lunes, 8 de junio de 2020

FROM RESEACH TO IMPERSONATE





Shared by Eva Tudela:

We have just finished the instrumental group theory and students have researched each of the formations.

I’ve suggested to them the viewing of the movie The Concert, the viewing of Pagagnini Illana and I have asked them to look for information on pop rock and jazz groups.  

They have done a small work on their own and then, they have emailed it to me with all the new links they have found. When the investigation is over they will have to choose one of the groups and write a review on a Padlet board.
https://padlet.com/aravallemusica/xpgn9mqbiuyp 

After this, the students have to imitate that group , singing and performing the way of acting, using all the resources. They dress up and they will do their hair and make up in the same way as their favorite singers or their favorite groups that they have investigated. We will use a Chroma screen and the app http://www.chromavid.com/ to imitate the scenarios in which the singers we have researched make their songs, after all, we will make a documentary as a TV programa with all the recordings.

ROLE PLAY AND MUCH MORE

Picture by Irina Ivanova


Shared by Ignacio García: 


This activity consist of a role-play in which a pupil will interview a classmate who will be impersonating a famous composer. 

Working by pairs, the pupils will search for information about the composer and his context, and will design an interview with questions related not just to her/his work and life, but also to the cultural context in which she/he developed the music. For instance, a couple of questions could be referred to literary and artistic tastes.  The pupil who impersonates the composer could be disguised as the musician.

They have to name or show at least a painting and a literary work that could have been the preferred one of this composer. There is no necessary to talk about the real preferences of the musician. That is about linking different expression in a specific moment of cultural History.  

Then, they could propose a composition, and show a picture or read a poem whereas the class listen to the music. For example, one of the pupils could be dressed up as Beethoven, and pretend to be a little deaf. The interviewer could ask for his favourite painter and writer, and Beethoven can name Goya or Friedrich, and Goethe. Then, we can listen the first movement of 6th symphony, whereas a landscape of Friedrich is projected on a screen. They could even make a video or Slideshare with Goya’s, Friedrich’s, and Turner’s paintings, and sentences or verses from Schiller, Goethe, Schelling…

In a second phase of this project, I could design a cross-curricular activity with another subject’s teacher.

A History teacher and a Literature teacher could carry out the same activity in their classes. The, we could plan a meeting between Napoleon, Goethe and Beethoven, and watch them debating about the French revolution, or organize a press conference or round table about feminism with Emilia Pardo Bazán, Clara Schumann and Emmeline Pankhurst. Finally, we could plan and exhibition of works, sentences and music of this people.



MUSIC VOCABULARY



Shared by Marta Gómez:


Think of an activity you will carry out in class and explain what you want your students to produce in terms of communication.

You can include the following:
-vocabulary and structures:
-format: oral, written
-discourse type (narrative, descriptive…)

        The activity could be done once the students already know some vocabulary or contents about music and general vocabulary. It consists on choosing one song and to apply their knowledge to analyze it musically based on a guide that the teacher gives them. For that activity, a classroom with computers and access to the Internet is required.

        They should use the vocabulary in music that they’ve already learnt (or should have learnt) in class but they have to apply to the selected song so they can notice that when we study music we don’t talk only about classical music, their knowledge could be applied to the music they like.

        They use a written format while they are preparing their project but, once they finish it would be very interesting that the students could expose their analysis to the rest of the class, so oral communication is used for this activity too.

        The discourse type would be descriptive but using vocabulary and expressions learnt previously. This activity is a very good way to know if the students have learnt the main contents explained in class and to know which contents and vocabulary  need to be reinforced.  
       

HANDS-ON MUSIC: Scene recreation



Shared by Eva Mª Tudela Calvo:

We have just finished the theory and we have finished  the Amadeus movie, the selected scenes. Therefore, after this, I have carried out a creative plastic activity. 

https://aulavirtual.educa.jcyl.es/iesmarquesdelozoya/pluginfile.php/5210/mod_folder/intro/I MG_7904.JPG 


The students have to recreate  a picture that I provided them with shoe boxes, with recycle elements, sticks, plasticine, tempera, everything that their imagination allows them to. 



When we finish what we will do is place the picture on one of the sides of the box, and within the scene we will place a QR code linked to a song that we have previously heard and recorded in class about this period. 


We use IRIG RECORDER and QR Generator. The result will aslo be uploaded to the virtual Classroom. 

https://www.ikmultimedia.
com/products/irigrecorder/?L=ES 
https://es.qr-code-generator.com/ 

This is one example:



INTRODUCING STRING INSTRUMENTS. PEER TO PEER ACTIVITY







Shared by Ignacio García:

The activity lies in introducing a part of the subject’s contents to their classmates. They will work by groups of three-four pupils. Firstly, the teacher will make clear they are not dealing with a conventional exposition. They are used to copying and paste some information to create a PowerPoint presentation, and then they usually read these contents. 

