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Serie Didáctica: Música - Segundo de primaria

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Subido el 12 de junio de 2007 por EducaMadrid

7961 visualizaciones

Muestra de cómo se imparte la asignatura de música en la enseñanza bilingüe de la Comunidad de Madrid en el Colegio Público Antonio Machado (San Sebastián de los Reyes) a alumnos de segundo de primaria (7-8 años).

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Hello, hello, how are you? 00:00:30

I'm fine, thank you, I do. 00:00:34

I'm fine, too. 00:00:37

Hello, hello, how are you? 00:00:39

I'm fine, thank you, I do. 00:00:42

I'm fine, too. 00:00:45

Okay, now. 00:00:47

So, me. 00:00:48

So, so, me. 00:00:49

So, so, me, me. 00:00:51

So, so, me. 00:00:54

So, so, la la. 00:00:56

So, so, me, me. 00:00:58

Doh, doh, doh. 00:01:00

Doh, doh, doh. 00:01:03

Doh, doh, doh. 00:01:05

Doh, doh, doh. 00:01:08

Doggie, doggie, rest your bone. 00:01:10

Someone stole it from your home. 00:01:14

Rain, rain, go away. 00:01:19

Come again another day. 00:01:23

Snail, snail, snail, snail. 00:01:27

Go around, around, around. 00:01:32

Bones high, bones low. 00:01:37

Bones there, bones do she know. 00:01:41

Lucy, look it, lost her pocket. 00:01:45

Eat the fish and found it. 00:01:49

Not a penny was there in it. 00:01:53

Only river rang it. 00:01:57

Okay, now, listen to me first. 00:02:01

I'm going to clap this rhythm and you have to guess the name of this song, okay? 00:02:04

But listen to me first. 00:02:08

One, two. 00:02:10

No, no, no, listen to me first, okay? 00:02:14

Listen to me first. 00:02:16

One, two. 00:02:18

Okay, what's the name of the song? 00:02:24

What's that song? 00:02:27

Uh... 00:02:29

Kitty Fisher. 00:02:31

Kitty Fisher, okay. 00:02:32

Lucy, look it, lost her pocket. 00:02:33

Very good. 00:02:35

Well done. 00:02:36

And now, now, now we're going to stick up the beats. 00:02:37

For example, one, two, three, four, five. 00:02:43

Quietly, quietly. 00:02:49

One, two, three, four, five. 00:02:50

One, two, three, four, five, six, seven, eight. 00:02:52

Come here, line up and stick the beats. 00:02:54

Very good. 00:02:58

Line up and... 00:03:00

Very good. 00:03:03

The first. 00:03:04

Okay, remember, ditty notes are only one beat and ten notes is only one, two, okay? 00:03:06

