Global action: Music 4. Primary (sample)

PRIMARY 4

MUSIC Globalaction

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.

CREATION AND INTERPRETATION

• Songs: The Dance of Life, ¡Ay, qué escalofrío!, Caminando va José.

• 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

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 Copy the bar line into you notebook and write a rhythm for the first two verses of the song.

MUSICAL LANGUAGE

The duration of sound

1 Review the finger positioning to play the notes SI, LA and SOL on the recorder. Copy the staves in your notebook and add the notes. 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.

MUSICAL LANGUAGE

Beat and time signatures

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.

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 Copy the staves in your notebook and write the notes that appear on each xylophone.

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

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

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.

DO Major Scale

DO Major Pentatonic Scale

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

Idiophones

Timpani 7

Snare Drum

4 Bass Snare Drum

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 your notebook.

Professions: Percussionist

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

2 Look, listen and order the percussion groups in your notebook.

Gamelan b a a b c

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.

PLAY THE PART!

Women on the drums!

5-minute stop

Step 1 Step 2

Go to www.anayaeducacion.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? Draw the face in your notebook and explain. Step 3

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

Xxxxx

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?

qué escalofrío!

1 Listen. act, sing and play along.

Este árbol gigante tiene un agujero, escucho susurros ¡cuentan un secreto! Me voy acercando, aunque siento el frío; sigo oyendo voces ¡ay, qué escalofrío!

Sí, dime, na-naraná, (bis) Sin miedo, na-naraná. (bis)

Me estoy asomando, parece una gruta. Veo al que me llama, ¡tiene una batuta! Cantan y se ríen, ahora escucho bien; suenan como un coro, ¡parece que hay cien!

Chorus

Sacadles los «dulces», cosas para el fuego, ¡quedaos afuera almas de los muertos! Druidas cantando, encienden hogueras; ¡No salgáis de casa, Halloween ha vuelto!

Chorus

Alter the day of the dead, come with me to the forest.

Find recommendations to sing in tune at

You can’t find them, they come on a dark ninght.

In a canon, different singers sing the same music but at different times.

2 Prepare the task Get into four groups. Play and sing this canon with a strange voice.

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 in your notebook.

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.

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.

Alfonso X the Wise (13th century)

Cantiga 77 and 119

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.

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 match the number to the letter in your notebook.

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.

Vocal timbre

1 Listen to the recording and write the letters in your notebook in the order that you hear them. Pay attention to the types of voices and the number of singers in each recording.

Differenttypesofvoices

7songs

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)

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.

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 an instrumental or choral whole. Popular songs are usually used.

1 Listen, learn and sing the following quodlibet in two groups (A & B). You’ll see that when the two groups sing together they overlap on the red syllables.

Gata-tumba, tumba, tumba, con panderos y sonajas.

Gata-tumba, tumba, tumba, no te metas en las pajas.

Gata-tumba, tumba, tumba, toca el pito y el rabel.

Gata-tumba, tumba, tumba, tamboril y cascabel.

Canta, ríe, bebe, que hoy es Nochebuena, y en estos momentos no hay que tener pena.

Dale a la zambomba, dale al almirez, y dile a tu suegra que lo pase bien.

Look at the arrows. They show you where each Christmas carol begins.

Holly Jolly Christmas

1 Listen, learn and dance as instructed.

8 beats.

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

Instrumental break.

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.

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

Caminando va José

1 Listen, learn and sing. In your notebook write the last verse for the Christmas carol.

2 Try counting 1, 2, 3, quickly with your teacher while listening to the Christmas carol.

El flamenco

Flamenco is a unique musical style. UNESCO have even named it an Intangible Cultural Heritage of Humanity. lt’s surprising that something so complex and varied can be so popular.

Flamenco is made up of three aspects: toque, cante and baile.

Flamenco is an art that comes from Andalucía. lt is a mix of all the cultures that have settled there.

Toque

The toque is played with the guitar.

In sorne styles or palos, claps and taps accompany the guitar music. Other instruments, such as the flamenco box drum or the castanets, can be played.

Cante

The cante is present in basic flamenco styles such as fandangos, soléas, seguiriya and tangos. These songs are usually about feelings and emotions.

Baile

There are two types of dance:

• Masculine: this is done with energetic taps.

• Feminine: this dance is done with delicate arm movements and twists of the body.

1 Look up the word cante and in your notebook write about jondo, a type of cante.

Paco de Lucía José Mercé Sara Baras and José Serrano

Popular andalucian carols

1 Learn and sing Los campanilleros, a popular Christmas carol from Andalucía.

En los pueblos de mi Andalucía los campanilleros por la «madrugá» me despiertan con sus campanillas y con sus guitarras me hacen llorar. Yo empiezo a cantar, y al oírme «to» los pajarillos que están en las ramas se echan a volar.

En la noche de la Nochebuena, bajo las estrellas y por la «madrugá», los pastores, con sus campanillas, adoran al niño que ha nacido ya. Y con devoción, van tocando zambombas, panderos, cantando las coplas al niño de Dios.

Pajarillos que vais por el campo, seguid a la estrella, volad a Belén, que os espera un niño chiquito que el rey de los cielos y la tierra es. Volad a Belén, que os espera un niño chiquito, que el rey de los cielos y la tierra es.

A la puerta de un rico avariento llegó Jesucristo y limosna pidió; y en lugar de darle una limosna los perros que había se los azuzó. Pero quiso Dios que al momento los perros durmieran y el rico avariento pobre se quedó.

2 Look on the Internet for more Christmas carols from Andalucía. Talk about it with your classmates.

What have I learned?

1 Copy the bars in your notebook. Then, 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 Copy the staves in your notebook and write the name of the notes in the correct place. Sing.

3 Write true (T) or false (F) in your notebook.

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.

TARGET IN ACTION

The mirror Look at and listen to the traditional percussion instruments from different cultures. Choose two of them and copy and fill in the following table in your notebook, 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.

Instrument 1

Instrument 2

Distinguishing features Similarities

Distinguishing features

What have I learned?

1 Copy the table in your notebook and tick how you feel in the correct box.

Distinguish sounds made by percussion instruments.

Play the notes SI, LA, SOL, MI on the recorder.

? ?

Play the xylophone using the correct mallets.

I can do this very well.

I’m still learning. I need to improve.

Tbilat (Morocco)

Tabla (Sri Lanka)

Durbak (Philippines)

Bombo (Colombia)

Davul (Turkey)