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During this term we saw this unit which consisted in the baroque musical period, including all its different characteristics and most famous songs.

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UNIT 2- the power of classicism and romanticism music

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UNIT 2- the power of classicism and romanticism music

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In this second trimester we saw unit 2, in which we learned about the classical and romanticism music, as well as their characteristics and important songs.

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UNIT 3- modern music roots / UNIT 4- soundtrackers

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UNIT 3- modern music roots / UNIT 4- soundtrackers

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Along this last trimester we saw two units. Unit 3, which was about the blues, including its origin and famous artists of this period, and unit 4, about the music in films, as well as the different types, uses and soundtrack composers.

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This are my class notes about barroque, as well as the unit presentation:
Class notes
MYP 4: A walk through time

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For this unit, we did various formative tasks, which are five listenings analysing the songs of the barroque:
Listening 1: Zadok the priest
Listening 2: Canon in D
Listening 3: Fugue in G minor
Listening 4: Spring from The Four Seasons
Listening 5: Hallelujah from The Messiah

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This are the different summative tasks that we did in this unit.

A test in which you had to analyze a random baroque song, just like in the formative listenings:
Baroque Listening Test

A project in pairs that was divided into three different tasks:
Barroque Mashup Project:
- Song: mix of two different songs, one of the baroque and another one from our choice.
- Presentation: class presentation were we analysed the songs and searched for information about both artists.
- Reflection: individual reflection using the diagram "Things that helped me learn", and then explaining those aspects.

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Here you can see my class notes about the classicism and romanticism music and the unit presentation:
Class notes
MYP 4: The power of classicism and romanticism music

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In this unit, we also did different listenings analysing the songs form, both, classicism and romanticism:
Listening 1: Symphony No. 94. second movement
Listening 2: Symphony No. 5. first movement
Listening 3: Piano Sonata No. 11, Rondo "Alla Turca"
Listening 4: Finale Scene from Swan Lake Op.20
Listening 5: Aquarium from The Carnival of the Animals
Listening 6: Ride of the Valkyries from “Die Walküre”

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Firstly, we did a test in which you had to analyze one of the classicism or romanticism songs from the formative listenings:
Classicism & Romanticism Listening Test

Secondly, we did a project in which we had to play the song "Fur Elise" in the piano. It was divided into three tasks:
- Journal: we had to choose three different skills that we wanted to develop with this project, and document our progress throughout the classes.
- Piano performance: we had to play the song in class in order to be evaluated.
- Reflection: using the template of the music selfie, we had to mark the number that we thought was the most appropriate when developing that aspect in our project. We also had to develop and explain in detail all those skills.

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This are the class notes about the blues and soundtrackers, as well as the different activities (formative tasks) that we did in class in our notebooks:

Class notes

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We did different activities that are included in the notebook or that were done at that time in class:
Activities

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We did various tasks regarding both units:

We played a song with the harmonica in class, which was "Piano Man", so that we could be evaluated.

We also did an investigation project in pairs about a blues composer, where we had to search for information and make a magazine article, and analyze the lyrics of a song from this artist:
Ella Fitzgerald (Elisa & Natalia)

Finally, we did another project in pairs, in which we had to create the soundtrack for a movie trailer. It was divided in three different parts:
- Document: we had to describe how we wanted to make the music, including the emotions that we wanted to trasmit and how we wanted to do it, as well as images of the creation process.
- Soundtrack: using Soundtrap or BandLab we had to create the music, and then add it to the video with an editor.
- Reflection: we had to make a reflection about the project, evaluating the soundtrack and the whole process, by answering some questions.