evaluating the role of music in society. They also study the interrelationships between current events, technological development and music in society. Finally, the block referred to as Music and Technology deals with the knowledge and practice of the interaction between music and new technologies. This area is particularly important because of the influence that new technologies have on the daily lives of high school students. For this reason, the aim is to create a link between familiar technological language and music in the classroom. This area underpins the areas already mentioned, as the advance in new methods and media in the field of technology means that there are enough resources that can be dealt with from this perspective. Block 1: Performance and Creation Assessment Criteria Standards for Assessing Learning 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. 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. 1.3. Identifies and transcribes rhythmic and melodic dictations that use simple binary, ternary and quaternary forms. 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.). 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. Improvising and performing basic musical forms based on the simplest modes and scales and on the most common rhythms. 3.1. Improvises and performs basic musical forms based on the simplest modes and scales and on the most common rhythms.
Cinema Block 3 consists of nine worksheets containing extension activities. Each of the worksheets focuses specifically on the skills covered in the relevant teaching unit, but with a greater level of detail. As with the worksheets in Block 2, all are structured similarly and all are structured in the same way as the units, with activities for the following: Musical Contexts The Language of Music The Language of Music Musical Creativity Instruments Instruments Voice Listening Cinema Block 4 presents some of the scores used in the Student’s Book for performing on school instruments, but which can be enriched with accompaniments, chords, other voices or by using the complete version of the score. The scores are as follows: Siyahamba (African folk song) Ionisation (E. Varèse) Puer Natus Est (Gregorian Chant) A Little Night Music (W. A. Mozart) Jingle Bell Rock (J. Carleton and J. Ross) Lullaby (J. Brahms) Hallo Django (Ulrich Führe) The Godfather (Nino Rota) Hijo de la luna (Nacho Cano) Pirates of the Caribbean (K. Badelt and H. Zimmer) Pirates of the Caribbean (accompaniment) Over the Rainbow (Harold Arlen) Singin' in the Rain (Herb Brown and Arthur Freed) Nothing Else Matters (Metallica) The Lord of the Rings (Howard Shore)
7. Showing interest in composition and improvisation activities and showing respect for the creative work of peers. 8. Participating actively and with personal initiative in performance activities by assuming different roles, trying to integrate one’s involvement with that of the rest of the group, expressing musical ideas, and contributing to the improvement of the collaborative task. 7.1. Does improvisations and compositions based on previously established guidelines. 7.2. Demonstrates a desire to excel and to improve one’s own abilities, and respects the different abilities and forms of expression of peers. 8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level. 8.3. Shows openness and respect towards suggestions made by the teacher and peers. 8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own performance and to that of the group. 8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude. Block 2. Listening 1. Identifying and describing different instruments and voices and how they are grouped. 3. Valuing silence as a precondition for engaging in listening tasks. 1.1. Recognises the sounds and appearance of different orchestral instruments, and recognises different voice types. 1.3. Explores and discovers the different possibilities of the voice and other instruments, as well as their evolution throughout the history of music. 3.1. Values silence as essential for performing and listening.
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. 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. 5.1. Describes the different elements of the musical works presented. 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 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. 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. 3.1. Relates technical issues to the corresponding periods in the history of music.
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. 4. Analysing and understanding the concept of texture and recognising different types of texture when listening to and reading scores. 6. Showing interest in the development of technical abilities and skills when engaging in performance activities, accepting and complying with the rules governing musical performance as a group, and expressing ideas that contribute to the improvement of the collaborative task. 7. Showing interest in composition and improvisation activities and showing respect for the creative work of peers. 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. 4.1. Acknowledges, understands and analyses different types of texture. 6.1. Shows an interest in knowledge about, and care of, the voice, body and instruments. 6.2. Sings suggested pieces applying techniques relating to the correct use of the voice. 6.3. Practises relaxation, breathing, articulation, resonance and intonation. 6.4. Acquires and applies techniques and skills needed to perform activities appropriate to the level of performance. 6.5. Understands and applies techniques for controlling one’s own emotions to facilitate effective performance in public. 7.1. Does improvisations and compositions based on previously established guidelines. 7.2. Demonstrates a desire to excel and to improve one’s own abilities, and respects the different abilities and forms of expression of peers.
