Global action: Music 1. Primary. Teacher's Guide (sample)

PRIMARY 1 Music Sample

The keys to GLOBAL ACTION

How is what I am learning useful?

Global Action Anaya’s new project for Primary Education, proposes pedagogical keys that place pupils at the center of the learning process.

Lifelong learning.

Global Action is a project:

skills-based, committed, interdisciplinary, inclusive

Based on active methodologies and with a new digital project:

Skills

Global Action aims for gradual and inclusive skills acquisition. It helps pupils to learn how to act in the situations that they face in their daily lives.

Learning situation

Situations outlined in the SDGs, which invite pupils to make a final reflection with a transformative proposal.

Skills activities

Activities that prepare pupils for day-to-day decision-making.

Skills evaluations

They are a key element for inclusion and academic success, with an inclusive and flexible approach. It responds to the outbound skills profiles of the pupils at this level.

Committed

The pupils will play an active role in the project, which goes beyond the school setting. They will be involved in proposals that contribute towards transforming their family, social, cultural and natural environments for the benefit of a more sustainable world in all domains.

Sustainable Development Goals

It involves areas such as cultural diversity, the culture of peace, adopting sustainable lifestyles, equality.

Target in action

In the context of the learning situations, proposals are made, inviting students to participate in a transformative plan.

Inclusive

This project was created with a firm commitment to the principle of inclusive education and the creation of better learning conditions for all pupils. To achieve this, it offers resources for personalised teaching, flexible structures and reinforcement mechanisms.

UDL Guidelines

Based on the document Guidelines on Universal Design for Learning.

The bottom line

The project identifies the essential learning that will allow pupils to acquire the expected outbound profile, helping teachers to adapt the pace and detail, making use of appropriate active methodologies in each case.

Resources for inclusion

It offers various options for presenting information such as subtitled videos, audios, summaries, diagrams and interactive activities that make customisation easy.

Anaya Inclusion Online

A powerful inclusion tool that offers resources to personalise learning according to the pupils’ special educational needs.

Active methodologies

Global Action presents a set of methods, techniques and strategies that encourage teamwork and critical thinking. A way of working that prepares pupils for real life situations.

Cooperative learning

Cooperative techniques and structures organised in a progressive way.

Thought development

Interdisciplinary

An action-oriented model with integrated areas of knowledge, abilities, skills and personal and collaborative attitudes are enhanced, resulting in contextualized learning.

Interdisciplinary projects

An inclusive learning experience is presented in the interdisciplinary projetcs. Pupils will carry out research and produce a final product with a transforming objective.

A transversal plan with the following

Improve the pupils’ oral and written

Stimulate interest in reading and

Thinking strategies to promote learning skills, helping pupils to become aware of their mental processes and to act in a reflective and critical manner.

Emotional education

Skills that help pupils identify and recognize emotions, regulating and managing them.

ICT

Integrated use as a resource to obtain information, select it and use it for a specific purpose. It favors the development of planning, management and work preparation skills, network communication and collaboration, and digital skills.

Learning through play

Gamification comes to the class via activities and games.

Evaluation

It incorporates strategies that allow pupils to participate in the evaluation of their learning by analysing what they have learned and how they have learned.

Materials for this level

Materials for pupils

BOOKS

One book per course with a skills-based approach, to learn what has been studied.

All the songs mentioned in the book are on the website www.anayaeducacion.es.

DIGITAL PROJECT INCLUDED

PRIMARY 1 MUSIC Globalaction

DIGITAL PROJECT INCLUDED

PRIMARY 3 MUSIC Globalaction

DIGITAL PROJECT INCLUDED

PRIMARY 5 MUSIC Globalaction

DIGITAL PROJECT INCLUDED

PRIMARY 2 MUSIC Globalaction

DIGITAL PROJECT INCLUDED

PRIMARY 4 MUSIC Globalaction

DIGITAL PROJECT INCLUDED

PRIMARY 6 MUSIC Globalaction

Materials for teachers

TEACHER’S GUIDES

They copy the pages of the pupil’s book to enrich it with complementary activities, didactic suggestions, a list of digital resources, answer keys scores, etc.

PRIMARY 1 Music

PRIMARY

TEACHER’STEACHER’S GUIDE

TEACHER’S TEACHER’S

TEACHER’S GUIDE

PRIMARY 2 Music Globalaction

Digital Project

TEACHER’S GUIDE

In addition to the resources and tools described in the pages of the Digital Project, the Music books have:

– Interactive activities.

- Sound resources of the method.

- Karaoke.

- Videos.

- Active listening, etc.

Digital project

A digital project covering all course content which adapts to any platform and device.

Versatile

Adaptable to different approaches and needs: for those who complement the paper book and for fully digital classrooms.

Traceable

You will be able to visualise the completion and results of the proposed activities.

What is Edudynamic like?

Intuitive Easy to use for you and your students.

Inclusive

Its environment facilitates the personalisation of learning by adapting the tasks to the pupils' needs.

Contains a variety of resources such as videos, animations, gamification, self-assessment activities and self-correcting interactive activities

It is much more than a copy of the paper book.

Skills

Multimedia elements of high educational value designed to facilitate the acquisition of digital skills.

Downloadable. You can use it without an internet connection and download it to more than one device.

Multi-device . It adapts to any type of device (computer, tablet, smartphoneetc,) and works with any screen size and resolution.

Synchronizable . Any changes made by the user are automatically synchronized when connecting any of the devices that they are using.

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

What about the pupils?

For Year 1 and Year 2, an active book combines the digital version of the pupil’s book with the resources developed for the multimedia and interactive reproduction of all the contents of the course, gamification, audio, video, etc.

For classroom work and homework, the active book can be used as a digital complement to the printed book or as an independent learning tool.

From Year 3 to Year 6, an specially designed format for the educational digital environment, using all the technological potential and is compatible with any device. Specific editions of all the theoretical and practical contents of the textbook have been made to obtain an interactive and dynamic version that includes all the curricular content corresponding to that level, together with a wide variety of multimedia resources, videos, gamification.

