognises the music of different cultures, knowing how to locate them in terms of place and period.

5.1. Describes the different elements of the musical works presented.5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity.




3. Relating the technical issues studied to the characteristics of different periods in the history of music.



7. Showing an interest and a critical attitude to contemporary music, musicals, live performances and new musical ideas, valuing their creative and innovative elements.

1.1. Expresses musical ideas and relates these to different periods in the history of music and to other disciplines.1.2. Recognises different forms of dance.1.3. Understands the various functions that music performs in our society.


3.1. Relates technical issues to the corresponding periods in the history of music.



7.1. Is interested in developing and diversifying one’s own musical preferences.

Block 4: Music and technology1. Using the technological resources available in an autonomous manner, showing a basic knowledge of the techniques and procedures required to record, reproduce, create and perform simple audio-visual productions.

1.1. Knows some of the possibilities offered by technology and uses them as tools for musical activity.

2. Using available computing resources in a functional manner for learning about music and for doing research.

2.1. Uses appropriate resources and procedures in an autonomous manner to work on music related tasks.

What to assess

The student:

- Understands that music is a form of expression and communication as old as humankind.

- Knows that music has played various social roles throughout history.

- Knows that there are different types and genres of music.

- Has a deeper knowledge of woodwind instruments.

- Understands melody as the combination of varying note pitches together with rhythm.

- Understands that the voice is a musical instrument and knows how to categorise different voices types.

- Appreciates the role of soundtracks in films.

How to assess





Unit 3. Music for All Occasion

Objectives

To understand that music is ubiquitous in human life and has different functions. To learn about the main musical forms. To study the symbols for lengthening time values and the ostinato musical form. To perform songs and instrumental pieces. To engage in musical creation. To learn about brass orchestral instruments. To be aware of how the voice changes during adolescence. To participate actively when listening to various types of music. To critically analyse the use of music as a means to incite consumption. To enact a group choreography.

Contents Core competenciesMusical form LC, CCSymbols for lengthening time values MSTC, CCNgaiwi e (Maori folksong) CC, IEThe ostinato form CC, IEBrass instruments CC, DCWe Wish You a Merry Christmas (Carol) SCC, CCThe voice change process MSTC, IE“Morning Mood”, Peer Gynt (Grieg) CC, LLCJingle Bell Rock (Carleton and Ross) DC, CCCanadian Barn (dance) SCC, LLC



2. Distinguishing and using the elements of musical notation (placement of notes on the stave;

1.1. Recognises the sound parameters and the basic elements of musical language, using appropriate technical language.1.2. Recognises and applies rhythms and beats when reading music or listening to short works or musical extracts.

2.1. Distinguishes and uses the elements used in musical notation (placement of notes on the stave;

treble clef and bass clef; note lengths; dynamics; sharps, flats and accidentals; rhythmic indications and tempo, etc.).





treble clef and bass clef; note lengths; dynamics; sharps, flats and accidentals; rhythmic indications and tempo, etc.).




8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level.8.3. Shows openness and respect towards suggestions made by the teacher and peers.8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own

performance and to that of the group.8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude.


2. Reading different kinds of score when engaged in musical activities to facilitate listening tasks.





1.1. Recognises the sounds and appearance of different orchestral instruments, and recognises different voice types.1.3. Explores and discovers the different possibilities of the voice and other instruments, as well as their evolution throughout the history of music.

2.1. Can read scores to facilitate listening tasks.



5.1. Describes the different elements of the musical works presented.5.2. Uses different resources to facilitate musical analysis in an autonomous manner.5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity.


Block 3. Musical and cultural contexts1. Performing exercises that reflect the 1.2. Recognises different forms of

relationship between music and other disciplines.


5. Appreciating the importance of Spain’s cultural heritage, and of preserving and disseminating it.



dance.1.3. Understands the various functions that music performs in our society.


5.1. Values Spain’s cultural heritage.


7.1. Is interested in developing and diversifying one’s own musical preferences.

Block 4: Music and technology2. Using available computing resources in a functional manner for learning about music and for doing research.


