Global action: Music 6. Primary (sample)

1 Invisible Music

PERCEPTION AND ANALYSIS

• Prolongation signs: tie and dot.

• Music in the Middle Ages and Renaissance: characteristics.

• Accidentals: flat, sharp, natural.

• English dance: Newcastle.

• Music in the Baroque era: characteristics and representative composers.

• Listening to fragments of Baroque concerts and identifying the solo instrument.

• Intensity dynamics.

• Canon: analysis of a score.

• Andalusian rhythm: the palos flamencos.

2 The rights of my music

• Active listening: Dance No. 12, Beethoven. Analysis of the form in the score.

• Music in Classicism. Representative composers.

• Repetition signs. Measure lines and bars.

• Active listening: The weather forecast. Reading a score.

• Different rhythmic cells.

• Active listening: A cultured mouse!

• Music in Romanticism: characteristics and representative composers.

• Rhythmic cell dictation. Melodic dictation.

• Character in music: analysis of fragments of Romantic works.

• Andalusian rhythm: flamenco.

3 Don’t pollute music!

PAGE PAGE PAGE

• Writing a rhythm with crotchets, minims and rests.

• Harmony.

• Music in the 20th century: characteristics and evolution of the musical landscape.

• Musical culture: evolution in sound capture and recording.

• New technologies to facilitate access to music.

• Active listening: Lo que nunca dijo nadie, Elena Mendoza (Seville).

• Types of signs and meaning of each of them (tempo and time signature, alterations, repetition signs and other lines of the stave).

• añadir boliche con:

• Andalusian rhythm: popular music and flamenco. Andalusian music nowadays

CREATION AND PERFORMANCE

• Popular songs: Coming and going, Al lado de mi cabaña, Ugly Monsters, What a strange way, Hambone.

• Dramatisation of songs, creating choreographies.

• The notes RE sharp, SI flat, and FA sharp on the recorder.

• Performance with recorder: Scarborough Fair, Thor’s greeting, The other class.

• Music and movement: Sellenger’s round, Newcastle.

• Performance on the xylophone: Baroque canon, Purcell.

• Andalusian rhythm: the metre in Andalusian music.

PLAY THE PART!

3-2-1 Action!

• Choose a song as a group to make a music video.

• Plan, rehearse, and record the music video using a mobile device.

• Generate a QR code with the video. Present the music video to the group explaining why that song was chosen and the entire process.

• Share the QR code to play the music video using a projector, digital whiteboard, or cell phone.

Recorder performance

• Learning SI flat

• Waiting on Lu

Performance with voice, recorder and percussion

• Learning FA sharp

• The flute dances alone

• The prophecies told us

Performance with recorder, xylophone and percussion

• Reviewing SI flat

Performance with voice and recorder

• The first Noel

• Popular: Theft at the museum!, A cultured mouse!

• Performing a contradance by Beethoven with small percussion instruments.

• Creating a call and response with xylophone instruments.

• Dramatisation: Land of the silver birch.

• Reading a text using intensity and nuance.

• Music and movement: Troika, a patriotic dance from Russia.

• Andalusian rhythm: flamenco rap.

Digital Traditions

• Listen to and decipher a fragment of the score of a folk song.

• Research as a group how to digitise the score. Look for software or apps for editing scores.

• Create a poster with the information gathered and share it with the group.

• Try to create a more elaborate score using one of the apps found.

Performance in two voices

• Quen a omagen (Alfonso X the Wise)

Performance with xylophone

• Score for alto and bass xylophones

• Prolongation signs

Performance with recorder and xylophone

• ‘Slaves’ Chorus’ from The Magic Flute, Mozart

• Accompaniment using alto and bass xylophones

• Roles from The Magic Flute

• Popular and author songs: Trampin, If you miss me from the back of the bus, One way ticket.

• Creating harmony with instruments based on call and response.

• Music and movement: The Kesh Jig, a popular Irish jig.

• Creation of body figures in different planes.

• Performance of a score with rhythmic prosodies.

• Creating a piece for the voice and classroom instruments that’s based on a poem.

• Accompanying a song with dramatisation, movement, and percussion.

Let’s create a crowdfunding campaign

• Launching a crowdfunding campaign.

