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TEACHING SCHEDULE

Live Music

Compulsory Secondary EducationMusic

Teaching Schedule MEC – Live Music

UNIT 1Term 1 Assessment

Unit 1: It Sounds Like This

TIMING: Session 1

OBJECTIVES:

To provide students with context for the unit.

To present a summary of the content of the unit.

FOCUS OF THE SESSION:

Exploring prior knowledge.

Reading text aloud.

Underlining the most relevant concepts.

Completing activities in the book.

ASSESSMENT:

What to assess?

The student pays attention and shows interest.

How to assess?

Using the suggested class activities.

By observing the students.

Considering students’ participation in classroom activities.

Assessing students’ abilities with regard to identifying and correcting their own mistakes.


TIMING: Session 2.

OBJECTIVES:

To understand the concept of acoustics.

To learn the different qualities of sound.

CONTENTS:

The qualities of sound.



Looking for information in teams.

Defining acoustics and presenting the qualities of sound.

Individual reading of the information on the page.

Listening to the recorded extracts that demonstrate qualities of sound.

Completing the activities on the page.

MIXED ABILITY:

Consolidation:

Writing the missing vowels in the word which follows each quality of sound.

Extension:

Reading the text and choosing the correct sentence.

ASSESSMENT:

What to assess?

The student understands that sound is the physical sensation produced in the ear when objects vibrate.

The student understands the four basic parameters of sound.

How to assess?






TIMING: Session 3

OBJECTIVES:

To learn about rhythm in theory and practice.

To become familiar with the concepts of beat, rhythm and time signature.

To become familiar with notes and rests.

CONTENTS:

Rhythm.


Performing rhythmic echoes with body percussion.

Presenting notes, accents and time signatures.

Reading the information in the book.

Observing and memorising the terms and signs presented.

Singing the scores presented.


MIXED ABILITY:

Consolidation

Looking at the scores and writing in the missing notes.

Looking at the picture and colouring it by following the code.

Extension

Looking at the scores and analysing the time signature.

Completing the bars freely.

ASSESSMENT:

What to assess?

The student recognises and understands the concepts of rhythm, beat and time signature.

How to assess?






TIMING: Session 4

OBJECTIVES:

To perform and create individually and as part of a group.

To read a score in order to practise items of the language of music previously studied.

To generate simple creative activities using the echo form.

CONTENTS:

The echo.


Performing the rhythmic rap texts.

Reading the scores using knowledge about the language of music already acquired.

Remembering the signs used on a musical score.

Performing texts with varied forms of expression.

Presenting the echo form.

Practising the echo form by repeating it.

MIXED ABILITY:

Consolidation

Finding the musical form that has been studied.

Extension

Interpretar un ritmo que será repetido por los compañeros.

Performing a rhythm that is then repeated by classmates.

ASSESSMENT:

What to assess?

The student understands and performs the echo musical form.

How to assess?






TIMING: Session 5

OBJECTIVES:

To learn about percussion instruments.

To do a listening task which includes sounds of the instruments studied.

CONTENTS:

Percussion instruments.


Exploring the students’ existing knowledge.

Reading information in the book aloud.


Watching a video of the instruments studied.

Presenting the composer and the work.

Doing a listening task.

Engaging in activities that deepen understanding.

MIXED ABILITY:

Consolidation

Identifying images of percussion instruments.

Categorising instruments according to the materials they are made of.

Extension

Learning about the snare drum and describing it.

Writing a short essay about the instruments from the region where students live.

ASSESSMENT:

What to assess?

The student learns that there are many percussion instruments and that they can be very different from each other.

How to assess?





TIMING: Session 6


OBJECTIVES:

To perform a simple piece as an instrumental ensemble.

CONTENTS:

Body percussion.


Imitating the teacher’s demonstration.

Experimenting with the different sounds of body percussion.

Discovering the sounds of body percussion as a means of expression.

Reading the signs that appear on a score.

Learning rhythm.

Performing a piece.

Improvising rhythms and sounds using body percussion.

Memorising rhythmic patterns.

MIXED ABILITY:

Consolidation

Performing the suggested activities individually at a slower speed.

Extension

Performing the piece while modifying the sound qualities.

ASSESSMENT:

What to assess?

The student learns that there are many percussion instruments and that they can be very different from each other.

The student learns the different percussion instruments, categorising them in terms of the materials they are made of and the sounds they produce.

How to assess?





TIMING: Session 7

OBJECTIVES:


To present the voice as the primary instrument of music and expression.

To learn about the differences and similarities between speech and song.

To perform a song in unison, developing articulation and vocalisation skills.

CONTENTS:

The spoken voice and the sung voice.

Performing as a group.


Reading the information on the page.

Learning about different characteristics of the voice.

Doing activities for vocalisation and for warming up the voice.

Performing a song.

Singing while focusing on breathing, vocalisation and tuning.

Doing the activities presented on the page.

MIXED ABILITY:

Consolidation

Responding to the statements.

Extension

Completing a brief text.

Performing the song presented on the extra score.

ASSESSMENT:

What to assess?

The student appreciates that the voice is complex means of communication.The student performs a song while paying attention to tuning, breathing and vocalisation.

How to assess?





TIMING: Session 8

OBJECTIVES:

To do an active listening task.


To follow a musicogramme.

CONTENTS:

The overture

The musical form.

The beat.


Reading the information in the text.

Listening to the music several times.


Looking at the images and the accompaniment.

Watching a video of the performance, focusing on the position of the orchestra and the instruments which can be seen.

Completing the musical activities.

MIXED ABILITY:

Consolidation

Listening to the music and writing a summary of the plot.

Extension

Finding a different recording and commenting on it.