What does it offer?

Resources

Active methodologies (like techniques and strategies) and resources for the following:

• Exercise: interactive activities, musical and rhythmic dictations.

• Study: active listening, songs, karaoke, etc.

• Learning: musicograms, choreographies, videos, scores, etc.

• Assessment: self-assessment, portfolio, etc.

Evaluation

• Assessment instruments, self-assessment and co-assessment.

• Instruments to evaluate teaching practice.

Programming, teacher’s guides and documentation of the project

•The keys to Global Action.

• Teacher’s guide.

• Schedules.

From LOMLOE to Global Action

From LOMLOE to Global Action

Outbound Profile of Primary Education

The Outbound Profile of students at the end of basic education identifies and defines, in connection with the challenges of the 21st century, the key skills that pupils must have developed by the end of Primary education, and introduces the guidelines on the level of performance expected at the end of Primary Education.

The aim is to ensure that every pupil who successfully completes Primary Education and, therefore, reaches the Outbound Profile knows how to mobilise the learning acquired to respond to the main challenges that they will have to face throughout their lives:

- Develop a responsible attitude towards environmental degradation, using knowledge of the factors that cause, aggravate or improve it, applying a local and global systemic overview.

- Identify the aspects related to responsible consumption, assessing its repercussions on the individual and on common good, critically judging needs and excesses and exercising social control when faced with a violation of consumer rights.

- Develop healthy lifestyle habits based on the understanding of how the body works and critical reflection on the internal and external factors that affect it, assuming personal responsibility to promote public health.

- Be sensitive to detect situations of inequality and exclusion using understanding of their complex causes, in order to grow empathy and compassion.

- Understand conflicts as inherent elements of life in society that must be resolved peacefully.

- Critically analyse and take advantage of all kinds of opportunities offered by today's society, and those related to digital culture in particular, evaluating their benefits and risks and using them ethically and responsibly, in a way that contributes towards improving the quality of personal and collective life.

- Accept uncertainty as an opportunity to formulate more creative responses, learning to manage the anxiety that may come with it.

- Cooperate and live together in open and dynamic societies, valuing personal and cultural diversity as a source of wealth and taking an interest in other languages and cultures.

- Feeling part of a collective project, locally and globally, developing empathy and generosity.

- Develop skills that allow you to continue learning throughout your life, using the confidence in knowledge as the driving force for development and the critical assessment of the risks and benefits of this.

The key skills to be acquired are the following:

a) linguistic communication skills

b) multilingual skills

c) mathematical, scientific and technology-based skills

d) digital skills

e) personal, social and learning-to-learn skills

f) civic skills

g) entrepreneurial skills

h) cultural awareness and expression skills

Regarding the dimension of the key skills, a set of operational descriptors has been defined for each of them. These operational des-

criptors of the key skills represent the reference framework from which the specific skills of each area, scope or subject are specified. This link between operational descriptors and specific skills means that, by evaluating latter, it is possible to infer the degree of acquisition of the key skills defined in the Outbound Profile and, therefore, to achieve the skills and objectives set for each level. These operational descriptors are as follows:

Linguistic communication skills (LCS)

LCS1. Express facts, concepts, thoughts, opinions or feelings orally, written or signed, with clarity and adaptation to daily contexts of their personal, social and educational environment, participating in communicative interactions cooperatively and respectfully, in order to exchange information and create knowledge to form personal bonds.

LCS2. Understand, decode and evaluate simple oral, signed, written or multimodal texts from the personal, social and educational domains, with occasional support, to actively participate in everyday contexts and to build knowledge.

LCS3. Locate, select and contrast, with support, simple information from two or more sources, evaluating its reliability and usefulness based on the reading objectives, and integrate and transform it into knowledge in order to communicate it, adopting a creative and personal point of view which respects intellectual property rules.

LCS4. Read works which are suitable for their development, selecting those which best suit their tastes and interests. Recognise literary heritage as a source of enjoyment and individual and collective learning, and mobilise personal and reading experience to build and share interpretation of the works and to create texts of literary intention from simple models.

LCS5.Communicative practices for democratic coexistence, managing conflicts through dialogue and equal rights for all people, detecting discriminatory uses of language as well as abuses of power using it, promoting a more effective and also ethical use of language.

Multilingual skills (MS)

MS1. The pupil uses at least one language, besides his native language or languages, to respond to simple and predictable communication needs, in a way that is appropriate both to his development and interests and to everyday situations and contexts in his personal, social and educational spheres.

MS2. Based on previous experiences, the pupil recognises the diversity of linguistic profiles and experiences strategies that, in a guided manner, allow him to make simple transfers between different languages to communicate in everyday contexts and expand his individual linguistic repertoire.

MS3. Pupils are aware of and respect the linguistic and cultural diversity present in their environment, recognising and understanding its value as a factor of dialogue, to improve coexistence.

Mathematical, scientific, technology and engineering skills (MSTE)

MSTE1. In a guided way, use inductive, deductive and logical methods of mathematical reasoning in familiar situations, and select and use strategies to solve problems, reflecting on the solutions achieved.

MSTE2. Uses scientific thinking to understand and explain some of the phenomena that occur around them, relying on knowledge as the engine of development, using the appropriate tools and instruments, asking questions and carrying out simple experiments in a guided manner.

MSTE3. Complete guided projects, designing, manufacturing and evaluating different prototypes, adapting to uncertainty, to cooperatively generate a creative product with a specific objective, see-

king the participation of the entire group and peacefully resolving any conflicts that may arise.

MSTE4. Interpret and transmit the most relevant elements of some scientific, mathematical and technological methods and results in a clear and authentic way, using appropriate scientific terminology, in different formats (drawings, diagrams, graphs, symbols, etc,) and taking critical advantage of, ethical and responsible digital culture to share and build new knowledge.

MSTE5. Participate in scientifically based actions to maintain health and the environment, applying principles of ethics and safety by practicing responsible consumption.

