Coordinación bilingüe Isabel Pérez Torres

Plantilla de unidad AICLE Asignatura: MUSICA Profesor: Belén Álvarez García Título de la unidad Pulse,  Accent  and  Rhythm Curso / Nivel 1º ESO

1. Objetivos de aprendizaje / Criterios de evaluación

To  identify  and  describe  the  pulse,  accent  and  rhythm  in  a  piece  of  music.  To  be  capable  of  following  and  clapping  a  pulse,  an  accent  and  a  rhythm  To  express  what  you  have  listen  to.  To  take  part  in  a  group  performance.  To  work  well  in  groups.  To  develop  and  to  put  into  practique  techniques  and  skills  to  build  a  performance  (dance,  vocal  or  instrumental)  and  musical  creation  in  groups  or  individually.  To  use  different  sources  of  information  (audio  visual,  Internet,  texts,  scores  and  other  graphics  resources)  in  order  to  get  the  knowledge  and  the  enjoyment  of  music  by  themselves.  

2. Contenido de materia

Elements  of  a  musical  composition:  concept  of  accent,  pulse  and  rhythm.  Identification  of  accent,  pulse  and  rhythm  in  the  listening.  Performance  a  piece  of  learning  by  imitation  and  through  the  reading  of  scores.  The  rhythm:  a  way  of  communication  between  cultures.  

3. Contenido de Lengua / Comunicación

Vocabulario

Pulse,  heartbeat,  regular,  irregular,  time,  beat,  strong,  patterns,  clap,  meter  (duple,  triple).  Metronome,  keep  the  time,  syncopation,  tempo

Estructuras

• How  to  describe  feeling  relate  with  rhythm  Happy  –  Angry  –  Sad  –  Weak  –  Strong  –  Well  –  Better  –  Nervous  –  Scared  –  Agreeable  –  Brave  –  Calm  –  Delightful  –  Eager  –  Gentle  –  Nice  –  Sweet  –  Optimistic  –  Pessimistic  –  Great...    • Structures:  In  my  opinion.../  I  believe.../  I  prefer..  /  When  I  listen  to  this  song.../That  song  makes  me....  /      • How  to  describe  a  rhythm:    

Coordinación bilingüe Isabel Pérez Torres

That  song    shows  more  rhythmic  activity  (syncopations,  shorter  note  values,  etc.)    than  ...  /  I´m  hearing...  /  The  beat  is...  /    

Tipo de discurso (descripción, narración, etc.)

Description (oral and writing) comparison

Destrezas Lingüísticas Listening,  Reading,  Writing  and  Speaking

4.Contexto (elemento cultural)

Cultural differences and rhythm between your favorite music and classical music

5. Procesos cognitivos (analizar, sintetizar, etc.)

To analyze , To summarize, To concentrate

6. (a) Tarea (s) Write a rap song

6. (b) Actividades 1. What is pulse? Realizing about pulse around us Pulse feeling Conclusion: musical pulse Teacher introduces the topic (p. point and music) Images Students think about different types of natural pulse. Brainstorming and they experiment pulse. 2. Making music. Practice of pulse. Pulse clapping: 2-time and 3-time. Concept of accent. Accent clapping (Illustrations) 3. Listening activity. Notice the difference between duple meter and triple meter. Suggested pieces of music: a polka and a waltz 4. Movement activity. Suggested piece of music: “The sabre dance” by Katchaturian. 5. What is a rap song? Brainstorming and True or false with a handout 6, Explain how they can do a rap song. The teacher or different students read how they can do it. Take notes. Ask questions. Create a rubric together

Coordinación bilingüe Isabel Pérez Torres

7. Write a rap song

7. Metodología

Organización y distribución en la clase / tiempo

It´s a good lessson before “Note values” and after the first lesson around the difference between rhythm and melody.

1. SESION:    

Ø Activiy  1:  15  minutes    

Ø Activity  2:  20  minutes    

Ø Activity  3:    15  minutes  

2. SESION:    

Ø Activity  4:  15  minutes    

Ø Activity  5:  10  minutes  

3 Y  4  SESION:    

Ø Activity  6:  

Recursos / Materiales

Metronome, Watches, Blackboard, Claves, Woodblocks, Hi-fi equipment

Competencias básicas Linguistic communication competence: Group activities help students to improve communication skills. Rhythmic contents provide specific vocabulary and support general use of language. Mathematical competence: Music, and specially rhythm, has an important mathematical component, because rhythm is based in different notes that have a proportional relationship between them. Knowledge and interaction with physical world: Performance activities, in which students have to use voice or body in the correct position, can prevent health problems and develop this competence. Digital competence and information processing: Use of technological resources facilitates digital competence.

Coordinación bilingüe Isabel Pérez Torres

New technologies are essential to listen, to record and to create music. Social and civic competence: Group performances and activities help students to develop social and civic skills. Cultural and artistic competence: This teaching unit develops cultural and artistic competence since music is not an essential way of artistic expression but also one of the most important vehicles of culture. Learning to learn: Listening and performing activities improve the ability of concentration, attention and memory. Learning strategies are developed by performance and aural training activities. Autonomy and personal initiative competence: Creative activities encourage students to improve their autonomy and initiative by using their musical skills and creativity. In addition, they have to explain their own opinions about music heard.

8. Evaluación

- To identify and describe the pulse, accent and rhythm in a piece of music.

- To be capable of following and clapping a pulse, an accent and a rhythm.

- To express what you have listened to. - To listen to the music carefully and be open minded to

different styles of music. - To coordinate movements according to the rhythm. - To take part in a group performance. - To work well in groups. - To understand the function of the rhythm in a rap. - To do a basic rap - To express yourself (ideas, feelings) through the rap

Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente. Un primer modelo de esta plantilla ha sido publicado en:

Coordinación bilingüe Isabel Pérez Torres Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180. Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.