Libro de texto_75 Music lessons 1 y 2 ESO by Edicions Talaiots

75 Music Lessons

BĂ rbara Duran Bordoy

Edita: EDICIONS TALAIOTS, S.L. C/. Castelló de la Plana, 30 07181 Palmanova (Calvià) Tel. 971 75 16 04 Impressió i maquetació: INSTITUT - Impremta Digital (Palma) Autor: Bàrbara Duran Bordoy ISBN: 978-84-15672-15-9 Dipòsit Legal: DL-PM-1008-2013

75 Music Lessons

Bàrbara Duran Bordoy

Correcció Lingüística / Team Teaching Agnès Oliver Rosselló Mª Antònia Pasqual Ribot Catalina Rosselló Barceló All the pictures are taken for educational purposes only. Scores adapted by Bàrbara Duran

ACTIVITIES WEBSITE https://sites.google.com/site/75musiclessons/

Presentation This book is intended to learn music by making music. This is the main idea, but also the use of CLIL Methodology in most activities. The vocabulary, expressions and instructions for making music are in English. However, the visual support, physical activities (playing, singing and dancing) and clear instructions given by the teacher are fundamental to understand the contents. English must be spoken, even though at the beginning students may use only the vocabulary they learn in every single lesson. Gradually, teachers and students will be feeling more comfortable using the English language: simple questions, statements, short answers and cooperative work using the words learned in class. But never forget the pleasure of making music together!

Presentació Aquest llibre està pensat per aprendre música fent música. Aquesta és la idea principal, però també ho és l’ús de la metodologia AICLE en la majoria de les activitats. El vocabulari usat, les expressions i instruccions necessàries per fer música són en anglès. Però el suport visual, les activitats físiques (tocar, cantar i ballar) i la claredat d’instruccions donades pel professor són fonamentals per anar assolint els continguts. S’ha de parlar en anglès, encara que al principi sigui just usant el vocabulari emprat en una classe concreta. De mica en mica, ens sentirem tots més còmodes a l’hora de comunicar-nos en una altra llengua: fer preguntes senzilles, afirmacions, contestar breument al professor, treballar en equip usant les paraules apreses. Mai hem d’oblidar el plaer de fer música tots junts!

Presentación Este libro está pensado para aprender música haciendo música. Esta es la idea principal, pero también lo es el uso de la metodología AICLE. El vocabulario usado, las expresiones e instrucciones necesarias para hacer música son en inglés. Pero el apoyo visual, las actividades físicas (tocar, cantar y bailar) y la claridad de instrucciones dadas por el profesor son fundamentales para ir adquiriendo los contenidos. Hay que hablar en inglés, aunque al principio sea sólo usando el vocabulario empleado en una clase concreta. Poco a poco, aprenderemos todos juntos lo que hace falta para poder comunicarnos en otra lengua: hacer preguntas sencillas, afirmaciones, contestar brevemente al profesor, trabajar en equipo usando las palabras aprendidas. ¡Pero nunca hemos de olvidar el placer de hacer música todos juntos!

TABLE OF CONTENTS TABLE OF MUSICAL ACTIVITIES .................................................................................................... 6 1. What do you need for your music class?.......................................................... 8 2. Funga alafia ............................................................................................................... 11 3. Rose, rose… .................................................................................................................... 12 4. Scarborough fair ....................................................................................................... 13 5. Tarragona m’esborrona ........................................................................................ 15 6. Titanic ............................................................................................................................ 16 7. The beat .......................................................................................................................... 17 8. Harry Potter ................................................................................................................. 18 9. Blowing .......................................................................................................................... 21 10. Tonguing or articulation .................................................................................. 24 11. Fingering .................................................................................................................... 26 12. Sweet dreams ............................................................................................................. 28 13. Ai si eu te pego.......................................................................................................... 29 14. Rhythm games .......................................................................................................... 30 15. Pulse grid: creating rhythm ............................................................................. 31 16. Tears in heaven ....................................................................................................... 32 17. Day-o............................................................................................................................. 34 18. Music vocabulary 1 ................................................................................................ 35 19. Help ................................................................................................................................ 36 20. Oh Susanna ............................................................................................................... 38 21. Yellow submarine .................................................................................................... 39 22. Someone like you .................................................................................................... 40 23. Te Deum ....................................................................................................................... 42 24. Transposed Titanic ................................................................................................ 43 25. My heart will go on I. ........................................................................................... 44 26. My heart will go on II ......................................................................................... 45