Digital Skills (DS)

DS1. Carry out guided searches on the Internet and use of simple strategies to digitally process information selection of relevant information, keywords organization of data, etc) with a critical attitude towards the content obtained.

DS2. Create, integrate and edit digital content in different formats (text, table, image, audio, video, computer program, etc) by using different digital tools to express ideas, feelings and knowledge, respecting intellectual property and the copyright rules applicable to any content being used.

DS3. Participate in activities and/or school projects using virtual tools or platforms to acquire new knowledge, communicate, work collaboratively, share data and content in restricted and supervised digital environments safely, with an open and responsible attitude towards their use.

DS4. Be aware of the risks and adopt, with teacher’s guidance, preventive measures when using digital technologies to protect devices, personal data, health and the environment, and begin to adopt critical, safe, healthy and sustainable habits.

DS5. It begins with the development of simple and sustainable digital solutions (reuse of technological materials, computer programming by blocks, educational robotics, etc) to solve specific problems or challenges proposed in a creative way, asking for help if necessary.

Personal, social and learning to learn skills (PSLLS)

PSLLS1. Pupils are aware of their own emotions, ideas and personal behavior and use strategies to manage this in situations of tension or conflict, adapting to changes and harmonizing them to achieve their own goals.

PSLLS2. Learn about the most relevant health risks and adopt healthy habits for physical and mental well-being.

PSLLS3. Recognises and respects the emotions and experiences of others, actively participates in team work, assumes assigned individual responsibilities and uses cooperative strategies aimed at achieving shared goals.

PSLLS4. Recognises the value of effort and personal dedication to improve their learning process and adopts critical stances when guided reflection processes take place.

PSLLS5. Plan short-term goals, use self-regulated learning strategies and participate in self and peer assessment processes, recognising limitations and knowing how to ask for help during the knowledge acquisition process.

Citizenship Skills (CC)

CS1. Understands the most significant historical and social facts related to their own identity and culture, reflects on the rules of coexistence, and applies them in a constructive, communicative and inclusive manner to any context.

CC2. Engage in community activities, decision-making and conflict resolution in a communicative and respectful manner with democratic procedures within the framework of the European Union

and the Spanish Constitution, human and children's rights, the value of diversity and achievement of gender equality, social cohesion and the Sustainable Development Goals.

CS3. Reflect and discuss contemporary values and ethical problems, understanding the need to respect different cultures and beliefs, care for the environment, rejection of prejudice and stereotypes, and opposing any form of discrimination and violence.

CS4. Includes the systemic relationships between human actions and the environment and begins with sustainable lifestyles adoption, to contribute towards the conservation of biodiversity from both a local and global perspective.

Entrepreneurial Skills (ES)

ES1. Recognises challenges to be faced and develops original ideas, using creative skills and becoming aware of the consequences and effects that ideas could have on the environment, to propose valuable solutions that respond to the detected needs.

ES2. The pupil identifies his own strengths and weaknesses using self-knowledge strategies, with the knowledge of basic economic and financial elements, applying these to situations and problems faced in his daily life, to detect those resources that can turn original and valuable ideas into actions.

ES3. Create original ideas and solutions, plan tasks, cooperate with others and work as a team, valuing the process carried out and the result obtained, to carry out an entrepreneurial initiative, using previous experience as an opportunity to learn.

OUTBOUND PROFILE AND PEDAGOGICAL KEYS OF GLOBAL ACTION

Cultural Awareness and Expression skills (CAES)

CAES1. The pupil recognises and respects the fundamental aspects of the cultural and artistic heritage of any era, understanding cultural differences and the need to respect them, interculturally.

CAES2. The pupil recognises and is interested in the intentions and characteristics of the most outstanding artistic and cultural manifestations of heritage, through their languages and technical elements, in various media and formats, in a context which is continuously transforming.

CAES3. The pupil improves and builds his identity, interacting with the environment and society, through creative cultural and artistic expression, using his own body and developing his affective skills, with an open and inclusive attitude towards others.

CAES4. The pupil uses different representations and artistic expressions in a creative way, using plastic, visual, audiovisual, sound and corporal techniques to create artistic and cultural proposals, working with others.

The key elements of Global Action significantly reinforce the operative descriptors of the outbound profile of primary school students, regarding key skills. In the following table we can see how the key elements of Global Action contribute towards the achievement of the output profile:

Competencias clave: CCL, competencia en comunicación lingüística. CP, competencia plurilingüe. STEM, competencia matemática y competencia en ciencia, tecnología e ingeniería. CD, competencia digital. CPSAA, competencia personal, social y de aprender a aprender. CC, competencia ciudadana. CE, competencia emprendedora. CCEC, competencia en conciencia y expresión culturales.

OUTBOUND PROFILE AND SPECIFIC SKILLS RELATED TO THE AREA

It also contributes to achieving the outbound profile by working on the specific skills in each of the units. The following table shows the relationship between the specific skills of the area and the primary outbound profile descriptors that it is related to:

OUTBOUND PROFILE

MS3, MSTE1, DS1, PSLLS3, CS1, ES2, CAES1, CAES2.

LCS3, MS3, MSTE2, DS1, DS3, CAES1, CAES2.

SPECIFIC SKILLS

Knowledge of different artistic proposals

1. Learn about different artistic proposals from different periods, places and styles, via receiving and active participation, to develop curiosity, sensitivity, critical thinking and respect.

Investigate about different cultural and artistic manifestations

2. The pupils investigate different cultural and artistic manifestations, using various channels and media, to develop their own thinking and cultural identity in different contexts.

LCS1, MS1, DS2, PSLLS5, CS2, ES1, CAES3, CAES4.

Experiment with the possibilities of sound and the body

3. Experiment with the possibilities of sound, image, the body and digital and multimodal media, with activities and experiences, to creatively express and communicate ideas, feelings and emotions.

