PROGRAMACIO ISLANDS1 - Microsoft



COURSE SYLLABUS

Tarantella 3

PRIMARY EDUCATION

3rd GRADE

_________________

Music

Unit 1. Cinderella

Objectives

• To listen and understand a story in English.

• To listen and extract specific information.

• To take an active part in group activities that involve movement, singing and playing instruments.

• To distinguish and experiment with sound and silence.

• To interpret a rhythm depicted by images and unconventional graphics.

• To develop a positive attitude and interest in learning music.

• To be aware of the body’s expressive qualities for movement, gestures and as a musical instrument.

• To invent and interpret onomatopoeic sounds.

• To identify the musical form echo.

• To develop voice training techniques: breathing, intonationation, vocalization and articulation.

• To memorize songs and sing spontaneously.

• To appreciate the importance of singing in language learning.

• To listen and follow the beat in singing and dancing activities.

• To understand and define the concept of dynamics in mucic.

• To understand and define the qualities of sound:timbre, pitch, length, intensity.

• To listen to a passage from an opera and match it to the corresponding scene.

• To adjust one’s own movements to the rhythm and space available.

• To explore, discover and identify the sounds in one’s own personal environment.

• To interpret with the voice and instruments the parametres of sound.

• To explore and experiment with the expressive qualities of sound.

Contents

Listening

• Sound: Sensorial perception.

• The sounds in one’s own personal environment.

• The expressive aspects of music: length and timbre.

• Sound and silence.

• The beat.

• Unconventional graphics.

• The qualities of sound: length, intensity, timbre, height.

• Onomatopoeic sounds.

• Musical forms: echo.

• Listening and following the beat.

• Opera as a musical play.

• The descriptive values of music.

Interpretation and Creation

• The beat.

• Voice techniques: preparing the voice and breathing.

• Children’s songs.

• The body as an instrument: different timbres.

• Unconventional instruments.

• The body’s expressive possibilities.

• Body control: movement, rest, breathing and movement in the available space.

• Dances from other nationalities: the Polka.

Basic Competences

Linguistic Competences

To learn and use new vocabulary through listening to stories, singing and acting out little plays.

To develop and put into practise the techniques for breathing and elocution.

Knowledge and Interaction with the Physical World

To appreciate the importance of one’s own natural and home environment.

Information and Digital Competences

To extract specific information from a written or oral text by observing the information depicted in the illustrations or listening to a CD recording.

Social and Citizenship Competences

To use games, dances and classroom activities as a means to promoting good relationships, integration and respect.

Cultural and Artistic Competences

To appreciate the importance of artistic manifestations from one’s own country and from other nationalities.

Learning How to Learn Competences

To explore and experiment with the the different sensorial aspects of sound.

Autonomous learning competences

To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.

Evaluation Criteria

• Listens and understands a story in English.

• Listens and extracts specific information.

• Takes an active part in group activities that involve movement, singing and playing instruments.

• Distinguishes and experiments with sound and silence.

• Interprets a rhythm depicted by images and unconventional graphics.

• Shows a positive attitude and interest in learning music.

• Is aware of the body’s expressive qualities for movement, gestures and as a musical instrument.

• Invents and interprets onomatopoeic sounds.

• Identifies the musical form echo.

• Develops and uses voice training techniques: breathing, intonationation, vocalization and articulation.

• Memorizes songs and sings spontaneously.

• Appreciates the importance of singing in language learning.

• Listens and follows the beat in singing and dancing activities.

• Recognizes and defines the concept of dynamics in mucic.

• Understands and defines the qualities of sound:timbre, pitch, length, intensity.

• Listens to a passage from an opera and matches it to the corresponding scene.

• Adjusts his/her own movements to the rhythm and space available.

• Explores, discovers and identifies the sounds in one’s own personal environment.

• Interprets with the voice and instruments the parametres of sound.

• Explores and experiments the expressive qualities of sound.

Unit 2. Puss in Boots

Objectives

• To listen and understand a story in English.

• To listen and extract specific information.

• To identify and define note length and silences.