What to assess

The student:

- Understands that music is a means of expression and can communicate feelings and ideas.

- Understands that music has an important influence on society.

- Learns that musical form is the organisation of musical material.

- Distinguishes between different musical forms depending on the number of parts and on who performs them.

- Learns about brass instruments.

- Can use symbols for lengthening time values.

- Defines the ostinato form as the constant repetition of a musical passage.

- Understands the voice change process in adolescence.

- Has a deeper knowledge of the musical form known as the carol.

- Learns that films set during Christmas include Christmas songs and carols in their soundtracks.

How to assess





Unit 4. Classical MusicObjectives

To learn about classical music in the broadest sense of the term. To find out about different periods of classical music. To develop the knowledge of musical language acquired in previous units. To perform songs and instrumental pieces. To learn about string instruments. To engage in active listening. To perform a piece for instrumental ensemble. To perform an instrumental arrangement. To participate in a choreography danced in groups and pairs. To learn about the use of classical music in films.

Contenidos Competencias básicasGreat Periods of Cultured Music LC, CCTempo MSTC, CCDynamics MSTC, CCSweet Potatoes (United States) CC, IEThe variation form CC, IE

String instruments CC, DCLullaby (Brahms) SCC, CCVocal technique MSTC, IEHallo Django (Ulrich Führe). MSTC, IEThe canon MSTC, IE“Andante”, Symphony No.94, “The Surprise” (Haydn)

CC, LLC

Copying Beethoven DC, CCWaltz Rosas del Sur (Strauss). CC, LLC




6. Showing interest in the development of technical abilities and skills when engaging in performance activities,



6.1. Shows an interest in knowledge about, and care of, the voice, body and instruments.

accepting and complying with the rules governing musical performance as a group, and expressing ideas that contribute to the improvement of the collaborative task.



6.2. Sings suggested pieces applying techniques relating to the correct use of the voice.6.3. Practises relaxation, breathing, articulation, resonance and intonation.6.4. Acquires and applies techniques and skills needed to perform activities appropriate to the level of performance.6.5. Understands and applies techniques for controlling one’s own emotions to facilitate effective performance in public.


8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level.8.3. Shows openness and respect towards suggestions made by the teacher and peers.8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own performance and to that of the group.8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude.


1.1. Recognises the sounds and appearance of different orchestral instruments, and recognises different voice types.1.3. Explores and discovers the

2. Reading different kinds of score when engaged in musical activities to facilitate listening tasks.




different possibilities of the voice and other instruments, as well as their evolution throughout the history of music.

2.1. Can read scores to facilitate listening tasks.


4.1. Shows interest in learning about music from other periods and cultures.

5.1. Describes the different elements of the musical works presented.5.2. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity.5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity.




1.1. Expresses musical ideas and relates these to different periods in the history of music and to other disciplines.1.2. Recognises different forms of dance.







Block 4: Music and technology1. Using the technological resources available in an autonomous manner, showing a basic knowledge of the techniques and procedures required to record, reproduce, create and perform simple audio-visual productions.




What to assess

The student:

- Knows that, broadly speaking, music that is not popular or folk is called classical music.

- Learns as a more technical term ‘classical music’ is music written during the classical period (Classicism).

- Learns about the important periods in the history of music.

- Knows the string instruments and how they are categorised.

- Defines tempo as the parameter indicating the speed of the music.

- Knows the dynamic markings that indicate the intensity of music.

- Learns that the ‘variation’ form is a modified version, or versions, of piece of music.

- Knows that singing requires proper breathing and articulation.

- Understands the canon musical form.

- Appreciates the role of classical music in film soundtracks.

How to assess





Unit 5. Sounds of the WorldObjectives

To understand different musical traditions of Western and non-Western cultures. To address the concept of the scale and different types of scale. To engage in music-making activities with the form of musical questions and answers. To study folk instruments from Spain and other countries around the world. To listen to musical extracts of different styles and types of music. To do an active listening task involving a ballet piece. To read about and listen to a popular Spanish song: “The Three-Cornered Hat” by

Manuel de Falla. To perform as an ensemble. To perform an adaptation of film music inspired by Italian music. To participate in a folk choreography as a whole group.

