MUSIC COURSE PLANS

2016/2017
 MUSIC 3TH GRADE
COURSE PLANS UNIT 1

October November

BASICS

The main point of this unit is to seize the silence as that indispensable mark of active listening.
This is the only way one can appreciate music as a living art form. We perceive its beats
through the pulse that continually flows through time, combining them in a magical way with
sound. We maintain this conductive thread with activities that range from practical experiment to
concept assimilation.

METHODOLOGY

We begin with the assumption that music plays a part in a child’s reality. The intention is not to
raise the child so as to learn music, but rather to raise the child through music. It contributes to
the development of other multiple intelligences, always, from an active methodology, in which
the teacher gives prominence to the pupil, helping them to discover for themselves the pleasure
of feeling music, from the word, the rhythm, the movement and the instrumentation.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Differences between hearing and listening.
• Rhythmic dictation.
• Identification of pulse in rhythms and chants.
• Listening: “Farandola,” La Arlesiana, by Bizet.

Evaluation Criteria
1. Appreciating the value of silence in music.
2. Identifying rhythmic schemes by means of attentive listening to a dictation.
3. Enjoying listening to classical musical works.

Learning Standards
1.1. He/She distinguishes with examples the difference between hearing and listening.
2.1. He/She corrects completely a rhythmic dictation.
3.1. He/She accompanies the active listening.

Music, culture and society

• Mythology: Echo and Narcissus.
• Dancing in line: Farandola.
• Composer: George Bizet.
• Music and movement: Dem Bones (US).

Evaluation Criteria
4. Valuing the musical contribution of the great composers.
5. Getting to know examples of various works related to the musical heritage.
6. Valuing artistic manifestations of other cultures.

Learning Standards
4.1. He/She reads and answers correctly the questions about Echo and Narcissus.
5.1. He/She gets to know the character of French composer George Bizet.
 6.1. He/She actively participates in the performance of a foreign song with cumulative lyrics.

MUSICAL INTERPRETATION

The voice
• Songs:
- Little elf.
- Dem Bones.
• Rhymes and chants.

Evaluation Criteria
7. Singing expressively the proposed songs.
8. Internalising musical pulse from prosodic rhythms of the rhymes and chant.
9. Singing, with the help of hand gestures, the notes MI, SOL, LA.

Learning Standards
7.1. He/She participates in the collective song, following the basic recommendations of
intonation.
8.1. He/She follows the rhythmic cadence of the rhymes and chants
9.1. He/She plays simple melodies that contain the notes MI, SOL, LA.

Instrument
• Accompanying with body percussion and with small percussion instruments.

Evaluation Criteria
10. Following the pulse with body percussion in the reciting of a chant.
11. Integrating the accompaniment with percussion instruments in an active listening.

Learning Standards
10.1. He/She accompanies the active listening with instruments, following the corresponding
score.
11.1. He/She shows interest in the diversity of collective activities in the instrumental
performance.

Musical language
• The musical pulse.
• Main musical figures and their rests.
• Musical notation.
• The stave and the SOL clef.

Evaluation Criteria
12. Getting to know the basic elements of musical notation.
13. Recognising musical messages with various conventional and non-conventional graphic
symbols.

Learning Standards
12.1. He/She completes writing activities and discerning the black and white notes, the quavers
and semiquavers and black and white silence.
12.2. He/She knows and transcribes the symbols of the key and the stave.
13.1. He/She reads and interprets simple musical messages with conventional symbols.

MOVEMENT AND DANCE

The body
• Prosodies and accompaniment with body percussion.
• Dancing in groups: “Farandola,” La arlesiana.
• Hand gestures and intonation of the notes MI, SOL and LA.
Evaluation Criteria
14. Adapting the movement of the body to the beat of the music of one of the listenings, as an
experience of body expression.

Learning Standards
14.1. He/She participates in the active listening following the beat of the rhythm in the shifts and
reactions of each part of the music.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main ideas in the mythological text Narcissus and
Echo.

- Respecting the communication norms in any context: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit different information.
- He/She uses the digital board and the Internet to do activities and also, to look for
information about the contents in the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that will lead
him/her to make his/her own decisions.

Social and Civic competencies

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in ability that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work, overcoming difficulties.
- He/She shows interest, perseverance and initiative in the creation of artistic activities.

Cultural awareness
- Appreciating the beauty of artistic expressions in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense for individual tasks.
 COURSE PLANS UNIT 2

November December

BASICS

Among the habitual contents that appear in all units, in this presentation we highlight the double
metre time signature and the seven musical notes the most relevant. We will learn its name and
the order they follow on the scale and we will discern the difference in pitch of each. We will also
start playing the recorder, following the basic recommendations to assimilate the elementary
technique of the interpretation.

METHODOLOGY

Musical education is an area of artistic education, which, from an active methodology, converts
the pupil into a true leading character. The contribution to the development of the other multiple
intelligences is more than notable. The participation and the prominence of the pupils are
essential for them to prepare their own artistic creations. To be able to develop all their
capacities while still at the school stage, through the enjoyment of all this artistic experience,
with all that music has to offer, will surely be to the pupils’ advantage.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• The pitch on the stave.
• Listening: “Antique dance,” Faust, by Gounod.

Evaluation Criteria
1. Perceiving the difference of pitch of the different notes of the scale.
2. Respecting the norms of the listening.
3. Analysing the structure of simple musical pieces and enjoying the active participation in the
listening.

Learning Standards
1.1. He/She distinguishes the pitch of the seven musical notes.
2.1. He/She knows, understands and behaves according to the norms in the listenings and
musical representations.
3.1. He/She accompanies the active listening respecting the beat and following the
corresponding score.

Music, culture and society

• A musical: The Sound of Music.
• Composer: Charles Gounod.
• Story: The Flute Player from Hamelin.
• Christmas songs from other cultures: Rueda, Rueda (popular Peruvian carol).

Evaluation Criteria
4. Knowing examples of different works of our culture and appreciating the musical heritage.
5. Appreciating the artistic expressions of other cultures.
Learning Standards
4.1. He/She reads and answers correctly the questions about the story
The Pan Flute player from Hamelin.
4.2. He/She knows one of the examples of musical theatre: The Sound of Music.
4.3. He/She knows the French composer Charles F. Gounod.
5.1. He/She actively participates in the interpretation of a carol from another country.

MUSICAL INTERPRETATION

The voice
• Songs:
- DO, RE, MI.
- Rueda, rueda.

Evaluation Criteria
6. Singing in an expressive way the proposed songs.
7. Singing a song internalising groups of beats and highlighting the first as the strongest to
recognise the double metre.
8. Knowing and playing songs from different places, periods and of different styles with or
without accompaniment.

Learning Standards
6.1. He/She sings together with the others, following the basic recommendations of intonation.
7.1. He/She follows the beat and perceives the double metre time signature with the
interpretation of a famous song, while bouncing a tennis ball.
8.1. He/She knows and plays/songs songs from other places/periods and of other styles, with
or without accompaniment.

Instrument
• Interpretation with barred instruments:The Green Fairy.
• Accompaniment with percussion: “Old dance,” Faust, by Gounod.
• Recorder: Christmas in my city. (SI).

Evaluation Criteria
9. Following the beat with percussion in the activities that require it.
10. Integrating the percussion accompaniment in an active listening.
11. Playing a simple melody on the recorder with the note SI.

Learning Standards
9.1. He/She accompanies the active listening with instruments, following the score it
corresponds to.
10.1. He/She shows interest in different group activities of instrumental interpretation.
11.1. He/She obtains a good sound on the recorder when playing a simple melody with the SI
note.

Musical language
• The scale and the names of the notes.
• The pulse and the beat.
• Double metre.

Evaluation Criteria
12. Knowing the names of the musical notes and their places on the stave.
13. Knowing the double metre time signature and its graphic representation on the stave.
14. Reading and interpreting, simple musical measures with conventional symbols following the
beat.

Learning Standards
12.1. He/She knows the names of the musical notes and their places on the stave.
13.1. He/She recognises and reads correctly the double metre time signature at the beginning
of the stave.
14.1. He/She reads and interprets a score of instrumental accompaniment for a dance,
following the beat.

MOVEMENT AND DANCE

The body
• Postural control and breathing for playing the recorder.
• Group dance: Minoesjka (Holland).

Evaluation Criteria
15. Paying attention to the recommendations given regarding the different body parts that are
involved in getting a nice sound on the recorder.
16. Participating in a popular dance following the beat and reacting to each part of the music.

Learning Standards
15.1. He/She shows interest in following the recommendations to get a good sound on the
recorder by means of body control.
16.1. He/She participates in a popular dance following the beat when moving and reacting to
each part of the music.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main ideas in the mythological text Pan Flute.

- Respecting the rules of communication in any situation: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to convey different information.
- He/She uses the digital board and the Internet to do activities and also, to look for
information about the contents of the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that will lead
him/her to make his/her own decisions.

Social and Civic competencies

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions of other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in ability that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense for individual tasks.

COURSE PLANS UNIT 3

January February
BASICS

The stimulating and magical figure of the elf invites pupils to delve deeper into the contents of
the unit. The novelty for the pupils will be, for the first time, to participate in an artistic musical
experience that we consider appropriate for this moment of their development. They will start to
learn to play the recorder. We hope they will learn with a solid technique, and that with time it
will give them great enjoyment playing it, just as they enjoy attentive listening and performing
songs, dances and instrumental accompaniments.

METHODOLOGY

We have to favour artistic musical production as it helps pupils integrate easily and fully. The
fact is, artistic education is not bound by closed codes, it helps each pupil to express
themselves freely and without depending on uniformity. They can choose their own artistic
experience following their own rhythm of learning. We have to design and plan artistic projects,
which are then carefully selected and allow the pupils to be more involved in their own
education.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: “Le basque,” Five antique french dances, by Marais.
• Melodic dictation.

Evaluation Criteria
1. Respecting the norms regarding listening.
2. Using the body as means of describing the structure of the selected piece of a listening.
3. Identifying melodic schemes by means of attentive listening during a dictation.

Learning Standards
1.1. He/She knows, understands and behaves according to the norms in the listening
exercises and musical representations.
2.1. He/She accompanies the listening with body movements adjusted to the structure of the
selected piece.
3.1. He/She completes correctly a melodic dictation.

Music, culture and society

• Composer: Marin Marais.
• Mythological story: Pan Flute.
• Working songs: Banana boat song (US)

Evaluation Criteria
4. Knowing several examples of different musical pieces of our culture and appreciating the
musical heritage.
5. Appreciating artistic expressions of other cultures.

Learning Standards
4.1. He/She reads and answers correctly the questions about the story Pan Flute.
4.2. He/She knows the composer Marin Marais.
5.1. He/She participates actively in the interpretation of a foreign song.

MUSICAL INTERPRETATION

The voice
• Songs:
- The martians.
- Banana boat song.

Evaluation Criteria
6. Singing the proposed songs in an expressive way.
7. Knowing and playing songs from different places, periods and of different styles with or
without accompaniment.

Learning Standards
6.1. He/She sings together with others, following the basic recommendations of intonation.
7.1. He/She knows and sings songs from different places, periods and of different styles with
or without accompaniment.

Instrument
• The recorder
• The pan flute
• Articulation exercises on the recorder.
• Playing barred instruments and small percussion instruments.
• Recorder: March of the elves (LA).

Evaluation Criteria
8. Integrating the accompaniment with percussion instruments in an active listening.
9. Learning about and playing the pentatonic scale on barred instruments.
10. Learning about and playing a simple melody on the recorder with the notes SI, LA.

Learning Standards
8.1. He/She shows interest in different group activities and musical interpretation.
9.1. He/She plays simple melodies with the pentatonic scale on barred instruments.
10.1. He/She obtains a good sound on the recorder when playing a simple melody that contain
the notes SI, LA.

Musical language
• Note duration in non-conventional notation.
• Writing notes on the stave.

Evaluation Criteria
11. Learning about the names of the musical notes DO, MI, SOL, LA and knowing where they
are placed on the stave.
12. Representing a sound message with non-conventional graphic symbols to play the duration
of the sound applying it to the articulation on the recorder.
13. Reading and playing, following the beat simple musical messages with conventional
graphic symbols.

Learning Standards
11.1. He/She knows the names of the musical notes DO, MI, SOL, LA and their places on the
stave.
12.1. He/She reads and creates sound messages with non-conventional graphic symbols to
play the duration of the sound.
13.1. He/She reads and plays a score of instrumental accompaniment following the beat in the
activities that require it.

MOVEMENT AND DANCE

The body
• Articulation and fingering for playing a recorder.
• Hand signs and intonation of the notes MI, SOL, LA and DO.
• Group dance: “Le Basque,” Five old French dances, by Marais.
Evaluation Criteria
14. Controlling the articulation and fingering to obtain a good sound on the recorder.
15. Participating in a popular dance following the beat and reacting to each part of the music.

Learning Standards
14.1. He/She shows interest in following the recommendations to get a good sound on the
recorder by means of body control.
15.1. He/She participates in a dance following the beat and adjusting the body movements to
the structure of a musical piece.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main ideas in the story The Pan Flute player from
Hamelin.

- Understanding the meaning of oral expressions: orders, explanations, instructions and stories.
- He/She pays attention to the explanation of the teacher following the recommendations
for the proper technique to play the recorder.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit information.
- He/She uses the digital board and the Internet to do activities and also, to look for
information about the contents in the unit.

Learning to learn
- Managing resources and personal motivations in favour of the learning process.
- He/She shows an interest to overcome new challenges in the artistic experience.

- Developing different multiple intelligences.

- He/She applies models that serve as a reference to do the proposed tasks.

Social and Civic competencies

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in ability that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

COURSE PLANS UNIT 4

February March

BASICS
The wind, one of the most basic elements in nature, is at the centre of this unit. As an
atmospheric phenomenon, it is associated with stories of sailors and pirates who ply the seas
with sails charged by the wind. This topic is present in several activities and it favours the
motivation for a rich and varied artistic experience that awaits us when reading the mythological
text or in songs and instrumental pieces.

