Professional Documents
Culture Documents
Composer Awareness
Map of Southern Spain
Powerpoint Cordoba and Albeniz
Utilizing Phrygian Mode (E, F, G, A, B, Rhythmic Ostinato
C, D, E) and Alegria Rhythm
Ensemble Playing
1 + 2 + 3 | 1 + 2 + 3 | 1+ 2 3+ | 1 2 + 3 |
Phrygian Sight Singing In Tune Singing
Improvisation
e Flamenco Improvisation Improvisation
Rhythmic
Buleria Rhythmic Ostinato
Ensemble
1+ 2 3 | 1+ 2 3 | 1+ 2 3+ | 1 2 3 Playing
Phrygian Dominant Sight Singing In Tune Singing
(E F G# A B C D# E) Improvisation
Powerpoint Assessment
Musical Jeopardy:
Questions based upon new Review
information acquired.
Grade: 6 Date: Week 3
e Flamenco Improvisation Improvisation
Rhythmic
Ostinato
Siguiriya Rhythmic Ensemble
Playing
1 a 2 a 3 a | 1 + 2 + 3 +
Powerpoint Assessment
Musical Jeopardy:
Questions based upon new Review
information acquired.
Grade: 6 Date: Week 4
e Flamenco Improvisation Improvisation
Rhythmic
Putting it all together, students Ostinato
compose final “improvisation” based Ensemble
upon previous rhythms. Playing
Phrygian Dictation Inner Hearing
Powerpoint Assessment
Musical Jeopardy:
Questions based upon new Review
information acquired.
Music of Spain Unit Powerpoint
Grade(s): 6 8
Time for Activity: 10 mins
Objectives:
Students will familiarize themselves with important Spanish composers, cities,
and folk traditions through active and passive listening.
Materials:
Powerpoint, Guitar/CD player (Recommended Recording: Julian Bream –
Spanish Guitar Recital).
Preparation: Teacher will begin to perform or play a recording of the selected music
with power point based upon selection loaded up.
Formation: Students are seated in their desks.
Activity and Procedures:
Week 1:
1. Teacher performs/plays recording of Isaac Albeniz – Cordoba
2. Teacher then gives overview of geography and culture of Cordoba and
biographical information of Isaac Albeniz
Week 2:
1. Teacher performs/plays recording of Manuel de Falla – Spanish Dance
2. Teacher gives overview of Flamenco culture and biographical information
of Manuel de Falla
Week 3:
1. Teacher performs/plays recording of Francisco Tarrega – Capricho Arabe
2. Teacher gives overview of the importance of the guitar in Spanish culture as
well as biographical information of Tarrega.
Week 4:
1. Teacher performs/plays recording of Isaac Albeniz – Leyenda
2. Teacher gives overview of important Spanish provinces and more composers
(Enrique Granados, Fernando Sor)
Extensions:
1. The detail of the powerpoints should be relevant to grade level or curriculum
in a foreign language class, embellish based upon initial knowledge
2. Many of the composers listed above have orchestral works that may be more
relevant to a band setting,
Massachusetts Curriculum Frameworks:
5.11 Listen to formal and informal performances with attention, showing understanding
of the protocols of audience behavior appropriate to the style of the performance
10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to
learning other disciplines.
Malaguena: The Art of Flamenco Dance
Grade(s): 6 8
Time for Activity: 8 mins
Objectives:
Students will use traditional flamenco dance steps to better understand Spanish
rhythms.
Materials:
Castanets and guitar or CD recording.
Preparation: Each week the teacher will write out succinct dance steps on the board.
(Ex. Toe Heel Heel Toe Foot Clap)
Formation: Students stand in circle.
Activity and Procedures:
Week 1: Teacher demonstrates the dance steps Toe Heel Heel Toe Flat Clap
Once students are confident teacher begins playing Malaguena in the middle of
the circle on guitar.
Week 2: Activity is essentially the same utilizing alternate legging.
Week 3: Students are split into partners. New dance steps are provided for Tango. Music
for week 3 and 4 is Tango Flamenco by Bobri
Partner one:
1. Step forward with your left foot
2. Step forward with your right foot passing the left foot
3. Step forward again with your left foot this time passing the right foot
4. Step forward and to the right with your right foot
5. Left foot close to right foot
Partner two:
1. Step back with your right foot
2. Step back with your left foot passing the right foot
3. Step back again with your right foot this time passing the left foot
4. Step back and to the left with your left foot
5. Right foot close to left foot
Week 4: Partners switch.
