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HOW CAN WE REPRESENT MUSIC ON A PAPER?

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INTRODUCTION TO THE PROJECT TEACHING SEQUENCE

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INTRODUCTION TO THE PROJECT TEACHING SEQUENCE

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Have you ever thought about representing music without using notes on a score but drawing on a paper? What do you have to know to draw the music movements in an understandable manner? Do you think that a musical piece can make you think of specific landscapes? How can the music amplitude be drawn?

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1. Identify and detect the correct answers from some given wrong answers to complete sentences about Vivaldi’s life working within a group.

2. Ask for the information about Vivaldi’s life that the other groups have and share their own to complete a questionnaire, following a guideline language template.

3. Recognize the musical form of each each passage of Vivaldi’s masterpiece (A, A’, B…).

3.1. The student identifies the musical form of each passage of the four seasons masterpiece by raising their hands showing a card with the correct letter every time the music melody changes.

4.Identify the sounds of each passage and connect them to things that happen in our surroundings taking into account their musical form.
4.1. The student detects the objects from nature they have to connect to each letter of the musical form.

FINAL PRODUCT

5. Create a musicogram collaboratively in groups.
5.1. The students create a musicogram taking into account the musical form of the music passage they are representing and presents it to their classmates using a language frame and provided language structures.

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1. Communicative, linguistic and audiovisual competence
2. Interaction with the physical world competence
3. Cultural & artistic competence
4. Social and civic competence
5. Learning to learn competence
6. Personal initiative and entrepreneurship competence.

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How was the implementation of the project?       Students were engaged and motivated since the project involved manipulating different kind of materials and hearing music that they may had heard before. As well, as the project involved both music and arts and crafts, they could exploit their artistic façade. They collaboratively worked in groups of four helping each other so the ones that had a wider knowledge of English language, of music or knew how to draw very well helped the ones that had some difficulties.  At the end of the project they were able to distinguish the four passages of The four seasons masterpiece only by hearing the beginning of them. As well, they learnt what a musicogram was and that music could be represented and explained through a drawing. They used their imagination to work out how they could draw the music they were hearing in a way that their classmates would understand. 

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How was the implementation of the project?       Students were engaged and motivated since the project involved manipulating different kind of materials and hearing music that they may had heard before. As well, as the project involved both music and arts and crafts, they could exploit their artistic façade. They collaboratively worked in groups of four helping each other so the ones that had a wider knowledge of English language, of music or knew how to draw very well helped the ones that had some difficulties.  At the end of the project they were able to distinguish the four passages of The four seasons masterpiece only by hearing the beginning of them. As well, they learnt what a musicogram was and that music could be represented and explained through a drawing. They used their imagination to work out how they could draw the music they were hearing in a way that their classmates would understand. 