DEMO
DIGITAL PROJECT M
E
12
INCLUDED ON
TH LICE
NC
3
PRIMARY
MUSIC l
a ol b
n o G cti a
What are we going to learn?
LEARNING SITUATION TARGET IN ACTION • SDG
1
Get active with music!
PAGE
Think about which musical activities can be beneficial to your health and organise them on a visual map. 8
Good Health and Well-being
2
Come to the festival!
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30
Reflect on how to celebrate concerts and musical parades at festivals in a sustainable way. Make a leaflet with the disadvantages of this type of event and proposals for improvement.
Sustainable cities and communities
3
Natural Music
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Plan an advertising campaign to raise awareness about climate change and create a musical advertisement about recycling for it. 52
climate action
PERCEPTION AND ANALYSIS
• • • • • • • •
Hearing and listening concepts. The beat: duration of musical symbols. Sound quality: pitch. 2/4-time signature. Musical language: scale notes, key and staff. Representation of rhythmic-melodic structures. The recorder: the note SI; the flute in Spanish folklore. Listening: William Tell (Rossini), Symphonies for the King’s dinners (Delalande).
• • • •
Hand percussion instruments. A quadruple time signature. Auditory identification of rhythms in a quadruple time signature. Listening: Waltz of the Flowers (Tchaikovsky), Bagatelle, Polka (Waldteufel), ‘Le basque’ (Marin Marais). • Orff instruments: classification and identification. • The recorder: the note LA. • Professions linked to creation and interpretation: Tchaikovsky, Waldteufel, Chuck Berry, Marin Marais.
• Rhythms in a quadruple time signature. • Listening: ‘Place your Bets’, The Hustle (Anne Dudley); La Bataille (Mozart). • Instruments from other cultures: visual and auditory identification. • Professions linked to creation and interpretation: female composers (Anne Dudley). • The echo as a repetition of a rhythmic or melodic cell. • The voice: technique for good intonation and types of voices. • The recorder: the note SOL.
CREATION AND INTERPRETATION • • • • • • • •
PLAY THE PART!
Songwriters: Banana boat song, Do Re Mi, Rueda rueda. Recitation of riddles to identify the beat. Interpretation, transcription and creation of rhythms. Interpretation and creation with bar instruments. Accompaniment of songs and active listening. Practice of the 2/4-time signature with the bounce of a ball. Accompaniment of the notes with the help of phononyms. Articulation of the SI sound on the recorder: Christmas in my city. • Active listening and choreography: Symphonies for the King’s dinners.
Sound lab. • Selection of places and recording of sounds with a mobile device. • Listening and identification in the recording of the sounds obtained. • Classification of sounds according to their nature and sharing of research results.
• Songwriters: Dem bones, Hooray for the cowboys, De colores. • Music, movement and drama: El paseíto de don Tomás (Canarias); The Waltz of the Flowers (Tchaikovsky), ‘Le basque’ (Marais); You never can tell (Chuck Berry). • Accompaniment of songs and active listening. • Practice of quadruple time signature with the bounce of a ball. • Creation of rhythms to interpret questions and answers. • Accompanying notes with the help of phononyms. • Performance on bar instruments: The feared. • Articulation of SI and LA sounds on the recorder.
Music for a landscape. • Selection of an element of a given landscape. • Search for sound objects to represent their timbre or sonority. • Unconventional score creation for chosen objects. • Collective interpretation and creation of a sound landscape.
• Popular songs and songwriters: Al jardín de la alegría, Kokopelli, Duende, The martians. • Interpretation and creation of rhythms in quadruple time signature. • Accompaniment of the seven notes with the help of phononyms. • Active listening and accompanying interpretation: ‘Place your Bets’, The Hustle (Anne Dudley); La Bataille (Mozart). • Interpretation and creation of variations. • Choreographies: ¡Oh, Susana!, ‘Place your Bets’, The Hustle. • Articulation of SI, LA, and SOL sounds on the recorder.
Making a pan flute. • Search and selection of materials for its construction. • Making of the flute. • Creation of a collective score with the notes DO, RE, MI, SOL, LA and interpretation with the constructed pan flute.
Concert hall
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74
The recorder. • Previous recommendations. • Articulation on the recorder. • Exercises to practice articulation. The note SI. • Presentation of the SI note and exercise activity. • ¿Me sigues? • La flautista SISI. • Instrumental ensemble performance with bar instruments and flutes.
• • • • •
The notes SI and LA. Presentation of the LA note and exercise activity. Marcha de los Elfos. Tea for two The Fox.
The notes SI, LA and SOL. • Presentation of the note SOL. • MariSOL SI LA sing. • Melody creation with the notes SI, LA and SOL. • Copacabana. • SOL, LAura y SIlvia. • Un tesoro en el galeón.
1
Get active with music!
Some activities help us to lead a healthier life, such as those related to music, performing and the visual arts. Others, however, generate problems to our physical and emotional health.
What do you think? Why is it important to lead a healthy life? What would life without music be like?
Context Music has many benefits for people and animals.
Target in action Think about what musical activities are beneficial for your health. Write the answers in a graphic organiser.
8
3
9
SONG
Banana boat song 1
Listen, act out and sing. Accompany with percussion. Day-o, Day-ay-ay-o! Daylight comes and I want to go home. Day, me say day, me say day, me say day. Daylight comes and I want to go home. I work all night on and drink a soda. Daylight comes and I want to go home. Stack banana till the morning come. Daylight comes and I want to go home. Come, Mister tally man, tally me banana. Daylight comes and I want to go home. (bis) It’s six foot, seven foot, eight foot bunch! Daylight comes and I want to go home. Six foot, seven foot, eight foot bunch! Daylight comes and I want to go home. A beautiful bunch of ripe banana. Daylight comes and I want to go home. Hides the deadly black tarantula. Daylight comes and I want to go home.
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2Q
U1
LISTEN
Soundscapes Hearing is not the same as listening.
• Hearing is perceiving sounds and silences. We hear, even if we don’t mean to. It requires no effort.
A soundscape is a set of sounds that we can hear in a given place.
• Listening is paying attention to the sounds we perceive. We listen with the intention to do so and it requires a mental effort to interpret what we hear.
N AT I O N USE YOUR IMAGI
1
Listen to the soundscapes. Draw two pictures that represent the sounds. Use different lines, shapes and colours.
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M U S I C A L L A N G UA G E
Beat If you silently put your ear close to someone’s heart, you can hear their heartbeat
Music pulsates. This pulsation is called the beat. It is repeated constantly and contrasts the duration of notes with rests. The beat can be fast or slow and can get slower or faster. You will see it represented like this: •.
1
Recite and mark out the beat with percussion. Then listen and do it over the music. Roosters on the farm say
•
•
•
Thirty days has September,
•
•
•
•
cock-a doodle (doodle) doo,
April, June and November.
neigh (neigh) moo (moo),
All the rest have thirty-one.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
cock-a doodle (doodle) doo.
•
•
•
•
•
Twenty-eight and February’s done.
•
•
Hands up, hands down,
•
•
•
•
shake them all around.
•
• •
•
Hands in, hands out,
•
• •
•
shake them all about.
•
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•
• •
•
•
•
•
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The beat indicates the duration of the symbols. The crotchet symbol lasts one beat.
• •
h
• •
q •
Crotchet rest
Crotchet
Minim rest
Minim
Remember that we can write both the sound of music and silence.
q
•
•
Quaver
Semiquaver
q• q
qqqq
•
2 Read the symbols and interpret them by clapping on each beat, represented like this: •. 1
2
Q q •
ta
q
•
ta
q
•
ta
•
—
3
Qq q q q q q •
ti - ti
•
ti - ri - ti - ri
• •
ta-an
Q •q q •q ti - ti
ta
• •
———
3 Rhythmic dictation. Listen carefully to the dictation and write the corresponding symbols.
1
2
13
M U S I C A L L A N G UA G E
Pitch Pitch tells us whether a sound is lower or higher. Between the low and high sounds, there may be other so-called middle sounds.
The pitch of the sounds is represented through musical notes.
1 Observe how the size of the bell determines its pitch.
Low-pitched sound
TON
2
Let’s check
in order.
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Medium sound
TAN
High-pitched sound
TIN
Melodic dictation. Listen carefully and number the sounds
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MUSIC & GAMES
The sound puppet 1
Look, learn and play. 1
Carefully remove the bars FA and SI with both hands.
3
Accompany the movements of the person who acts as a puppet using alternate mallets.
high sounds
middle sounds
2
Explore by hitting the low, medium or high sounds with a mallet.
We must maintain the correct posture when playing instruments for our physical well-being.
low sounds
2 Read and complete.
• The pitch of the sound is
on the shorter bars.
• The sound ascends when it goes from the
bars to the
bars...
15
M U S I C A L L A N G UA G E
Bar The beat can be organised into groups that are repeated regularly and constantly. It is organised in a rhythmic way. Each group of beats is called a bar. For example, a 2/4-time signature tells us that there are 2 crotchet beats per bar. In the staff, it is represented
1
2 or like this 2 . 4 q
like this
Read and observe that when a ball bounces, two beats arise, one stronger and one softer. Circle the strongest. Catch
Catch
Bounce 2
Practice the 2/4-time signature while singing this lullaby. Play the beats. Twin-
•
How-
•
Up
•
Like
•
16
Bounce
kle,
twin-
kle,
lit-
I
won-
der
what
you
•
•
a-
bove
the
world
so
high,
a
dia-
•
• •
•
•
•
•
•
•
•
•
mond
•
tle-s
•
•
•
•
in
•
•
the
•
tar
•
are.
•
sky.
•
• • • •
Body percussion exercises our body and improves our physical condition.
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LISTEN
William Tell 1
FORM I
Listen and accompany with drumsticks as indicated. Find two sounds so that one is higher pitched than the other. Then complete the beats.
A A
B
B
C
A A
D
D
Introduction
TIN
TON
Group I
A
Group II
qq q q qq qq q 2 4 q q q q q q • • • • • • • • B
C
q q q q q q
q qq
Move the drum sticks in the air.
D
q q
q q
q q
q q
qq q (roll)
q q q q q q
q q
q q
q q
Gioachino Rossini
qqq
q
(1792-1868) William Tell Gioachino Rossini was an Italian composer. He was one of the most important opera creators of the 19th century. Despite his great success with previous operas, this was the last one he composed. Perhaps it was due to health problems, since he was relatively young (1829).
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¡
¡
RT! P L A Y T H E PA
Sound laboratory
Pencils in the centre
STEP 1
In groups, choose one of these places. Record the place for one minute using a mobile device.
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»
STEP 2
Listen to the recording as many times as you want and write down at least six sounds that you can identify.
»
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Read and match. STEP 3
When I feel...
… my heart beats
Classify the sounds you Xxxxx have written down and complete the outline. Share the results of your research with the rest of the groups. slowly
Of nature
happy
moderately
Of humans
calm
Sounds
very fast
Of machines
nervous
Our mood influences the speed of our heart beat.
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M U S I C A L L A N G UA G E
Writing music Music uses a universal language that all musicians understand. Musical notes represent the pitch of sound. There are seven, they go in scale and each one has a place on the staff.
1
Singing is very beneficial for the health: it helps us to control our breathing, relate to others and express our emotions.
Listen and learn DO, RE, MI, from the best-known musical The sound of music. Doe, a deer, a female deer. Ray, a drop of golden sun. Me, a name I call myself. Far, a long, long way to run. Sew, a needle pulling thread. La, a note to follow so. Tea, a drink with jam and bread. That will bring us back to doe.
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DO RE MI FA SOL LA
SI
2Q
U1
Music is written and read on a staff, which is made up of five horizontal lines and four spaces. We read the lines and spaces from bottom to top.
The treble clef is the one we use the most.
The treble clef is placed at the beginning of the staff. It is a musical sign that names the notes.
2 Draw over the five lines in the order that we read them and colour in the four spaces. 5th line
4th space
4th line
3rd space
3rd line
2nd space
2nd line
1st space
1st line
3 Go over and draw the treble clef. Look for the starting point.
· · · ·
4 Write the musical notes and their names where appropriate.
&
DO
MI
SOL
SI
LA
FA
RE
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MUSICAL INSTRUMENTS
The flute This three-hole flute was found in Germany and is at least 35,000 years old.
The flute is one of the oldest instruments in the world. They can be found in different forms in almost all cultures. We also find flutes in various regions of Spain, some of them are ancestral. Most of them are usually accompanied by a drum or a tabor.
1
Listen and write where each of the flutes comes from.
Gaita charra
2
Flabiol
Search the Internet for videos showing tabor players playing these instruments.
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Pito rociero
Chistu
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The recorder It is a wind instrument. It has a tube shape and several holes that are covered and uncovered to obtain different musical notes.
Mouthpiece Window
0
Head
1
2
3
4
Body
5
6
The sound is produced inside the tube by the vibration of the expelled air.
7
Foot
3 Read, learn and practice the recommendations to get a good sound on the recorder. Postural control
Articulation
Maintain a good body position.
Use your tongue to separate the notes with the syllables “du” or “tu” and exhale gently.
Breathing
Fingering
Administer the air well.
Place and move your fingers, slightly stretched, as if imitating the shape of a duck’s bill.
Duuu, duuuu....
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A C C O M PA N Y
Hand signals 1 Observe and learn the gestures for the following notes.
MI
SOL
&
LA
&
&
2 Write the names of the notes and sing them while you make the gestures.
& 3
&
Associative Analysis
&
&
Melodic dictation. Listen carefully and number the sounds
in order.
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& q
q
q
q
& q
q
q
q
& q
q
q
q
& q
q
q
q
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SONG
Rueda, rueda ( Perú) 1
Listen, act out and sing. Accompany with percussion. Rueda, rueda por la montaña blanca luz del sol, llega, llega cholo, cholito, que es la Navidad. (repeat)
2 q q
Vuela, vuela blanca paloma, sigue más allá, lleva, lleva la “buena nueva”, que es la Navidad. ¡Llevaremos la “buena nueva” en Navidad, que esta noche, a media noche, Jesús nacerá.
Singing in a group produces a feeling of wellbeing that is good for our health. 25
PERFORMANCE
Christmas in my city 1 Learn the note SI on the recorder. Articulate each sound with the syllable tu.
tu
tu
2
tu_u
tu
tu
tu_u
tu_u
tu
tu
tu_u
FORM I
A A
B
B
x4 Left hand
Listen and perform Christmas in my city.
tu_u
To articulate the sounds well, try to control the air that you blow with your tongue with the syllable tu or du.
Right hand
A
B
Percussion 26
2 Q q q q q q q q
&
SI
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PERFORMANCE
Symphonies for the King’s dinners 1
FORM I
Listen, dance and accompany as indicated. A
Circle in pairs.
Introduction
B
Turn left and turn right.
C
A A
B
A
C
A A
She twirls, he twirls.
(8 bars)
A
2 q q q q q q q q q q B
2 qq q q q q q q q q C
2 q q
q q q q q q q q
Michel-Richard Delalande (1657-1726) Symphonies for the King’s dinners King Louis XIV of France commissioned these symphonies to accompany his dinners at the palace with music.
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P O R F O L I O
Colour like this:
What have I learned?
I know how to do it I need help I don’t know how to do it
1 Remember and complete with symbols and musical silences. Minim
Minim rest
ta - an
Crotchet
Crotchet rest
ta
Quaver
Semiquaver
ti - ti
ti - ri - ti - ri
2 Create a rhythm with the pieces of this puzzle. Then interpret.
2Q
q
3 Write the name of the musical notes.
q
qqqq q
& Review this unit’s essential concepts at anayaeducacion.es.
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q
U1 T TARGE N IO IN ACT Think and review the musical activities of movement, singing and performance that you have done during the unit. Write the ones you think can help us maintain our physical and emotional health. CAF
How have I learned? 1 Draw your evolution of this unit. It was difficult and I didn’t follow the rhythm of the class. I made an effort in some aspects, but I resolved my difficulties. It was easy and I followed the rhythm of the class.
Music for a healthy life
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