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Primary Education Music Class

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Rocío González

on 7 September 2015

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Transcript of Primary Education Music Class

Music Class
Bring the ancient lyric and myths to the students

Let them know the important characters

Show different forms of dramatic expression

Inculcate specific vocabulary

Improve oral and written expression

Make known different types of music

Demonstrate how music can complement a mimic play
The king admires the kingdom while walk and write a poem inspired on how beautiful it is.

The Minotaur appears, the king prays the gods for the salvation of the city, and asks for mercy to the beast, but he roars him and keeps on destroying the city.

The narrator becomes a sculpture in which Dedalo is working. The king and Dedalo talk and write in some papers, and go out of the scenario.

The Minotaur and both of them fight, at the end, by pulling two ropes; they reach to put the beast in a cage: the Labyrinth
Act. 1
Enya: Fairy Tale

Act. 2
Hans Zimmer: Bane´s theme

Act. 3
Enya: We are free now

Act. 4
BSO300: Returns a king.
We want to inculcate a specific vocabulary in an entertaining way:
Develop creativity through painting.

Use music as an inspirational tool.

Use music as a connector between the ideas (images) and the painting.

Learn about painting by visiting a museum.

Introduce the knowledge acquired in the painting.
Watch the video
Put the music (and let them draw)
Observe the result
Take our students to the Thyssen Museum
There, they should see especially the Van Gogh pictures.
Then they could do the painting workshop (which we should have prepare before in class).
Finally, a little chat about what they have learned.
Watch the video and let them draw with the music again.
Observe the new result
Talk about the differences with the first one
To learn and sing a song.

To work on specific vocabulary. ( “The Instruments”)

To understand what is Form in music. Relate it to form in Literature.

To learn one simple Form, (Refrain – Verse).

To create and improvise Rimes, both writing and speaking.

To practice rhythm through the words, taking in to account and using the accents and number of syllables of the words.

To develop the creative writing though the composition of Poems and Rimes
To relate visual information with the draws in a sheet of paper with the knowledge explained in class.

To identify different instruments of the same family.

To know and set the different instruments in their correct place in the orchestra.

To identify a concept thanks to the definition given.

To recognize the sound of some instruments without seeing them.
1)We will give these sheets of paper to the kids in a and we will let them to do it on their own.

2)Some minutes later, we will correct the activity out loud.
Thanks to this methodology, they will develop a personal strategy to solve the activity.
Activity 1
Activity 2
Activity 3
Activity 4
Vocabulary review: What´s your favorite instrument?
Show how´s it played.

First listening of the music. Move like playing your favorite instrument.

Learn the first part of the song through the clapping game. Put the name of your chosen instrument in the correct place. Sing the song and play the clapping.

Second listening of the music. Look for the “different” melody. Once it´s found we teach that part of the song.

Sing the whole song. We ask the students to choose 4 different instruments. We sing the song with the clapping and the 4 instrument´s names and gestures.

We ask the student to write their own song. They can´t change the rhythm and the melody and they have to follow a given structure.
Pictures are chosen not only as background for representation, but as a complement. In this way more than half the weight of the activity lies on the music.

Considering that the world in which students live is flooded with stimuli, our story has to be at the same level.

We chose a play that contrasts with the aspects of the stories with which they coexist daily.

We want to inculcate a specific vocabulary in an entertaining way.

A practical exercise will be made in which they will have to do interpretation of the play, to discuss after class.

The atrezzo and costumes have been made specifically for this representation.
Alba Erviti
Rocío González
María Ruiz de Molina
Alba Sánchez
for the attention!
To learn and dance a choreography.

To review the specific vocabulary. “The Instruments”

To understand what is Form in music and dance.

To learn one simple Form, A-B with variations.

To create and improvise movements based on the action of playing the different instruments.

To experience the beat, to perform the steps listening to the music.

To practice the different directions in space ( Front, back, and sides)

To show the students a different music tradition and other culture history. (African-American)
First we will sing the song introducing the gestures for the instrument and the clapping game. The students know this part already

Decide which are going to be the moves for each instrument. Drums, Bass, Guitar and Trumpet.

Sing the new part with the moves and the clapping at the same time.

Finally, we will dance the whole choreography.
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