ASSESSMENT:

What to assess?

The student engages in the active listening task.

How to assess?






TIMING: Session 9

OBJECTIVES:

To learn about aspects of film music.

To perform part of a soundtrack with the score of an arrangement.

CONTENTS:

Film music.

Soundtracks.


Reading the information on the page aloud or in silence.

Choosing a film scene which lends itself to the use of a soundtrack.

Setting the narrative to sound effects and music.


MIXED ABILITY:

Consolidation

Filling out a worksheet.

Extension

Completing a text.

ASSESSMENT:

What to assess?

The student appreciates the role of music in film through the use of soundtracks.

How to assess?






TIMING: Session 10

OBJECTIVES:

To enact an individual choreography.

CONTENTS:

Dance.

The tempo.


Listening to the recording and following the beat freely using body percussion.

Learning and enacting the choreography.

A summary of the contents of the unit in the Da Capo section.

MIXED ABILITY:

Consolidation

Enacting the choreography in pairs.

Extension

Creating a new choreography with two pairs.

ASSESSMENT:

What to assess?

The student carries out an individual choreography accompanied with body percussion.

How to assess?






UNIT 2TERM 1 ASSESSMENT

Unit 2: Something for Everyone

TIMING: Session 1

OBJECTIVES:

For the student to engage with the context of the unit.




Reading the text aloud.


Doing the activities presented in the book.

ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 2.

OBJECTIVES:

To learn about different kinds of music and musical genres.

CONTENTS:

Musical genres.



Looking for information in teams.

Defining the content and categories.


Listening to the musical extracts.


MIXED ABILITY:

Consolidation:

Writing in the missing vowel in the word that follows each quality of sound.

Extension:

Finding out about wedding marches.

ASSESSMENT:

What to assess?

The student understands that music is a form of expression and communication that is as old as mankind.

The student appreciates that music has had a diverse array of social functions throughout history.

How to assess?





TIMING: Session 3


OBJECTIVES:

To learn about melody in theory and practice.

To become familiar with the symbols that represent pitch.

CONTENTS:

Melody.


Reading and looking at the information on the page.

Singing different melodic sequences.

Identifying ascending and descending sequences.

Presenting the keyboard.

Presenting and listening to sharps and flats on a melodic instrument.

Reading and commenting on sharps, flats and naturals (when indicated by the key signature and when they are accidentals).

Examples of sharps, flats and naturals, including accidentals.


MIXED ABILITY:

Review

Looking at the scores and writing each term in its corresponding place.

Identifying each note with its name.

Extension

Learning to write the bass clef.

Writing the note names as appropriate.

ASSESSMENT:

What to assess?

The student defines melody as the combination of different pitches integrated with rhythm.

How to assess?







TIMING: Session 4

OBJECTIVES:

To perform and create individually and as part of a group.

To use a score in order to practise elements of the language of music already studied.

To generate simple creative activities.

CONTENTS:

Performance.


Listening to the recorded track.

Learning the song.

Looking at the score and the symbols that appear on it.

Learning the rhythm and notes.

Performing the score.

Presenting improvisation and reading a definition of it.

Improvisation based on a given theme.

Improvisation with tuned percussion or singing.

Doing the musical activities presented on the page.

MIXED ABILITY:

Review

Improvising with a single note using a given rhythm.

Extension

Improvising a melody.

ASSESSMENT:

What to assess?

The student participates in a group performance.

How to assess?







TIMING: Session 5

OBJECTIVES:

To learn about woodwind instruments.

To do a listening task that includes sounds of the instruments studied.

CONTENTS:

Woodwind instruments.





Watching a video that features the instruments studied.


Doing a listening task.

Completing a chart with the instruments presented in different categories.

Engaging with the musical activities.

MIXED ABILITY:

Consolidation

Identifying images of the instruments and their names.

Recognising all the instruments in the images and circling those of the woodwind family.

Extension

Finding information about the saxophone.

Finding recordings of the music presented.

ASSESSMENT:

What to assess?

The student gains further knowledge of woodwind instruments.


How to assess?






TIMING: Session 6

OBJECTIVES:

To perform the score of an arrangement as an ensemble.

CONTENTS:

The recorder.


Reading and commenting on the information in the book.

Learning the technique for playing the recorder.

Performing a piece of music.

Engaging with the musical activities presented on the page.

MIXED ABILITY:

Consolidation

Performing ascending and descending musical scales.

Learning simple melodies or remembering those learned in primary education.

Extension

Learning to play sharps and flats.

ASSESSMENT:

What to assess?

The student reads a score to perform an arrangement as part of a group.

How to assess?






TIMING: Session 7

OBJECTIVES:

To present the voice as the primary instrument of music and expression.

To learn a simple categorisation of the different kinds of human voice.

To perform a song in unison.

CONTENTS:

Categorising the human voice.

Performing as a group.



Exercises relating to different kinds of breathing.

A presenting with information about the song.

Learning the song through imitation.

Singing while concentrating on breathing, vocalisation and tuning.

Task using the song lyrics.

Performing the song.

Watching a music video of the song.

Engaging in the activities on the page.

MIXED ABILITY:

Consolidation


Extension

Doing research in order to respond to the question.

ASSESSMENT:

What to assess?


The student understands that the voice is a musical instrument and understands how voices are categorised.

How to assess?






TIMING: Session 8

OBJECTIVES:


To follow a musicogram.

CONTENTS:

The choir.

The different parts of a piece of music.





Paying close attention to a recording and answering the questions.


MIXED ABILITY:

Consolidation

Looking at the photographs of the instruments, circling the oboe and crossing out the percussion instruments.

