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Research Best Practices Instrumental Language and ICT Resources

Content and Language Integrated Learning

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RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

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CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by Marta Calleja Bautista

CONTENT: Music

LEVEL: Secondary

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Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – Marta Calleja Bautista

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The musical instruments

BASIC DESCRIPTORS ............................................................................................................ 7

UNIT DESCRIPTORS ......................................................................................................... 7

LESSON DESCRIPTORS ................................................................................................. 10

ABSTRACT ............................................................................................................................ 12

CONTENT .............................................................................................................................. 13

GLOSSARY (A – Z) ............................................................................................................... 16

INDEX ..................................................................................................................................... 19

SELF-ASSESSMENT............................................................................................................. 22

DOUBLE BLIND PEER REVIEW ....................................................................................... 23

FIRST REVIEWER ........................................................................................................... 23

SECOND REVIEWER ...................................................................................................... 23

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BASIC DESCRIPTORS

UNIT DESCRIPTORS

Educational Level(s) 1st ESO Area(s) Music and English Unit(s) 5 The musical instruments Number of Lesson(s) 3 The instrumental families

STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) Content The instrumental families.

String and wind instruments. Percussion instruments. The staff and musical notes. Instrumental groups: soloist, orchestra, band, etc.

Cognition Classify the instruments in the different families. Identify the parts of some instruments. Discriminate the sound of the instruments. Enumerate instrumental groups. Search for information in different digital resources. Organize the information found and explain it. Summarize information on a conceptual map.

Culture Co-operative work and pair work.

Collaborate with classmates to achieve a goal. Go to a concert to be able to see and hear the instruments

playing together. Take responsibility for the care of instruments and classroom

material.

Communication Language for the Topic AND for Interaction CONTENT

OF (WHAT) Specific vocabulary for music: instruments, composer,

musician, compositions, etc. Instrument families: brass, percussion, strings, wind. Instrumental groups: soloist, duet, orchestra, chamber music,

band, rock band, etc. Other vocabulary: staff, musical scale, score, harmony, rhythm,

concert, etc. Instruments: clarinet, flute, oboe, piccolo, saxophone,

trombone, trumpet, drums, tambourine, etc.

META-COGNITION & GRAMMAR SYSTEM

FOR (HOW TO)

What material is the instrument made of? It’s made of… Description of instruments. Description: it is..., it isn’t... Comparatives: slower, faster, harder, higher, lower, bigger,

smaller. Superlatives.

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The question is...The answer is.....

COGNITION

THROUGH (WHY) Asking for help: Can you repeat? What’s this in Spanish? Can

you help us please? Ask and answer questions: Why…? What…? Because... Compare. Comparatives: faster, slower, harder, more, less,

higher, lower... Finished. It’s my turn. Your turn. I agree/I don’t agree. I don’t know. I don’t understand.

KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT)

01 Communication in the mother tongue 02 Communication in foreign languages 03 Mathematical competence and basic competences in science and technology 04 Digital competence 05 Learning to learn 06 Social and civic competences 07 Sense of initiative and entrepreneurship 08 Cultural awareness and expression

TEACHING OBJECTIVES

To recognize instruments for musical expression, with their own sound characteristics.

To relate the instrumental families with their specific characteristics. To recognize the musical instruments by hearing and visually. To know the different instrumental groups To assimilate the concept of musical note as sound of determined height. To know the two main clefs of our musical system. To distinguish the sonority of an instrumental wind ensemble. To participate in an instrumental activity with an attentive and respectful attitude.

ASSESSMENT CRITERIA

HETERO Know the sound characteristics of musical instruments. Recognize instrumental families according to their sound

attributes. Understand the contents in English and ask questions in

English.

INITIAL Active and respectful listening.

CONTINUOUS Read the notes in treble clef. To do exercises that integrate the basic knowledge acquired in

the unit. Identify the main concepts discussed in this unit.

FINAL To play a simple score with the flute.

To make a conceptual map with the different families of

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instruments. Multiple choice questionaire.

SELF-ASSESSMENT Research information in groups and summarize it.

MATERIALS

PRIMARY Audio player. Computer. Internet. Musical instruments. Blackboard with staff.

SECONDARY Flute.

Score for flute "Song of Joy".

