COURSE SYLLABUS
Tarantella 5
PRIMARY EDUCATION
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Music
1st TERM
Unidad 1: The First Music
PROFILE COMPONENTS: Lesson 1
OBJECTIVES
-To listen, read and understand a text in English.
-To read and listen for specific information.
-To appreciate the importance of sound and silence.
-To memorize and sing a song.
CONTENTS:
- The First Music.
-Song: Boys and Girls come out to play.
BASIC COMPETENCES:
Linguistic Competences
To use the language acquired in reading and singing activities as a means to improving communicative skills and expressing feelings
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.
LESSON GUIDELINES:
-Reading about the origin of music.
-Memorizing and singing the song Boys and Girls come out to play.
-Dancing to the song.
MIXED ABILITY
Consolidation
-Writing out a list of daily situations where we can hear music.
-Playing ‘The Musical Hug’ as a group activity.
Extension:
-Research activity about the origin of music.
-Learning and dancing a simple choreography.
EVALUATION:
What to evaluate
-Listens and extracts specific information from a text in English.
-How the pupil identifies his/her own possibilities and shortcomings in music and communicating in the English language and develops autonomous strategies to improve them.
How to evaluate
-Observation of the pupil’s progress in the music and language learning process.
-Participation in individual and group activities.
-Using the evaluation criteria and activities proposed in the Teacher’s Guide.
PROFILE COMPONENTS: Lesson 2
OBJECTIVES
-To identify the qualities of sound.
-To revise and identify the notes and musical signs.
CONTENTS:
-Musical rhythms: binary, ternary and quarternary measures.
-The musical signs: semibreve, minim, crotchet, quaver and semiquaver.
-The qualities of sound.
-Interpreting a rhythmical recitation.
BASIC COMPETENCES:
Mathematical Competences
To use mathematical elements and reasoning to define the concept of musical notes, signs and rhythm.
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.
LESSON GUIDELINES:
-Reading and defining musical rhythms.
-Interpreting a rhythmical recitation with the voice and corporal percussion.
-Completing exercises 1, 2 and 3 on page 4 of the Activity Book.
-Completing exercise 5 on page 5 of the Activity Book.
-Reproducible activity page 38.
MIXED ABILITY:
Consolidation:
-The reproducible activities proposed in the Teacher’s Guide.
Extension:
-The reproducible activities proposed in the Teacher’s Guide.
EVALUATION:
What to evaluate
-The pupils’ definition of the qualities of sound.
-The pupils’ ability to identify the different musical signs, measures and interpret a simple music score.
How to evaluate
-Observation of the pupil’s progress in the music and language learning process.
-Activity Book.
-Participation in individual and group activities.
-The evaluation criteria and activities proposed in the Teacher’s Guide.
PROFILE COMPONENTS: Lesson 3
OBJECTIVES
-To interpret simple music scores with the voice and an instrument.
-To be aware of the body’s expressive qualities for movement, gestures and as musical instrument.
CONTENTS:
-The voice as the first instrument.
-The respiratory system.
-Singing a song in echo form: Epo e tai tai e
BASIC COMPETENCES:
Learning How to Learn Competences
To explore and experiment with the different sensorial aspects of sound.
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.
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.
LESSON GUIDELINES:
-Reading and learning about the voice and the body as a musical instrument.
-Revising the respiratory system.
-Listening to the song Epo e tai tai e.
-Memorizing and singing the song.
-Singing in echo form and accompanying the song with body percussion.
-Completing exercises 4 and 5 on page 5 of the Activity Book.
MIXED ABILITY:
Consolidation
-Singing the lesson song with one single vowel and changing the vowels in each repetition.
Extension
-Repeating the song omitting some of the words each time.
EVALUATION:
What to evaluate
-How the pupils experiment and use the body’s sound possibilities creatively.
-The pupils’ ability to use the voice as a musical instrument.
How to evaluate
-Observation of the pupil’s progress in the music and language learning process.
-Activity Book.
-Participation in individual and group activities.
-The evaluation criteria and activities proposed in the Teacher’s Guide.
PROFILE COMPONENTS: Lesson 4
OBJECTIVES
-To revise and identify the notes, the musical signs and their functions.
-To read and interpret a simple music score.
CONTENTS:
-The notes, the musical signs and their functions.
-Song: Sing, Sing.
BASIC COMPETENCES:
Mathematical Competences
To use mathematical elements and reasoning to define the concept of musical notes, signs and rhythm.
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.
LESSON GUIDELINES:
-Reviewing the notes and the elements on the stave.
-Reading a music score.
-Singing the song Sing, Sing depicted on page 8 of the Pupil’s Book.
-Completing exercises 7, 8 and 9 on page 6 of the Activity Book.
-Reproducible activity Page 39.
MIXED ABILITY:
Consolidation
-The reproducible activities 2a proposed in the Teacher’s Guide.
Extension:
-The reproducible activities 2b and 2c proposed in the Teacher’s Guide.
EVALUATION:
What to evaluate
-The pupils’ definition of the notes, the musical signs and their functions.
-The pupils’ interpretation of a simple music score.
How to evaluate
-Observation of the pupil’s progress in the music and language learning process.
-Activity Book.
-Participation in individual and group activities.
-The evaluation criteria and activities proposed in the Teacher’s Guide.
PROFILE COMPONENTS: Lesson 5
OBJECTIVES:
-To learn about music from Ancient Egypt.
-To identify the instruments from Ancient Egypt.
CONTENTS:
-Music from Ancient Egypt.
-Egyptian instruments: Clarinet with two tubes, Sneb, Lute and Zither.
-Egyptian songs: Ren Sun and Tua Ra, Adoration of Ra.
BASIC COMPETENCES:
Linguistic Competences
To use the language acquired in reading and singing activities as a means to improving communicative skills and expressing feelings
Knowledge and Interaction with the Physical World
To appreciate the importance of the visual and sound qualities in the 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.
LESSON GUIDELINES:
-Reading about music and life in Ancient Egypt.
-Listening to Ren Sun.
-Listening to Tua Ra, Adoration of Ra.
-Completing exercise 13 on page 8 of the Activity Book.
-Reproducible activity page 40.
MIXED ABILITY:
Consolidation
-Reproducible activity 3a. Drawing Ancient Egyptian instruments.
Extension:
-Research activity to find information about other ancient instruments.
-Listening to the instrumental passage Ramses’ Dance
EVALUATION:
What to evaluate
-The pupils’ definition of music, life and instruments in Ancient Egypt.
How to evaluate
-Observation of the pupil’s progress in the music and language learning process.
-Activity Book.
-Participation in individual and group activities.
-The evaluation criteria and activities proposed in the Teacher’s Guide.
PROFILE COMPONENTS: Lesson 6
OBJECTIVES
-To define the concept of timbre.
-To identify and name percussion instruments.
-To identify tuned and untuned percussion instruments.
CONTENTS:
-Timbre and instruments.
-Percussion instruments with indeterminate and determinate sounds.
BASIC COMPETENCES:
Knowledge and Interaction with the Physical World
To appreciate the importance of the visual and sound qualities in the 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.
LESSON GUIDELINES:
-Reading the definition of timbre and how different instruments produce their sounds.
-Listening to examples of metal, wood and skin percussion instruments.
-Completing exercises 10 and 11 on page 7of the Activity Book.
-Reproducible activity page 41.
MIXED ABILITY:
Consolidation
-The reproducible activities 4a to review the characteristics of different instruments.
Extension:
-Research activity to find more information on the instruments named in the Dictionary of Musical Instruments pages 76 and 77 of the Pupil’s Book.
EVALUATION:
What to evaluate
-The pupils’ ability to define the concept of timbre and identify and name percussion instruments and their characteristics.
How to evaluate
-Observation of the pupil’s progress in the music and language learning process.
-Activity Book.
-Participation in individual and group activities.
-The evaluation criteria and activities proposed in the Teacher’s Guide.
PROFILE COMPONENTS: Lesson 7
OBJECTIVES
-To read and extract specific information from a text in English.
-To invent a story and interpret the characters with instruments.
CONTENTS:
-Performance directions.
-Inventing a story, creating characters with instruments and creating the qualities of sound for each one.
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, signs and rhythm.
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.
LESSON GUIDELINES:
-Reading about performance directions: piano, mezzoforte and forte.
- Inventing a story, creating characters with instruments and creating the qualities of sound for each one.
-Completing exercise 12 on page 8 of the Activity Book.
MIXED ABILITY:
Consolidation
-Writing out the individual parts to be played in the story invented beforehand.
Extension
-Acting out the story the pupils have written.
EVALUATION:
What to evaluate
-The pupils’ ability to extract specific information from a text in English.
-The pupils’ creativity to invent a story and interpret the characters with instruments.
How to evaluate
-Observation of the pupil’s progress in the music and language learning process.
-Activity Book.
-Participation in individual and group activities.
-The evaluation criteria and activities proposed in the Teacher’s Guide.
PROFILE COMPONENTS: Lesson 8
OBJECTIVES
-To read and listen for specific information.
-To show interest in learning about Giuseppi Verdi and his opera Aida.
CONTENTS:
-Defining opera.
-Glory to Egypt from the opera Aida.
Composer: Giuseppi Verdi.
BASIC COMPETENCES:
Cultural and Artistic Competences
To appreciate the importance of artistic manifestations from one’s own country and from other nationalities.
Linguistic Competences
To use the language acquired in reading and singing activities as a means to improving communicative skills and expressing feelings
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.
LESSON GUIDELINES:
-Reading and defining opera.
-Reading a short summary of the story of Aida.
-Listening to Glory to Egypt from the opera Aida.
-Completing exercises 14 and 15 on page 9 of the Activity Book.
MIXED ABILITY:
Consolidation
-Class discussion on the pupils’ reactions to the music from the opera Aida.
Extension:
-The pupils’ ability to tell the story of Aida in their own words.
EVALUATION:
What to evaluate
-The pupils’ ability to read, listen and extract specific information.
-The pupils’ interest in learning about Giuseppi Verdi and his opera Aida.
How to evaluate
-Observation of the pupil’s progress in the music and language learning process.
-Activity Book.
-Participation in individual and group activities.
-The evaluation criteria and activities proposed in the Teacher’s Guide.
PROFILE COMPONENTS: Lesson 9
OBJECTIVES
-To learn a choreography and dance with classmates.
CONTENTS:
-Dance: the polka as a popular European and North American dance in the 19th century.
-Dance: Little Polka
BASIC COMPETENCES:
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 creative and interpretive skills.
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.