Tarantella 2 Segundo curso de Educación Primaria
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TEACHING PROGRAMME
Tarantella 2
Educación Primaria Obligatoria
Primer curso
__________________
Área de Educación Artística - Música
Tarantella 2 Segundo curso de Educación Primaria - Programación
Unit 1. The Ant and the Grasshopper
Objectives
• To discover and experiment the sound possibilities and movements we can make with our own body.
• To discover and create the onomatopoeic sounds related to the body and the environment.
• To follow the rhythm in singing, listening and dancing activities.
• To differentiate between silence and the sounds our body makes when we are moving and when we are still.
• To adapt one’s own movements to the rhythm and available space.
• To explore, discover, identify and imitate the sounds in one’s own environment.
• To distinguish between high-low, short-long, medium, fast-slow sounds and how to quicken and slow down the beat.
• To explore the expressive qualities of sound through perception, invention and creation.
• To interpret a rhythm represented by images and unconventional graphics.
• To memorize songs and sing spontaneously.
• To experiment with one’s own vocal and breathing abilities for singing.
Contents
Listening
*Sound: the sounds in one’s own environment (at home and at school.)
*To follow graphic sequences of audio reproductions.
*Sound and Silence.
*Unconventional graphics.
* Qualities of sound: intensity and pitch.
*Onomatopoeic sounds.
*Unconventional acoustic instruments.
Interpretation and Musical Creation
*Exploration of voice resources
*Voice techniques: articulation, vocalization and respiration.
*Children’s songs with gestures and mime.
*The body as a musical instrument.
*The body’s expressive and movement possibilities.
*Controlling the body: movement, rest, respiration, spatial orientation.
*The gestural expressive aspects of music.
Basic Competencies
1. Linguistic Competencies
2. Mathematical Competencies.
3. Knowledge and Interaction with the Physical World
4. Information and Digital Competencies
5. Social and Citizenship Competencies
6. Cultural and Artistic Competencies
7. Emotional Competencies
Evaluation Criteria and Attainment of the Basic Competencies
|Evaluation Criteria | | |
| |Basic Competencies |Aims |
| | | |
| | |The Pupil ... |
| | | |
|*Discovers and uses the instrumental |*Knowledge and Interaction with |*Becomes aware of the importance of sound. |
|possibilities of his/her own body. |the Physical World | |
| | |*Perceives his/her own corporal space. |
| |*Social and Citizenship | |
| |Competencies |*Takes part in completing a musical |
| | |activity. |
| | | |
| | |*Coordinates his/her movements in group |
| | |activities. |
|*Experiments with sounds and silence in | *Knowledge and Interaction with |*Recognizes the importance of different |
|activities that involve movement and stationary |the Physical World |sounds. |
|situations. | | |
| | |*Values the importance of silence. |
|*Follows the rhythm of a song or a dancing |*Linguistic Competencies |*Integrates the language of music and verbal|
|activity. | |language. |
| | | |
| | |*Listens and accompanies a story with |
| | |corporal percussion. |
|*Adapts and coordinates his/her movements to | *Knowledge and Interaction with |*Perceives his/her own corporal space. |
|other people and the space available. |the Physical World | |
| | |*Takes part in completing a musical |
| |*Social and Citizenship |activity. |
| |Competencies | |
| | |*Coordinates his/her movements in group |
| | |activities. |
|*Relates body and |*Linguistic Competencies |Uses the correct words in songs and |
|environmental sounds to onomatopoeic sounds. | |onomatopoeic sounds. |
|*Distinguishes between the pitch of two sounds |*Cultural and Artistic |*Uses the different elements of the language|
|and the contrast between high and low. |Competencies |of music. |
| | | |
| | |*Recognizes the sounds in objects and |
| | |musical passages. |
|*Experiments with different voice techniques. |*Knowledge and Interaction with |*Uses his/her voice and breathing techniques|
| |the Physical World |correctly when singing. |
|*Sings and accompanies songs with gestures and |*Linguistic Competencies |*Uses singing as a means of communication. |
|mime. | | |
|*Uses graphics and codes to interpret music from|*Cultural and Artistic |*Uses the different elements of the language|
|unconventional scores. |Competencies |of music. |
|*Enjoys listening to music and practising in | *Social and Citizenship |*Takes part in completing a musical |
|group activities. |Competencies |activity. |
| | | |
| |*Cultural and Artistic |*Coordinates his/her movements in group |
| |Competencies |activities. |
| | | |
| | |*Uses the different elements of the language|
| | |of music. |
| | | |
| | |*Perceives the acoustics of sound and of |
| | |musical passages. |
| | | |
| | |*Enjoys listening to musical passages. |
|*Accompanies a story with body percussion |*Linguistic Competencies |*Integrates the language of music and verbal|
|following a specific code or by improvisation. | |language into a story. |
|*Values the possibilities of his/her own voice |*Emotional Competencies |*Becomes aware of his/her own corporal |
|and body instruments to produce musical sounds. | |possibilities for producing musical sounds. |
Unit 2. Hansel y Gretel
Objectives
*To use onomatopoeic terms to imitate the sounds.