Extension

Listening to another extract from the same work.

ASSESSMENT:

What to assess?

The student engages in an active listening task.

How to assess?






TIMING: Session 9

OBJECTIVES:


To perform an arrangement of a soundtrack using a score.

CONTENTS:

Soundtracks.



Listening to the soundtrack presented.

Performing the arrangement of the melody.

Performing the percussion accompaniment.

Recording the performance.


MIXED ABILITY:

Consolidation

Finding the errors on a score.

Extension

Finding information about Ennio Morricone.

ASSESSMENT:

What to assess?

The student appreciates the role of music in film through the use of soundtracks. How to assess?






TIMING: Session 10

OBJECTIVES:

To perform a group choreography.

CONTENTS:

Dance.

The ostinato form.


Rhythmic accompaniment.

Imitating echoes in pairs, facing each other.

Free movement around the class.

Learning and performing the choreography.

Silent reading of the content of the page.


MIXED ABILITY:

Consolidation

Performing the choreography but removing some of the movements.

Extension

Creating a new version of the choreography.

ASSESSMENT:

What to assess?

The student participates in a group choreography.

How to assess?






UNIT 3Term 1 Assessment

Unidad 3: Music for All Occasions

TIMING: Session 1

OBJECTIVES:








ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 2.

OBJECTIVES:

To learn about different musical forms.

CONTENTS:

Musical form.



Looking for information.

Defining concepts and categories relating to the content.




MIXED ABILITY:

Consolidation:

Writing in the missing vowels for the corresponding musical forms.

Extension:

Writing about the differences relating to two separate musical forms.

ASSESSMENT:

What to assess?

The student understands musical form as the structuring of musical material.

The student distinguishes different musical forms according to the number of constituent parts they have and how they are performed.

How to assess?






TIMING: Session 3

OBJECTIVES:

To learn more about the dot, the tie and the pause.

To become familiar with the use of symbols for lengthening time values.

CONTENTS:

Symbols for lengthening time values.


Presentation of symbols for lengthening time values.

Review of note lengths.


MIXED ABILITY:

Review

Looking at the scores and completing them.

Colouring in the symbols for lengthening time values, following the code.

Extension

Looking at the scores and completing them.

Transforming symbols for lengthening time values on a score.

ASSESSMENT:

What to assess?

The student can remember symbols for lengthening time values.

How to assess?






TIMING: Session 4

OBJECTIVES:

To perform a score which contains the elements of musical language studied.


CONTENTS:

Performance.


Performing with a score.


Presentation of the symbols of musical language.

Singing the melody.

Presentation of the ostinato form and reading the definition.

Practising the ostinato.

Improvising ostinatos.


MIXED ABILITY:

Review

Finding the musical form studied.

Extension

Creating ostinatos.

ASSESSMENT:

What to assess?

The student participates in a group performance.

The student understands that music is a means for expressing and communicating feelings and ideas.

How to assess?







TIMING: Session 5

OBJECTIVES:

To learn about metal wind instruments.

To do a listening task which presents sounds of the instruments studied.

CONTENTS:

Metal wind instruments.





Watching a video which features the instruments studied.

Listening to examples of each instrument.


MIXED ABILITY:

Consolidation

Recognising the images of the instruments and their names.

Recognising the images of all the instruments and categorising them into woodwind and metal wind.

Extension

Researching a piece of music and the instrument it features.

Researching the biography of the inventor of the saxophone.

ASSESSMENT:

What to assess?

The student develops knowledge relating to metal wind instruments.

How to assess?






TIMING: Session 6

OBJECTIVES:

To perform an arrangement as an ensemble.

CONTENTS:

Performing using class instruments.


Listening to the recording.

Learning the song.

Doing rhythmic echoes.

Looking at the score and identifying the parts.

A rhythmic reading of the score.

Singing melodic sequences in the scale of F major using the echo procedure.

Learning the song melody.

Performing each of the parts on descant recorders.

Performing the piece with all three parts.

Performing as an ensemble.

MIXED ABILITY:

Consolidation

Performing the parts using body percussion.

Extension

Performing the song vocally or instrumentally.

ASSESSMENT:

What to assess?

The student performs the song adaptation as part of an ensemble.

How to assess?






TIMING: Session 7

OBJECTIVES:

To learn about and accept one’s own vocal register.

To appreciate the voice change process during puberty.

CONTENTS:

The vocal register.




Doing the activities on the page.

MIXED ABILITY:

Consolidation


Extension

Performing the song again but as a canon.

Discovering one’s own vocal register.

ASSESSMENT:

What to assess?

The student understands the voice change process during puberty.

How to assess?






TIMING: Session 8

OBJECTIVES:



CONTENTS:

Musical themes.

Dynamics.

The suite musical form.





Following a recording attentively and completing the tasks.


MIXED ABILITY:

Consolidation

Finding the two instruments which are not represented on a score.

Extension

Listening to the music again and writing a text.

ASSESSMENT:

What to assess?

The student participates in an active listening task.

How to assess?






TIMING: Session 9

OBJECTIVES:


To perform an arrangement of a sound track.

CONTENTS:

Soundtracks.




Performing the melodic arrangement.


Performing as an instrumental ensemble.

Performing with an accompaniment.

Recording the performance.


MIXED ABILITY:

Consolidation

Reading a text and writing in the missing words.

Performing with body percussion.

Extension

Individual improvisation.

Performance of the complete version.

ASSESSMENT:

What to assess?

The student appreciates the role of music in cinema through by engaging with soundtracks. The students learns that films set during Christmas feature Christmas songs and carols in their soundtracks.

How to assess?







TIMING: Session 10

OBJECTIVES:

To perform a choreography of Scottish origin.

