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COURSE SYLLABUS

Feel the Music 6

Primary Education

__________________

Music

1st Term

Unit 1: Classical Music in the 20th Century (I) Tonal Music

PROFILE COMPONENTS: Lesson 1.

OBJECTIVES:

*To read and extract specific information.

*To answer questions on a text correctly and coherently.

*To identify and define tonal and atonal music.

*To name and define the different ‘isms’ within the group of tonal music.

CONTENTS:

Classical Music in the 20th Century (I) Tonal 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 tonal music correctly and coherently.

-To identify and define the evolution of music in 20th century.

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.

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:

-Listening and reading a text.

-Answering questions on a text.

-Listening to passages from the narrative.

-Completing exercises 1, 2 and 3 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 tonal music and the music we classify as ‘isms’ within tonal music.

Extension:

-Listening to identify tonal or atonal music and in the case of the 1 st category, to say whether it is a Post-Romantic, Neoclassic, Nationalist, Impressionist or Minimalist composition.

EVALUATION:

What to evaluate

-The pupils’ ability to identify and define the different types of music that emerged in the first half of the 20th century.

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.

PROFILE COMPONENTS: Lesson 2

OBJECTIVES:

-To appreciate the importance of dancing throughout history.

-To follow instructions to carry out a simple choreography correctly.

CONTENTS:

-Dances in the first half of the 20th century

-Dance music from the first half of the 20th century: ballet, tango and mambo

-The composer Eric Satie

-Modern ballet: The Firebird by I: Stravinsky

BASIC COMPETENCES:


-To define 20th century dances correctly and coherently.

Linguistic 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. Social and citizenship Competences

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



LESSON GUIDELINES:

-Reading about dancing in the first half of the 20th century.

-Reading about Eric Satie and his composition Vexations.

-Answering questions on the texts.

-Following a simple choreography to learn a modern ballet.

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

MIXED ABILITY:

Consolidation:

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

Extension:

-Telling the pupils the story of The Firebird in words they understand. EVALUATION:

What to evaluate

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

How to evaluate





OBJECTIVES:

-To revise and name the elements on the stave.

-To define the use of the repetition dots.

-To define the term ‘Da capo’.

CONTENTS:

-The elements on the stave: treble clef, time signatures, bar lines, tie pause or fermata, repetition dots, ledger lines, abbreviations for word directions

-The musical term Da Capo

-Musical textures: Monody, Melody, Polyphony and Homophony

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.



Social and citizenship Competences

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

LESSON GUIDELINES:

-Revising and defining the elements on the stave.

-Reading and practicing the repetition dots and Da capa.

-Defining musical textures: Monody, Melody, Polyphony and Homophony.


MIXED ABILITY:

Consolidation

-Further practise with the repetition dots on the reproducible activities proposed in the Teacher’s Guide.

Extension

-Showing the pupils different types of materials, discussing their texture, what they are made of and comparing them to different musical passages.

EVALUATION:

What to evaluate

-The pupil’s ability to identify and name the elements on the stave and how they read and interpret musical scores with repetition dots.

How to evaluate





OBJECTIVES:

-To appreciate the importance of the recorder and the many possibilities it offers.

-To play ‘Morning’ by E. Grieg correctly on the recorder.

CONTENTS:

-The recorder and the possibilities it offers

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

-Morning by E. Grieg

BASIC COMPETENCES:


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

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.



LESSON GUIDELINES: -Reading about the recorder and the possibilities it offers.-Answering questions on the text.

-Revising and playing the notes the notes Do/C, Re/D, Mi/E, Fa/F, Sol/G, La/A, Do’/C’ and Re’/D’

-Playing Morning by E. Grieg.

MIXED ABILITY:Consolidation-Accompanying the base music of Morning on the recorder.

Extension Activity

-Using page 29 of this Teacher’s Guide for further practise playing the same melody with small percussion instruments, metallophones and xylophones.

-Group work. Playing songs from level 5 on the recorder and accompanying them with 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.


OBJECTIVES:

-To memorize and sing a song correctly.

- To appreciate the value of friendship by giving help and support in difficult situations.

CONTENTS:

-The unit song: Friends

BASIC COMPETENCES:



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

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. 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 value friendship by giving help and support in difficult situations.