4. Participate in the design, development and dissemination of individual and collaborative cultural and artistic productions, valuing the process and assuming different roles to achieve a final result, to develop creativity, ownership and the

Basic knowledge Music

FIRST CYCLE

The basic knowledge must be applied to different real contexts to acquire the specific skills related to the area. In Music, the following basic knowledge will be worked on in the First Cycle:

A

Perception and analysis

• Vocal and instrumental musical performances of different genres, origins and periods produced by local, regional, national and other artists.

• Basic strategies of active perception.

• Basic rules of behaviour and developing a positive attitude when listening musical performances. Silence as an essential element and condition for remaining attention during listening and music practice.

• Specific vocabulary for visual arts, audiovisual arts, music, scenic and performing arts.

• Basic digital resources for visual arts, audiovisual arts, music, scenic and performing arts.

• Basic strategies to analyse artistic proposals.

Creation and interpretation

• Phases of the creative process: guided planning and experimentation.

• Professions linked to musical creation and performance.

• Interest in both the process and the final product: visual, audiovisual, musical, scenic and performances.

D

Education in performance and performing arts

• Sound and its basic characteristics: auditory discrimination, classification and representation of diversity of sounds and melodic lines using different symbols. Identify that some sounds are noise pollution and learn how to avoid developing unsafe listening habits.

• The voice and musical instruments. Main families of instruments and groupings. Visual and auditory discrimination. Sound objects.

• Using everyday objects as instruments. Character and tempo: recognition and relationship skills.

• Instrumental, vocal and corporal practice: experimentation, creative exploration, interpretation and improvisation based on its sound and expressive possibilities. Pay special attention to works related to Andalusian culture (Flamenco, traditional and popular music, children’s songs, rhymes, retahílas and proverbs, carnival songs, etc.).

• Basic construction of instruments using recycled and sustainable materials.

• The language of music: application of the fundamental concepts in the performance of vocal and instrumental musical performances.

• The different possibilities of physical expression: interest in experimentation and exploration through individual and group work linked to movement, dance, dramatisation and theatrical performance as a means of communication and entertainment. Pay special attention to works related to the cultural heritage of Andalusian folklore expressed through Flamenco and traditional regional dances of Andalusia.

• Basic dance and drama techniques. Basic understanding of expressive language. Expressive and creative expression skills.

• Introduction to dance and simple choreographies.

• Basic expressive and creative capacities of self-expression and dramatic expression through movement. Mime, theatre, and dance as forms of social interaction. Develop an appreciation and respect for their contribution to cultural heritage.

• Simple Andalusian folklore: Flamenco, traditional and popular music, children’s songs, rhymes, retahílas and proverbs, carnival songs.

• Simple Andalusian folklore: Flamenco and traditional Andalusian regional dances.

Inclusiveness in Global Action

Universal Design for Learning (UDL) is a compound of principles used to develop a curriculum that provides all students with equal opportunities to learn. These principles are as follows:

Provide multiple ways to ensure MOTIVATION AND COMMITMENT

Provide multiple ways to ensure REPRESENTATION

Provide multiple ways to ensure ACTION AND EXPRESSION

Provide options to capture interest

7.1 Optimise individual choices and autonomy.

7.2 Optimise relevance, value, and authenticity.

7.3 Minimise threats and distractions.

Provide options to maintain effort and persistence

8.1 Highlight the relevance of goals and objectives.

8.2 Change demands and resources to optimise challenges.

8.3 Aim to collaboration and communication.

8.4 Increase teacher-oriented feedback.

Provide options for perception

1.1 Suggest other ways to customize how information is displayed.

1.2 Suggest other alternatives for auditory information.

1.3 Suggest other alternatives for visual information.

Provide options for language and symbols

2.1 Clarify vocabulary and symbols.

2.2 Clarify syntax and structure.

2.3 Support the comprehension of texts, mathematical notations and symbols.

2.4 Promote understanding between different languages.

2.5 Illustrate through multiple mediums.

Provide options for physical action

4.1 Assorted response, navigation, and interaction methods.

4.2 Optimise access to tools and support technologies.

Provide options for expression and communication

5.1 Multiple mediums for communication.

5.2 Multiple tools for construction and composition.

5.3 Build fluency with different levels of support for practice and performance.

Provide options for self regulation

9.1 Promote expectations and beliefs that optimise motivation.

9.2 Facilitate skills and strategies to face challenges.

9.3 Develop self-assessment.

Provide options for comprehension

3.1 Activate or provide background knowledge.

3.2 Highlight patterns, key features, main ideas, and relationships between them.

3.3 Guide the processing, visualisation and handling of information.

3.4 Maximise information transfer and generalisation.

Provide options for executive function

6.1 Guide the setting of appropriate goals.

6.2 Support planning and strategy development.

6.3 Facilitate the management of information and resources.

6.4 Improve monitoring progress ability.

EXPERT APPENDICES

Determined and motivated

Resourceful and knowledgeable

Strategic and goal-orientation

CAST 2018 (Center for Applied Special Technology)

UDL Guidelines in Global Action

The different elements of the Operation World Project are designed taking the principles of Universal Design for Learning (UDL) into account. The following table shows the relationship between the UDL principles or guidelines and the elements of the project:

OPERATION WORLD UDL guidelines applied in the project

DIGITAL ENVIRONMENT Learning situation

SDG

Image and context

PRINTED MATERIAL

• The direct relationship with the SDGs (challenges of the 21st century) and with the daily life of students optimizes relevance, value and authenticity (7.2).

• An alternative representation of the text facilitates the understanding and the personal connection with the context of the Learning Situation (2.5).

• The questions link the Learning Situation with the pupils' experiences and knowledge (3.1).

What do you think?

Context

Target in action

• It provides objective and verifiable information about the importance of the target in action (8.1).

• It stimulates collective reflection using a useful thinking strategy which can be used to deal with everyday problems (9.2).

• It encourages independence by proposing a final product which is open to contextualization in the center and allows the students to choose (7.1), varying the levels of difficulty (8.2).

• Facilitates generalisation and transfer of essential learning (3.4).