Contents Core competenciesSounds of the World LC, CCThe scale MSTC, CCOshogatsu (Japan) CC, IEMusical questions and answers CC, IETraditional instruments from Spain and other countries

CC, DC

The Bear Dance (Traditional) SCC, CCLos cuatro muleros (Andalusia) MSTC, IEEl sombrero de tres picos (Falla) CC, LC

The Godfather (Nino Rota) DC, CCThe Isa canaria (Canary Islands) SCC, LLC





4. Analysing and understanding the concept of texture and recognising different types of texture when listening to and reading scores.




4.1. Acknowledges, understands and analyses different types of texture.






8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level.8.2. Plays, performs and memorises vocal and instrumental pieces and dances of Spanish heritage.8.3. Shows openness and respect towards suggestions made by the teacher and peers.8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own performance and to that of the group.8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude.

9. Exploring the possibilities of different sources or objects of sound.

9.2. Creatively investigates and explores the possibilities that different objects offer in terms of sound and music.


2. Reading different types of scores when doing musical activities to facilitate listening tasks.




1.2 Differentiates between the specific sounds of the most characteristic instruments used in modern music, folk music, and other ensembles.








2.1. Shows an interest in learning about different musical genres and their expressive features, enjoying them as a listener and being selective.2.2. Shows an interest in learning about music from different periods and cultures as a source of cultural




enrichment and enjoyment.

5.1. Values Spain’s cultural heritage.5.2. Practises, performs and memorises vocal and instrumental pieces and dances of Spanish heritage.5.3. Knows and describes traditional Spanish instruments.


7.1. Uses various sources of information to investigate new trends, representatives and popular groups etc., and reviews such information critically.7.2. Is interested in developing and diversifying one’s own musical preferences.

Block 4. Music and technology1. Using the technological resources available in an autonomous manner, showing a basic knowledge of the techniques and procedures required to record, reproduce, create and perform simple audio-visual productions.




What to assess

The student:

- Understands that traditional music is anonymous or collective in origin.

- Knows that ethnomusicology is the science of studying musical phenomena in their cultural context.

- Learns that traditional instruments have developed from those that were conceived in ancient cultures.

- Learns about traditional Spanish instruments.

- Defines scales as the ordering of sounds with different pitches and learn about various types of scale.

- Understands that folk songs can have different versions developing from their original oral transmission.

How to assess





Unit 6. Modern MusicObjectives

To gain an understanding of modern music. To learn about offbeat notes and syncopation. To perform songs and instrumental pieces. To engage in musical creation using the rondo form. To study the instruments used in modern music. To do an active listening task. To perform an arrangement of an extract of film music. To take part in a group choreography.

Contenidos Competencias básicasModern music styles LC, CCOffbeat notes and syncopation MSTC, CCCan You Feel The Love Tonight (Elton John) CC, IEThe rondo form CC, IEInstruments in modern music CC, DCLove Me Tender (Elvis Presley) SCC, CCHijo de la Luna (Mecano) MSTC, IEWe Are The Champions (Freddy Mercury) CC, LLCPirates of the Caribbean (Klaus Badelt and Hans Zimmer)

DC, CC

The Twist SCC, IE








4. Aurally recognising different musical works, identifying the period or culture they belong to, and developing an




4.1. Shows interest in learning about music from other periods and cultures.4.2. Recognises the music of different

interest in expanding musical preferences.



cultures, knowing how to locate them in terms of place and period.

5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity.







6. Valuing the assimilation and use of some basic musical concepts needed





5.1. Values Spain’s cultural heritage.5.2. Practises, performs and memorises vocal and instrumental pieces and dances of Spanish heritage.

6.1. Uses appropriate vocabulary to

when making value judgments or when "talking about music."


describe perceptions and musical knowledge.6.2. Communicates knowledge, judgment and musical opinions, both verbally and in writing, with rigor and clarity.

7.1. Uses various sources of information to investigate new trends, representatives and popular groups etc., and reviews such information critically.7.2. Is interested in developing and diversifying one’s own musical preferences.