CONTENTS:

The dance.

Following the beat.





MIXED ABILITY:

Consolidation

Performing the choreography but removing some of the movements.

Extension


ASSESSMENT:

What to assess?

The student takes part in a group dance.

How to assess?







Unit 4: Classical Music

TIMING: Session 1

OBJECTIVES:








ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 2.

OBJECTIVES:

To learn about the important periods of classical musical.

CONTENTS:

The important periods in the history of music.




Presenting the periods and their different characteristics.




MIXED ABILITY:

Consolidation:

Writing in the missing vowels for each period of history.

Extension:

Answering by choosing the correct option.

ASSESSMENT:

What to assess?

The student learns that music which is not popular or traditional is called ‘classical’ music, in its widest sense.

The student learns that ‘classical’ music can also refer more specifically to music of the ‘classical’ period.

The student becomes familiar with the important periods in the history of music.

How to assess?






TIMING: Session 3

OBJECTIVES:

To learn the concepts of tempo and dynamics.

CONTENTS:

Tempo.

Dynamic markings.


Presenting the concept of tempo.

Looking at and memorising the terms and definitions relating to tempo.

Reading the information about the microphone and looking at the images of metronomes.

Singing some of the scores studied in previous units and applying different tempi.

Presenting dynamic markings.

Looking at and memorising the dynamic markings used when performing music.

Performing songs studied in previous units and paying attention to their dynamic markings.


MIXED ABILITY:

Review

Crossing out the incorrect information next to each word.

Matching each dynamic with its meaning.

Extension

Extending knowledge about tempo.

Circling the terms which relate to a reduction in volume.

ASSESSMENT:

What to assess?

The student defines tempo as the parameter relating to the speed of music.

The students learns that dynamics relate to the loudness of music.

How to assess?







TIMING: Session 4

OBJECTIVES:



CONTENTS:

Performance.




Presenting the symbols of musical language.

Singing the melody.

Singing the song with different tempi.

Presentation of the variation form and reading its definition.

Practising the variation form.

Creating a variation working as a group.

Performing to classmates.


MIXED ABILITY:

Consolidation


Extension

Creating a melody using the pentatonic scale based on the rhythm provided.

ASSESSMENT:

What to assess?

The student performs as part of a group.

The student understands that music can be used to express and communicate feelings and ideas.

How to assess?







TIMING: Session 5

OBJECTIVES:

To learn about string instruments and their subgroups.

To do a listening task which demonstrates the instruments being studied.

CONTENTS:

String instruments: bowed, plucked and struck.





Watching a video which features the instruments studied.



MIXED ABILITY:

Consolidation

Identifying the images of the instruments and their names.

Identifying the images of all the string instruments and categorising them according to whether they are plucked or bowed.

Extension

Looking at the parts of a violin and writing their names.

Finding out about and describing four key techniques for playing string instruments.

ASSESSMENT:

What to assess?

The student learns more about string instruments and their subgroups.

How to assess?






TIMING: Session 6

OBJECTIVES:

Performing an arrangement as an ensemble.

CONTENTS:

Classroom instruments.


Information about the composer and the work.


Learning the song.

Performing the melody on the recorder.

Performing the percussion accompaniment for xylophone and metallophone.

Performing the work as an ensemble.

Performing with the backing track as an accompaniment.

Recording the group performance.

Discussing the recordings made and evaluating the quality of the group performances.


MIXED ABILITY:

Consolidation

Performing the separate parts using body percussion.

Extension

Accompanying the song using polyphonic instruments.

ASSESSMENT:

What to assess?

The student performs an arrangement as a part of an ensemble.

How to assess?






TIMING: Session 7

OBJECTIVES:

To do a choir singing activity.

CONTENTS:

Choir singing.



Attending to the correct body posture for singing.

Singing by imitation.

Practising good breathing.

Listening to the song.

Performing the song without and with the backing track.


MIXED ABILITY:

Consolidation


Extension

Performing the song following the symbols on the score.

ASSESSMENT:

What to assess?

The student learns that singing requires correct articulation and breathing.

How to assess?






TIMING: Session 8

OBJECTIVES:


Following a musicogramme.

CONTENTS:

The symphony.

The timbres of orchestral instruments.

The variation.





MIXED ABILITY:

Consolidation

Identifying the instrument which is not heard in the piece played.

Extension

Completing the text by choosing the appropriate words from the box.

ASSESSMENT:

What to assess?

The student participates in an active listening task.The student learns that the variation involves developing a musical theme.

How to assess?






TIMING: Session 9

OBJECTIVES:


To perform an arrangement of a soundtrack.

CONTENTS:

The use of classical music in cinema.





Learning the main melody.



Performing the piece as an ensemble with students divided in three groups.

Performing the arrangement with the accompanying backing track.

Recording students’ own performances.

Watching a clip from the film.

MIXED ABILITY:

Consolidation

Individual improvisation with body percussion.

Extension

Identifying which composer the film Amadeus is about.

ASSESSMENT:

What to assess?

The student appreciates how classical music in used in film soundtracks.

How to assess?







TIMING: Session 10

OBJECTIVES:

Doing a choreography in pairs.

CONTENTS:

Dance.

Dance music composed by classical composers.



Reading the information about the waltz.

Learning and carrying out the choreography.



MIXED ABILITY:

Consolidation

Looking at two illustrations and correcting them.

Extension


ASSESSMENT:

What to assess?

The student engages in a classical dance with a partner.

How to assess?







Unit 5: Sounds of the World

TIMING: Session 1

OBJECTIVES:








ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 2.

OBJECTIVES:

To learn about the great variety of music around the world.

CONTENTS:

World music.