METHODOLOGY

Modern musical educational trends agree that children can only become musical through music.
The more the pupil feels that he/she is in the centre of the artistic experience, the more likely it
is that he/she will be able to develop multiple intelligences and discover hidden talents. It is
obvious that there is a basic principle: using an active methodology that leads the pupils to
active participation and the child to engage with this process.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: Light cavalry, by Suppé.
• Recognising pulse in a quadruple metre.

Evaluation Criteria
1. Perceiving the beat and the structure of a selected piece in a listening to participate in an
active way using instruments.
2. Discovering the stress as the strongest beat of those that form a rhythmic cadence and the
frequency with which it is repeated is every fourth beat.
3. Respecting rules of listening.

Learning Standards
1.1. He/She follows the beat and the structure of a selected piece of a listening by means of
active participation, using instruments.
2.1. He/She discovers in an empirical way the quadruple metre as a group of four beats in
which the first one is the strongest.
3.1. He/She knows and understands and behaves according to the norms in listenings and
musical representations.

Music, culture and society

• Types of recorders made of different materials.
• Dance in pairs: Branle of the horses.
• Composer: Franz von Suppé.
• Music and celebration: Jump, Kalinke (popular Bulgarian song).

Evaluation Criteria
4. Knowing several examples of different musical pieces of our culture and appreciating the
musical heritage.
5. Appreciating artistic manifestations of other cultures.

Learning Standards
4.1. He/She knows different types of recorders made of natural materials.
4.2. He/She reads and answers correctly the questions about the story of Eolo.
4.3. He/She knows of the Austro-Hungarian composer Suppé and at least one of his works.
4.4. He/She enjoys one piece of Renaissance music.
5.1. He/She learns a Bulgarian popular song participating actively when performing it.

MUSICAL INTERPRETATION
The voice
• Songs:
- Sail with your sail.
- Jump, Kalinke.
• Intonation of notes of different pitches.
• Prosodies.

Evaluation Criteria
6. Understanding the voice as an instrument and an expressive resource starting with songs
and their possibilities to create and improvise.
7. Knowing and playing songs from different places, periods and of different styles with or
without body or instrumental accompaniment.

Learning Standards
6.1. He/She expresses with his/her voice the different sound parameters learnt.
7.1. He/She knows and plays songs from different places, periods and of different styles with
or without body or instrumental accompaniment.

Instrument
• Playing rhythms with small percussion instruments.
• The recorder: A treasure in the galleon (SOL).
• Accompaniment with percussion: Light cavalry by Suppé.

Evaluation Criteria
8. Applying knowledge of musical language in the vocal and instrumental performances of
simple musical compositions.
9. Knowing and playing the triad of DO on barred instruments learning some prosodies.
10. Knowing and playing a piece on the recorder that contains the notes SI, LA and SOL.

Learning Standards
8.1. He/She plays scores of simple compositions with instrumental accompaniment.
9.1. He/She knows and plays the triad of DO on barred instruments.
10.1. He/She obtains a good sound on the recorder playing a piece that contains the notes SI,
LA and SOL.

Musical language
• Quadruple metre.
• The semiquaver.
• Conventional and non-conventional scores.

Evaluation Criteria
11. Knowing the quadruple metre and its graphic representation on the stave.
12. Playing sound messages with non-conventional graphic symbols to accompany a more
complicated part in an active listening.
13. Reading and playing, following the beat simple musical messages with conventional
graphic symbols.

Learning Standards
11.1. He/She knows the graphic representation of the quadruple metre at the beginning of the
stave.
12.1. He/She reads sound messages with non-conventional graphic symbols to play the
duration of the sound.
13.1. He/She reads and plays a score of body or instrumental accompaniment following the
beat in the activities that require it.

MOVEMENT AND DANCE

The body
• Playing rhythms with body percussion.
• Group dance: Branle of the horses.

Evaluation Criteria
14. Controlling the articulation and fingering to obtain a good sound on the recorder.
15. Acquiring expressive skills that are offered by a Renaissance dance and appreciating its
contribution to the cultural heritage and enjoying performing it.

Learning Standards
14.1. He/She shows interest in following the recommendations to obtain a good sound on the
recorder by means of body control.
15.1. He/She knows, plays and enjoys one of the examples of renaissance music and dance:
Branle.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main ideas in a mythological text – story of Eolo.

- Respecting the communication norms in any context: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit different information.
- He/She uses the digital board and the Internet to do activities and also, to look for
information about the contents of the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that will lead
him/her to make his/her own decisions.

Social and civic competency

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in capacity that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense for individual tasks.
 COURSE PLANS UNIT 5

April May

BASICS

The season of spring, a source of inspiration for many great artists, in addition to the explosion
of life and colour it brings, is one of the most favourable moment to express childlike happiness
with games and song. This will be the setting that will frame the activities of this unit. The playful
environment in which they are developed, in addition to helping with the acquisition of
capacities, will benefit the interest through active participation and will contribute to reinforce the
bonds of coexistence between all.

METHODOLOGY

The design of the activities in the unit is conceived to present to the pupils with a methodology
that, not unlike previous units, is least indispensable: we refer to active participation. The fact is
that the majority of the activities can be enjoyed in free time to facilitate the initial task of
motivation. And there is no better motivation than that which comes from one’s own life and
experience.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: Symphony No. 6, Pastoral, by Beethoven.
• Melodic and rhythmic dictations.
• Identifying low-, middle- and high-pitched sounds.

Evaluation Criteria
1. Identifying the sound properties of nature, of the atmosphere and the environment by
listening to various examples.
2. Learning about the importance of the maintenance of an acoustic environment appropriate
for the improvement of health and communal living.
3. Identifying the auditory difference between low-, middle-, and high-pitched sounds.

Learning Standards
1.1. He/She is aware of the sounds around him/her recognising their nature.
1.2. He/She recognises the evocation of the sounds of nature in a listening.
2.1. He/She appreciates silence as something necessary for musical listening.
3.1. He/She identifies the auditory difference between low-, middle-, and high-pitched sounds.

Music, culture and society

• Story: Kokopelli.
• Composer: Ludwig van Beethoven.
• Nature as inspiration: Lavender’s blue (popular English song).

Evaluation Criteria
4. Learning about examples of different pieces of our culture and appreciating the musical
heritage.
5. Appreciating artistic expressions of other countries and cultures.
Learning Standards
4.1. He/She reads Kokopelli and answers related questions correctly.
4.2. He/She learns about the German composer L. van Beethoven and at least one of his
musical works.
5.1. He/She participates actively in the performance of a foreign song.

MUSICAL INTERPRETATION

The voice
• Songs:
- Al jardín de la alegría.
- The good wise chaman.
- Lavender’s blue.
• Intonation of notes of different pitches.

Evaluation Criteria
6. Knowing the sound and musical possibilities of the voice, adjusting breathing and body
posture according to vocal interpretation.
7. Participating in the performing songs from different places, periods and styles with or
without body and instrumental accompaniment.

Learning Standards
6.1. He/She recognises the expressive, sound and musical possibilities of the voice.
7.1. He/She knows and participates in performing songs from different places, periods and
styles with or without body and instrumental accompaniment.

Instrument
• Playing barred instruments of the When the day dawns.
• Playing a recorder, barred instruments and percussion of The purple flower.

Evaluation Criteria
8. Applying the knowledge of musical language to the vocal and instrumental performance of
simple musical pieces.
9. Improvising with the pentatonic DO, variations to alternate with a given theme.
10. Learning about and performing with barred instruments a piece on the recorder with the
notes Si, LA and SOL.

Learning Standards
8.1. He/She plays scores of simple melodies with instrumental accompaniment.
9.1. He/She improvises variations of the DO pentatonic scale, alternating with a given theme.
10.1. He/She obtains a good sound on the recorder when performing a piece that contain the
notes SI, LA and SOL.

Musical language
• Writing notes on the stave.
• Variation.
• The pitch of the sound.
• Reviewing different musical graphic symbols.

Evaluation Criteria
11. Reading and performing, following the beat, simple musical messages with conventional
graphic symbols.

Learning Standards
11.1. He/She reads, writes and plays a simple written score in conventional musical language
in the key of SOL.
11.2. He/She reads and plays a score of instrumental accompaniment.
MOVEMENT AND DANCE

The body
• Game in a group: To the garden of happiness.
• Hand signs and intonation of the notes DO, RE, MI, SOL and LA.

Evaluation Criteria
12. Controlling the articulation and the fingering to obtain a good sound on the recorder.
13. Appreciating the contribution of traditional songs and games to musical heritage, enjoying
performing them and interacting socially.

Learning Standards
12.1. He/She shows interest in following the recommendations to obtain a good sound on the
recorder through body control.
13.1. He/She enjoys participating in a collective singing and game that originates from popular
tradition.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main idea in the text about the legendary figure
Kokopelli.

- Respecting the rules of communication in any situation: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit different information.
- He/She uses new technologies to do activities and also, to look for information about
the contents of the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She plays careful attention to acquire relevant and sufficient information that will
lead him/her to make his/her own decisions.

Social and Civic competencies

- Learning about and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in capacity that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense for individual tasks.

COURSE PLANS UNIT 6

May June

BASICS

Music is a heritage for all; for adults and for children alike, there being many musical pieces by
great composers that were especially composed for children. Some composers, like Mozart for
example, were already showing signs of genius even as children. The unit focuses on vocal
expressions and songs (singing activities): the basic technique of singing, popular traditional
songs, the classification and grouping of voices and the examples of songs of culture from other
countries. We salute the summer by singing.

METHODOLOGY

Finding methodological strategies to bring the pupils closer to the contents of this unit, is a
challenge in itself. With the exception of those children who go to a school where there is a
school choir, it’s possible that among their artistic experiences, they have never got any
pleasure from singing or trying to apply a basic vocal technique. The process will be the same:
integrating the child in all the activities in a way that they feel that they are at the centre of their
own learning, by means of giving them positive feedback.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: Turkish march, by Mozart.
• The human voice and singing.
• Identifying high- and low-pitched voices.
• Identifying vocal groups.

Evaluation Criteria
1. Recognising different types of voices through listening to them.
2. Learning about vocal musical pieces with polyphony in different choral groups.
3. Recognising some musical elements in pieces that pupils have listened to in the classroom.

Learning Standards
1.1. He/She knows the difference between male, female and children’s voices.
2.1. He/She identifies the polyphonic vocal musical pieces in different types of choirs.
2.2. He/She discovers the organisation of a simple musical work.

Music, culture and society

• Vocal music styles.
• Composer: W. A. Mozart.
• Music Game: Uahed, yus, tleta (popular Moroccon song).

Evaluation Criteria
 4. Learning about examples of different works of our culture and appreciating the musical
heritage.
5. Learning about different types of choirs – different types of voices and different types of
choral music.
6. Appreciating artistic manifestations of other countries and cultures.

Learning Standards
4.1. He/She learns about W. A. Mozart reading a short comic about his life and listening to his
most popular works.
5.1. He/She identifies different types of choirs depending on the type of music they play.
6.1. He/She learns to play foreign songs by means of active participation in performing a
foreign song.

MUSICAL INTERPRETATION

The voice
• Songs:
- De Colores.
- Uahed, yus, tleta.
• Intonation of notes of different pitches.

Evaluation Criteria
7. Knowing the sound and musical possibilities of the voice, adjusting breathing and body
posture to vocal performance.
8. Knowing and performing songs of other places, periods and styles with accompaniment of
other voices.
9. Practising the intonation of the seven notes.

Learning Standards
7.1. He/She recognises the expressive, sound and musical possibilities when an appropiate
vocal technique is applied.
8.1. He/She participates in vocal activities in groups with musical accompaniment of other
voices.
9.1. He/She does intonation exercises with the seven notes.

Instrument
• Recorder: The fox.
• Accompaniment with small percussion instruments.

Evaluation Criteria
10. Applying knowledge of musical language to vocal and instrumental performance of simple
musical compositions.
11. Learning about and playing a piece that contains the notes SI, LA and SOL on the recorder
with the fingers of the left hand.

Learning Standards
10.1. He/She plays scores of simple compositions with instrumental accompaniment.
11.1. He/She shows a certain level of skills to obtain a good sound on the recorder when
playing a piece that contains the notes SI, LA and SOL.

Musical language
• Writing notes on the stave.
• The timbre and the pitch of the sound.

Evaluation Criteria
12. Reading and playing, following the beat, simple musical messages with conventional and
non-conventional graphic symbols.
13. Placing the seven notes in the appropriate place on the stave, beginning with the time
signature and the key of SOL.
Learning Standards
12.1. He/She reads and plays a score of instrumental accompaniment following the beat in the
activities that require it.
13.1 He/She writes a simple score placing the seven notes of the scale in the appropriate place
on the stave, beginning with the time signature and the key of SOL.

MOVEMENT AND DANCE

The body
• Hand signs and intonation of the notes of the DO scale.
• Dance in a group: Oh, Susana!
• Good intonation techniques: relaxation, respiration, resonance and articulation.

Evaluation Criteria
14. Controlling relaxation, breathing, resonance and articulation to improve vocal performance.
15. Using the body as a way to express feelings, emotions and imagination with the appropriate
postural control and coordination with music.

Learning Standards
14.1. He/She shows interest in following the recommendations to improve the quality of vocal
performance by means of body control.
15.1. He/She adjusts his own movements to space and to the others when moving during a
dance.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads a text in a comic form about the life of W. A. Mozart.

- Respecting the communication norms in any context: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit different information.
- He/She uses new technologies to do activities and also, to look for information about
the contents of the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that will lead
him/her to make his/her own decisions.

Social and Civic competencies

- Learning about and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.
- Showing willingness to participate actively in the established fields of participation.
- He/She accepts the difference in capacity that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work, overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense to individual tasks.
 MUSIC 4TH GRADE
COURSE PLANS UNIT 1

October November

BASICS

The main point of this unit is to seize the silence as that indispensable mark of active listening.
This is the only way one can appreciate music as a living art form. We perceive its beats
through the pulse that continually flows through time, combining them in a magical way with
sound. We maintain this conductive thread with activities that range from practical experiment to
concept assimilation.