• To accompany songs with body percussion.

• To play school percussion instruments.

• To identify and name the signs semibreve, minim, crotchet, quaver and their rest signs.

• To identify and define the musical notes, treble clef and the stave.

• To build on their knowledge of voice training to sing a song correctly.

• To sing and make up new gestures and movements to act out a song.

• To follow the rhythm in musical interpretations and games.

• To identify and classify the three types of percussion instruments: Wood, metal, skin.

• To discover the sound possibilities of percussion instruments depending on what they are made of. (Wood, metal, skin.)

• To interpret rhythms and lengths in unconventional and conventional graphics.

• To define and play a piece of music in ostinato.

• To read and interpret a music score and accompany the rhythm with body percussion.

• To distinguish sounds in 3.ª Minor. (Sol/G and Mi/E.)

• To experiment and play the instruments in the classroom.

• To follow instructions to make an instrument.

Contents

Listening

• Distinguishing sounds by their height.

• Corporal expression in musical activities..

• The Language of Music: semibreve, minim, crotchet, quaver and their rest signs, treble clef, stave and scale.

• Reading and writing music.

• Musical forms: echo and ostinato.

• Classifying families of instruments: percussion instruments.

• Expressing music with corporal percussion.

Interpretation and Creation

• Producing new sounds spontaneously.

• Singing: the voice as a means for musical expression.

• Voice training: vocalization and elocution.

• Singing in groups.

• Singing with a musical accompaniment.

• The body as a musical instrument.

• Experimenting and interpreting with classroom instruments.

• Improvising and creating new instrumental sounds.

• Dancing to express feelings:emotions and imagination.

• Audio stories.

• The expressive qualities of movement.

• Building on voice training techniques: breathing, intonationation, vocalization and articulation.

• Rhythm.

• Making an instrument: wooden block

Basic Competences

Linguistic Competences

To develop and use voice training techniques to improve vocalization and elocution.

To understand and interpret different texts and songs.

To recite with the correct intonation and pronunciation.

Mathematical competences

To use mathematical elements and reasoning to understand the equivalents between musical signs.

To use mathematical elements and reasoning to interpret music and the position of the notes on the stave.

Knowledge and Interaction with the Physical World

To appreciate the importance of the visual and aesthetic qualities of one’s own natural and home environment.

Social and Citizenship Competences

To show a respectful and tolerant attitude towards other people’s creative and interpretive skills.

Evaluation Criteria

• Listens and understands a story in English.

• Listens and extracts specific information.

• Identifies and defines note length and silences.

• Accompanies songs with body percussion.

• Plays school percussion instruments correctly.

• Identifies and names the signs semibreve, minim, crotchet, quaver and their rest signs.

• Identifies and defines the musical notes, treble clef and stave.

• Builds on his/her knowledge of voice training to sing a song correctly.

• Sings and makes up new gestures and movements to act out a song.

• Follows the rhythm in musical interpretations and games.

• Identifies and classifies the three types of percussion instruments: Wood, metal, skin.

• Discovers the sound possibilities of percussion instruments depending on what they are made of. (Wood, metal, skin.)

• Interprets rhythms and lengths in unconventional and conventional graphics.

• Defines and plays a piece of music in ostinato.

• Reads and interprets a music score and accompanies the rhythm with body percussion.

• Distinguishes sounds in 3.ª Minor. (Sol/G and Mi/E.)

• Experiments and plays the instruments in the classroom.

• Follows instructions to make an instrument and enjoys making his/her own learning materials.

Unit 3. Jungle Book

Objectives

• To listen and understand a story in English.

• To listen and extract specific information.

• To sing and improvise new movements for a song.

• To imitate the animals from the story with percussion instruments and singing.

• To interpret binary and ternary rhythms.

• To understand and interpret unconventional and conventional graphics.

• To define the length of sound in unconventional graphics and musical signs.

• To play sounds in 3.ª Minor correctly. (Sol/G and Mi/E.)

• To identify and define instruments with bars: xylophone, metallophone and glockenspiel.

• To sing and play instruments with bars correctly.