• It promotes community and collaboration for the collective creation and presentation of the final product (8.3).

• Give teachers and pupils access to up-todate information about the SDGs using various means of communication (5.1).

• What do I know? It suggests traceable interactive activities to detect previous ideas at the start of the unit (3.1).

• It uses audiovisual materials that present learning situations, stimulating expectations and beliefs that increase motivation (9.1) at the start of the unit.

• In each unit, further information from selected sources is presented in different formats to provide alternatives to auditory (1.2) and visual (1.3) information to represent the text (2.5): songs, subtitled audio or video, locutions of textual information, graphical organisers, visual thinking, etc. also usable to stimulate participation.

UDL Guidelines in Global Action

Didactic sequence

Essential learning

• Identifies each unit’s basic vocabulary (color, icons, typography) (2.1).

• Provides examples of good execution and prompts that focus attention (3.2) while minimizing insecurity and distractions (7.3).

• It offers manipulative material to acquire essential learning with multiple media (2.5) and tools (5.2).

• Choose the most important part of each unit (3.2) and provide outlines or summaries to study (3.3) and interactive printables of the basic knowledge of each unit that allow personalization in the presentation of information (1.1).

Applicable activities

• Provides clear and well-structured definitions of the concepts (2.2) and presents them with various types of graphical organizers that represent the key ideas and their relationships (3.2), progressively between the levels of the stage (3.3).

• It incorporates systematic practice and review actions that favor the generalization of learning (3.4).

• Complements the written text using multiple resources as support to show basic knowledge with presentations or videos (2.5).

• Offers support to exercise basic knowledge with traceable interactive activities in each unit, using support tools and technologies (4.2).

Skills activities

• It incorporates activities that allow open answers that encourage participation, experimentation, problem solving, and creativity (7.2).

• It provides models and support using strategies and thinking keys that promote the processing of information and its transformation into useful knowledge (3.3).

• It encourages interaction and peer tutoring using cooperative learning techniques (8.3).

Evaluation

What have I learned?

Evaluation activities

• Stimulates self-assessment and peer-assessment by providing a variety of assessment tools and activities (9.3).

• Presents models and support for the process and guidelines to check the results (6.1.) supporting planning and strategy development (6.2) and facilitating the management of information and resources (6.3).

– Linguistic Plan Infographics.

– ICT infographics.

• Encourages self-assessment and peer-assessment (9.3) with non-traceable interactive activities with supporting tools and technologies (4.2).

• Increases the ability to track progress (6.4):

– Traceable interactive instruments and activities for hetero-assessment.

– Develops evaluation and exercise tests by performance levels (basic/advanced) at different times of the annual programming (initial, during development, final) (5.3).

– Competence evaluation.

– GYM skills: tables and solutions.

Target response in action

• Maximises learning transfer to new contexts and situations (3.4).

• Printable digital portfolio that allows personalization in the presentation of information (1.1) in each unit, improving the students' ability to continuously monitor their progress (6.4) using self-assessment and reflection (9.3) and the use of feedback guiding better execution (8.4).

How have I learned?

• Stimulate achievement and improvement through self-regulation strategies that allow students to face challenges with relevant information about personal strengths and error patterns (9.2).

LEARNING SITUATIONS

1 Silence, let’s begin!

UNIT OUTLINE

If you’re happy and you know it, The looking class, Don Gato, Ding ding

Clapping games The sound objects produce Games with movement and body language

Songs

Silence, let’s begin!

Music and games

Musical instruments

Percussion instruments

Claves Tambourine Pandeiro

Pictograms

Andalusian Rhythm

Musical language

Flamenco

Duración del sonido

Long sounds Short sounds

¿QUÉ VAMOS A APRENDER? WHAT ARE WE GOING TO LEARN? RESOURCES

Opening page

Learning situation: The importance of silence in our daily lives.

SDG 3: Health and well-being.

Songs

If you’re happy and you know it, The looking glass, Don Gato, Ding, ding.

Music and games

Clapping games, identification of objects by the sound they produce, songs accompaniment with movement and body language.

Musical instruments

Hand percussion instruments.

Musical language

Pictograms, crotchet and crotchet rest, quaver. Long and short sounds.

Put yourself in the situation

Music with my body.

Andalusian Rhythm

Flamenco.

Portfolio

What do I know?

Let’s reflect!

Audios (with voice and without voice)

Karaoke of the songs

Interactive activities

Animations

Interactive activities

Audios (with voice and without voice)

Karaoke of the songs

Interactive activities

Instrument mural

Hand percussion instruments

Coloured pencils

Interactive activities

Pictograms and notes mural

Device to listen to audio Computers or digital tablets

Interactive activity

Interactive activities

Interactive activities

Essential contents of the unit

Diversity worksheets

1 Silence, let’s begin

What do you think?

Can you imagine a world with no silence? Is silence necessary in your life?

Context

Target in action

Silence lets us listen to the sounds around us. Silence lets us listen to others and enjoy music.

SDG Resources

Digital resources

Video: Health and well-being (SDG 3).

Learning situation

We aim to highlight the importance of silence in our daily lives, because in the busy world in which we live, it is necessary to create spaces that promote health and well-being, with silence playing a fundamental role.

Objective 3. Health and well-being. Guarantee and promote a healthy relationship with the environment by reducing noise pollution.

What do you think? Context Initial image Target in action

The main image at the start of the unit is a girl who is making the universally recognised gesture to indicate silence.

It is intended that, with a classmate, the pupils understand the importance of remaining silent to be able to appreciate the sounds that surround us, as well as to facilitate communication with others or to enjoy music.

The question posed aims to focus on the importance of silence in our daily lives.

The context focuses on the fact that if we remain silent, we will be able to appreciate our environment more deeply, and this will make it easier for us to communicate with others and even allow us to enjoy music.

The objective in action is presented, and a brainstorm used to identify moments in our daily lives where silence plays a key part.