LESSON GUIDELINES:-Reading and memorizing the song.-Singing the song.-Reading definitions and finding the word in the song. MIXED ABILITYConsolidation-Singing songs from previous grades of ‘Feel the Music.’

Extension-Inventing choreographies for songs from previous levels.

EVALUATION: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 for creating new choreographies for songs from previous levels. 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.


OBJECTIVES:

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

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

CONTENTS:

-Musicians in the first half of the 20th century: Debussy, Mahler, Stravinsky, Falla, Shostakovich

-Instruments in the first half of the 20th century: Wind machine, Vibraphone, Marimba, Maracas, Guiro

-Revision of the elements on a stave.

-Membranophone instruments and how we play them.

BASIC COMPETENCES:


-To explain the unit content correctly and coherently.


-To define tonal music correctly and coherently.

-To identify and define the importance of music in the 20th century.




-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.

LESSON GUIDELINES:

-Reading about musicians in the first half of the 20th century: Debussy, Mahler, Stravinsky, Fall, Shostakovich

-Identifying and naming the instruments in the first half of the 20th century: Wind machine, Vibraphone, Marimba, Maracas, Guiro.

-Building on the pupils’ knowledge of composers in the 20th century.

-Revision of the elements on a stave.

-Identifying the membranophone instruments and how we play them.

-Completing exercises 7 and 10 on page 6 of the Activity Book. MIXED ABILITY:Consolidation-Revising the unit content. Inviting volunteers to explain what they have learnt in their own words.

Extension-Telling the pupils anecdotes about well-known early 20th century musicians.

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.

Unit 2. Unit 1: Classical Music in the 20th Century (II) Atonal Music


OBJECTIVES:

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

-To answer questions on a text correctly.

-To identify the characteristics of atonal music in the 20th century.

CONTENTS:

-Music in the 20th century. Atonal 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 20th century.

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

-To appreciate and apply the general knowledge acquired in the music and language learning process.

LESSON GUIDELINES:-Listening and reading a text.-Answering questions on a text.-Listening to passages from the narrative.-Completing exercises 1, 2 and 3 on page 7 of the Activity Book.

MIXED ABILITY:Consolidation-Inviting volunteers to explain the lesson content in their own words.

Extension-Pointing out and defining the differences between classical and pop music.

EVALUATION:What to evaluate-The pupils’ ability to identify the evolution of music in the 20th century -The pupils’ interest in learning how to differentiate classical and pop 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.


OBJECTIVES:

-To enjoy learning how to dance a regional dance and follow a simple choreography.

-To appreciate the body’s expressive possibilities and adapt them to the music.

CONTENTS:

-North American dances: Charleston and Boogie Woogie

-The metronome

-Symphonic Poem for One Hundred Metronomes by G. Ligeti

-Regional dance: Esku Danzta

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

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.


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

LESSON GUIDELINES:

-Reading about North American dances: Charleston and Boogie Woogie.. -Reading about the metronome and the Symphonic Poem for One Hundred Metronomes by G. Ligeti -Answering questions on the texts.-Learning the regional dance Esku Danzta.-Completing exercises 4, 5 and 6 on page 8 of the Activity Book.

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

Extension-Reviewing and dancing dances from previous levels of Feel the Music.

EVALUATION:What to evaluate-The pupils’ ability to memorize a choreography and dance the Esku Dantza 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.


OBJECTIVES:

-To follow a simple music score and interpret the Do/C major scale correctly.

-To identify the tones and semitones on a music score.

-To identify and define the chord, arpeggio, harmony and tempo correctly.

CONTENTS:

-Revision: tones and semitones

-Chord and Arpeggio

-Harmony and tempo

BASIC COMPETENCES:











LESSON GUIDELINES:

-Revising tones and semitones.-Practising the difference between a tone and a semitone.-Defining the concept of chord and arpeggio.-Completing exercises 7 and 8 on page 9 of the Activity Book. MIXED ABILITY:Consolidation-Practising the exercises depicted on the reproducible activity page proposed in the Teacher’s Guide.

Extention

-Reviewing the lesson content and placing special emphasis on the concept of harmony as a fundamental element of music through the following three concepts: Intervals, Chord and Cadence.

EVALUATION:What to evaluate-The pupils’ ability to define the concepts of semitone, tone, chord and arpeggio correctly and coherently. 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.


