MÚSICA BILINGÜE

MATRIZ PARA EVALUAR PRESENTACIONES
 Como ayuda par preparar trabajos, aquí os pongo los criterios que utilizo para evaluar las presentaciones que haceis en ppt u otro programa similar. Dentro de estos criterios, se incluyen los que aluden a la exposición oral en clase.

MUSIC IN THE MIDDLE AGES 2ºESO

He preparado esta actividad utilizando un texto del material AICLE para centros bilingües. Nuestra lectora ha realizado una grabación del texto completo, que utilizaremos para completarlo.

Listening

ORIGINS OF THE POLYPHONY

In the______1_______, music theorists in the Church experimented with the idea of singing_______2________ simultaneously at parallel intervals, usually at the____3_, fifth, or octave. This kind of music was called_______4______ and very slowly developed over the next hundred years into new forms. The original chant melody was then sung very slowly on long notes called____5______, and the resulting music was named______________6_____.

By the eleventh century, these added melodic lines began to move towards the opposite direction to the original line. This was called____7__________. These polyphonic forms evolved towards more complicated forms in the following centuries.

The first period of the polyphony is known as_____8_________ (11th-14th cents.), which means ‘old art’. The places where this style was composed were cathedrals, the most important being________9______________ in Paris, and the main composers were_______10_______ and___11________.

The second period of the polyphonic medieval era is known as______12_____ (14th-15th cents.) which means ‘new art’. The main composer of this style was______13________.

Words bank

Ars Nova, melismathic organum, two melodic lines, Ars Antiqua

Lèonin, cantus firmus, Notre Dame Cathedral, Pèrotin

fourth, ninth century, Guillaume de Machaut, organum, discantus

MUSIC OF IRELAND 1ºESO

Estamos viendo algo de música celta.
Aquí os presento el trabajo resultado de un curso de formación en Cork. Lo realizamos conjuntamente otra profesora y yo. La tarea consiste en ver las diapositivas sobre instrumentos (diapositivas 7 a 9).

Hacemos esta actividad:

To blow: soplar/ To rub: frotar/ To pluck: pulsar una cuerda/ To hit: golpear parche o membrana /
To press: tocar la tecla de un piano por ejemplo

Aquí podéis escuchar los audios que ha grabado nuestra lectora Mary, para aprender a pronunciar estos instrumentos, así como el vocabulario relacionado con su clasificación y los verbos que usamos para explicar cómo se toca cada uno de ellos:

1ºESO: ELECTROPHONES VOCABULARY (by Mary)

Electrophones (electrófonos), Electric (eléctrico), Electronic (electrónico), Electro-acoustic (electroacústico)

Electroacoustic guitar, electric guitar, electric bass, electric violin, synthesizer, electronic organ, Ondes Martenot

1ºESO: Lullaby for the movie Life of pi

Vamos a ver un vídeo de la Suite de la banda sonora de la película "La Vida de Pi". En esta música vemos cómo se mezclan elementos de música Tradicional / Clásica India e instrumentos de la tradición de música Clásica occidental.

Escuchamos  hasta el minuto 5:32 y descubrimos dos instrumentos tradicionales de música India. Nuestra lectora, Preeti, ha preparado un listening para nosotros:

LISTENING

         

Bansuri 

1. A bansuri is a side______________ flute originating in the Indian subcontinent.

2. It is an ______________produced from bamboo, used in Hindustani classical music.

3. A bansuri is traditionally made from a single ___________shaft of Bamboo with six or seven finger holes.

4. The six hole instrument covers two and a half ___________ of music.

Kanjira

1. Kanjira is one of the main ______________ instruments of the Carnatic classical music system.
2. It is a _____________ produced from lizard skin.
3. One of the very important characteristic of the (a)_______is the solitary pair of tiny brass(b) __________ fixed into a hole in the shell which adds a very sharp cut to the sound.
4. To get a good ________sound , the performer reduces the tension of the drumhead by sprinkling water on the inside of the instrument.

WORD BANK (palabras que hay que usar para rellenar los huecos)

BLOWN (soplado), AEROPHONE (aerófono), OCTAVES (octavas), MEMBRANOPHONE (membranófono), DRUM (tambor), HOLLOW (hueco), PERCUSSION (percusión), JINGLES (cascabeles), BASS (sonido grave, de bajo)

UNIT 1: GREEK MUSIC 2ºESO




ACTIVITY:  GREEK    INSTRUMENTS

Use the information included in this website to write sentences about aulos and cithara features.
Greek Music

UNIT 2: MUSIC IN THE MIDDLE AGES 2ºESO

Unit 2 vocabulary from almudenilla

TASK: GREGORIANT CHANT

Look on the Silos Monastery website http://www.abadiadesilos.es/bienven.htm and answer the following questions:

a) In which Spanish province is this monastery situated?
b) How many CDs have the monks made so far?
c) At what times of the day do the monks sing their prayers?
d) Look for the score for the hymn Veni Creator and state which melodic style it uses:
syllabic, neumatic or melismatic.




