Would you like to listen to any kind of "Halloween Music" (a mix of Surf/Garage/Rockabilly/Gothic music)? "The Coffinshakers" is the finest group!!! (By the way, they come from Sweden):
...and here come the pioneers of Gothic Rock music. "The Cure", from UK (1981 guys!!, but don't fear the classics):
...and finally, something a bit more powerful in sound. "Him", from Finland:
1) In Music classes, we will work on the "program music" concept (in a wide sense).
2) Some questions and videos related to this music will be uploaded to the blog.
3) Together, we will play Morning Mood by Edvard Grieg. Instruments: recorder and acoustic guitar. Issues related to digitations, melody, rhythm, expression and so on will be under evaluation. Moreover, the song might be recorded with the microphone.
Deadline: November 23rd.
* * *
- How would you describe the "program music"? (2 or 3 lines are enough).
- Choose one of the next examples (worked already a bit in Music classes) and do some research about the composer (4 or 5 lines are enough).
a)
b)
c)
- This is the musical piece we are playing in the class. Do you believe the composer transmits the title meaning in a good manner? Why?
1) In the classroom, the teacher will focus on some famous songs of the sixties, explaining some issues in relation to Music and Sociology (although not in depth). These videos will be uploaded by the teacher to the blog.
2) The class will sing along with the teacher the song Blowing in the Wind by Bob Dylan (also covered by other artists). As accompaniment, the teacher will play the acoustic guitar. Issues related to the performance (musical phrases, melody line, rhythm, expression and so on, will be under evaluation).
3) Both Music and English teachers will work on the vocabulary and the pronunciation of certain words, besides the song's poetic meaning.
4) The musical performance might be recorded (only the audio, without image) with a microphone.
5) The students (in groups) will have to write down two new stanzas (the second and the third ones, specifically) that fits in musical terms and with the correct English syntax.
6) Finally, the teacher will add some questions related to Bob Dylan and the sixties to the blog.
Deadline: 23rd November.
* * * - Listen to the next videos:
a)
b)
c) (This one out of the sixties, anyway).
- Which one do you prefer? Why? (2 or 3 lines are enough). - Who was Bob Dylan? (2 or 3 lines are enough). - In Music classes I have told you about the sixties and the music of that period, including some videos. If you paid attention, you will be capable of writing down a summarize. (4 or 5 lines are enough).
Make a list with the vocabulary you will find right here throughout the first term. DO IT IN A NEW LABEL, not into the Music Label but creating a new label as "Music Vocabulary". Staff: pentagrama. Play: tocar. Treble clef: clave de sol. Noise: ruido. Recorder: flauta dulce. Pitch: altura. Note: nota. High-pitched: agudo. Rest: silencio (como símbolo Low-pitched: grave. de pentagrama). Melody: melodía. Silence: silencio (en general). Duration: duración. Whole note: redonda. Long: largo. Half note: blanca. Short: corto. Quarter note: negra. Choir: coro. Eighth note: corchea. Chord: acorde. Tone: tono. Semitone: semitono. Accidentals: alteraciones. Sharp: sostenido. Flat: bemol. Keyboard: teclado. Guitar: guitarra. String: cuerda. Fret: traste. Bass: bajo. Interval: intervalo. Descending: descendente. Ascending: ascendente. Major scale: escala mayor.