If you’re happy and you know it

Resources

Digital resources

Audios (with voice and without voice)

Karaoke of the songs

Interactive activities

Other materials

Device to listen to audio

Activity Suggestions

1 Listen to the song, paying attention to the lyrics and the illustrations in the book. From the first round, try to follow the audio singing the repetitive parts [audio 1: If you’re happy and you know it ]. Listening to the song, pay attention to the order in which the different parts of the body are named.

4

2 1 3

2 Observe the instruments that are presented in the activity and point to the instrument(s) mentioned in the song.

Complementary activities

Create a simple accompaniment with claps marking the stress.

Sing over the instrumental version of the song [Audio 19: If you’re happy and you know it, playback].

Resources

Digital resources

Audio Interactive activities

Other materials

Device to listen to audio.

Activity Suggestions

3 Look at the pictures of the boys and girls pointing to different parts of the body. Listen carefully to the song and circle the gestures that have been named in it [audio 1: If you’re happy and you know it ].

Complementary activities

Encourage pupils to suggest other parts of the body that were not mentioned in the original song.

Divide into groups according to the different parts of the body. They can only move during the chorus and in the corresponding instrumental section, according to the body part they represent.

MUSIC AND GAMES

The clapping game

Resources

Digital resources

Interactive activities

Other materials

Computer or digital tablet

Colored pencils

Activity Suggestions

1 Sitting in a circle (or standing), the pupils recite the introduction sequence, emphasising the syllables that the beat falls on: I want to introduce myself, etc., while alternating body percussion on thighs and clapping. At the end, the person whose turn it is makes a gesture saying the name he prefers to be called and freezes, forming a body figure. The rest imitate the same gesture

Open answer

and repeat the same name. And it starts again. Each boy and girl paints their own portraits and writes what they prefer to be called.

Complementary activities

Take photos of the portraits and create a virtual exhibition.

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Learning through play

The activities marked with the Learning through Play icon help the pupils to acquire knowledge while having fun, facilitating the understanding of the content and helping to develop creativity.

Resources

Digital resources

Interactive activities

Other materials

Computer or digital tablet

Other materials

Activity Suggestions

2 Learn the sequence. After reciting it, whoever has a handkerchief or scarf covering their eyes must listen carefully to the sound produced by one of the others and will have to identify it. If he gets it right, we all recite: it is better to listen carefully than to guess. If he doesn't guess correctly, it's someone else's turn.

2 Select which of the five senses represented in the images

has helped them to identify the objects in the sequence. Give reasons for your decision.

3 The activities indicated with the statement, ‘Turn on your imagination’ seek the creative expression of ideas, feelings and sensations through the application of the learning obtained.

Complementary activities

Play at saying objects and associate them with a verb from activity 3. For example, say flower and they answer 'smell'. Say guitar and they answer 'listen' and/or 'play', etc.

The looking glass

Resources

Digital resources

Audios (with voice and without voice)

Karaoke of the songs

Interactive activities

Other materials

Device to listen to audio

Activity Suggestions

1 Listen to the song while following the text in the book. Starting from the first round, try to follow the audio by singing the repetitive parts [audio 2: The looking glass]. Ask the pupils to listen to the song, pay attention to the order in which the different parts of the body are

named because, in the next activity, they will have to number these parts.

2 Read the four parts of the body that were named in the song and complete, starting with the first one that is already solved, the number of the order in which the other three appear.

Complementary activities

Rehearse a simple accompaniment with claps marking the stress. Then give out percussion instruments randomly and add them to the accompaniment.

Resources

Digital resources

Audios (with voice and without voice)

Karaoke of the songs

Interactive activities

Other materials

Device to listen to audio

Activity Suggestions

3 Follow the order of the comic strips [audio 2: The looking glass]. First: the couple stand opposite each other in the introduction. Second and third: the boy moves and the girl who is the "mirror" answers, copying the same gestures. They are repeated in the encore. Fourth: the child, with a different gesture, says: –Whoa!; the mirror: –Whoa! (is

repeated); then, the corresponding body part is named and moved.

Fifth and sixth: an attempt is made to move the part of the body in question upwards and then the same part downwards. They are repeated in the encore.

Complementary activities

Move around the classroom singing, playing and following the beat of the song while we listen to the version without voice [audio 20: The looking glass, playback].

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Learning through play

The activities marked with the Learning through Play icon help pupils to acquire knowledge while having fun, facilitating the understanding of the content and helping to develop creativity.

MUSICAL INSTRUMENTS Hand percussion

L vw NO a 45 r 45 > » 67 h :; Þ » n 89 a 45 m :; TU s *+ @A » 67 h :; TU s ÇÉ Þ » 45 n <= s ~ò 45 r 45 u 45 m :; HI n 45 <= s. 1

Pxya45n89d:; HIi45r89ø

Associative analyses R vw NO a 89 ∂, » m 89 a 45 89 de ™ *+ a 45 n 89 ∂ » `a >? 45 >.

T tu h :; Þ Ã s ÑÖ >? u 45 n 89 ∂ *+ @A » 67 h :; Þ Δ h 89 a 45 p 45 p :; HI n <= s ...

CFG 89a45vDE TUs Txya45m67bBCo>?u45r45i45n:;Þ

» w @A h :; HI > »

T tu h :; Þ Ã s ÑÖ >? u 45 n 89 ∂ *+ @A » 67 h :; Þ Δ h 89 a 45 p 45 p :; HI n <= s ...

T tu h :; Þ Ã s ÑÖ >? u 45 n 89 ∂ *+ @A » 67 h :; Þ Δ h 89 a 45 p 45 p :; HI n <= s ...

sixteen

Resources

Digital resources

Interactive activities

Mural of small percussion instruments

Other materials

Small percussion instruments

Activity Suggestions

1 After the presentation, write the names of each instrument on the staves.

2 Before completing the activity, it is a good idea to read the text beforehand to make sure you have understood all the expressions.

Complementary activities

Ask the boys and girls to bring recyclable materials from home and build other similar instruments.