Very good. 00:03:13

Very good, well done. 00:03:16

Oops, here. 00:03:18

Stick. 00:03:21

Very good. 00:03:22

And... 00:03:24

Oops. 00:03:26

Very good. 00:03:28

And I need another one, for example, here. 00:03:29

Very good. 00:03:33

Okay, now we are going to clap the beat, not the rhythm, okay? 00:03:35

Pay attention. 00:03:39

The beat. 00:03:41

One, two, everybody. 00:03:42

Tee, tee, tee, tee, tee, tee. 00:03:44

Clap the beats, only one clapped, not titty. 00:03:48

Clap the beat. 00:03:52

One, two. 00:03:53

Tee, tee, tee... 00:03:55

Very good. 00:03:57

Tee, tee, tee, tee, tee, tee, tee, ta, ta. 00:03:58

Tee, tee, tee, tee, tee, tee, tee, feet, tee. 00:04:03

Tee, tee, tee, tee, tee, ta, ta. 00:04:07

Very good. 00:04:11

But now, listen. 00:04:12

You have to guess where is the strong beat or the weak beat, okay? 00:04:14

Pay attention. 00:04:18

Listen to me. 00:04:19

Lucy locked up, lost her pocket. 00:04:20

Titty Fisher found it. 00:04:24

Okay, where is the strong beat? 00:04:28

For example, one, two, three, four. 00:04:31

Come here, line up, and stick the strong beat. 00:04:34

Tell me, is the strong beat a big part or a small part? 00:04:37

Listen, listen. 00:04:43

I'm sorry, I'm sorry. 00:04:48

Very good. 00:04:51

Where is the strong beat? 00:04:52

No, start slowly, slowly, slowly. 00:04:54

Start one, only one. 00:04:57

The strong beat is here at the beginning. 00:04:59

Very good. 00:05:03

Lucy locked up, lost her... 00:05:04

Very good, very good, very good. 00:05:07

Very good. 00:05:11

Annie, where is the strong... 00:05:13

Very good, Christian. 00:05:15

Very good, everybody. 00:05:17

Very good. 00:05:19

And now, clap the strong and the weak beat, okay? 00:05:21

Bird is singing. 00:05:24

Clap, clap the strong and weak beat. 00:05:29

One, two, strong, weak, strong, weak, strong, weak, strong, weak. 00:05:32

Okay, we have one, two, one, two. 00:05:42

For example, Pablo, can you draw the bar lines? 00:05:45

Okay, come here, please, and draw the bar lines. 00:05:50

Don't forget the double bar line, okay? 00:05:56

Don't forget to repeat it. 00:05:59

Very good, one, two, strong, weak, strong, weak, very good. 00:06:01

And we are... 00:06:11

What's this, Pablo? 00:06:13

The two lines? 00:06:15

The two lines is... 00:06:16

Why are the two lines, Pablo? 00:06:17

The two lines are the double bar line. 00:06:20

Very good. 00:06:24

And what happens when we sing this song twice? 00:06:25

We have to write two dots here, the repeat sign, okay? 00:06:28

Write two dots here, okay? 00:06:34

Very good. 00:06:37

Two dots here, one and two, okay? 00:06:38

Very good. 00:06:40

The repeat sign, when we sing a song twice, we have to write the repeat sign. 00:06:42

Very good. 00:06:48

Very good. 00:06:49

Very good. 00:06:50

Okay, now... 00:06:51

Now we're going to play the musical tunnel and... 00:06:54

Okay. 00:06:59

Okay, Nerea, you've been very, very good. 00:07:01

I think Nerea has been very, very good. 00:07:04

Very good, yes, I think so. 00:07:07

Nerea and Inma on the xylophone. 00:07:09

On the xylophone, Nerea and Inma. 00:07:12

Eva and Diego. 00:07:15

And what else? Carlos has been very good. 00:07:18

Yeah, yeah. 00:07:21

And Carlos, you can go on the piano. 00:07:22

And Alejandro on the tambourine. 00:07:25

And Marina... 00:07:28

With the claves, okay. 00:07:31

And Christian. 00:07:34

And Christian with- on the claves. 00:07:35

Very good. 00:07:37

Okay, now we're going- let's practice this song with the instruments. 00:07:39

With the instruments. 00:07:44

Very good. 00:07:46

Okay. 00:07:49

Okay, now... 00:07:55

Let's practice, let's practice before- 00:07:57

Look at me, everybody, the musicians. 00:08:00

One, two. 00:08:02

So-so-la-la, so-so-mi-mi. 00:08:05

So-so-la-la, so-mi. 00:08:09

So-so-la-la, so-so-mi-mi. 00:08:13

So-so-la-la, so-mi. 00:08:18

Now we're going to write the somila notes on the staff. 00:08:22

But, what is this? 00:08:25

Who's the cellist? What's this called? 00:08:27

Clara Martin, what's this? 00:08:30

The soclef. 00:08:32

The soclef, very good. 00:08:34

And what does it mean? What does it mean? 00:08:36

It means all the notes on the second line are so. 00:08:39

Very good, all the notes on the second line are so. 00:08:46

Very good. 00:08:50

Do you understand? Does everybody understand? 00:08:51

Yes. 00:08:53

Very good. 00:08:54

And now we're going to write, okay, so-so... 00:08:55

So-so, and this is Titi. 00:09:00

La-la. 00:09:03

Okay, a double bar line. 00:09:08

Wait, wait. 00:09:10

Oops. 00:09:12

Double bar line. 00:09:14

Oh, no, the double bar line is at the end. 00:09:16

But, hey, we have to write the time signature. 00:09:18

We have two beats in each bar line, okay? 00:09:23

We have two beats in each bar line. 00:09:27

So-so, la-la. 00:09:31

On the second line, very good. 00:09:34

So-so, and me, where's me? 00:09:37

On the first line, very good. 00:09:41

Me, me. 00:09:43

And this? 00:09:46

So-so, la-la, so-so, me, me. 00:09:48

So-so on the second, very good. 00:09:50

And here? 00:09:54

La-la. 00:09:56

La-la, where is la-la? 00:09:57

In the second. 00:09:58

In the second, in the second space. 00:10:00

And here? 00:10:06

So-so, me. 00:10:08

But this is a tunnel. 00:10:10

We have to write like this, okay? 00:10:12

And at the end? 00:10:15

Double bar line. 00:10:17

Double bar line. 00:10:18

And the repeat, the repeat sign, very good. 00:10:19

Okay, now we know, we have the song, and we can play to musical tunnel, okay? 00:10:24

