THE MUSIC LANGUAGE.- THE CLASSICAL ORCHESTRA, by Isabel Mndez Pavn.

Music, 1st level (ESO)

1. Learning
outcomes /
Evaluation criteria

2. Subject Content

- to play single rhythm patterns (voice and percussion)

- to be able to play the piece from beginning to end without
stopping and applying the required technical skills.
to know the vocabulary of the music language.
- to know the orchestral instruments to play with.

The regular pulse groupings (measures or bars).

The time signature.
Rhythms
Instruments.
3. Language Content / Communication

Vocabulary
- Nouns: note, rest, bars. Instruments. Score.
- Adjetives: (ordinal numbers) whole, half, quarter, eighth,
sixteenth
- Verbs: to beat, to receive.

Structures

Language skills

4. Contextual element

5. Cognitive
(thinking) processes

6. (a) Task(s)

- Comparatives (figures)
- writing
- listening
- (and playing, the main music language...).
- Playing and singing with the local orchestra.
- Identifying the different instruments in the local orchestra.

- Experiencing and noticing the physical world, scanning for visible

reactions and relevant data: experiencing the sound.
- Using the music language to play in differents groups.
- Recalling past experiences, remembering detailed data and what
it is linked to.

Listening the orchestral instruments.

Aplying the language music
Analysing a score.
Playing in groups.

THE MUSIC LANGUAGE.- THE CLASSICAL ORCHESTRA, by Isabel Mndez Pavn.

Music, 1st level (ESO)
6. (b) Activities

Activity: Discovering the orchestra (activity in pairs,

between two)
Student A:
1.- Your partner will read the following text. Try to fill in the
gaps. After, you will read your text, and you will have to fill in
your gaps.

An orchestra is a large instrumental __________ that

contains sections of ____________, brass, __________ and
___________ instruments. The term orchestra derives from the
_________, the name for the area in front of an ancient Greek
_________ reserved for the Greek chorus. The orchestra grew by
accretion throughout the 18th and 19th centuries, but changed
very little in _________ during the course of the 20th century. A
_________ orchestra for this time period (of about fifty
__________ or fewer) is called a ________ orchestra.

[Continue reading]

In an orchestra you can find different instruments:

-. Woodwinds: flutes, oboes, clarinets and bassoons.
-. Brass: French horns, trumpets, cornets, trombones
-. Percussion: timpani, bass drum, cymbals, triangle, tambourine,
glockenspiel, tuba.
-. Strings: violins 1, violins 2, violas, cellos, double basses, harp

2.- Can you write 10 instruments that they do not belong to an

orchestra? Compare your answer with your partner.
_________________
_________________
_________________
_________________
_________________

__________________
__________________
__________________
__________________
__________________

THE MUSIC LANGUAGE.- THE CLASSICAL ORCHESTRA, by Isabel Mndez Pavn.

Music, 1st level (ESO)

Student B:

1.- Read the following text to your partner. He will try to fill in
the gaps. After, he will read his text, and you will have to fill in
your gaps.

An orchestra is a large instrumental ensemble that contains

sections of string, brass, woodwind and percussion instruments.
The term orchestra derives from the Greek, the name for the area
in front of an ancient Greek stage reserved for the Greek chorus.
The orchestra grew by accretion throughout the 18th and 19th
centuries, but changed very little in composition during the course
of the 20th century. A smaller - sized orchestra for this time period
(of about fifty musicians or fewer) is called a chamber orchestra.

[Your partner will continue reading]

In an _________ you can find different instruments:

-. __________: _____, oboes, clarinets and __________.
-. Brass: French horns, _______, cornets, trombones
-. ___________: _______, bass drum, cymbals, ________,
tambourine, glockenspiel, tuba.
-. Strings: violins 1, ______ 2, violas, cellos, double basses,
______.

2.- Can you write 10 instruments that they do not belong to an

orchestra? Compare your answer with your partner.

_________________
_________________
_________________
_________________
_________________

__________________
__________________
__________________
__________________
__________________

THE MUSIC LANGUAGE.- THE CLASSICAL ORCHESTRA, by Isabel Mndez Pavn.

Music, 1st level (ESO)
3.- The Classical orchestra

Look carefully at the photo above. Draw arrows to label

the following:
- String instruments.

- Woodwinds.

- Brass.

- Percussion.

- The conductor

4.- Look at the diagrams and the writing below. They explain
how an orchestral section (string, brass, woodwind and
percussion) is formed, but they are mixed up. Decide which
piece of writing goes with which diagram.

THE MUSIC LANGUAGE.- THE CLASSICAL ORCHESTRA, by Isabel Mndez Pavn.

Music, 1st level (ESO)

Percussion: It is possible
to find lots of different
instruments in this section
in the orchestra. The most
important are the timpani.
Other instruments: drums,
triangle, marimba...

Brass:Trumpets, trombones,
tubas and horn.

Woodwind: Flutes,

String: Violins, violas, cellos,

double- bass and,
sometimes, a harp.

oboes, clarinets and

bassoons are the most
important. But, also, it is
possible to find a
contrabassoon, and an
English horn.

5.- Crossword: find the only string instrument which belongs

to the string instruments.

S A B E L B U O D

L U T E O B O V O

T O L N U N

E G H J

S D E O B

L A R

E T F R

J M O D

E S X

6.- Write the name of 5 instruments which do not belong to

the orchestra.
1.- _____________________
2.- _____________________
3.- _____________________
4.- _____________________
5.- _____________________

THE MUSIC LANGUAGE.- THE CLASSICAL ORCHESTRA, by Isabel Mndez Pavn.

Music, 1st level (ESO)

7.- What instruments are you listening? Go to this wall on the

internet: http://es.padlet.com/wall/tr1lswynyjvv and listen
each one.

1st) _____________________
2nd) _____________________
3rd) _____________________
4th) _____________________
5th) _____________________

7. Methodology
Organization and class The second quarter (to lessons / week).
distribution / timing
Resources / Materials
Workbook.
Scores to play and analyse.
PC with internet.
Orff Instruments
Key Competences
- cultural awareness and expression
- communication in foreign languages
- mathematical competence
- social and civic competences
- learning to lear
8. Evaluation (criteria
and instruments)

Criteria:
- to play single rhythm patterns (voice and percussion)
- to be able to play the piece from beginning to end without
stopping and applying the required technical skills.
- to know the vocabulary of the music language.
- to know the orchestral instruments to play with.
Evaluation instruments:
- playing in a concert the pieces studied.
- oral exam
- activities in the workbook

THE MUSIC LANGUAGE.- THE CLASSICAL ORCHESTRA, by Isabel Mndez Pavn.

Music, 1st level (ESO)