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COURSE SYLLABUS

Feel the Music 5

Primary Education

__________________

Music

1

1st Term

Unit 1: The Origin of Music in the Middle Ages

PROFILE COMPONENTS: Lesson 1.

OBJECTIVES:

-To listen, read and extract specific information from a written text.

-To answer questions on a text correctly.

-To identify and define the origin of music.

-To identify the different kinds of music that emerged in the Middle Ages.

CONTENTS:

-Music in the Ancient World and The Middle ages: Profane and Religious music

BASIC COMPETENCES:

Linguistic Competences-To read and extract specific information from written and oral texts.

-To ask and answer questions on a text correctly.

-To identify and define the concepts learnt in lesson 1.

Cultural and Artistic Competences

-To define the origin of music correctly and coherently.

-To identify and define the importance of music in the Middle Ages.

Information and Digital Competences

-To develop and use techniques to extract specific information from a written or oral text by observing the information depicted in the illustrations or listening to a CD recording.

LESSON GUIDELINES:

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-Listening and reading a text.

-Answering questions on a text.

-Listening to passages from the narrative.

-Completing exercise 1 on page 3 of the Activity Book.

MIXED ABILITY

Consolidation:

Inviting volunteers to play the role of the teacher and ask the rest of the class what they have learnt about the origins of music, the Ancient World and The Middle Ages.

Extension:

-Listening to a recording to identify the monadic and polyphonic forms.

EVALUATION:

What to evaluate

-The pupils’ ability to identify and define the different types of music that emerged in the Ancient World and Middle Ages.

How to evaluate

-By observing the pupils’ capacity for explaining the lesson content.

-By considering the pupils’ participation in classroom activities.

-By taking into account the pupils’ ability to identify and correct their own mistakes.

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PROFILE COMPONENTS: Lesson 2

OBJECTIVES:

-To identify the different kinds of music that emerged in the Middle Ages.

-To follow instructions and learn a medieval dance.

CONTENTS:

-Dances in the Middle Ages

-Answering questions about medieval dances

-Learning a Medieval dance

BASIC COMPETENCES:


-To define medieval dances correctly and coherently.

Linguistic Competences


Social and citizenship Competences

-To promote and use the appropriate social norms in personal relationships and dancing activities.



LESSON GUIDELINES:

-Reading about the origin of music and the Middle Ages.

-History and curiosities of music in the Middle Ages.


-Following a simple choreography to learn a medieval dance.

-Completing exercises 2 and 3 on page 4 of the Activity Book.

MIXED ABILITY:

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Consolidation:

Showing the students pictures of the medieval dance and encouraging them to think of new steps they can include or substitute in the dance.

Extension:

-Vocabulary revision: singing all the songs the pupils learnt in Feel The Music grades 3 and four.

EVALUATION:

What to evaluate

-The pupils’ ability to follow a simple choreography and dance correctly.

How to evaluate




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OBJECTIVES:

-To revise and name the musical signs and their corresponding rest signs.

-To identify and define the anacrusis.

-To define melody, harmony and rhythm.

CONTENTS:

-The musical signs semibreve, minim, crotchet, quaver and semiquaver, their rests and duration

-Reading and playing a music score with an anacrusis

-Defining melody, harmony and rhythm

BASIC COMPETENCES:

Mathematical Competences

-To use mathematical reasoning to understand the stave, the position of the notes and the equivalents between the musical signs and their rests. Learning How to Learn -To identify one’s own possibilities and shortcomings in music and communicating in the English language and develop autonomous strategies to improve them.




-To promote and use the appropriate social norms in personal relationships and group activities.

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LESSON GUIDELINES:

-Revising the musical signs, their rests and duration.

- Playing a music score with an anacrusis.

-Defining the benefits of music.

-Identifying and defining melody, harmony and rhythm.

-Completing exercises 4, 5 and 6 on page 5 of the Activity Book.

MIXED ABILITY:

Consolidation

-Reading exercises, pointing out the anacrusis in each series and explaining the difference between each one.

Extension

-Revising Mozart’s biography and works.

-Discussing the benefits of music and how it is used in medicine, farming and agriculture.

EVALUATION:

What to evaluate

-The pupil’s ability to identify and name the musical signs, their rests and duration.

-The pupil’s ability to identify the anacrusis on a music score and play the pieces correctly.

How to evaluate




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OBJECTIVES:

-To practise and play the notes Re/D, Sol/G, La/A, Si/B, Do’/C’ and Re’/D’ correctly.

-To play a song on the recorder correctly.

CONTENTS:

-The origin of the flute.

-The notes Re/D, Sol/G, La/A, Si/B, Do’/C’ and Re’/D’.

-The Count Olinos’ Romance

BASIC COMPETENCES:


-To read and extract specific information from a written text.

-To appreciate singing as a valuable source of vocabulary in the language learning process.

Mathematical Competences-To use mathematical reasoning to understand the stave, the position of the notes and the equivalents between the musical signs and their rests.



LESSON GUIDELINES: -Reading about the origin of the flute.-Revising the basic rules for playing the recorder correctly. -Revising and playing the notes Re/D, Sol/G, La/A, Si/B, Do’/C’ and Re’/D’ -Learning the pentatonic scale.-Playing the Count Olinos’ Romance.

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MIXED ABILITY:Consolidation-Accompanying the base music of ‘Conde Olinos’ Romance’ on the recorder.

Extension Activity

Playing ‘Conde Olinos’ Romance’ on small percussion instruments.

EVALUATION:What to evaluate-The pupils’ ability to read and follow a music score correctly. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

-To memorize and sing a song correctly.

-To recognize the importance of traditional music and songs.

CONTENTS:

-The unit song: Hey, Diddle, Diddle

BASIC COMPETENCES:



-To sing with the correct pronunciation, rhythm and intonation.

Learning How to Learn

-To identify one’s own possibilities and shortcomings in music and communicating in the English language and develop autonomous strategies to improve them.



LESSON GUIDELINES:-Reading and memorizing the song.-Singing the song.-Working with medieval music MIXED ABILITYConsolidation-Singing songs from previous grades of ‘Feel the Music.’

Extension-Acting out the unit song.

EVALUATION:

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What to evaluate-The pupil’s ability to memorize a song in English.-The pupils’ interest in using singing as a means of communication and as a means to learning new vocabulary and expressions. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

*To identify and explain the unit content correctly and coherently.

*To show interest in learning about the history of music.

CONTENTS:

-Revision of the unit content: profane and religious music

-Instruments: Medieval harp, Hurdy-Gurdy. Crum horn, Curved trumpet, Vielle, Aulos, Medieval organ

-Revision: the anacrusis, melody, harmony and rhythm

-Learning more about profane music: canon and madrigal

-Learning more about religious music: Gregorian Chant, Conductus, Motet and Polyphonic Mass

BASIC COMPETENCES:


-To explain the unit content correctly and coherently.



Learning How to Learn -To identify one’s own possibilities and shortcomings in music and communicating in the English language and develop autonomous strategies to improve them.

LESSON GUIDELINES:-Reading about Pythagoras, Pope Gregory, Guido D’Arezzo, Alphonse 10th

and Guillaume de Machaut in the evolution of music in the past.

-Learning and naming the musical forms that emerged in the Middle Ages: Canon, Madrigal, Conductus, Motet.

-Completing exercises 7 and 8 on page 6 of the Activity Book. MIXED ABILITY:

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Consolidation-Revising the unit content.

Extension-Talking about people who influenced music in the Ancient World and the Middle Ages.

EVALUATION:What to evaluate-The pupils’ ability to explain the unit content correctly and coherently.-The pupil’s attitude toward other people’s participation in classroom activities.-Unit 1 evaluation activities.

How to evaluate-By observing the pupils’ capacity for explaining the unit content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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Unit 2. The Renaissance Period


OBJECTIVES:



-To identify the characteristics of music in the Renaissance Period.

CONTENTS:

-Music in the Renaissance Period: profane and religious music

BASIC COMPETENCES:


-To read and extract specific information from written and oral texts.

To ask and answer questions on a text correctly.

Autonomous learning competencies

-To develop and use reading and listening skills.


-To explain how music developed in the Renaissance Period.

-To appreciate the importance of music as a cultural patrimony and as an important source for learning and enjoyment.

-To use the different forms of musical expression creatively to express ideas and feelings.

LESSON GUIDELINES:-Listening and reading a text.-Answering questions on a text.-Listening to passages from the narrative.-Completing exercise 1 and 2 on page 7 of the Activity Book.

MIXED ABILITY:

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Consolidation-Explaining the Renaissance Period in the pupils’ own words.

Extension-Group work: Writing questions about the Renaissance Period, swapping questions with another group and answering them.

EVALUATION:What to evaluate-The pupils’ ability to identify the evolution of music in the Renaissance Period. -The pupils’ interest in listening to classical music and how music developed in the Renaissance Period.

How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

*To identify the dances from the Renaissance Period.

*To develop an interest in learning about dances from other countries.

*To follow instructions and learn a new dance.

CONTENTS:

-Dances: the Pavane and the Galliard

-The body’s expressive qualities

-Stereo and polychoral singing

-Dances from around the world

BASIC COMPETENCES:


-To develop reading and listening skills.

-To use the recreational aspect of language learning to consolidate vocabulary, pronunciation, intonation and rhythm.


-To appreciate the importance of music and dancing as a cultural patrimony and as an important source for learning and enjoyment.



To promote and use the appropriate social norms in personal relationships, dances and group activities.

LESSON GUIDELINES:

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-Reading about dancing in the Renaissance Period. -Reading about the development of stereo and polychoral singing.-Answering questions on the texts.-Completing exercise 3 and 4 on page 8 of the Activity Book.

MIXED ABILITY:Consolidation-Inventing new steps to include or substitute in the dance.

Extension-Investigation activity: researching for information on two songs or dances from the Renaissance Period.

EVALUATION:What to evaluate-The pupils’ ability to memorize a choreography and dance correctly. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

*To define the musical scale correctly.

*To describe how we use additional or ledger lines correctly and coherently.

*To follow a simple music score and practise playing the notes Mi/E, Fa/F, Sol/G, La/A, Si/B and Do’/c’.

CONTENTS:

-Revision: treble clef, time signature, bar lines, repetition dots, double bar lines

-The musical scale: ascending or descending scales

-Additional or ledger lines

-The notes Mi/E, Fa/F, Sol/G, La/A, Si/B and Do’/c’

BASIC COMPETENCES:







LESSON GUIDELINES:-Revising and naming the parts of the stave.-Identifying and playing the ascending and descending scales.-Defining the ledger lines and saying where they are needed on a music score.-Reviewing and defining the concept of duration.-Completing exercise 5, 6 and 7 on page 9 of the Activity Book.

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MIXED ABILITY:Consolidation-Practising the exercises depicted on the reproducible activity page proposed in the Teacher’s Guide.

Extention-Activities to differentiate long and short sounds. -Naming instruments that produce long and short sounds.

EVALUATION:What to evaluate-The pupils’ ability to differentiate ascending and descending scales.-The pupils’ capacity for explaining the concept of ledger lines and where they are used.-The pupils’ interest for finding and naming instruments that make long and short sounds.How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

-To define the flute in the Renaissance Period.

-To follow a simple music score and practise playing the notes Mi/E, Fa/F, Sol/G, La/A, Si/B and Do’/c’.

-To play a traditional Christmas carol correctly.

CONTENTS:

-The flute in the Renaissance Period

-The notes Mi/E, Fa/F, Sol/G, La/A, Si/B and Do’/c’

-Traditional Christmas carol

BASIC COMPETENCES:











LESSON GUIDELINES:

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-Reading and extracting specific information from a written text.

-Answering questions on a text correctly and coherently.

-Playing a traditional Christmas carol. MIXED ABILITY:Consolidation-Further practise at playing the Christmas carol on the recorder.

Extension-Reviewing Christmas vocabulary and inventing a simple Christmas carol.

EVALUATION:What to evaluate-The pupils’ ability to define the flute in the Renaissance Period and play a traditional carol correctly.-The pupils’ interest in completing the exercises proposed in the Pupil’s Book and Teacher’s Guide.How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

*To memorize and sing a song correctly.

*To appreciate the importance of the polyphonic form and the silence rests in a musical interpretation.

CONTENTS:

-The unit song: Dancing at the castle -Learning and memorizing a song -Reading definitions and finding the words in the song BASIC COMPETENCES:


-To read, memorize and sing a song correctly.

-To sing with the correct pronunciation, rhythm and intonation.



-To take good care of the instruments and other learning materials.


-To appreciate the importance of music as a cultural patrimony and as an

important source for learning and enjoyment.

LESSON GUIDELINES: -Reading and learning the song.-Reading definitions and finding the appropriate words in the song. -Singing and playing the song. -Playing the song with and without the base music.

MIXED ABILITY:

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Consolidation-Practising the song demonstrating how to raise and lower each line progressively.-Singing the song in ostinato form with small percussion instruments.

Extension-Imitating the timbre of different instruments with the pupils’ voices to accompany the song.

EVALUATION:What to evaluate-The pupils’ pronunciation, intonation and rhythm in singing activities.-The pupils’ ability to play the unit song correctly on a recorder. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

-To show interest in learning about the people who influenced music in the Renaissance Period.

-To identify and explain the unit content correctly and coherently.

CONTENTS:

- Revision of profane and religious music

-Important musicians in the Renaissance Period

-Instruments in the Renaissance Period: Harpsichord, Recorder, Viola da gamba, Lute

-Building on the pupils’ knowledge of profane and religious music

-Revision of the unit content

BASIC COMPETENCES:



-To explain the unit content correctly and coherently.





important source for learning and enjoyment.


LESSON GUIDELINES:

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-Revising the concepts of profane and religious music in the Renaissance Period.

-Learning about important musicians and instruments in the Renaissance Period.

-Building on the pupils’ knowledge of profane and religious music.

-Revising the unit content: ascending and descending scales, ledger lines and duration.


MIXED ABILITY:

Consolidation

-Inviting volunteers to tell the class what they remember about Orlando di Lasso, Giovanni Pierluigi da Palestrina and Tomás de Victoria. What nationality they were and what they are renowned for.

Extension

-Telling the pupils anecdotes about the Renaissance Period.

EVALUATION:

What to evaluate

-The pupils’ ability to explain the unit content correctly and coherently.

-The pupils’ interest in building on their knowledge of music, musicians and instruments in the Renaissance Period.

How to evaluate

-By observing the pupils’ capacity for explaining the unit content.



-Unit 2 evaluation activities.

…………………………………………………………………………………………………………

2nd Term

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Unit 3. The Baroque Period


OBJECTIVES:

*To read and extract specific information.

*To answer questions on a text correctly and coherently.

*To identify the Baroque Period and the characteristics of music in this Period in history.

CONTENTS:

-The Baroque Period

-Profane music

-The composer Claudio Monteverdi’s work

-Religious music in the Baroque Period

-Baroque dance: Minuet

BASIC COMPETENCES:

Linguistic Competences-To build on and use the language acquired in reading and singing activities as a means of expressing thoughts, feelings, ideas and opinions.

-To read and extract specific information.


Autonomous learning competences


-To use the recreational aspect of language learning to consolidate vocabulary, pronunciation, intonation and rhythm.

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-To appreciate the importance of music as a cultural patrimony and a valuable source of general knowledge and personal enrichment.

LESSON GUIDELINES:-Listening and reading a text.-Answering questions on a text.-Listening to passages from the narrative.-Completing exercises 1 and 2 on page 11 of the Activity Book.

MIXED ABILITY:Consolidation

-Inviting volunteers to tell the class what they have learnt about the Baroque Period in their own words and inventing questions for the rest of the class to elicit the correct answers.

ExtensionPlaying the passages from the narrative and asking the pupils’ to identify each one and say what they know about them. EVALUATION:What to evaluate-The pupils’ ability to define music in the Baroque Period.-The pupils’ comprehension in reading and answering questions on a text. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

-To follow instructions and learn to dance the minuet.

-To enjoy taking part in dancing activities.

CONTENTS:

-Dances in the Baroque Period: Minuet, Giga and Bourree

-Learning a dance from the Baroque Period

BASIC COMPETENCES:


-To define the importance of the Baroque Period correctly and coherently.

-To identify and define the changes in religious music in the Baroque Period.


-To understand and carry out a choreography for a new dance.

Knowledge and Interaction with the Physical World -To appreciate the importance of the movement and expressive possibilities of one’s own body in the surrounding environment. Social and citizenship Competences


Autonomy and Personal Initiative

-To evaluate his/her own progress in the music and language learning process, identify mistakes and correct them.

LESSON GUIDELINES:-Learning about dancing in the Baroque Period.-Learning a choreography to dance the Minuet.-Practising the Minuet.-Completing exercises 3 and 4 on page 12 of the Activity Book.

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MIXED ABILITY:Consolidation-Inventing new steps to include or substitute in the Minuet.Extension-Writing the missing words in sentences about the Baroque Period.

EVALUATION:What to evaluate-The pupils’ ability to identify the difference in dancing in the Renaissance and the Baroque Period. -The pupils’ respectful and tolerant attitude towards other people’s participation in classroom activities. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

-To identify and define the dot, the tie and the pause or fermata.

-To follow a simple music score and practise a rhythm taking into account the dot, the ties and pauses.

-To listen and identify the timbre of different instruments.

CONTENTS:

-The repetition dots.

-The tie and the pause or fermata.

BASIC COMPETENCES:

Mathematical Competences-Ability to use mathematical reasoning to understand the stave, the position of the notes, tempo, rhythms, etc.





LESSON GUIDELINES:

-Practising the musical concepts learnt in previous courses: repetition dots, tie, pause or fermata.

-Playing a simple music score and taking into account the dot, the ties and pauses.


MIXED ABILITY:

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Consolidation-Further practise with the concepts presented in lesson 3 with the help of the reproducible activity proposed in the Teacher’s Guide.Extension-Playing games to identify the timbre of different instruments. EVALUATION:What to evaluate-The pupils’ definitions and explanations of the functions of the repetition dots, tie and pause (fermata.)-The pupils’ ability to read and interpret a music score correctly. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

-To define the flute in the Baroque Period.

-To play the notes Do/C, Re/D, Mi/E, Fa/F, Sol/G, La/A, Si/B and Do’C’ correctly.

-To play a minuet on the recorder.

CONTENTS:

-The flute in the Baroque Period

-The notes Do/C, Re/D, Mi/E, Fa/F, Sol/G, La/A, Si/B and Do’C’

-The Minuet

BASIC COMPETENCES:


-To read and extract specific information.

To ask and answer questions on a text correctly.



Mathematical Competences-To use mathematical elements and reasoning to define the concepts of scales, the musical signs and rhythm.

LESSON GUIDELINES:

-Reading about the recorder in the Baroque Period.

-Practising the notes Do/C, Re/D, Mi/E, Fa/F, Sol/G, La/A, Si/B and Do’C’.

-Playing the Minuet.

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MIXED ABILITY:Consolidation-Listening and accompanying the base music for the Minuet on the recorder.Extension-Using the photocopy on page 73 of this Teacher’s Guide where the music score of the Minuet is enriched with other instruments for further practise.

EVALUATION:What to evaluate-The pupils’ interest in defining the recorder in the Baroque Period.-The pupils’ ability to play the Minuet correctly on the recorder. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:


-To appreciate the importance of singing as an important part of the music and language learning process.

CONTENTS:

-The unit song: On This Autumn Day

BASIC COMPETENCES:





-To use the recreational aspect of music and language learning to consolidate vocabulary, pronunciation, intonation and rhythm.


To evaluate his/her own progress in the music and language learning process, identify mistakes and correct them.

LESSON GUIDELINES:-Listening to the song. -Learning and memorizing the song.-Singing the song with and without the base music.

MIXED ABILITY:Consolidation-Miming and acting out the sounds in autumn.

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Extension-Writing a list of summer related words to invent a new duet about summer.

EVALUATION:

What to evaluate-The pupils’ ability to learn and memorize a new song correctly. -The pupils’ attitude towards other people’s participation in classroom activities.


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OBJECTIVES:

*To show interest in learning about the people and instruments that influenced music in the Baroque Period.

*To identify and explain the unit content correctly and coherently.

CONTENTS:

-Revision of profane and religious music.

-Important musicians in the Baroque Period.

-Instruments in the Baroque Period: Cello, Violin, Viola, Double bass, Oboe, Trumpet, Bassoon, Harpsichord.