METHODOLOGY

We begin with the assumption that music plays a part in a child’s reality. The intention is not to
raise the child so as to learn music, but rather to raise the child through music. It contributes to
the development of other multiple intelligences, always, from an active methodology, in which
the teacher gives prominence to the pupil, helping them to discover for themselves the pleasure
of feeling music, from the word, the rhythm, the movement and the instrumentation.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Differences between hearing and listening.
• Rhythmic dictation.
• Identification of pulse in rhythms and chants.
• Listening: “Farandola,” La Arlesiana, by Bizet.

Evaluation Criteria
1. Appreciating the value of silence in music.
2. Identifying rhythmic schemes by means of attentive listening to a dictation.
3. Enjoying listening to classical musical works.

Learning Standards
1.1. He/She distinguishes with examples the difference between hearing and listening.
2.1. He/She corrects completely a rhythmic dictation.
3.1. He/She accompanies the active listening.

Music, culture and society

• Mythology: Echo and Narcissus.
• Dancing in line: Farandola.
• Composer: George Bizet.
• Music and movement: Dem Bones (US).

Evaluation Criteria
4. Valuing the musical contribution of the great composers.
5. Getting to know examples of various works related to the musical heritage.
6. Valuing artistic manifestations of other cultures.

Learning Standards
4.1. He/She reads and answers correctly the questions about Echo and Narcissus.
5.1. He/She gets to know the character of French composer George Bizet.
6.1. He/She actively participates in the performance of a foreign song with cumulative lyrics.
MUSICAL INTERPRETATION

The voice
• Songs:
- Little elf.
- Dem Bones.
• Rhymes and chants.

Evaluation Criteria
7. Singing expressively the proposed songs.
8. Internalising musical pulse from prosodic rhythms of the rhymes and chant.
9. Singing, with the help of hand gestures, the notes MI, SOL, LA.

Learning Standards
7.1. He/She participates in the collective song, following the basic recommendations of
intonation.
8.1. He/She follows the rhythmic cadence of the rhymes and chants
9.1. He/She plays simple melodies that contain the notes MI, SOL, LA.

Instrument
• Accompanying with body percussion and with small percussion instruments.

Evaluation Criteria
10. Following the pulse with body percussion in the reciting of a chant.
11. Integrating the accompaniment with percussion instruments in an active listening.

Learning Standards
10.1. He/She accompanies the active listening with instruments, following the corresponding
score.
11.1. He/She shows interest in the diversity of collective activities in the instrumental
performance.

Musical language
• The musical pulse.
• Main musical figures and their rests.
• Musical notation.
• The stave and the SOL clef.

Evaluation Criteria
12. Getting to know the basic elements of musical notation.
13. Recognising musical messages with various conventional and non-conventional graphic
symbols.

Learning Standards
12.1. He/She completes writing activities and discerning the black and white notes, the quavers
and semiquavers and black and white silence.
12.2. He/She knows and transcribes the symbols of the key and the stave.
13.1. He/She reads and interprets simple musical messages with conventional symbols.

MOVEMENT AND DANCE

The body
• Prosodies and accompaniment with body percussion.
• Dancing in groups: “Farandola,” La arlesiana.
• Hand gestures and intonation of the notes MI, SOL and LA.
Evaluation Criteria
14. Adapting the movement of the body to the beat of the music of one of the listenings, as an
experience of body expression.

Learning Standards
14.1. He/She participates in the active listening following the beat of the rhythm in the shifts and
reactions of each part of the music.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main ideas in the mythological text Narcissus and
Echo.

- Respecting the communication norms in any context: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit different information.
- He/She uses the digital board and the Internet to do activities and also, to look for
information about the contents in the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that will lead
him/her to make his/her own decisions.

Social and Civic competencies

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in ability that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work, overcoming difficulties.
- He/She shows interest, perseverance and initiative in the creation of artistic activities.

Cultural awareness
- Appreciating the beauty of artistic expressions in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense for individual tasks.
 COURSE PLANS UNIT 2

November December

BASICS

Among the habitual contents that appear in all units, in this presentation we highlight the double
metre time signature and the seven musical notes the most relevant. We will learn its name and
the order they follow on the scale and we will discern the difference in pitch of each. We will also
start playing the recorder, following the basic recommendations to assimilate the elementary
technique of the interpretation.

METHODOLOGY

Musical education is an area of artistic education, which, from an active methodology, converts
the pupil into a true leading character. The contribution to the development of the other multiple
intelligences is more than notable. The participation and the prominence of the pupils are
essential for them to prepare their own artistic creations. To be able to develop all their
capacities while still at the school stage, through the enjoyment of all this artistic experience,
with all that music has to offer, will surely be to the pupils’ advantage.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• The pitch on the stave.
• Listening: “Antique dance,” Faust, by Gounod.

Evaluation Criteria
1. Perceiving the difference of pitch of the different notes of the scale.
2. Respecting the norms of the listening.
3. Analysing the structure of simple musical pieces and enjoying the active participation in the
listening.

Learning Standards
1.1. He/She distinguishes the pitch of the seven musical notes.
2.1. He/She knows, understands and behaves according to the norms in the listenings and
musical representations.
3.1. He/She accompanies the active listening respecting the beat and following the
corresponding score.

Music, culture and society

• A musical: The Sound of Music.
• Composer: Charles Gounod.
• Story: The Flute Player from Hamelin.
• Christmas songs from other cultures: Rueda, Rueda (popular Peruvian carol).

Evaluation Criteria
4. Knowing examples of different works of our culture and appreciating the musical heritage.
5. Appreciating the artistic expressions of other cultures.
Learning Standards
4.1. He/She reads and answers correctly the questions about the story
The Pan Flute player from Hamelin.
4.2. He/She knows one of the examples of musical theatre: The Sound of Music.
4.3. He/She knows the French composer Charles F. Gounod.
5.1. He/She actively participates in the interpretation of a carol from another country.

MUSICAL INTERPRETATION

The voice
• Songs:
- DO, RE, MI.
- Rueda, rueda.

Evaluation Criteria
6. Singing in an expressive way the proposed songs.
7. Singing a song internalising groups of beats and highlighting the first as the strongest to
recognise the double metre.
8. Knowing and playing songs from different places, periods and of different styles with or
without accompaniment.

Learning Standards
6.1. He/She sings together with the others, following the basic recommendations of intonation.
7.1. He/She follows the beat and perceives the double metre time signature with the
interpretation of a famous song, while bouncing a tennis ball.
8.1. He/She knows and plays/songs songs from other places/periods and of other styles, with
or without accompaniment.

Instrument
• Interpretation with barred instruments:The Green Fairy.
• Accompaniment with percussion: “Old dance,” Faust, by Gounod.
• Recorder: Christmas in my city. (SI).

Evaluation Criteria
9. Following the beat with percussion in the activities that require it.
10. Integrating the percussion accompaniment in an active listening.
11. Playing a simple melody on the recorder with the note SI.

Learning Standards
9.1. He/She accompanies the active listening with instruments, following the score it
corresponds to.
10.1. He/She shows interest in different group activities of instrumental interpretation.
11.1. He/She obtains a good sound on the recorder when playing a simple melody with the SI
note.

Musical language
• The scale and the names of the notes.
• The pulse and the beat.
• Double metre.

Evaluation Criteria
12. Knowing the names of the musical notes and their places on the stave.
13. Knowing the double metre time signature and its graphic representation on the stave.
14. Reading and interpreting, simple musical measures with conventional symbols following the
beat.

Learning Standards
12.1. He/She knows the names of the musical notes and their places on the stave.
13.1. He/She recognises and reads correctly the double metre time signature at the beginning
of the stave.
14.1. He/She reads and interprets a score of instrumental accompaniment for a dance,
following the beat.

MOVEMENT AND DANCE

The body
• Postural control and breathing for playing the recorder.
• Group dance: Minoesjka (Holland).

Evaluation Criteria
15. Paying attention to the recommendations given regarding the different body parts that are
involved in getting a nice sound on the recorder.
16. Participating in a popular dance following the beat and reacting to each part of the music.

Learning Standards
15.1. He/She shows interest in following the recommendations to get a good sound on the
recorder by means of body control.
16.1. He/She participates in a popular dance following the beat when moving and reacting to
each part of the music.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main ideas in the mythological text Pan Flute.

- Respecting the rules of communication in any situation: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to convey different information.
- He/She uses the digital board and the Internet to do activities and also, to look for
information about the contents of the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that will lead
him/her to make his/her own decisions.

Social and Civic competencies

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions of other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in ability that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense for individual tasks.

COURSE PLANS UNIT 3

January February

BASICS
The stimulating and magical figure of the elf invites pupils to delve deeper into the contents of
the unit. The novelty for the pupils will be, for the first time, to participate in an artistic musical
experience that we consider appropriate for this moment of their development. They will start to
learn to play the recorder. We hope they will learn with a solid technique, and that with time it
will give them great enjoyment playing it, just as they enjoy attentive listening and performing
songs, dances and instrumental accompaniments.

METHODOLOGY

We have to favour artistic musical production as it helps pupils integrate easily and fully. The
fact is, artistic education is not bound by closed codes, it helps each pupil to express
themselves freely and without depending on uniformity. They can choose their own artistic
experience following their own rhythm of learning. We have to design and plan artistic projects,
which are then carefully selected and allow the pupils to be more involved in their own
education.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: “Le basque,” Five antique french dances, by Marais.
• Melodic dictation.

Evaluation Criteria
1. Respecting the norms regarding listening.
2. Using the body as means of describing the structure of the selected piece of a listening.
3. Identifying melodic schemes by means of attentive listening during a dictation.

Learning Standards
1.1. He/She knows, understands and behaves according to the norms in the listening
exercises and musical representations.
2.1. He/She accompanies the listening with body movements adjusted to the structure of the
selected piece.
3.1. He/She completes correctly a melodic dictation.

Music, culture and society

• Composer: Marin Marais.
• Mythological story: Pan Flute.
• Working songs: Banana boat song (US)

Evaluation Criteria
4. Knowing several examples of different musical pieces of our culture and appreciating the
musical heritage.
5. Appreciating artistic expressions of other cultures.

Learning Standards
4.1. He/She reads and answers correctly the questions about the story Pan Flute.
4.2. He/She knows the composer Marin Marais.
5.1. He/She participates actively in the interpretation of a foreign song.

MUSICAL INTERPRETATION

The voice
• Songs:
 - The martians.
- Banana boat song.

Evaluation Criteria
6. Singing the proposed songs in an expressive way.
7. Knowing and playing songs from different places, periods and of different styles with or
without accompaniment.

Learning Standards
6.1. He/She sings together with others, following the basic recommendations of intonation.
7.1. He/She knows and sings songs from different places, periods and of different styles with
or without accompaniment.

Instrument
• The recorder
• The pan flute
• Articulation exercises on the recorder.
• Playing barred instruments and small percussion instruments.
• Recorder: March of the elves (LA).

Evaluation Criteria
8. Integrating the accompaniment with percussion instruments in an active listening.
9. Learning about and playing the pentatonic scale on barred instruments.
10. Learning about and playing a simple melody on the recorder with the notes SI, LA.

Learning Standards
8.1. He/She shows interest in different group activities and musical interpretation.
9.1. He/She plays simple melodies with the pentatonic scale on barred instruments.
10.1. He/She obtains a good sound on the recorder when playing a simple melody that contain
the notes SI, LA.

Musical language
• Note duration in non-conventional notation.
• Writing notes on the stave.

Evaluation Criteria
11. Learning about the names of the musical notes DO, MI, SOL, LA and knowing where they
are placed on the stave.
12. Representing a sound message with non-conventional graphic symbols to play the duration
of the sound applying it to the articulation on the recorder.
13. Reading and playing, following the beat simple musical messages with conventional
graphic symbols.

Learning Standards
11.1. He/She knows the names of the musical notes DO, MI, SOL, LA and their places on the
stave.
12.1. He/She reads and creates sound messages with non-conventional graphic symbols to
play the duration of the sound.
13.1. He/She reads and plays a score of instrumental accompaniment following the beat in the
activities that require it.

MOVEMENT AND DANCE

The body
• Articulation and fingering for playing a recorder.
• Hand signs and intonation of the notes MI, SOL, LA and DO.
• Group dance: “Le Basque,” Five old French dances, by Marais.
Evaluation Criteria
14. Controlling the articulation and fingering to obtain a good sound on the recorder.
15. Participating in a popular dance following the beat and reacting to each part of the music.

Learning Standards
14.1. He/She shows interest in following the recommendations to get a good sound on the
recorder by means of body control.
15.1. He/She participates in a dance following the beat and adjusting the body movements to
the structure of a musical piece.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main ideas in the story The Pan Flute player from
Hamelin.

- Understanding the meaning of oral expressions: orders, explanations, instructions and stories.
- He/She pays attention to the explanation of the teacher following the recommendations
for the proper technique to play the recorder.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit information.
- He/She uses the digital board and the Internet to do activities and also, to look for
information about the contents in the unit.

Learning to learn
- Managing resources and personal motivations in favour of the learning process.
- He/She shows an interest to overcome new challenges in the artistic experience.

- Developing different multiple intelligences.

- He/She applies models that serve as a reference to do the proposed tasks.

Social and Civic competencies

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in ability that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

COURSE PLANS UNIT 4

February March

BASICS
The wind, one of the most basic elements in nature, is at the centre of this unit. As an
atmospheric phenomenon, it is associated with stories of sailors and pirates who ply the seas
with sails charged by the wind. This topic is present in several activities and it favours the
motivation for a rich and varied artistic experience that awaits us when reading the mythological
text or in songs and instrumental pieces.

METHODOLOGY

Modern musical educational trends agree that children can only become musical through music.
The more the pupil feels that he/she is in the centre of the artistic experience, the more likely it
is that he/she will be able to develop multiple intelligences and discover hidden talents. It is
obvious that there is a basic principle: using an active methodology that leads the pupils to
active participation and the child to engage with this process.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: Light cavalry, by Suppé.
• Recognising pulse in a quadruple metre.