*To explore and discover the sounds we hear in the home at Christmas time.
* To follow the rhythm in musical interpretations.
*To distinguish the timbre of sounds and voices in the environment.
* To differentiate the contrasts in intensity in short passages with a verbal response.
* To sing and pronounce a song correctly.
* To interpret rhythmical sequences, the length and intensity of the beat from unconventional graphics.
* To explore and experiment with the sound possibilities of school percussion instruments: wood, metal and skin.
*To discover and experiment with some popular instruments.
* To sing Christmas carols with and without a musical instrument.
*To follow a simple choreography accompanied by school instruments.
*To make a musical instrument from common, everyday materials.
Contents
Listening
• Sound: sounds in the environment. Collections of sounds
• The qualities of sound: intensity and pitch.
• Musical forms: the echo and ostinato.
• Music as a means of communication for children.
• Unconventional graphics.
• Identification of unconventional instruments with acoustic qualities.
• Using a music gram to follow an audio passage.
Interpretación y creación musical
• Exploration of voice resources: articulation, vocalization and respiration.
• Songs as an expressive element.
• Onomatopoeic sounds.
• Traditional songs: Christmas Carols.
• Children’s songs.
• The sound possibilities of body percussion instruments.
• Practise with the sound capacities of school instruments.
• Singing and dancing with school percussion instruments.
• Traditional Christmas instruments.
• Movement and listening.
• Pantomime: Drama techniques.
• Choreography in pairs with musical accompaniment.
Basic Competencies
1. Linguistic Competencies
2. Mathematical Competencies.
3. Knowledge and Interaction with the Physical World
4. Information and Digital Competencies
5. Social and Citizenship Competencies
6. Cultural and Artistic Competencies
7. Emotional Competencies
|Evaluation Criteria |Competencies | |
| | |Aims |
| | | |
| | |The Pupil... |
|*Is aware of the importance of the general |*Learning How to Learn |*Develops autonomous learning strategies. |
|knowledge and skills acquired in the learning | | |
|process. | |*Becomes aware of his/her own possibilities in |
| | |the learning process. |
|*Takes part in creating and interpreting a |*Social and Citizenship |*Takes part in completing a musical activity. |
|vocal, body and instrumental activity. |Competencies | |
|*Coordinates his/her movements in musical |*Social and Citizenship |*Coordinates his/her movements in group |
|games with fellow students. |Competencies |activities. |
|*Follows the beat and rhythm in an |*Cultural and Artistic |*Acquires the ability to express ideas through |
|interpretation or audio activity. |Competencies |interpretation and improvisation. |
| | | |
| | |*Develops his/her creative capacities. |
|*Distinguishes between the length and pitch in|*Mathematical Competencies. |*Distinguishes the length and pitch in voices |
|voices and the sounds in his/her own Christmas| |and sounds in his/her own environment. |
|environment. | | |
| |*Knowledge and Interaction with |*Appreciates the sounds in his/her own domestic |
| |the Physical World |environment. |
| | | |
| | | |
| | |*Discovers different Christmas sounds. |
|*Uses simple onomatopoeic terms. | *Linguistic Competencies |*Uses singing as a means of communication. |
| | | |
| | |*Projects the voice and words in songs and |
| | |games. |
|*Relates words to texts in recordings |*Linguistic Competencies |*Accompanies stories with body sounds and |
| | |recycled objects. |
|*Interprets unconventional graphics in |*Linguistic Competencies |* Projects the voice and words in songs and |
