MakingMusic4u Music 2
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MakingMusic4u Bàrbara Duran Bordoy Correcció lingüística/Team Teaching: Agnès Oliver Rosselló Mª Antònia Pasqual Ribot Catalina Rosselló Barceló All the images are taken for educational purposes only. All scores adapted by Bàrbara Duran
Activities website https://makingmusic4u.wordpress.com/
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PRESENTATION This is a Music Book for Secondary Students (3rd & 4th ESO grades in Spain). It is intended to work as a platform where students and teachers find out basic concepts and activities about music styles and genres from other cultures and historical periods. Exploring the ways music has been present in society. Playing and listening to music are the main tool in order to achieve concepts and a personal background that will help the students in the future. For this reason, each project of this book introduces several linked activities: -Exploring concepts and vocabulary (including some introductory activities at the beginning of each project). -Performing activities. We use the recorder as the main instrument, but some activities can be played on Orff Instruments or the piano. Teachers can also adapt the scores and performances depending on the class. -Listening activities, where students analyse music and learn vocabulary that will give them the tools to comment music in English. -Composing or creative activities, where new technologies should be used in a wide range.
At the end of the course, students should be able to: -Read and play music at a basic level. -Talk about music in English confidently. -Understand the most important music styles, genres and music forms. -In everyday life, they should be able to understand the information given in a concert programme, for example.
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CONTENTS PROJECT 1: WHAT DO YOU KNOW ABOUT MUSIC?...................................................................................... 8 1.1. SOME CONCEPTS BEFORE STARTING ................................................................................................. 8 1.2. PLAYING, SINGING AND COMPOSING MUSIC .................................................................................... 9 1.3. Listening activity ............................................................................................................................... 16 1.4. SOUND PROJECT ............................................................................................................................... 17 1.5 A reminder of music symbols! Complete the exercises. ................................................................... 18 1.6. MUSIC VOCABULARY ........................................................................................................................ 21 PROJECT 2. THE MUSIC I LOVE ................................................................................................................... 24 2.1. Some concepts before starting ........................................................................................................ 24 2.2 Humans can have different responses to music. .............................................................................. 25 2.3 Physical response .............................................................................................................................. 25 2.4 Emotional response........................................................................................................................... 26 2.5. Intellectual response: analyzing music............................................................................................. 27 2.6 Playing: an OST and Industrial Metal ................................................................................................ 28 2.7 Team Project: work on the Intellectual response. ........................................................................... 30 2.8 Listening activities ............................................................................................................................. 30 2.9 MUSIC VOCABULARY ......................................................................................................................... 31 PROJECT 3: MEDIEVAL MUSIC ..................................................................................................................... 32 3.1 Introducing Medieval Ages ................................................................................................................ 32 3.3 Listening activities ............................................................................................................................. 38 3.4 Medieval project ............................................................................................................................... 40 3.5 Medieval music word bank ............................................................................................................... 40 PROJECT 4: RENAISSANCE PROJECT ............................................................................................................ 41 4.1 What does it “Renaissance” mean? .................................................................................................. 41 4.2 Playing Renaissance music. Ready?................................................................................................... 44
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4.3 Listening to Renaissance music. ........................................................................................................ 52 4.4 Renaissance task................................................................................................................................ 54 PROJECT 5: BAROQUE MUSIC (1600-1750) ................................................................................................. 55 5.1 Do you know what Baroque means? ................................................................................................ 55 About the author: Emily Reese ........................................................................................................... 58 5.2 Playing Baroque Music ...................................................................................................................... 60 5.3 Listening to music. You know a lot of Baroque music! ..................................................................... 65 PROJECT 6. THE CLASSICAL IDEAL (1750-1810) ........................................................................................... 67 6.1 Some “Classical” concepts................................................................................................................. 67 6.2 Listening to Classical Period music .................................................................................................... 70 6.3 Playing Classic Music ......................................................................................................................... 71 6.4 A Classical project .............................................................................................................................. 74 PROJECT 7. ROMANTIC MUSIC…A HISTORICAL PERIOD.............................................................................. 75 7.1 An approach to this musical period (c.1815-c.1910) ........................................................................ 75 7.2 Listening activities: Romanticism ...................................................................................................... 77 7.3 Playing Romantic music! ................................................................................................................... 80 7.4 Are you a romantic spirit? ................................................................................................................. 81 PROJECT 8. XXTH CENTURY: FROM 1900 TO THE PRESENT DAY ................................................................ 82 8.1 Warm up. ........................................................................................................................................... 82 1. To explore musical characteristics, fill the gaps with these words: ........................................................ 82 8.2 Listening activities ............................................................................................................................. 83 8.3 Why don’t you play a shot of “America”? ........................................................................................ 89 WEB PAGES REFERENCES ............................................................................................................................ 90
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PROJECT 1: WHAT DO YOU KNOW ABOUT MUSIC? 1.1. SOME CONCEPTS BEFORE STARTING What do you remember about music from previous years?
Do you know the vocabulary needed to read, write and comment music?
Do you know what “world music” means?
How many songs have you learnt from your family? Which are they? Write the titles and share with your classmates.
Which songs did you learn in Primary School? Do you remember them?
Have you ever learnt songs from other cultures?
If not, you will! Have a look…
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1.2. PLAYING, SINGING AND COMPOSING MUSIC
1. Naming notes: English names
G
Catalan names SOL
E MI
2. Draw the note values you used in the song: Crotchet or quarter note Quaver or eight note 3. Fill the recorder fingering chart, you use here two notes:
______
______
You sing this song playing a game: make a circle sitting or standing, pass a sea shell from hand to hand. Somebody has to guess who will hold the shell when the song finishes.
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1. Naming notes:
English names
G
E
A
Catalan names
SOL
MI
LA
2. Draw the note values you have used when playing/singing this song: Dotted quaver (dotted eight note) Semiquaver or sixteenth note 3. And finally, fill the fingering chart:
______
______
______
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1. Naming notes: English names
C
Catalan names DO
D
E
G
A
C’
RE
MI
SOL
LA
DO’
2. Draw the new note values you have used in Pichi Chapu: 3. Fill the recorder fingering chart using the notes you needed:
_______
______ ______
______
______ ______
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1. Naming notes: English names A
C
D
E
G
Catalan names LA
DO
RE
MI
SOL
2. Draw the note values: Semiquaver or sixteenth notes: Semiquaver or sixteenth notes & quaver:
3. Although you know the fingering positions, fill in again the fingering chart:
______
______
______
______
_______
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1. Naming notes: English names
C
D
E
F
G
A
C’
Catalan names
DO
RE
Mi
FA
SOL
LA
DO’
2. Draw the note values you have used: Crotchet or quarter note Quaver or eight note
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1. Naming notes: English names:
C
D
E
F
G
A
B
C’
Catalan names:
DO
RE
MI
FA
SOL
LA
SI
DO’
2. And finally, you have completed the first octave playing the recorder/ORFF instruments:
_______
______
______
______ ______ ______ ______ ______
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1.3. Listening activity 1. Listen to this music. Guess where it comes from! Write a city/country as a proposal‌
2. Tick the correct answer while listening: a
The performance is: VOCAL INSTRUMENTAL VOCAL & INSTRUMENTAL
b
The voice is: MALE VOICE FEMALE VOICE
c
Where was the song recorded?
d
How many singers are there?
e
Try to describe how the singer is singing; do you listen to a special performance?
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3. Did you like it? Tick the adjective that fits your feeling better. WEIRD
BEAUTIFUL
ROMANTIC
AMAZING
ANCIENT
4. Go to http://www.culturalequity.org/lomaxgeo/ and choose the music you prefer, the countries and cultures you would like to learn about. Write here the music you listened to on this website.
1.4. SOUND PROJECT Now it is your turn. Make a team of four and think about the project you would like to do.
a) Research project. Do a research in your own families; ask your grandparents and parents about the folk music they know. Learn a song, make a small arrangement and perform it in class. You need to present basic information: the language used, where the song comes from, how you worked on it.
b) Make a video clip using one of the songs learnt in class. You have to make the arrangement also and you can use the class instruments. Basic information needed: the instruments played, how you worked on the arrangement, why you chose this performance. The video has to be presented in class.
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1.5 A reminder of music symbols! Complete the exercises.
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1.6. MUSIC VOCABULARY It could be a good idea to have a look at this general vocabulary, it may help you to remember some concepts & words you really need to use in the music class. A cappella
Singing without accompaniment
Accent
Emphasis on a note, word, or phrase
Articulation
Tells you how much to separate notes
Attack
The beginning of a sound
Beat
Music has a regular beat (like heart). If you listen a bit harder, you can hear that some beats are stronger than others. If the beat changes the time signature changes.
Breath
One cycle of inspiration/expiration
Chord
Two or more pitches sounding together
Chromatic
Moving in half-steps
Clef
The Treble Clef is the most common clef The Bass clef is used for low, bass instruments
Compound meter
Meter that is made up of simple meters 2/4+3/4
Counting
Mentally breaking down a rhythm into divisions
Diatonic
Moving within a key without changes
Diction
Correct and clear pronunciation of consonants
Diphthong
Two or more vowel sounds blended together
Dynamics
Dynamics markings tell you how loud or quietly to play pp, p, mp, mf, f, ff, < >
Embouchure
Mouth position in brass and woodwinds
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Flat
A flat makes a note lower
Harmony
The system of moving from chord to chord
Homophonic
A style where all parts have the same rhythm
Intonation
Being in tune with accompaniment or others
Key--major
Based on a scale of w/w/h/w/w/w/h steps
Key--minor
Based on a scale of w/h/w/w/h/w/w steps
Key signature
The key signatureâ&#x20AC;&#x2122;s shown with sharps of flats
Melody
Pitches in sequence that form a pattern
Meter
The patterns the beats make are called the metre. Depending on the time signature, the beats make different patterns: regular (2,3,4), irregular (5,7) or free (no particular metre)
Natural
A natural sign cancels a sharp or a flat
Phrase
Notes played or sung in one breath
Pitch
The highness or lowness of sound measured in Hz.
Polyphonic
Where each part has an independent rhythm
Posture
Sitting/standing correctly and efficiently
Pulse
Feeling where the beat is
Release
How a sound is ended
Rhythm
How a sound is placed in time
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Sacred
Music that is written for spiritual or religious use
Secular
Music that is written for entertainment
Sharp
Makes a note slightly higher
Slur
Playing a series of pitches without tonguing
Solfege
Italian system of pitch and interval ear training
Tempo
The speed at which a regular pulse is repeated. Largo, larghetto, adagio, andante, moderato, allegro, vivo, vivace, presto
Tone colour/Timbre
The relative brightness or darkness of a sound
Tongue, tonguing
To start a sound with the tongue on reed or mouthpiece
Unison
Everyone on the same pitch Treble clef, key signature and time signature.
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