Presenting the variety of world music.




MIXED ABILITY:

Consolidation:

Writing in the missing vowels.

Extension:

Pointing out the differences between two images.

ASSESSMENT:

What to assess?

The student understands that traditional music has origins which are anonymous and collective. The students learns that ethnomusicology is the science that studies particular manifestations of music in their historical and social context.

How to assess?






TIMING: Session 3

OBJECTIVES:

To learn the concept of the scale and different kinds of scale.

To become familiar with scale intervals and their basic types.

CONTENTS:

Scales and intervals.

Types of scale.


Presenting the concept of the scale.

Looking at and memorising the names of different scales and their characteristics.

Diagrammatic definition of three other kinds of scale: bitonic (two sounds), tritonic (three sounds) and chromatic (twelve semitones).

Reading the information about the diatonic scale.

Observing the scale of C major and the distribution of tones and semitones.

Listening to the recording of different kinds of scale.

Listening to identify the kind of scale played.


MIXED ABILITY:

Review

Reordering the mixed up letters.

Writing in the missing elements.

Extension

Drawing the sounds that belong to the scales.

Comparing scales and identifying tones and semitones.

ASSESSMENT:

What to assess?

The student defines the scale as the ordering of sounds and learns about various kinds of scale.

How to assess?







TIMING: Session 4

OBJECTIVES:

To perform a score that contains the elements of musical language studied.


CONTENTS:

Performance.




Presenting the symbols of musical language.

Remembering the concept of the scale.

Singing the melody and performing it with a melodic instrument.

Presenting the form of musical questions and answers.

Practising musical questions and answers.

Improvising using the pentatonic scale.


MIXED ABILITY:

Consolidation

Colouring in the rhythm cells that appear in the melody to The Bear Dance.

Extension

Writing the notes for the pentatonic scale of D, removing the notes E and B, followed by the notes for the pentatonic scale of E, removing the notes F and C.

ASSESSMENT:

What to assess?

The student engages in a group performance.

How to assess?






TIMING: Session 5

OBJECTIVES:

To learn about traditional instruments from around the world.

To focus on some traditional Spanish instruments.

CONTENTS:

Instruments from around the world.

Traditional Spanish instruments.







MIXED ABILITY:

Consolidation


Writing the place of origin for some instruments.

Extension

Completing a table of traditional instruments.

Solving a crossword.

ASSESSMENT:

What to assess?

The student learns that traditional instruments evolved from those which were used in ancient cultures.

How to assess?






TIMING: Session 6

OBJECTIVES:

To perform an arrangement as an ensemble.

CONTENTS:

Classroom instruments.



Learning the song.

Performing rhythmic echoes.

Looking at the score and identifying the three parts.


Singing the melodic sequences in the pentatonic scale of D using the echo procedure.

Performing each of the parts on a descant recorder.

Performing as an instrumental ensemble along with the accompanying backing track.

MIXED ABILITY:

Consolidation

Performing the parts using body percussion.

Extension

Performing the score while increasing the speed.

ASSESSMENT:

What to assess?

The student performs an arrangement as part of an ensemble.

How to assess?






TIMING: Session 7

OBJECTIVES:

To do an activity with choral singing in two parts.

CONTENTS:

Choral singing in two parts.



Performing the song without and with the backing track.


MIXED ABILITY:

Consolidation


Extension

Listening to the recording and writing the missing letter.

ASSESSMENT:

What to assess?

The student learns that singing requires good articulation and breathing.

How to assess?






TIMING: Session 8

OBJECTIVES:



CONTENTS:

Timbre.

Musical themes.

Ballet.





Performing the traditional song.


MIXED ABILITY:

Consolidation

Identifying the instruments in the piece according to the order they appear.

Extension

Writing in the words that go with the melody.

ASSESSMENT:

What to assess?


The student identifies musical themes.

How to assess?






TIMING: Session 9

OBJECTIVES:

To learn about some aspects of film music.


CONTENTS:

The use of classical music in cinema.




Performing the melodic adaptation.





Watching a related video.


MIXED ABILITY:

Consolidation

Learning that the music studied won an Oscar.

Extension

To find out about the work of Nino Rota.

ASSESSMENT:

What to assess?

The student appreciates the role of classical music in film soundtracks.

How to assess?






TIMING: Session 10

OBJECTIVES:

To carry out a group choreography.

CONTENTS:

Traditional dance.



Presenting the choreography.

Learning and carrying out the choreography.



MIXED ABILITY:

Consolidation

Doing a simplified choreography.

Extension

Improvising using new movements.

ASSESSMENT:

What to assess?

The student engages with a group choreography.

The student appreciates Spanish folk music as being particularly rich and varied.

How to assess?







Unit 6: Modern Music

TIMING: Session 1

OBJECTIVES:








ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 2.

OBJECTIVES:

To learn about the wide variety of musical styles that are found in modern music.

CONTENTS:

Modern music.




Defining modern music




MIXED ABILITY:

Consolidation:


Extension:

Describing the concept of modern music in students’ own words.

ASSESSMENT:

What to assess?

The student knows that the term ‘modern music’ refers to all styles developing out of rock and roll.

How to assess?






TIMING: Session 3

OBJECTIVES:

To learn about offbeat notes.

To become familiar with the execution of offbeat notes and syncopation.

CONTENTS:

Offbeat notes.

Syncopation.


Practising the accentuation of notes in simple time.

Presenting the definition in the book.

Performing offbeat notes.

Looking at and performing the example score.

Accompaniment of any well-known melody of modern music in 4/4 time using an offbeat rhythm.

Definition of syncopation as changing accentuation (short sound, long sound, short sound).

