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S COALA CU CLASELE I – VIII “SF A NTUL ANDREI” SECONDARY SCHOOL “SAINT ANDREW”. ROMANIAN MUSICAL FRAMEWORK. MULTILATERAL PARTENERSHIP “EUROPEAN MUSICAL PORTOFOLIO”. HEADMASTER: ROTARU CATALINA TEACHERS: MIHAI ADINA, BABES MARIAN, IRIMIA EMILIA.
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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
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
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.
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)
1. Recovery of vocal and instrumental music practice of perceived musical language elements OBJECTIVES FRAMEWORK 2. Expression through music
Recovery of vocal and instrumental music • practice of perceived musical language elements
Recovery of vocal and instrumental music • practice of perceived musical language elements
Recovery of vocal and instrumental music • practice of perceived musical language elements
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
Recovery of vocal and instrumental music • practice of perceived musical language elements
Recovery of vocal and instrumental music • practice of perceived musical language elements
Recovery of vocal and instrumental music • practice of perceived musical language elements
Recovery of vocal and instrumental music • practice of perceived musical language elements
• 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
Recovery of vocal and instrumental music • practice of perceived musical language elements
Recovery of vocal and instrumental music • practice of perceived musical language elements
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
Recovery of vocal and instrumental music • practice of perceived musical language elements
Recovery of vocal and instrumental music • practice of perceived musical language elements
Recovery of vocal and instrumental music • practice of perceived musical language elements
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
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.
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
1. Development of interpretive skills, vocal and instrumental
2. Developing the capacity to perceive a culture of music and musical
4. Growing sensitivity, imagination and musical creativity and artistic
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 withdurations 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
1. Development of interpretive skills, vocal and instrumental
2. Developing the capacity to perceive a culture of music and musical
4. Growing sensitivity, imagination and musical creativity and artistic
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 Rhapsodymusic 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 -contretempsTempo: speed up and slow motion (accelerando and rallentando)Shades: crescendo and descrescendoStamp: Bands: equal voices and mixed choirinstrumental ensembles: Symphony Orchestra musicElements of structure theme tuneform mono-, bi-and tripartite LEARNING CONTENT
1. Development of interpretive skills, vocal and instrumental