27. Big Big World............................................................................................................ 47 28. Clocks ............................................................................................................................ 48 29. Simi Yadeh ................................................................................................................. 49 30. Counting the beat. Time ..................................................................................... 52 31. May it be ...................................................................................................................... 55 32. Titanic: full theme ................................................................................................. 56 33. Titanic full version ................................................................................................ 58 35. If I were a boy ........................................................................................................... 60 36. Binary form ............................................................................................................... 62 37. Ternary form ............................................................................................................. 63 38. Strophic form............................................................................................................. 64 39. Canon ........................................................................................................................... 65 40. Theme and variations ......................................................................................... 67 41. Rondo form ................................................................................................................ 68 42. SATB Writing for Voices ........................................................................................ 69 43. The recorder .............................................................................................................. 70 44. Sound and musical instruments .................................................................... 73 45. Writing music ........................................................................................................... 77 46. Notes games ............................................................................................................... 80 47. Music vocabulary 2 ................................................................................................ 82 48. The orchestra ............................................................................................................ 83 49. Woodwind instruments ........................................................................................ 85 50. Brass instruments ................................................................................................... 86 51. String Instruments................................................................................................. 87 52. Percussion Instruments ....................................................................................... 88 53. Learning vocabulary about Musical Instruments ................................ 89 54. List of instruments.................................................................................................. 91 55. Go the distance (from Hercules) ..................................................................... 92 56. O ken karanguĂŠ ...................................................................................................... 93

57. Bands, orchestras and musical groups. ...................................................... 94 58. Stripsody ...................................................................................................................... 96 59. Movement .................................................................................................................... 98 60. Boomwhackers scales. ........................................................................................... 99 61. Chords: play boomwhackers chords ............................................................. 100 62. A sound-effect story .............................................................................................. 101 63. Japanese music: Sakura .................................................................................... 102 64. Alien Mouth Music ................................................................................................ 103 65. Music vocabulary 3 .............................................................................................. 105 66. Label the French Horn........................................................................................ 107 67. Label the trumpet.................................................................................................. 108 68. Label the guitar .................................................................................................... 109 69. Label the violin ...................................................................................................... 110 70. Label the viola........................................................................................................ 111 71. Label the Bassoon ................................................................................................. 112 72. Label the Saxophone ........................................................................................... 113 73. Label the keyboard............................................................................................... 114 74. Label the cello......................................................................................................... 115 75. Label the Double Bass ......................................................................................... 116

TABLE OF MUSICAL ACTIVITIES Each Music Lesson contained in the book can be related to different musical activities. Here you have a table, where you have the lessons classified by activities. Notice that one lesson can involve several excercises, tasks and activities. PLAYING

SINGING

DANCING & BODY PERCUSSION VOCABULARY & MUSICAL CONCEPTS

5. Tarragona m’esborrona 6. Titanic 9. Blowing 10. Tonguing or articulation 11. Fingering 12. Sweet Dreams 13. Ai si eu ti pego 14. Rhythm games 15. Pulse grids 17. Day-o 19. Help 2. Funga Alafia 3. Rose, rose 4. Scarborough Fair 16. Tears in heaven 20. Oh Susanna

23. Te Deum 24. Transposed Titanic 26. Big Big World 31. May it be 32. Titanic full theme 33. Titanic full version 34. Bad romance 35. If I were a boy 39. Canon 40. Theme and Variations 63. Japanese Music: Sakura. 22. Someone like you 26. My heart will go on II 29. Simi Yadeh 55. Go the distance 56. O ken karangué