OBJECTIVES:

-To define the different types of recorders.

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

-To play I’m the Queen of the Seas correctly on the recorder.

CONTENTS:

-Different types of recorders

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

-I’m the Queen of the Seas

BASIC COMPETENCES:











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

important source for learning and enjoyment.


LESSON GUIDELINES:

-Reading and extracting specific information from a written text.

-Answering questions on a text correctly and coherently.

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

-Playing I’m the Queen of the Seas on the recorder.

-Playing I’m the Queen of the Seas on xylophones and metallophones.

MIXED ABILITY:Consolidation-Further practise at playing the melody with and without the base music.

Extension-Singing Christmas carols the pupils know in English.

EVALUATION:What to evaluate-The pupils’ ability to define the different types of recorders and play a melody correctly.-The pupils’ interest in completing the exercises proposed in the Pupil’s Book and Teacher’s Guide.



OBJECTIVES:

*To memorize and sing a song correctly.

-To recognize the importance of singing in the language learning process.

CONTENTS:

-The unit song: Goodbye

BASIC COMPETENCES:


-To read, memorize and sing a song correctly.

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

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.



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



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

MIXED ABILITY:Consolidation

- Practising the musical scales with the children’s voices and asking them to say whether they think their voices are high or low.

-Singing the unit song in different textures: high, medium, soft and deep.

Extension-Discussing the songs the pupils have learnt from their parents and grandparents and the songs they identify with games they played when they were younger.

EVALUATION:What to evaluate-The pupils’ pronunciation, intonation and rhythm in singing activities.-The pupils’ respectful and tolerant attitude towards other people’s participation in group 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.


OBJECTIVES:

-To show interest in learning about the people and instruments that influenced music in the second half of the 20th century

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

CONTENTS:

-Composers who influenced music in the 2nd half of the 20th century: Charles Ives, K. Stockhausen, A. Schoenberg and John Cage.

-Instruments in the 2nd half of the 20th century: Synthesizer, Tape recorder, Computer, Martenot waves

-Building on the pupils’ knowledge of G. Ligeti and his Symphonic Poem for One Hundred metronomes

-Revision of the unit content: tones, semitones, chords and arpeggio

-Idiophone instruments and how we play them.

BASIC COMPETENCES:



-To explain the unit content correctly and coherently.






-To appreciate and apply the general knowledge acquired in the music and language learning process.

LESSON GUIDELINES:

-Learning about important musicians and instruments in the 2nd half of the 20th

century.

-Learning about conventional and unconventional instruments: Synthesizer, tape recorder, Computer and Martenot waves.

-Building on the pupils’ knowledge of profane avant-garde composers in the 20 th

century.

-Revising the unit content: tones, semitones, chords and arpeggio

-Revising idiophone instruments and how we play them.

-Completing exercise 10 on page 10 of the Activity Book.

MIXED ABILITY:

Consolidation

-Reviewing the characteristics of idiophone instruments.

Extension

-Telling the pupils anecdotes about composers, compositions and instruments in the 2nd half of the 20th century.

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 20th century.

How to evaluate

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



-Unit 2 evaluation activities.

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

2nd Term

Unit 3. Music and Films


OBJECTIVES:



*To appreciate that soundtracks contain much of the symphonic music created with the classical music technique in the 20th century.

*To define the way soundtracks became popular as the film industry developed.

CONTENTS:

-Music and films

-Why soundtracks are important

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.


-To define the importance of soundtracks and music in films correctly and coherently.

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


-Inviting volunteers to hum a soundtrack they know well and ask the rest of the class to say what it is.

Extension

-Playing Track 23 CD 1 again and encouraging the pupils to say what they can remember about each passage, for example which film it is from, etc.

EVALUATION:What to evaluate-The pupils’ ability to define music in films and other means of communication.-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.


OBJECTIVES:

-To follow instructions and learn to dance with a Hula-Hoop.

-To enjoy taking part in dancing activities.

CONTENTS:

-Dancing in the 20th century

-The Hula-Hoop dance

BASIC COMPETENCES:


-To define the importance of dancing in the 20th century correctly and coherently.

-To identify and define the changes in dance music in the 1920s and 30s.


