MUSIC

4th ESO

CENTRO JUAN XXIII CARTUJA

Centro Juan XXIII Cartuja 4th ESO Departamento de Música

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This bilingual music workbook has been created with notes taken from the “AICLE” project

of the Junta de Andalucía and some of my own notes.

These notes are included in the bilingual project at Juan XXIII Cartuja, and it is a result of

the cooperation between the English and Music departments. The main goal is to give

you all the contents that you will need during the course in one schoolbook.

Welcome to the new course. We hope you will enjoy it.

Alberto de Manuel Jerez

Music teacher

This is your notebook. Fill in the gaps below with your personal information.

Name: ________________________________________________

Course: ___ Group:___________________ Centro Juan XXIII Cartuja

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1. INTRODUCTION

1. You are going to listen to two different songs. While listening, write some characteristics of each of the songs in the chart below. You may refer to:

Instruments you hear; Voices that appear in the song; The place you could listen to this music; The volume of the song; The speed of the beat; What you would use the song for; Anything else that you may want to note.

2. Now, compare your answers with your partners.

Expressions to use: In the first song the volume was… (loud/soft) I think in the first song I heard… (male/femalevoices) The second song was… (vocal/instrumental…)

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What do you know about the Middle Ages? 3. Talk to your partner about what you already know about the Middle Ages. Talk about the society, the economic system, the arts, etc. Here you have some words to help you, and some sentences to organize your conversation.

- In the Middle Ages, the society was organized…………… - The most powerful social class was…… - During the Middle Ages, there were two artistic styles:…… - The economic system was……

2. MEDIEVAL MUSIC

In the Middle Ages, from around 500 to 1500, music played an important role in the society and the culture of that period. Religious music was sung in monasteries and cathedrals. Non-religious music, which is known as secular music, was present in castles and villages. Both types of music were very different and had different functions.

4. You are going to listen to four different fragments of medieval music. Where do you think they were sung? Label the pictures with words from the text. Then, number the circles of the fragments in the order that they were sung.

______________________ _________________________

____________________ _________________________

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5. According to the text, classify the fragments you heard before into religious music and secular music.

6. Discuss the differences between medieval religious music and secular music with your partner.

Expressions to use: One difference between religious and secular music is… Religious music is more/less…

7. Now, make a list with the main characteristics of each type of music.

Religious music

…………………………………….. …………………………………….. …………………………………….. ……………………………………..

Secular music

……………………………………. ……………………………………. ……………………………………. …………………………………….

3. MEDIEVAL RELIGIOUS MUSIC

8. You are going to listen to another piece of music. After listening, cross out the words that are FALSE for this music from the words that appear below. Then write the rest of the words in your notebook.

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3.1 GREGORIAN CHANT

Music was very important in the Christian Church all around Europe. Mass and other religious services were sung instead of spoken, always in Latin, the official language of the Christian Church. Monks spent many hours learning religious songs by heart. Instruments were forbidden inside the church (they were considered sins), so all the medieval religious music was only vocal. In the early Middle Ages, religious music consisted of a single melodic line, without any harmony or accompaniment (which is called monophony). The rhythm was free, unmarked, and determined by the text. The tempo was slow. It is said that Pope Gregory I compiled the existing melodies during the sixth-century, and for that reason they received the name Gregorian Chant.

9. Here are some pictures related to the text. Below each picture write the words or expression from the text (the ones in bold) that describe the picture.

………………… ………………………………

…………………………………. ……………………………………… 10. Watch to the piece of the documentary about the singing monks in Norcia and answer to the questions below.

- Where did the prior study music when he finished high school?

- Who is the monastery life?

- What is the average age of the community?

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3.2 ORIGINS OF THE POLYPHONY

In the ninth century, music theorists in the Church experimented with the idea of singing two melodic lines simultaneously at parallel intervals, usually at

the fourth, fifth, or octave. This kind of music was called organum. By the eleventh century, these added melodic lines began to move towards the opposite direction to the original line.

The first period of the polyphony is known as Ars Antiqua (11th-14th cents.), which means ‘old art’. The places where this style was composed were cathedrals, the most important being Notre Dame Cathedral in Paris, and the main composers were Lèonin and Pèrotin.

The second period of the polyphonic medieval era is known as Ars Nova(14th-15th cents.) which means ‘new art’. The main composer of this style was

Guillaume de Machaut.

11. What is the text about? …………………………………………………………………………

………………………………………………… ………………………………………………… ……………………………………………........ ……………………………………………........ Organum

12. Listen to the music composed by Lèonin and Pèrotin. Look at the words you wrote about the characteristics of Gregorian Chant (exercise 1, page 3). How many of them appear in this music? (notebook).

13. In the following sentences, fill in the gaps with words related to Medieval religious music.

The first type of religious music was………………………, which consisted of a single melodic line.

The name Gregorian Chant is used because Pope……………………. was the person who compiled the existing melodies.

Instruments were…………….. inside the Church.

The first form of polyphony is called………………… and consisted of two parallel melodic lines at a certain distance.

Ars Antiqua, which means…………………, is the first period of medieval polyphonic music. ……………..and…………… were the most famous composers in the Ars Antiqua. The second period of polyphonic music is called………………., and the main composer was……………………………..

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4. MEDIEVAL SECULAR MUSIC

You are going to watch a video. Pay attention to the images that appear in it.

http://www.youtube.com/watch?v=JtQZvoaMEy8

14. Can you think of something that you saw several times during the video? Talk about it with your partner. Write your ideas on the dotted lines. Use complete sentences!

……………………………………………………………………………………………………………………………………………………………………………………………………………………

15. Now, focus on the music you listened to. Write some of its characteristics inside the box. Your teacher will play the music again if it is necessary.

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16. Pay attention to the following text. There are some words missing. Your teacher/ assistant will read the complete text. You should fill in the gaps with the words you hear. Pay attention to spelling!!!

During the Middle Ages, music was not only used for…………. purposes, but it was also used for entertainment. This kind of music, the non-religious music, is also known as secular music. ………….. music was performed by two kinds of musicians: troubadours and jongleurs. Troubadours were noblemen, even kings, who composed

and sang their own……….., usually about……………. They accompanied the song, playing an…………………. The songs’ texts were in their own language. They sang for wealthy people from court to court, and they were very popular.

These musicians received different names depending on their countries, but the word troubadour is used as the generic one (Troubadours are the most famous and were from the south of……………….; in the north of France there were Trovères; in………………, there were Minnesingers; there were also female composers, known as Trobairitz).Some famous troubadours were William IX Duke of Aquitaine, the English king Richard the Lion Heart, and the Spanish king Alfonso X the Wise. Jongleurs were……………from a lower social class.

They went from village to village, or from………… to castle, playing, singing and performing tricks, earning some money for…………... the nobility. They did not…………the songs they sang, nor write the lyrics of these songs.

17. Work in pairs. Compare the characteristics of secular music you wrote in the chart before, and complete the list in your notebook after reading the text again. Make sure you refer to instruments, language of the songs, purpose of the music, and so on.

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18. Do you know who this singer is?

…………………………………………………………………..

Can you guess what he has in common with Alfonso X the Wise? Write your answer on the dotted line.

…………………………………………………………………… 19. Now, circle the correct answer.

The ancient Troubadours were similar to the current………….

- Circus artists - Singer-songwriters - Singer of a band

20. REVIEW ACTIVITY

Fill in this crossword with words that have appeared in this unit. You have the clues below.

1 2 3

4

5 6

7

8

9

10 11

DOWN ACROSS 1. noblemen who composed and sang on their own. 4. non-religious music.

2. religious place where Gregorian Chant was sung. 5. first polyphonic music.

3. single melodic line. 6. language in which Gregorian Chant

9. several sounds at the same time. was sung.

7. religious man who had devoted his

11. one of the most famous composers of Ars Antiqua. life to God.

8. female troubadours.

10. Medieval musicians who sang,

played instruments and performed tricks.

The Baroque era

BAROQUE MUSIC

1. INTRODUCTION

1. What do you know about the Baroque period?

TOPIC FACTS

Important characters

Clothes

Artists

Religion

Architecture

Transport

Music

Queens and Kings

2. Share what you know and you don´t know with the other students and your teacher. Now let’s put

it into a mind map:

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3. Now, read a text about the Baroque era. Complete the mind map with relevant facts from the text

or extra information from your teacher.

The word Baroque comes from the Portuguese word barocco, which literally means

a deformed pearl. It describes a very ornamented style of European art from

around 1600 to 1750. Painters, sculptors, architects and musicians made their art

very elaborate. Baroque style was well suited to the aristocracy’s power and

wealth. For example, in France, Louis XIV’s court was set in the palace of Versailles,

a magnificent building decorated with Baroque painting, sculpture and architecture.

The baroque style was also used in churches.

Baroque also coincided with great scientific discoveries. Galileo and Newton

devised new approaches to science based on the union of mathematics and

experiments. They discovered the mathematical laws governing bodies in

movement. These led to new inventions and gradual improvements in medicine.

Baroque art is a complex mixture of rationalism, spirituality, sensuality and

materialism.

2. BAROQUE MUSIC

1. Look at the title and the picture on the first page. Which of the following words would be

useful to describe them?

2. You are going to listen to a piece of music. Make notes about the following musical features.

Use more than one word for each feature.

MUSICAL PIECE

Dynamics

Instruments

Tempo

Voices

Character

Texture

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3. Your teacher will play the piece again. After listening to it, compare your notes with your

partner and discuss your answers.

4. Look at the sentences below and decide which are true of baroque music:

1. Baroque music used ornamented melodic parts – this means that the melody

was not simple but “decorated” with many notes

2. Baroque music used very simple melodies with few notes

3. Baroque music used monophonic texture (one melodic line with no

accompaniment)

4. Baroque music used polyphonic texture (two or more simultaneous melodies)

5. Baroque music used basso continuo texture (a melodic part with accompanying

chords played by a keyboard instrument)

6. Baroque music was performed by an orchestra based on string instruments

7. Baroque music was performed by an orchestra based on woodwind

instruments

8. There is a new instrument in Baroque music – the harpsichord – which

provides the harmonies

9. The organ was very popular in Baroque music

10. The clarinet was very popular in Baroque music

11. The dynamics are the same throughout the entire musical piece

12. There is a lot of contrast in dynamics throughout the entire musical piece

Expressions to use:

I agree/disagree with you …

I think / don’t think the *** is…

I see what you mean, but…

MODERN MUSIC

Look at the “Modern Music Timeline” appendix, and answer the following questions:

1. Choose the correct answer. a) Blues was born in Chicago. b) Blues was born in Africa. c) Blues was born in the South of The United States.

2. Complete the sentences with the correct word:

“Rural blues came about from the songs that the ........., who came from Africa, sang while working”.

“........ blues was born in Chicago”. 3. What type of music did jazz mix?

a) Jazz is a mix of American and European folk music. b) Jazz is a mix of blues, marching band music, ragtime and European tradition.

Jazz is traditional European music. c) Jazz is traditional European music.

4. Write soul (S) or rhythm and blues (R’n’B).

- It had moving and sensitive themes. ............. - It came from jump blues. .............

– Rhythmic bases were repetitive and hypnotic. ............

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5. Match the date to the correct happening.

a) 40’s Origin of Soul b) The end of the 50’s End of Soul c) The end of the 60’s Origin of R’n’B

6. Correct the following sentences: “Rhythm and blues is a style of white popular music that started in the 50’s. The bands had drum sections and a xylophone or a solo guitar was often used too.” 7. Complete the sentence: “ .............. sound and ............... sound are two very well-known kinds of ................ .” 8. What are the characteristics of Rock and Roll? (Circle the correct answer)

- Slow tempo - Marking rhythm - Sensitive themes - Quick tempo - Catchy melodies - Hypnotic rhythm

9. Where does the origin of the term “pop music” come from?

a) The abbreviation of pope music. b) POP are the initials of Prince Of Population c) The abreviation of popular music.

10. What are its principal characteristics?

a. Focus on a mass audience. - Spontaneous and carefree b. Sensitive themes - Typical chorus-verse format c. Repetitive and hypnotic - A melodic sound

11. Are these sentences about rock music true (T) or false (F)?

- It has its roots in the 60´s. - It is influenced by rhythm and blues country music. - The Kinks were a pioneering band.

12. Listen to We will rock you by Queen and complete the lyrics on page 25.

Modern Music Timeline

Bluesman

African American musicians mixed European traditions with the blues, ragtime, marching band music and many other elements to create a new style of music known as "jazz."

Ray Charles

Soul was an evolution from R&B to songs that had more moving and sensitive themes with slower tempos. The rhythmic bases were repetitive and hypnotic. There are two very well-known kinds of soul: the Motown sound (Detroit’s record label) and the Atlantic sound (New York’s record label).

Elvis Presley

Pop music is a term that originally derived from the abbreviation of “popular music”. It is a genre of music that everybody can listen to easily. Pop music is spontaneous and carefree. It is written in a typical chorus-verse format and it generally has a melodic sound.

The Strokes

1890 20th Century 40's 50's ... 50's ...60's... 60's.... _____________•__________________•______________________•_____________________________•__________________________•_____________________________•_______________________•_______________ …...

Blues Jazz R&B Soul R'n'R Pop Rock

Blues was born in the south of The United States. It originated from the songs that the slaves, who came from Africa, sang while working. Rural blues came at the end of the 19th century. The singer usually played the guitar or the banjo. Urban blues was born in Chicago. It was performed by a vocalist and a group of musicians that played the drums, the bass and the guitar.

Jazz Band

Rhythm and Blues is a style

of black popular music that

started in the 40’s. It came

from jump blues, but it had

less improvisations and the

melody played an important

part.

The bands had brass

sections and a saxophone or

a solo guitar was often used

too. R&B became so popular

that even the white

population started to buy

their records. This had never

happened before.

James Brown

Rock and roll became a style of music for thousands for teenagers. They identified themselves with it. It was a style that had catchy melodies, a marking rhythm and a quick tempo. It came from blues, country and R'n'B. Chuck Berry, Little Richard, and Elvis Presley were important artist that played R'n'R.

The Beatles

Rock music is a genre of

popular music that

developed during and

after the 60’s, particularly

in the United Kingdom

and United States. It has

its roots in the 40’s and

50’s rock and roll. It was

heavily influenced

by rhythm and

blues and country music.

The Rolling Stones or The

Kinks were pioneering

bands.

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A SONGWRITTER

Johnny Cash, The Man in Black, was a singer, guitarist and songwriter

whose music innovatively mixed many influences.

Although he is remembered as a country music icon, his songs

and sound mixed rock and roll, rockabilly, blues, folk, and gospel. This

crossover appeal won Cash the rare honor of multiple inductions in

the Country Music, Rock and Roll and Gospel Music Halls of Fame.

Cash was known for his deep, calm bass-baritone voice, the dis-

tinctive sound of his Tennessee Three backing band, a rebellious-

ness coupled with an increasingly somber and humble demeanor, free

prison concerts, and a trademark look, which earned him the nickname

"The Man in Black".

He traditionally began his concerts with the simple "Hello, I'm

Johnny Cash" , followed by his signature "Folsom Prison Blues". Much

of Cash's music featured themes of sadness, moral challenges and re-

demption, especially in the later stages of his career.

His best-known songs included "I Walk the Line", "Folsom Prison

Blues", "Ring of Fire", "Get Rhythm" and "Man in Black". He also rec-

orded humorous tracks like "A Boy Named Sue". During the last stage

of his career, Cash covered songs by several late 20th century rock

artists, most notably "Hurt" by Nine Inch Nails.

“I wore black because I liked it. I still do, and

wearing it still means

something to me. It's still my symbol of

rebellion… against

people whose minds are closed to others'

ideas.”

― Johnny Cash

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1. Answer the following questions:

1 - What was Johnny Cash’s nickname?

……………………………………………………………………………………………………………………

2 - What musical genre did he represent?

……………………………………………………………………………………………………………………

3 - How can you describe his voice?

……………………………………………………………………………………………………………………

4 - What topics did he tackle in his songs?

……………………………………………………………………………………………………………………

5 - Name three of his famous songs.

……………………………………………………………………………………………………………………..

2. Match the words in italic with their meanings. There is an extra word that you don´t

have to use.

(………………..) Something very noticeable that a person typically has or does.

(………………..) When someone is saved from suffering.

(………………..) One of the several songs or pieces of music on a CD or other music

recording.

(………………..) Characterized by opposing the ideas of the people in authority.

(………………..) Tending to introduce something new or different.

(………………..) Not proud or arrogant; modest.

3. Complete the lyrics of the song Hurt by Johnny Cash on page 26.

4. Look at the selected scenes of the film Walk the line by James Mangold, based on the life of Johnny Cash. What is the relation between June Carter and the singer like?

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MUSICAL FILMS

The musical film is a film genre in which songs sung by the characters are interwoven into the narrative, sometimes accompanied by dancing. The classical sound era

The 1930s through the early 1950s are considered to be the golden age of the musical film, when the genre's popularity was at its highest in the Western world. The most popular musical film ever is Singin' in the

rain (1952) directed by Gene Kelly. It is frequently

regarded as one of the best musicals ever made.

The Sound of Music is a 1965 American musical drama film starring Julie Andrews. The film is an adaptation of the 1959 Broadway musical, composed by Richard Rodgers.

In the 1970s, film culture and the changing demographics of filmgoers placed greater emphasis on gritty realism, while the pure entertainment and theatricality of classical era Hollywood musicals was seen as old-fashioned. The 1973 film Jesus Christ Superstar was met with some criticism by religious groups, but was well received.

1. Watch and listen to the song Simon Zealotes, from the film Jesus Christ Superstar, by Andrew Lloyd Webber. In the scene, hundreds of people worship Jesus. What are they asking him for?

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The 1978 film version of “Grease” was a smash hit; its songs were original compositions done in a 1950s pop style. 2. Listen to The one that I want by John Farrar from the film Grease and complete the lyrics on page 27. In the 21st century the musical movie was reborn with darker musicals such as Chicago, The phanton of the opera, Moulin rouge or Les miserables. Dancer in the Dark is a 2000 Danish musical drama film directed by Lars Von Trier and starring Icelandic singer Björk.

3. Complete the text about the plot of “Dancer in the dark”.

The film is ___ in Washington State in 1964

and _______ on Selma Ježková (Björk),

a Czech _______ who has moved to the United

States with her ___. They live a life of poverty

as Selma works at a _______. What no one in

Selma's life knows is that she has a hereditary

degenerative _______ which is gradually causing

her to go blind. She has been saving up

every penny that she makes (in a candy tin

in her _______) to pay for an operation which

will prevent her young son from suffering the

same fate...

4. Watch the scene of the film. Machines, actresses and dancers are perfectly synchronized.

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Appendix of songs

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We will rock you Buddy you’re a boy make a big noise _____________ in the street gonna be a big man __________ day You got mud on yo’ face You big disgrace Kickin’ your can all over the place We ________ we will rock you We will we will __________ you Buddy __________ a __________ man hard man Shoutin’ in the _____________ gonna take on the world some day You got blood on yo’ face You big disgrace ______________ your banner all over the place We will we _________ ___________ you We will we _________ rock you Buddy _________ an old man ___________ man Pleadin’_________ your eyes gonna make you some peace some day You got mud on your face You big disgrace ____________ better put you back into your place We will we will rock you We will we will rock you

Queen Qu

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Hurt

I hurt myself ______ To see if I still ____ I focus on the pain The only thing that's ____

The needle tears a hole The old ______ sting Try to kill it all ___ But I ______ everything

What have I become My sweetest _____ ______ I know Goes away in the ___

And you could have it ___ My empire of dirt I will let you ____ I will make you ____

I wear this crown of thorns Upon my liars ____ Full of broken ______ I cannot repair

Beneath the stains of _____ The ______ disappear You are ______ else I am still right ____

What have I become My sweetest _____ ______ I know Goes away in the ___

And you could have it ___ My empire of dirt I will let you ____ I will make you ____

If I could start _____

A _____ miles away

I will keep _____

I would ____ a way

Johnny Cash

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You're The One That I Want

I got chills, they're multiplying And I'm losing self control 'Cause the power, you're __________ It's electrifying! You _______ shape up, 'cause I need a man And my ________ is set on you You better shape up, you better understand To my heart I must be true Nothing left, nothing left for me to do

You're the ______ that I want You are the one I want Oo,Oo,Oo ________ You're the one that I want You are the one I want Oo, Oo, Oo honey

You're the one that I want You are the one I want Oo, Oo, Oo, the one that I need Oh yes indeed If you're filled with affection You're too _______ to convey Meditate my direction Feel your ______ I better shape up, 'cause you need a man I need a man who can keep me satisfied I better shape up, if I'm gonna _______ You better prove that my faith is justified Are you sure? Yes I'm sure down ______ inside You're the one that I want You are the one I ___________ Oo, Oo, Oo honey

Grease