“Art and Qualities of Sound” by Joaquín Alberto Pagador Becerra
6th Primary School
Auditory discrimination of diverse sounds of the natural and social environment.
Qualities of sound: intensity, pitch, duration and timbre.
Basic elements of musical language.
Visual language: color (primary and secondary colors).
Resources for creative processes.
To identify, classify and describe the characteristics of the sounds of the natural and social environment using precise vocabulary.
To know the qualities of sound and its relation to musical language.
To represent ideas, actions and situations using the elements of visual language
Nouns:
Sound, silence, environment, noise, noise pollution, acoustic pollution, waves, vibration, duration, intensity, decibel, timbre, note, whole note/semibreve, half note/minim, crotchet/quarter note, sixteenth note, clef, harmonics, propagation, eighth note/caver, rest, staff, second, range, frequency, herz, art, sketch, collage, drawing, design, paint, paintbrush, crayons, landscape, soundscape, atmosphere, exhibition...
Adjectives:
Tidy, untidy, pitch, high, low, loud, tough, soft, smooth...
Verbs:
To measure, to hear, to listen, to pay attention, to discriminate, to compare, to tidy, to play, to sketch, to design, to draw...
Routines:
Have you ever been to a very quiet/silent place?
Have you ever been to a very noisy place?
Do you remember the sound of the violin? Do you remember the sound of double bass? What is the difference between them? ...
Grammar Content:
In picture A I can see… / In the track A I can hear...
There are… in picture A
I think the sound in picture/track A is...
In picture A you could hear…
Noise pollution is caused by…
You get noise pollution when…
There is noise pollution in …
I think A is a long/short/low/high/loud/soft sound. Do you agree?
Comparative: louder, shorter… The more… the louder…
Classroom management (language for the classroom):
In my opinion… It was supposed that… In turns... There is no need .. It is related .. Today we're going to... Now, pay attention, everybody... Listen carefully... Are you ready? Let's work in pairs / groups of... What would you think if you heard…? What do you think about....? Do you have any idea about...? Any questions? Please, be quiet. Stop making that noise. Let's move on to …
The discourse types most used in this unit are exposition and description. Dialogue will be used during the exposition in order to share ideas and opinions.
Elements of the soundscapes close to the students, the problem of noise pollution and the qualities of sound.
To discriminate, indentify, compare, pay atention, classify, describe and create
It will work with different active methodologies. Students will work in small groups, in pairs and individually. Timing: 6 lessons of 60 minutes.
Interactive whiteboard, mobile devices, videos, audio clips, flashcards, educational apps (Edpuzzle, Kahoot, Quizlet, Educaplay, Chrome Music Lab ...) and resources from the Internet. Each group of students will use the materials they want to create the paintings.
This teaching unit aims to contribute to the development of the European Framework´s 8 Key Competences for Lifelong Learning:
Communication in the mother tongue.
Communication in foreign languages.
Mathematical competence and basic competences in science and technology.
Digital competence.
Learning to learn.
Social and civic competences.
Sense of initiative and entrepreneurship.
Cultural awareness and expression.