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



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 contemporary dancing in the 20th century.-Learning a choreography to dance with a Hula-Hoop.-Answering questions on the texts.-Completing exercises 2, 3 and 4 on page 12 of the Activity Book.

MIXED ABILITY:Consolidation-Inventing new ideas and steps for dancing with a Hula-Hoop.Extension-Completing sentences about dancing and films with the missing words.

EVALUATION:What to evaluate-The pupils’ ability to identify the evolution and changes in dancing in the 20 th

century -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.


OBJECTIVES:

-To identify and define the use of the accidentals sharp, flat and natural.

-To review and identify the tones and semitones.

-To identify and name the abbreviations, terms and signs for dynamics in music.

CONTENTS:

-The accidentals sharp, flat and natural .

-Tones and semitones

-Dynamics: abbreviations, terms and signs

BASIC COMPETENCES:




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


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

LESSON GUIDELINES:

-Building on the pupils’ knowledge of the accidentals: sharp, flat and natural.

-Playing a simple music score and taking into account the accidentals

-Reviewing dynamics: abbreviations, terms and signs

-Completing exercises 5, 6 and 7 on page 13 of the Activity Book

MIXED ABILITY:Consolidation-Further practise with the concepts presented in lesson 3 with the help of the reproducible activity proposed in the Teacher’s Guide.Extension-Drawing and writing definitions for the concepts presented in lesson 3. EVALUATION:What to evaluate-The pupils’ definitions and explanations of the functions of the accidentals, tones, semitones and dynamic abbreviations and terms. -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.


OBJECTIVES:

-To define the recorder today.

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

*To follow a music score and play Life is Beautiful correctly on the recorder.

CONTENTS:

-Recorders today

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

-Life is Beautiful

BASIC COMPETENCES:



To ask and answer questions on a text correctly.



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



LESSON GUIDELINES:

-Reading about the recorder today.

-Answering questions on the text.

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

-Playing Life is Beautiful.

MIXED ABILITY:Consolidation-Further practise with the music score on page 73 of the Teacher’s Guide where you will find the music score enriched with other instruments. Extension-Listening, learning and dubbing a short extract from a film or TV commercial.

EVALUATION:What to evaluate-The pupils’ interest in defining the recorder today.-The pupils’ ability to play a soundtrack 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.


OBJECTIVES:

-To memorize, sing a song correctly and improve one’s own expressive skills in singing.

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

CONTENTS:

-The unit song: The Lights Go On Again

BASIC 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. Autonomous learning 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.-Reading definitions and finding the appropriate word in the song.


-Recording the pupils singing and discussing their mistakes and what they think they can do to improve their interpretations.

Extension-Singing as groups, recording their interpretations and discussing where they have gone wrong.

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.



OBJECTIVES:

-To show interest in learning about the people and instruments that influenced music in the 20th century.


-To show interest in learning about the people who composed many famous soundtracks.

CONTENTS:

-Defining soundtracks and learning about composers of great film music

-Instruments in the 20th century: Whip, Snare drum, Tam tam, Bells, Anvil

-Building on the pupils’ knowledge of film music

-Revision of the unit content

BASIC COMPETENCES:


-To define the importance of film music correctly and coherently.





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



LESSON GUIDELINES:

-Learning about important musicians and instruments in film music.

-Building on the pupils knowledge of film music

-Revising the concepts: accidentals.

-Chordophone instruments and how we play them.



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

-Inviting volunteers to explain in their own words what they know about film music and soundtracks.

Extension-Telling the pupils anecdotes about people who composed film music.

EVALUATION:What to evaluate-The pupils’ ability to define the music and dances in the 20th century.-The pupils’ interest in building on their knowledge of soundtracks and the people who composed them.-Unit 3 evaluation activities.


Unit 4. Popular Music in the 20th Century (I)


OBJECTIVES:


-To answer questions on a text correctly and coherently.

-To show interest in learning about the people who influenced popular music in the 20th century.

CONTENTS:

-Popular music in the 20th century

-Famous singers and rock groups in the 1950s and 60s.

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 define the importance of music in the first half of the 20 th century correctly and coherently.

-To identify and define the evolution in music in the first half of the 20th century.


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

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.

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 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 songs and the singers in the passages from the narrative. EVALUATION:What to evaluate-The pupils’ ability to identify and define the evolution of music in the 1950s and 60s. -The pupils’ interest in learning about different singers and rock groups.