Looking at a rhythmic score where students will find different examples of syncopation.

Rhythmic performance of the score.

Performance with body percussion or small percussion.


MIXED ABILITY:

Consolidation

Observing rhythmic cells and matching them with the use of accents.

Completing the bars with syncopation.

Extension

Circling the examples of syncopation.

Transforming a score.

ASSESSMENT:


What to assess?

The student learns the concepts of offbeat notes and syncopation.

How to assess?






TIMING: Session 4

OBJECTIVES:

Performing a score which contains the elements of musical language studied.


CONTENTS:

The rondo.


Observing the score.

Rhythmic performance.



Presentation of the rondo.

Listening to the recording again.

Creating lyrics for a new verse.


MIXED ABILITY:

Consolidation


Extension

Remembering the basic musical forms that have been studied up to this point.

ASSESSMENT:

What to assess?

The student remembers the rondo musical form. How to assess?






TIMING: Session 5

OBJECTIVES:

To learn about the most important instruments in modern music.

To listen attentively to examples of how instruments sound.

CONTENTS:

Instruments in modern music.







MIXED ABILITY:

Consolidation

Identifying the images of instruments and their names.

Identifying the individual parts that make up a drum kit.

Extension

Finding out about a famous guitarist.

Looking for and analysing a recording that features the electric guitar.

ASSESSMENT:

What to assess?

The student knows about the most common instruments that feature in modern music bands.

How to assess?






TIMING: Session 6

OBJECTIVES:

To perform an arrangement as an instrumental ensemble.

CONTENTS:

Group performance.



Learning the song.

Carrying out the echo procedure in groups.

Observing the score and identifying the three parts.

A rythmic reading of the score.

Singing the melodic sequences.

Learning the melody by imitation.

Carrying out melodic echoes on the recorder.

Learning new notes.

Performing all three parts on descant recorders.

Performing the piece in three parts.

Performing as an instrumental ensemble with the backing track accompaniment.


MIXED ABILITY:

Consolidation

Watching a video of the song.

Extension

Performing a song vocally or instrumentally.

ASSESSMENT:

What to assess?


How to assess?







TIMING: Session 7

OBJECTIVES:

To appreciate the use of the rondo form in song.

CONTENTS:

Singing in a group.

The rondo.




Rhythmic reading of the score.

Singing the sing with and without the instrumental backing track.

Differentiating between verses and choruses.


MIXED ABILITY:

Consolidation


Extension

Matching song titles with their authors.

ASSESSMENT:

What to assess?

The student learns that singing requires proper articulation and breathing.

How to assess?






TIMING: Session 8

OBJECTIVES:


To identify the structure of verse and refrain.

CONTENTS:

The structure of verse and refrain.






MIXED ABILITY:

Consolidation

Matching the performers with their instruments.

Extension

Reflecting on the influence of mass communications media on musical taste.

ASSESSMENT:

What to assess?


The student recognises the musical form of verse and refrain.

How to assess?






TIMING: Session 9

OBJECTIVES:



CONTENTS:

The use of music in cinema.









Completing the activities.

MIXED ABILITY:

Consolidation

Learning how to play the notes E and F sharp.

Extension

Individual improvisation.

Performing the complete version of the song as an instrumental ensemble.

ASSESSMENT:

What to assess?

The student appreciates the role of music in film soundtracks.

How to assess?






TIMING: Session 10

OBJECTIVES:

To carry out a choreography.

CONTENTS:

The Twist.


Information about the specific dance which is going to be performed.

Learning the dance by imitation.




MIXED ABILITY:

Consolidation

Doing a simplified version of the choreography.

Extension

Watching an extract of a film.

ASSESSMENT:

What to assess?

The student participates in a group choreography.

How to assess?






UNIT 7

TERM 3 ASSESSMENT

Unit 7: The Curtain Rises

TIMING: Session 1

OBJECTIVES:








ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 2.

OBJECTIVES:

To learn about opera.

CONTENTS:

Opera




Defining opera.




MIXED ABILITY:

Consolidation:


Extension:

Students describe what opera is in their own words.

ASSESSMENT:

What to assess?

The student understands that music is integral to the scenic arts, some more than others. The students learns about the parts of an opera and different kinds of staged music.

How to assess?






TIMING: Session 3

OBJECTIVES:

To learn about intervals.

CONTENTS:

Intervals.


Lectura en voz alta de la información sobre los intervalos.

Reading the information about intervals aloud.

Looking at the classroom keyboard and at the illustration of the keyboard to see the relationship between the white and black keys.

Presenting various kinds of interval.

Mental exercises for intervals.


MIXED ABILITY:

Review

Looking at the keyboard and describing the intervals found in the score.

Indicating whether each interval is melodic or harmonic.

Extension

Indicating the distances between notes in the same interval.

Completing the intervals according to the guidelines given.

ASSESSMENT:

What to assess?

The students defines itervals as the distance between the pitches of two notes.

How to assess?






TIMING: Session 4

OBJECTIVES:



CONTENTS:

Group performance.

Chords.




Looking at the score.

Presenting the intervals in the score.

Presenting the concept of the chord.

Learning how to play chords.

Group performance.


MIXED ABILITY:

Review

Learning and making chords.

Extension

Identifying the note generated by various given chords.

ASSESSMENT:

What to assess?

The student understands the concept of the chord. How to assess?





TIMING: Session 5


OBJECTIVES:

To learn about keyboard instruments.

To listen carefully to examples of sounds of the instruments.

CONTENTS:

Keyboard instruments.







MIXED ABILITY:

Consolidation


Categorising the keyboard instruments as plucked or struck.

Extension

Finding out about the celesta.