Extensions:
1. Dance steps can be simplified based upon age level
2. Percussion instruments can be used for those who cannot stand.
Massachusetts Curriculum Frameworks:
5.5 Respond through purposeful movement to selected prominent music characteristics
or to specific music occurrences while singing or listening to music.
Flamenco Improvisation
Grade(s): 6 8
Time for Activity: 10 – 15 mins
Objectives:
Students will perform rhythmic ostinatos
Students will perform in front of peers.
Students will improvise on the xylophones.
Materials:
Xylophones
Preparation: Rhythm ostinato of the week is written on board, xylophones are
distributed, and students are divided in groups of 3.
Formation: Sitting on floor in groups of 3.
Activity and Procedures:
Week 1: Teacher will first explain how to perform a Phrygian mode on
xylophone (E, F, G, A, B, C, D, E) and demonstrate a melody. Students will then
experiment themselves. Teacher will gather the class and have two students in a
group learn a flamenco rhythm. After rehearsing, students will play their rhythmic
ostinato while one student improvises using the Phrygian scale for the class.
Week 2: Partners rotate
Week 3: Partners Rotate
Week 4: Students choose which parts and rhythms they would like to use for their
f inal composition.
Extensions:
1.Rhythms can be simplified
2. Teacher can pre record rhythms and have students take turns improvising over
recording.
Massachusetts Curriculum Frameworks:
4.18 Improvise original melodies in a variety of styles, over given chord progressions
consistent in style, meter, and tonality
3.6 Perform independent instrumental parts while other students sing or play contrasting
parts
Phrygian Sight Singing and Dictation
Grade(s): 6 8
Time for Activity: 5 – 8 mins
Objectives:
Students will notate melodies from inner hearing
Students will improvise using Phrygian mode
Students will sight sing a Phrygian melody
Materials:
Pencils, Xylophones, Staff Paper, Whiteboard with Staff Lines,
Preparation: Depending on the week, students are seated on floor or at desk, and either
given xylophones or staff paper.
Formation: Students are seated on floor or at desk.
Activity and Procedures:
Week 1: Teacher starts a melody circle on the floor, singing improvised solfege based
upon Phrygian mode. The student on the right improvises their response and so on.
Students can use xylophones with their voice, if unconfident with the mode at first.
Week 2: Same activity but this week introduces Phrygian Dominant mode (E, F, G#, A,
B, C, D#, E)
Week 3: Students will sing an excerpt from the middle section of Albeniz’s Asturias
Leyenda, which blends both modes.
Week 4: Teacher performs a melody in either mode for students to notate using
traditional notation.
Extensions:
1. In a band setting have students improvise on their own instrument.
Massachusetts Curriculum Frameworks
4.8 Improvise short melodies, unaccompanied and over given rhythmic
accompaniments, each in a consistent style, meter, and tonality.
2.11 Read and sing at sight moderately difficult melodies, all intervals and their
inversions from unison through an octave, and triads and their inversions in arpeggiated
form
Leyenda Melody:
¾ B _ A B | D _ B A | B _ _ | _ _ _ :| B _ A# | _ G F# E G | F# _ _ | _ _ _
1 3 + 1 3 + 1 1 3 2 + 3 + 1
B _ C B | A# F# G F# E G | F# _ _ | _ _ _ |
1 3 +| 1 + 2 + 3 + | 1 | |
Musical Jeopardy
Grade(s): 6 8
Time for Activity: 5 – 8 mins
Objectives:
Students will compete in groups to assess their learning.
Materials:
Powerpoint
Preparation: Teacher divides into groups of 3 and loads presentation.
Formation: At desks in groups of 3.
Activity and Procedures:
1. Teacher allows groups to answer questions on Spanish music for points, if they answer
correctly the group can keep scoring, if answered incorrectly opportunity for another
group arises.
Extensions:
1. Make questions easier or harder based upon grade level.
Massachusetts Curriculum Frameworks:
5.13 Demonstrate knowledge of the technical vocabulary of music
Resources:
http://www.dancing4beginners.com/tangosteps.htm
http://www.compasflamenco.com/en/palos.html
http://en.wikipedia.org/wiki/Isaac_Alb%C3%A9niz
http://en.wikipedia.org/wiki/C%C3%B3rdoba,_Spain
http://en.wikipedia.org/wiki/Francisco_T%C3%A1rrega
http://en.wikipedia.org/wiki/De_Falla