OBJECTIVES:

-To describe the new styles of music and dancing that appeared in the 20 th

century.

-To build on one’s own expressive skills, develop the sense of space and learn a new dance.

CONTENTS:

-Changes in dances in the 2nd half of the 20th century

-Record companies and gold and platinum records

-Greek dance: Pentazolis

BASIC COMPETENCES:




-To identify and define the evolution in dancing in the 20th century.

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 20th century -Answering questions on the texts.-Learning how to dance Pentazolis.-Completing exercises 3 and 4 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 all the dances learnt in units 1 – 4 and learning The Hat dance.

EVALUATION:What to evaluate-The pupils’ ability to improvise and create new movements to the music proposed. -The pupils’ interest and participation in classroom activities.



OBJECTIVES:

-To identify and define loud, moderately loud and weak sounds.

-To define the sign and use of the accent.

CONTENTS:

-Loud, moderately loud and weak sounds

-Binary, ternary and quarternary rhythms.

-The accent

BASIC COMPETENCES:


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


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



Social and citizenship competences


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


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.

LESSON GUIDELINES:

-Identifying loud, moderately loud and weak sounds.

-Defining the loud, moderately loud and weak sounds in binary, ternary and quarternary rhythms.

-Defining the accent.

-Interpreting a music score to practise tempo and the accents.

-Completing exercise 5, 6 and 7 on page 17 of the Activity Book.

MIXED ABILITY:Consolidation-The reproducible activities proposed in the Teacher’s Guide to strengthen the concept of loud, moderately loud and weak sounds in binary, ternary and quarternary rhythms. ExtensionGroup activity: writing out the time signatures, musical signs on rests for the rhythms proposed.

EVALUATION:What to evaluate

-The pupils’ ability to identify the loud, moderately loud and weak sounds in binary, ternary and quarternary rhythms.

-The pupils’ interpretation of a music score taking into account the tempo and the accents.



OBJECTIVES:

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

-To play Love me Tender correctly on the recorder.

CONTENTS:

-The recorder today.

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

-Love me Tender

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 read definitions and find the appropriate word in a text.

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.


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



LESSON GUIDELINES:

-Reading about the recorder today.-Reading definitions and finding the appropriate word in the text.-Practising the notes Re/D, Mi/E, Fa/F#, Sol/G, La/A and Do’/C’ -Reading a music score.-Playing Love me Tender.

MIXED ABILITY:Consolidation-Playing all the melodies learnt in units 1 – 4 on the recorder and voting the best players.Extension-Using the photocopy of the music score for Love Me Tender to play the melody with the recorder and percussion instruments in ostinato.

EVALUATION:What to evaluate-The pupils’ ability to define the recorder and its advantages.-The pupils’ interest in learning how to play a song 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.


OBJECTIVES:


-To recognize singing activities as a means to promoting good relationships with fellow students.

CONTENTS:

- The unit song: A World of Fantasy

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 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.

MIXED ABILITY:

Consolidation

-Reading definitions and finding the appropriate word in the song to strengthen the vocabulary and expressions.

Extension

-Reviewing and singing songs from previous levels and inventing a choreography for each one.

EVALUATION:

What to evaluate

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

-The pupils’ interest in creating choreographies and participating in group activities.



OBJETIVOS:


-To show interest in learning about the people who influenced popular music in the 20th century.

CONTENTS:

-people who influenced music in the 20th century.

-Instruments in the 20th century: Electronic guitar, Drums, Electronic piano, Bass guitar, Electronic organ.

-Building on the pupils’ knowledge of singers and groups in the 20th century.

-Revision of the language of music content: the accent.

-Aerophone instruments and how we play them.

BASIC COMPETENCES:


-To define the importance of music in the 20th century correctly and coherently.

-To identify and define the evolution in music in the 20th century.









LESSON GUIDELINES:

-Learning about important musicians and instruments in the 20th century.

-Building on the pupils’ knowledge of singers and groups in the 20th century.

-Revising the unit content: the accent.

-Reviewing aerophone instruments and how we play them.


MIXED ABILITY:

Consolidation

-Discussing the pupil’s knowledge of music in the 20th century and correcting each other’s mistakes.

Extension

-Telling the pupils different anecdotes about dances and music in the 20th century.