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Thought development

Using the Associative Analysis technique, we will focus on the causal associations of sound production in small percussion instruments. We will ask the pupils what kind of gesture will produce the sound of the small percussion instruments, apart from those listed on the page.

MUSICAL LANGUAGE

Pictograms

Resources

Digital resources

Interactive activities

Mural of pictograms and graphs

Other materials

Small percussion instruments

Activity Suggestions

1 This is the first approach to the unconventional symbols of the black figures, pair of eighth notes and black silence. Explain the relationship that each drawing has with the musical symbol. To do this, we suggest that they say them, while clapping their hands, to practice the duration of each figure. Review the names of fish and moon on the stave.

Present the pupils with a mural of pictograms and symbols, included as a digital resource.

2 Complete a group reading task, following the cadence of a beat that the teacher will mark, saying the pictograms on each card out loud. Then, complete the musical sign that corresponds to the drawing of each pictogram. Once completed, correct the musical calligraphy and perform together, repeating each card to reinforce what has been learnt.

We are instruments

eighteen

Open answer

Resources

Digital resources

Infographics

Other materials

Computer or digital tablet

Colored pencils

Activity Suggestions

Step 1

Explore the body's sound capacity by copying the actions shown in the first part of the step: tap your head, slap your thighs, click your fingers and tap your foot against the ground. We will call these musical instruments.

Get into groups of four, and decide which body instrument each person will play.

Step 2

Create two rhythms using the previously learned rhythmic spellings and rehearse them using the body instrument chosen by each member of the group.

Step 3

Arrange the pupils in a semicircle and the groups will take turns to come to the front and perform their rhythmic creations with body percussion.

3

Complementary activities

Interpret the rhythms with small percussion instruments. Swap rhythms with other groups and interpret them with the body percussion that each member had initially chosen.

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Cooperative learning

Using the Thinking Heads technique, we will provide pupils with tools to facilitate the elaboration of musical rhythms in a group.

Emotional education

This activity gets the pupils to identify with a specific emotion, explaining how they felt during the group activity. Ask for volunteers to share their answer with the rest of the class and debate it.

MUSIC AND GAMES Don Gato

twenty

Resources

Digital resources

Audios (with voice and without voice)

Karaoke of the songs

Interactive activities

Other materials

Device to listen to audio

Activity Suggestions

1 Listen to the song and learn the text, the rhythm and the melody [audio 3: Don Gato ]. Ask for volunteers to organize the characters: Don Gato, the white kitten, the health workers; others, take to be buried; others, showing some colored sardines; and others, with a banner or poster with the phrase: ‘siete vidas tiene un gato’.

Complementary activities

Create other stanzas that continue the story from this question: What did the cat do after coming back to life? Photocopy the page, cut out the bullet points, jumble them up them and try to put them back in order following the narrative order of the text they have read.

Sing the song over the music base without voice [audio 23: Don Gato, playback].

twenty-one

21

Resources

Digital resources

Audio

Interactive activities

Other materials

Device to listen to audio

Activity Suggestions

2 Listen and sing to accompany a ring game [audio 3: Don Gato ].

Form a circle. One person begins, with his hands on his waist, moving around the middle of the circle, following the beat of the song that everyone claps along to. When we get to the ‘marramamiáu’, he stands in front of another person and moves his hips to choose him to be the

one to go in and dance in the next verse. The partner imitates this movement and leaves his place free for the one who has just danced. Now, the dynamics of the game are repeated.

3 Review the text again and write the expression that is repeated in all the stanzas on the stave.

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Learning through play

The activities marked with the Learning through Play icon help the pupils to acquire knowledge while having fun, facilitating the understanding of the content and helping to develop creativity.

Long and short sounds

4 1 3 2

twenty-two

Resources

Digital resources

Audio

Interactive activities

Other materials

Device to listen to audio

Activity Suggestions

Start by reading the message about the first of the qualities of sound that you are going to study: duration. Suggest other examples of long or short sounds. Read the question that appears in the speech bubble on the right and comment.

1 Listen to four examples of sounds you hear in the home, put them in order and match each one with the corresponding long or short epigraph [audio 4: sound duration].

Complementary activities

Ask the pupils to indicate where in the house these sounds are made and how often. Ask them the following question: Are all these sounds pleasant or do any of them make too much noise?

Open answer

twenty-three

Resources

Digital resources

Interactive activities

Activity Suggestions

2 Make the sound of the train applying the duration of the sound accordingly.

3 The activities indicated with the statement ‘Turn on your imagination’ aim to make the pupils express their ideas, feelings and sensations, applying what they have learned.

Complementary activities

Divide the class into two groups. Each one will queue up imitating a train and they will interpret some of the rhythms, created individually, taking long and short steps and reproducing the onomatopoeias of activity 2 with their voices.

Ding ding

1 4 3 5 2

twenty-four

Resources

Digital resources

Audios (with voice and without voice)

Karaoke of the song

Interactive activity

Other materials

Device to listen to audio

Computer or digital tablet

Activity Suggestions

1 When listening for the first time, ask them to learn the lyrics and music of the song, but, at the same time, let them notice the order in which the different animals are named and represented in the images of the following activity.

Once they have heard it, the pupils are asked to sing it. They must take into account that the chorus is repeated [audio 5: Ding, ding, carol].

2 Listen to the carol again and write the order in which the different animals are named in the circles. Review their names in the guidelines for this.

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Cooperative learning

Using the Let's check technique, the pupils will be able to check their answers in small groups before going over them with the whole class.

twenty-five

Resources

Digital resources

Audio Interactive activities

Other materials

Device to listen to audio

Small percussion instruments

Activity Suggestions

3 Copy the first rhythm into the second to complete each card. Then share out the instruments and rehearse their rhythmic interpretation.

Listen to the carol again and interpret the rhythms as accompaniment [audio 5 Ding, ding, carol].

4 Get into five groups (one for each animal). The members of each group will be characterized according to the animal assigned to them with cardboard headbands, masks, etc. They are all seated. When the song names an animal, the members of that group stand up and make the appropriate gestures in a theatrical way. In the chorus they sit down and the next group waits to be named.