|personal interpretations and listening | |games. |
|activities. | | |
| | |*Expresses rhythm with words. |
|*Sings Christmas carols correctly. |*Linguistic Competencies |*Uses singing as a means of communication. |
| | | |
| |*Cultural and Artistic |* Projects the voice and words in songs and |
| |Competencies |games. |
| | | |
| | |*Acquires the ability to express ideas through |
| | |interpretation and improvisation. |
| | | |
| | |*Identifies and values the functions of |
| | |different kinds of music. |
| | | |
| | |*Develops his/her creative capacities. |
|*Differentiates instruments by the materials | *Knowledge and Interaction with |*Appreciates the physical characteristics of |
|they are made of and how they are played. |the Physical World |school percussion instruments. |
| | | |
| |*Cultural and Artistic |*Identifies and values the functions of |
| |Competencies |different kinds of music. |
| | | |
| | |*Develops his/her creative capacities. |
|*Enjoys singing Christmas carols with and |*Cultural and Artistic |*Acquires the ability to express ideas through |
|without musical instruments. |Competencies |interpretation and improvisation. |
| | | |
| | |*Identifies and values the functions of |
| | |different kinds of music. |
| | | |
| | |*Develops his/her creative capacities. |
|*Accompanies songs, Christmas carols and |*Cultural and Artistic |*Acquires the ability to express ideas through |
|dances with percussion instruments. |Competencies |interpretation and improvisation. |
| | | |
| |*Linguistic Competencies |*Develops his/her creative capacities. |
| | | |
| | |*Integrates the language of music and verbal |
| | |language. |
| | | |
| | |*Accompanies stories with body percussion |
| | |sounds |
| | |. |
|*Expresses the emotions that music transmits. |*Emotional Competencies |*Becomes aware of his/her own corporal |
| | |possibilities and how he/she internalizes |
| | |music. |
Unit 3. The Lion’s Lesson
Objectives
• To develop voice training techniques: respiration, articulation and vocalization.
• To interpret and distinguish different rhythms in songs, movement and drama activities.
• To explore and experiment with the expressive and communicative possibilities of different instruments.
• To identify different instruments by the sounds they make.
• To identify the sound possibilities of different objects in one’s own personal environment.
• To distinguish different percussion instruments.
• To interpret and improvise simple songs with the notes Sol/G, Mi/E and the musical signs crotchet, minim and quaver.
• To take part in a group choreography adapting his/her movements to the speed and rhythm.
• To promote integration in music and movement activities.
• To sing traditional carnival songs.
Contents
Listening
• Sound: sensorial perception. Sounds in the environment. Different sounds produced by animals and instruments.
• The sound possibilities of different objects.
• Listening and creative inventions.
• Conventional and unconventional graphics.
• The ostinato and rondo forms of music.
• Parametres of sound: pitch, length, intensity.
Interpretation and Musical Creation
• Onomatopoeic sounds produced by animals.
• Children’s songs: animal and festive songs with gestures.
• Songs with rhythmic ostinato accompaniment.
• Songs with verse and chorus: rondo.
• Voice training abilities: respiration, articulation and vocalization.
• Unconventional instruments with acoustic qualities.
• The sound possibilities of school and corporal percussion instruments.
• Tuned percussion instruments: xylophone, metallophone and glockenspiel.
• Making instruments.
• Classifying instruments by the way they are played.
• Listening and movement.
• Dancing and spontaneous expression.
• Adapting body movements to the rhythm and type of music.
Basic Competencies
1. Linguistic Competencies
2. Mathematical Competencies
3. Knowledge and Interaction with the Physical World
4. Information and Digital Competencies
5. Social and Citizenship Competencies
6. Cultural and Artistic Competencies
7. Learning How to Learn
8. Autonomy and Personal Initiative
9. Emotional Competencies
|Evaluation Criteria | | |
| | |Aims |
| |Competencies | |
| | |The Pupil … |
|*Imitates animals with his/her voice and | *Knowledge and Interaction with the|*Sings and breathes correctly. |
|instruments. |Physical World | |
| | |*Discovers the aesthetical value of everyday |
| |Cultural and Artistic Competencies |objects. |
| | | |
| | |*Acquires musical abilities and expresses |
| | |ideas by means of interpretation and |
| | |improvisation. |
| | | |
| | |*Develops his/her creative capacities. |
|*Uses voice education techniques correctly: | *Knowledge and Interaction with the| *Sings and breathes correctly. |
|respiration, articulation and vocalization. |Physical World | |
|*Perceives and expresses soft - loud, |*Mathematical Competencies. |*Values the use of mathematical elements: |
|long - short, high - low sounds and different| |length and rhythm. |
|pitches. | | |
| | |*Uses the physical elements of music: pitch. |
| |*Cultural and Artistic Competencies | |
| | | |
| | | |
| | |*Acquires musical abilities and expresses |
| | |ideas by means of interpretation and |
| | |improvisation. |
| | | |
|*Identifies instruments by the way they are |* Knowledge and Interaction with the|*Discovers the sound possibilities of |
|played. |Physical World |different objects. |
|*Identifies the pitch and characteristics of | *Mathematical Competencies |*Uses the physical elements of music: pitch. |
|some school instruments. | | |
|*Interprets a score from simple conventional |*Cultural and Artistic Competencies |*Acquires musical abilities and expresses |
|graphics. | |ideas by means of interpretation and |
| | |improvisation. |
| | | |
| | |*Develops his/her creative capacities. |
|*Sings in tune in intervals of 3rd minor. |*Cultural and Artistic Competencies | *Acquires musical abilities and expresses |
| | |ideas by means of interpretation and |
| | |improvisation. |
| | | |
|*Participates with interest in a school music|*Autonomy and Personal Initiative |*Takes part in completing a musical activity.|
|festival. | | |
|*Respects and takes care of the technological|*Information and Digital | *Uses technological resources to listen to |
|resources in the classroom. |Competencies |music. |
| | | |
| | |*Completes interactive CD-ROM activities for |
| | |musical entertainment. |
|*To make a musical instrument with common, |* Knowledge and Interaction with the|*Discovers and uses the aesthetical value of |
|everyday objects |Physical World |everyday objects to make instruments. |
| *Shows a respectful attitude towards other | | |
|people’s contributions and participation in |*Emotional Competencies |*Uses the activities proposed as a means to |
|classroom activities. | |promoting good relationships with fellow |
| | |students. |
Unit 4. Town Mouse and Country Mouse
Objectives
• To Perceive and distinguish the sounds in the city and rural environments.
• To imitate different sounds with one’s own body and instruments.
• To improvise texts and rhythms with the voice and instruments.
• To recite rhymes and texts.
• To explore the sounds in a scale and memorize the ascending and descending notes.
• To distinguish the verbal response and movements in the binary and ternary forms.
• To perceive and describe the pitch, length and timbre of sounds in the environment and in musical instruments.
• To sing in tone to the music with gestures and movements in a group activity.
• To imagine and act out scenes from a recording.
• To identify and differentiate the binary and ternary forms in songs and words.
• To accompany a recording with rhythmical and instrumental interpretation.
• To make simple percussion instruments with common, everyday objects.
Contents
Listening
• Sound: the pitch, length and timbre of sounds in the city and rural environments.
• The sounds in the street, the city and in nature.
• The binary and ternary forms.
• Musical forms: lied, ostinato and rondo.
• The different musical themes in a recording.
• Ascending and descending scales.
• Rhythmical and instrumental accompaniment.
Interpretation and Musical Creation
• Interpretation of unconventional and conventional graphics.
• Exploring the voice and its resources.
• Voice training abilities: articulation, vocalization and respiration.
• Singing the notes on a scale.
• Children’s songs as an element of expression.
• Songs with instrumental accompaniment.
• Musical improvisation and expression.
• Practise with all the sound capacities of the different instruments.
• School percussion instruments: metal, wood and skin.
• Listening and movement: listening and dancing.
• Dancing and spontaneous expression.
• The different movements in a choreography.
