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COURSE SYLLABUS

Tarantella 6

PRIMARY EDUCATION 6th GRADE

_________________Music

COURSE SYLLABUS – TARANTELLA 6 1

Unit 1. Record and Keep Music

Objectives

-To read and extract specific information from a text in English.-To appreciate the importance of music in our lives.-To learn and sing a song correctly.-To identify and define the qualities of sound.-To define rhythm correctly and coherently.-To identify the symbols for the musical signs and rests.-To appreciate and use the body’s expressive possibilities.-To define the notes and how they were named.-To identify percussion instruments with an unidentifiable and identifiable pitch.-To be aware of the correct postures for playing the recorder correctly.-To play a melody correctly on the recorder.-To show an interest in learning about the composer Gioachino Rossini and his composition William Tell.-To learn a choreography and dance the Charleston correctly.

ContentsListening

Come by the Hills (Traditional Irish song). The qualities of sound: pitch, duration, volume and timbre.

Allegro from Symphony No. 5 by L.v. Beethoven. Defining rhythm: Allegro and Minuet from A Little Night Music by Mozart. Song: Minha Cancao.

Instruments with bars. The recorder: I’m a believer and Come on Everybody.

William Tell by Gioachino Rossini. Dance: The Tennessee Wig Walk.(Charleston)

Composer: Gioachino Rossini

Interpretation and Creation

Discussing life without music. Singing Come by the Hills (Traditional Irish song). Identifying the qualities of sound: Allegro from Symphony No. 5 by L.v.

Beethoven. Identifying the binary and ternary rhythms.: Allegro and Minuet from A

Little Night Music by Mozart. Improvising rhythms with corporal percussion. Singing the musical notes. Playing and singing a song: Minha Cancao.


Playing instruments with bars. Playing the recorder: I’m a believer and Come on Everybody.

Playing a passage from William Tell with percussion instruments. Dancing: The Tennsesee Wig Walk. (Charleston)

Basic CompetencesLinguistic Competences

To use the language acquired in reading and singing activities as a means to improving communicative skills and expressing feelings

Mathematical CompetencesTo use mathematical elements and reasoning to define the elements on the stave.

Knowledge and Interaction with the Physical World To appreciate the importance of the visual and sound qualities of one’s own environment and relate movement to sound. To value the importance of movement and the expressive possibilities of one’s own body.

Learning How to Learn CompetencesTo explore and experiment with the different sensorial aspects of sound.

Autonomy and Personal InitiativeTo develop a positive attitude towards hard work, responsibility and perseverance.

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.

Social and Citizenship Competences To show a respectful and tolerant attitude towards other people’s creative and interpretive skills.

Evaluation Criteria

-Reads and extracts specific information from a text in English.-Appreciates the importance of music in our lives.-Learns and sings a song correctly.


-Identifies and defines the qualities of sound.-Defines rhythm correctly and coherently.-Identifies the symbols for the musical signs and rests.-Appreciates and uses the body’s expressive possibilities.-Defines the notes and how they were named.-Identifies percussion instruments with an unidentifiable and identifiable pitch.-Is aware of the correct postures for playing the recorder correctly.-Plays a melody correctly on the recorder.-Shows interest in learning about the composer Gioachino Rossini and his

composition William Tell.-Learns a choreography and dances the Charleston correctly.


Unit 2. Live Music

Objectives

-To read and extract specific information from a text in English.-To appreciate the importance of live concerts.-To develop an interest in opera.-To identify and define the signs that lengthen notes. -To identify and classify different types of human voices.-To identify and define the accidentals.-To review and define the characteristics of string instruments correctly and

coherently.-To play a Christmas carol correctly on the recorder.-To listen to a passage from ‘’The Four Seasons’’ and act it out.-To explain the origin of Christmas carols correctly and coherently.-To learn a choreography and dance correctly.-To review and explain the concepts presented in units 1 & 2 correctly in their

own words.

ContentsListening Passage from The Magic Flute.

O Son do Ar.

Second passage from The Magic Flute to identify different types of voices. Good King Wenceslas. (Christmas carol) String instruments: violin, viola, cello, double bass, harpsichord, harp. Silent Night (Christmas carol) Winter from The Four Seasons. (A. Vivaldi)

Ding Dong Merrily on High. (Christmas carol) Deck the Halls. (Christmas carol) Dance: Ding Dong Merrily on High.

Composer: W.A. Mozart. Composer: Antonio Vivaldi.


