O. PROJECT V

Guidelines

    1) The students, in groups, will do a project on some Urban Music subgenres as requested by the teacher, and it will be presented to the rest of the group with a Powerpoint (or Prezi...) 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: history, famous groups, general characteristics, clothes (and all this stuff), some emotional characteristics of this music, sort of instruments, 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).

   3) Before beginning with the Unit, the conversation assistant will do a general presentation in Powerpoint (or Prezi...) about the fifties (music, sociology, culture...).

      4) Since the Powerpoint presentations will be only about some subgenres, the teacher will upload a series of videos on other bands and styles to the blog, in order for the students to learn new ideas about this topic.

    5) Finally, the teacher will bring some of his electric instruments (and explain the synthesizer, too) to the classroom throughout May or June, 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”.  

 6) The students must upload their Powerpoint (or Prezi...) presentations to the blog.
      
     Deadline: around mid May.  

                                                                       *   *   *
      
       Here you have some other trends and bands (do not forget make a comment!):

                                          (Dire Straits)

                                          (Deep Purple)

                                          (The Clash)
     

                                          (Surf Music)
                     

L. WINNERS

These were the winners of the project IV:


* Pablo, Diego and Daniel (2º a)

* Blanca, Lucía and Paula (2º b)

Well done!!

(You can find the Powerpoint [or Prezi...] presentation into their own portfolio).

N. SELF-ASSESSMENT (SECOND 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?

M. VOCABULARY III

Genre: género.                 
Folk music: música folclórica.
World music: músicas del mundo.         
Popular music: música popular. 
Vinyl record: disco de vinilo.
Sacred music: música sacra.
Dance music: música de danza.
Soundtrack: banda sonora.
Choreography: coreografía.
Ballet: ballet.
Stage: escenario.
Improvisation: improvisación.
Flamenco: flamenco.
Synthesizer: sintetizador.
Middle Ages: Edad Media.
Renaissance: Renacimiento.
Baroque: Barroco.
Classicism: Clasicismo.
Romanticism: Romanticismo.
Impressionism:Impresionismo.
Twentieth Century Music: Música del Siglo XX.
Triplet: tresillo.
Anacrusis note: nota anacrúsica.
Fret: traste.
Gregorian chant: canto gregoriano.
Opera: ópera.
Program music: música programática.
Gothic Rock: Rock Gótico.
New Wave: "nueva ola".
Symphony: sinfonía.
Mass: misa.
Consonance:consonancia.
Dissonance: disonancia.
Theme: tema musical (principal).
Stress: acento. 
Reed: lengüeta.
Polyphony: polifonía. 

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: