1 00:00:01,899 --> 00:00:09,980 Hi, good evening. This is a recording about Mozart's music, a video for my students and 2 00:00:09,980 --> 00:00:18,460 all students that can watch this. Okay, so we have here, at the first time, the first thing, 3 00:00:18,460 --> 00:00:24,539 we have a first slide about Mozart, where we can learn different vocabulary, 4 00:00:24,539 --> 00:00:31,859 different words like brass, compositions, concerto, dynamics, harmony, polyphony, 5 00:00:31,859 --> 00:00:36,960 instruments, kind of voices, melody, opera, opposition, percussion, symmetry and 6 00:00:36,960 --> 00:00:44,280 balance, so different concepts. We would like to go through them alongside this 7 00:00:44,280 --> 00:00:52,020 unit of content about Mozart's music. Well, we have here two motivational 8 00:00:52,020 --> 00:01:13,540 videos, okay? This is the first one. I hope it works. 9 00:01:13,540 --> 00:01:19,859 I can't think of a time when I didn't know his name. I was still playing childish games when he 10 00:01:19,859 --> 00:01:33,909 was playing music for kings and emperors, even the pope in Rome. I admit I was jealous when I heard 11 00:01:33,909 --> 00:01:43,689 the tales they told about him. None of the British... Okay, this has been the first video where we have 12 00:01:43,689 --> 00:01:51,129 been watching the figure of Mozart when he was a child, a prodigy child, okay? And here we have 13 00:01:51,129 --> 00:01:57,370 another one, very different, that we can learn also a lot of things from it and probably you 14 00:01:57,370 --> 00:02:05,609 will be asking or wondering why are we using this one. Well, we'll know it later on. Just be patient. 15 00:02:13,219 --> 00:02:18,340 One person's treasure is another's violin and the slum built on a landfill in Paraguay. 16 00:02:18,340 --> 00:02:27,659 Here in Asuncion, a group of young musicians come together to play everything from Beethoven and Mozart to Frank Sinatra and the Beatles on instruments made entirely from trash. 17 00:02:28,259 --> 00:02:38,419 The Orchestra of Recycled Instruments from Katero got its start here five years ago when a teacher, Favio Chavez, decided to teach kids living near this garbage dump how to play musical instruments. 18 00:02:39,020 --> 00:02:44,860 Lacking money to buy enough instruments, he recruited the help of residents who make a living picking through and recycling trash. 19 00:02:44,860 --> 00:02:49,860 Soon, with the community's help, Chávez and his students had their instrument. 20 00:02:49,860 --> 00:02:54,860 Ok, so which are the differences between these two videos? 21 00:02:54,860 --> 00:03:01,860 Which are the purposes of Mozart's child, when he was just a young boy, 22 00:03:01,860 --> 00:03:05,860 wanted to be famous, wanted to make his own music? 23 00:03:05,860 --> 00:03:10,860 And these other young people from Latin America, 24 00:03:10,860 --> 00:03:17,520 trying to make also the real music but with instruments made up by trance, out of trance. 25 00:03:17,520 --> 00:03:24,500 So which are the differences, really the human differences between these two kinds of perspectives 26 00:03:24,500 --> 00:03:26,620 about music making? 27 00:03:26,620 --> 00:03:38,000 Well, we have here Mozart's bio, we have some information about where he was born and 28 00:03:38,000 --> 00:03:45,719 Whitworth and well around and some other information about his life okay here you 29 00:03:45,719 --> 00:03:51,139 have a description of an activity that you can make with all your friends or 30 00:03:51,139 --> 00:03:56,780 just in a group group of groups of three four people where you have to describe 31 00:03:56,780 --> 00:04:01,879 these two videos we have just watched so the video one in the video number one 32 00:04:01,879 --> 00:04:06,520 we have these four questions and the video number two these other three 33 00:04:06,520 --> 00:04:12,060 