UNIT 3: RENAISSANCE MUSIC 2º ESO

Here you have information about Renaissance instruments

RENAISSANCE INSTRUMENTS PICTURES

LISTEN TO RENAISSANCE INSTRUMENTS


UNIT 4: BAROQUE MUSIC 2ºESO

Pinchando en este enlace tenemos la disposición de los instrumentos en la orquesta del Barroco.
Orchestra Seating Chart

Completar el siguiente dibujo:

1ºESO VOCABULARY: MELODY AND HARMONY
Aquí tenemos un repaso de vocabulario para el examen de la unidad 3

MELODY AND HARMONY

MELODY: melodía

HARMONY: armonía

TYPES OF MELODY: ASCENDING, DESCENDING, LINEAR, UNDULATING, FRAGMENTED tipos de melodía (ascendente, descendente, lineal, ondulada, fragmentada)

CADENCES:SUSPENDED, AUTHENTIC (cadencias: suspensiva/conclusiva)

MUSICAL PHRASES (frases musicales)

SCALE: C MAJOR, A MINOR (escala: Do mayor, La menor)

ACCIDENTALS: SHARP, FLAT, NATURAL (Alteraciones: sostenido, bemol, becuadro)

INTERVALS: UNISON, SECOND, THIRD, FOURTH, FIFTH, SIXTH, SEVENTH, OCTAVE

intervalos: unísono, segunda, tercera, cuarta, quinta, sexta, séptima, octava

MELODIC INTERVAL, HARMONIC INTERVAL intervalo melódico, intervalo armónico

TONE/SEMITONE

CONSONANCE, DISONANCE consonancia, disonancia

MELODY. It is a sequence of sounds

HARMONY. Simultaneous sounds.

INTERVAL. An interval is the difference in pitch between two notes.

HARMONIC INTERVAL. The two notes are written one above the other.

MELODIC INTERVAL. The two notes are written one after the other.

COMPARATIVES: one semitone lower/higher

NOTES: A, B, C, D, E, F, G

CHORD:A group of three or more different sounds played simultaneously

HARMONIC ACCOMPANIMENT acompañamiento armónico

SHARP: It raises the pitch one semitone

FLAT: It lowers the pitch one semitone

NATURAL:It cancels the effect of sharp and flat

ASCENDING INTERVAL/DESCENDING INTERVAL intervalo ascendente y descendente

1ºESO  VOICES

Information to complete the text:  male and females voices


 1ºESO INSTRUMENTS
WOMEN IN MUSIC
Aquí podemos ver ejemplos de mujeres intérpretes de música clásica. 
La tarea consiste en hacer una ficha con fotos de mujeres instrumentistas, incluyendo además el instrumento que tocan, indicando sus partes en inglés.


 

1ºESO UNIT 5: PERCUSSION INSTRUMENTS 
Aquí tenemos un pequeño repaso de vocabulario sobre instrumentos de percusión. También haremos audiciones para reconocer instrumentos de la orquesta.

Percussion instruments vocabulary

audiciones instrumentos de la orquesta


ACTIVIDAD: "PEDRO Y EL LOBO" 1ºESO
Tenemos que contar la historia de "Pedro y el Lobo " de Sergei Prokofiev, a partir de las anotaciones
tomadas en clase.
Aquí teneis un ejemplo de esta actividad:
HISTORIA COLABORATIVA

Historia grupo 1º ESO A

Historia grupo 1ºESO B

PROYECTO FINAL SOBRE ESTILOS MUSICALES DE FINALES DEL S.XIX Y DEL S.XX

MUSIC IN THE 20TH CENTURY 2º ESO

Final project: Use this information to design a project to explain musical trends developed in the 20th century.

Podemos utilizar una plantilla de CANVA:

https://www.canva.com/login

Podemos hacer una presentanción ppt o impress (en este caso una diapositiva por estilo)

También es posible tener como proyecto final un lapbook

Contents: musical trends, main characteristics, one example of each musical style (video, link to score...), paintings (Impressionism and Expressionism), other information....

Links to scores

A) EVOLUTION

 IMPRESSIONISM

FRANCE

Related with painting

The timbre in music is the same as the colour in arts.

Fragmented melodic lines; faded melodies; pentatonic, ancient and whole tone scales, instruments like oboe, English horn, bassoon, harp, brass instruments with mute, strings section played with very soft dynamics.

DEBUSSY

IMPRESSIONISM PAINTING




 EXPRESSIONISM

GERMANY

Expression of the human soul in a very pessimistic way.

Atonality, Sprechgesang (recited singing), few repetitions, use of dissonances, big interval jumps in melodies

SCHÖNBERG

Expressionism painting

 Music and Art: Schoenberg and Kandinsky

Read this text and find a picture by Kandinsky that was influenced by the music of Schoenberg.

MUSIC AND ART

NEW SONORITY: STRAVINSKY

 "The Rite of Spring" 1913

Violent rhythms, dissonances, the importance of choreography

B) NATIONALISM

Composers investigate their country's folklore

United States: use of jazz music

GERSWIN

C) RUPTURE

FIRST AVANT-GARDE MOVEMENTS

FUTURISM 

ITALY

 Machines and movement 

 Introduction of noise in the orchestra

 

Arthur Honegger

PACIFIC 231

TWELVE-TONE MUSIC

 Chromatic scale ; use of twelve sounds ; placed in series ;every note is as important as the rest   

Schoenberg  Suite op.29

D) THE RETURN: NEOCLASSICISM

 NEOCLASSICISM

It`s a reaction to Impressionism and Expressionism subjectivity.
It takes classical period music as a model
Musicians search for a new simplicity
Genres from previous periods are recovered

This the original music from the Baroque period that inspired Stravinsky to compose "Pulcinella"


STRAVINSKY MUSIC "PULCINELLA"

E) NEW AVANT-GARDE MUSIC OF THE 20TH CENTURY

CONCRETE MUSIC: natural sounds

ELECTRONIC MUSIC: new sounds are created

ALEATORIC MUSIC: randomness

CAGE: "Prepared piano"