However, in this activity they have to provide their classmates with useful tools and efficient communication so the pupils can get the key points related to the contents. Moreover, they have to provide themselves with an accurate feedback from their mates, and reflect on the process of learning they have carried out.

For this purpose, the teacher will set out a series of tasks:

-Write a couple of introductory questions about the contents. This way, they can use different types of driving questions.

-Explain briefly the main points of the topic, so they can develop both vocabulary and summarizing skills.

-Offer their mates some material to clarify the exposition: pictures, or a brief video.

-Think about an activity to resume the key points, and search for some feedback of their classmates’ learning, who can ask their ‘teachers’ any doubt they mayhave. This activity could consist of more questions, a crossword, a kahoot,…

Let’s see an example: We are dealing with the classic musical instruments, and a group is in charge of the family of string instruments.

-They introduce the matter by asking these questions to their classmates:
                 *What is the element that vibrates in a string instrument?
                 *How is the sound produced?
                 *How many string instruments could you name?

-Then, they show a scheme/presentation with the three main types of string instruments (bowed, plucked and struck), and a couple of examples.

-Each member of the group introduces an instrument with a picture or video, and explains how it works.

-Finally, they propose an activity. For instance, they could put some videos of unknown string instruments and their classmates have to find out how to classify them.
                  
Once the activity is finished, the whole group will proceed with the assessment, using some rubrics as a reference:

RUBRIC
DEFINITION
MARK
Selection of information
The information is accurate, and the group has made clear the priority of the contents.

Clarify of exposition
The members of the group have worked in coordination with each other, and they have use accurate tools of communication.

Knowledge
The members of the group have shown good knowledge of the contents. They aren’t been reading the information all the time, and they knew the main points of the matter.

Materials
The materials(schemes, pictures, videos) they have search of were appropriate and useful.

Activity
The activities of review they have elaborates were useful to retain the key points of the contents.



 Both pupils and ‘teachers’ have to mark the exposition, showing accurate arguments to this purpose. That way, all the pupils will be encouraged to use a variety of structures such the conditional (‘If you had share out better your roles, your exposition would have been clearer’.)

In my opinion, this would be a very complete activity to practice both oral and written performance, and could be specially recommended to develop the ‘Learn to learn’ skills.

BAROQUE SPOTIFY LIST







Shared by Mariela Rodríguez for 3rd Year ESO:


Topic: the Baroque period in music.

The activity is structured in two parts, and they are going to work in couples (it’s a small group of 17 students).

In the first part, they are going to create a poster of a chosen Baroque composer in an online program named canva. This program is a great tool and has many free templates to create flyers, cards and posters. The poster needs to catch the attention like an ad, because they are going to use it as an image for a Spotify playlist.

In the second part they are going to research about their chosen composer and his/her music, to have enough information to make a Top five Spotify playlist and a short verbal presentation. The outlines of the presentation are as follows:

1.   Brief description of the composer's biography: Ex. Date and place of birth, professional development, any other information you consider relevant (including gossip).

2.   ‘Sell it’. Examples: Why his/her music was successful in the Baroque period? Why is he or she  one of the most well known composers of our time? Why is his/her music so appealing?

3.   Show us the composer top five. Show us the Spotify list you’ve created with the top five music pieces of the composer. Specially justify the music you’ve chosen as number one….

To prepare a successful presentation, it could be useful to give them keywords that could help them to describe and explain their subject. I’d rather prefer to do that while assessing their work in class. They need a lot of assistance to do this kind of several steps activity, so I think it’s the best option in this case.
Here are some links to the resources I use in this activity.  


DRIVING QUESTIONS




DRIVING QUESTIONS

Shared by Mariela Rodríguez:

I have chosen the second task because asking questions that urge the students to reflection is a good way to start a lesson. Also, it engages them into their own learning process.

I think it is important to start with a general question. An example of it could be:
What is the role of music in our society?

Going from there, we can ask different driving questions about music and society:
·       How music can create an impact in our lives?
·       Can music be a driving force for social change?
·       What type of music has a value for you? Why?
·       Could be music a reflection of a time or a society?
·       Does music have a therapeutic effect?

These are some of the questions that can be asked in class. Moreover, it could be useful to introduce a topic or an unit, to guide a project about music and society, and also to discuss articles and short documentaries related to these questions.

Here are some links that can be watched and discussed in class:



Shared by Almudena Arranz:

  1. Can music practice improve bad behavior?
  2. Does the music that we listen define ourselves?
  3. What are the benefits of playing an instrument in the brain development?
  4. How was music shared before the creation of recording systems?
  5. Why does music affect our mood?


Shared by Eva Mª Tudela:


1.- What do you know about classical music? 



2.- Do you Know the meaning of classic in this topic? Why is it called classical music? 



3.- Why do you think young people don’t like classical music? Why do most teenagers seem not to like classical music? 











4.- Do you Know any composer of this era? Who are Mozart, Haydn and Beethoven? 





 5.- Have you ever been to a concert of Classical Music? Where is the most famous New Year’s concert celebrated?