• Researching crowdfunding and sharing the gathered information with the group.

• Creating a promotion campaign for a festival using free online applications.

• Presenting the crowdfunding campaign and giving arguments to the group to support the project.

Performance using altered notes with recorder and xylophone

• An afternoon in

• Time to relax

Accompaniment with percussion

• Playing a rhythmic score with percussion

• Creating a rhythm

Andalusian rhythm

• Traditional music

• Accompaniment

1 Invisible Music

During the Middle Ages and the Renaissance, women had little opportunity to stand out in the musical field and the few who did were women from the nobility or the clergy. Despite this, some women became composers and their works are still known today.

What do you think?

Can you name at least five modern-day women composers? How many of your classmates study how to play a musical instrument?

Target in action

Think of initiatives to help promote more gender equality in music.

Context

Around 80% of music festival headliners are men or groups lead by men.

Coming and going

For work and for study, People move away. Country to country, It’s the best way!

Leaving their families, Their friends and home towns. Searching for work, New sights and new sounds.

1 Listen to and learn the song. Get into groups A B

All over the world, coming and going! Through borders and seas, migration flows.

New food and new voices, new music and dance, With new ways of thinking, our culture grows.

The push and the pull, Opportunities call. New language and customs, Learn from it all!

Leaving their families, Their friends and home towns. Searching for work, New sights and new sounds.

Chorus

EVERYONE

Group 1

Group 2

Scarborough Fair

1 Learn the note RE' (sharp), listen and play. Copy the stave in your notebook and circle the signs that prolong the notes.

I'm going to follow this rhythmic

increases its duration by half

A dot found to the right of a figure is another

RE' &

MUSICAL CULTURE

CULTURA MUSICAL Music in the Middle Ages

Music in the Middle Ages was expressed in three different areas: in monasteries or cathedrals, in castles or palaces, and in town squares. Monks, troubadours, and minstrels brought music to life during this time.

Music was directly associated with religion and monasteries. They were thought to be centres of knowledge and culture. A monk named Guido D'Arezzo was the first person to name the notes on the scale, based on a hymn for Saint John.

Alfonso X the Wise, King of Castilla y León, was a great patron of music. He was the author of Las Cantigas de Santa María. He surrounded himself with excellent musicians (Jews, Muslims, and Christians) from three different religions.

The Musicians’ Codex, included in the Cantigas, is an excellent example of how the instruments from that time were studied.

Gregorian chant emerged in monasteries. It is monophonic (a single voice) and a cappella (without instrumental accompaniment). To make it more enjoyable, it is sung in various ways:

La, la, la, la, la, la, la, la, la...

Minstrels led a nomadic life and performed in squares and streets to make a living. They usually accompanied themselves with an instrument while telling stories that entertained those who came to hear them.

echo (everyone)

imitation (various voices) call and response (soloist sings and everyone responds)

were very gifted poets that composed their own songs. They usually belonged to the noble class and expressed

Rabel and Lute Psalteries

Bagpipe

Bow vihuela and mandora

Chirimías Tambourine and flute

Hurdy-gurdy (or Zanfona)

MUSICAL CULTURE

Music in the Renaissance Age

In Europe, during the 15th century, drastic social, cultural, and religious transformations took place. This gave rise to a new era: the Renaissance. There was renewed interest in the splendor of Greek and Roman culture. This period is known as the Golden Age of Spanish music.

Art and beauty awake an incredible interest, as well as the cultural richness contributed by the Greeks and Romans.

Wow! That's amazing!

Thanks to the printing press, the entire population had access to culture. Knowledge ceased to be something exclusive to a small group of people.

In cathedrals, such as the one in Seville, musical chapels formed by singers and instrumentalists emerged. Excellent musicians came from these chapels, such as:

How beautiful!

Art and beauty awake an incredible interest, as well as the cultural richness contributed by the Greeks and Romans.

Musical tastes and the places where music was performed changed. Kings, Queens, and nobles opened the doors of their palaces and residencies to both vocal and instrumental music and dance.

During the Renaissance, women had hardly any opportunities in the field of music. Despite this, there were several who managed to achieve fame.

The dances were very elaborate and spectacular due to the beauty of the music, their carefully crafted choreography, and the elegant clothing worn.