2. Funga Alafia 4. Scarborough Fair 8. Harry Potter 13. Ai si eu ti pego 1. What do you need for your music class? 2. The beat 8. Harry Potter 9. Blowing 10. Tonguing or articulation 11. Fingering 14. Rhythm games 15. Pulse grids 16. Tears in heaven 18. Music vocabulary 1 26. My heart will go on I 29. Simi Yadeh 30. counting the beat. Time signature. 31. May it be 36. Binary form 37. Ternary form 38. Strophic form 39. Canon 40. Theme and Variations 41. Rondo Form 42. SATB Writing for Voices 43. The recorder 44. Sound & Instruments 45. Writing music 46. Notes games

20. Oh Susanna 29. Simi Yadeh 56. O ken karangué 47. Music vocabulary 2 48. The orchestra 49. Woodwind Instruments 50. Bass Instruments 51. String Instruments 52. Percussion Instruments 53. Learning vocabulary about Musical Instruments. 54. List of instruments 57. Bands, orchestras and musical groups 60. Boomwhackers scales 61. Chords: play boomwhackers chords 65. Music vocabulary 3 66. Label the French Horn 67. Label the trumpet 68.Label the guitar 69. Label the violin 70. Label the viola 71. Label the Bassoon 72. Label the Saxophone 73. Label the keyboard 74. Label the cello 75. Label the Double Bass

LISTENING ACTIVITIES

22. Someone like you 25. My heart will go on I 26. My heart will go on II 30. Counting the beat. Time signature. 41. Rondo Form 42. SATB Writing for Voices 43. The recorder 44. Sound & Instruments 48. The orchestra 49. Woodwind Instruments 50. Bass Instruments 51. String Instruments 52. Percussion Instruments 57. Bands, orchestras and musical groups 66. Label the French Horn 67. Label the trumpet 68. Label the guitar

69. Label the violin 70. Label the viola 71. Label the Bassoon 72. Label the Saxophone 73. Label the keyboard 74. Label the cello 75. Label the Double Bass

COMPOSING

58. Stripsody 59. Movement 60. Boomwhackers scales 61. Chords: play boomwhackers chords

62. A sound-effect story 63. Japanese Music: Sakura. 64. Alien Mouth Music

1. What do you need for your music class? Write the pictures names in the second column, and definitions in the third: NAMES: Pencil & ballpen, folder, recorder, body, fingers, score or sheet music. DEFINITIONS: a written music in a piece of paper, a woodwind instrument, a tool to write words on a paper or material, my five important tools to play instruments, my medium to play music & sports, a plastic or paper bag where I store my sheet music or documents.1

1 Images taken from Wikipedia Commons and own files.

These are the vocabulary related to fingers in English:

2 http://www.simplybodylanguage.com/finger-names.html

You need also to know the most common symbols you are going to use, so have a look at this chart and try to pronounce the names with your teacher. Just try to remember them:

Play a game: divide the class in four teams. The teacher will draw the music symbols on the blackboard, and every team has to write the word running to the blackboard.

And the winner isâ&#x20AC;Ś..

2. Funga alafia

This song is to welcome people. Follow your teacher instructions. You can dance in a circle: a) First time, four steps to the right, four steps to the left.

b)Second time, half a turn jumping to the right, quarter a turn to the right, half a turn to the left, and quarter a turn to the left (first position). c)Third time: Touch your head and open your arms, touch your mouth and open your arms, touch your heart and open your arms. VOCABULARY: Circle. First, second, third time. Steps right, left. Jumping, half a turn, quarter a turn Hands, head, mouth, heart. Open your arms.

3 http://www.hartcentre.co.uk/said.htm

3. Rose, rose…

1. You need the most important music instrument to perform this song: YOUR VOICE. 2. Learn the song following the conductor’s instructions. 3. Tick the adjectives that are better to describe your voice (Do you need a dictionary?): CLEAR WEAK HIGH-PITCHED LOW HARSH SMOOTH NASAL DEEP GRAVELLY LOUD SHRILL LIGHT

4. How many voices (or imitations) are there? How do you know that? 5. Work on your pronunciation, this is an old English song, some words are not in use now.

4. Scarborough fair 1. Learn this old English Ballade, Scarborough fair. 2. The refrain is the part that repeats the same lyrics again and again. Which are these words?

3. Listen to Paul Simon & Simon Garfunkel version (on 75 Music Lessons Website), and also try to comment other versions, such as the Celtic Woman one. Which one do you like most?

4. Try to describe the story in a few words. Work with your English Language teacher.

New words you want to write:

5. Tarragona m’esborrona4

1. How many notes do you have in the song? Write the names: 2. Clap the beat and sing the notes.

3. You need to pronounce “TU” and “DU” (tonguing) 4. Write the fingering you need and write down the notes’ names in English and Catalan.

________

_________

5. Copy the song and write down the notes' names: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

6. Watch the video clip and play along the music. You play just a small part of it! 4

Adapted from Carles Barnús

6. Titanic

1. Clap the beat and read the notes. This is just the beginning, a shot! 2. Titanic first three bars have two notes, which are their names? 3. Be careful with this rhythm: Have you seen it before? Try to remember how to play it.

 4. Complete the fingering chart with these notes, and write down their English and Catalan names:

_______ __

__________

5. Play games using do and si ( C and B in English), create your own combinations and play them!!! 6. Remember: you have to pronounce “TU” and “DU” when playing the notes (tonguing).

VOCABULARY: Beginning, shot, Bars, fingering chart, combination, tonguing

7. The beat5 1. Music has a regular beat, like the heart

2. You can tap your foot along to the beat of any piece of music. Or you can clap the beat with the music. 3. Try to do that while listening to the music that your teacher plays. The best way to find the beat is WALKING while listening to the music 4. Depending on the speed, the beat can be FAST MEDIUM SLOW 5. But we donâ&#x20AC;&#x2122;t use these words. We use ITALIAN WORDS. We call the speed TEMPO in music vocabulary. 6. Work in pairs and match definitions & Italian terms: Tempo terms Grave

Definitions Walking

Adagio

Played very fast

Andante

Slowly and solemnly

Moderato

Lively and briskly

Presto

Medium speed

Vivo, vivace

Slow

VOCABULARY: Beat, tap, clap, fast, medium, slow, tempo, Italian words, slowly, solemnly, lively, briskly, medium speed. 5 http://chrisultra.blogspot.com.es/2010/11/heart-beats-per-mile-run.html

8. Harry Potter English Language has two different terms to name note values: the British names and the American names. Have a look at this chart:

It tells you how notes values are named in British English and American English. Now, practice these notes values writing them in the following exercises. Work in groups of three. You have to tap the beat (feet) and clap (hands) the rhythm. Notice that the beat is always regular, and the rhythm changes depending on what you have to play in every single exercise.

1. Here you have the Harry Potter lyrics that you clap along with the beat.

This rhythm is played clapping crochets or quarter notes

3. Write the rhythm you play clapping quavers or eight notes

4. Write the rhythm you play clapping semiquavers or eighteen notes

5. Write the rhythm you play clapping a quarter note and a quarter rest the beat.

6. Write the rhythm you play clapping a quarter rest and a quarter note off beat

7. Write the rhythm you play clapping an eight rest and an eight note off beat

9. Blowing 1. The recorder, as a musical instrument, belongs to (try to guess, if you donâ&#x20AC;&#x2122;t know it, answer this question at the end of these exercises): STRINGS

WOODWIND

BRASSWIND

PERCUSSION

2. In order to get the sound, you need to: EAT

WALK

BLOW

JUMP

3. To play the recorder you have to blow into the mouthpiece with a steady stream of air so the recorder plays a clear note.

Mouthpiece

blowing

4. You need a small amount of air to play the recorder. In order to control the air, try to do these exercises with your teacher: a) Blow as if you had a birthday cake (this means to blow steadily):

6 Taken from Wikipedia Commons 7 http://thumbs.dreamstime.com/z/little-girl-blowing-birthday-candles-4485132.jpg

b) Imagine you want to do a bubble-gum-blowing

c) Pick a small piece of paper and blow on it, look at it while it is moving steadily. d) Be sure you keep a good body position, do not raise your shoulders

e) And be sure you have air enough in your BELLY POCKET!!!!!

VOCABULARY: Strings, woodwind, brasswind, percussion, to blow, mouthpiece, amount of air, steadily, to raise your shoulders

8 http://mikesbikes.com/images/library/site/stretching_after_6_ap_03.gif 9 http://musicapedrogarciaaguilera.wikispaces.com/La+voz+humana+y+la+respiraci%C3%B3n

5. Create small tunes using the notes you know. Play them focusing your attention when blowing:

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ __________________________________________________________________

Taken from http://www.123rf.com/photo_3486766_young-girl-blowing-bubbles-outdoors.html?term=blowing

10. Tonguing or articulation 1. It is very important to hold the recorder properly. Hold it with both hands, and place the mouthpiece between your lips 11 (and relax them):

2. When playing the recorder, you need to articulate (and to stop) the sound using the TONGUE: this is called tonguing or articulation12.

3. The basic recorder articulation is: D D D (soft)

T T T (less soft)

Pronounce the sounds “T” and “D” in English.

11 Picture taken from http://www.anythinglefthanded.co.uk/music/windinstruments.html#sthash.UteEDYrt.dpbs 12 Picture taken from anonymousjunkyard.com

4. And you have also the combination TU DU TU DU, like in the word TIDY13

TIDY TIDY TIDY TIDY ROOM

5. Try all these tonguing or articulations on these notes:

Your teacher will help you in the future with more complicated combinations, such as DRDR TKTK DGDG

VOCABULARY: Tonguing, articulation, to hold the recorder, mouthpiece, lips.

13 Taken from http://irnustian.com/wp-content/uploads/2011/07/center_tidy_room.jpg

11. Fingering 1. To play the recorder you need, of course, your fingers. You have to learn the fingering. Fingering comes from FINGER. Do you know what a finger is?

Each hole has a position number, write them: 0 1234567

This is called a FINGERING CHART. 3. Cover all the holes of the recorder with your fingers to play the lowest note, C.

14 Copyright Olivia House Photography. Taken from Google Images.

4. Complete the fingering chart with the left hand positions:

DOâ&#x20AC;&#x2122;

(Câ&#x20AC;&#x2122;)

(B )

( A)

SOL ( G)

5. To learn the songs you want to play with the recorder, follow these steps: a) Clap the rhythm b) Sing the words keeping the beat c) Move fingers while singing the notes. d) Play e) Accompaniment. 6. Visit this website to have fun: http://www.musick8kids.com/html/recorder_training.php#.UG4ODpgmRKI

Ready to play the recorder? VOCABULARY: Finger, fingering, hole, position number, fingering chart, lowest note, clap, rhythm, accompaniment.

12. Sweet dreams

1. Here you have a very popular song performed by Eurhythmics. A later cover version was published by Marilyn Manson. 2. You know how to play these notes. How many notes do you have here? 3. Clap the rhythm; sing the lyrics and the notes. Practice the fingering (miming) and then play. 4. Improvise a music theme with these three notes and then play it. We are ALL EARS!

VOCABULARY: Performed, first version, rhythm, miming, music theme, all ears, cover version

13. Ai si eu te pego

1. How many different notes do you have in this song? 2. Circle the rests. 3. Try to remember the songâ&#x20AC;&#x2122;s rhythm in order to play it. 4. Your teacher will play two short tunes, try to write the notes:

5. Work in small groups and create a choreography based on Ai si eu ti pego. Your teacher will help you, and you should record the performance and make comments about the good and bad points of your dancing performance.

14. Rhythm games 1. Work in threes, or in small groups. Number yourselves 1, 2, 3. 2. NUMBER 1 starts a regular beat, nº 2 joins in, playing a strong note on every other beat





























3. Nº 1 starts a regular beat, as before. Nº 2 joins in, every third of nº 1’s beat.





















4. Nº 1 starts a regular beat, nº 2 joins in every four of nº 1’s beat.

















5. You can arrange in advance to have, let’s say, two lots of “threes” followed by two lots of “twos”. Make up your own, and try different ones. 6. Notice the difference between the regular beat (beat) played by nº 1, and the regular rhythm pattern (rhythm) played by nº 2.