K. VIRTUAL KEYBOARD

Hi guys!! Here you have a virtual keyboard (click the URL), a really useful way to practice intervals, chords, accidentals (sharps and flats), melodies an so on.


https://teclado-pianovirtual.online/

J. PROJECT IV

PROJECT IV   

       

Guidelines

    1) The students, in groups, will do a project on some instruments as requested by the teacher, and it will be presented to the rest of the group with a Powerpoint presentation.

     2) Some instructions for the project

        -   Around 8 minutes, including videos from Youtube.

        -   As for the videos, there must be two, and they can be situated wherever you want throughout your presentation. Moreover, they must be around one minute each.

        - You need to talk about issues such as: instrument history, materials, general characteristics, the main parts, images, some renowned performers, where it is classified and why, some emotional characteristics of its sound, the “tessitura”, etc., etc., that is to say, all issues you think are remarkable or important.

        - A sort of “contest” could be developed: the Powerpoint that the teacher believes is the best will be "awarded" with a higher mark (a big "plus" as well as your mark, I mean), and it will be uploaded to the teacher’s own blog by the teacher.

   3) Before beginning with the Unit, the conversation assistant will do a general presentation in Powerpoint about the main instruments in the orchestra and so forth.

    4) Since the Powerpoint presentations will be about “common” instruments (violin, piano...) the teacher will upload a series of videos on “ethnic” instruments and/or “weird” instruments to the blog, in order for the students to learn new ideas about this topic.

     5) Finally, the teacher will bring some of his instruments to the classroom throughout February and March, and he will show them to the students, playing them, explaining the main parts, basic techniques, etc. So, the students will see them “in person”.  
                                                   
                                                                               *   *   *

     Here you have some "ethnic" and/or "weird" instruments:
    
                               

                                     
                                                  
                                                      

                                              

                                                     

                                                   

I. VOCABULARY II

Make a list with the vocabulary you will find right here throughout the Second Term. DO IT IN A NEW LABEL, not into the Music Label but in the "Music Vocabulary" Label you created the First Term.

Musical meaning: significado musical.           Dot: puntillo.         
Rhythm: ritmo.                                                Ligature: ligadura.
Dot: puntillo.                                                   Snare drum: caja. 
Drums: batería.                                              Clap: palmada.
Bar: compás (el espacio del pentagrama).    Orchestra: orquesta.
Time signature: compás (la fracción numérica).  Conductor: director.
Tempo: "tempo".                                            Ensemble: formación musical.
Chordophone: cordófono.                              Aerophone: aerófono.
String: cuerda.                                               Bow: arco.
Rub: frotar.                                                    Pluck: pulsa, puntear.
Guitar pick: púa.                                            Viola: viola.
Violoncello: violonchelo.                                Double bass: contrabajo.
Tuning peg: clavija.                                       Harp: arpa.
Brass: viento metal.                                       Woodwind: viento madera.
Mouthpiece: boquilla.                                    Saxophone: saxofón.
Oboe: oboe.                                                  Clarinet: clarinete.
Trumpet: trompeta.                                        French horn: trompa.
Percussion: percusión.                                 Amplifier: amplificador.
Soprano: soprano.                                        Mezzo-soprano: mezzo-soprano.
Tenor: tenor.                                                 Baritone: barítono. 
Grand piano: piano "de cola".                       Kettle drum: timbal. 

H. PROJECT III

Guidelines

       1) In class, we will work on some issues related to the Middle Ages, both in Music terms and in History, Art, Sociology and Culture.

       2) As for Practice hour, the students will play with the recorder some interval and chord exercises as well as progressions, in relation to the musical “pre-harmony” theory of this historical period. 

       3) Together, we will play the “cantiga” Santa María Strela do Día by Alfonso X “el Sabio”. Instruments: recorder (students), piano and guitar (teacher). Issues related to expression, rhythms, digitations, melody and so on will be under evaluation.

      4) Some videos related to the Middle Ages will be uploaded to the blog by the teacher. The students must answer a series of questions focused on this topic.

       5) Some artistic images will be uploaded to the blog by the teacher, and the students must answer a series of questions.

Deadline: around mid March.

                                                                     *    *    *

1) What period does the Middle Ages cover?

2) What general characteristics does it have (according to the teacher’s comments)?

3) What is the main difference between “troubadours” and “minstrels”?

4) Pay attention to these two monuments (a Romanic church and a Gothic cathedral). What do their different heights have in common with the music evolution of those centuries?

5) What do you feel looking at these pictures (taken from the 19^th century but directly linked to the Middle Ages)? In your own opinion, what kind of music could accompany these images?

6) Why does Heavy Metal music love this aesthetic?

7) This video explains the evolution (intervals  and so forth) of Middle Ages’ music such as we are playing in class.

8) This is the song we are playing together in class.

9) Here you have the original score and the adapted one (modern music language) that you are playing in class (and at home I would like to believe). Have a look at their main differences. 

G. SELF-ASSESSMENT (FIRST TERM)

1- WHAT CAN I DO THAT I COULDN'T DO BEFORE?

2- WHAT DO I LIKE MOST?

3- WHAT DO I DO WELL?

4- WHAT AM I CONFUSED ABOUT?

5- WHAT DO I NEED HELP WITH?

6- WHAT DO I DO IN ENGLISH AND/OR MUSIC OUTSIDE THE CLASS?

7- WHAT DO I NEED TO IMPROVE?

 8- WHAT DID I LEARN ABOUT CULTURE?

F. HALLOWEEN MUSIC

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:

            

B. TO BEGIN WITH... (part II)

I introduce our friend Maple to you. This tender dog will be with us all the course long!

E. PROJECT II

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?

D. PROJECT I

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). 

C. VOCABULARY I

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.