Research Best Practices Instrumental Language and ICT Resources Content and Language Integrated Learning 1 2 RESEARCH BEST PRACTICES INSTRUMENTAL LANGUAGE AND ICT RESOURCES FOR CONTENT AND INTEGRATED LANGUAGE LEARNING An Educational Proposal by Marta Calleja Bautista CONTENT: Music LEVEL: Secondary 3 Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – Marta Calleja Bautista 4 5 The musical instruments BASIC DESCRIPTORS ............................................................................................................ 7 UNIT DESCRIPTORS ......................................................................................................... 7 LESSON DESCRIPTORS ................................................................................................. 10 ABSTRACT ............................................................................................................................ 12 CONTENT .............................................................................................................................. 13 GLOSSARY (A – Z) ............................................................................................................... 16 INDEX ..................................................................................................................................... 19 SELF-ASSESSMENT............................................................................................................. 22 DOUBLE BLIND PEER REVIEW ....................................................................................... 23 FIRST REVIEWER ........................................................................................................... 23 SECOND REVIEWER ...................................................................................................... 23 6 BASIC DESCRIPTORS UNIT DESCRIPTORS Educational Level(s) 1st ESO Area(s) Music and English Unit(s) 5 The musical instruments Number of Lesson(s) 3 The instrumental families STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) Content The instrumental families. String and wind instruments. Percussion instruments. The staff and musical notes. Instrumental groups: soloist, orchestra, band, etc. Cognition Classify the instruments in the different families. Identify the parts of some instruments. Discriminate the sound of the instruments. Enumerate instrumental groups. Search for information in different digital resources. Organize the information found and explain it. Summarize information on a conceptual map. Culture Co-operative work and pair work. Collaborate with classmates to achieve a goal. Go to a concert to be able to see and hear the instruments playing together. Take responsibility for the care of instruments and classroom material. Communication Language for the Topic AND for Interaction CONTENT Specific vocabulary for music: instruments, composer, OF (WHAT) musician, compositions, etc. Instrument families: brass, percussion, strings, wind. Instrumental groups: soloist, duet, orchestra, chamber music, band, rock band, etc. Other vocabulary: staff, musical scale, score, harmony, rhythm, concert, etc. Instruments: clarinet, flute, oboe, piccolo, saxophone, trombone, trumpet, drums, tambourine, etc. META-COGNITION & What material is the instrument made of? It’s made of… GRAMMAR SYSTEM Description of instruments. FOR (HOW TO) Description: it is..., it isn’t... Comparatives: slower, faster, harder, higher, lower, bigger, smaller. Superlatives. 7 The question is...The answer is..... COGNITION Asking for help: Can you repeat? What’s this in Spanish? Can THROUGH (WHY) you help us please? Ask and answer questions: Why…? What…? Because... Compare. Comparatives: faster, slower, harder, more, less, higher, lower... Finished. It’s my turn. Your turn. I agree/I don’t agree. I don’t know. I don’t understand. KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT) 01 Communication in the mother tongue 02 Communication in foreign languages 03 Mathematical competence and basic competences in science and technology 04 Digital competence 05 Learning to learn 06 Social and civic competences 07 Sense of initiative and entrepreneurship 08 Cultural awareness and expression TEACHING OBJECTIVES To recognize instruments for musical expression, with their own sound characteristics. To relate the instrumental families with their specific characteristics. To recognize the musical instruments by hearing and visually. To know the different instrumental groups To assimilate the concept of musical note as sound of determined height. To know the two main clefs of our musical system. To distinguish the sonority of an instrumental wind ensemble. To participate in an instrumental activity with an attentive and respectful attitude. ASSESSMENT CRITERIA HETERO Know the sound characteristics of musical instruments. Recognize instrumental families according to their sound attributes. Understand the contents in English and ask questions in English. INITIAL Active and respectful listening. CONTINUOUS Read the notes in treble clef. To do exercises that integrate the basic knowledge acquired in the unit. Identify the main concepts discussed in this unit. FINAL To play a simple score with the flute. To make a conceptual map with the different families of 8 instruments. Multiple choice questionaire. SELF-ASSESSMENT Research information in groups and summarize it. MATERIALS PRIMARY Audio player. Computer. Internet. Musical instruments. Blackboard with staff. SECONDARY Flute. Score for flute "Song of Joy". OTHERS RESOURCES PRIMARY Instruments pictures and sounds. SECONDARY Audios and videos. OTHERS FINAL TASK(S) Musical performance with score playing the flute. Making a conceptual map with the main concepts of the unit. 9 LESSON DESCRIPTORS Unit 5 The musical instruments Lesson 1 The instrumental families LEARNING OUTCOMES (4CS FRAMEWORK) Content The instrumental families. String and wind instruments. Percussion instruments. Communication Instrument families: brass, percussion, strings, wind. Instruments: clarinet, flute, oboe, piccolo, saxophone, trombone, trumpet, drums, tambourine, etc. What material is the instrument made of? It’s made of… Description of instruments. Description: it is..., it isn’t... Comparatives: higher, lower, bigger, smaller. Cognition Classify the instruments in the different families. Identify the parts of some instruments. Discriminate the sound of the instruments. Summarize information on a conceptual map. Culture Co-operative work and pair work. Take responsibility for the care of instruments and classroom material. INTRODUCTION We are going to listen to a fragment of an orchestra concert for about two or three minutes. ACTIVITIES REVISION We will review the concepts of the previous unit about the musical notes (duration, height and intensity), and they will play the notes with the flute. WARM UP Students will have to say what instruments they know, if they know ACTIVITIES the different families of instruments that exist, and if they could tell the instruments that correspond to each family. MAIN ACTIVITIES The students will listen to several fragments interpreted by different instruments, they should classify them. They must say what instrument it is and the family it belongs. Then, in pairs, they will compare their answers. In this part, we will also make comparisons between different instruments, if they are more severe, sharper, bigger, smaller. The students, in small groups, will search information on internet about the families of instruments to collect ideas, because then, 10 individually, they should make a conceptual map with the different families and some examples of instruments of each family. WANT TO KNOW Students will have to identify the parts of different instruments. REINFORCEMENT Students will have to order a series of instruments from high to low. ASSESSMENT HETERO Know the sound characteristics of musical instruments. Recognize instrumental families according to their sound attributes. Understand the contents in English and ask questions in English. INITIAL Active and respectful listening. CONTINUOUS Read the notes in treble clef. To do exercises that integrate the basic knowledge acquired in the unit. Identify the main concepts discussed in this unit. FINAL To play a simple score with the flute. To make a conceptual map with the different families of instruments. Multiple choice questionaire. SELF-ASSESSMENT Research information in groups and summarize it. REFLECTIONS MATERIALS PRIMARY Audio player. Computer. Internet. Musical instruments. SECONDARY Flute. OTHERS RESOURCES PRIMARY Multiple choice questionaire. SECONDARY OTHERS Cross Curricular Learning Unit(s) Unit 5: The musical instruments Observations 11 ABSTRACT In previous units we’ve studied some of the basic elements of music. But we mustn’t forget that we need "objects" that allow us to interpret it; musicians need musical instruments to produce sound. Musical instruments have existed since ancient ages; the first instruments were very rudimentary, but over time they have been evolving and perfecting themselves, until they acquire the aspect with which we know them today. In this unit you will learn to identify, visually and aurally, the most important musical instruments, how they produce the sound, their classification and the most common instrumental groups. 12 CONTENT1 Instrument Families When we talk about