Looking at a piano and responding.

ASSESSMENT:

What to assess?

The student learns about the different mechanisms of keyboard instruments. How to assess?






TIMING: Session 6

OBJECTIVES:


CONTENTS:

Group performance.



Learning the song.


Looking at the score and identifying the three parts.


Singing melodic sequences.

Learning the melody by imitating.

Playing melodic echoes on the recorder.

Playing all three parts on the descant recorder.


Performing as an instrumental ensemble with the backing track accompaniment.


MIXED ABILITY:

Consolidation


Extension

Vocal and instrumental performances of the song.

ASSESSMENT:

What to assess?


How to assess?







TIMING: Session 7

OBJECTIVES:

To learn about the romance genre, including its form and history.

CONTENTS:

The romance.




Learning the song by imitating.

Singing the song without forcing the voice.

Rhythmic improvisations.

Singing the song with and without the backing track.


MIXED ABILITY:

Consolidation

Completing a text.

Watching a music video.

Extension

Reading and understanding a score.

ASSESSMENT:

What to assess?

The student learns that romances are songs that tell stories and that are transmitted orally.

How to assess?






TIMING: Session 8

OBJECTIVES:



CONTENTS:

Active listening.

Opera.






MIXED ABILITY:

Consolidation

Writing in the missing letters.

Extension

Removing the operas not composed by Verdi from a list.

ASSESSMENT:

What to assess?

The student participates in an active listening task.

The student gains an appreciation of opera.

How to assess?






TIMING: Session 9

OBJECTIVES:



To become familiar with the genre of musical films.

CONTENTS:

The use of music in cinema.

Musical films.







Watching a video of the song.


MIXED ABILITY:

Consolidation

Looking at the notes and writing their names.

Extension

Finding out about the plot of the film.

ASSESSMENT:

What to assess?

The student appreciates the role of music in film through the use of soundtracks. The student learns about the genre of musical films.

How to assess?







TIMING: Session 10

OBJECTIVES:

Creating a group dance.

CONTENTS:

Group dance.

The musical.


Listening to the recording and identifying the instruments and voices that can be heard.

Information about the kind of dance which is going to be performed.

Creating and carrying out a choreography.


MIXED ABILITY:

Consolidation

Watching an extract of a musical film.

Extension

Singing the song.

ASSESSMENT:

What to assess?

The student participates in creating and performing a group choreography.

How to assess?






UNIT 8

TERM 3 ASSESSMENT

Unit 8: Dance Music

TIMING: Session 1

OBJECTIVES:








ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 2.

OBJECTIVES:

To learn about different types of dance throughout history.

CONTENTS:

Dance.




Presenting dance and its many forms.




MIXED ABILITY:

Consolidation:


Extension:

Completing a crossword.

ASSESSMENT:

What to assess?

The student understands that dance is as old as humankind and has been an integral part of all cultures.

How to assess?






TIMING: Session 3

OBJECTIVES:

To learn about the concept of musical texture.

CONTENTS:

Texture.


Reviewing the concepts of melody and harmony.

Presenting the concept of texture and the most common textures.

Reading the information in the book and looking at the scores.


MIXED ABILITY:

Consolidation

Matching each texture with a melodic line.

Looking at the lyrics and finding the word.

Extension

Looking at different scores and identifying the texture of each one.

Matching using arrows.

ASSESSMENT:

What to assess?

The student learns the concept of musical texture.

How to assess?






TIMING: Session 4

OBJECTIVES:



CONTENTS:

Group performance.

Chords.




Looking at the score.

Presentation of the tonic, the subdominant and dominant.

Singing the melody.

Learning the song and lyrics.

Presentation of major and minor diatonic scales.

Performance practice.

Learning how to play chords.

Improvising with scales.


MIXED ABILITY:

Review

Finding the scale studied.

Extension

Creating other scales.

ASSESSMENT:

What to assess?

The student distinguishes between major and minor diatonic scales.

How to assess?







TIMING: Session 5

OBJECTIVES:

To learn about the main kinds of musical ensembles.

To listen attentively to examples.

CONTENTS:

Instrumental ensembles.







MIXED ABILITY:

Consolidation

Identifying and circling five differences.

Finding the names of five musical ensembles.

Extension

Recognising images of ensembles and writing their names.

Reading and crossing out.

ASSESSMENT:

What to assess?

The student knows different kinds of musical ensembles.How to assess?






TIMING: Session 6

OBJECTIVES:


CONTENTS:

Group performance.



Learning the melody.


Looking at score and identifying the four parts.

Rhythmic reading of the score.

Singing the melodic sequences.

Learning by imitation.


Learning the new sounds that are going to be performed.

Performing each of the parts on the descant recorder.

Performing the piece in four parts.

Performance as an instrumental ensemble with the accompanying backing track.

MIXED ABILITY:

Consolidation


Extension

Vocal or instrumental performance of the song.

ASSESSMENT:

What to assess?


How to assess?







TIMING: Session 7

OBJECTIVES:

To learn about the relationship between song and dance.

CONTENTS:

Song and dance.



Presenting the work and the composer.


Learning the song by imitating.

Performing the song without straining the voice.

Singing the song.


MIXED ABILITY:

Consolidation

Responding with true or false.

Extension

Remembering a modern choreography.

ASSESSMENT:

What to assess?

The student understands that song accompany both modern and traditional dances.

How to assess?






TIMING: Session 8

OBJECTIVES:



CONTENTS:

Active listening.

Ballet.





Listening attentively to the recording.

Talking about a favourite scene.


MIXED ABILITY:

Consolidation

Writing the names of the characters from Swan Lake.

Extension

Identifying works composed by Tchaikovsky on a list.