• To listen to music and imagine which animals the instruments represent.

• To sing songs with and without an instrumental accompaniment.

• To appreciate the importance of learning musical traditions from other countries.

• To learn a simple choreography and dance correctly.

• To take good care of the classroom instruments and learning materials.

Contents

Listening

• Characteristics and descriptions of the sounds in the natural and animal world.

• Music from the film Jungle Book.

• Listening in silence.

• The musical scale.

• Expressing music with corporal percussion.

• Onomatopoeic sounds.

Interpretation and Creation

• The beat and the accent.

• Binary and ternary rhythms.

• The musical signs: crotchet, quaver and minim.

• Sounds: Sol/G and Mi/E.

• Musical forms: echo y rondo (verse and chorus.)

• The voice as a means of musical expression.

• Voice training: breathing, relaxing, vocalization and elocution.

• Vocal expression: the voice as a means for musical creation.

• The musical scale.

• Singing in groups.

• Singing with a musical accompaniment.

• Instruments as a means to interpreting rhythm.

• Melodical percussion instruments.

• The body as a musical instrument.

• Music from around the world.

• Dancing to express feeling and emotions.

Basic Competences

Linguistic Competences

To develop and use voice training techniques to improve vocalization and elocution.

To improve one’s own understanding and expression of oral texts in communicative situations in the personal environment.

To appreciate the importance of listening, understanding and communicating correctly.

Mathematical Competences

To use one’s own ability for using numbers in relation to the length of notes and musical signs.

Knowledge and Interaction with the Physical World

To appreciate the importance of the changes man has made to the natural environment.

To appreciate the importance of discovering and protecting the natural environment.

To discover and use music as a means to interpreting the animal world.

Social and Citizenship Competences

To respect other people’s ideas, cultures, beliefs and their individual and collective experiences.

To participate responsibly in group activities.

Cultural and Artistic Competences

To identify different artistic codes.

To use the different technical and musical resources.

To experiment and improve body language techniques.

Evaluation Criteria

• Listens and understands a story in English.

• Listens and extracts specific information.

• Sings and improvises new movements for a song.

• Imitates the animals from the story with percussion instruments and singing.

• Interprets binary and ternary rhythms correctly.

• Understands and interprets unconventional and conventional graphics.

• Defines the length of sound in unconventional graphics and musical signs.

• Plays sounds in 3.ª Minor correctly. (Sol/G and Mi/E.)

• Identifies and defines instruments with bars: xylophone, metallophone and glockenspiel.

• Sings and plays instruments with bars correctly.

• Listens to music and imagines which animals the instruments represent.

• Sings songs with and without an instrumental accompaniment.

• Appreciates the importance of learning musical traditions from other countries.

• Learns a simple choreography and dances correctly.

• Takes good care of the classroom instruments and learning materials.

Unit 4. The Happy Farmer

Objectives

• To listen and understand a story in English.

• To listen and extract specific information.

• To observe and appreciate the qualities of sound in the natural and rural environment.

• To follow the beat in musical interpretations.

• To sing and act out a song.

• To appreciate the importance of singing in language learning.

• To sing and play instruments with bars.

• To enjoy listening to music, singing, improvising and dancing.

• To interpret binary and ternary rhythms.

• To interpret the height of notes correctly.

• To identify and classify some string instruments.

• To identify and define the bar lines.

• To read unconventional and conventional music scores.

• To play classroom instruments correctly.

• To interpret and enjoy singing traditional songs.

• To listen and accompany a song with percussion instruments.

• To follow instructions to make an instrument.

Contents

Listening

• The characteristics and descriptions of the sounds around us. The sounds in spring.

• The musical form: Rondo.

• The accent.

• The sounds in a story.

• The Language of Music:the rhythm and the note La/A

• Identifying the string instruments that we pluck, bow or strike.

• The waltz.

Interpretation and Creation

• The note La/A.

• Experimenting with one’s own voice as a means to musical expression.

• Voice training: breathing, relaxing, vocalization and elocution.

• Reading simple scores rhythmically and melodically.

• The body as a musical instrument.

