S COALA CU CLASELE I – VIII “SF A NTUL ANDREI” SECONDARY SCHOOL “SAINT ANDREW” - PowerPoint PPT Presentation

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S COALA CU CLASELE I – VIII “SF A NTUL ANDREI” SECONDARY SCHOOL “SAINT ANDREW” PowerPoint Presentation
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S COALA CU CLASELE I – VIII “SF A NTUL ANDREI” SECONDARY SCHOOL “SAINT ANDREW”

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  1. SCOALA CU CLASELE I – VIII “SFANTUL ANDREI”SECONDARY SCHOOL “SAINT ANDREW” ROMANIAN MUSICAL FRAMEWORK MULTILATERAL PARTENERSHIP “EUROPEAN MUSICAL PORTOFOLIO” HEADMASTER: ROTARU CATALINA TEACHERS: MIHAI ADINA, BABES MARIAN, IRIMIA EMILIA This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This project has been funded with support from the European Commission

  2. CONTENTS • MUSICAL EDUCATION - PRIMARY SCHOOL • CURRICULAR STANDARDS OF PERFORMANCE FOR PRIMARY EDUCATION • OBJECTIVES FRAMEWORK • class I • class II • class III • class IV • MUSICAL EDUCATION - SECONDARY SCHOOL • GENERAL OBJECTIVES • class V • class VI • class VII • class VIII • VALUES AND ATTITUDES

  3. MUSICAL EDUCATION PRIMARY SCHOOL The purpose of music education lies in developing the aesthetic sensibility of students, music and speech perception capacities, through practical activities of singing (vocal and instrumental) and by listening to music. Musical education at the primary takes place in two phases: oral intuitive (a prenotation), in which music is learned after hearing only by listening and singing, movement and sound toys rhythmic accompaniment or percussion instruments, and step notation, the elements of language knowledge and application of music is performed on consciously.

  4. CURRICULAR STANDARDS OF PERFORMANCE FOR PRIMARY EDUCATION Standards Framework Objectives Turning a vocal and instrumental music practice of perceived musical language elements: S1. Collective voice and singing in small groups a repertoire of songs for children consists of 10 songs S2. Reading and accompanying music of songs with a little problem S3 2 Expression through music. Interpretation repertoire in simple arrangements armonico-ringer, with rhythmic accompaniments, vocal-instrumental and vocal form of the game. S4. Transposition of elements of musical language and their own experiences in body movement (the free, guided, dance)

  5. 1. Recovery of vocal and instrumental music practice of perceived musical language elements OBJECTIVES FRAMEWORK 2. Expression through music

  6. During the class I - students will be able to:

  7. Recovery of vocal and instrumental music • practice of perceived musical language elements

  8. Recovery of vocal and instrumental music • practice of perceived musical language elements

  9. Recovery of vocal and instrumental music • practice of perceived musical language elements

  10. 2. Expression through music

  11. 2. Expression through music

  12. 1. Stamp- sounds from nature and the environment;- vocal-instrumental sounds; 2. Rate- long and short sounds- marking the rhythmic song structures- inner audition;- recognition of auditory rhythmic structures of the songs;- spontaneous collective improvisation. 3. Sorry- treble and bass;- genres: children's folklore. 4. Interpretation- sounds that are heard loud-slow;- armonico-polyphonic processes: alternative groups, soloist, choir;- movement to music (movement, rhythm);- shades (very little, medium);- rhythmic accompaniment with musical toys LEARNING CONTENTS

  13. During the class II - students will be able to:

  14. Recovery of vocal and instrumental music • practice of perceived musical language elements

  15. Recovery of vocal and instrumental music • practice of perceived musical language elements

  16. Recovery of vocal and instrumental music • practice of perceived musical language elements

  17. Recovery of vocal and instrumental music • practice of perceived musical language elements

  18. 2. Expression through music

  19. 2. Expression through music

  20. • singing voice- specific skills singing (natural emission, diction)- collectively singing skills (tone, signal the start, timing). • Instrumental Song- musical toys;- body percussion;- singing with accompaniment. • musical language elements1. Stamp- noise from nature and the environment;- sung-spoken sounds;- vocal-instrumental sounds. 2. Rate- long and short sounds;- marking the rhythmic structures;- marking of time equal measure;- inner audition;- recognition of auditory rhythmic structures of the songs;- spontaneous rhythmic improvisation;- out musical quarters, the optimal half and quarter break. 3. Sorry- high-low sound;- walking track;- the relationship between text and melody;- melodic structures of the songs;- genres: folk habits in winter. 4. Interpretation- armonico-polyphonic processes: alternative groups, soloist, choir, chains, dialogue;- shades: very-slow-medium;- movement to music (movement, rhythm, the time measure, inspired by nature music LEARNING CONTENT

  21. During the class III - students will be able to:

  22. Recovery of vocal and instrumental music • practice of perceived musical language elements

  23. Recovery of vocal and instrumental music • practice of perceived musical language elements

  24. 2. Expression through music

  25. 2. Expression through music

  26. Singing voice- specific skills singing (natural emission, diction, proper breathing)- singing skills in communityRate- measureQuarter times, best, half and quarter break, the rhythmic structure Measure 2/4SorryThe relationship between text and melody (verse and chorus, verse)Construction elements of the song: start, end, repetitionStampVocal-instrumental soundsVoice of adult and child, male and female voiceSinger and chorusPiano, violin Musical GenresOccasional folklore genres: wandering star and song.Invoice genre Classical: Waltz, Rhapsody.InterpretationProcedures armonico-ringer: alternative groups, lead singer - chorus chain dialogSong with accompanimentVocal and instrumental SongShades: hard - slow - mediumTempo: fast - slowMovement to music: free rhythm, the time measure, inspired by the character of the dance movement of Music LEARNING CONTENT

  27. During the class IV - students will be able to:

  28. Recovery of vocal and instrumental music • practice of perceived musical language elements

  29. Recovery of vocal and instrumental music • practice of perceived musical language elements

  30. Recovery of vocal and instrumental music • practice of perceived musical language elements

  31. 2. Expression through music

  32. 2. Expression through music

  33. 2. Expression through music

  34. Singing voice- Specific skills singing (natural emission, diction, proper breathing)- Singing skills in communityInstrumental Song- Musical Toys- Melodic and percussion musical instrumentsRateQuarter times, best, half, half-quarter point and breakMeasure 2 / 4 3 / 4SorrySounds La, Sol, Fa, Mi, Re, DoThe relationship between text and melody (verse and chorus, verse)Construction elements of the song: start, end, repetition StampVocal-instrumental soundsOrchestra and chorusPiano, violin and panpipesMusical GenresOccasional folklore genres: carolClassical music genres invoice: minuet, danceInterpretationProcedures armonico-ringer: solo - choir, chain, dialogue, rhythm accompaniment *Song with accompanimentVocal and instrumental SongShades: hard - slowlyTempo: fast - slowMovement to music: free rhythm, the time measure, dance movement LEARNING CONTENT

  35. MUSICAL EDUCATION SECONDARY SCHOOL Complex process unit, held the status, aims at developing musical education of students aesthetic sensibility, the capacity of speech and musical perception, by doing the singing (vocal and instrumental) and listening to music.

  36. GENERAL OBJECTIVES 1. Development of interpretive skills (vocal and instrumental) 2. Developing the capacity to perceive a culture of music and musical 3. Knowledge and use of elements of musical language 4. Growing sensitivity, imagination and musical creativity and artistic

  37. During the class V - students will be able to:

  38. 1. Development of interpretive skills, vocal and instrumental

  39. 2. Developing the capacity to perceive a culture of music and musical

  40. 3. Knowledge and use of elements of musical language

  41. 4. Growing sensitivity, imagination and musical creativity and artistic

  42. 1. Music Practice Voice Practice: specific singing skills: body posture, breathing, broadcasting, diction, articulation scales ways: individually and collectively in dialogue, and Monod (with accompaniment, in the canon two voices) Instrumental PracticeInstrumental technical skills Repertoire of instrumental works 3. Elements of musical culture Facts about musical works addressed: title, composer, author of the text, topics Composer: A. Vivaldi, W.A. Mozart, J. Haydn, L. v. Beethoven, C. Porumbescu, T. Popovici, DG Kiriac Musical Auditions 2. Elements of language musicSong: between sounds and musical notes and do2 do1 (and do 2) and soil (lower octave) and soil 2 (second octave) Musical intervals organization of sound: major and minor tonalities natural Rhythm: durations of sounds and music pauses and the corresponding values (quarter, best, half, whole note, sixteenth) extension point (half,quarter and optimal point) rhythmic combination withdurations learned the extent of 2 / 4. 3 / 4, 4 / 4 Tempo: Allegro, Allegretto, moderato, andante Shades: piano, forte, mezzoforte, mezzopiano Stamp voice (voices of children, women, men) and instrument (musical instrument family) Music of the song structure: verse, chorus, melodic line LEARNING CONTENT

  43. During the class VI - students will be able to:

  44. 1. Development of interpretive skills, vocal and instrumental

  45. 2. Developing the capacity to perceive a culture of music and musical

  46. 3. Knowledge and use of elements of musical language

  47. 4. Growing sensitivity, imagination and musical creativity and artistic

  48. 1. Music PracticeVoice PracticeSpecific skills play Monod and singing Repertoire of songs Practical tools:Instrumental technical skills Repertoire of instrumental works 3. Elements of musical cultureRepresentative types of music genres:- popular music: the song itself, the song playing and playing instrumental musicClassical clip instrumental suite Rhapsodymusic creations - entertainment music: waltz, tango, blues, folk musicComposers: G.F. Handel, Fr. Schubert, R. Schumann, Fr. Chopin, J. Strauss, G. Bizet, Gheorghe Cucu, Gheorghe Dima, G. Musicescu, G. EnescuMusical Auditions 2. Musical language elementsSong: heights, change sounds by signs of alteration- organization of sound: tones G major, E minor, F Major, D minorRhythm: rhythmic combinations in steps of 2 / 4. 3 / 4, 4 / 4 (update) -syncope -contretempsTempo: speed up and slow motion (accelerando and rallentando)Shades: crescendo and descrescendoStamp: Bands: equal voices and mixed choirinstrumental ensembles: Symphony Orchestra musicElements of structure theme tuneform mono-, bi-and tripartite LEARNING CONTENT

  49. During the class VII - students will be able to:

  50. 1. Development of interpretive skills, vocal and instrumental