Complementary activities

Sing the carol again over the version without voice [audio 22: Ding, ding playback].

Resources

Digital resources

Interactive activities

Other materials

Colour pencils

Suggested activities

During the course of Primary Education, the educational purpose of what we call «Andalusian Compass»/ «Compás andaluz» is to bring our students closer to the great cultural and artistic legacy of Andalusia. One area of basic knowledge that they receive in this first cycle is the basic specific vocabulary of music and the performing arts of Andalusian folklore and flamenco. The complexity and variety of forms of musical expression in Andalusia make

it advisable to gradually introduce them to the terms they will have to learn.

1 Collective reading of the statements of the two activities. Firstly, the word «flamenco». We start with two images: a bird and a flamenco group performing music; in other words, an artistic activity, an art form. They will write both terms on the corresponding guideline: bird and art.

2 In this activity, the students will have to review the role of the artists of the cante, cantaor or cantaora; of the toque, tocaor (could also be tocaora) and of the baile, bailaor or bailaora.

Complementary activities

Search the internet for a flamenco piece and play it it while the students carry out the activities.

twenty-seven

27

Resources

Digital resources

Interactive activities

Other materials

Guitar

Suggested activities

3 We introduce the instrument that is the soul of flamenco: the guitar. The pupils will have to revise the name and we pay attention to its correct spelling. From the beginning of Primary School they will be able to see the importance of the guitar, from which all the great flamenco guitarists were able to create a magical sound.

4 On this page we are already putting faces and names to the most famous, unforgettable artists, who have con -

tributed to making flamenco art even greater: in dance, Sara Baras; in guitar playing, the great Paco de Lucía; in singing: Camarón de la Isla.

The activity consists of reviewing the name of each one. It is important to have previously selected some digital content where you can see moments from the performances in which these artists participate. In this way, they will not only get to know the image they have in their book, but also their artistic contribution and the emotion they transmit.

Afterwards, they will check the name of each of the three artists.

Complementary activities

For a better understanding of the guitar, we suggest brin

ging one into the classroom. Ask the students to play it and experience its sound.

What do I know?

Open answer

Resources

Digital resources

Interactive activities

Essential contents of the unit

Other materials

Evaluation

Activity Suggestions

1 Draw a line to connect each of the pictures of small percussion instruments with the corresponding name.

2 Complete the rhythmic cards with the corresponding symbols deciding whether it coincides with one syllable or two.

Number each of the rhythms from 1 to 5 freely and interpret them in the corresponding order, reciting and accompanied by body percussion.

Complementary activities

Before dividing into groups, ask the pupils individually to observe the image of the classroom chairs and ask them the following questions: why have they put tennis balls on the legs of the chairs? In your class, does the noise made by the chairs moving become annoying? As a group they will share their conclusions and think of other solutions to avoid annoying sounds in the school and thus reduce the noise pollution they produce.

Activity Suggestions

To facilitate metacognition ask questions such as:

What have I achieved in this unit? What have I done well and what do I have to continue doing? What have I not done so well and what can I improve on? How have my classmates helped me? How have I helped my classmates?

What has helped me learn more? What did I like the most?

What did I find most difficult?

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Evaluation

The pupils should review the learning and reflect and talk about how they have learned by working on the unit.

Open answer

Emotional education

The pupils should reflect and talk about how they felt when working on the unit.

Thought development

To carry out the activity, we suggest using Brainstorm.

Connection with the learning situation

Get into groups of four to six to carry out the suggested thinking technique, Brainstorming, so that they share all the moments when they think it is necessary to remain silent. At the end they will point out those that appear in the pictures on the page.

Unit 1 scores

THE LOOKING GLASS

Eva F. Gancedo and Alfonso Cifuentes (AI A'

LYRICS

In front of the looking glass, I jump and dance. Today, the looking glass, will move its hands. (repeat):

How! Ho!

How! Ho!

With your hand!

With your elbow!

With your knee!

With your foot!

Up and up I go until I touch the clouds. Down and down I go And now I touch the ground. (repeat)

B) ×4

DON GATO

LYRICS

Estaba el señor don Gato sentadito en su tejado, marramamiáu, miau, miau, sentadito en su tejado.

Ha recibido una carta: que si quiere ser casado, marramamiáu, miau, miau, que si quiere ser casado.

Con una gatita blanca sobrina de un gato pardo, marramamiáu, miau, miau, sobrina de un gato pardo.

El gato por ir a verla, se ha caído del tejado, marramamiáu, miau, miau, se ha caído del tejado.

Se ha roto siete costillas, el espinazo y el rabo, marramamiáu, miau, miau, el espinazo y el rabo.

Ya lo llevan a enterrar, por la calle del pescado, marramamiáu, miau, miau, por la calle del pescado.

Al olor de las sardinas el gato ha resucitado, marramamiáu, miau, miau, el gato ha resucitado.

Por eso dice la gente: ¡siete vidas tiene un gato!, marramamiáu, miau, miau, ¡siete vidas tiene un gato!

DING, DING

Eva F. Gancedo, Alfonso Cifuentes and Teresa Aguado

Ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding, ding. The don key, - the don key, - the don key - coughs and coughs, and lit tle - ba by - Je sus - is wak FORMA: I A B A

LYRICS

ing - in his cot. Ding, wak ing - in his cot. Ding,

B

Ding ding, ding ding, ding ding, ding ding, ding ding (repeat)

The donkey, the donkey, the donkey caughs and caughs, and little baby Jesus is waking in his cot.

The donkey, the donkey, the donkey sneezed. And the child, the child, the boy woke up. (Bis)

1.

2.

D.S X4

Musical annotations

Musical annotations

& & & & & & & & & & &

Musical annotations

& & & & & & & & & & &

GRUPO ANAYA, S.A., 2023 - C/ Valentín Beato, 21 - 28037 Madrid.

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