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Unit: Vocal Baroque Music

Area: Music

Lessons: 6

Ed. Level: 3rd Secondary

-To help learners understand that the content can be achieved in a L2.

Teaching
Objectives

-To identify the style and structures of baroque music.


-To introduce the main characteristic of the vocal baroque music.
-To distinguish the more representative vocal forms: madrigal, mass,
motet, opera, oratorio, and cantata.
-To learn to listen to music from this period.
-To understand the historical and cultural context that boosted the
birth and development of the opera.
-To develop thinking skills through HOT activities, concept maps and
reflection on learning process.

-Oral presentations with power point.


Final task

-To play and to improvise music in the


style of a baroque composer.

Evaluation
Criteria

Key
Competences

-Understand the structures of baroque music.


-Identify the different vocal baroque forms.
-Understand the role of the opera in its early stages.
-Practice of some vocal easy scores based on famous
opera melodies.
-Create patterns to improvise music in the baroque style.
-Identify the main composers of baroque music.
-Participate in an oral presentation about a research work
with a partner.
-Reflect on the learning process and the benefits of
studying content in a L2

Material
Resources

-Learning to learn competence


-Social skills and citizenship competence
-Digital competence
-Competence in linguistic communication
-Cultural and artistic competence
-Autonomy and personal initiative competence

-Laptops
-Orff instruments
-Power point presentations
-Web pages: http://www.baroquemusic.org
-Videos: http://www.youtube.com/watch?v=W9FeCNFiuik:
-Pupils dossier with data and activities
-CDs, scores, musicgrams and graphic representations
,

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci Conselleria d'Educaci 2010

-Definition of baroque music.


-To known baroque patterns.
-Differences between vocal and
instrumental baroque music.
-To known the main composers of
baroque period and their capital works.
-To known the techniques of
improvisation

Unit: Vocal Baroque Music

Content

-Participation in setting outcomes.

Student

-Concept map of the unit.


-Classify the forms of vocal baroque
music.
-Reading and notating music.
-Use baroque patterns to improvise

Cognition

learning
outcomes
Communication

Language for the topic

Vocabulary

-Specific vocabulary of the topic: madrigal,


mass motet, opera, oratorio, cantata,
basso continuo
-Instruments of this period: violin, oboe,
trumpet, clavichord, harpsichord
-Orff instrumental: xylophone,
bassxylophone, soprano xylophone,
glockenspiel, metalphone
-Orchestras families: strings, woodwind,
brass, percussion, and the instruments of
each one of them.

Culture

Area: Music
Lessons: 6
Ed. Level: 3rd Secondary

-Co-operative work. Pair work.


-Understanding music in relation to
history and culture.
-Use of baroque music as a soundtrack
to students readings of poetry or other
writings.
-Discuss overlapping scientific and
artistic developments in the time of
baroque compositions.
-Music performance based on famous
themes of baroque music.
-

Language for interaction

Structures

-Who has composed..?


-Which is the structure of this musical
form?
-Description of baroque musical
instruments.
-Description of Orff instruments.
-What evidence can you find..?

-How do you say in English?


-I agree/ I dont agree
-Just a minute
-What do you mean?
-Could you give us an example?
-Could you play it again?
-Finished
-I dont understand
-What would it happen if.?

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci Conselleria d'Educaci 2010

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