questions. So you can stop this video right now, join your friends or the 34 00:04:12,060 --> 00:04:19,589 members of your group and try to answer these questions. Well, remember that at 35 00:04:19,589 --> 00:04:25,009 the beginning of the unit we were using some words, now you have here some clues, 36 00:04:25,009 --> 00:04:31,230 some descriptions of these concepts, like the opposite dynamics, symphony, soloist, 37 00:04:31,230 --> 00:04:37,170 concerto. You can copy these concepts, just leave them there, because probably 38 00:04:37,170 --> 00:04:42,410 you will have to use them later on to describe or to answer the questions I've 39 00:04:42,410 --> 00:04:52,959 just given you before. Here we have some other pictures that can give us also 40 00:04:52,959 --> 00:05:00,459 some clues, some keys about Mozart's life and Mozart's 41 00:05:00,459 --> 00:05:06,339 production. You can choose just two of these music excerpts and describe out 42 00:05:06,339 --> 00:05:13,540 loud with your friends, each with no more than 30 words, okay? This is just a task. 43 00:05:13,540 --> 00:05:22,949 And here we have also some descriptions review with some other videos and 44 00:05:22,949 --> 00:05:30,069 material you can use for trying to learn how to describe Mozart's music. For 45 00:05:30,069 --> 00:05:35,569 instance, you could choose Symphony number 40, the first movement, or this 46 00:05:35,569 --> 00:05:41,050 This current concepto, you have here a description, an example of description. 47 00:05:41,050 --> 00:05:48,810 Try to make this description as easy as possible, ok? 48 00:05:48,810 --> 00:05:53,269 Don't use too difficult or complex words. 49 00:05:53,269 --> 00:06:03,329 Try just to describe what you see, what you can watch, what you can listen to, ok? 50 00:06:03,329 --> 00:06:05,610 For instance, this would be a good example. 51 00:06:05,610 --> 00:06:20,680 Well, you know, sorry, we have at the beginning this advertisement, sorry. 52 00:06:20,680 --> 00:06:42,240 We'll go over it, don't worry. 53 00:06:42,240 --> 00:06:46,240 So here the question could be, what's the music like? 54 00:06:46,240 --> 00:06:48,040 What are they doing? 55 00:06:48,040 --> 00:06:51,240 What you can see on stage? 56 00:06:51,240 --> 00:06:59,040 in which style she is singing, why does she pretend with her singing, and what do you 57 00:06:59,040 --> 00:07:05,360 figure out about the plot, about the story, what's happening here, ok? 58 00:07:05,360 --> 00:07:11,639 These kind of questions, that are really very easy to answer, are the first kind of questions, 59 00:07:11,639 --> 00:07:20,899 the main questions you should use before trying to describe the music itself. 60 00:07:20,899 --> 00:07:26,860 Finally, once you have been working with all these possibilities of this presentation, 61 00:07:26,860 --> 00:07:35,860 at the end, we could work, we could play together, a very simple arrangement of some Mozart's 62 00:07:35,860 --> 00:07:38,740 music, like this one. 63 00:07:38,740 --> 00:07:49,120 We could sing this one, I am a very happy man, which is, of course, an arrangement of 64 00:07:49,120 --> 00:07:56,779 one of the most famous Mozart's music, Mozart's tune of Papageno in the Magic Flute, or just 65 00:07:56,779 --> 00:08:02,920 to transfer this melody into a xylophone arrangement or a recorder arrangement, or any other instrument 66 00:08:02,920 --> 00:08:05,000 you can use at the music classroom. 67 00:08:05,000 --> 00:08:10,490 And well, this would be just the end of this presentation. 68 00:08:10,490 --> 00:08:16,589 So thank you very much, I hope you have enjoyed this presentation as the first step, the beginning 69 00:08:16,589 --> 00:08:24,350 of all the activities we'll use together in our music classroom alongside the next weeks 70 00:08:24,350 --> 00:08:25,350 and lessons. 71 00:08:25,350 --> 00:08:25,930 Thank you very much.