This is the video of one of the final activities the assistant Jenni and the music teacher are doing with the 1º Bilingüe. Enjoy! Lyrics.pdf
Have a look at the rest of activities below.


The Lion Sleeps tonight




ACTIVITIES WITH THE ASSISTANTS / 1º ESO BILINGÜE
MUSIC CLASSROOM

ACTIVITY
OBSERVATIONS
Grammar, structures, vocabulary,
Language skills

1. Lesson observation
The assistant may attend this first lesson and simply observe what the students and the teacher are doing in a normal day.
At the end of the lesson he and the teacher may introduce some vocabulary in English related to the present topic:
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Using the blackboard and asking the students to repeat.
Giving easy and simple definitions of some of the words or some facts related to them


2. Vocabulary Introduction:
-The assistant introduces a select number of new vocabulary words (between 4-6 words) in English while the students copy notes in the notebook. The assistant may use pictures, objects, and miming to help better communicate the meaning of the vocabulary words.
-The students have to repeat the pronunciation of the words after the assistant.
-The teacher may explain any of the vocabulary in Spanish if the concepts are difficult or if the students are still unclear about the meaning of the vocabulary.

*Note: One student each week is selected to make a poster with each of the vocabulary words from the previous lesson to present in front of the class to help review past vocabulary. The student may include pictures, color, and drawings to help remind his/her classmates of the meaning of the words. Absolutely NO Spanish is to be used on these posters.
Basic music vocabulary, pronunciation
3. Types of Music:
-The teacher/assistant explains that the students will see 3 different videos illustrating the different types of music: classical, traditional/folk and modern. Then, he/she explains that the students will be taking notes as they watch the video over: what the most important element in the video is (rhythm, voice or story), if there is a composer to the song, if there is a musical score, and if the audience is passive or active during the performance. All of this vocabulary is also explained to the students so they are clear on what they must do.
-The students watch the videos
-The teacher/assistant makes a scheme on the blackboard about the different types of music including: if there is a composer, if there is a score, the most important element to the music, if the music is played by professionals, and if the audience is active or passive. The students should be able to provide some of this information based on their notes and from watching the videos.

*Note: Care must be taken to select videos that clearly demonstrate the differences between the 3 types of music
music vocabulary, there is/isn't and there are/aren't, present tense of the verb to be
4. Preparing to Sing
-The students are to stand together as if they were to give a performance
-The teacher/assistant reminds the students how to properly prepare their body to sing:
1) Feet shoulder width apart
2) Knees slightly bent
3) Stand up tall
4) Arms at sides and relaxed
-The teacher/assistant reminds the students that their jaw should be relaxed when they are singing. To relax the jaw, the teacher/assistant tells the students to pretend to yawn.
-To warm up the voice, the teacher/assitant plays different series of 3-4 notes on the piano and has the students repeat the melody. First the students will hum the melody, after a few tries the students will sing the melody by saying ´la´

5. Types of Voices
-The teacher/assistant explains the different types of voices using some vocabulary words that describe the characteristics of each voiceto the students:
  • Soprano: female, high, controlled, difficult to sing
  • Alto: female, low, powerful
  • Tenor: male, high, controlled, difficult to sing
  • Bass: male, low, powerful

-The teacher/assistant plays a piece of music that is an example of each type of voice. The students must take a note as to which type of voice the song is an example of. After, the entire class revises the answers together.
parts of the voice, tenor, bass, soprano, alto, female, male, high, low, controlled, powerful, difficult
6. Music of the Middle Ages
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The teacher/assistant explains the characteristics of music in the middle ages using the following vocabulary as a basis for the lesson:
  • Choral: music using only voices, no instruments
  • Chant: choral music sung in unison
  • Unison: one melody
  • Minstrel: non-professional musician who travels to different villages playing music for the people.
-Two types of music during the middle ages:
  • Religious music: choral, unison, chants
  • Non-religious music: minstrels, trabadors, used instruments, non-professional
-After the explanation of the vocabulary and different types of music, the teacher/assistant plays musical examples of both types of music using videos or cds.

7. Program Music (Related to The Man Who Planted Trees)
-The students are given the definition of program music in both English and Spanish and copy it in the notebook.
  • Program Music: music that is used to evoke images or ideas in the mind of the listener by musically representing a scene, image or mood.
-The teacher/assistant writes 12 vocabulary words on the board: fear, death, war, army, rain, thunder, wind, storm, spring, happy, birds, joy
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The teacher/assistant then plays 3 musical examples and the students must choose which 4 vocabulary words describe the song that they are hearing.
-On a separate day, the students are reminded of the definition of program music and how music can represent many feelings, images, and emotions. The teacher/assistant then shows the video The Sorcerer's Apprentice from the movie Fantasia. The students watch the video and then discuss what emotions/feelings the music represented. How was music used in the video? This portion can be done in Spanish if necessary.

8. Imagine by John Lennon: An activity for Peace Day
-The teacher/assistant describes in English/Spanish the meaning of the song Imagine and how it relates to the message of Peace Day.
-The students are given a fill in the gaps worksheet that has the lyrics of John Lennon's song Imagine. The teacher/assistant pronounces the vocabulary words that are used to fill in the gaps and the students repeat so that the students can better recognize the words in the song. Then the teacher/assistant shows a video of the song and the students must fill in the gaps as they listen to the song. You may repeat the video 2 or 3 times so that the students can get the answers.
-The teacher/assistant corrects the activity by having the students read individual sentences with the answers.
-After correcting the activity, the teacher/assistant reads the lyrics and the students repeat to practice the pronunciation.
-Finally, the students sing the song.

Music in Movies
-The teacher/assistant gives the definition of Original Soundtrack and describes the role of music in movies by reminding the students of Program Music. The teacher/assistant describes the two types of music in movies:
  • Music that the actors can hear/sing: This is music that the audience and the actors can hear.
  • Background music: This is music that only the audience can hear.
-The teacher/assistant then shows two videos to demonstrate these types of music in movies. Suggestions:
  • Music the actors/audience can hear: Finding Nemo Dorie singing "Just Keep Swimming"
  • Background Music: Star Wars Episode III The introduction of Darth Vader
-As an extension of music in movies, the students are given a fill in the gaps activity for My Heart Will Go On, the love theme from the movie Titanic. The teacher/assistant pronounces the vocabulary words that will be used to fill in the gaps so the students can better recognize the answers. Then a video of the song is played.
-The teacher/assistant corrects the activity by having the students read individual sentences with the answers.
-After correcting the activity, the teacher/assistant reads the lyrics and the students repeat to practice the pronunciation.
-Finally, the students sing the song.