• Singing and acting out gestures to accompany a song.

• Singing with musical accompaniment.

• Accompanying the beat and rhythm with body percussion.

• Instrumental creation.

• Making an instrument: a guitar.

• Dancing to express the rhythm.

Basic Competences

Linguistic Competences

To develop and use voice training techniques to improve vocalization and elocution.

To appreciate the importance of listening, understanding and communicating correctly.

Knowledge and Interaction with the Physical World

To appreciate the importance interacting with the natural environment and of the changes man has made to the environment.

To discover and use music as a means to interpreting the animal world.

Social and Citizenship Competences

To appreciate the importance of dancing as a means to promoting respect and good relationships with others.

Cultural and Artistic Competencies

To value the importance of music in the different periods in history.

Learning How to Learn Competences

To develop and use one’s own sense of observation.

Autonomy and Personal Initiative

To be confident in his/her own learning strategies and creations.

Evaluation Criteria

• Listens and understands a story in English.

• Listens and extracts specific information.

• Observes and appreciates the qualities of sound in the natural and rural environment.

• Follows the beat in musical interpretations.

• Sings and acts out a song.

• Appreciates the importance of singing in language learning.

• Sings and plays instruments with bars.

• Enjoys listening to music, singing, improvising and dancing.

• Interprets binary and ternary rhythms.

• Interprets the height of notes correctly.

• Identifies and classifies some string instruments.

• Identifies and defines the bar lines.

• Reads unconventional and conventional music scores.

• Plays classroom instruments correctly.

• Interprets and enjoys singing traditional songs.

• Listens and accompanies a song with percussion instruments.

• Follows instructions to make an instrument and enjoys making his/her own learning materials.

Unit 5. The Pied Piper of Hamelin

Objectives

• To listen and understand a story in English.

• To listen and extract specific information.

• To identify woodwind and brass instruments by the sounds they make.

• To sing a song and accompany it with a second voice in ostinato.

• To identify and name different kinds of flutes.

• To follow instructions to learn how to play the recorder.

• To follow a simple score and play the notes La/A, Si/B and Sol/G.

• To experiment with the different sound possibilities of the recorder.

• To enjoy listening to music, singing, improvising, interpreting and dancing.

• To differentiate and define the length of the minim, ctrotchet, quaver and crotchet rest.

• To differentiate wind instruments from percussion instruments.

• To read unconventional graphics on a music score.

• To listen to music, follow a music gram and dance correctly.

• To coordinate movements in tune to the music and the rest of the group.

• To interpret with the voice and instruments the parametres of sound in games and classroom activities.

Contents

Listening

• To produce different sounds and movements spontaneously.

• To identify the height of different notes.

• Audiciones originarias de distintos países.

• Identifying the different families of instruments: woodwind and percussion

• The body as a musical instrument.

• The timbre as a quality that differentiates some instruments from others.

• Groups of musicians: the band

• The length of the minim, ctrotchet, quaver and crotchet rest.

Interpretation and Creation

• The voice as an instrument.

• Voice training techniques: breathing, relaxation and vocalization.

• The sounds in a story.

• Melodical and rhythmical ostinatos.

• Starting to play the recorder: the notes La/A, Si/B and Sol/G.

• Improvisation with different instruments.

• Coordinating movements in tune to the music and the rest of the group.

• Dances from around the world.

Basic Competences

Linguistic Competences

To express him/herself correctly to define concepts, feelings and opinions.

Social and Citizenship Competences

To take good care of the classroom instruments and learning materials.

To devlop and show a respectful attitude towards other nationalities, their traditions and culture.

To appreciate dancing as a means to promoting good relationships and cooperation with others.

Cultural and Artistic Competences

To appreciate the cultural and artistic manifestations in one’s own culture and from other nationalities.

To be aware of the cultural diversity around the world.

Information and Digital Competences

To extract specific information from a written or oral text by observing the information depicted in the illustrations or listening to a CD recording.

Evaluation Criteria

• Listens and understands a story in English.

• Listens and extracts specific information.

• Identifies woodwind and brass instruments by the sounds they make.

