Actividades realizadas con la auxiliar de conversación durante el primer trimestre
Curso 2016-2017
Departamento de Música
IES Atenea
Activity 1: 2cellos
La actividad consiste en el visionado del video 2cellos de Luka Sulic and Stjepan Hauser.
Después se realiza un debate partiendo de las preguntas propuestas más abajo.
[Link]
Questions
1. Have you ever hear something similar?
2. How would you classify this music: classical, pop, rock, heavy, etc.?
3. Close your eyes while you listen to this music and answer: which instrument are
you listening to?
4. Use three different adjectives to describe this sound.
5. Would you like to go to a concert of these two musicians? What kind of people do
you think likes this music?
Valoración: como actividad introductoria a las clases de conversación en inglés resulta
apropiada porque los alumnos no necesitan conocimientos musicales previos para hablar
sobre sus gustos y opiniones musicales. El video suele gustar a los alumnos aunque al
principio se muestran algo reacios a hablar, especialmente en 1 de ESO.
Activity 2. PROJECT: LIVING IN THE MIDDLE AGES
You are going to become characters from the Middle Ages. There are four groups.
Each group has to represent a scene explaining one type of medieval music, following the
guidelines in the table below. Prepare the script, rehearse the scene and perform it in
front of the rest of the class.
GROUP 1
TOPIC TALK ABOUT: Gregorian Chant
• Characteristics
• Places where it was sung
• Function
• How it was written
CHARACTERS EXPRESSIONS TO USE…
Monks
Pope Gregory I
Priest
Learn by heart
To pray
Write the melody with neumes
The whole time singing in Latin
GROUP 2
TOPIC TALK ABOUT: Beginnings of Polyphony
• Create two simultaneous melodic lines
• Types of compositions
• Place where the music was composed
• Periods
• Main composers
CHARACTERS EXPRESSIONS TO USE…
Pèrotin
Lèonin
Machaut
Monks Choir
Sing two melodies at the same time
Parallel movement
Opposite direction
GROUP 3
TOPIC TALK ABOUT: Secular music: Troubadours
• Characteristics of these musicians:
social class, educational level, etc.
• Topics of the songs
• Famous characters
CHARACTERS EXPRESSIONS TO USE…
Kings, Queens
Knights
People from the courts
I composed this song
This song is about…
I am going to fight for your love with my music
…..
GROUP 4
TOPIC TALK ABOUT: Secular music: Jongleurs
• Who were these characters
• How they lived
• Music they played
CHARACTERS EXPRESSIONS TO USE…
Jongleurs
King and Queen
People in the village
What do you want me to play?
I didn’t compose this song
I am here to entertain you
I want you to play the flute while jumping
Activities 3 and 4: Music during the Renaissance
Read the text and answer the questions
Do you know anything about women in music? Can you recall the name of a female
composer? Why do you think you have heard about Beethoven, but you haven´t heard
about Clara Schumann?
In most music history books, the history is based primarily on men. Another thing to
remember is that women historically haven´t had access to musical education like men
have had. For example, women whom have had talent and education have had to
abandon their musical careers to care for a family and household.
1. What can you see in these images?
2. What do these images have in common?
3. What kind of instruments are they playing?
4. Why do you think we usually know nothing about women in music? Are women gifted for
arts just like men? But women usually are not in Music History books, why?
5. What do you think about the social status of these women?
6. Have you noticed something special in picture No. 3? Why has been she painted in this
way?
Music during the Renaissance II
1. What can you see in these images?
2. What are they doing? What are they wearing?
3. What can you say about their social status?
4. What kind of music do you think are they listening to? Use the correct adjectives (fast,
slow, quiet, loud, tempo, structure, etc.?)
5. When do you usually dance? Describe the situations.
6. Can you dance? What?
Activity 5: The Baroque Period. Music and Feelings
Music and violence
In most music today especially rap and heavy metal most of the lyrics contain references
to violence, sex, and/or drugs. Some such genres include but are not limited to heavy
metal, rock, death metal, rap, gansta rap, industrial, hardcore and alternative music.
According to a new study published by the American Psychological Association (APA),
songs with violent lyrics increase aggression related thoughts and emotions and this effect
is directly related to the violence in the lyrics
Other researches think that listening to music does not drive people to kill and no proof of
such has been offered. It is just their choice in music.
Look at this video by Marilyn Manson and answer the questions:
1. Do you like this music? Why/ why not?
2. Do you think music can affect people behavior? If yes, talk about different
examples.
3. Does violent music drive people to kill or to heat other people?
4. Dou you understand every lyric of the songs you listen to?
5. Should this kind of music be forbidden?
6. On the contrary, do you think music can help to achieve peace?