”Ich will bei meinem Jesu wachen”, St Matthew Passion (Bach) CC, LC The Good, the Bad and the Ugly (Ennio Morricone) DC, CC The boogie-woogie CC, IE Assessment Criteria Standards for Assessing Learning Block 1. Performance and creation 1. Recognising the parameters of sound and the basic elements of musical language, using appropriate technical language and applying them when reading or listening to short works or musical extracts. 2. Distinguishing and using the elements of musical notation (placement of notes on the stave; treble clef and bass clef; note lengths; dynamics; sharps, flats and accidentals; rhythmic indications and tempo, etc.). 3. Improvising and performing basic musical forms based on the simplest modes and scales and on the most common rhythms. 6. Showing interest in the development of technical abilities and skills when 1.1. Recognises the sound parameters and the basic elements of musical language, using appropriate technical language. 1.2. Recognises and applies rhythms and beats when reading music or listening to short works or musical extracts. 2.1. Distinguishes and uses the elements used in musical notation (placement of notes on the stave; treble clef and bass clef; note lengths; dynamics; sharps, flats and accidentals; rhythmic indications and tempo, etc.). 3.1. Improvises and performs basic musical forms based on the simplest modes and scales and on the most common rhythms.
Block 4: Music and technology 1. Using the technological resources available in an autonomous manner, showing a basic knowledge of the techniques and procedures required to record, reproduce, create and perform simple audio-visual productions. 2. Using available computing resources in a functional manner for learning about music and for doing research. 1.1. Knows some of the possibilities offered by technology and uses them as tools for musical activity. 2.1. Uses appropriate resources and procedures in an autonomous manner to work on music related tasks. What to assess The student: - Knows that, broadly speaking, music that is not popular or folk is called classical music. - Learns as a more technical term ‘classical music’ is music written during the classical period (Classicism). - Learns about the important periods in the history of music. - Knows the string instruments and how they are categorised. - Defines tempo as the parameter indicating the speed of the music. - Knows the dynamic markings that indicate the intensity of music. - Learns that the ‘variation’ form is a modified version, or versions, of piece of music. - Knows that singing requires proper breathing and articulation. - Understands the canon musical form. - Appreciates the role of classical music in film soundtracks. How to assess - Using the suggested class activities. - By observing students. - Considering students’ participation in classroom activities.
Block 2. Listening 1. Identifying and describing different instruments and voices and how they are grouped. 2. Reading different types of scores when doing musical activities to facilitate listening tasks. 3. Valuing silence as a precondition for engaging in listening tasks. 4. Aurally recognising different musical works, identifying the period or culture they belong to, and developing an interest in expanding musical preferences. 5. Recognising and describing (via graphical, physical or verbal forms of musical representation) some elements and forms of musical organisation and structure (rhythm, melody, texture, timbre, repetition, imitation, variation) in a piece of music which is played live or recorded. 6. Identifying everyday situations where there is indiscriminate use of sound, analysing the causes and proposing solutions. 1.2 Differentiates between the specific sounds of the most characteristic instruments used in modern music, folk music, and other ensembles. 2.1. Reads scores to facilitate listening tasks. 3.1. Values silence as essential for performing and listening. 4.1. Shows interest in learning about music from other periods and cultures. 4.2. Recognises the music of different cultures, knowing how to locate them in terms of place and period. 5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity. 6.1. Becomes more aware of the contribution of music to the quality of human experience, displaying a critical attitude towards the indiscriminate consumption of music. Block 3. Musical and cultural contexts 1. Performing exercises that reflect the relationship between music and other disciplines. 2. Showing an interest in learning about music with different characteristics, from different periods and cultures, and to broaden and diversify one’s own 1.1. Expresses musical ideas and relates these to different periods in the history of music and to other disciplines. 1.2. Recognises different forms of dance. 2.1. Shows an interest in learning about different musical genres and their expressive features, enjoying them as a listener and being selective.
5. Recognising and describing (via graphical, physical or verbal forms of musical representation) some elements and forms of musical organisation and structure (rhythm, melody, texture, timbre, repetition, imitation, variation) in a piece of music which is played live or recorded. 5.2. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity. 5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity. Block 3. Musical and cultural contexts 1. Performing exercises that reflect the relationship between music and other disciplines. 2. Showing an interest in learning about music with different characteristics, from different periods and cultures, and to broaden and diversify one’s own musical preferences, adopting an open and respectful attitude. 5. Appreciating the importance of Spain’s cultural heritage, and of preserving and disseminating it. 6. Valuing the assimilation and use of some basic musical concepts needed when making value judgments or when "talking about music." 1.1. Expresses musical ideas and relates these to different periods in the history of music and to other disciplines. 1.2. Recognises different forms of dance. 1.3. Understands the various functions that music performs in our society. 2.1. Shows an interest in learning about different musical genres and their expressive features, enjoying them as a listener and being selective. 2.2. Shows an interest in learning about music from different periods and cultures as a source of cultural enrichment and enjoyment. 5.1. Values Spain’s cultural heritage. 5.2. Practises, performs and memorises vocal and instrumental pieces and dances of Spanish heritage. 6.1. Uses appropriate vocabulary to describe perceptions and musical knowledge. 6.2. Communicates knowledge, judgment and musical opinions, both verbally and in writing, with rigor and clarity. Block 4. Music and technology 1. Using the technological resources available in an autonomous manner, showing a basic knowledge of the 1.1. Knows some of the possibilities offered by technology and uses them as tools for musical activity.
3. Valuing silence as a precondition for engaging in listening tasks. 5. Recognising and describing (via graphical, physical or verbal forms of musical representation) some elements and forms of musical organisation and structure (rhythm, melody, texture, timbre, repetition, imitation, variation) in a piece of music which is played live or recorded. 3.1. Values silence as essential for performing and listening. 5.1. Describes the different elements of the musical works presented. 5.2. Uses different resources to facilitate musical analysis in an autonomous manner. 5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity. Block 3. Musical and cultural contexts 1. Performing exercises that reflect the relationship between music and other disciplines. 2. Showing an interest in learning about music with different characteristics, from different periods and cultures, and to broaden and diversify one’s own musical preferences, adopting an open and respectful attitude. 3. Relating the technical issues studied to the characteristics of different periods in the history of music. 4. Recognises the key periods in the history of music. 5. Appreciating the importance of Spain’s cultural heritage, and of preserving and disseminating it. 1.1. Expresses musical ideas and relates these to different periods in the history of music and to other disciplines. 1.2. Recognises different forms of dance. 2.1. Shows an interest in learning about different musical genres and their expressive features, enjoying them as a listener and being selective. 3.1. Relates technical issues to the corresponding periods in the history of music. 4.2. Examines the relationship between historical events, technological developments and music in society. 5.1. Values Spain’s cultural heritage. 5.2. Practises, performs and memorises vocal and instrumental pieces and dances of Spanish heritage. Block 4. Music and technology