• Sings a song and accompanys it with a second voice in ostinato.

• Identifies and names different kinds of flutes.

• Follows instructions to learn how to play the recorder.

• Follows a simple score and plays the notes La/A, Si/B and Sol/G.

• Experiments with the different sound possibilities of the recorder.

• Enjoys listening to music, singing, improvising, interpreting and dancing.

• Differentiates and defines the length of the minim, crotchet, quaver and crotchet rest.

• Differentiates wind instruments from percussion instruments.

• Reads unconventional graphics on a music score.

• Listens to music, follow a music gram and dance correctly.

• Coordinates movements in tune to the music and the rest of the group.

• Interprets with the voice and instruments the parametres of sound in games and classroom activities.

Unit 6. The Little Mermaid

Objectives

• To listen and understand a story in English.

• To listen and extract specific information.

• To identify and define the ascending and descending scales.

• To sing a song with two voices and accompany it with instruments and gestures.

• To initiate polyphonic singing and the canon.

• To play the notes Fa/F and Mi/E on the recorder.

• To coordinate movements in tune to the music and the rest of the group.

• To interpret songs with different gestures.

• To experiment and play the classroom instruments.

• To differentiate and define the length of the minim, ctrotchet, quaver and crotchet rest.

• To identify binary and ternary rhythms.

• To read and play unconventional and conventional graphics correctly.

• To sing a song in a round correctly.

• To enjoy listening to music, singing, improvising, interpreting and dancing.

• To follow instructions to make an instrument.

Contents

Listening

• Listening to complete activities.

• The ascending and descending scale.

• Musical forms: ostinato and canon.

• The rhythm and the expressive characteristics of music.

• To identify the timbre and qualities of different instruments.

• Differentiating monody and polyphony.

• Differentiating different timbres in a listening activity.

• Listening to songs from other countries.

Interpretation and Creation

• Vocalization and expression in songs.

• The accent.

• Corporal percussion.

• Interpreting a scale with percussion instruments.

• Polyphonic singing and the canon.

• Instruments to accompany songs.

• The recorder: Mi/E and Fa/F.

• The sounds from the story.

• Spontaneous movements and sounds.

• Dancing to express feeling, imagination and emotions.

• Voice training: breathing, relaxing, vocalization and elocution.

• Dances from around the world.

• Making an instrument:Panpipes.

Basic Competences

Linguistic Competences

To learn and use the new vocabulary learnt in songs.

To read and understand children’s stories

Mathematical Competences

To use mathematical reasoning to interpret the stave and the position of the notes.

Knowledge and Interaction with the Physical World

To discover music as a means to interpreting the sounds in the natural environment.

Social and Citizenship Competences

To use dancing as a means to promoting good relationships with fellow students.

To show a respectful attitude towards other people’s ideas and opinions in classroom activities.

Cultural and Artistic Competences

To appreciate the importance of learning music as an important source of knowledge and personal enrichment.

Learning How to Learn Competences

To identify one’s own possibilities and shortcomings in the music and language learning process and develop strategies to improve them.

Autonomy and Personal Initiative Competences

To develop the capacity for transforming ideas into reality in musical interpretations.

Evaluation Criteria

• Listens and understands a story in English.

• Listens and extracts specific information.

• Identifies and defines the ascending and descending scales.

• Sings a song with two voices and accompany it with instruments and gestures.

• Progresses in his/her initiation in polyphonic singing and the canon.

• Plays the notes Fa/F and Mi/E on the recorder correctly.

• Coordinates movements in tune to the music and the rest of the group.

• Interprets songs with different gestures.

• Experiments and plays the classroom instruments.

• Differentiates and defines the length of the minim, ctrotchet, quaver and crotchet rest.

• Identifies binary and ternary rhythms.

• Reads and plays unconventional graphics and conventional graphics.

• Sings a song in a round correctly.

• Enjoys listening to music, singing, improvising, interpreting and dancing.

• Defines the concepts under revision correctly and coherently.

• Follow instructions to make an instrument and enjoys making his/her own learning materials.

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