-Building on the pupils’ knowledge musical forms in the Baroque Period.

-Revision of the unit content.

BASIC COMPETENCES:


-To define the importance of the Baroque Period correctly and coherently.

-To identify and define the changes in profane and religious music in the Baroque Period.






LESSON GUIDELINES:

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-Learning about important musicians and instruments in the Baroque Period.

-Revising profane and religious music.

-Building on the pupils knowledge of musical forms in the Baroque Period.

-Revising the concepts: repetition dots, ties, pause or fermata.



-Revising all the Language of Music concepts presented in Unit 3.

-Inviting volunteers to explain in their own words what they know about the Baroque Period.

Extension-Telling the pupils anecdotes from the Baroque Period.

EVALUATION:What to evaluate-The pupils’ ability to define the music and dances in the Baroque Period.-The pupils’ interest in building on their knowledge of the Baroque Period.-Unit 3 evaluation activities.


Unit 4. The Classical Period

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OBJECTIVES:



-To identify the expressive and aesthetic characteristics of the Classical Period.

CONTENTS:

-The Classical Period

-Profane music in the Classical Period

-Religious music in the Classical Period.

BASIC COMPETENCES:

Linguistic Competences-To build on and use the language acquired in reading activities as a means to improving one’s own communication competences.

-To read and extract specific information from a written and oral text.



-To appreciate the importance of musical and artistic manifestations throughout history as an important source for learning and enjoyment.


-To use autonomous learning strategies to organize the concepts presented and complete the activities proposed.

LESSON GUIDELINES:-Listening and reading a text.-Answering questions on a text.-Listening to passages from the narrative.

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-Completing exercise 1 on page 15 of the Activity Book. MIXED ABILITY:Consolidation-Reading and listening to the narrative again to reinforce vocabulary and the passages from the narrative. Extension -Listening to identify the sonata for piano, the symphony, the quintet, the aria, the serenade and the choir from Requiem. -Inviting volunteers to hum A little Night Music or the beginning of Symphony No. 40.

EVALUATION:What to evaluate-The pupils’ ability to identify and define the evolution of music in the Classical Period. -The pupils’ interest in learning about different composers and their work.


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OBJECTIVES:

-To follow instructions and learn to dance free movements.

-To appreciate the modern versions of classical music interpreted by pop groups.

CONTENTS:

-Dances in the Classical Period.

-Dance music in the Classical Period.

-Free movements in dancing

BASIC COMPETENCES:




-To define the importance of the Classical Period correctly and coherently.

-To identify and define the evolution in music in the Classical Period.

Knowledge and Interaction with the Physical World -To appreciate the importance of the movement and expressive possibilities of one’s own body and adapt them to the surrounding environment. Social and citizenship competences

-To respect the physical and intellectual differences amongst classmates and help those with less capacity than themselves.

-To acknowledge and use the appropriate social norms when participating in group

activities.

LESSON GUIDELINES:-Reading about dancing in the Classical Period. -Reading about Wolfgang Amadeus Mozart.-Answering questions on the texts.

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-Learning how to invent free movements to the music proposed.-Completing exercises 2 and 3 on page 16 of the Activity Book. MIXED ABILITY:Consolidation-Using the pictures of the dance from the Teacher’s Guide and inviting the pupils to invent new steps they could include or substitute in the dance.Extension-Practising different leg and foot movements and inventing ways of moving to music.

EVALUATION:What to evaluate-The pupils’ ability to improvise and create free movements to the music proposed. -The pupils’ interest and participation in classroom activities.How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

-To identify and define the interval on a music score.

-To revise the Do/C major scale and identify the tones and semitones on a music score.

-To review the qualities of sound: pitch.

CONTENTS:

-The interval

-Ascending and descending scales

-The Do/C major (C major in English)

BASIC COMPETENCES:


-To use mathematical reasoning to understand the stave, the position of the notes





Social and citizenship competences


-To acknowledge and use the appropriate social norms when participating in group activities.

LESSON GUIDELINES:

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-Practising the ascending and descending scales.-Practising the Do/C major scale (C Major in English)

MIXED ABILITY:Consolidation-The reproducible activities proposed in the Teacher’s Guide to strengthen the concept intervals. ExtensionGroup activity: creating a human ascending and descending scale on a staircase.

EVALUATION:What to evaluate-The pupils’ ability to identify and define the intervals on a scale.-The pupils’ interest in building on his/her knowledge of the language of music. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:

-To define the flute in the Classical Period.

-To play the notes Do/C, Re/D, Mi/E, Fa/F, Sol/G and La/A correctly -To follow a simple music score and play a traditional melody.

CONTENTS:

-The recorder in the Classical Period.

-The notes Do/C, Re/D, Mi/E, Fa/F, Sol/G and La/A

-Traditional melody: Twinkle, Twinkle, Little Star

BASIC COMPETENCES:

Mathematical Competences-Ability to use mathematical reasoning to understand the position of the notes and the equivalents between the musical signs and their rests. Autonomy and personal initiative

-To take responsibility for his/her own work, to evaluate his/her own progress in the music and language learning process, identify mistakes and correct them.



- To acknowledge and use the appropriate social norms when participating in group activities.





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LESSON GUIDELINES:

-Reading about the recorder in the Classical Period.-Practising the notes Do/C, Re/D, Mi/E, Fa/F, Sol/G and La/A. -Reading a music score.-Playing Twinkle, Twinkle, Little Star-Learning the song in English. MIXED ABILITY:Consolidation-Playing Twinkle, Twinkle, Little Star with and without the base music.Extension-Using the photocopy of the music score for Twinkle, Twinkle, Little Star to play the melody with the recorder and percussion instruments.

EVALUATION:What to evaluate-The pupils’ ability to define the recorder in the Classical Period.-The pupils’ interest in learning how to play a traditional melody correctly. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJECTIVES:


-To use the correct breathing techniques.

CONTENTS:

- The unit song: One Sunny, Sunday Morning

BASIC COMPETENCES:


-To build on and use the language acquired in reading and singing activities as a means to improving one’s own communication competences.


-To ask and answer questions on a song correctly.

Autonomy and personal initiative






- To acknowledge and use the appropriate social norms when participating in group activities.

LESSON GUIDELINES:

-Listening to the song. -Learning and memorizing the song.-Singing the song with and without the base music.

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MIXED ABILITY:

Consolidation

-Answering questions about the song to strengthen the vocabulary and expressions.

Extension

-Practising the pupils’ breathing, pronunciation and intonation techniques in singing.

EVALUATION:

What to evaluate

-The pupils’ ability to memorize and sing a song with the correct pronunciation, intonation and breathing techniques.

-The pupils’ interest and participation in classroom activities.


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OBJETIVOS:

-To show interest in learning about the people who influenced music in the Classical Period.


CONTENTS:

-Profane and religious music in the Classical Period.

-Instruments in the Classical Period: Piano, Flute, Clarinet, Kettledrum, Horn.

-Musical forms: Sonata, Symphony and Rondo.

-Revision of the language of music content: ascending and descending scales.

-The diatonic scale.

BASIC COMPETENCES:


-To define the importance of the Classical Period correctly and coherently.

-To identify and define the evolution in music in the Classical Period.


-To use mathematical reasoning to understand the stave, the position of the notes and the equivalents between the musical signs and their rests.

Autonomy and personal initiative






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LESSON GUIDELINES:

-Revising the concepts of profane and religious music in the Classical Period.

-Learning about important musicians and instruments in the Classical Period.

-Building on the pupils’ knowledge of musical forms in the Classical Period.

-Revising the unit content: ascending and descending scales.


MIXED ABILITY:

Consolidation

-Discussing the pupil’s knowledge of music in the Classical Period and correcting each other’s mistakes.

Extension

-Telling the pupils different anecdotes about the Classical Period.

EVALUATION:

What to evaluate

-The pupils’ ability to identify and define how music changed throughout the Classical Period.

-The pupils’ definitions of The Language of Music concepts presented in unit 4.-The unit 4 evaluation activities.

How to evaluate




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3rd TERM

Unit 5. The Romantic Period I


OBJETIVOS:



-To distinguish the characteristics of music in the Romantic Period.

CONTENTS:

-The Romantic Period I: Profane, Religious music and the Lied

BASIC COMPETENCES:


-To appreciate the importance of musical and artistic manifestations in the country’s cultural patrimony and as an important source for learning and enjoyment.

Linguistic Competences-To use the language acquired in the music and language learning process as a means to improving one’s own communicative competences.




-To maintain a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism.

LESSON GUIDELINES:-Listening and reading a text.-Answering questions on a text.-Listening to passages from the narrative. -Completing exercise 1 on page 19 of the Activity Book.

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MIXED ABILITY:Consolidation-Discussing the pupils’ knowledge of the Romantic Period.Extension-Repeating the passages from the narrative in a different order and asking the pupils to identify the symphony, the short waltz for piano, the Lied and the Italian and German operas.

EVALUATION:What to evaluate-The pupils’ ability to define the characteristics of the Romantic Period and identify different musical forms.


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OBJETIVOS:

-To appreciate and enjoy listening to music.

-To follow instructions and learn a regional dance.

CONTENTS:

-Dances in the Romantic Period

-Franz Schubert

-Regional dance: Pasacorredoiras

BASIC COMPETENCES:


-To define the importance of the Romantic Period correctly and coherently.

-To identify and define the evolution in dancing in the Romantic Period.


-To understand and carry out a choreography for a new dance.

Knowledge and Interaction with the Physical World -To appreciate the importance of the movement and expressive possibilities of one’s own body in the surrounding environment. Social and citizenship Competences


Autonomy and Personal Initiative -To evaluate his/her own progress in the music and language learning process, identify mistakes and correct them.

LESSON GUIDELINES:-Reading about dancing in the Romantic Period. -Reading about Franz Schubert.-Answering questions on the texts.-Learning how to dance a regional dance: Pasacorredoiras.-Completing exercises 2 and 3 on page 20 of the Activity Book.

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-Using the pictures of Pasacorredoiras for the pupils to think about new steps they can include or substitute in the dance.

Extension-Inviting the pupils to dance other regional dances they have learnt or know of.

EVALUATION:What to evaluate-The pupils’ ability to learn a choreography and dance correctly.-The pupils’ attitude towards other people’s participation in classroom activities.


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OBJETIVOS:

-To identify and define the accidentals and how they are used.

-To identify and define the dynamic marks or performance directions on a music score.

-To play a passage on the recorder taking into account the dynamic marks.

CONTENTS:

-Dynamics or performance directions

-The accidentals: sharp, flat and natural

BASIC COMPETENCES:





Learning How to Learn Competences

-To identify one’s own possibilities and shortcomings in communicating in music and in the English language and develop autonomous strategies to improve them.

LESSON GUIDELINES:

-Defining the accidentals: sharp, flat and natural.

-Revising dynamics, the Italian words and their meaning.

-Reading and practicing a music score to strengthen the concept of dynamics.


MIXED ABILITY:

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Consolidation

-Extra practise with the reproducible activities proposed in the Teacher’s Guide.

Extension

-Reviewing the concepts crescendo and diminuendo and listening to music to differentiate each one.

EVALUATION:

What to evaluate

-The pupils’ ability to define the accidentals and how they are used.

-The pupils’ ability to explain the dynamic abbreviations, the Italian words and what they mean.

How to evaluate




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OBJETIVOS:

-To define the flute in the Romantic Period.

-To follow a simple music score and play Ode to Joy.

CONTENTS:

-The flute in the Romantic Period.

-The notes Re/D, Sol/G, La/A, Si/B, Do’/C’ and Re/D’- Ode to Joy

BASIC COMPETENCES:


-To build on and use the language acquired in reading activities as a means to improving one’s own communicative competences.



Cultural and Artistic Competences-To appreciate the importance of musical and artistic manifestations in the country’s cultural patrimony and as an important source for learning and enjoyment.






LESSON GUIDELINES:

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-Reading and answering questions on the text.-Practising the notes Re/D, Sol/G, La/A, Si/B, Do’/C’ and Re/D’.

-Playing Ode to Joy on the recorder.-Playing Ode to Joy with and without the base music. MIXED ABILITY:Consolidation

-Playing Ode to Joy with and without the base music.

Extension-Playing Ode to Joy in two voices for further practise.

EVALUATION:What to evaluate-The pupils’ ability to define the flute in the Romantic Period.-The pupils’ progress in reading a music score and playing a melody correctly. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJETIVOS:

-To appreciate the importance of the body’s communicative possibilities.

-To appreciate the importance of singing as an important source of vocabulary in the language learning process.


CONTENTS:

-The unit song: Tell Me the Way to London Town.

BASIC COMPETENCES:


-To build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative competences.


Knowledge and Interaction with the Physical World

-To appreciate the importance of the movement and expressive possibilities of one’s own body in the surrounding environment. Cultural and Artistic Competences






LESSON GUIDELINES:

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-Listening to the song. -Learning and memorizing the song.-Singing the song with and without the base music.-Reading definitions and finding the word in the song.

MIXED ABILITY:

Consolidation

-Inventing new words for the unit song.

Extension

-General vocabulary review: Reading definitions and finding the words in the unit songs 1 – 4.

EVALUATION:

What to evaluate

-The pupils’ ability to memorize and sing a song correctly.

-The pupils’ pronunciation, intonation and use of breathing techniques.


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OBJETIVOS:

-To show interest in learning about the people who influenced music in the Romantic Period.


-To show interest in learning about the history of music.

CONTENTS:

-Profane and religious music in the Romantic period

-Composers in the Romantic period 1

-Instruments in the Romantic Period: Bass drum, Cymbals, Piccolo

-Revision of accidentals and dynamics

BASIC COMPETENCES:








LESSON GUIDELINES:

-Revising the concepts of profane and religious music in the Romantic Period.

-Learning about important musicians and instruments in the Romantic Period.

-Building on the pupils’ knowledge of musical forms.

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-Revising the unit content: accidentals, dynamics.

-Completing exercises 7 and 8 on page 22 of the Activity Book. MIXED ABILITY:Consolidation

-Inviting volunteers to explain what they know about the Romantic Period for the rest of the class to correct their mistakes.

Extension-Telling the class anecdotes about the Romantic Period.

EVALUATION:What to evaluate-The pupils’ ability to explain the unit content correctly and coherently.-The pupils’ awareness of the importance of the general knowledge acquired in his/her music formation.-The unit 5 evaluation activities.


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Unit 6. The Romantic Period II


OBJETIVOS:



-To identify the characteristics of music in the second half of the Romantic Period.

CONTENTS:

-The Romantic Period II

BASIC COMPETENCES:

- Linguistic Competences-To use the language acquired in the music and language learning process as a means to improving one’s own communicative competences.



important source for learning, enjoyment and expressing one’s own feelings in a creative manner.

-Autonomy and Personal Initiative

To evaluate his/her own progress in the language learning process, identify



LESSON GUIDELINES:

-Listening and reading a text.


-Listening to passages from the narrative.

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-Completing exercise 1 on page 23 of the Activity Book.

MIXED ABILITY:Consolidation-Listening and reading the narrative and explaining the text in the pupils’ own words. Extension-Listening to identify different passages from the narrative and saying who composed them. EVALUATION:What to evaluate-The pupils’ ability to define the Romantic Period and the most important composers.How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJETIVOS:

-To follow instructions and learn a choreography.

-To recognize and appreciate the body’s communicative possibilities.

