Global action: Music 2. Primary (sample)

What

are we going to learn?

1 Let’s play with music!

Think about some musical games that you know that you can play by singing and moving. Make a list and share it.

2 In groups it sounds great!

Reflect over which aspects you think are important to get good results when dancing, singing or playing in a group

• Rhythmic syllables: pictograms for crotchet, quaver and semiquaver.

• Literacy on conventional and unconventional musical spelling.

• Presentation of the basic musical notes: crotchet, quaver, semiquaver and crotchet rest.

• Auditory discrimination of sound in diverse sound sources.

• Qualities of sound: duration and pitch.

• Unconventional musical spelling for long and short sounds.

• The echo as a creative resource.

• Presentation of the musical notes MI and SOL.

• Melodic dictation of the notes MI, SOL.

3 Join the orchestra!

Partnerships for the goals

Think about how you can substitute instruments that are missing in the classroom. Make a list of things you can make music with.

• Auditory discrimination of sound intensity from different sound sources.

• Qualities of sound: intensity.

• Intensity dynamic markings.

• Unconventional graphies for loud, medium loud and soft sound.

• Presentation of the musical note LA.

• Presentation of agogo bells, a traditional two-tone instrument.

• Repeat signs in a score.

• Auditory discrimination of sounds immitating the stage Master’s crane.

• Presentation of bar instruments: xylophone and metallophone.

• Auditory discrimination of diverse sound sources and instrument families.

• Franz Schubert’s Musical moment n.3.

• Instrument families: string, percussion and wind.

• Qualities of sound: timbre.

• Presentation of minim and minim rest.

• Rhythmic dictation with minims, crotchets, quaver and semiquaver.

• Literacy on notes MI, SOL, LA.

• Andalusian rhythm. Alegrías and verdiales.

INTERPRETATION AND CREATION PLAY THE PART

• Songs: Blind man’s bluff, Halloween!, Every fall we get together, Antón, tiruliru (Colombia).

• Displacements.

• Recitation of rhymes and prosodic texts.

• Music and movement: Blind man’s bluff, Seven jumps.

• Intonation of two pitches: MI and SOL.

• Rhythmic interpretation with body percusion and little percusion instruments.

• Instrumental and choreographical accompaniment of the Christmas carol.

• Andalusian rhythm. Flamenco.

• Songs: Carnival time at the zoo, Karandash, the little clown, Behind the curtain, The snail.

• Creation of intensity with voice.

• Phononyms to read and intone the note LA.

• Exploration of different sound sources to interpret with percusion.

• Accompaniment with little percusion instruments.

• Music and movement: Behind the curtains, The stage’s master.

• Interpretation with bars. Mallet’s technique.

• Circus and theatre professions.

• Andalusian rhythm. Popular rhythms in Andalucía.

• Songs: Boom-chas-chas, Detective school, I am an ice-cream, The blue monster.

• Musical sudoku with musical instruments.

• Accompaniment with everyday percussion instruments.

• Intonation at three pitches: MI, SOL, LA.

• Creation of a melody with the notes MI, SOL, LA.

• Dramatisation of I am an ice-cream and The blue monster.

• Interpretation of prosodic rhythms with the topic of Recycling.

Let’s create a game

• Form groups and choose the songs for the game.

• Decide the game.

• Set the rules of the game.

• Show and explain the rest of the groups the game you invented.

Concert hall

Baba Yaga, Anatoli Liádov and Modest Mussorgski

• Active listening.

• Dramatisation for Halloween! Contredanse, n.5, Ludwig van Beethoven

• Active listening and choreography.

• The skater’s waltz, Émile Waldteufel

• Active listening and musicogram.

• Creation of artistic motifs.

The hall of the mountain king, Edvar Grieg

We are puppets

• Build the puppet with the materials needed.

• Draw the hairpins under the musical motif for each puppet.

• Present the puppets to the rest of the class and keep them for other activities.

• Accompaniment with body percussion.

• Active listening and dramatisation. The golden age, Dimitri Shostakóvich

• Creation of a story suggested by the music.

Musical moment n.3, Franz Schubert

• Rules to follow when you go to a concert.

Let’s make a choir

• Read the texts and complete the profession.

• Rehearse the melody of the profession with the notes SOL, MI, LA and their gestures. Don’t forget the lyrics.

• Try to sing all the groups at the same time like in a choir.

• Active listening and accompaniment. ‘Paspié’, The king has fun, Léo Delibes

• Active listening and choreography.

‘Pizzicati’, Sylvia, Léo Delibes

• Building a yoghurtphone.

• Active listening and musicogram.

Andalusian rhythm

• Verdiales de la costa, popular.

• Los caminos se hicieron, traditional.

1 Let’s play with music!

We love playing! On our birthdays or other special dates, we usually receive toys, board games or electronics.

What do you think?

If your toys or electronics broke, what can you play with? Did you know there are really fun games in which you can sing and move?

Target in action

Think about some musical games that you know that you can play by singing and moving. Make a list and share it.

Context

Each year, millions of toys and electronics end up in the rubbish.

Blind man’s bluff

Learn, sing and play.

Dance around the blind man in a circle.

Ask the blind man. The blind man is searching.

We are playing ‘Blind man’s bluff’. We spin you round and round in circles, ‘till we see you’ve had enough.

Think and answer. What senses help the blind man play?

We have covered up your eyes, there is nothing you can see. Do you think that you can guess if it’s Mary, Jim or me?

How do you feel today?

Learn and recite with a partner. Accompany with a clapping game.

I am sad today. What game shall we play?