Magdalena Casulana (15441590) was the first woman composer whose work was published. She was also well-known for playing the lute and singing.

Francisco Guerrero Tomás Luis de Victoria

Accidentals are musical signs that modify the pitch of a note. Accidentals are written before a note and they affect that note and all following notes of the same quality within the same bar. They can also be written in the key signature at the beginning of the stave. This means that it changes the corresponding note throughout the entire score.

1 Read and learn about accidentals.

The accidentals that form the key signature are placed between the clef and the time signature. They are called the key. The ones that appear throughout the score and only affect the note they accompany are called accidentals.

Raises the pitch of the note.

Cancels the effects of the sharp. Cancels the effects of the flat. Key

Lowers the pitch of the note.

The first time a flat was used was during the Middle Ages in gregorian chant.

2 Rewrite the following musical piece in your notebook using a key signature (at the beginning of the stave) instead of using accidentals.

Al lado de mi cabaña

1 Listen, learn and sing. Play using percussion.

Al lado de mi cabaña tengo una huerta y un madroñal. Con mi cabaña y la huerta, leré, y los madroños, leré, ¡qué quiero más!. (repeat)

Apenas sale la aurora ya en la montaña se oye un in your notebook cantar.

Pastores al son de gaita, leré, que gime en brazos, leré,

2 Look at the score and answer the questions in your notebook.

En casa del tío Vicente con tanta gente qué habrá, qué habrá. Son los mozos de aquel barrio, leré, que con las mozas, leré, quieren bailar. (repeat)

A majority of Folk music comes from

• Which notes have accidentals? Accidentals written before notes are ... and the accidental is ... .

• How many beats does the final note in each phrase last? ... .

• What is the note that is written below the extra line added? ... .

PERFORMANCE

Melodies for the recorder

1 Learn the note SI flat. Listen and play Thor’s hello.

2 Learn the note Fa sharp. Listen and play The other class.

Sellengers round

1 Listen, look at and interpret the symbols to learn the dance.

Starting position

In a circle, boys and girls holding hands.

Everyone lets their hands go and stands in place

Turn around in place

: right foot

: left foot

: tap your right foot

: tap your left foot

During the Renaissance, dances became very popular. Both the nobles and the common class danced.

PLAY THE PART!

3-2-1 Action! Prepare for the task

Step 1 Step 2

You are going to make a music video using a song from the playlist of Spanish female singer-songwriters.

Using the song your group picked, write a script for the video clip (remember that you’ll only use a verse or the chorus) and create choreography for the video.

Today's top Spanish singers

Tanxungueiras

In groups of six, pick a song to make a music video for.

Practice the script and choreography several times and then record it using a cell phone.

Rosario La Tremendita

Silvia Pérez Cruz

La Shica

Ede

Step 3

With the help of an adult, create a QR code for your music video using an online QR code generator. After creating the QR code, make a presentation for the music video, explaining why you chose that song and then walk us through the entire process of making the music video.

Think about the process of creating and recording the video clip from start to finish.

The thing I liked best about it was:

Because…

Play the video clip on the digital chalkboard by scanning the QR code. You can also print out the QR code and then scan it using a cell phone.

PERFORMANCE

Ugly Monsters

1 Listen, learn and sing. Get into two groups and give a Halloween performance.

How am I supposed To play the violin, When all those ugly monsters They get under my skin.

(repeat)

The conductor’s watching I try to turn the page, But a skull begins to Bite me on the face.

When I begin to read the music on my sheet, a big and ugly spectre shows up under my feet.

Chorus

Just in the right moment I have to play my part, A thirty-two-foot dragon Will snort and push me back.

Here comes a music rest I mustn’t make a sound, But a crazy baby gnome On my head begins to pound.

Chorus

When the semibreves I begin to hold, Two big fangs stick out And start to prick my nose.

When the semibreves I begin to hold, Two big fangs stick out And start to prick my nose.

Chorus

Don’t look ahead or back You know they’re all around, You mustn’t get distracted And let your audience down.