7. Showing an interest and a critical attitude to contemporary music, musicals, live performances and new musical ideas, valuing their creative and innovative elements. 7.1. Uses various sources of information to investigate new trends, representatives and popular groups etc., and reviews such information critically. 7.2. Is interested in developing and diversifying one’s own musical preferences. 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: - Understands that traditional music is anonymous or collective in origin. - Knows that ethnomusicology is the science of studying musical phenomena in their cultural context. - Learns that traditional instruments have developed from those that were conceived in ancient cultures. - Learns about traditional Spanish instruments. - Defines scales as the ordering of sounds with different pitches and learn about various types of scale. - Understands that folk songs can have different versions developing from their original oral transmission. How to assess
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 engaging in performance activities, accepting and complying with the rules governing musical performance as a group, and expressing ideas that contribute to the improvement of the collaborative task. 7. Showing interest in composition and improvisation activities and showing respect for the creative work of peers. 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. 6.1. Shows an interest in knowledge about, and care of, the voice, body and instruments. 6.2. Sings suggested pieces applying techniques relating to the correct use of the voice. 6.3. Practises relaxation, breathing, articulation, resonance and intonation. 6.4. Acquires and applies techniques and skills needed to perform activities appropriate to the level of performance. 6.5. Understands and applies techniques for controlling one’s own emotions to facilitate effective performance in public. 7.1. Does improvisations and compositions based on previously established guidelines. 7.2. Demonstrates a desire to excel and to improve one’s own abilities, and
8. Participating actively and with personal initiative in performance activities by assuming different roles, trying to integrate one’s involvement with that of the rest of the group, expressing musical ideas, and contributing to the improvement of the collaborative task. respects the different abilities and forms of expression of peers. 8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level. 8.2. Plays, performs and memorises vocal and instrumental pieces and dances of Spanish heritage. 8.3. Shows openness and respect towards suggestions made by the teacher and peers. 8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own performance and to that of the group. 8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude. 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 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.
6. Showing interest in the development of technical abilities and skills when engaging in performance activities, accepting and complying with the rules governing musical performance as a group, and expressing ideas that contribute to the improvement of the collaborative task. 8. Participating actively and with personal initiative in performance activities by assuming different roles, trying to integrate one’s involvement with that of the rest of the group, expressing musical ideas, and contributing to the improvement of the collaborative task. 6.1. Shows an interest in knowledge about, and care of, the voice, body and instruments. 6.2. Sings suggested pieces applying techniques relating to the correct use of the voice. 6.3. Practises relaxation, breathing, articulation, resonance and intonation. 6.4. Acquires and applies techniques and skills needed to perform activities appropriate to the level of performance. 6.5. Understands and applies techniques for controlling one’s own emotions to facilitate effective performance in public. 8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level. 8.2. Plays, performs and memorises vocal and instrumental pieces and dances of Spanish heritage. 8.3. Shows openness and respect towards suggestions made by the teacher and peers. 8.4. Follows the basic guidelines for performance: silence, attention to the principal performer and to other performers, inner hearing, memory and adaptation to the group, showing a critical attitude to one’s own performance and to that of the group. 8.5. Participates actively in vocal and instrumental groups, collaborating with an approach that shows commitment and a desire to improve, while also demonstrating an open and respectful attitude. Block 2. Listening 1. Identifying and describing different instruments and voices and how they are grouped. 1.3. Explores and discovers the different possibilities of the voice and other
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. 4. Analysing and understanding the concept of texture, and identifying different kinds of texture when doing listening tasks and reading scores. 6. Showing interest in the development of technical abilities and skills when engaging in performance activities, accepting and complying with the rules governing musical performance as a group, and expressing ideas that contribute to the improvement of the collaborative task. 8. Participating actively and with personal initiative in performance activities by assuming different roles, trying to integrate one’s involvement with that of the rest of the group, expressing musical ideas, and contributing to the improvement of the collaborative task. 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. 3.2. Uses the knowledge and skills acquired to develop arrangements and to create songs, instrumental pieces and choreographies. 4.1. Identifies, understands and analyses different kinds of musical texture. 6.1. Shows an interest in knowledge about, and care of, the voice, body and instruments. 6.2. Sings suggested pieces applying techniques relating to the correct use of the voice. 6.3. Practises relaxation, breathing, articulation, resonance and intonation. 6.4. Acquires and applies techniques and skills needed to perform activities appropriate to the level of performance. 6.5. Understands and applies techniques for controlling one’s own emotions to facilitate effective performance in public. 8.1. Practises, performs and memorises vocal and instrumental pieces, as well as dances of different genres, styles and cultures, learning by imitation and by reading scores with various forms of notation as appropriate to the level. 8.2. Shows openness and respect towards suggestions made by the teacher and peers. 8.3. Follows the basic guidelines for performance: silence, attention to the