EVALUATION:

What to evaluate

-The pupils’ ability to identify and define how music changed throughout the 20 th

century

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

How to evaluate




3rd TERM

Unit 5. Popular Music in the 20th Century (II)


OBJETIVOS:



*To identify and define the music in the 20th century.

CONTENTS:

-Popular music in the 20th Century

-Famous singers and groups

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


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


-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 exercises 1, 2 and 3 on page 19 of the Activity Book.

MIXED ABILITY:Consolidation -Discussing the pupils’ preferences amongst the musical passages from the narrative.

Extension-Comparing the music the pupils listen to at home with the music from the past.

EVALUATION:What to evaluate-The pupils’ ability to identify and define how music changed throughout the 20 th

century and how they express their own personal preferences in music.



OBJETIVOS:

-To follow a choreography and learn country dancing.

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

CONTENTS:

-Disco music and Break dance

-New singers and groups in the last years of the 20th century

-Country dancing

BASIC COMPETENCES:


-To define the importance of music in the 20th century correctly and coherently.

-To identify and define the evolution in dancing.


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





LESSON GUIDELINES:-Reading about Disco music and Breakdance. -Reading about new singers and groups in the last years of the 20th century.-Answering questions on the texts.-Learning how to dance country dancing in line.-Completing exercises 4 and 5 on page 20 of the Activity Book.


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

Extension

-Different activities using the techniques of psychomotricity applied to drama and games

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



OBJETIVOS:

-To identify and define syncopation.

-To practise and play rhythms with syncopations correctly.

CONTENTS:

-Defining syncopation

-Practise with syncopation

BASIC COMPETENCES:







LESSON GUIDELINES:

-Defining syncopation.

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


MIXED ABILITY:

Consolidation

-Practising the reproducible activities proposed in the Teacher’s Guide.

Extension

-Inventing an unconventional music score.

EVALUATION:

What to evaluate

-The pupils’ ability to define syncopation.

-The pupils’ capacity for identifying a syncopation on a music score.

How to evaluate





OBJETIVOS:

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

-To play a duet correctly on the recorder.

CONTENTS:

-The recorder and the shawm

-Advice on how to play a duet on the recorder

-The notes Do/C, Re/D, Mi/E, Fa/F, Sol/G, Si/B, Do’/C’ and Re’/D’-Duet for recorder

BASIC COMPETENCES:


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


-To read definitions and find the appropriate words in the text.

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:

-Reading about the recorder and the shawm.-Reading definitions and finding the corresponding words in the text.-Practising the notes Do/C, Re/D, Mi/E, Fa/F, Sol/G, Si/B, Do’/C’ and Re’/D’. -Playing Duet for Recorders on the recorder.-Playing Duet for Recorders with and without the base music. MIXED ABILITY:Consolidation

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

Extension-Reading the reproducible music score and playing Duet for Recorders for further practise.

EVALUATION:What to evaluate-The pupils’ ability to define how to play a duet on the recorder.-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.


OBJETIVOS:

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

*To memorize and sing a song correctly.

*To appreciate the importance of singing to promote good relationships with fellow students.

CONTENTS:

-The unit song: I Often Dream

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:

-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

-Activities to improve the pupils’ singing techniques.

EVALUATION:

What to evaluate

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

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



OBJETIVOS:

To identify and explain the unit content correctly and coherently.

*To show interest in building on his/her knowledge of music in the 20 th

century.

CONTENTS:

-Singers and groups in the last years of the 20th century

-Instruments in the 20th century: computer, synthesizer

-Revision: syncopation

-Electrophone instruments and how we play them

-Michael Jackson

BASIC COMPETENCES:



-To define the evolution in music in the 20th century correctly and coherently.







LESSON GUIDELINES:

-Building on the pupils’ knowledge of important musicians and instruments in the 20th century.

-Revising the unit content: syncopation.

-Completing exercise 8 on page 22 of the Activity Book. MIXED ABILITY:Consolidation

-Inviting volunteers to explain what they know about music in the 20 th century for the rest of the class to correct their mistakes.

-Making a fact file about a group or singer.

Extension-Telling the class anecdotes about groups and singers in the last half of the 20 th

century.

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.


Unit 6. Music Today


OBJETIVOS:


-To answer questions on a text correctly and coherently.

-To identify and define the characteristics of music today and the devices that help us create music and provide an easy and fast access to music.

CONTENTS:

-Music Today

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.

-Answering questions on a text.

-Listening to passages from the narrative.


MIXED ABILITY:Consolidation-Listening and reading the narrative and explaining the text in the pupils’ own words. Extension-Asking foreign pupils to tell the class about the music from their own country and if possible, to bring a CD to class for the class to listen to.

EVALUATION:What to evaluate-The pupils’ ability to define music today and the new sounds produced by modern instruments.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.


OBJETIVOS:

-To follow a simple choreography to dance to jazz music.

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

CONTENTS:

-The fusion of styles in ballet

-The use of modern technological equipment in music

-Choreography: movements to jazz music

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.





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.





LESSON GUIDELINES:-Reading about the fusion of styles in ballet.

-Reading about the use of modern technological equipment in music.

-Reading definitions and finding the appropriate word in the texts.

-Learning a choreography: movements to jazz music.

-Completing exercise 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-Individual drama exercises: acting out different situations.

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





OBJETIVOS:

-To identify and define the musical phrase, the canon and the round.

-To identify and define the minuet, fugue and sonata.

CONTENTS

-The musical phrase the canon and the round.

-The minuet, fugue and sonata

BASIC COMPETENCES:


Mathematical Competences -Ability to use mathematical reasoning to understand the position of the notes and the equivalents between the musical signs. Learning How to Learn Competences







LESSON GUIDELINES:

-Defining the concept of musical phrase.-Observing how this song is divided into musical phrases.-Listening to musical passages to identify the Canon, Round, Minuet, Fugue, Sonata and variations on a theme.-Completing exercises 4, 5 and 6 on page 25 of the Activity Book. MIXED ABILITY:Consolidation-The activities proposed in the Teacher’s Guide to strengthen the lesson content.Extension-Researching to find other pieces with the same musical forms the pupils have seen in lesson 3.

EVALUATION:What to evaluate-The pupils’ ability to define the musical phrase and identify the different musical forms.-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.


OBJETIVOS:

-To practise and play the notes Do/C, Re/D, Mi/E, Fa/F, Sol/B, Do’/C’ and Re’/De’ correctly.

-To follow a simple music score and play the soundtrack The Flintstones on the recorder correctly.

CONTENTS:

-The first ancient flute.

-The notes Do/C, Re/D, Mi/E, Fa/F, Sol/B, Do’/C’ and Re’/De’-The Flintstones

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:

-Reading about the first ancient flute.

-Reading definitions and finding the appropriate word in the text.

-Practising the notes Do/C, Re/D, Mi/E, Fa/F, Sol/B, Do’/C’ and Re’/De’-The Flintstones

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

EVALUATION:What to evaluate-The pupils’ ability to define the first ancient flute.-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.


OBJETIVOS:


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

CONTENTS:

- The unit song: Shining Stars

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:

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

MIXED ABILITY:

Consolidation

-Inventing and writing new words for the unit song.

Extension

-Expressing ideas and different ways of singing a song.

EVALUATION:

What to evaluate

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

-The pupils’ interest in inventing new words for a song.



OBJETIVOS:


-To identify and name different instrumental groups singers.

-To value the general knowledge acquired in the music and language learning process.

CONTENTS:

-People who have influenced the music we listen to today

-Instruments: Vibraphone, Drums, Electric guitar, Synthesizer

-Revision: the musical phrase -Revision: the Canon, Round, Minuet, Fugue, Sonata and variations on a theme

-Revision of instrumental groups: Chamber, Symphonic and philharmonic orchestras, Big bands, Rock groups, Charangas and Minstrels

BASIC COMPETENCES:









-To define the importance of modern music correctly and coherently.



LESSON GUIDELINES:

-Learning about the people who have influenced the music we listen to today.

-Revising the unit content: the musical frase.

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


-Revising the different instrumental groups: Chamber, Symphonic and philharmonic orchestras, Big bands, Rock groups, Charangas and Minstrels.

MIXED ABILITY:Consolidation-Reviewing the concepts presented in unit 6 that may be causing difficulties and

asking the pupils to explain what they have learnt in their own words. Extension-Telling the pupils anecdotes about interpreters and the music we listen to today.

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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