What to assessThe student:- Knows that modern music refers to all musical styles that have developed from rock

and roll.- Understands that the widespread popularity of modern music is due to technology and

communications media.- Knows the most common instruments in bands that play modern music.- Learns the concepts of offbeat notes and syncopation.- Knows the rondo musical form.- Know that there are various kinds of groups that play modern music.- Has a general understanding of the evolution of modern music starting with rock.

How to assess- Using the suggested class activities.- By observing students.- Considering students’ participation in classroom activities.- Assessing students’ abilities with regard to identifying and correcting their own

mistakes.

Unit 7. The Curtain RisesObjectives

To learn about music for the stage and relate it to its cultural context. To learn about the opera, its different types and its constituent parts. To learn about intervals and chord formation. To study keyboard instruments. To learn about the romance genre. To do an active listening task. To participate in a group choreography.

Contenidos Competencias básicasOpera LC, CCIntervals MSTC, CC“Edelweiss” (Oscar Hammerstein). CC, IEChords CC, IEKeyboard instruments CC, DC“Das Klinget”, The Magic Flute (Mozart). SCC, CCThe romance genre MSTC, IE“Romance del conde Flores” (Castile). MSTC, IE“Coro de esclavos”, Nabucco (Verdi). CC, LCOver the Rainbow (Harold Arlen and Ying Harburg).

DC, CC

Summer Nights (Grease). SCC, IE


Block 1. Performance and creation

1. Recognising the parameters of sound and the basic elements of musical language, using appropriate technical language and applying them when reading or listening to short works or musical extracts.



5. Learning the basic principles of compositional procedures and of musical forms that give music an organised structure.




3.1. Improvises and performs basic musical forms based on the simplest modes and scales and on the most common rhythms.3.2. Uses the knowledge and skills acquired to develop arrangements and to create songs, instrumental pieces and choreographies.

5.1. Understands and identifies basic concepts and terms relating to compositional procedures and musical forms.








1.3. Explores and discovers the different possibilities of the voice and other instruments, as well as their evolution throughout the history of music.

.3.1. Values silence as essential for performing and listening..4.1. Shows interest in learning about music from other periods and cultures.4.2. Recognises the music of different cultures, knowing how to locate them in terms of place and period.

5.1. Describes the different elements of the musical works presented.5.2. Uses different resources to facilitate musical analysis in an autonomous manner.5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in

written form, with rigor and clarity.





1.1. Expresses musical ideas and relates these to different periods in the history of music and to other disciplines.1.2. Recognises different forms of dance.1.3. Understands the various functions that music performs in our society..2.1. Shows an interest in learning about different musical genres and their expressive features, enjoying them as a listener and being selective.2.2. Shows an interest in learning about music from different periods and cultures as a source of cultural enrichment and enjoyment.





What to assess

The student:

- Understands that music is related to other performing arts, and integrally to some.

- Learns the different parts of an opera and different types of opera.

- Learns the differences in the mechanisms of various keyboard instruments.

- Defines intervals as the distance between the pitches of two different sounds.

- Understand the concept of the chord.

- Learns that romances are songs that tell stories and which are transmitted orally.

- Appreciates the role of music in film, and differentiates between diegetic and non-diegetic sound and music.

How to assess





Unit 8. Dance MusicObjectives

To learn about dance and how it relates to music. To learn about different kinds of dance. To understand the concept of texture. To practise diatonic scales. To learn about the role of the voice in the context of dance.

To study the variety of instrumental groups. To do an active listening task. To perform an arrangement of an extract of film music. To perform a dance in pairs.

Contents Core competenciesTypes of dance LC, CCTexture MSTC, CCTres hojitas, madre (Traditional, Asturias) CC, IEMajor and minor diatonic scales CC, IEMusical ensembles CC, DCRico vacilón (Rosendo Ruiz). SCC, CCVoice and dance MSTC, IELa bruja (Jota, by Ruperto Chapí). MSTC, IESwan Lake (Chaikovski). CC, LLCSingin’ in the Rain (Brown and Freed). DC, CCThe cha-cha-cha SCC, IE


Block 1. Performance and creation1. Recognising the parameters of sound and the basic elements of musical language, using appropriate technical language and applying them when

1.2. Recognises and applies rhythms and beats when reading music or listening to short works or musical extracts.

reading or listening to short works or musical extracts.