(repeat)

EVERYONE

Group 1

Group 2

USE YOUR IMAGINATION

2 Choreograph a dance to go with the chorus and dance with your group when you hear it.

1 Listen, practise and dance the following English dance in a circle.

(

Everyone lets their hands go and stands in place

Turn around in place

A B q q q q q q q q q q q q q ( q ) ( q ) ( q ) 4 4 (l) (l) (r) q q q q q q q q q q q q q ( q ) ( q ) ( q ) (r) (r) (l) q q q q q q q q q q q ( q ) ( q ) ( q ) q q q q q q q q q q q ( q ) ( q ) ( q )         

q ( q )

q

: left foot

: tap your left foot

q : put your right foot behind your left foot

q : put your left foot behind your right foot

John Playford (1623-1686)

Newcastle

MUSIC AND CULTURE

CULTURA MUSICAL Music in the Baroque period

The Baroque period was characterised by the development of an art form seeking perfection. Music was ornate and creative. Above all, it tried to evoke surprise and amazement in the public.

It was the golden age of music: no social event was complete without the presence of music. If there was no event to celebrate, they created one, whether it was in a church, a palace ballroom or a theatre.

It was the era when a particular grandiose instrument was at its height: the pipe organ. Its powerful and solemn sound is spectacular and imposing.

During the Baroque period there were many works of art composed for the pipe organ.

During the Baroque period, instrumental music developed greatly and experienced a richness of forms and genres.

Musicians would meet to play together in palace ballrooms. These were the first concerts.

Opera was born with the union of literature and theatre. It is a musical genre that was basically musical theatre.

The best violin makers come from this era. They were called luthiers. Violins made by Stradivarius are genuine masterpieces.

Composers from the Baroque period

Claudio Monteverdi (1567-1643) was considered the composer of the first opera in history: Orfeo, favola in música. It is a musical drama that conveys incredible feelings and emotions.

Johann Sebastian Bach (1685-1750).

He started as a singer and organist in a church, where he composed toccatas and fugues, brilliant musical creations for the organ.

He then became a court musician; he composed all his orchestral music: concertos, orchestral suites, etc. Finally, he was a chapel master, where he composed his sacred music for each religious holiday, such as ThePassionaccording to St. Matthew.

George Frideric Handel (1685-1759), was German but lived much of his life in England.

Hewasanexcellentmusicianintheservice of the English court, where he helped provide a serious tone to the events and ceremonies that the king presided over. His most popular work is The Messiah.

Look for information on one of the following Baroque composers:

Antonio Vivaldi (1678-1741) was a great Italian musician, composer, and teacher.

His concerts are famous for having one or several soloists accompanied by several instruments.

Elisabeth Jacquet de la Guerre (1665-1729) was an excellent French composer from her time. At just five years old, she played the harpsichord for King Louis XIV of France. He was so impressed that she was welcomed to join the court for several years.

Gaspar Sanz (1640-1710), was a Spanish musician who wrote about the guitar. It’s considered the best and most complete of its time. His works for the guitar were used as a model for the development of composition and interpretation.

What a strange way

1 Get into two groups. Listen and sing in groups.

I'm sure he must have been surprised At where this road had taken him, Cause never in a million lives Would he have dreamed of Bethlehem.

And standing at the manger

He saw with his own eyes, The message from the angel Come to life, and Joseph said:

Why me? I'm just a simple man of trade. Why Him? With all the rulers in the world. Why here? Inside this stable filled with hay.

Why her? She's just an ordinary girl.

Now I'm not one to second guess What angels have to say, But this is such a strange way To save the world.

PERFORMANCE

Hambone

1 To make music you can use every-day objects like brooms, buckets and lids. Listen, learn and sing.

Hambone, Hambone, Where you've been? Around the world and back again.

Hambone, Hambone, Where's your wife?

In the kitchen cooking rice.

Hambone, hambone, Have you heard?

Mama's gonna buy me a mocking bird.

If that mocking bird don't sing.

Mama's gonna buy me a diamond ring.

If that diamond ring don't shine.

Mama's gonna buy me a fishing line.

If that fishing line should break.

Mama's gonna throw it in the lake. If that water splash on me.

Mama's gonna beat my b.u.t.

