DEMO DIGITAL PROJECT M
E
12
INCLUDED ON
TH LICE
NC
2
PRIMARY
MUSIC l
a ol b
n o G cti a
What are we going to learn?
LEARNING SITUATION TARGET IN ACTION SDG
1
Let’s play with music!
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8
Think about some musical games that you know that you can play by singing and moving. Make a list and share it.
Responsible consumption and production
2
In groups it sounds great!
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28
Reflect over which aspects you think are important to get good results when dancing, singing or playing in a group
Partnerships for the goals
3
Join the orchestra!
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Think about how you can substitute instruments that are missing in the classroom. Make a list of things you can make music with. 48
Quality education
LISTENING AND PERCEPTION • Rhythmic syllables: pictograms for crotchet, quaver and semiquaver. • Literacy on conventional and unconventional musical spelling. • Presentation of the basic musical notes: crotchet, quaver, semiquaver and crotchet rest. • Auditory discrimination of sound in diverse sound sources. • Qualities of sound: duration and pitch. • Unconventional musical spelling for long and short sounds. • The echo as a creative resource. • Presentation of the musical notes MI and SOL. • Melodic dictation of the notes MI, SOL.
• • • • • • • • •
Auditory discrimination of sound intensity from different sound sources. Qualities of sound: intensity. Intensity dynamic markings. Unconventional graphies for loud, medium loud and soft sound. Presentation of the musical note LA. Presentation of agogo bells, a traditional two-tone instrument. Repeat signs in a score. Auditory discrimination of sounds immitating the stage Master’s crane. Presentation of bar instruments: xylophone and metallophone.
• • • • • • •
Auditory discrimination of diverse sound sources and instrument families. Franz Schubert’s Musical moment n.3. Instrument families: string, percussion and wind. Qualities of sound: timbre. Presentation of minim and minim rest. Rhythmic dictation with minims, crotchets, quaver and semiquaver. Literacy on notes MI, SOL, LA.
INTERPRETATION AND CREATION
PLAY THE PART
• Songs: Blind man’s bluff, Halloween!, Every fall we get together, Antón, tiruliru (Colombia). • Displacements. • Recitation of rhymes and prosodic texts. • Music and movement: Blind man’s bluff, Seven jumps. • Intonation of two pitches: MI and SOL. • Rhythmic interpretation with body percusion and little percusion instruments. • Instrumental and choreographical accompaniment of the Christmas carol.
Let’s create a game Form groups and choose the songs for the game. Decide the game. Set the rules of the game. Show and explain the rest of the groups the game you invented.
• • • •
Concert hall
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Baba Yaga, Anatoli Liádov and Modest Mussorgski • Active listening. • Dramatisation for Halloween! Contredanse, n.5, Ludwig van Beethoven • Active listening and choreography. • The skater’s waltz, Émile Waldteufel • Active listening and musicogram. • Creation of artistic motifs.
• Songs: Carnival time at the zoo, Karandash, the little clown, Behind the curtain, The snail. • Creation of intensity with voice. • Phononyms to read and intone the note LA. • Exploration of different sound sources to interpret with percusion. • Accompaniment with little percusion instruments. • Music and movement: Behind the curtains, The stage’s master. • Interpretation with bars. Mallet’s technique. • Circus and theatre professions.
We are puppets • Build the puppet with the materials needed. • Draw the hairpins under the musical motif for each puppet. • Present the puppets to the rest of the class and keep them for other activities.
• Songs: Boom-chas-chas, Detective school, I am an ice-cream, The blue monster. • Musical sudoku with musical instruments. • Accompaniment with everyday percussion instruments. • Intonation at three pitches: MI, SOL, LA. • Creation of a melody with the notes MI, SOL, LA. • Dramatisation of I am an ice-cream and The blue monster. • Interpretation of prosodic rhythms with the topic of Recycling.
Let’s make a choir • Read the texts and complete the profession. • Rehearse the melody of the profession with the notes SOL, MI, LA and their gestures. Don’t forget the lyrics. • Try to sing all the groups at the same time like in a choir.
The hall of the mountain king, Edvar Grieg • Accompaniment with body percussion. • Active listening and dramatisation. The golden age, Dimitri Shostakóvich • Creation of a story suggested by the music. Musical moment n.3, Franz Schubert • Rules to follow when you go to a concert. • Active listening and accompaniment. ‘Paspié’, The king has fun, Léo Delibes • Active listening and choreography. ‘Pizzicati’, Sylvia, Léo Delibes • Building a yoghurtphone. • Active listening and musicogram.
1
Let’s play with music!
What do you think?
We love playing! On our birthdays or other special dates, we usually receive toys, board games or electronics.
If your toys or electronics broke, what can you play with? Did you know there are really fun games in which you can sing and move?
Context
Target in action Think about some musical games that you know that you can play by singing and moving. Make a list and share it.
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eight
Each year, millions of toys and electronics end up in the rubbish.
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SONG
Blind man’s bluff 1
Learn, sing and play. A
Dance around the blind man in a circle.
B
Ask the blind man. Blind man, should we spin you some more?
C
The blind man is searching. Who’s this?
Yes, but not too much.
We are playing ‘Blind man’s bluff’. We spin you round and round in circles, ‘till we see you’ve had enough. 2
10
OK, three more times and we’ll say ‘bluff’.
Think and answer. What senses help the blind man play?
ten
We have covered up your eyes, there is nothing you can see. Do you think that you can guess if it’s Mary, Jim or me?
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MUSIC AND GAME
How do you feel today? 1
Learn and recite with a partner. Accompany with a clapping game. I am sad today. What game shall we play? Let’s play with a ball. Now I’m not sad at all!
I’m surprised today. My friend has come to play. It’s a lovely way, To say ‘happy birthday!’
I’m scared of the dark. I hear the werewolves bark! Don’t worry, it’s OK, The werewolves want to play!
I’m happy with my toy. I am a lucky boy. Playing in the Sun. Hop and skip and run! I’m annoyed today. I don’t want to stay, In my bed with flu. There’s nothing to do!
2
Complete the sentences with the words in orange. I am
of spiders.
I am
I can’t find my book.
Mum was
by her birthday cake! is the opposite of eleven
11
MU S I C A L L A N G UA G E
Rhythmic syllables When you read them,imagine you are following the rhythm of a clock. Keep in time.
Look and learn the rhythmic syllables.
ta 1
12
ti - ti
ti - ri- ti- ri
___
Look and complete. Interpret with rhythmic syllables. 1
2
3
4
twelve
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2
Look and complete. Interpret with rhythmic syllables. Keep in time.
___
ti - ti
___
ti - ri- ti- ri
ta
ti - ti
ti - ri- ti- ri
ti - ri- ti- ri
ti - ti
ta
___
___
N AT I O N USE YOUR IMAGI
3
Create another rhythm. Play it with body percussion.
thirteen
13
M U S I C A L L A N G UA G E
Beat Music has got a beat, just like your heart. You can feel the beat when you walk, when you bounce a ball and when you play clapping games, etc. You will see the beat represented like this:
•
1
Sometimes when we hear music, we tap our feet on the floor. These taps mark the beat of the song.
Look and write the sound that each one makes. They all have a beat!
2
Thinking hats
Read and complete the beats. Recite and mark the beat with body percussion. Row, row, row your boat, • • • • Gently down the stream. • • • • Merrily, merrily, merrily, merrily • • • • Life is but a dream.
14
fourteen
Twinkle, twinkle, little star, • • • • How I wonder what you are. • • • • Up above the world so high, Like a diamond in the sky.
Tic, tac Toc, toc Nee-naw
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MUSIC AND MOVEMENT
Displacements 1
Look, listen and make displacements in line without missing the beat.
If you walk with a steady rhythm while listening to the music, you are following the BEAT!
N AT I O N USE YOUR IMAGI
2
Draw other displacements that you like.
fifteen
15
M U S I C A L L A N G UA G E
Musical notes
Crotchet
Quavers
Semiquavers
ta •
ti - ti •
ti -ri- ti- ri •
•
1
ta •
•
___
•
•
•
•
ta •
•
ta •
ti-ti ta • •
ti-ri-ti-ri •
ti-ti •
ta •
ta •
ti-ti ti-ri-ti-ri ti-ti ta • • • •
Rhythmic dictation. Listen and number in order.
•
16
Crotchet rest
Draw the notes. Interpret with clapping.
2
The beat is represented like this: •
The main musical notes are:
This is how musical notes are represented.
•
sixteen
•
•
•
•
•
•
• •
•
•
•
•
•
•
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MUSIC AND MOVEMENT
Seven jumps 1
Listen, learn and dance in pairs. A
Forwards
One, two, three, four,
Backwards
five, six, se-ven.
O n ce
One, two, three, four, five, six, se- ven. Twice
B
Turn away…
Where do you go?
Get together…
Come here, please!
Turn around
Go round and round,
and come with me. seventeen
17
¡
¡
RT! P L A Y T H E PA
ame Let’s create a g
Think-Share-Ch
oose
STEP 2
STEP 1
In groups, decide on the type of game you are going to create. Choose the song that will be part of the game.
Decide and write the rules of the game. 1
» We take turns to say our choice. As a group, we choose a single option.
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eigthteen
2
3
»
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STEP 3
What do you learn when working in a group? Mark with a .
Show and explain the game you have invented to the other groups. To listen to others.
To respect other people’s ideas.
To explain my ideas.
nineteen
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SONG
Every fall we get together 1
Listen, learn and sing.
Everyone Group 1 Group 2
Every fall we get together, It’s been a long time since we have shared the weather.(repeat) I am the wind; come! Bring your kite! Oh, I don’t need a car or a bike. We are the leaves, we move and shake, and with the wind, we fly like a plane. Every fall… I am the rain that skips on the grass. Today, drop by drop, I jump and dance. I am the thunder, I am the bolt, we’re never alone, you’ll always find both.
I am the snow, I’m going to fly to make sure I get there by Christmas time. And now we have finished this autumn song,why don’t you learn it and sing along?
Every fall… 2
20
Write the names of the four seasons of the year.
twenty
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M U S I C A L L A N G UA G E
Duration The duration of a sound tells us when the the sound is long or short. Short sound 1
Long sounds last longer than short sounds.
Long sound
Listen and number in order. Write long or short for each one.
N AT I O N USE YOUR IMAGI
2
Look at the score of long and short sounds and create your own. Sing it.
twenty-one
21
M U S I C A L L A N G UA G E
The echo Have you ever heard the echo of your voice?
A simple way of making music is to copy in the form of an echo; that is, repeat exactly what you hear. 1
Look and complete in the form of an echo. Interpret with clapping. Rhythm
•
2
•
•
•
Look and complete. Play with body percussion.
Win-ter •
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Echo
twenty-two
shum, •
fog-gy •
prum •
Thun-der sham, stor-my • • •
clam •
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M U S I C A L L A N G UA G E
Pitch Look how the hands rise up when the note is higher.
The pitch tells us if a sound is low or high.
Low
High
MI
1
SOL
Look and write the echo. Sing it with voice and hand signs. SOL MI
SOL MI 2
Echo
Echo
Melodic dictation. Listen and number in order.
SOL MI
SOL MI
SOL MI
SOL MI
twenty-three
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SONG
Antón, tiruliru 1
Listen, learn and sing this Christmas carol from Peru. Antón, tiruliru liru Antón, tiruliru la. (repeat) Jesús al pesebre vamos a adorar. (repeat) Duérmete, niño chiquito, que la noche viene ya. Cierra pronto tus ojitos, que el viento te arrullará. Antón, tiruliru liru... Duérmete, niño chiquito, que tu madre velará. Cierra pronto tus ojitos porque la entristecerás. Antón, tiruliru liru...
2
24
Investigate and answer. What is the name of the part of the song that repeats?
twenty-four
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3
Listen, sing and accompany the chorus. Write other rhythm and draw an instrument. Play it.
4
Listen, sing the Christmas carol and dance to Jesús al chorus. pesebre… Antón, tiruliru…
Two steps forward, two steps back (repeat)
Four steps (right)
Jesús al pesebre…
Four steps (left) twenty-five
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P OP RO TR FF OO LL II OO
Colour like this:
What did I learn? 1
•
•
•
•
•
•
•
•
•
•
•
ta •
ta •
ti - ri- ti- ri •
ta •
ti - ti •
ti - ti •
ti - ri- ti- ri •
ta •
ti - ti •
•
ti - ti •
ta •
2
•
• ti - ri- ti- ri
•
•
•
Write two new rhythms. Play them.
Review this unit’s essential concepts at: anayaeducacion.es.
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I don't know how to do it
Look and complete. Play keeping the beat. 1
3
I need help
Look and match. Play with percussion.
•
2
I know how to do it
twenty-six
• ___
•
•
U1 T IN TARGE N ACTIO
Look at the picture and think about which musical games you know. Make a list and share it with the group.
How did I learn? 1
Match.
I do it well
I am learning
I need to improve
I play rhythms with instuments and body percussion.
I know the difference between low and high sounds.
I sing keeping the rhythm.
I identify musical symbols.
twenty-seven
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