Evaluation Criteria
1. Perceiving the beat and the structure of a selected piece in a listening to participate in an
active way using instruments.
2. Discovering the stress as the strongest beat of those that form a rhythmic cadence and the
frequency with which it is repeated is every fourth beat.
3. Respecting rules of listening.

Learning Standards
1.1. He/She follows the beat and the structure of a selected piece of a listening by means of
active participation, using instruments.
2.1. He/She discovers in an empirical way the quadruple metre as a group of four beats in
which the first one is the strongest.
3.1. He/She knows and understands and behaves according to the norms in listenings and
musical representations.

Music, culture and society

• Types of recorders made of different materials.
• Dance in pairs: Branle of the horses.
• Composer: Franz von Suppé.
• Music and celebration: Jump, Kalinke (popular Bulgarian song).

Evaluation Criteria
4. Knowing several examples of different musical pieces of our culture and appreciating the
musical heritage.
5. Appreciating artistic manifestations of other cultures.

Learning Standards
4.1. He/She knows different types of recorders made of natural materials.
4.2. He/She reads and answers correctly the questions about the story of Eolo.
4.3. He/She knows of the Austro-Hungarian composer Suppé and at least one of his works.
4.4. He/She enjoys one piece of Renaissance music.
5.1. He/She learns a Bulgarian popular song participating actively when performing it.

MUSICAL INTERPRETATION
The voice
• Songs:
- Sail with your sail.
- Jump, Kalinke.
• Intonation of notes of different pitches.
• Prosodies.

Evaluation Criteria
6. Understanding the voice as an instrument and an expressive resource starting with songs
and their possibilities to create and improvise.
7. Knowing and playing songs from different places, periods and of different styles with or
without body or instrumental accompaniment.

Learning Standards
6.1. He/She expresses with his/her voice the different sound parameters learnt.
7.1. He/She knows and plays songs from different places, periods and of different styles with
or without body or instrumental accompaniment.

Instrument
• Playing rhythms with small percussion instruments.
• The recorder: A treasure in the galleon (SOL).
• Accompaniment with percussion: Light cavalry by Suppé.

Evaluation Criteria
8. Applying knowledge of musical language in the vocal and instrumental performances of
simple musical compositions.
9. Knowing and playing the triad of DO on barred instruments learning some prosodies.
10. Knowing and playing a piece on the recorder that contains the notes SI, LA and SOL.

Learning Standards
8.1. He/She plays scores of simple compositions with instrumental accompaniment.
9.1. He/She knows and plays the triad of DO on barred instruments.
10.1. He/She obtains a good sound on the recorder playing a piece that contains the notes SI,
LA and SOL.

Musical language
• Quadruple metre.
• The semiquaver.
• Conventional and non-conventional scores.

Evaluation Criteria
11. Knowing the quadruple metre and its graphic representation on the stave.
12. Playing sound messages with non-conventional graphic symbols to accompany a more
complicated part in an active listening.
13. Reading and playing, following the beat simple musical messages with conventional
graphic symbols.

Learning Standards
11.1. He/She knows the graphic representation of the quadruple metre at the beginning of the
stave.
12.1. He/She reads sound messages with non-conventional graphic symbols to play the
duration of the sound.
13.1. He/She reads and plays a score of body or instrumental accompaniment following the
beat in the activities that require it.

MOVEMENT AND DANCE

The body
• Playing rhythms with body percussion.
• Group dance: Branle of the horses.

Evaluation Criteria
14. Controlling the articulation and fingering to obtain a good sound on the recorder.
15. Acquiring expressive skills that are offered by a Renaissance dance and appreciating its
contribution to the cultural heritage and enjoying performing it.

Learning Standards
14.1. He/She shows interest in following the recommendations to obtain a good sound on the
recorder by means of body control.
15.1. He/She knows, plays and enjoys one of the examples of renaissance music and dance:
Branle.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main ideas in a mythological text – story of Eolo.

- Respecting the communication norms in any context: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit different information.
- He/She uses the digital board and the Internet to do activities and also, to look for
information about the contents of the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that will lead
him/her to make his/her own decisions.

Social and civic competency

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in capacity that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense for individual tasks.
 COURSE PLANS UNIT 5

April May

BASICS

The season of spring, a source of inspiration for many great artists, in addition to the explosion
of life and colour it brings, is one of the most favourable moment to express childlike happiness
with games and song. This will be the setting that will frame the activities of this unit. The playful
environment in which they are developed, in addition to helping with the acquisition of
capacities, will benefit the interest through active participation and will contribute to reinforce the
bonds of coexistence between all.

METHODOLOGY

The design of the activities in the unit is conceived to present to the pupils with a methodology
that, not unlike previous units, is least indispensable: we refer to active participation. The fact is
that the majority of the activities can be enjoyed in free time to facilitate the initial task of
motivation. And there is no better motivation than that which comes from one’s own life and
experience.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: Symphony No. 6, Pastoral, by Beethoven.
• Melodic and rhythmic dictations.
• Identifying low-, middle- and high-pitched sounds.

Evaluation Criteria
1. Identifying the sound properties of nature, of the atmosphere and the environment by
listening to various examples.
2. Learning about the importance of the maintenance of an acoustic environment appropriate
for the improvement of health and communal living.
3. Identifying the auditory difference between low-, middle-, and high-pitched sounds.

Learning Standards
1.1. He/She is aware of the sounds around him/her recognising their nature.
1.2. He/She recognises the evocation of the sounds of nature in a listening.
2.1. He/She appreciates silence as something necessary for musical listening.
3.1. He/She identifies the auditory difference between low-, middle-, and high-pitched sounds.

Music, culture and society

• Story: Kokopelli.
• Composer: Ludwig van Beethoven.
• Nature as inspiration: Lavender’s blue (popular English song).

Evaluation Criteria
4. Learning about examples of different pieces of our culture and appreciating the musical
heritage.
5. Appreciating artistic expressions of other countries and cultures.

Learning Standards
4.1. He/She reads Kokopelli and answers related questions correctly.
4.2. He/She learns about the German composer L. van Beethoven and at least one of his
musical works.
5.1. He/She participates actively in the performance of a foreign song.

MUSICAL INTERPRETATION

The voice
• Songs:
- Al jardín de la alegría.
- The good wise chaman.
- Lavender’s blue.
• Intonation of notes of different pitches.

Evaluation Criteria
6. Knowing the sound and musical possibilities of the voice, adjusting breathing and body
posture according to vocal interpretation.
7. Participating in the performing songs from different places, periods and styles with or
without body and instrumental accompaniment.
Learning Standards
6.1. He/She recognises the expressive, sound and musical possibilities of the voice.
7.1. He/She knows and participates in performing songs from different places, periods and
styles with or without body and instrumental accompaniment.

Instrument
• Playing barred instruments of the When the day dawns.
• Playing a recorder, barred instruments and percussion of The purple flower.

Evaluation Criteria
8. Applying the knowledge of musical language to the vocal and instrumental performance of
simple musical pieces.
9. Improvising with the pentatonic DO, variations to alternate with a given theme.
10. Learning about and performing with barred instruments a piece on the recorder with the
notes Si, LA and SOL.

Learning Standards
8.1. He/She plays scores of simple melodies with instrumental accompaniment.
9.1. He/She improvises variations of the DO pentatonic scale, alternating with a given theme.
10.1. He/She obtains a good sound on the recorder when performing a piece that contain the
notes SI, LA and SOL.

Musical language
• Writing notes on the stave.
• Variation.
• The pitch of the sound.
• Reviewing different musical graphic symbols.

Evaluation Criteria
11. Reading and performing, following the beat, simple musical messages with conventional
graphic symbols.

Learning Standards
11.1. He/She reads, writes and plays a simple written score in conventional musical language
in the key of SOL.
11.2. He/She reads and plays a score of instrumental accompaniment.

MOVEMENT AND DANCE

The body
• Game in a group: To the garden of happiness.
• Hand signs and intonation of the notes DO, RE, MI, SOL and LA.

Evaluation Criteria
12. Controlling the articulation and the fingering to obtain a good sound on the recorder.
13. Appreciating the contribution of traditional songs and games to musical heritage, enjoying
performing them and interacting socially.

Learning Standards
12.1. He/She shows interest in following the recommendations to obtain a good sound on the
recorder through body control.
13.1. He/She enjoys participating in a collective singing and game that originates from popular
tradition.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads and understands the main idea in the text about the legendary figure
Kokopelli.

- Respecting the rules of communication in any situation: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit different information.
- He/She uses new technologies to do activities and also, to look for information about
the contents of the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

Social and Civic competencies

- Learning about and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in capacity that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense for individual tasks.

COURSE PLANS UNIT 6

May June

BASICS

Music is a heritage for all; for adults and for children alike, there being many musical pieces by
great composers that were especially composed for children. Some composers, like Mozart for
example, were already showing signs of genius even as children. The unit focuses on vocal
expressions and songs (singing activities): the basic technique of singing, popular traditional
songs, the classification and grouping of voices and the examples of songs of culture from other
countries. We salute the summer by singing.

METHODOLOGY
Finding methodological strategies to bring the pupils closer to the contents of this unit, is a
challenge in itself. With the exception of those children who go to a school where there is a
school choir, it’s possible that among their artistic experiences, they have never got any
pleasure from singing or trying to apply a basic vocal technique. The process will be the same:
integrating the child in all the activities in a way that they feel that they are at the centre of their
own learning, by means of giving them positive feedback.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: Turkish march, by Mozart.
• The human voice and singing.
• Identifying high- and low-pitched voices.
• Identifying vocal groups.

Evaluation Criteria
1. Recognising different types of voices through listening to them.
2. Learning about vocal musical pieces with polyphony in different choral groups.
3. Recognising some musical elements in pieces that pupils have listened to in the classroom.

Learning Standards
1.1. He/She knows the difference between male, female and children’s voices.
2.1. He/She identifies the polyphonic vocal musical pieces in different types of choirs.
2.2. He/She discovers the organisation of a simple musical work.

Music, culture and society

• Vocal music styles.
• Composer: W. A. Mozart.
• Music Game: Uahed, yus, tleta (popular Moroccon song).

Evaluation Criteria
4. Learning about examples of different works of our culture and appreciating the musical
heritage.
5. Learning about different types of choirs – different types of voices and different types of
choral music.
6. Appreciating artistic manifestations of other countries and cultures.

Learning Standards
4.1. He/She learns about W. A. Mozart reading a short comic about his life and listening to his
most popular works.
5.1. He/She identifies different types of choirs depending on the type of music they play.
6.1. He/She learns to play foreign songs by means of active participation in performing a
foreign song.

MUSICAL INTERPRETATION

The voice
• Songs:
- De Colores.
- Uahed, yus, tleta.
• Intonation of notes of different pitches.

Evaluation Criteria
7. Knowing the sound and musical possibilities of the voice, adjusting breathing and body
posture to vocal performance.
8. Knowing and performing songs of other places, periods and styles with accompaniment of
 other voices.
9. Practising the intonation of the seven notes.

Learning Standards
7.1. He/She recognises the expressive, sound and musical possibilities when an appropiate
vocal technique is applied.
8.1. He/She participates in vocal activities in groups with musical accompaniment of other
voices.
9.1. He/She does intonation exercises with the seven notes.

Instrument
• Recorder: The fox.
• Accompaniment with small percussion instruments.

Evaluation Criteria
10. Applying knowledge of musical language to vocal and instrumental performance of simple
musical compositions.
11. Learning about and playing a piece that contains the notes SI, LA and SOL on the recorder
with the fingers of the left hand.

Learning Standards
10.1. He/She plays scores of simple compositions with instrumental accompaniment.
11.1. He/She shows a certain level of skills to obtain a good sound on the recorder when
playing a piece that contains the notes SI, LA and SOL.

Musical language
• Writing notes on the stave.
• The timbre and the pitch of the sound.

Evaluation Criteria
12. Reading and playing, following the beat, simple musical messages with conventional and
non-conventional graphic symbols.
13. Placing the seven notes in the appropriate place on the stave, beginning with the time
signature and the key of SOL.

Learning Standards
12.1. He/She reads and plays a score of instrumental accompaniment following the beat in the
activities that require it.
13.1 He/She writes a simple score placing the seven notes of the scale in the appropriate place
on the stave, beginning with the time signature and the key of SOL.

MOVEMENT AND DANCE

The body
• Hand signs and intonation of the notes of the DO scale.
• Dance in a group: Oh, Susana!
• Good intonation techniques: relaxation, respiration, resonance and articulation.

Evaluation Criteria
14. Controlling relaxation, breathing, resonance and articulation to improve vocal performance.
15. Using the body as a way to express feelings, emotions and imagination with the appropriate
postural control and coordination with music.

Learning Standards
14.1. He/She shows interest in following the recommendations to improve the quality of vocal
performance by means of body control.
15.1. He/She adjusts his own movements to space and to the others when moving during a
dance.
COMPETENCIES – Descriptions and Skills

Linguistic competency
- Having fun reading.
- He/She reads a text in a comic form about the life of W. A. Mozart.

- Respecting the communication norms in any context: everybody’s turn to speak, listening
carefully to the speaker.
- He/She pays attention to the explanations and respects everybody’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Managing mathematical language with precision in any context.
- He/She applies the value of the figures related to the beat to complete a time signature.

Digital competency
- Using different means of audiovisual communication to transmit different information.
- He/She uses new technologies to do activities and also, to look for information about
the contents of the unit.

Learning to learn
- Developing different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional, independent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that will lead
him/her to make his/her own decisions.

Social and Civic competencies

- Learning about and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She accepts the difference in capacity that any of the classmates might have.

Initiative and entrepreneurship

- Being constant with work, overcoming difficulties.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of composers to cultural enrichment.

- Preparing projects and presentations with an aesthetic sense.

- He/She applies artistic sense to individual tasks.
 MUSIC 5TH GRADE
COURSE PLANS UNIT 1

October November

BASICS

This unit focuses on music and its importance, since classical antiquity, in relation to other arts.
Pupils will learn about the Muses, who were considered protective and inspiring by the Greeks;
and from whose name the word music is derived. The other important topic –on which several
activities are based– is the study of sound and silence. Pupils will learn how important these
aspects are to music.

METHODOLOGY

Musical intelligence should be considered as having an important influence on other multiple

intelligences. An active methodology means that the teacher accompanies the pupil as a guide.
The objective is for the pupils to share the positive and enjoyable experience that comes from
listening and creating music with others.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Production and sound properties.
• Listening to musical pieces to perceive different types of time signatures.
• Listening: “Waltz 2,” Jazz Suite n.º 2, by Shostakovich.

Evaluation Criteria
1. Identifying different sound properties.
2. Identifying different rhythmic time signatures, paying attention to the regularity of stress.
3. Learning about the different resources used by composers to create a work.

Learning Standards
1.1. He/She knows and identifies different sound properties.
1.2. He/She pays careful and quiet attention to the listening examples of the sound properties.
2.1. He/She knows what the time signature of double, triple and quadruple metres are.
3.1. He/She identifies repetition, variation and contrast in a classical piece.

Music, culture and society

• Mythological story: The Muses.
• Music from other cultures: ¿Quién es aquel pajarillo? (popular song from Bolivia and
Argentina)

Evaluation Criteria
4. Learning about the mythological origin of the muses as the protective goddesses of arts.
5. Learning about and appreciating the importance of the cultural legacy contributed by
musical pieces from other countries.

Learning Standards
4.1. He/She reads and understands the story in the unit.
5.1. He/She is interested in discovering musical pieces from other countries and he/she uses
them as references for his/her own creations.
MUSICAL INTERPRETATION

The voice
• Songs:
- Up and down the hills.
- ¿Quién es aquel pajarillo?
• The song with chorus.

Evaluation Criteria
6. Learning about the structure of one of the oldest musical forms; the song with chorus.
7. Identifying songs from the cultural legacy that have a two-part form.

Learning Standards
6.1. He/She identifies the chorus and the verse in a song of a two-part form.
7.1. He/She applies his/her knowledge of two-form structure to identify other songs with
similar characteristics.

Instrument
• Recorder: Wind muse.
• Small percussion instrumental accompaniment.

Evaluation Criteria
8. Doing the interpretation activities paying attention to the correction of their expressive
elements.
9. Identifying the notes of the melody of a musical piece.

Learning Standards
8.1. He/She puts basic recommendations into practice to obtain a nice sound on the recorder.
9.1. He/She copies the melody of the recorder and identifies and writes the notes that give the
melody a form.

Musical language
• Song with chorus.
• Sound and silence.
• Types of time signature.
• Duration of the musical figures.
• Musical form:
- Repetition, variation and contrast.
• Non-conventional symbols.

Evaluation Criteria
10. Using the acquired knowledge about time signatures in different situations.
11. Experiment with the equivalence of the values of the figures to complete the three types of
time signatures in an empirical way.

Learning Standards
10.1. He/She identifies the type of time signature in a piece, paying attention to the stress as
the first beat of each time signature.
11.1. He/She completes time signatures of double metre, triple metre, quadruple metre
considering the values of the different figures and rests.

MOVEMENT AND DANCE

The body
• The mixer dance: The eight.

Evaluation Criteria
12. Reproducing by means of body movement a rhythmic and melodic scheme.
13. Having fun when interpreting a dance in group as a type of social interaction.

Learning Standards
12.1. He/She follows the rhythm in the movements of the dance and reacts to changes.
13.1. He/She has initiative to interact freely with other members of the class in the
development of the dance.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of written texts.
- He/She understands the instructions of the activities without help.

- Reading Plan: Enjoying reading.

- He/She understands the story in the unit.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens carefully and respectfully to the sounds in his/her surroundings.

Digital competency
- He/She understands complex messages in different codes.
- He/She interprets with correction the visual aid to do the activity.

Learning to learn
- Planning necessary resources and steps to take in the learning process.
- He/She follows the established steps when doing the activities.

- Developing strategies that help the rigorous comprehension of the contents.

- He/She uses the acquired knowledge about time signatures in different situations.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly in group activities.

Initiative and entrepreneurship

- Being constantly engaged in work and overcoming difficulties.
- He/She identifies his/her errors in the task.

Cultural awareness
- He/She appreciates cultural diversity as a source of personal and cultural wealth.
- He/She knows and appreciates musical pieces from different cultures.

- Expressing feelings and emotions based on artistic codes.

- He/She sings and plays on instruments in an expressive way.
 COURSE PLANS UNIT 2

November December

BASICS

Now that we have presented music as one of the most special art forms, we will look at it in
connection with other art forms in the following units. In this unit, we will see how fascinating the
combination of music and theatre is and how much it attracts all types of audiences, from the
most educated theatregoer to the average spectator. They all share the same passion for
music, words and theatre. If you add up these three, the result is spectacular.

METHODOLOGY

We will start studying the new contents in the unit based on previous ideas. The use of drama
games as a means of expression to encourage participation in musical theatre will be employed.
We will also make the most of prosody and body percussion as a basis of the interpretation of
rhythms of certain complexity in the accompaniment of the songs and help all pupils to integrate
into the group to promote a lack of inhibition and enhance creativity.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• The opera: elements that comprise it and voice types.
• Listening: “Hebrew slaves choir,” Nabucco (Verdi).
• Sound properties: the timbre.

Evaluation Criteria
1. Identifying the voice types in an opera by their characteristic timbre.

Learning Standards
1.1. He/She identifies by the timbre of the voice the most common types of voices in an opera.
1.2. He/She matches each voice timbre with a character in Three Alpine boys.

Music, culture and society

• The opera. Giuseppe Verdi.
• Music from other cultures: The water is wide (popular song from England).

Evaluation Criteria
2. Learning about the different functions of the members of the cast in the set up and the
representation of the musical part of an opera.
3. Appreciating the contribution of music, literature and theatre to the creation of an opera.
4. Learning about and appreciating the importance of a cultural legacy that come from the
musical pieces of other countries.

Learning Standards
2.1. He/She knows the functions of each member in the artistic cast of an opera within the
musical part.
3.1. He/She appreciates the contribution of different art forms that come together in the
creation of an opera, mainly in music, literature and theatre.
4.1. He/She is interested in discovering musical pieces from other countries and uses them as
 a reference to create his/her own pieces.

MUSICAL INTERPRETATION

The voice
• Songs:
- Three Alpine boys.
- Play and dance
- The water is wide!.
• The opera: Va pensiero, Verdi.

Evaluation Criteria
5. Active participation in the intonation activities appreciating the expressive resources of the
voice.
6. Learning and participating with prosody accompaniment and with singing in the
interpretation of a traditional Spanish carol and an English song.

Learning Standards
5.1. He/She participates singing in the representation of Three Alpine boys and in the foreign
song: The water is wide!
5.2. He/She practises the expressive resources of the voice.
6.1. He/She uses the prosody of the language correctly as an expressive element to
accompany the carol.

Instrument
• Accompaniment with percussion: Three Alpine boys.
• Barred instrument accompaniment with bourdons: Art.
• Recoder: Snow in the window (RE).

Evaluation Criteria
7. Respecting the contribution of classmates in the activities of an instrumental ensemble.
8. Learning the position of RE´ on the recorder.
9. Learning and practising the most common bourdons.

Learning Standards
7.1. He/She respects classmates when doing instrumental ensemble activities.
8.1. Learning and interpreting correctly RE´ on the recorder in the context of a musical piece.
9.1. He/She confidently identifies the most common types of bourdons in the barred
instrument accompaniment

Musical language
• Intervals: definition and types.
• The bourdon. Bourdons for doric RE.

Evaluation Criteria
10. Learning how to define interval.
11. Identifying a rising or a falling interval and knowing the name of the intervals by the distance
that separates the notes.

Learning Standards
10.1. He/She correctly defines what an interval is.
11.1. He/She identifies a rising or a falling interval in theory and practice.
11.2. He/She names the intervals correctly considering the distance that separate two notes.

MOVEMENT AND DANCE

The body
• Enactment of Three Alpine boys.
Evaluation Criteria
12. Participating in the representation of a parody of an opera: Three Alpine boys.

Learning Standards
12.1. He/She participates in the representation of the opera parody Three Alpine boys.
12.2. He/She participates in the activity playing the role responsibly that is assigned to him/her
in the cast.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of the oral expressions: orders, explanations, indications, stories.
- He/She understands the instructions of the exercises without help.

- Respecting norms of communication in any context: respecting everyone’s turn to speak,

listening carefully to the speaker.
- He/She pays attention to the explanations and respects everyone’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens carefully and respectfully to the sounds in the environment.

- Managing mathematical language with precision in any context.

- He/She perceives the relation of a greater or smaller number of units when forming
groups, paying attention to their size.

Digital competency
- Using different ways of audiovisual communication to show different information.
- He/She uses the digital board and Internet to do activities and also to look for
information about the contents of the unit.

Learning to learn
- Planning necessary resources and steps to take in the learning process
- He/She follows the established steps when doing the activities.

Social and civic competency

- Applying strategies to improve creative, critical, emotional and interdependent thinking.
- He/She observes carefully to acquire relevant and sufficient information that leads
him/her to make his/her own decisions.

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

Initiative and entrepreneurship

- Showing willingness to participate actively in the established fields of participation.
- He/She participates and behaves responsibly in group activities.

Cultural awareness
Being constantly engaged in work and overcoming difficulties.
He/She shows interest, perseverance and initiative in the creation of artistic activities.

- He/She appreciates cultural diversity as a source of personal and cultural wealth.

- He/She knows the musical expressions of different cultures.
 COURSE PLANS UNIT 3

January February

BASICS

The relationship between music and painting is the main theme of this unit. Both are influenced
by the form and nuances to enrich all their expressive potential. Contrast is an element that, in
the same way as in painting, gives music an extra dimension. The art of managing the different
degrees of intensity of sound and the adequate selection of instrumental timbres liken the
musician to the painter.

METHODOLOGY

Get pupils to listen carefully to the proposed listening activities. Pupils should take part in the
musical experience by singing. Integrate them in the activities in an active and participative way.
Start with these previous ideas to assimilate the concepts of the unit. Put basic
recommendations into practice when playing melodies on the recorder. Use games as the basis
of the musical expression.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Sound properties: dynamics and degrees of intensity.
• “2nd movement,” 9th Symphony, Beethoven.
• Instrumental timbres of the symphony orchestra.
• Listening: Spanish Caprice, by Rimsky-Korsakov.
• Rhythmic dictation.

Evaluation Criteria
1. Identifying the degrees of intensity in a listening sample.
2. Identifying the instruments by their sound timbre in an orchestra and identifying each one.

Learning Standards
1.1. He/She knows the degrees of intensity and the grading of values.
1.2. He/She has an attentive and careful attitude when listening to examples of different
degrees of intensity.
2.1. He/She distinguishes the timbres of the instruments of the orchestra when listening to a
musical piece.

Music, culture and society

• The symphony orchestra.
• Music and painting: Kandinsky.
• Music from different cultures: Tafta hindi (Lebanon).

Evaluation Criteria
3. Learning about the symphonic orchestra and the instruments that comprise it.
4. Appreciating the interdisciplinary and intercultural richness that comes from the combination
 of esthetic resources of painting and music.

Learning Standards
3.1. He/She knows the different instrument families in an orchestra and their usual positions
within it.
3.2. He/She knows the names of the instruments that comprise each family.
4.1. He/She appreciates the cultural enrichment coming from the relationship between music
and art throughout history.

MUSICAL INTERPRETATION

The voice
• Songs:
- Theft at the museum!
- Good morning! (canon)
- Tafta hindi (Lebanon).
• Intonation with ties.

Evaluation Criteria
5. Developing the expressive quality based on the vocal technique in singing activities.
6. Singing a melody paying attention to signs which prolong the notes.
7. Knowing the concepts of intonation and vocal tuning when interpreting a canon.

Learning Standards
5.1. He/She sings in tune to the singing activities in the group.
6.1. He/She respects the duration of the notes joined by a prolonging tie.
7.1. He/She is able to sing in canon.

Instrument
• Interpreting and composing a non-conventional score with degrees of intensity.
• Recorder: Night painting (FA).
• Instruments in the symphony orchestra.

Evaluation Criteria
8. Interpreting scores showing basic interpreting skills regarding the assigned instrument.

Learning Standards
8.1. He/She learns the FA note and interprets it correctly on the recorder.
8.2. He/She participates in activities of instrumental interpretation in an active way.

Musical language
• Sound properties: intensity and dynamics.
• Prolonging marks: ties and dots.
• Non-conventional signs: dynamic marks.

Evaluation Criteria
9. Learning about the main degrees of intensity used in a score, its graphic representation and
the grading of its values.
10. Learning about and defining tie and dot as signs of prolongation.
11. Combining the aesthetic resources of the painting with the ones of music to represent
degrees of intensity in a non-conventional score.

Learning Standards
9.1. He/She identifies the characteristics of the intensity of sound and recognises them in the
score.
10.1. He/She applies correctly the same calculating process of the value of a figure with a dot
to other everyday life situations.
10.2. He/She recognises the duration of the figures linked by a tie to the ones that have a dot.
11.1. He/She creates a non-conventional score in an original way, with degrees of intensity and
markers.

MOVEMENT AND DANCE

The body
• Body movements related to the dynamics of intensity.

Evaluation Criteria
12. Using the expressive possibilities of body gestures to imitate the conductor of the orchestra
when correctly applying the degrees of intensity.

Learning Standards
12.1. He/She acts in an uninhibited way as the conductor of the orchestra paying attention to
the degrees of intensity.
12.2. He/She uses the relationship between the amplitude of body gestures and the fluctuations
of intensity in a musical piece correctly.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of the oral expressions: orders, explanations, indications, stories.
- He/She understands the instructions of the exercises without help.

- Respecting norms of communication in any context: respecting everyone’s turn to speak,

listening carefully to the speaker.
- He/She pays attention to the explanations and respects everyone’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens carefully and respectfully to the sounds in the environment.

Digital competency
- Using different ways of audiovisual communication to convey different information.
- He/She uses the digital board and Internet to do activities and also to look for
information about the contents of the unit.

Learning to learn
- Planning necessary resources and steps to take in the learning process.
- He/She follows the established steps when doing the activities.

- Developing strategies that favour rigorous comprehension of the contents.

- He/She uses the acquired knowledge about signs of prolongation in different situations.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Learning about and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly when participating in teamwork.

Initiative and entrepreneurship

- Being constantly engaged in work and overcoming difficulties.
 - He/She shows interest, perseverance and initiative in the creation of artistic activities.

Cultural awareness
- He/She appreciates cultural diversity as a source of personal and cultural wealth.
- He/She knows the musical expressions of different cultures.

- Expressing feelings and emotions based on artistic codes.

- He/She sings and plays on instruments in an expressive way.

COURSE PLANS UNIT 4

February March

BASICS
The main educational trends in music all emphasise the importance of living music through
physical experience. Dalcroze establishes a very deep connection between rhythm and body
movement. Musical experience, by means of movement and dance, is normally the easiest way
to awaken hidden feelings and emotions in a person. The body is a living sculpture full of beauty
when it is moved by music.

METHODOLOGY

Encourage pupils to participate in musical experience by singing. Engage them with activities in
an active and participative way. Pay attention and keep silent to listen carefully to the proposed
listening activities. Encourage creativity in free activities. Put the basic recommendations into
practice for the interpretation of melodies on the recorder. Use games as the basis for musical
expression.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Musical pieces related to dance.
• Musical pieces related to sculpture.
• Classification of percussion instruments: untuned and tuned.

Evaluation Criteria
1. Identifying the stress in different rhythms and melodies.
2. Listening carefully to different pieces in silence and matching them with different sculptors.
3. Identifying sounds of untuned and tuned percussion instruments

Learning Standards
1.1. He/She listens to musical pieces in silence in listening activities and identifies the stress.
2.1. He/She matches different musical pieces to different sculptors.
3.1. He/She recognises tuned and untuned percussion instruments by ear.

Music, culture and society

• Dance and its different styles.
• Music and sculpture: Michelangelo Buonarroti.
• Music from different cultures: Leave old Texas (USA).

Evaluation Criteria
4. Learning about the evolutionary character of dance throughout history and the richness of
styles offered nowadays.
5. Appreciating the expressive potential that music possesses linked to other art forms.

Learning Standards
4.1. He/She distinguishes different dance styles.
5.1. He/She knows the story of the sculpture David by Michelangelo and is able to sum up the
anecdote.

MUSICAL INTERPRETATION

The voice
• Songs
- The cave.
- I freeze like a statue.
- Leave old Texas (USA).
Evaluation Criteria
6. Singing the song of the unit in a coordinated manner with instrumental accompaniment.

Learning Standards
6.1. He/She actively participates in singing with the group.
6.2. He/She integrates the rhythmic sense of singing in the context of instrumental
accompaniment.

Instrument
• Accompaniment with the xylophone for the song The Cave,
• Recorder: The thinker (DO and DO´).
• Classification of percussion instruments: untuned and tuned.

Evaluation Criteria
7. Learning and playing the note DO´ on the recorder.
8. Integrating the barred instruments accompaniment in the proposed songs.

Learning Standards
7.1. He/She follows the basic recommendations to get a nice sound on the recorder.
7.2. He/She learns the note DO´ and plays it correctly on the recorder.
8.1. He/She keeps the rhythm of the song accompanied by barred instruments.

Musical language
• Beat.
• Rhythm.
• Types of time signatures.
• Conventional signs: figures and rests.

Evaluation Criteria
9. Understanding and perceiving the triple metre time signature and completing these time
signatures by paying attention to the sum of the values of the figures.

Learning Standards
9.1. He/She completes time signatures in triple metre by feeling the stress.

MOVEMENT AND DANCE

The body
• Prosodies and body percussion accompaniment.
• Music and movement: I freeze like a statue.
• Dance of the seven jumps.

Evaluation Criteria
10. Expressing with the body what different musical pieces suggest related to a sculpture.
11. Participating and learning different movements of the proposed dance.

Learning Standards
10.1. He/She improvises body postures in a creative way.
10.2. He/She adjusts his/her body movements to the musical rhythm of the dance.
11.1. He/She has a good attitude when preparing a dance in groups.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of written texts.
- He/She understands the instructions of the exercises without help.

- Reading Plan: Enjoying reading.

 - He/She understands the story in the unit.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens carefully and respectfully to the sounds in the environment.

Digital competency
- Understanding messages prepared in different codes.
- He/She interprets the visual aid under correction in order to do the proposed dance.

Learning to learn
- Developing the different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional and interdependent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that leads
him/her to make his/her own decisions.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Learning about and applying the rights and obligations of the citizens in the context of the
school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly in teamwork.

Initiative and entrepreneurship

- Being constantly engaged in work and overcoming difficulties.
- He/She shows interest, perseverance and initiative in the creation of artistic activities.

Cultural awareness
- Appreciating the beauty of artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of a composer to cultural enrichment.

COURSE PLANS UNIT 5

April May
BASICS

Music and words have a great expressive potential. When one accompanies the other, they can
turn into a source of emotions. Over the last centuries there have been many examples of
fusing of music and literature; music inspiring words; intonation, serving the art of telling stories.
Thus the figure of the singer-songwriter has become very important. He/she is a real expert in
conveying emotions that come from the fusion of literature and music.

METHODOLOGY

Encourage pupils to participate in musical experience by singing. Get them to pay attention to
the importance of silence and to listen carefully to the proposed listening activities. Start with
prosodies to make the assimilation of musical language easier. Put basic recommendations into
practice for playing melodies on the recorder. Use games as a basis for musical expression.
Engage pupils with the activities in an active and participative way.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: Identifying different rhythms.
• Listening to musical pieces to identify different time signatures.

Evaluation Criteria
1. Identifying the rhythm, the stress and the time signatures in musical pieces.
2. Identifying the accelerando at the end of a song.

Learning Standards
1.1. He/She identifies the type of time signature in a listening sample by listening for the beat
and the stress.
1.2. He/She distinguishes the stress from the words.
2.1. He/She recognises accelerando by ear and practices it in a song.

Music, culture and society

• Narrative songs: El conde Flores.
• Songwriters.
• Music from different cultures: Kalinka (Russia).

Evaluation Criteria
3. Appreciating the contribution of narrative poems to enriching our cultural heritage.

Learning Standards
3.1. He/She knows and appreciates narrative poems as the result of a storytelling tradition.
3.2. He/She learns a poem and discovers the type of the rhyme.

MUSICAL INTERPRETATION

The voice
• Songs
- El fantasma Comeletras.
- Conde Flores (romance).
- Kalinka (Russia).
• Sung poems.
• Intonation as a way of expression.
• Phonic groups.

Evaluation Criteria
4. Participating actively in the vocal and body interpretation of the songs.
5. Learning about the expressive possibilities of intonation in everyday speaking.
6. Learning how to define narrative poems, putting them in a historical context and
understanding what their most common topics are.

Learning Standards
4.1. He/She sings in tune when singing in a group.
5.1. He/She identifies the statement, the exclamation or the question because of the melodic
line in which they are expressed when speaking.
6.1. He/She defines what a narrative poem is and puts it in a historical context as well as
mentioning the most common themes involved in poems.

Instrument
• Accompaniment with small percussion.
• Recorder: Scarborough Fair (RE´).

Evaluation Criteria
7. Interpreting the proposed musical pieces with a good posture and an appropriate technique.
8. Interpreting by clapping the rhythm of the words marking the prosodic stress.

Learning Standards
7.1. He/She follows basic recommendations to obtain a good sound on the recorder.
7.2. He/She interprets a piece on the recorder fluently following the melodic phrasing.
8.1. He/She marks the beat and the stress properly in the percussion accompaniment of a
song.

Musical language
• Intonation as way of expression.
• Phonic groups.
• Time signatures and bar lines.
• Prosody, the rhythm of language.

Evaluation Criteria
9. Knowing the correct value of the proposed musical signs.
10. Discovering the relationship that the natural prosodic rhythm of the words has with the
musical rhythm.

Learning Standards
9.1. He/She distributes the musical figures until he/she completes time signatures considering
the sum of the values and places the dividing lines correctly.
10.1. He/She joins each word with the corresponding rhythmic cell.

MOVEMENT AND DANCE

The body
• Body expression and intonation of sentences.
• Accompaniment with prosodies and body percussion.

Evaluation Criteria
11. Discovering the beat in a listening example by means of body accompaniment.

Learning Standards
11.1. He/She is able to adjust the beat and the stress of the music by means of using the body.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of the oral expressions: orders, explanations, indications, stories.
- He/She understands the instructions of the activities without help.

- Understanding the meaning of the written texts.

- He/She understands the definitions and the instructions of the unit.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens attentively and respectfully to the surrounding sounds.

Digital competency
- Preparing their own information based on information obtained via technological means.
- He/She searches for information about one of the artistic expressions proposed in the
unit.

Learning to learn
- Developing strategies that favour rigorous comprehension of the contents.
- He/She discovers characters that appear in the poem and in the sequence of the
events told in the same poem.

- Applying strategies to improve creative, critical, emotional and interdependent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that lead
him/her to make his/her own decisions.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly in teamwork.

Initiative and entrepreneurship

- Prioritising the achievement of group objectives and personal interests.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She knows the musical expressions of different cultures.

COURSE PLANS UNIT 6

May June
BASICS

The final unit shows the relationship between music and architecture. We will start with
architecture by showing the monuments in cities that are real architectural works. Then we will
continue with music. A concert is an artistic project in which people and material elements
contribute to make it enjoyable. In both music and architecture, the design of the structure will
reveal its form.

METHODOLOGY

Promote participation in active listening, highlighting the individual contribution to the success of
the instrumental performance of the whole group. Start with the prosodies to make the
assimilation of the musical language easier. Engage the pupils with the activities in an active
and participative way. Put basic recommendations in practice for playing the accompaniments
on barred instruments and the melodies on the recorder. Use games as a basis for musical
expression.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening to identify different musical forms: two-part, rondo, ostinato.
• Listening: Annen Polka, by Strauss.

Evaluation Criteria
1. Identifying different musical models by ear.
2. Listening attentively to different musical pieces to identify the form.

Learning Standards
1.1 He/She listens attentively to different musical pieces to identify the form.
2.1 He/She does an active listening of a piece and identifies its parts.

Music, culture and society

• Musical jobs.
• Story: Music and Walls.
• Music from different cultures: My Bonnie lies over the ocean (Scotland).

Evaluation Criteria
3. Understanding the analogue between a musical piece and an architectural work.
4. Doing the reading comprehension of the story Music and Walls as an approach to studying
classical culture.

Learning Standards
3.1. He/She understands the analogue between a musical piece and an architectural work.
4.1. He/She answers the questions correctly about the text, Tebas walls and Jericho.

MUSICAL INTERPRETATION

The voice
• Songs:
- From the ground to the roof.
- When the saints go marching in.
- My Bonnie lies over the ocean (Scotland).

Evaluation Criteria
5. Singing the songs of the unit in a coordinated way with the instrumental accompaniment.
Learning Standards
5.1. He/She participates actively in the interpretation of the song in a group.
5.2. He/She integrates the rhythmic sense of the song into the context of the instrumental
accompaniment.

Instrument
• Recorder and small percussion accompaniment: Bang Tower.
• Orff Instruments accompaniment: Annen Polka, by Strauss.
• Accompaniment with bourdons.

Evaluation Criteria
6. Interpreting the scores showing basic skills of interpretation on the assigned instrument.

Learning Standards
6.1. He/She accompanies with simple bourdons on barred instruments.
6.2. He/She actively participates in activities relating to the instrumental interpretation.

Musical language
• The musical form: two-part form, rondo, ostinato.
• Rhythmic and melodic writing of a musical piece.

Evaluation Criteria
7. Identifying and describing simple musical forms and different musical styles from the ones
proposed in a listening sample.

Learning Standards
7.1. He/She carefully follows the part that corresponds to the score in the active listening.

MOVEMENT AND DANCE

The body
• Accompaniment with prosodies and body percussion.

Evaluation Criteria
8. Accompanying the lyrics of the songs with gestures and body language.

Learning Standards
8.1 He/She is expressive and spontaneous when it comes to body accompaniment of a song.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of the oral expressions: orders, explanations, indications, stories.
- He/She reads the instructions properly to answer the questions well.

- Understanding the meaning of the written texts.

- He/She understands the definitions and the instructions of the unit.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens attentively and respectfully to the surrounding sounds.

Digital competency
- Preparing their own information based on information obtained via technological means.
- He/She uses audio players, the digital board and the Internet to make it easier to
 extend the contents in the unit.

Learning to learn
- Developing strategies that help rigorous comprehension of the contents.
- He/She develops the capability of observation and knowing when he/she is looking for
similarities between the construction of an architectural work and a musical piece.

- Applying strategies to improve creative, critical, emotional and interdependent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that leads
him/her to make his/her own decisions.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly in teamwork.

Initiative and entrepreneurship

- Prioritising the achievement of group objectives and personal interests.
- He/She shows interest, perseverance and initiative in the creation of artistic activities.

Cultural awareness
- Appreciating the beauty of artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of singer-songwriters to cultural enrichment.

- Expressing feelings and emotions based on artistic codes.

- He/she sings and plays on instruments in an expressive way.
 MUSIC 6TH GRADE
COURSE PLANS UNIT 1

October November

BASICS

This unit focuses on music and its importance, since classical antiquity, in relation to other arts.
Pupils will learn about the Muses, who were considered protective and inspiring by the Greeks;
and from whose name the word music is derived. The other important topic –on which several
activities are based– is the study of sound and silence. Pupils will learn how important these
aspects are to music.

METHODOLOGY

Musical intelligence should be considered as having an important influence on other multiple

intelligences. An active methodology means that the teacher accompanies the pupil as a guide.
The objective is for the pupils to share the positive and enjoyable experience that comes from
listening and creating music with others.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Production and sound properties.
• Listening to musical pieces to perceive different types of time signatures.
• Listening: “Waltz 2,” Jazz Suite n.º 2, by Shostakovich.

Evaluation Criteria
1. Identifying different sound properties.
2. Identifying different rhythmic time signatures, paying attention to the regularity of stress.
3. Learning about the different resources used by composers to create a work.

Learning Standards
1.1. He/She knows and identifies different sound properties.
1.2. He/She pays careful and quiet attention to the listening examples of the sound properties.
2.1. He/She knows what the time signature of double, triple and quadruple metres are.
3.1. He/She identifies repetition, variation and contrast in a classical piece.

Music, culture and society

• Mythological story: The Muses.
• Music from other cultures: ¿Quién es aquel pajarillo? (popular song from Bolivia and
Argentina)

Evaluation Criteria
4. Learning about the mythological origin of the muses as the protective goddesses of arts.
5. Learning about and appreciating the importance of the cultural legacy contributed by
musical pieces from other countries.

Learning Standards
4.1. He/She reads and understands the story in the unit.
5.1. He/She is interested in discovering musical pieces from other countries and he/she uses
them as references for his/her own creations.
MUSICAL INTERPRETATION

The voice
• Songs:
- Up and down the hills.
- ¿Quién es aquel pajarillo?

Evaluation Criteria
6. Learning about the structure of one of the oldest musical forms; the song with chorus.
7. Identifying songs from the cultural legacy that have a two-part form.

Learning Standards
6.1. He/She identifies the chorus and the verse in a song of a two-part form.
7.1. He/She applies his/her knowledge of two-form structure to identify other songs with
similar characteristics.

Instrument
• Recorder: Wind muse.
• Small percussion instrumental accompaniment.

Evaluation Criteria
8. Doing the interpretation activities paying attention to the correction of their expressive
elements.
9. Identifying the notes of the melody of a musical piece.

Learning Standards
8.1. He/She puts basic recommendations into practice to obtain a nice sound on the recorder.
9.1. He/She copies the melody of the recorder and identifies and writes the notes that give the
melody a form.

Musical language
• Song with chorus.
• Sound and silence.
• Types of time signature.
• Duration of the musical figures.
• Musical form:
- Repetition, variation and contrast.
• Non-conventional symbols.

Evaluation Criteria
10. Using the acquired knowledge about time signatures in different situations.
11. Experiment with the equivalence of the values of the figures to complete the three types of
time signatures in an empirical way.

Learning Standards
10.1. He/She identifies the type of time signature in a piece, paying attention to the stress as
the first beat of each time signature.
11.1. He/She completes time signatures of double metre, triple metre, quadruple metre
considering the values of the different figures and rests.

MOVEMENT AND DANCE

The body
• The mixer dance: The eight.

Evaluation Criteria
12. Reproducing by means of body movement a rhythmic and melodic scheme.
13. Having fun when interpreting a dance in group as a type of social interaction.

Learning Standards
12.1. He/She follows the rhythm in the movements of the dance and reacts to changes.
13.1. He/She has initiative to interact freely with other members of the class in the
development of the dance.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of written texts.
- He/She understands the instructions of the activities without help.

- Reading Plan: Enjoying reading.

- He/She understands the story in the unit.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens carefully and respectfully to the sounds in his/her surroundings.

Digital competency
- He/She understands complex messages in different codes.
- He/She interprets with correction the visual aid to do the activity.

Learning to learn
- Planning necessary resources and steps to take in the learning process.
- He/She follows the established steps when doing the activities.

- Developing strategies that help the rigorous comprehension of the contents.

- He/She uses the acquired knowledge about time signatures in different situations.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly in group activities.

Initiative and entrepreneurship

- Being constantly engaged in work and overcoming difficulties.
- He/She identifies his/her errors in the task.

Cultural awareness
- He/She appreciates cultural diversity as a source of personal and cultural wealth.
- He/She knows and appreciates musical pieces from different cultures.

- Expressing feelings and emotions based on artistic codes.

- He/She sings and plays on instruments in an expressive way.
 COURSE PLANS UNIT 2

November December

BASICS

Now that we have presented music as one of the most special art forms, we will look at it in
connection with other art forms in the following units. In this unit, we will see how fascinating the
combination of music and theatre is and how much it attracts all types of audiences, from the
most educated theatregoer to the average spectator. They all share the same passion for
music, words and theatre. If you add up these three, the result is spectacular.

METHODOLOGY

We will start studying the new contents in the unit based on previous ideas. The use of drama
games as a means of expression to encourage participation in musical theatre will be employed.
We will also make the most of prosody and body percussion as a basis of the interpretation of
rhythms of certain complexity in the accompaniment of the songs and help all pupils to integrate
into the group to promote a lack of inhibition and enhance creativity.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• The opera: elements that comprise it and voice types.
• Listening: “Hebrew slaves choir,” Nabucco (Verdi).
• Sound properties: the timbre.

Evaluation Criteria
1. Identifying the voice types in an opera by their characteristic timbre.

Learning Standards
1.1. He/She identifies by the timbre of the voice the most common types of voices in an opera.
1.2. He/She matches each voice timbre with a character in Three Alpine boys.

Music, culture and society

• The opera. Giuseppe Verdi.
• Music from other cultures: The water is wide (popular song from England).

Evaluation Criteria
2. Learning about the different functions of the members of the cast in the set up and the
representation of the musical part of an opera.
3. Appreciating the contribution of music, literature and theatre to the creation of an opera.
4. Learning about and appreciating the importance of a cultural legacy that come from the
musical pieces of other countries.

Learning Standards
2.1. He/She knows the functions of each member in the artistic cast of an opera within the
musical part.
3.1. He/She appreciates the contribution of different art forms that come together in the
creation of an opera, mainly in music, literature and theatre.
4.1. He/She is interested in discovering musical pieces from other countries and uses them as
 a reference to create his/her own pieces.

MUSICAL INTERPRETATION

The voice
• Songs:
- Three Alpine boys.
- Play and dance
- The water is wide!.
• The opera: Va pensiero, Verdi.

Evaluation Criteria
5. Active participation in the intonation activities appreciating the expressive resources of the
voice.
6. Learning and participating with prosody accompaniment and with singing in the
interpretation of a traditional Spanish carol and an English song.

Learning Standards
5.1. He/She participates singing in the representation of Three Alpine boys and in the foreign
song: The water is wide!
5.2. He/She practises the expressive resources of the voice.
6.1. He/She uses the prosody of the language correctly as an expressive element to
accompany the carol.

Instrument
• Accompaniment with percussion: Three Alpine boys.
• Barred instrument accompaniment with bourdons: Art.
• Recoder: Snow in the window (RE).

Evaluation Criteria
7. Respecting the contribution of classmates in the activities of an instrumental ensemble.
8. Learning the position of RE´ on the recorder.
9. Learning and practising the most common bourdons.

Learning Standards
7.1. He/She respects classmates when doing instrumental ensemble activities.
8.1. Learning and interpreting correctly RE´ on the recorder in the context of a musical piece.
9.1. He/She confidently identifies the most common types of bourdons in the barred
instrument accompaniment

Musical language
• Intervals: definition and types.
• The bourdon. Bourdons for doric RE.

Evaluation Criteria
10. Learning how to define interval.
11. Identifying a rising or a falling interval and knowing the name of the intervals by the distance
that separates the notes.

Learning Standards
10.1. He/She correctly defines what an interval is.
11.1. He/She identifies a rising or a falling interval in theory and practice.
11.2. He/She names the intervals correctly considering the distance that separate two notes.

MOVEMENT AND DANCE

The body
• Enactment of Three Alpine boys.
Evaluation Criteria
12. Participating in the representation of a parody of an opera: Three Alpine boys.

Learning Standards
12.1. He/She participates in the representation of the opera parody Three Alpine boys.
12.2. He/She participates in the activity playing the role responsibly that is assigned to him/her
in the cast.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of the oral expressions: orders, explanations, indications, stories.
- He/She understands the instructions of the exercises without help.

- Respecting norms of communication in any context: respecting everyone’s turn to speak,

listening carefully to the speaker.
- He/She pays attention to the explanations and respects everyone’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens carefully and respectfully to the sounds in the environment.

- Managing mathematical language with precision in any context.

- He/She perceives the relation of a greater or smaller number of units when forming
groups, paying attention to their size.

Digital competency
- Using different ways of audiovisual communication to show different information.
- He/She uses the digital board and Internet to do activities and also to look for
information about the contents of the unit.

Learning to learn
- Planning necessary resources and steps to take in the learning process
- He/She follows the established steps when doing the activities.

Social and civic competency

- Applying strategies to improve creative, critical, emotional and interdependent thinking.
- He/She observes carefully to acquire relevant and sufficient information that leads
him/her to make his/her own decisions.

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

Initiative and entrepreneurship

- Showing willingness to participate actively in the established fields of participation.
- He/She participates and behaves responsibly in group activities.

Cultural awareness
Being constantly engaged in work and overcoming difficulties.
He/She shows interest, perseverance and initiative in the creation of artistic activities.

- He/She appreciates cultural diversity as a source of personal and cultural wealth.

- He/She knows the musical expressions of different cultures.
 COURSE PLANS UNIT 3

January February

BASICS

The relationship between music and painting is the main theme of this unit. Both are influenced
by the form and nuances to enrich all their expressive potential. Contrast is an element that, in
the same way as in painting, gives music an extra dimension. The art of managing the different
degrees of intensity of sound and the adequate selection of instrumental timbres liken the
musician to the painter.

METHODOLOGY

Get pupils to listen carefully to the proposed listening activities. Pupils should take part in the
musical experience by singing. Integrate them in the activities in an active and participative way.
Start with these previous ideas to assimilate the concepts of the unit. Put basic
recommendations into practice when playing melodies on the recorder. Use games as the basis
of the musical expression.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Sound properties: dynamics and degrees of intensity.
• “2nd movement,” 9th Symphony, Beethoven.
• Instrumental timbres of the symphony orchestra.
• Listening: Spanish Caprice, by Rimsky-Korsakov.
• Rhythmic dictation.

Evaluation Criteria
1. Identifying the degrees of intensity in a listening sample.
2. Identifying the instruments by their sound timbre in an orchestra and identifying each one.

Learning Standards
1.1. He/She knows the degrees of intensity and the grading of values.
1.2. He/She has an attentive and careful attitude when listening to examples of different
degrees of intensity.
2.1. He/She distinguishes the timbres of the instruments of the orchestra when listening to a
musical piece.

Music, culture and society

• The symphony orchestra.
• Music and painting: Kandinsky.
• Music from different cultures: Tafta hindi (Lebanon).

Evaluation Criteria
3. Learning about the symphonic orchestra and the instruments that comprise it.
4. Appreciating the interdisciplinary and intercultural richness that comes from the combination
 of esthetic resources of painting and music.

Learning Standards
3.1. He/She knows the different instrument families in an orchestra and their usual positions
within it.
3.2. He/She knows the names of the instruments that comprise each family.
4.1. He/She appreciates the cultural enrichment coming from the relationship between music
and art throughout history.

MUSICAL INTERPRETATION

The voice
• Songs:
- Theft at the museum!
- Good morning! (canon)
- Tafta hindi (Lebanon).
• Intonation with ties.

Evaluation Criteria
5. Developing the expressive quality based on the vocal technique in singing activities.
6. Singing a melody paying attention to signs which prolong the notes.
7. Knowing the concepts of intonation and vocal tuning when interpreting a canon.

Learning Standards
5.1. He/She sings in tune to the singing activities in the group.
6.1. He/She respects the duration of the notes joined by a prolonging tie.
7.1. He/She is able to sing in canon.

Instrument
• Interpreting and composing a non-conventional score with degrees of intensity.
• Recorder: Night painting (FA).
• Instruments in the symphony orchestra.

Evaluation Criteria
8. Interpreting scores showing basic interpreting skills regarding the assigned instrument.

Learning Standards
8.1. He/She learns the FA note and interprets it correctly on the recorder.
8.2. He/She participates in activities of instrumental interpretation in an active way.

Musical language
• Sound properties: intensity and dynamics.
• Prolonging marks: ties and dots.
• Non-conventional signs: dynamic marks.

Evaluation Criteria
9. Learning about the main degrees of intensity used in a score, its graphic representation and
the grading of its values.
10. Learning about and defining tie and dot as signs of prolongation.
11. Combining the aesthetic resources of the painting with the ones of music to represent
degrees of intensity in a non-conventional score.

Learning Standards
9.1. He/She identifies the characteristics of the intensity of sound and recognises them in the
score.
10.1. He/She applies correctly the same calculating process of the value of a figure with a dot
to other everyday life situations.
10.2. He/She recognises the duration of the figures linked by a tie to the ones that have a dot.
11.1. He/She creates a non-conventional score in an original way, with degrees of intensity and
markers.

MOVEMENT AND DANCE

The body
• Body movements related to the dynamics of intensity.

Evaluation Criteria
12. Using the expressive possibilities of body gestures to imitate the conductor of the orchestra
when correctly applying the degrees of intensity.

Learning Standards
12.1. He/She acts in an uninhibited way as the conductor of the orchestra paying attention to
the degrees of intensity.
12.2. He/She uses the relationship between the amplitude of body gestures and the fluctuations
of intensity in a musical piece correctly.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of the oral expressions: orders, explanations, indications, stories.
- He/She understands the instructions of the exercises without help.

- Respecting norms of communication in any context: respecting everyone’s turn to speak,

listening carefully to the speaker.
- He/She pays attention to the explanations and respects everyone’s turn to speak in
group activities.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens carefully and respectfully to the sounds in the environment.

Digital competency
- Using different ways of audiovisual communication to convey different information.
- He/She uses the digital board and Internet to do activities and also to look for
information about the contents of the unit.

Learning to learn
- Planning necessary resources and steps to take in the learning process.
- He/She follows the established steps when doing the activities.

- Developing strategies that favour rigorous comprehension of the contents.

- He/She uses the acquired knowledge about signs of prolongation in different situations.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Learning about and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly when participating in teamwork.

