musica

THE MUSIC LANGUAGE.- THE CLASSICAL ORCHESTRA, by Isabel Méndez Pavón.Music, 1st level (ESO)

1. Learning outcomes / Evaluation criteria

- to play single rhythm patterns (voice and percussion)- to be able to play the piece from beginning to end without stopping and applying the required technical skills.– to know the vocabulary of the music language.- to know the orchestral instruments to play with.

2. Subject Content– The regular pulse groupings (measures or bars).– The time signature.– Rhythms– Instruments.

3. Language Content / CommunicationVocabulary - Nouns: note, rest, bars. Instruments. Score.

- Adjetives: (ordinal numbers) whole, half, quarter, eighth, sixteenth- Verbs: to beat, to receive.

Structures - Comparatives (figures)

Language skills - writing- listening- (and “playing”, the main music language...).

4. Contextual element- Playing and singing with the local orchestra.- Identifying the different instruments in the local orchestra.

5. Cognitive (thinking) processes - Experiencing and noticing the physical world, scanning for visible

reactions and relevant data: experiencing the sound.- Using the music language to play in differents groups.- Recalling past experiences, remembering detailed data and what it is linked to.

6. (a) Task(s) − Listening the orchestral instruments.− Aplying the language music − Analysing a score.− Playing in groups.


6. (b) Activities Activity: Discovering the orchestra (activity in pairs, between two)

Student A:

1.- Your partner will read the following text. Try to fill in the gaps. After, you will read your text, and you will have to fill in your gaps.

An orchestra is a large instrumental __________ that contains sections of ____________, brass, __________ and ___________ instruments. The term orchestra derives from the _________, the name for the area in front of an ancient Greek _________ reserved for the Greek chorus. The orchestra grew by accretion throughout the 18th and 19th centuries, but changed very little in _________ during the course of the 20th century. A _________ orchestra for this time period (of about fifty __________ or fewer) is called a ________ orchestra.

[Continue reading]

In an orchestra you can find different instruments:-. Woodwinds: flutes, oboes, clarinets and bassoons.-. Brass: French horns, trumpets, cornets, trombones-. Percussion: timpani, bass drum, cymbals, triangle, tambourine, glockenspiel, tuba.-. Strings: violins 1, violins 2, vi olas , cellos, double basses, harp

2.- Can you write 10 instruments that they do not belong to an orchestra? Compare your answer with your partner.

_________________ __________________ _________________ __________________ _________________ __________________ _________________ __________________ _________________ __________________

http://en.wikipedia.org/wiki/Viola



Student B:

1.- Read the following text to your partner. He will try to fill in the gaps. After, he will read his text, and you will have to fill in your gaps.

An orchestra is a large instrumental ensemble that contains sections of string, brass, woodwind and percussion instruments. The term orchestra derives from the Greek, the name for the area in front of an ancient Greek stage reserved for the Greek chorus. The orchestra grew by accretion throughout the 18th and 19th centuries, but changed very little in composition during the course of the 20th century. A smaller - sized orchestra for this time period (of about fifty musicians or fewer) is called a chamber orchestra.

[Your partner will continue reading]

In an _________ you can find different instruments:-. __________: _____, oboes, clarinets and __________.-. Brass: French horns, _______, cornets, trombones-. ___________: _______, bass drum, cymbals, ________, tambourine, glockenspiel, tuba.-. Strings: violins 1, ______ 2, vi olas , cellos, double basses, ______.

2.- Can you write 10 instruments that they do not belong to an orchestra? Compare your answer with your partner.

_________________ __________________ _________________ __________________ _________________ __________________ _________________ __________________ _________________ __________________




3.- The Classical orchestra

Look carefully at the photo above. Draw arrows to label the following:

- String instruments. - Woodwinds.

- Brass. - Percussion.

- The conductor

4.- Look at the diagrams and the writing below. They explain how an orchestral section (string, brass, woodwind and percussion) is formed, but they are mixed up. Decide which piece of writing goes with which diagram.


Percussion: It is possible to find lots of different instruments in this section in the orchestra. The most important are the timpani. Other instruments: drums, triangle, marimba...

Brass:Trumpets, trombones, tubas and horn.

Woodwind: Flutes, oboes, clarinets and bassoons are the most important. But, also, it is possible to find a contrabassoon, and an English horn.

String: Violins, violas, cellos, double- bass and, sometimes, a harp.

5.- Crossword: find the only string instrument which belongs to the string instruments.

S S A B E L B U O D

F L U T E O B O V O

B I T O L N U N I S

E G H J Y S D E O B

C L A R I N E T F R

S U I J M O D E S X

6.- Write the name of 5 instruments which do not belong to the orchestra.

1.- _____________________

2.- _____________________

3.- _____________________

4.- _____________________

5.- _____________________


7.- What instruments are you listening? Go to this wall on the internet: http://es.padlet.com/wall/tr1lswynyjvv and listen each one.

1st) _____________________

2nd) _____________________

3rd) _____________________

4th) _____________________

5th) _____________________

7. MethodologyOrganization and class distribution / timing

The second quarter (to lessons / week).

Resources / MaterialsWorkbook.Scores to play and analyse.PC with internet.Orff Instruments

Key Competences- cultural awareness and expression - communication in foreign languages - mathematical competence- social and civic competences- learning to lear

8. Evaluation (criteria and instruments) Criteria:

- to play single rhythm patterns (voice and percussion)- to be able to play the piece from beginning to end without stopping and applying the required technical skills.- to know the vocabulary of the music language.- to know the orchestral instruments to play with.

Evaluation instruments:

- playing in a concert the pieces studied.- oral exam- activities in the workbook

http://es.padlet.com/wall/tr1lswynyjvv

musica

Documents