Let’s play with a ball.

Now I’m not sad at all!

I’m happy with my toy. I am a lucky boy.

Playing in the Sun.

Hop and skip and run!

I’m annoyed today. I don’t want to stay, In my bed with flu.

There’s nothing to do!

I’m surprised today. My friend has come to play. It’s a lovely way, To say ‘happy birthday!’

I’m scared of the dark. I hear the werewolves bark! Don’t worry, it’s OK, The werewolves want to play!

Complete the sentences with the words in orange.

I am I am

Mum was

of spiders. I can’t find my book. by her birthday cake!

is the opposite of

Rhythmic syllables

Look and learn the rhythmic syllables. ti

Look and complete. Interpret with rhythmic syllables.

When you read them,imagine you are following the rhythm of a clock. Keep in time.

Look and complete. Interpret with rhythmic syllables. Keep in time.

USE YOUR IMAGINATION

Create another rhythm. Play it with body percussion.

MUSICAL LANGUAGE Beat

Music has got a beat, just like your heart. You can feel the beat when you walk, when you bounce a ball and when you play clapping games, etc.

You will see the beat represented like this: •

Look and write the sound that each one makes.

Sometimes when we hear music, we tap our feet on the floor. These taps mark the beat of the song.

They all have a beat!

Thinking hats Read and complete the beats. Recite and mark the beat with body percussion.

Row, row, row your boat, Gently down the stream.

Merrily, merrily, merrily, merrily

Life is but a dream. •

Twinkle, twinkle, little star,

How I wonder what you are.

Up above the world so high, Like a diamond in the sky.

If you walk with a steady rhythm while listening to the music, you are following the BEAT!

Musical notes

This is how musical notes

The main musical notes are:

rest Quavers Semiquavers

The beat is represented like this: •

Draw the notes. Interpret with clapping.

Rhythmic dictation. Listen and number in order.

Seven jumps

Listen, learn and dance in pairs.

A

Backwards Forwards

Once

One, two, three, four, five, six, se-ven. One, two, three, four, five, six, se- ven.

Turn away… Get together…

Turn around

Let’s create a game

Think-Share-Choose

In groups, decide on the type of game you are going to create. Choose the song that will be part of the game.

We take turns to say our choice. As a group, we choose a single option.

STEP 2

Decide and write the rules of the game.

STEP 3

Show and explain the game you have invented to the other groups.

What do you learn when working in a group? Mark with a .

To listen to others.

To respect other people’s ideas.

To explain my ideas.

Every fall we get together

Listen, learn and sing.

Every fall we get together, It’s been a long time since we have shared the weather.(repeat)

I am the wind; come! Bring your kite! Oh, I don’t need a car or a bike. We are the leaves, we move and shake, and with the wind, we fly like a plane.

Every fall…

I am the rain that skips on the grass. Today, drop by drop, I jump and dance. I am the thunder, I am the bolt, we’re never alone, you’ll always find both.

Every fall…

Everyone Group 1 Group 2

I am the snow, I’m going to fly to make sure I get there by Christmas time. And now we have finished this autumn song,why don’t you learn it and sing along?

Write the names of the four seasons of the year.

The duration of a sound tells us when the the sound is long or short.

Short sound

Long sound

Listen and number in order. Write long or short for each one.

USE YOUR IMAGINATION

Look at the score of long and short sounds and create your own. Sing it.

MUSICAL LANGUAGE The echo

A simple way of making music is to copy in the form of an echo; that is, repeat exactly what you hear.

Look and complete in the form of an echo. Interpret with clapping.

Rhythm Echo

Have you ever heard the echo of your voice?

Look and complete. Play with body percussion.

Win-ter shum, fog-gy prum

twenty-two

Thun-der sham, stor-my clam

Antón, tiruliru

Listen, learn and sing this Christmas carol from Peru.

Antón, tiruliru liru

Antón, tiruliru la. (repeat)

Jesús al pesebre vamos a adorar. (repeat)

Duérmete, niño chiquito, que la noche viene ya.

Cierra pronto tus ojitos, que el viento te arrullará.

Antón, tiruliru liru...

Duérmete, niño chiquito, que tu madre velará.

Cierra pronto tus ojitos porque la entristecerás.

Antón, tiruliru liru...

Investigate and answer. What is the name of the part of the song that repeats?

twenty-four

Listen, sing and accompany the chorus. Write other rhythm and draw an instrument. Play it.

Listen, sing the Christmas carol and dance to chorus.

Jesús al pesebre… Jesús al pesebre… Antón, tiruliru…

Two steps forward, two steps back (repeat) Four steps (right) Four steps (left)

twenty-five

1

We can make many sounds with our body: using our voice, hands or feet.

In flamenco, we use clapping and heel tapping as body percussion.

Explore different ways of making sounds with these parts of your body.

Clapping and heel tapping are very present in flamenco singing and dancing.

2

Complete and perform with body percussion. Choose the part of your body you prefer.

Tirititrán, tran, tran.

Do you know another name for flamenco that referts to how deep its art is? Circle.

Flamenco is also poetry. Read the translation for these verses by Antonio Murciano, from Cádiz.

Draw a picture to represent the poem.

‘… to the sound of two castanets and three guitars with weeping, thyme and basil, the heels are treading…’.

What did I learn?

TARGET IN ACTION

Look at the picture and think about which musical games you know. Make a list and share it with the group.

How did I learn?

Match. 1

I need to improve I am learning I do it well

I play rhythms with instuments and body percussion.

I know the difference between low and high sounds.

I sing keeping the rhythm.

I identify musical symbols.