Initiative and entrepreneurship

- Being constantly engaged in work and overcoming difficulties.
 - He/She shows interest, perseverance and initiative in the creation of artistic activities.

Cultural awareness
- He/She appreciates cultural diversity as a source of personal and cultural wealth.
- He/She knows the musical expressions of different cultures.

- Expressing feelings and emotions based on artistic codes.

- He/She sings and plays on instruments in an expressive way.

COURSE PLANS UNIT 4

February March

BASICS
The main educational trends in music all emphasise the importance of living music through
physical experience. Dalcroze establishes a very deep connection between rhythm and body
movement. Musical experience, by means of movement and dance, is normally the easiest way
to awaken hidden feelings and emotions in a person. The body is a living sculpture full of beauty
when it is moved by music.

METHODOLOGY

Encourage pupils to participate in musical experience by singing. Engage them with activities in
an active and participative way. Pay attention and keep silent to listen carefully to the proposed
listening activities. Encourage creativity in free activities. Put the basic recommendations into
practice for the interpretation of melodies on the recorder. Use games as the basis for musical
expression.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Musical pieces related to dance.
• Musical pieces related to sculpture.
• Classification of percussion instruments: untuned and tuned.

Evaluation Criteria
1. Identifying the stress in different rhythms and melodies.
2. Listening carefully to different pieces in silence and matching them with different sculptors.
3. Identifying sounds of untuned and tuned percussion instruments

Learning Standards
1.1. He/She listens to musical pieces in silence in listening activities and identifies the stress.
2.1. He/She matches different musical pieces to different sculptors.
3.1. He/She recognises tuned and untuned percussion instruments by ear.

Music, culture and society

• Dance and its different styles.
• Music and sculpture: Michelangelo Buonarroti.
• Music from different cultures: Leave old Texas (USA).

Evaluation Criteria
4. Learning about the evolutionary character of dance throughout history and the richness of
styles offered nowadays.
5. Appreciating the expressive potential that music possesses linked to other art forms.

Learning Standards
4.1. He/She distinguishes different dance styles.
5.1. He/She knows the story of the sculpture David by Michelangelo and is able to sum up the
anecdote.

MUSICAL INTERPRETATION

The voice
• Songs
- The cave.
- I freeze like a statue.
- Leave old Texas (USA).
Evaluation Criteria
6. Singing the song of the unit in a coordinated manner with instrumental accompaniment.

Learning Standards
6.1. He/She actively participates in singing with the group.
6.2. He/She integrates the rhythmic sense of singing in the context of instrumental
accompaniment.

Instrument
• Accompaniment with the xylophone for the song The Cave,
• Recorder: The thinker (DO and DO´).
• Classification of percussion instruments: untuned and tuned.

Evaluation Criteria
7. Learning and playing the note DO´ on the recorder.
8. Integrating the barred instruments accompaniment in the proposed songs.

Learning Standards
7.1. He/She follows the basic recommendations to get a nice sound on the recorder.
7.2. He/She learns the note DO´ and plays it correctly on the recorder.
8.1. He/She keeps the rhythm of the song accompanied by barred instruments.

Musical language
• Beat.
• Rhythm.
• Types of time signatures.
• Conventional signs: figures and rests.

Evaluation Criteria
9. Understanding and perceiving the triple metre time signature and completing these time
signatures by paying attention to the sum of the values of the figures.

Learning Standards
9.1. He/She completes time signatures in triple metre by feeling the stress.

MOVEMENT AND DANCE

The body
• Prosodies and body percussion accompaniment.
• Music and movement: I freeze like a statue.
• Dance of the seven jumps.

Evaluation Criteria
10. Expressing with the body what different musical pieces suggest related to a sculpture.
11. Participating and learning different movements of the proposed dance.

Learning Standards
10.1. He/She improvises body postures in a creative way.
10.2. He/She adjusts his/her body movements to the musical rhythm of the dance.
11.1. He/She has a good attitude when preparing a dance in groups.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of written texts.
- He/She understands the instructions of the exercises without help.

- Reading Plan: Enjoying reading.

 - He/She understands the story in the unit.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens carefully and respectfully to the sounds in the environment.

Digital competency
- Understanding messages prepared in different codes.
- He/She interprets the visual aid under correction in order to do the proposed dance.

Learning to learn
- Developing the different multiple intelligences.
- He/She applies models that serve as a reference to do the proposed tasks.

- Applying strategies to improve creative, critical, emotional and interdependent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that leads
him/her to make his/her own decisions.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Learning about and applying the rights and obligations of the citizens in the context of the
school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly in teamwork.

Initiative and entrepreneurship

- Being constantly engaged in work and overcoming difficulties.
- He/She shows interest, perseverance and initiative in the creation of artistic activities.

Cultural awareness
- Appreciating the beauty of artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of a composer to cultural enrichment.

COURSE PLANS UNIT 5

April May
BASICS

Music and words have a great expressive potential. When one accompanies the other, they can
turn into a source of emotions. Over the last centuries there have been many examples of
fusing of music and literature; music inspiring words; intonation, serving the art of telling stories.
Thus the figure of the singer-songwriter has become very important. He/she is a real expert in
conveying emotions that come from the fusion of literature and music.

METHODOLOGY

Encourage pupils to participate in musical experience by singing. Get them to pay attention to
the importance of silence and to listen carefully to the proposed listening activities. Start with
prosodies to make the assimilation of musical language easier. Put basic recommendations into
practice for playing melodies on the recorder. Use games as a basis for musical expression.
Engage pupils with the activities in an active and participative way.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening: Identifying different rhythms.
• Listening to musical pieces to identify different time signatures.

Evaluation Criteria
1. Identifying the rhythm, the stress and the time signatures in musical pieces.
2. Identifying the accelerando at the end of a song.

Learning Standards
1.1. He/She identifies the type of time signature in a listening sample by listening for the beat
and the stress.
1.2. He/She distinguishes the stress from the words.
2.1. He/She recognises accelerando by ear and practices it in a song.

Music, culture and society

• Narrative songs: El conde Flores.
• Songwriters.
• Music from different cultures: Kalinka (Russia).

Evaluation Criteria
3. Appreciating the contribution of narrative poems to enriching our cultural heritage.

Learning Standards
3.1. He/She knows and appreciates narrative poems as the result of a storytelling tradition.
3.2. He/She learns a poem and discovers the type of the rhyme.

MUSICAL INTERPRETATION

The voice
• Songs
- El fantasma Comeletras.
- Conde Flores (romance).
- Kalinka (Russia).
• Sung poems.
• Intonation as a way of expression.
• Phonic groups.
Evaluation Criteria
4. Participating actively in the vocal and body interpretation of the songs.
5. Learning about the expressive possibilities of intonation in everyday speaking.
6. Learning how to define narrative poems, putting them in a historical context and
understanding what their most common topics are.

Learning Standards
4.1. He/She sings in tune when singing in a group.
5.1. He/She identifies the statement, the exclamation or the question because of the melodic
line in which they are expressed when speaking.
6.1. He/She defines what a narrative poem is and puts it in a historical context as well as
mentioning the most common themes involved in poems.

Instrument
• Accompaniment with small percussion.
• Recorder: Scarborough Fair (RE´).

Evaluation Criteria
7. Interpreting the proposed musical pieces with a good posture and an appropriate technique.
8. Interpreting by clapping the rhythm of the words marking the prosodic stress.

Learning Standards
7.1. He/She follows basic recommendations to obtain a good sound on the recorder.
7.2. He/She interprets a piece on the recorder fluently following the melodic phrasing.
8.1. He/She marks the beat and the stress properly in the percussion accompaniment of a
song.

Musical language
• Intonation as way of expression.
• Phonic groups.
• Time signatures and bar lines.
• Prosody, the rhythm of language.

Evaluation Criteria
9. Knowing the correct value of the proposed musical signs.
10. Discovering the relationship that the natural prosodic rhythm of the words has with the
musical rhythm.

Learning Standards
9.1. He/She distributes the musical figures until he/she completes time signatures considering
the sum of the values and places the dividing lines correctly.
10.1. He/She joins each word with the corresponding rhythmic cell.

MOVEMENT AND DANCE

The body
• Body expression and intonation of sentences.
• Accompaniment with prosodies and body percussion.

Evaluation Criteria
11. Discovering the beat in a listening example by means of body accompaniment.

Learning Standards
11.1. He/She is able to adjust the beat and the stress of the music by means of using the body.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of the oral expressions: orders, explanations, indications, stories.
- He/She understands the instructions of the activities without help.

- Understanding the meaning of the written texts.

- He/She understands the definitions and the instructions of the unit.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens attentively and respectfully to the surrounding sounds.

Digital competency
- Preparing their own information based on information obtained via technological means.
- He/She searches for information about one of the artistic expressions proposed in the
unit.

Learning to learn
- Developing strategies that favour rigorous comprehension of the contents.
- He/She discovers characters that appear in the poem and in the sequence of the
events told in the same poem.

- Applying strategies to improve creative, critical, emotional and interdependent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that lead
him/her to make his/her own decisions.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly in teamwork.

Initiative and entrepreneurship

- Prioritising the achievement of group objectives and personal interests.
- He/She shows interest, perseverance and initiative while doing artistic activities.

Cultural awareness
- Appreciating the beauty of the artistic expressions and in everyday life.
- He/She knows the musical expressions of different cultures.

COURSE PLANS UNIT 6

May June
BASICS

The final unit shows the relationship between music and architecture. We will start with
architecture by showing the monuments in cities that are real architectural works. Then we will
continue with music. A concert is an artistic project in which people and material elements
contribute to make it enjoyable. In both music and architecture, the design of the structure will
reveal its form.

METHODOLOGY

Promote participation in active listening, highlighting the individual contribution to the success of
the instrumental performance of the whole group. Start with the prosodies to make the
assimilation of the musical language easier. Engage the pupils with the activities in an active
and participative way. Put basic recommendations in practice for playing the accompaniments
on barred instruments and the melodies on the recorder. Use games as a basis for musical
expression.

CONTENTS/EVALUATION CRITERIA/LEARNING STANDARDS

LISTENING

The ear
• Listening to identify different musical forms: two-part, rondo, ostinato.
• Listening: Annen Polka, by Strauss.

Evaluation Criteria
1. Identifying different musical models by ear.
2. Listening attentively to different musical pieces to identify the form.

Learning Standards
1.1 He/She listens attentively to different musical pieces to identify the form.
2.1 He/She does an active listening of a piece and identifies its parts.

Music, culture and society

• Musical jobs.
• Story: Music and Walls.
• Music from different cultures: My Bonnie lies over the ocean (Scotland).

Evaluation Criteria
3. Understanding the analogue between a musical piece and an architectural work.
4. Doing the reading comprehension of the story Music and Walls as an approach to studying
classical culture.

Learning Standards
3.1. He/She understands the analogue between a musical piece and an architectural work.
4.2. He/She answers the questions correctly about the text, Tebas walls and Jericho.

MUSICAL INTERPRETATION

The voice
• Songs:
- From the ground to the roof.
- When the saints go marching in.
- My Bonnie lies over the ocean (Scotland).

Evaluation Criteria
 5. Singing the songs of the unit in a coordinated way with the instrumental accompaniment.

Learning Standards
5.1. He/She participates actively in the interpretation of the song in a group.
5.2. He/She integrates the rhythmic sense of the song into the context of the instrumental
accompaniment.

Instrument
• Recorder and small percussion accompaniment: Bang Tower.
• Orff Instruments accompaniment: Annen Polka, by Strauss.
• Accompaniment with bourdons.

Evaluation Criteria
6. Interpreting the scores showing basic skills of interpretation on the assigned instrument.

Learning Standards
6.1. He/She accompanies with simple bourdons on barred instruments.
6.2. He/She actively participates in activities relating to the instrumental interpretation.

Musical language
• The musical form: two-part form, rondo, ostinato.
• Rhythmic and melodic writing of a musical piece.

Evaluation Criteria
7. Identifying and describing simple musical forms and different musical styles from the ones
proposed in a listening sample.

Learning Standards
7.1. He/She carefully follows the part that corresponds to the score in the active listening.

MOVEMENT AND DANCE

The body
• Accompaniment with prosodies and body percussion.

Evaluation Criteria
8. Accompanying the lyrics of the songs with gestures and body language.

Learning Standards
8.1 He/She is expressive and spontaneous when it comes to body accompaniment of a song.

COMPETENCIES – Descriptions and Skills

Linguistic competency
- Understanding the meaning of the oral expressions: orders, explanations, indications, stories.
- He/She reads the instructions properly to answer the questions well.

- Understanding the meaning of the written texts.

- He/She understands the definitions and the instructions of the unit.

Mathematical competency and basic competencies in Science and Technology

- Interacting with nature in a respectful way.
- He/She listens attentively and respectfully to the surrounding sounds.

Digital competency
- Preparing their own information based on information obtained via technological means.
 - He/She uses audio players, the digital board and the Internet to make it easier to
extend the contents in the unit.

Learning to learn
- Developing strategies that help rigorous comprehension of the contents.
- He/She develops the capability of observation and knowing when he/she is looking for
similarities between the construction of an architectural work and a musical piece.

- Applying strategies to improve creative, critical, emotional and interdependent thinking.

- He/She pays careful attention to acquire relevant and sufficient information that leads
him/her to make his/her own decisions.

Social and civic competency

- Understanding and showing respect for those with more difficulties and different capabilities
who advance at a different pace.
- He/She respects the different pace in the learning process of others in teamwork.

- Knowing and applying rights and obligations of citizens in the context of the school.
- He/She respects individual contributions by other classmates.

- Showing willingness to participate actively in the established fields of participation.

- He/She participates and behaves responsibly in teamwork.

Initiative and entrepreneurship

- Prioritising the achievement of group objectives and personal interests.
- He/She shows interest, perseverance and initiative in the creation of artistic activities.

Cultural awareness
- Appreciating the beauty of artistic expressions and in everyday life.
- He/She appreciates the artistic contribution of singer-songwriters to cultural enrichment.

- Expressing feelings and emotions based on artistic codes.

- He/she sings and plays on instruments in an expressive way.