Discussing preferences in music and describing concerts. Singing a passage from The Magic Flute.

Recorder: Playing O Son do Ar.

Playing and singing Good King Wenceslas (Christmas carol). Playing Silent Night (Christmas carol). Listening and acting out Winter from The Four Seasons.


Playing Deck the Halls on the recorder and instruments with bars. Dancing Ding Dong Merrily on High.

Basic Competences

Linguistic CompetencesTo understand and communicate correctly in the English language. To understand and extract specific information from a text in English.

Mathematical CompetencesTo use mathematical reasoning to understand the function of the elements on the stave.

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

Social and Citizenship Competences To use games, dances and classroom activities as a means to promoting good relationships, integration and respect.

To show a respectful and tolerant attitude towards other people’s ideas, opinions and participation in classroom activities.

Cultural and Artistic CompetencesTo appreciate the importance of artistic manifestations from one’s own country and from other nationalities. Autonomous learning competencesTo use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.

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.

Autonomy and Personal Initiative


To develop a positive attitude towards hard work, responsibility and perseverance.

Evaluation Criteria

-Reads and extracts specific information from a text in English.-Appreciates the importance of live concerts.-Develops an interest in opera.-Identifies and defines the signs that lengthen notes. -Identifies and classifies different types of human voices.-Identifies and defines the accidentals.-Reviews and defines the characteristics of string instruments correctly and

coherently.-Plays a Christmas carol correctly on the recorder.-Listens to a passage from ‘’The Four Seasons’’ and acts it out creatively.-Explains the origin of Christmas carols correctly and coherently.-Learns a choreography and dances correctly.-Reviews and explains the concepts presented in units 1 & 2 correctly in

his/her own words.


Unit 3. So Classical

Objectives-To read and extract specific information from a text in English.-To define the characteristics of classical music.-To sing and identify one’s own voice register.-To review and sing in canon form.-To classify and explain the characteristics of wind instruments correctly.-To define the use of compliment and preparatory rests.-To explain the characteristics of different types of musical groups.-To define the characteristics of ballet.-To play a short passage from a ballet on the recorder.-To play an adaptation of ‘’Ode to Joy’’ on the recorder.-To listen and identify the different instruments in a symphony orchestra.-To learn a choreography and dance the Minuet correctly.

ContentsListening

I will Sing, You Will Sing: Music as an international language. Instruments in ostinato: Discovering one’s own voice range. The canon form: Balalaika (Russia) and Three Blind Mice (Traditional

English rhyme). Wind instruments: woodwind and brass. Concert for Clarinet and Orchestra. (W.A. Mozart) Concert for Trumpet and Orchestra. (J. Haydn) Instrumental passage: Polka Pizzicato. (J. Strauss- son) Badinerie by J.S. Bach to identify which type of orchestra it is. Passage from The Sleeping Beauty (P.I. Tchaikovsky) Ode to Joy. (L.v. Beethoven) A Young Person’s Guide to the Orchestra (Benjamin Britten) Water Music. (G.F. Haendel) Composer: Johann Strauss (son). Composer: Piotr Ilitch Tchaikovsky. Composer: Benjamin Britten. Composer: Goerge Friedrich Haendel.



Discussing classical music and giving personal opinions. Singing to discover one’s own voice range. Practising the canon form: Balalaika and Three Blind Mice. Playing Polka Pizzicato.

Playing a passage from The Sleeping Beauty. Playing Ode to Joy on the recorder and instruments with bars. Identifying the parts of the orchestra while listening to A Young Person’s

Guide to the Orchestra. Dancing Minuet.

Basic CompetencesLinguistic CompetencesTo use the language acquired in reading and singing activities as a means to improving and building on communicative skills. To understand and interpret different texts and songs in the English language.

Social and Citizenship Competences To use games, dances and classroom activities as a means to promoting good relationships, integration and respect.

To show a respectful and tolerant attitude towards other people’s ideas, opinions and participation in classroom activities. Mathematical CompetencesTo use mathematical elements and reasoning to define the function of the elements on the stave.

Information and Digital Competences To extract specific information from a written or oral text by observing the information depicted in the illustrations or listening to a CD recording.

Cultural and Artistic Competencies To value the importance of cultural and artistic manifestations from one’s own and other nationalities.

Autonomous learning competencesTo use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.



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.

Evaluation Criteria-Reads and extracts specific information from a text in English.-Defines the characteristics of classical music.-Sings and identifies his/her own voice register.-Reviews and sings in canon form.-Classifies and explains the characteristics of wind instruments correctly.-Defines the use of compliment and preparatory rests.-Explains the characteristics of different types of musical groups.-Defines the characteristics of ballet.-Plays a short passage from a ballet on the recorder.-Plays an adaptation of ‘’Ode to Joy’’ on the recorder.-Listens and identifies the different instruments in a symphony orchestra.-earns a choreography and dances the Minuet correctly.

Unit 4. Music from Here and There

Objectives

-To read and extract specific information from a text in English.-To appreciate the importance of folk music from around the world.


-To listen to a song to identify the timbre of different instruments.-To memorize and sing a song.-To identify and define the pentatonic scale.-To improvise a melody on the pentatonic scale creatively.-To learn the names of traditional instruments from around the world.-To define the concept of melody and recite a rhythmical melody.-To show an interest in learning about regional dances.-To memorize and sing an Australian song.-To define different types of traditional songs.-To define the characteristics of the guitar.-To listen to a composition by Joaquín Rodrigo and identify the instruments and the rondo form.-To learn a choreography for a popular Argentinean dance.-To explain the concepts presented in Units 3 & 4 correctly.

ContentsListening Timbre: Opa, Opa (Traditional song from the Easter Islands). The pentatonic Scale: Fish Fang Lied.

Traditional instruments: shawm and tabalet. De Allacito (Traditional Bolivian and Argentinean dance music). Traditional Spanish dances: jotas, seguidillas, muñeiras, fandangos,

malagueñas, sevillanas, tanguillos.

Traditional Australian song: Kookaburra.

Traditional English song: A Roving.

Danza de las Hachas (Fantasia para un Gentilhombre by J. Rodrigo). Dance: Chacarera (Popular Argentinean dance).. Composer: Joaquín Rodrigo.

Interpretation and Creation Discussing traditional songs and instruments. Identifying the instruments clarinet, guitar, charango and tambourines in

the song Opa, Opa.

Singing Opa, Opa. Interpreting Fish Fang Lied with the voice and instruments. Improvising a melody on the pentatonic scale. Recorder: Playing De Allacito.

Guessing where some traditional dances are from. Singing Kookaburra in canon form. Playing Kookaburra in ostinato form. Differentiating voices in A Roving.

Learning to play the guitar.


Identifying the rondo form in Danza de las Hachas.

Dancing Chacarera.

Basic Competences Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills.

Mathematical CompetencesTo use mathematical reasoning to understand the function of the elements on the stave.

Cultural and Artistic Competences

To value the importance of cultural and artistic manifestations from one’s own country and other nationalities.

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

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.

Autonomy and personal initiativeTo 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.

Autonomous learning competencesTo use autonomous learning strategies to organize the concepts presented and complete the activities proposed.

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.

Evaluation Criteria

-Reads and extracts specific information from a text in English.


-Appreciates the importance of folk music from around the world.-Listens to a song and identifies the timbre of different instruments.-Memorizes and sings a song.-Identifies and defines the pentatonic scale.-Improvises a melody on the pentatonic scale creatively.-Learns the names of traditional instruments from around the world.-Defines the concept of melody and recites a rhythmical melody.-Shows interest in learning about regional dances.-Memorizes and sings an Australian song.-Defines different types of traditional songs.-Defines the characteristics of the guitar.-Listens to a composition by Joaquín Rodrigo and identifies the instruments and the rondo form.-Learns a choreography for a popular Argentinean dance.-Explains the concepts presented in Units 3 & 4 correctly and coherently.


Unit 5. Soundtracks

Objectives-To read and extract specific information from a text in English.-To appreciate the importance of soundtracks.-To sing a song from a well-known soundtrack.-To create new lyrics for a song.-To define triplets and sextuplets.-To play a short passage from a soundtrack.-To define and learn how to play the piano.-To identify and explain the diatonic scale correctly and coherently.-To create a harmonious accompaniment for a song.-To sing in two voices correctly and creatively.-To explain the characteristics and special effects of music in soundtracks.-To create sound effects for a poem or a story.-To learn a choreography for a dance from the Wild West.

ContentsListening

My Favourite Things (The Sound of Music). Triplets and Sextuplets: Passage from the soundtrack Star Wars. Nocturne (F. Chopin). My Heart Will Go On (Soundtrack from the film Titanic). Vois Sur Ton Chemin (From the film The Chorus).

The Good, the Bad and the Ugly (E. Morricone). Oh, Susana! (Folk song - USA). Composer: John Williams. Composer: Ennio Morricone.


Discussing soundtracks. Singing and accompanying My Favourite Things with percussion

instruments. Playing a passage from the soundtrack Star Wars. Defining scales and chords. Singing My Heart Will Go On.

Creating an accompaniment for the song. Singing Vois Sur Ton Chemin.

Creating sound effects for a poem or a story. Recorder: The Good, the Bad and the Ugly.


Dancing: Oh, Susana.

Basic CompetencesLinguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills in oral and writing activities. Information and Digital Competences To extract specific information from a written or oral text by observing the information depicted in the illustrations, on the interactive CD or listening to a CD recording. Social and Citizenship Competences To take good care of the classroom musical instruments, other learning materials and personal belongings.

Cultural and Artistic CompetencesTo appreciate the importance of the artistic manifestations from one’s own country and from other nationalities.

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.

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.


Evaluation Criteria

-Reads and extracts specific information from a text in English.


-Appreciates the importance of soundtracks.-Sings a song from a well-known soundtrack.-Creates new lyrics for a song.-Defines triplets and sextuplets.-Plays a short passage from a soundtrack.-Defines and learns how to play the piano.-Identifies and explains the diatonic scale correctly and coherently.-Creates a harmonious accompaniment for a song.-Sings in two voices correctly and creatively.-Explains the characteristics and special effects of music in soundtracks.-Creates sound effects for a poem or a story.-Learns a choreography for a dance from the Wild West.


Unit 6. Summer Music

Objectives-To read and extract specific information from a text in English.-To recognize the importance of music in publicity.-To learn and sing a song about summer.-To identify and define syncopation correctly.-To identify the instruments we use to play modern music.-To listen to a song to identify the female and masculine voices and how the beats and syncopation are interspersed.-To read and define the characteristics of popular modern music.-To play a song with his/her classmates creatively.-To identify and name the electronic instruments that modify sounds.-To identify and define Spanish Light Opera.-To sing and act out a song from a light opera.-To create a choreography for a song.-To explain the concepts presented in Units 5 & 6 correctly.

ContentsListening

Lazing in the Summer Sun. Syncopation: Imagine by John Lennon. Modern Music: Smoke on Water.

Summer Nights (From the film Grease). Rock Around the Clock (From the film Blackboard Jungle). Waka Waka (This Time for Africa).

Chariots of Fire (Soundtrack of the film Chariots of Fire). Spanish Light Opera: Mazurca de las Sombrillas.

Surfin’ USA (The Beach Boys). Composer: Federico Moreno Torroba.


Discussing the music we hear in summer and in publicity. Singing Lazing in the Summer Sun in canon form and accompanying the

song with percussion instruments. Singing and playing Imagine.

Singing Summer Nights.

Playing Waka Waka (This Time for Africa).


Identifying the keyboards and synthesizers in Chariots of Fire.

Creating scenery, singing and acting out Mazurca de las Sombrillas.

Dancing: Creating a choreography and dancing to the song Surfin’ USA.

Basic CompetencesLinguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative competences. To read and extract specific information from a written and oral text.

Social and citizenship competencesTo 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.To value the different forms of expressing feelings and ideas amongst classmates in creative activities. Mathematical competencesTo use mathematical elements and reasoning to interpret the music scores in the activities proposed.

Cultural and Artistic Competences To appreciate the importance of learning music as a valuable source of knowledge and personal enrichment. To appreciate the importance of musical and artistic manifestations as part of the country’s cultural patrimony and as an important source for learning and enjoyment.

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

Autonomy and Personal InitiativeTo develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism.

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.

Evaluation Criteria-Reads and extracts specific information from a text in English.-Recognizes the importance of music in publicity.-Learns and sings a song about summer.-Identifies and defines syncopation correctly.-Identifies the instruments we use to play modern music.-Listens to a song to identify the female and masculine voices and how the beats and syncopation are interspersed.-Reads and defines the characteristics of popular modern music.-Plays a song with his/her classmates creatively.-Identifies and names the electronic instruments that modify sounds.-Identifies and defines Spanish Light Opera.-Sings and act outs a song from a light opera.-Creates a choreography for a song.-Explains the concepts presented in Units 5 & 6 correctly and coherently.


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