Now, wait, wait, we have to choose. 00:10:32

Hm-hm. 00:10:35

We have to be very, very, very, very quiet. 00:10:37

Yes, very good. 00:10:46

And Carlos. 00:10:49

Alejandro. 00:10:51

Yes. 00:10:52

You come with Alejandro, Alejandro on the tambourine. 00:10:53

Alejandro on the tambourine. 00:10:55

Lucia on the clarinet. 00:10:57

And Marina on the clarinet. 00:10:59

Very good, yes, Marina. 00:11:02

Okay, very good. 00:11:04

And now we are going to practice once with the musicians. 00:11:06

Look at me, pay attention. 00:11:11

So-so, la-la, so-so, okay? 00:11:13

Then the musical notes, one, two. 00:11:15

So-so, la-la, so-so, mi-mi. 00:11:18

So-so, la-la, so-mi. 00:11:22

So-so, la-la, so-so, mi-mi. 00:11:26

So-so, la-la, so-mi. 00:11:31

Very good, well done. 00:11:35

Now we are going to line up the jumpers. 00:11:37

Okay, are you ready? 00:11:41

Yes. 00:11:44

Look at me, one, two. 00:11:45

Two. 00:11:48

Ti-ti-ti-ti-ti-ti-ti-ti-ti-ti-ti-ti-ta-ta. 00:11:49

Lucy, look at your spare mountain. 00:11:57

Ti-ti-fish are crowded. 00:12:01

Not a baby was there in the wood. 00:12:05

Only we were crowded. 00:12:09

Very good. 00:12:12

Lucy, look at your spare mountain. 00:12:13

Ti-ti-fish are crowded. 00:12:17

Not a baby was there in the wood. 00:12:20

Only we were crowded. 00:12:24

Lucy, look at your spare mountain. 00:12:28

Very good. 00:12:31

Ti-ti-fish are crowded. 00:12:32

Not a baby was there in the wood. 00:12:35

Only we were crowded. 00:12:39

Lucy, look at your spare mountain. 00:12:44

Ti-ti-fish are crowded. 00:12:48

Can anyone tell me, who is this man? 00:12:52

Is this David Beckham? 00:12:56

David Beckham. 00:12:59

David Beckham. 00:13:00

Good to meet you. 00:13:01

Who is this? 00:13:02

This is Mozart. 00:13:03

And who is Mozart? 00:13:04

Is Mozart a dancer? 00:13:06

Is he a footballer? 00:13:08

Is he a musician? 00:13:11

Very good. 00:13:17

And is he playing the guitar? 00:13:18

No, the piano. 00:13:20

Very good. 00:13:22

Okay, now I'm going to tell you the story about Mozart's life. 00:13:24

And everybody come here and sit down quietly. 00:13:29

Very good. 00:13:35

Sit down, please. 00:13:37

Now we are going to listen to Mozart's story. 00:13:51

Wolfgang Amadeus Mozart. 00:13:57

Once upon a time, a baby boy was born in the beautiful town of Salzburg. 00:14:01

The date was the 27th of January, 1756. 00:14:07

His name was Wolfgang. 00:14:13

Well, Wolfie for his friends. 00:14:16

Wolfie loved playing the harpsichord with his sister Nanna. 00:14:24

He was three years old. 00:14:30

Their father taught him how to play it. 00:14:33

Wolfie, Nanna, their father and mother travelled a lot around Europe. 00:14:42

They played the harpsichord for kings, emperors and the royal courts. 00:14:48

Mozart was six years old. 00:14:59

He was a child prodigy. 00:15:02

Mozart's father was a musician. 00:15:05

He taught him all about music. 00:15:09

Mozart worked hard at school. 00:15:12

He grew up and he became a little naughty. 00:15:18

One day he fell in love with a beautiful girl. 00:15:30

He was very, very happy. 00:15:36

Oops. 00:15:41

Sometimes he was sad because the people did not understand his music. 00:15:43

But he believed in himself and he was very happy playing the piano. 00:15:50

And now he composed twelve variations on the piano of a popular children's song. 00:15:59

Do you know Twinkle Twinkle? 00:16:09

Yes. 00:16:11

Ok, listen to the variations and sing the song. 00:16:13

Twinkle, twinkle, little star, how I wonder what you are. 00:16:39

Very good. Listen to the variations. 00:16:44

Twinkle, twinkle, little star, how I wonder what you are. 00:16:59

The variations. Mozart's variations. 00:17:07

Twinkle, twinkle, little star, how I wonder what you are. 00:17:11

Twinkle, twinkle, little star, how I wonder what you are. 00:17:16

Yes, I feel mad. 00:17:20

Ok, friends, the class is over. Bye, thank you. 00:17:23

Bye, bye. 00:17:32

Valoración:

Eres el primero. Inicia sesión para valorar el vídeo.

Idioma/s:

Materias:

Inglés

Etiquetas:

Miscelánea

Autor/es:

Consejería de Educación de la Comunidad de Madrid

Subido por:

EducaMadrid

Licencia:

Reconocimiento - No comercial - Sin obra derivada

Visualizaciones:

7961

Fecha:

12 de junio de 2007 - 10:33

Visibilidad:

Público

Enlace Relacionado:

Programa Colegios Bilingües (Bilingual School Programme)

Duración:

17′ 35″

Relación de aspecto:

4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.

Resolución: