Global action: Music 4. Primary (sample) by Grupo Anaya, S.A.

LICENCE DIGITAL

PRIMARY 4 MUSIC Globalaction 12MONTH

PROJECT INCLUDED

PRIMARY 4 Music

Alfonso Cifuentes

Eva F. Gancedo

Natalia Estrada

What are we going to learn?

LEARNING SITUATION TARGET IN ACTION•SDG

1 Sing and move with the rhythm!

Learn about traditional percussion instruments from different countries and think about how and why they were brought to your school.

PERCEPTION AND ANALYSIS

• The duration of sound. Long and short sounds.

• Binary, ternary, and quaternary time.

• Musical figures and silences.

• Idiophones and membranophone instruments. How they’re grouped.

• Classification of voices: children, female, and male.

• Professions: Lyrical singer.

• Various opera composers: Bizet, Mozart, Rossini, Delibes, Donizetti, Verdi.

2 Discovering sounds

Peace, justice and strong institutions

• Christmas song composer: Johnny Marks.

• Understanding the choreographic structure of dance.

3 We’re going to a concert

Discover different alternatives for turning unused objects from your everyday life into musical instruments and think about how to do so.

Responsible consumption and production

Think about how we could have outdoor concerts and festivals in a sustainable and environmentally friendly way, and make a list of possible solutions.

• The performing arts: music, dance, and theatre.

• Ternary time.

• Folk and everyday instruments.

• The relationship between music and dance.

• Professions: choreographer.

• The wind and woodwind instruments.

• A composer who blends classical music with jazz: George Gershwin.

• The crotchet and crotchet rest: reading a score.

• Listening: Electromagnetic Polka, Johann Strauss II.

• Phonetics: relationship between hand signs and notes on the diatonic scale.

• Chordophone instruments.

• How the instruments in a symphony orchestra are organised.

• Identifying the instruments in an orchestra using different fragments of Scheherazade, Rimsky Korsakov.

• Feeling or character in music.

• Identifying different electrophone instruments.

• A pop-rock group.

• Different musical genres.

• Professions: contemporary dancer; sound engineer.

PAGE 8

PAGE 30

Industry, innovation and infrastructure

PAGE 52

CREATION AND INTERPRETATION

• Songs: The Dance of Life, Llivre Vermell, Nobody Knows.

• Music notation reading and writing.

• Rhythmic gym. Music by Alicia Keys: Distance and Time.

• Barred instruments: preservation and technique; types of drumsticks.

• Interpretation of rhythms with everyday instruments.

• Dance: The Farandole, (Songs 77 and 119), Alfonso X the Wise.

• The canon and the quodlibet.

• Dance: Holly Jolly Christmas. Small percussion: rhythmic patterns.

PLAY THE PART! Rehearsals PAGE 74

Women on the drums!

• Look for and read the information about some of the most relevant female percussionists of the 20th century.

• Creating a collage in groups using pictures and relevant information.

• Creating an exposition as a class using the collages made in groups.

The recorder

• Finger placement on the recorder

• Previous recommendations

The notes SI, LA, SOL

• Reviewing the notes SI, LA and SOL

• Playing the recorder and accompanying it with body percussion

• Songs: Yellow Rose, Los cuatro muleros, Chocolate.

• Theatre performance of Yellow Rose.

• Following a ternary rhythm with a tennis ball.

• Scores: The Four Peasants (SI flat).

• Making two everyday instruments.

• Creating dance movements with objects: Charlie Brown.

• Creating melodies to play on the recorder.

• Pretend to play instruments to, “I Got Plenty O’Nuttin”, George Gershwin.

• Dance: Jazz band.

• Instrumental performance: Electromagnetic Polka.

Creating choreography

• Pick a song and create choreography for it using the arrangements shown.

• Create and draw choreography using the arrangements provided for both the verse and chorus.

• Practise the choreography and perform it for the class.

• With just a few notes, you can play

• Mystery in the Cemetery

• Fire Song

The notes SI, LA, SOL, MI

• Learning the note MI

• Playing the recorder and accompanying it with body percussion

• Looking at Earth from Space

• Row, Row

• Get Down, They’re Coming!

• Songs: Billy Peddle, Neptune’s Twist, Siyahamba

• Representation of dance with free movement. Scheherezade by Rimski Korsakov.

• Body expression with basic body movements, considering the character of the music. Recuerdos de mi país by Teresa Carreño.

• Creating a brochure for a music festival and creating a jingle for it.

• Performing musical fragments using body percussion.

• Dances: Crazy Little Thing Called Love, Siyahamba.

1, 2, 3… recording a podcast

• Get into groups and pick four songs or dances talked about in Music class this year.

• Create a script for a podcast using a template and record it using a recording device.

• Play the podcasts for the class.

The notes SI, LA, SOL, MI, RE

• Learning the note RE

• Playing the recorder, barred instruments and small percussion

• Find Me in the Alps

• Lone Horse

• Feet in the Clouds

is the use of what I

Getting to know your book 12 13 U1 2 Look at the time signature. Read and complete the rhythm using the notes and rests you’ve learned.   2 4 q q q • q • •  • semiquavers • q q q q quavers • q q minim rest  minim  crotchet q • crotchet rest  • • • • • 2 Listen and do the actions on the rhythmic gym cards. When you finish, move eight steps to the right and do the next card.  q q  q q q q q q q d+i d+i    q q  stamp stamp 3 d d 6 • • • • • • Alicia Keys (1981) Distance and Time Alicia was born in the United States. She’s a famous soul and rhythm & blues singer-songwriter. 16 SDG We work on skills Essential concepts

What

learn?

Colour

I know the answer

I don’t know the answer at anayaeducacion.es.

corresponds to the rhythm. Play it with and the brass instruments in red.

What have I learned?

What

1 Remember what you worked on during the first two units. Mark where you started in red and how far you have come in green. Look at the example.

58 59 U3 Symphony orchestra LISTEN Scheherezade 1 Listen to the different musical selections from Scheherezade. Pay attention to the instruments that stand out and number them in the order that you hear them. 2 In groups, listen to the fragment from the final part of Scheherezade and imagine a scene to go with it. Create a representation of it using dance with free movement. It is formed by instruments from three families: strings, wind and The instruments are arranged in a semicircle around the conductor. Harp Piano Violins French horns Transverse Oboes Director Violas Trumpets Vibraphone Bassdrum Cymbals Smallpercussion Violoncellos Look at how the instruments in the symphony orchestra are arranged. Follow the colour code and colour the circle according to the family it Rimski Kórsakov (1844-1908) Scheherezade A Russian composer known for his spectacular and varied orchestrations. He wrote this symphonic piece inspired by the book One Thousand and One Nights. USE YOUR IMAGINATION Percussion What have I learned? PORFOLIO PORTFOLIO U2 T IN 1 Remember what you worked on during the first two units. Mark where you started in red and how far you have come in green. Look at the example. 1 Write the time signature that corresponds to the rhythm. Play it with body percussion. 2 Circle the woodwind instruments in blue and the brass instruments in red. Colour like this: know the answer need help don’t know the answer Review this unit’s essential concepts at the recorder   q q    q     q q q q q q q q q q q q q q q q q q q  q q q q  q q q q 1 2 Interpretación con la auta Danza y movimiento Entonación de canciones

Also...

U2 TARGET IN ACTION

like this:

I need help

Dance and movement Playing the recorder q   q     q q q q q q q q q q q q q q q  q q q q Playing the recorder Interpretación con la auta 1 2 3 4 5 6 7 8 9 10 0 Danza y movimiento Entonación de canciones Interpretación con la auta 1 2 3 4 5 6 7 8 9 10 0 Danza y movimiento Entonación de canciones

Look at the Target in action Portfolio Skill activities And for each unit... Play the part! Arrangement Steps 40 PLAY THE PART! ¡¡ » Creating choreography Nominal group Create and draw your choreography using the arrangements from Step 1. » In groups of six, pick a song that you like so that you can create choreography for it. You should use the following moves, choosing one arrangement and two steps for the verse, and the same for the chorus. ARRANGEMENT VERSE Arrangement Steps STEPS Chorus Step 1 Step 2 Circle Put your hands in the air and wave them from side to side Spin your arms around in front of you Put your hands on your hips and move your hips from side to side Moving side to side Clap to the side Marching Two lines facing each other Pairs Rehearsals 82 THE NOTES SI, LA, SOL AND MI Listen to the music and play. Be mindful of the whole-note rests; remember that they last two beats. A B x4 ( ) ÷÷ Row, Row ÷÷ FORM    2 Q q q q q q q q q q Cooperative learning Emotional learning Gameplay Learning to think Audio Linguistic plan Entrepeneurship ICT SDG Icons Evaluation

have I learned?

A project that offers you all the course content through an active book, along with a wide variety of resources. Discover another way to learn that is simple, intuitive and compatible with any platform and device.

How do you access it?

You have all the necessary indications to access it next to the first page of your book.

1 Sing and move with the rhythm!

Your

digital project

8 16 Learn about traditional percussion instruments from different countries and think about how and why they were brought to your school. Target in action What do you think? Did you know that many of the percussion instruments that are played throughout Europe and on the continent of America, have African origins? Do you think that finding these similarities might help us be more tolerant and promote peace? Context In the 18th century, African slaves taken to America recreated traditional instruments they had played using materials and objects that were available. Music, dance and the theater are cultural representations that bring people together from villages, cities and all over the country. The ability to recognise differences and similarities between our culture and that of other countries and regions, helps us to be more tolerant and inclusive; it can even help promote peace.

60 MUSICAL LANGUAGE Feeling or character In a score for a piece of music, in addition to signs indicating intensity or tempo, there are also other terms that refer to the feeling or character with which it should be performed. Learn some of the indications of character. Look at the word in Italian and then what it is in English. Listen and write the indications of character you think go best with each musical fragment. The character is the sensation or feeling that the composer intends to convey to the audience. Indications of character Tranquillo (quietly) Maestoso (majestically) Con moto (with movement) Giacoso Grazioso (gracefully) Dolce (sweetly) Scherzando (playfully) Con brio (with spirit) Espressivo (expressively) Pomp and Circumstance Edward Elgar Sabre Dance Aram Khachaturian The Pink Panther Henry Mancini 3 Typewriter Leroy Anderson Ride of the Valkyries Richard Wagner Piano Concerto No. Sergéy Rachmaninov 4 5

What’s it like?

A global response for a diverse educational environment.

Intuitive

Easy to use for you.

Multi-device

It adapts and can be displayed on any type of device (computer, tablet, smartphone...) at any screen size and resolution.

What does it offer?

Contains diversity of resources; it is much more than a reproduction of the paper book.

You can: Do exercises interactive activities. Listen active auditions, songs, karaoke...

Learn musicograms, choreographies...

Evaluate self-assessment, portfolio...

Downloadable

It allows you to work without an internet connection and download it on more than one device.

Synchronisable

Any changes you make are automatically synced when you connect to any of the devices, you’re using it on.

Universal

Compatible with all operating systems, virtual learning environments (VLE) and educational platforms (LMS) most used in schools.

1 Sin g and move with the rhythm!

Music, dance and the theatre are cultural representations that bring people together from villages, cities and all over the country. The ability to recognise differences and similarities between our culture and that of other countries and regions, helps us to be more tolerant and inclusive; it can even help promote peace.

What do you think?

Did you know that many of the percussion instruments that are played throughout Europe and on the continent of America, have African origins? Do you think that finding these similarities might help us be more tolerant and promote peace?

Target in action

Learn about traditional percussion instruments from different countries and think about how and why they were brought to your school.

Context

In the 18th century, African slaves taken to America recreated traditional instruments they had played using materials and objects that were available.

The Dance of Life

1 Listen, learn, sing and act.

Life is everywhere, In water, land and air. Organisms are, Living near and far.

Can you sing nutrition? Now try interaction. Reproduction too, Let me sing with you!

These shells came from a living organism.

Move, breathe, drink and eat, React and move your feet! Young animals play, New life every day. Chorus

These stalks and the trunk are from plants. Plants are living organisms.

Food keeps us alive, React to survive. Everybody knows, An organism grows! Chorus

Sunshine and oxygen, Run and fly and jump again. Organisms need, To breathe and drink and feed. New life is born, From dusk to dawn. The dance of life goes on, Can you sing our song?

Music makes us sway, We eat and breathe and play. From babies we grow tall, Living organisms all!

Chorus

USE YOUR IMAGINATION

2 Write a rhythm for the first two verses of the song.

Families of instruments:

SONG

  4 4

MUSICAL LANGUAGE

The duration of sound

1 Review the finger positioning to play the notes SI, LA and SOL on the recorder. Draw the notes on the staves. Learn how to play the note MI.

2 Use the recorder to play these notes. Pay attention to the duration of the sound.

long sound

short sound

Remember that duration is a sound quality that tells us if it is a long sound or a short sound.

11 U1

SI LA SOL MI

& & & MI & SI LA SOL

Beat and time signatures

Musical figures tell us the duration of a sound or period of silence, they create a beat. When beats are organised and grouped together we give them a time signature. The two time signatures that you already know are binary (two beats ) and quaternary (four beats ).

1 Look and write the music notes and rests that belong to each ice-cream cone. Keep in mind that each cone represents a beat.

Look at the notes and the rests. Remember: the crotchet is a reference point and lasts for one beat.

2 Look at the time signature. Read and complete the rhythm using the notes and rests you’ve learned.

12 MUSICAL LANGUAGE

  2 4 q q q • q • •  • semiquavers • q q q q quavers • q q minim rest  minim  crotchet q • crotchet rest  • • • • • • • • • • •

2 4 4 4

Rhythmic gym

1 Read and do the actions on the rhythmic gym cards using body percussion; without losing the beat. When you see  stamp your foot on the floor.

2 Listen and do the actions on the rhythmic gym cards. When you finish, move eight steps to the right and do the next card.

Distance and Time

Alicia was born in the United States. She’s a famous soul and rhythm & blues singer-songwriter.

13 U1 MUSIC & GAMES

 q  q q q q q q  q q  q q q q q q q r+l r+l    q q  stamp stamp q q  q q  4 4 r+l 1 2 3 q q  q  q q r+l r l r l r l r r l l 4 r l r l r l r l  q  q q q q q q q q q q 5 6

Alicia Keys (1981)

MUSICAL INSTRUMENTS

Barred instruments: storage and mallets

1 Read and learn.

Mallet

Soft mallet

To obtain muffled sounds on timbale drums and other instruments with a skin or membrane.

Medium mallet

To obtain a soft sound on barred instruments like xylophones and metallophones.

Hard mallet

To emphasise a melody on the glockenspiel, wood block, cowbells, temple block…

When it’s time to put away barred instruments, don’t put other objects on top of them.

When you take the bars off, hold them on both ends and carry them carefully.

Use mallets to play barred instruments and not other objects.

Don’t carry or move barred instruments that are too heavy.

PERFORMANCE

Using mallets

1 Use the staves to write the notes that appear on each xylophone.

DO Major Scale

2 Read, learn and improvise. In step 1, sing each note as you play it.

Remember that where you place the notes on the stave indicates if a note is played lower or higher.

DO Major Pentatonic Scale

Play the DO Major Pentatonic Scale using mallets and use alternate hands for each note.

Hold a mallet in each hand; play two notes from the DO Major Scale at the same time.

Hold a mallet in each hand, improvise playing the DO Major Scale alternating mallets for each note.

15 U1

& & 1 3 2

DO RE MI FA SOL LA SI DO’ DO RE MI SOL LA DO’

MUSICAL INSTRUMENTS

Percussion

1 Look at the selection of percussion instruments shown. Listen to them and learn their names.

The sound of percussion instruments occurs when they are hit, rubbed, tapped or shaken.

Conga Drums Bongos Tambourine Glockenspiel Xylophone Chimes Untuned percussion does not play different notes. They have a skin membrane that is stretched out over a resonator or sound box. Membranophones

3 2

Idiophones Timpani 7 Snare Drum

3 5 2 3

4 Bass Snare Drum

Finger Cymbals 5 Guiro 8 Maracas

Claves 2 Cymbals

Triangle 7

Drum 1 1

Tambourine 6 Tuned percussion plays different notes.

Percussion groups

1 Think about the different ways of making sounds on percussion instruments. Write how we play the instrument in the corresponding box.

Professions: Percussionist

Becoming a professional percussionist requires lots of intense preparation, to master the technique of playing various instruments.

2 Look, listen and number the percussion groups in the order you hear them.

Orchestral percussion

This group is made up of a wide variety of orchestra instruments, idiophones and membranophones.

Latin percussion

This group is made up of characteristic instruments from Latin American music. They are an evolution of African music.

Gamelan

This group is made up of Indonesian musical instruments like xylophones, metallophones, membranophones, gongs...

17 U1

LISTEN

PLAY THE PART!

Women on the drums!

5-minute stop

Step 1 Step 2

Go to www.anaya.educacion.es, look for and read the information about some of the most relevant female percussionists of the 20th century.

In groups of four, pick at least three percussionists. Look for information and pictures of them on the Internet. Create a collage using the pictures and information you consider relevant.

¡¡ »

How did you feel while working on this activity about female percussionists? Circle. Step 3

Create an exposition as a class using the collages you’ve made in groups.

At the end of the exposition, discuss the following questions:

• Did any of you know any of these percussionists before working on this project?

• Do you think female percussionists are equally as famous as male percussionists?

Xxxxx

Happy Surprised Indifferent Nervous Overwhelmed

Llivre Vermell

The canon is a musical form that consists of different voices singing the same song, but coming in at different times. When to ‘come in’ is marked on the score with numbers.

1 The following text belongs to 'Llivre Vermell'. It is written in Latin. Read it several times, slowly.

Laudemus virginem, mater est et ejus filius Ihesus est. Plangemus scelera, acriter sperantes in Ihesum jugiter.

The Llivre Vermell (red book) is a collection of songs and dances from the Middle Ages. It is kept in the monastery of Montserrat in Barcelona.

They were used to entertain the pilgrims that came to the monastery.

2 The text you have just read can be sung in the form of a canon. Look carefully at the score and complete the series of notes. Sing in a group.

1 2 3

SONG

The Farandole

The farandole is an old form of group dancing. The people who dance stand in a line, gently holding hands. The first in line creates a dance move and the others follow it. The sound of music marks how they should move: walking, running, jumping, etc.

1 Listen to the music and dance as instructed. Then, improvise and create another dance move and draw it.

Stand in two lines, holding hands, and move to the beat. Move in the same way as the leader does.

When you hear the sound of the triangle, the leader goes to the back of the line, and the second person in line is now the leader.

Alfonso

Songs 77 and 119

The new leader now creates a different way of moving around the classroom, until the triangle sounds again.

He was a king who was very interested in culture, which is why he is known as ‘the Wise’. He collected more than 400 cantigas (songs) in four books and dedicated them to the Virgin and her miracles.

21 U1 MUISC AND MOVEMENT

USE

YOUR IMAGINATION

X the Wise (13th century)

Classifying voices

The characteristics of your voice are revealed when you sing. Each voice is different. For this reason, everyone should know their limitations when singing so they do not damage their vocal chords.

1 Look and learn how to classify voices. They’re organised from left to right, from the highest to the lowest sounding. Listen to each one and note the differences.

Classification of voices

The range of your voice consists of notes that you are able to sing comfortably. You can expand and improve it with practise.

22 MUSICAL CULTURE

Treble (high) Female Soprano (high) Mezzo-soprano (medium) Alto (low) Tenor (high) Baritone (medium) Bass (low) Children Male

ARTISTIC SCENES Opera

Opera is one of the most complete musical genres that exists. This is because it combines literature, music, theatre and plastic arts. Various professionals are involved in directing, acting, character development, lighting, set-design and staging.

1 Look at the people that make up an opera. Read and write the number in the correct circle.

1. Sopranos: High female voice. Usually the protagonist.

2. Mezzo-sopranos and altos: Female voices that are midrange and bass. They play supporting roles.

3. Tenors: High male voice. He is the hero and saves the day. Usually the protagonist.

4. Baritones and Bass: Middle and deep masculine voices. They usually play supporting roles.

5. Chorus: Guests, extras, soldiers… they are grouped on stage.

6. Directors or conductors: Directs the musicians and the singers.

7. Instrumentalists: They make up the orchestra and are located in the pit, in front of the stage.

A zarzuela is a musical genre similar to opera. It has got musical instruments, songs, dance and spoken dialogue.

23 U1

Vocal timbre

1 Listen to the recording and number each of the scenes from an opera in the order that you hear them. Pay attention to the types of voices and the number of singers in each recording.

Differenttypesofvoices

Professions: Lyrical singer

A person who is capable of controlling their voice with extreme precision, power and technique. They are also able to master acting.

24 LISTEN

1 Carmen,Bizet / (childrenschoir) 2 Cosifantutte,Mozart / (bass,baritone,tenor) 3 LaCenerentola,Rossini / (alto,menschoir) 4 Laflautamágica,Mozart/(soprano,femininetrio,tenor) 5 Lakmé,Léo Delibes / (mezzo-soprano,soprano) 6 LuciadiLammermoor,Donizetti / (baritone,tenor) 7 Rigoletto,Verdi/(baritone,tenor,mezzo-soprano,soprano)

5G 4:50pm 85% 1 1 1 1 1 1 1

7songs

Quodlibet

The quodlibet is a musical form that consists of singing and playing different melodies at the same time. Songs are chosen so that the end result sounds like instrumental or choral whole. Popular songs are usually used.

1 Listen, learn and sing the following quodlibet.

Group I

Row, row, row your boat Gently down the stream. Merrily, merrily, merrily, merrily, Life is but a dream.

Row, row, row your boat

Group II

Are you sleeping? Are you sleeping? Brother John, Brother John?

Are you sleeping?

Group III

Hickory, dickory, dock, The mouse ran up the clock. The clock struck one, The mouse ran down. Hickory, dickory, dock.

Hickory, dickory, dock

2 Tick the first verse of the melody that starts one beat after the other two.

Row, row, row…

Are you sleeping?

Hickory, dickory, dock,

25 U1 MUSICAL LANGUAGE

Holly Jolly Christmas

1 Listen, learn and dance as instructed.

8 beats.

Side step (4 beats) (4 beats) Side step

Johnny Marks

(1909-1985)

Holly Jolly Christmas

A North-American composer who wrote many very popular Christmas songs such as A Holly Jolly Christmas, Rudolph the Red-Nosed Reindeer, Rockin’ Around the Christmas Tree, and Jingle, Jingle, Jingle.

Turn to the left on the downbeat. Turn to the right on the downbeat.

Instrumental break.

Side steps and turning to the left and right with a partner are very common in traditional dances.

MUSIC AND MOVEMENT

  4 Q q q q q    side step  ( )

q q q q side step ( )     4 Q q q q q q q q q q q q q q q q q 

Heel Heel heel heel toe toe

A B C Introduction End

End C C A A B A A B Form I

Nobody Knows

1 When people suffer, singing unites them and gives them hope and strength to overcome their difficulties. This is gospel singing. Learn a gospel song in this task. Listen, learn and sing Nobody Knows United States.

Nobody knows the trouble I’ve seen, Nobody knows my sorrow. Nobody knows the trouble I’ve seen, Glory, hallelujah!

Sometimes I’m up, sometimes I’m down.

Oh, yes, Lord!

Sometimes I’m almost to the ground.

Oh, yes, Lord!

Chorus

If you get there before I do.

Oh, yes, Lord!

Tell all my friends I’m coming too.

Oh, yes, Lord!

Chorus

Although you see me going on so.

Oh, yes, Lord!

I have my trials here.

Oh, yes, Lord!

27 U1

SONG

What have I learned?

1 Draw the beat using a red dot. Circle the measures with three beats and read them out marking the ternary time signature.

Colour like this:

I know the answer

I need help

I don’t know the answer

2 Match and write the name of the notes in the correct place. Sing.

3 Write true (T) or false (F).

When putting barred instruments away, we should place heavy objects on top of them.

We play barred instruments with mallets.

If we want a soft sound when playing a xylophone, it is best to use a medium mallet.

Review this unit’s essential concepts at anayaeducacion.es.

If a barred instrument is very very heavy, we should carry it by ourselves, without help from anyone.

PORFOLIO PORTFOLIO 28

 q q q  q q q q q q q q q  q q q q q q q q q q q q q & & & & DO MI SOL MI RE DO SOL LA SOL MI RE MI SOL DO

TARGET IN ACTION

The mirror Look at and listen to the traditional percussion instruments from different cultures. Choose two of them and fill in the following table, taking note of their different distinguishing features and similarities. In groups of four to six share your answers and think about how you could have these instruments at your school.