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Reading and Writing Music

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Reading and Writing Music CONSEJERÍA DE EDUCACIÓN Dirección General de Participación e Innovación Educativa Identificación del material AICLE TÍTULO Reading and writing music NIVEL LINGÜÍSTICO A2.1 SEGÚN MCER IDIOMA Inglés ÁREA / MATERIA Música NÚCLEO TEMÁTICO Elementos de la Música La unidad pretende introducir al alumnado en los principales elementos del GUIÓN TEMÁTICO lenguaje musical, de manera que sean capaces de reconocerlos y utilizarlos para la lectura y escritura de melodías sencillas. FORMATO Material didáctico en formato PDF CORRESPONDENCIA 1º de Educación Secundaria CURRICULAR AUTORÍA Almudena Viéitez Roldán TEMPORALIZACIÓN 12 sesiones (se pueden distanciar las sesiones para que los alumnos asimilen APROXIMADA de manera progresiva los contenidos) Competencia lingüística: - Adquisición de vocabulario - Elaborar y formular preguntas al compañero - Discusión y puesta en común en voz alta de aspectos concretos del tema - Extraer información de textos - Lectura comprensiva - Fomento de las destrezas orales COMPETENCIAS Competencia cultural y artística: BÁSICAS - Conocimiento de la materia prima de la música, el sonido, y su representación gráfica - Aprendizaje de los signos utilizados para la escritura de la música Competencia para aprender a aprender: - Uso de estrategias para familiarizarse con la escritura y lectura del lenguaje musical - Relacionar imágenes con palabras para entender su significado Se recomienda desarrollar esta unidad didáctica al principio del curso para dotar al alumnado de los conocimientos imprescindibles relacionados con el OBSERVACIONES lenguaje musical, que permitan desarrollar actividades posteriores en el que sea necesario el uso de partituras. Material AICLE. 1º de ESO: Reading and writing music 3 Tabla de programación AICLE - Comprender y expresarse en una o más lenguas extranjeras de manera apropiada - Conocer, valorar y respetar los aspectos básicos de la cultura y la historia propias y OBJETIVOS de los demás, así como el patrimonio artístico y cultural - Apreciar la creación artística y comprender el lenguaje de las distintas manifesta- ciones artísticas, utilizando diversos medios de expresión y representación CONTENIDOS Bloque 1: Audición. DE Bloque 2: Interpretación. CURSO / CICLO - El lenguaje musical - Aspectos del lenguaje musical relacionados con la altura de los sonidos: pentagrama, notas, claves, etc TEMA - Aspectos del lenguaje musical relacionados con la duración de los sonidos: figuras, silencios, compases, etc - Compositores del Clasicismo: Mozart y Beethoven - Dialogar en parejas sobre el lenguaje musical MODELOS - Justificar opiniones sobre rasgos de los sonidos DISCURSIVOS - Formular preguntas sobre la duración de sonidos - Describir sonidos - Audición de diferentes sonidos del entorno - Musidoku TAREAS - Análisis de partitura - Reconstrucción textual FUNCIONES: ESTRUCTURAS: LÉXICO: - Comparar ejercicios con los To have in common Symbol, code, compañeros In my opinion… notation, score, note, Describir creaciones propias It is measured… rest, octave, scale, Identificar palabras a través de This means… replace, to match, sus definiciones To be placed clue, joined, replace, CONTENIDOS Describir paisajes sonoros To be used tempo, dynamics, LINGÜÍSTICOS Contrastar opiniones To be worth instead, falt, sharp, Buscar información en textos To mark the beat enharmonic.buried, Describir características, In turns deaf, childhood. semejanzas y diferencias It is related.. Corregir actividades hechas por el Comparative: louder, compañero shorter… The difference between… - Identifica las notas en el pentagrama - Reproduce e interpreta ritmos sencillos en tiempos simples - Conoce los nombres de las figuras y silencios en inglés americano y británico CRITERIOS DE - Conoce la finalidad del puntillo y la ligadura EVALUACIÓN - Conoce el efecto producido por las alteraciones - Identifica los principales símbolos musicales en una partitura - Conoce los términos italianos para indicar el tempo y dinámica 4 Material AICLE. 1º de ESO: Reading and writing music CONTENTS 1. Introduction 2. Pitch symbols 3. Duration symbols 3.1. Note values 3.2. Rests 3.3. Time signatures 4. Accidentals 5. Tempo and dynamics 6. Review activities 7. Project Material AICLE. 1º de ESO: Reading and writing music 5 1. INTRODUCTION 1. Work in pairs. Look at the images below. What do they have in common? Expressions to use: All the pictures are… The difference is…. Material AICLE. 1º de ESO: Reading and writing music 6 2. Complete the following text with words from the box. Music is a kind of ………………... It serves to express feelings and emotions without ………… Like other languages, music can be ……………. It uses a specific ………… that every musician should understand. Different ……………….. are used to represent the pitch, ……………….., and dynamics of the ……………. A piece of written music is called a score. 3. Listen to the following melody and try to write it down. Invent a notation system made of pictures, letters, or whatever you want. You should indicate if the sounds are high, low, short, long, loud, quiet… 4. Explain your score to your partner. Expressions to use: This symbol means…. I used this picture to represent…. This symbol is for… Here you can see the difference between… Material AICLE. 1º de ESO: Reading and writing music 7 2. PITCH SYMBOLS 1. Work in groups of four. Each student will read one definition, find the symbol in the score below and label it. Tell the rest of your group what your symbol is used for. Do you know the names for these symbols in Spanish? 1. Stave: music is written on it. It consist of five lines and four spaces between the lines 2. Treble clef: it is placed at the beginning of every musical line 3. Notes: symbols to represent the different musical sounds 4. Ledger lines: short lines above or below the standard five lines to give more information 2.1. NOTES IN THE TREBLE CLEF In English, every musical note has a letter name. The first 7 letters of the alphabet are used to name the 7 basic musical notes: A, B, C, D, E, F, G. The distance between one note and the next with the same name is called an octave. A sequence of 8 notes, beginning and ending with the same note, ordered from low sounds to high sounds or the other way round, is called a scale. These are the notes that we find within the stave. The English names are written inside them. 8 Material AICLE. 1º de ESO: Reading and writing music 1. Can you guess the name of the notes outside the stave? Be careful!! In English, the sequence of notes doesn’t start with the same sound as in Spanish 2. Match the English names for notes with the Spanish ones. A Sol B Mi C Re D Fa E La F Si G Do Material AICLE. 1º de ESO: Reading and writing music 9 3. Work in pairs. These are the notes that sit on the stave lines. Write the name of the note in the space underneath. Now create a sentence of five words beginning with the letters of each note, in the same order as they appear here. Sentence: -------------- --------------- ------------- ------------- ------------- 4. Work with a different partner. Do the same thing with the notes on the stave spaces. Sentence: -------------- --------------- ------------- ------------- 10 Material AICLE. 1º de ESO: Reading and writing music 5. Work with a different partner. Think of a word you can write with the letters of the musical alphabet. “Translate” the word into musical notation on this stave. Give the score to your partner. S/he has to guess which word you have written. Remember! You can only use the first seven letters of the alphabet!!! 6. Complete the following story. First, write the names of the notes to form words. Then, listen to your teacher/assistant reading the story and fill in the gaps. John was walking when he saw a looking at him. It was a baby. He looked lost. “I wonder what he is?” thought John. The baby started to cry. “Should I him? Then, John saw a woman. She was calling” John was so happy because the baby was not lost any more. Material AICLE. 1º de ESO: Reading and writing music 11 Now that you know where the notes sit on the stave, you should also know how they sound!! 7. Listen and fill in the gaps: Notes higher up the ……….. have a ………….. pitch. Notes lower ………… have a …………… pitch. As there are only nine positions within the stave to write …………, other symbols are used to show how high or ……….. the sounds are. Clefs are used for this purpose. Notes on the stave sit differently for each ………. The treble clef is used for ……… sounds, for example, the ones played by a ………., flute, or the right half of a ………… It is also known as G ………. because it shows that G is placed on the ………….. line (where the curl of the clef starts). G The bass …………. is used for ………. sounds, for example, the ones ……………. by the cello, tuba, or the left half of a piano. It is also known as F ………… because it shows that ….. is placed on the fourth ……… (just between the two dots). F 12 Material AICLE. 1º de ESO: Reading and writing music The C clef is used for middle-pitched ……………, for example, the ones C …………. by the viola or the trombone. It has four different ………….., showing C where the note C sits (………, second, ……….. or fourth ………..). C C 8. Pay attention to the clef and complete the notes in the following pieces of scores. You have some clues. a) G C b) F G c) C G Material AICLE. 1º de ESO: Reading and writing music 13 9. Copy the treble clef and the bass clef on this stave: 10. Write some notes on this stave and decide on a clef. Give it to your partner. She/he must write the name of the notes. Then, correct it. 3. DURATION SYMBOLS Music is a temporal art – it is not static, it happens in time. The sounds of a melody follow a rhythm, related to the beat of the song. Different symbols are used to represent the rhythm.
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