Hambone! (×4)

2 Listen and accompany with different percussion-like objects.

3 Find everyday objects to use and accompany the song above.

Baroque composers

The concerto is one of the most characteristic musical forms from the Baroque period. It is music written for one or more solo instruments and an accompanying orchestra. When there is more than one soloist, the concerto is called a concerto grosso.

1 Listen to these fragments from Baroque concertos and identify the soloist instruments. Write in your notebook the name of each instrument that you hear.

These are the main soloist instruments in Baroque concertos.

Number each instrument on the right with the number that corresponds to the correct composer.

Johann Sebastian Bach

Georg Friedrich  Haende l

Antonio Vivaldi

Giuseppe Torelli

Tomaso Giovanni Albinoni 5

Georg Philipp Telemann

Canon barroco

A canon is a musical form in which the first instrument or voice plays a melody and after a certain number of beats, is followed by voices that repeat it in succession.

When each voice enters is indicated using numbers in the score.

1 Listen, learn, and play the canon using percussion instruments. Pay attention to the repeat signs.

Canon

Was one of the main English Baroque composers. He composed the opera Dido and Aeneas in 1689. He also composed instrumental music, religious music, and songs.

Henry Purcell (1659-1695)

The palos flamencos

The palos flamencos are a different genre within flamenco music. It is a complex map because of the abundance of varieties of each style of flamenco, according to the location, the melody, the rhythm, etc.

1 Look at the diagram and learn the basic flamenco styles. Locales (from Huelva, Almería, granaínas, malagueñas, rodeñas...).

Personales (composed by flamenco artists) there may be more than two hundred.

A palo with more importance and rank within the jondo cante. It comes from another genre: the jaleo.

Fandangos

BASIC FLAMENCO STYLES

Each one of these variants has got its own name that distinguishes it, even though they have got the same roots.

From the ports (Puerto de Santa María, Puerto Real, San Fernando, Sanlúcar), Cádiz, Triana, Jerez...

From Cádiz, Sevilla, Jaén, Granada, Málaga, Extremadura...

2 Listen to one of these flamenco palos on the Internet and talk about it with your classmates.

Flamenco time signature

The time signature plays a very important role in the baile, the cante, and the toque of flamenco music.

Each flamenco style has got its own time signature. It can be duple, quadruple, triple, a mix or freestyle.

1 Look and practise these types of flamenco rhythms using claps.

Triple metre

It is formed by three taps for each beat. It is used in fandangos from Huelva, jaleos, sevillanas...

Quadruple metre

It is formed by two taps for each beat. It is used in tangos, rumbas, tarantos, tientos or tanguillos from Cádiz.

Mix metre

It is formed of a duple metre of three quavers for each tap and a triple metre of two quavers for each tap. The performance changes for different palos. Guajiras and seguiriyas use this rhythm.

What have I learned?

1 Complete the crossword puzzle.

Horizontal

1. Elisabeth de la Guerre played the harpsichord for King Louis XIV of France at just five years old.

2. The first woman composer whose work was published.

3. Claudio was considered the composer of the first opera in history.

4. Gregorian emerged in monasteries.

Vertical

A. X the Wise, King of Castile and León, was a great patron of music.

B. Thanks to the , the entire population had access to culture.

C. Kings, Queens, and nobles opened the doors of their palaces and residencies to both and instrumental music and dance.

D. were very elaborate and spectacular due to the beauty of the music, their carefully crafted choreography, and the elegant clothing worn.

E. He composed toccatas and fugues, and brilliant musical creations for the organ.

2 Melodic dictation. Listen and number the melodies in the order you hear them in your notebook.

Colour like this: if you know the answer if you needed help if you haven’t been able to answer it

Review the essential concepts of the unit at anayaeducacion.es .

TARGET IN ACTION

Glass ceiling Throughout history, women have faced an invisible glass ceiling that has prevented them from being recognised in the world of music.

As a group, think of measures we can take that could help achieve more gender equality in music and write them in your notebook.

Consider areas such as education, advertising, cultural events, streaming music.

What have I learned?

1 Think about what you've worked on throughout the unit and fill in the chart. Look at the example.

I've studied...

John Playford

I've learened...

An English composer who compiled various popular dances from his time and the instructions on how to dance to them into a book.

Measures

Troubadours Music in the Renaissance Age Accidentals

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.