OTHERS RESOURCES

PRIMARY Instruments pictures and sounds. SECONDARY Audios and videos. OTHERS

FINAL TASK(S)

Musical performance with score playing the flute. Making a conceptual map with the main concepts of the unit.

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LESSON DESCRIPTORS Unit 5 The musical instruments Lesson 1 The instrumental families

LEARNING OUTCOMES (4CS FRAMEWORK) Content The instrumental families.

String and wind instruments. Percussion instruments.

Communication Instrument families: brass, percussion, strings, wind.

Instruments: clarinet, flute, oboe, piccolo, saxophone, trombone, trumpet, drums, tambourine, etc.

What material is the instrument made of? It’s made of… Description of instruments. Description: it is..., it isn’t... Comparatives: higher, lower, bigger, smaller.

Cognition Classify the instruments in the different families.

Identify the parts of some instruments. Discriminate the sound of the instruments. Summarize information on a conceptual map.

Culture Co-operative work and pair work.

Take responsibility for the care of instruments and classroom material.

INTRODUCTION We are going to listen to a fragment of an orchestra concert for about

two or three minutes.

ACTIVITIES REVISION We will review the concepts of the previous unit about the musical

notes (duration, height and intensity), and they will play the notes with the flute.

WARM UP

ACTIVITIES Students will have to say what instruments they know, if they know the different families of instruments that exist, and if they could tell the instruments that correspond to each family.

MAIN ACTIVITIES The students will listen to several fragments interpreted by different instruments, they should classify them. They must say what instrument it is and the family it belongs. Then, in pairs, they will compare their answers. In this part, we will also make comparisons between different instruments, if they are more severe, sharper, bigger, smaller.

The students, in small groups, will search information on internet about the families of instruments to collect ideas, because then,

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individually, they should make a conceptual map with the different families and some examples of instruments of each family.

WANT TO KNOW Students will have to identify the parts of different instruments.

REINFORCEMENT Students will have to order a series of instruments from high to low.

ASSESSMENT HETERO Know the sound characteristics of musical instruments.

Recognize instrumental families according to their sound attributes.

Understand the contents in English and ask questions in English.

INITIAL Active and respectful listening.

CONTINUOUS Read the notes in treble clef.

To do exercises that integrate the basic knowledge acquired in the unit.

Identify the main concepts discussed in this unit.

FINAL To play a simple score with the flute. To make a conceptual map with the different families of

instruments. Multiple choice questionaire.

SELF-ASSESSMENT Research information in groups and summarize it.

REFLECTIONS

MATERIALS PRIMARY Audio player.

Computer. Internet. Musical instruments.

SECONDARY Flute.

OTHERS

RESOURCES PRIMARY Multiple choice questionaire.

SECONDARY OTHERS

Cross Curricular Learning Unit(s) Unit 5: The musical instruments Observations

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ABSTRACT

In previous units we’ve studied some of the basic elements of music. But we

mustn’t forget that we need "objects" that allow us to interpret it; musicians need

musical instruments to produce sound.

Musical instruments have existed since ancient ages; the first instruments were

very rudimentary, but over time they have been evolving and perfecting

themselves, until they acquire the aspect with which we know them today.

In this unit you will learn to identify, visually and aurally, the most important

musical instruments, how they produce the sound, their classification and the most

common instrumental groups.

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CONTENT1

Instrument Families

When we talk about musical instruments, we often talk about them as being part of

a family. That's because, just like in human families, the instruments in a particular

family are related to each other. They are often made of the same types of

materials, usually look similar to one another, and produce sound in comparable

ways. Some are larger and some are smaller, just as parents are bigger than

children.

The String Family

When you look at a string instrument, the first thing you'll probably notice is that

it's made of wood, so why is it called a string instrument? The bodies of the string

instruments, which are hollow inside to allow sound to vibrate within them, are

made of different kinds of wood, but the part of the instrument that makes the

sound is the strings, which are made of nylon, steel or sometimes gut. The strings

are played most often by drawing a bow across them. The handle of the bow is

made of wood and the strings of the bow are actually horsehair from horses' tails!

Sometimes the musicians will use their fingers to pluck the strings, and

occasionally they will turn the bow upside down and play the strings with the

wooden handle.

The strings are the largest family of instruments in the orchestra and they come in

four sizes: the violin, which is the smallest, viola, cello, and the biggest, the double

bass, sometimes called the contrabass. The smaller instruments, the violin and

viola, make higher-pitched sounds, while the larger cello and double bass produce

low rich sounds. They are all similarly shaped, with curvy wooden bodies and

wooden necks. The strings stretch over the body and neck and attach to small

decorative heads, where they are tuned with small tuning pegs.

The Woodwind Family

The instruments in this family all used to be made of wood, which gives them their

name. Today, they are made of wood, metal, plastic or some combination. They are

all basically narrow cylinders or pipes, with holes, an opening at the bottom end

and a mouthpiece at the top. You play them by blowing air through the mouthpiece

(that's the "wind" in "woodwind") and opening or closing the holes with your

fingers to change the pitch. Metal caps called keys cover the holes of most

woodwind instruments.

1 Content extracted from: http://www.orsymphony.org/edu/instruments/strings.aspx

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The mouthpieces for some woodwinds, including the clarinet, oboe and bassoon,

use a thin piece of wood called a reed, which vibrates when you blow across it. The

clarinet uses a single reed made of one piece of wood, while the oboe and bassoon

use a double reed made of two pieces joined together. Just as with the stringed

instruments, the smaller woodwinds play higher pitches while the longer and

larger instruments play the lower notes. The woodwind family of instruments

includes, from the highest sounding instruments to the lowest,

the piccolo, flute, oboe, English horn, clarinet, E-flat clarinet, bass clarinet, bassoon

and contrabassoon.

The Brass Family

If you think the brass family got its name because the instruments are made of

brass, you're right! This family of instruments can play louder than any other in the

orchestra and can also be heard from far away. Although their early ancestors are

known to have been made of wood, tusks, animal horns or shells, today's modern

instruments are made entirely of brass. Brass instruments are essentially very long

pipes that widen at their ends into a bell-like shape. The pipes have been curved

and twisted into different shapes to make them easier to hold and play.

Like the woodwind family, brass players use their breath to produce sound, but

instead of blowing into a reed, you vibrate your own lips by buzzing them against a

metal cup-shaped mouthpiece. The mouthpiece helps to amplify the buzzing of the

lips, which creates the sound. Most brass instruments have valves attached to their

long pipes; the valves look like buttons. When you press down on the valves, they

open and close different parts of the pipe. You change the pitch and sound by

pressing different valves and buzzing your lips harder or softer. The brass family

members that are most commonly used in the orchestra include

the trumpet, French horn, trombone, and the tuba.

The Percussion Family

The percussion family is the largest in the orchestra. Percussion instruments

include any instrument that makes a sound when it is hit, shaken, or scraped. It's

not easy to be a percussionist because it takes a lot of practice to hit an instrument

with the right amount of strength, in the right place and at the right time. Some

percussion instruments are tuned and can sound different notes, like

the xylophone, timpani or piano, and some are untuned with no definite pitch, like

the bass drum, cymbals or castanets. Percussion instruments keep the rhythm,

make special sounds and add excitement and color. Unlike most of the other

players in the orchestra, a percussionist will usually play many different

instruments in one piece of music. The most common percussion instruments in

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the orchestra include the timpani, xylophone, cymbals, triangle, snare drum, bass

drum, tambourine, maracas, gongs, chimes, celesta and piano.

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GLOSSARY (A – Z)2

bell noun

bel 1. a hollow metal cup, often of bronze, which makes a ringing sound when struck by a hard object

such as a clapper.

2. the flared opening of a musical brass or wind instrument, where the sound emerges.

bow noun

bo 1. a weapon, used for shooting arrows, made of a curved strip of wood or other material with a

cord stretched taut between the two ends. 2. a long, thin piece of wood with horsehairs stretched between the ends, used for playing the

violin and other stringed instruments.

brass noun

braes 1. (often plural) a wind instrument usually made of brass, such as a trumpet or horn. 2. (plural) the group of players of brass instruments within an orchestra or band.

chime (chimes) noun

chaIm 1. (usually plural) a set of tuned bells or other resonating objects that produce musical tones when

struck.

2. a bell, or the sound of a bell.

double-reed adjective

duh bəl rid

1. of, pertaining to, or designating any woodwind instrument that sounds by means of a pair of

reeds that vibrate against each other.

French horn noun

french horn

1. a brass wind instrument that consists of a long coiled tube with a funnel-shaped mouthpiece,

three valves, and a flaring bell at the end.

2 Created by using Wordsmyth

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mouthpiece noun

maUth pis

1. a part or extension of any apparatus, used in connection with the mouth, to transmit air, speech,

sound, or the like.

orchestra noun

or kə strə

1. a group of musicians who play various instruments and perform together.

percussion noun

pər kuh shən

1. collectively, musical instruments, such as drums or cymbals, that produce sound when struck;

percussion instruments.

piccolo noun

pI kə lo

1. a small flute with a pitch that is an octave higher than that of the standard flute.

pipe noun

paIp 1. a usually cylindrical tube of metal, plastic, wood, animal or plant tissue, or other material,

through which a gas or liquid may flow.

2. (sometimes plural) any of several musical instruments composed of one or several tubes that

produce notes when air is blown through.

3. a single tube of such an instrument, as of a pipe organ.

reed noun

rid 1. a small, flexible strip made of cane or metal that is set into the mouthpiece of a musical

instrument, and through which the player blows to produce a sound vibration.

string noun

strIng 1. a tightly stretched cord or wire on a musical instrument that produces a sound when plucked or

bowed.

2. (plural) musical instruments that have such cords or wires.

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valve noun

vaelv 1. in musical instruments such as the trumpet, a finger-controlled plunger that can rapidly cut off

or lengthen the air column through the instrument to change the pitch sounded.

woodwind noun

wUd wInd

1. any of a group of musical wind instruments, including clarinets, flutes, oboes, bassoons, and

sometimes saxophones, that were originally made of wood.

2. (plural) the section of an orchestra or band made up of these instruments.

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INDEX

B

bass drum .......................................................................................................................................................................... 14 bassoon.............................................................................................................................................................................. 14 Brass .................................................................................................................................................................................. 14

C

cello .................................................................................................................................................................................... 13 clarinet..................................................................................................................................................................... 7, 10, 14 cymbals.............................................................................................................................................................................. 14

D

double bass ....................................................................................................................................................................... 13

E

English horn ...................................................................................................................................................................... 14

F

flute ............................................................................................................................................................ 7, 8, 9, 10, 11, 14 French horn ...................................................................................................................................................................... 14

I

instrumental families ........................................................................................................................................... 7, 8, 10, 11

M

mouthpiece ................................................................................................................................................................. 13, 14 musicians...................................................................................................................................................................... 12, 13

O

oboe ......................................................................................................................................................................... 7, 10, 14 orchestra ........................................................................................................................................................... 7, 10, 13, 14

P

Percussion ................................................................................................................................................................ 7, 10, 14 piano .................................................................................................................................................................................. 14 piccolo ..................................................................................................................................................................... 7, 10, 14 pitches ............................................................................................................................................................................... 14

R

reed .................................................................................................................................................................................... 14

S

staff .................................................................................................................................................................................. 7, 9

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String ........................................................................................................................................................................ 7, 10, 13

T

tambourine ............................................................................................................................................................. 7, 10, 15 timpani .............................................................................................................................................................................. 14 triangle .............................................................................................................................................................................. 15 trombone................................................................................................................................................................. 7, 10, 14 trumpet.................................................................................................................................................................... 7, 10, 14 tuba .................................................................................................................................................................................... 14

V

vibrate ......................................................................................................................................................................... 13, 14 viola ................................................................................................................................................................................... 13 violin .................................................................................................................................................................................. 13

W

wind ...................................................................................................................................................................... 7, 8, 10, 13 Woodwind ......................................................................................................................................................................... 13

X

xylophone .......................................................................................................................................................................... 14

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APPENDIXES

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SELF-ASSESSMENT

My CLIL unit has been designed to work the musical instruments with the students

of the first year of secondary school. In this way they will work the contents of the

unit as well as English and ICT. For all of this, I have designed the objectives and

contents to be worked, and the activities to develop such content.

In my opinion, making this unit has not been easy, because my knowledge in ICT is

not very high, and I have had to learn to use new tools such as Scribus, or some

other tools in Word and HTML. However, I believe that all these tools can be useful

for me in the future as a high school teacher.

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DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

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Research Best Practices University of Valencia http://www.uv.es/clil Copyleft 2016