ASSESSMENT:

What to assess?


The student learns more about ballet being a specialised dance form.

How to assess?






TIMING: Session 9

OBJECTIVES:



To become more familiar with the genre of musical films.

CONTENTS:

The use of music in films.

Musical films.




Performing a melodic arrangement.

Performing a percussion accompaniment.



MIXED ABILITY:

Consolidation

Looking at the cinematic frames and writing the film titles.

Extension

Individual improvisations.

ASSESSMENT:

What to assess?


The student appreciates the genre of musical films.

How to assess?






TIMING: Session 10

OBJECTIVES:

To engage in a dance.

To learn about and to do the cha-cha-cha.

CONTENTS:

The cha-cha-cha.


Finding out about the kind of dance which is going to be done.

Learning the dance by imitating.

Listening to the recording and moving around the class following the rhythm.

Synchronising movements in pairs.

Learning the choreography.

Performing the choreography.



MIXED ABILITY:

Consolidation

Performing the basic rhythm of the cha-cha-cha using small percussion.

Extension

Creating new movements for the choreography.

ASSESSMENT:

What to assess?

The student participates in a dance.

How to assess?






UNIT 9

TERM 3 ASSESSMENT

Unit 9: Music and Technology

TIMING: Session 1

OBJECTIVES:








ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 2.

OBJECTIVES:

To learn about the history of sound recording.

CONTENTS:

Recording music.

Devices for recording and playing music.




Presenting the history of recording and the most relevant devices.



MIXED ABILITY:

Consolidation:


Extension:

Learning to perform a melody and completing the score.

ASSESSMENT:

What to assess?

The student learns about the main technological achievements which have improved instrument construction and the diffusion of music.

How to assess?






TIMING: Session 3

OBJECTIVES:

To learn about the subdivision of bars in theory and practice.

CONTENTS:

Subdivision of bars.

Artificial note groupings.


Presenting the subdivision of bars.

Playing rhythmic echoes.

Improvising rhythmic patterns using triplets.

Practising with body percussion.

Presenting triplets and sextuplets as artificial note groupings.

Practising with body percussion.


MIXED ABILITY:

Consolidation

Circling the triplets and sextuplets

Learning to write triplets and sextuplets.

Extension

Drawing in the missing bar lines.

Writing equivalent notes.

ASSESSMENT:

What to assess?

The student identifies triplets and sextuplets as artificial note groupings.How to assess?





TIMING: Session 4


OBJECTIVES:

To perform an arrangement containing the elements of musical language studied.


CONTENTS:

Group performance.

The subdivision of bars and artificial note groupings.




Learning the melody.

Presenting the accompaniment.

Improvising different kinds of accompaniment.

Creating a harmonic and melodic accompaniment.


MIXED ABILITY:

Review

Finding the concept studied.

Extension

Finding information about John Williams and Star Wars.

ASSESSMENT:

What to assess?

The student identifies triplets and sextuplets as artificial note groupings. How to assess?






TIMING: Session 5

OBJECTIVES:

To learn about electronic instruments.

To listen attentively to examples of electronic instruments.

CONTENTS:

Electronic instruments.







MIXED ABILITY:

Consolidation

Recognising the instruments in the images.

Crossing out the instruments which are not electronic.

Extension

Completing a crossword.

A brief description of the electric guitar.

ASSESSMENT:

What to assess?

The student learns what electronic instruments are.

How to assess?






TIMING: Session 6

OBJECTIVES:


CONTENTS:

Group performance.



Looking at the score and identifying the three parts..


Learning the melody by imitating.


Playing each of the parts on the descant recorder.


Performing as instrumental ensemble with the accompanying backing track.

MIXED ABILITY:

Consolidation


Extension

Singing the song.

ASSESSMENT:

What to assess?

The student performs an arrangment as part of an ensemble.

How to assess?






TIMING: Session 7

OBJECTIVES:

To learn about the close relationship between melody and accompaniment in modern music.

CONTENTS:

The song and its accompaniment.

Musical texture.

The subdivision of bars.






MIXED ABILITY:

Consolidation

Responding with true or false.

Extension

Looking for and writing down a song verse.

ASSESSMENT:

What to assess?

The student defines the concept of accompaniment as supporting a melody.How to assess?






TIMING: Session 8

OBJECTIVES:



CONTENTS:

Active listening.

Symphonic rock.





Listening attentively to a recording.


MIXED ABILITY:

Consolidation

Looking at the images of instruments and ordering them according to how they appear in the recording.

Extension

Reading a score and finding the connection with the music heard.

ASSESSMENT:

What to assess?


How to assess?






TIMING: Session 9

OBJECTIVES:



CONTENTS:

The use of music in film.

Electronic and symphonic music.








MIXED ABILITY:

Consolidation

Responding to a question about the composer of several soundtracks.

Extension

Finding the titles of compositions by Howard Shore.

ASSESSMENT:

What to assess?


The student appreciates the role of the symphonic style in film music.

How to assess?





TIMING: Session 10


OBJECTIVES:

To do a dance which requires different forms of spatial organisation.

CONTENTS:

Traditional dance.



Students form dance pairs.

Learning and practising the choreography.

Performing the dance.


MIXED ABILITY:

Consolidation

Doing the dance but changing one of the movements.

Extension

Watching videos that show the dance being performed.

ASSESSMENT:

What to assess?

The student participates in a popular dance that requires dancing in pairs.

How to assess?






Documents

SECUENCIACIÓN DIDÁCTICA - Microsoftpearsonespana.blob.core.windows.net/books/Live Musi… · Web viewFinding information about Ennio Morricone. ASSESSMENT: ... Crossing out the