• Basic Competencies
•
• 1. Linguistic Competencies
• 2. Mathematical Competencies
• 3. Knowledge and Interaction with the Physical World
• 4. Information and Digital Competencies
• 5. Social and Citizenship Competencies
• 6. Cultural and Artistic Competencies
• 7. Learning How to Learn
• 8. Autonomy and Personal Initiative
• 9. Emotional Competencies
Basic Competencies
|Evaluation Criteria |Competencies |Aims |
| | | |
| | |The Pupil … |
|*Accompanies a story with instruments and follows a|*Linguistic Competencies |*Relates verbal language to the language of |
|specific or improvised rhythm. | |music. |
| | | |
| | |*Uses his/her voice correctly to interpret |
| | |narrative songs. |
| | | |
| |*Cultural and Artistic |*Interprets symbols and codes. |
| |Competencies | |
| | |*Acquires interpretive skills to express ideas|
| | |and feelings. |
| | | |
| | |*Acquires musical abilities to express ideas |
| | |through interpretation and improvisation. |
| | | |
| | |*Develops new creative capacities. |
|*Perceives and imitates the sounds in the city and |*Knowledge and Interaction |*Explores and identifies natural and |
|rural environments. |with the Physical World. |artificial sounds. |
|*Perceives and distinguishes the binary and ternary| | |
|forms. |*Mathematical Competencies. |*Uses the physical elements of music: |
| | |intensity and accentuation. |
|*Memorizes the movements and steps in a |*Learning How to Learn |*Uses spatial orientation in his/her musical |
|choreography. | |interpretations. |
| | | |
| | |*Appreciates the importance of his/her own |
| | |learning process. |
|*Controls his/her posture and respiration in |*Autonomy and Personal |*Controls his/her posture and respiration in |
|interpretive activities. |Initiative |singing and dancing activities. |
| | | |
| |*Emotional Competencies |*Uses relaxation techniques in singing, |
| | |dancing and instrumental activities. |
| | | |
|*Interprets simple conventional scores with his/her|*Linguistic Competencies | |
|voice and instruments. | |*Relates verbal language to the language of |
| |*Cultural and Artistic |music. |
| |Competencies | |
| | |*Interprets symbols and codes. |
| | | |
| | |*Perceives and expresses sounds with musical |
| | |instruments. |
| | | |
| | |*Acquires musical abilities to express ideas |
| | |through interpretation and improvisation. |
| | | |
| | |*Develops creative capacities. |
|*Identifies and interprets the ascending and |*Mathematical Competencies. |*Values the use of mathematical elements: |
|descending sounds in a scale. | |pitch. |
| | | |
| |*Cultural and Artistic |*Acquires musical abilities to express ideas |
| |Competencies |through interpretation and improvisation. |
| | | |
| | |*Develops new creative capacities. |
|*Sings a simple song in tune in a group activity. |*Cultural and Artistic |*Acquires musical abilities to express ideas |
| |Competencies |through interpretation and improvisation. |
| | | |
| | |*Identifies and distinguishes the functions of|
| | |different types of music. |
|*Appreciates the evocative attraction of the scenes|*Cultural and Artistic | *Identifies and distinguishes the functions |
|and plots in a musical interpretation. |Competencies |of different types of music. |
|*To remember and act out scenes for a recording or |Cultural and Artistic |*Identifies and distinguishes the functions of|
|the music proposed in the classroom. |Competencies |different types of music. |
|*Uses relaxation techniques in singing and dancing |*Autonomy and Personal |*Controls his/her posture and respiration in |
|activities. |Initiative |singing and dancing activities. |
| | | |
| |Emotional Competencies |*Puts into practise relaxation techniques in |
| | |singing and dancing activities. |
|*Makes a musical instrument with common, everyday |* Knowledge and Interaction | |
|objects. |with the Physical World |*Explores the sound possibilities of an object|
| | |in order to make a musical instrument. |
|*Values the general knowledge acquired through the |*Learning How to Learn |*Takes responsibility for his/her own learning|
|study of music in the English language. | |process. |
| |*Emotional Competencies | |
| | |* Recognizes the importance of his/her |
| | |achievements in the learning process. |
| | | |
Unit 5. The Little Xylophone
Objectives
• To identify and name some orchestral instruments and groups.
• To improvise new lyrics for songs.
• To sing in tune with gestures.
• To classify families of instruments: string, wind and percussion.
• To imitate the postures used to play an instrument.
• To appreciate the negative influence of acoustic contamination.
• To interpret musical scores from conventional and unconventional graphics.
• To understand and interpret short rhythmical sequences,
• To initiate the transcription of conventional musical signs.
• To distinguish melodies with three different sounds.
• To interpret melodies on instruments with keys and mallets.
• Appreciates the evocative attraction of the scenes and characters in a musical interpretation.
• To experiment the musical forms echo and rondo.
• To dance a simple choreography.
Contents
Listening
• Sound: Sounds in the environment: musical instruments.
• Musical forms: echo, rondo, questions and answers.
• Music as a means of communication for children. Traditional games.
• Unconventional graphics and initiation in conventional musical signs.
• Beat, rhythm and accent.
• The notes Sol/G, Mi/E, La/A
• Sounds produced by unconventional instruments.
• The differences in musical passages.
Interpretation and Musical Creation
• Rhythm and improvisation, melody and verbal expression.
• Exploring the voice’s resources.
• Vocal techniques: preparing the voice and voice training abilities.
• Accompanying songs and reciting with corporal responses.
• Songs from other countries.
• Improvisation and instrumental expression: instruments with keys and mallets and orchestral instruments.
• The sound capacities of different instruments.
• Dances from other countries.
• Creation, improvisation and repertoire of simple dances.
• Medial and lateral axis.
Basic Competencies
1. Linguistic Competencies
2. Mathematical Competencies
3. Information and Digital Competencies
4. Social and Citizenship Competencies
5. Cultural and Artistic Competencies
6. Learning How to Learn
7. Emotional Competencies
|Evaluation Criteria |Competencies |Aims |
| | | |
| | |The Pupil … |
|*Interprets melodies with three sounds with |Cultural and Artistic Competencies | |
|his/her voice and instruments with keys and | |*Acquires interpretive skills to express ideas,|
|mallets. | |feelings and characters. |
| | | |
| | |*Perceives and interprets different sounds with|
| | |musical instruments. |
| | | |
| | |Deciphers musical signs. |
|*Identifies the expressive qualities of |*Cultural and Artistic Competencies| *Recognizes the instruments in an orchestra. |
|orchestral instruments by the sounds they | | |
|make and the materials they are made of. | | |
|*Distinguishes the pitch of a sound in |*Mathematical Competencies. |*Uses the physical elements of music: pitch. |
|dictations, songs and recordings. | | |
|*Appreciates the evocative attraction of |*Cultural and Artistic Competencies|*Acquires perceptive musical abilities by |
|musical instruments to help create stories | |listening to recordings. |
|and characters. | | |
| | |*Recognizes and imitates sounds with musical |
| | |instruments. |
|*Recognizes, improvises and interprets |*Mathematical Competencies. |*Uses the physical elements of mathematics: |
|crotchets and beamed quavers with | |duration and rhythm. |
|conventional signs. |*Cultural and Artistic Competencies| |
| | |*Acquires interpretive skills to express ideas,|
| | |feelings and characters. |
| | | |
| | |*Deciphers musical signs. |
|*Interprets a simple choreography adapting |*Social and Citizenship |*Takes part in completing a musical activity. |
|his/her rhythm to the music and the group. |Competencies | |
|*Uses technological resources to listen to |*Information and Digital |*Uses technological resources to listen to |
|music. |Competencies |music. |
| | | |
| | |*Completes interactive CD-ROM activities for |
| | |musical entertainment. |
|*Interprets songs with gestures and musical |*Linguistic Competencies |*Uses songs as a means of communication. |
|instruments. | | |
| | |*Uses his/her voice and gestures to interpret |
| | |songs. |
| | | |
| | |*Accompanies narratives with onomatopoeic |
| |*Cultural and Artistic |sounds. |
| |Competencies | |
| | |*Interprets symbols and codes. |
| | | |
| | |*Distinguishes families of instruments by the |
| | |way they are played and the sounds they make. |
| | | |
| | |*Accompanies songs with gestures and |
| | |movements. |
|*Perseveres in attaining optimum results in |*Learning How to Learn |*Uses his/her musical memory and concentrates |
|personal musical productions. | |on attaining optimum results in personal and |
| | |group activities. |
|*Uses music as a means of expression and |*Learning How to Learn |Shows a responsible attitude towards his/her |
|communication. | |own learning process. |
|*Applies memory techniques for attaining |*Learning How to Learn |*Uses his/her musical memory and concentrates |
|optimum results. | |on attaining optimum results in personal and |
| | |group activities. |
|*Expresses the personal values of studying |*Emotional Competencies |*Is aware of his/her own possibilities in the |
|music. | |learning process. |
Unit 6. Sinbad the Sailor
Objectives
• To interpret with the voice and instruments the parametres of sound.
• To recognize and express the stress, beat and rhythm in recited texts, songs and dances.