4. Analysing and understanding the concept of texture, and identifying different kinds of texture when doing listening tasks and reading scores.





4.1. Identifies, understands and analyses different kinds of musical texture.


8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level.8.2. Plays, performs and memorises vocal and instrumental pieces and dances of Spanish heritage.8.3. Shows openness and respect

towards suggestions made by the teacher and peers.8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own performance and to that of the group.8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude.





1.1. Recognises the sounds and appearance of different orchestral instruments, and recognises different voice types.1.2 Differentiates between the specific sounds of the most characteristic instruments used in modern music, folk music, and other ensembles.1.3. Explores and discovers the different possibilities of the voice and other instruments, as well as their evolution throughout the history of music.

.3.1. Values silence as essential for performing and listening.


5.1. Describes the different elements of the musical works presented.5.2. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity.5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in

written form, with rigor and clarity.













What to assess

The student:

- Understands the dance is as old as humankind and is present in all cultures.

- Learns about a variety of instrumental ensembles.

- Learns the concept of musical texture.

- Distinguishes between major and minor diatonic scales.

- Understands that songs accompany both modern and traditional dances.

How to assess





Unit 9. Music and technologyObjectives

To understand the relationship between Music and technology. To understand the key milestones in the history of sound recording. To learn about the subdivision of bars and the concept of triplets. To develop a rhythmic, melodic and harmonic accompaniment. To learn about electronic instruments and chordal accompaniments. To do an active listening task. To take part in a group choreography.

Contents Core competenciesThe history of recording LC, CCSubdivision of bars MSTC, CC

Simple time, compound time and triplets MSTC, CCStar Wars (John Williams). CC, IEAccompanying CC, IEElectronic instruments CC, DCRock Rock Bubbly Jock (Sheila Nelson). SCC, CCSong accompaniments MSTC, IENothing Else Matters (Metallica). MSTC, IE“Fool’s Overture”, Even in the QuietestMoments (Supertramp).

CC, LCC

The Lord of the Rings (Howard Shore). DC, CCThe candil CC, SCC



2. Distinguishing and using the elements of musical notation


2.1. Distinguishes and uses the elements used in musical notation

(placement of notes on the stave; treble clef and bass clef; note lengths; dynamics; sharps, flats and accidentals; rhythmic indications and tempo, etc.).


4. Analysing and understanding the concept of texture, and identifying different kinds of texture when doing listening tasks and reading scores.



(placement of notes on the stave; treble clef and bass clef; note lengths; dynamics; sharps, flats and accidentals; rhythmic indications and tempo, etc.).


4.1. Identifies, understands and analyses different kinds of musical texture.


8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level.8.2. Shows openness and respect towards suggestions made by the teacher and peers.8.3. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own

performance and to that of the group.8.4. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude.8.5. Participates actively in vocal and instrumental groups, collaborating with commitment and a desire to improve, and demonstrating an open and respectful attitude.






2.1. Reads scores to facilitate listening tasks..


5.1. Describes the different elements of the musical works presented.5.2. Uses different resources to facilitate musical analysis in an autonomous manner.5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity.




2.1. Shows an interest in learning about different musical genres and their expressive features, enjoying them as a listener and being selective.





4.2. Examines the relationship between historical events, technological developments and music in society.




1.1. Knows some of the possibilities offered by technology and uses them as tools for musical activity.1.2. Participates in all aspects of music production, demonstrating the proper use of relevant knowledge, methods and technologies.


What to assess

The student:

- Understands the technological advances that have improved the construction of electronic instruments and the dissemination of music.

- Knows what the key electronic instruments are.

- Knows that triplets and sextuplets are more artificial note groupings.

- Defines the concept of accompanying as the supporting of a melody.

- Understands that the texture of modern songs is often influenced by an accompanying melody.

- Appreciates the contribution of the symphonic style in film music.

How to assess


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