Primary Education s1

COURSE SYLLABUS

Tarantella 5

PRIMARY EDUCATION

5th GRADE

______

Music

Unit 1. The First Music

Objectives

-To read and extract specific information from a text in English.

-To appreciate the importance of silence.

-To sing and dance in group activities.

-To identify the qualities of sound.

-To define the respiration system.

-To revise and identify the notes and musical signs.

-To learn about music from Ancient Egypt.

-To memorize and sing a song.

-To identify and name percussion instruments.

-To identify tuned and untuned percussion instruments.

-To define the performance directions.

-To create a story and interpret the characters with instruments.

-To learn a choreography and dance with classmates.

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

Contents

Listening

·  The sounds we hear.

·  Sounds in the environment.

·  Boys and Girls Come out to Play (Traditional English song).

·  The voice as our first instrument.

·  Echo: Epo e tai tai e.

·  The musical notes: pitch.

·  Sing, Sing.

·  Music from Ancient Egypt: Ren Sun and Adoration of Ra.

·  Timbre and instruments: percussion instruments.

·  Performance direction terms: piano, mezzoforte, forte.

·  The qualities of sound: volume, pitch, duration and timbre.

·  Opera: Glory to Egypt from Aida.

·  The polka.

·  Composer: Giuseppe Verdi.

Interpretation and Creation

·  The voice and its resources: respiration, articulation and vocalization.

·  Singing and dancing Boys and Girls Come out to Play.

·  The body as a musical instrument.

·  Musical rhythms: binary, ternary and quarternary measures.

·  Musical signs: Semibreve, Minim, Crotchet, Quaver, semiquaver.

·  The echo: Epo e tai tai e. Singing with corporal percussion.

·  The body’s expressive and movement possibilities.

·  Sing, Sing: Reading a music score and singing.

·  Listening to imagine life in Ancient Egypt.

·  Listening to review and identify the percussion instruments.

·  Performance directions: piano, mezzoforte, forte.

·  Creating a story about Ancient Egypt and interpreting the characters with different instruments and the qualities of sound.

·  Reading the story of the opera Aida.

·  Dancing: The Polka.

Basic Competences

Linguistic Competences

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

Mathematical Competences

To use mathematical elements and reasoning to define the concept of musical notes, beat and rhythm.

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.

Learning How to Learn Competences

To explore and experiment with the different sensorial aspects of sound.

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 silence.

-Sings and dances creatively in group activities.

-Explains the respiration system correctly and coherently.

-Shows interest in learning about music from Ancient Egypt.

-Identifies and names percussion instruments.

-Identifies tuned and untuned percussion instruments.

-Interprets simple music scores with the voice and an instrument.

-Memorizes and sings a song.

-Revises and identifies the notes and musical signs.

-Learns a choreography and dances with his/her classmates.

-Show interest in learning about Ancient Egyptian music.

-Shows a respectful and tolerant attitude towards other people’s participation in classroom activities.

Unit 2. Music for Autumn and Christmas

Objectives

·  To identify the music we hear in autumn, at Halloween and at Christmas.

·  To sing and accompany the song with percussion instruments in ostinato.

·  To practise the signs we use to lengthen a note: dot, tie and pause.

·  To define how to play the recorder correctly.

·  To identify and name string instruments and how we play them.

·  To enjoy listening to classical music.

·  To show an interest in American music.

·  To interpret American music.

·  To differentiate types of human voices.

·  To interpret simple music scores with instruments and the voice.

·  To sing a Christmas carol and accompany the melody with percussion instruments.

·  To learn a choreography and dance with classmates.

·  To review and define the concepts presented in Units 1 & 2 correctly.

Contents

Listening

·  The Skeleton Dance: Ostinato.

·  The signs we use to lengthen a note: dot, tie and pause.

·  The recorder: Lullaby.

·  Dance Macabre (C. Saint-Saëns).

·  Music from America: Mayan music: Kahazah Nohol and Nana Caliche (Mexico).

·  Types of human voices: timbre.

·  Let us Sing Together.

·  Traditional song and dance: The Skeleton Dance.

·  Christmas carols: We Three Kings, The First Noel, Christmas Cha cha cha and Jingle Bells

·  Composer: Camille Saint-Saëns. Dance Macabre.

Interpretation and Creation

·  Musical forms: singing The Skeleton Dance in ostinato with percussion accompaniment.

·  Practising the signs we use to lengthen a note: dot, tie and pause.

·  Playing Lullaby on the recorder.

·  Listening to Dance Macabre to identify how the instruments describe the skeleton’s waltz.

·  Playing and singing a Mayan song: Nana Caliche (Mexico).

·  Singing Let us Sing Together to identify one’s own voice.

·  Playing and singing Christmas carols: We Three Kings, The First Noel and Christmas Cha cha cha.

·  Singing as a means of musical expression.

·  Dancing the Christmas Cha cha cha.

Basic Competences

Linguistic Competences

To understand and communicate correctly in the English language.

To understand and extract specific information from a text in English.

Mathematical Competences

To 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 the movement and the expressive possibilities of one’s own body in the surrounding environment.

Cultural and Artistic Competences

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

Autonomous learning competences

To 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

·  Identifies the music we hear in autumn, at Halloween, and at Christmas.

·  Sings and accompanies a song with percussion instruments in ostinato.