• To identify the ternary rhythm in recited texts, songs and dances.
• To interpret songs with different musical forms.
• To improve articulation and vocal expression.
• To interpret simple music scores with the voice and percussion instruments.
• To interpret melodies with four notes with instruments with keys and mallets.
• To adapt movements to music.
• To use music as a means of communication in the classroom.
• To distinguish different instruments in a recording.
• To memorize different recordings, songs and dances leant throughout the school year.
• To use technological resources to record and listen to musical productions.
• To make an instrument with common, everyday materials.
Contents
Listening
• Sounds. Sounds in the environment. The sounds of the sea, water and summer.
• Music as a means of communication for children. Games with hands.
• Forms: ostinato, verse and chorus.
• Unconventional graphics and initiation in conventional musical signs: the binary and ternary rhythms, minim, quaver, crotchet and treble clef.
• Creating the sounds in the environment.
• Voice resources: rhythmical recitation.
• Voice training techniques: articulation and vocalization.
• Songs as an expressive element.
• The acoustic qualities of conventional and unconventional instruments.
• Movement as a resource to accompany listening activities.
Interpretation and Musical Creation
• Making one’s own instruments.
• Instrumental expression and improvisation.
• Practise with the sound possibilities of different instruments.
• Movements adapted to rhythms and stress.
• Repetoire of simple dances.
Basic Competencies
1. Linguistic Competencies
2. Mathematical Competencies
3. Knowledge and Interaction with the Physical World
4. Information and Digital Competencies
5. Social and Citizenship Competencies
6. Cultural and Artistic Competencies
7. Autonomy and Personal Initiative
8. Emotional Competencies
|Evaluation Criteria |Competencies |Aims |
| | | |
| | |The pupil … |
|*Carries out an active listening activity with visual |*Cultural and Artistic |*Enjoys listening to music. |
|and corporal resources. |Competencies | |
| | |*Accompanies songs with gestures and |
| | |movements. |
|*Distinguishes the binary and ternary forms, beats and|*Mathematical Competencies.|*Uses the mathematical and physical elements: |
|rhythms in contextualized situations. | |duration, strength and stress. |
|*Produces sound effects with instruments and everyday | *Knowledge and Interaction|*Explores the sounds made with instruments and|
|objects. |with the Physical World |everyday objects. |
|*Sings with the correct vocalization and articulation.|*Linguistic Competencies |*Uses songs and words to improve his/her |
| | |expressive capacities. |
| | | |
| | |*Accompanies songs with gestures and |
| |* Cultural and Artistic |movements. |
| |Competencies | |
| | | |
|*Understands and practices simple unconventional |*Linguistic Competencies |*Interprets symbols and signs. |
|scores with the voice, tuned percussion instruments | | |
|and everyday objects. | |*Accompanies songs with gestures and |
| | |movements. |
| | | |
|*Enjoys participating in musical activities: singing, |*Cultural and Artistic |*Distinguishes families of instruments by the |
|inventing, dancing and interpreting. |Competencies |way they are played and the sounds they make. |
|*Values and respects other people’s participation in |*Social and Citizenship |*Participates in creations and interpretations|
|group activities. |Competencies |that require team work with fellow students. |
|*Respects and takes care of the technological |*Information and Digital |*Uses technological resources to listen to |
|resources in the classroom. |Competencies |music. |
| | | |
| | |*Completes interactive CD-ROM activities for |
| | |musical entertainment. |
|*Enjoys taking part in the activities and listening |*Cultural and Artistic |*Perseveres in attaining optimum results in |
|activities proposed |Competencies |perception and musical expression. |
|*Is aware of his/her own interpretive and listening |*Autonomy and Personal |*Is aware of his/her own interpretive and |
|abilities. |Initiative |listening abilities. |
| | | |
| | |*Plans out his/her own musical |
| | |interpretations. |
|*Applies personal strategies in his/her learning |*Learning How to Learn |*Applies memory and spatial techniques for |
|process. | |attaining optimum results. |
| | | |
| | |*Is aware of the importance of constant hard |
| | |work in the learning process. |
| | | |
| | |*Show interest in improving the quality of |
| | |his/her musical productions. |
|*Demonstrates social graces for communication in |*Emotional Competencies |*Appreciates the general knowledge acquired |
|musical activities. | |through the study of music in English. |
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