CONTENTS:

-Dances in the Romantic period

-The Strauss family

-Choreography: Hungarian Dance No.5

BASIC COMPETENCES:








Cultural and Artistic Competences-To appreciate the importance of music as a cultural patrimony and as an important source for learning, enjoyment and expressing one’s own feelings in a creative manner.


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LESSON GUIDELINES:-Reading about dancing in the Romantic Period. -Reading about the Strauss family.-Answering questions on the texts.-Learning how to dance to Hungarian dance No. 5.-Completing exercises 2 and 3 on page 24 of the Activity Book.

MIXED ABILITY:Consolidation-Using the pictures from the Teacher’s Guide for the pupils to think about new steps to substitute the existing steps and modify the dance.Extension-Balloon game to dance to the rhythms proposed.

EVALUATION:What to evaluate-The pupils’ ability to memorize a choreography and dance correctly.-The pupils’ attitude towards other people’s participation in group activities.

How to evaluate




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OBJETIVOS:

*To identify and define tempo and movement.

*To identify and define the signs for changes in dynamic levels.

CONTENTS:

-Tempo

-The signs for dynamic changes

BASIC COMPETENCES:










LESSON GUIDELINES:-Reading and defining the concept of Tempo. -Identifying the Italian words that express the degree of speed or movement in an interpretation. -Practising the changes in dynamic levels.-Completing exercises 4 and 5 on page 25 of the Activity Book. MIXED ABILITY:

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Consolidation-The activities proposed in the Teacher’s Guide to strengthen the lesson content.Extension-Listening to different passages to express the tempo or movement with the corresponding Italian words.

EVALUATION:What to evaluate-The pupils’ ability to explain how we indicate changes in dynamic levels.-The pupils’ autonomous strategies to improve his/her learning process. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJETIVOS:

-To define the flute in the second half of the Romantic Period.

-To follow a simple music score and play Moon River.

CONTENTS:

-The flute in the second half of the Romantic Period

-The notes Do/C, Re/D, Mi/E, Fa/F, Sol/G, La/A, Si/B, Do’/C’ and Re’/D’-Moon River

BASIC COMPETENCES:


Mathematical Competences -Ability to use mathematical reasoning to understand the position of the notes and the equivalents between the musical signs. Autonomy and Personal Initiative

-To evaluate his/her own progress in the language learning process, identify mistakes and correct them.


-To appreciate the importance of music as a cultural patrimony and as an important source for learning, enjoyment and expressing one’s own feelings in a creative manner.




LESSON GUIDELINES:

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-Reading about the flute in the Romantic period.-Answering questions on the text. -Practising the notes Do/C, Re/D, Mi/E, Fa/F, Sol/G, La/A, Si/B, Do’/C’ and Re’/D’

-Playing Moon River

MIXED ABILITY:Consolidation-Playing all the melodies the pupils have learnt to play on the recorder in grades 1 – 6.Extension-Group activity. Playing Moon River on the recorder accompanied by percussion instruments.

EVALUATION:What to evaluate-The pupils’ ability to define the flute in the Romantic period.-The pupils’ interest in improving their interpretive skills and how they play the recorder. How to evaluate-By observing the pupils’ capacity for explaining the lesson content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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OBJETIVOS:


-To value singing as an important source of vocabulary in the language learning process.

CONTENTS:

- The unit song: Dance with Me

BASIC COMPETENCES:








Cultural and Artistic Competences-To appreciate the importance of music as a cultural patrimony and as animportant source for learning, enjoyment and expressing one’s own feelings in a creative manner.



LESSON GUIDELINES:

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-Listening to the song. -Learning and memorizing the song.-Singing the song with and without the base music.-Reading definitions and finding the word in the song.

MIXED ABILITY:

Consolidation

-Reviewing the different types of voices we can find in a choir.

Extension

-Reviewing the breathing and singing techniques by playing the base music of all the unit songs for the pupils to sing and practise.

EVALUATION:

What to evaluate

-The pupils’ ability to memorize a song and sing with the correct pronunciation and intonation.


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OBJETIVOS:

-To show interest in learning about the people who influenced music in the Romantic Period.


-To show interest in learning about the history of music.

CONTENTS:

-Important composers in the Romantic Period II

-Instruments in the Romantic Period: Xylophone, Saxophone, Gong, Castanets, Celesta

-Revision: Changes in dynamic levels

-Musical forms: Symphony, Concert, Symphonic poem, Overture, Lied, Sonata

BASIC COMPETENCES:











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LESSON GUIDELINES:

-Learning about important musicians and instruments in the Romantic Period.

-Building on the pupils’ knowledge of different musical forms.

-Revising the unit content: changes in dynamic levels

-Completing exercise 6 and 7 on page 26 of the Activity Book. MIXED ABILITY:Consolidation-Reviewing the concepts presented in unit 6 that may be causing difficulties. Extension-Telling the pupils anecdotes about the Romantic Period II.

EVALUATION:What to evaluate-The pupils’ ability to explain the unit content correctly and coherently in his/her own words.-Unit 6 evaluation activities.How to evaluate-By observing the pupils’ capacity for explaining the unit content.-By considering the pupils’ participation in classroom activities.-By taking into account the pupils’ ability to identify and correct their own mistakes.

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