·  Identifies the signs we use to lengthen a note: dot, tie and pause.

·  Defines how to play the recorder correctly.

·  Identifies and names string instruments and how we play them.

·  Enjoys listening to classical music.

·  Shows interest in learning about music from other cultures.

·  Interprets American music creatively.

·  Differentiates types of human voices.

·  Interprets simple music scores with instruments and the voice.

·  Dances with classmates and follows a choreography correctly

·  Sings a Christmas carol and accompanies the melody with percussion instruments.

·  Shows interest in learning about music from other cultures.

·  Defines the concepts presented in Units 1 & 2 correctly and coherently.

Unit 3. Music Unites Us

Objectives

·  To appreciate the importance of the language of music.

·  To create new accompaniments and movements for a song.

·  To sing songs in canon form.

·  To identify music from oriental countries.

·  To identify wind instruments and how we play them.

·  To read, follow and play a music score.

·  To understand and follow a simple choreography.

·  To act out the story from a song.

·  To sing and accompany the song with percussion instruments.

·  To coordinate dance steps with classmates.

·  To appreciate the importance of taking good care of the instruments and classroom materials.

Contents

Listening

·  I will Sing, You Will Sing: Music as an international language.

·  Oriental instruments: Darbuka, Sitar, Ney, Gong, Bendir.

·  Oriental music:The Biska Song (Algeria)and Eram Sam Sam (Arabia).

·  Wind instruments: woodwind and brass.

·  Instrumental passage: The Merchants (Adapatation of In a Persian Market.)

·  You’ve got a Friend in Me. (Toy Story).

·  Zemer Atik (Israel).

·  Composer: A.W. Ketèlbey

Interpretation and Creation

·  Singing accompanied with instruments and body percussion: I Will Sing, You Will Sing.

·  Singing in canon form: Tin Ton.

·  Oriental music:The Biska Song (Algeria)and Eram Sam Sam (Arabia).

·  Playing an instrumental passage: The Merchants.

·  Reading and acting: In a Persian Market.

·  Singing You’ve got a Friend in Me with percussion accompaniment.

·  Dancing Zemer Atik.

Basic Competences

Linguistic Competences

To 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.

Mathematical Competences

To use mathematical elements and reasoning to define the function of the elements on the stave.

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.

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.

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.

Evaluation Criteria

·  Appreciates the importance of the language of music.

·  Creates new accompaniments and movements for a song.

·  Sings songs in canon form correctly and creatively.

·  Identifies and interprets music from oriental countries.

·  Identifies and practises different kinds of silence rests on a music score.

·  Identifies wind instruments and how we play them.

·  Understands and follows a simple choreography.

·  Act out the story from a song creatively.

·  Appreciates the importance of taking good care of the instruments and

classroom materials.

Unit 4. Music and Humour

Objectives

·  To listen and identify humorous music.

·  To sing songs in canon form.

·  To identify tempo musical.

·  To define a symphonic orchestra and a symphony.

·  To define Monophony and Polyphony.

·  To sing in ostinato to practise polyphonic singing.

·  To listen and differentiate instruments.

·  To sing and play African music.

·  To sing and act out the story in a song.

·  To participate in a carnival festival.

·  To create new lyrics for a song.

·  To enjoy listening to classical music.

·  To follow a choreography and dance salsa with classmates.

·  To explain the concepts presented in Units 3 & 4 correctly

Contents

Listening

·  Onomatopoeic sounds

·  The Orchestra Song.

·  The Symphonic Orchestra: The Farewell Symphony.

·  Polyphony: The Lion Sleeps Tonight.

·  African music: Senjua (Zulu song).

·  Traditional English song: Soldier, Soldier.

·  Carnival Time (Venezuela)

·  The Carnival of the Animals (Camille Saint-Saëns).

·  Life is a Carnival (Salsa)

·  Composer: Franz Joseph Haydn.

Interpretation and Creation

·  Singing in canon form: The Orchestra Song.

·  Reading and reciting a rhyme following the speed indications on the metronome.

·  Accompanying a rhythm with body percussion.

·  Singing in ostinato form: The Lion Sleeps Tonight.

·  Singing African music in three voices: Senjua.

·  Singing and acting out a traditional English song: Soldier, Soldier.

·  Singing Carnival Time and playing a musical accompaniment.

·  Playing Can-Can.

·  Dancing Salsa: Life is a Carnival.

Basic Competences

Linguistic Competences

To build on and use the language acquired in reading and singing activities as a means to improving communicative skills.

Mathematical Competences

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

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.

Cultural and Artistic Competences

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

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

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.

Autonomous learning competences

-To 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

·  Listens and identifies humorous music.

·  Sings songs in canon form correctly.

·  Identifies and defines tempo musical.

·  Defines a symphonic orchestra and the symphony.

·  Defines Monophony and Polyphony

·  Sing correctly in ostinato form to practise polyphonic singing.

·  Listens and differentiates instruments.

·  Sings and plays African music.

·  Sings and acts out the story in a song creatively.

·  Participates in a carnival activity creatively.

·  Uses his or her imagination to create new lyrics for a song.

·  Enjoys listening to classical music.

·  Follows a choreography and dances salsa with his/her classmates.

·  Explains the concepts presented in Units 3 & 4 correctly

Unit 5. Music and Nature