Buscar este blog

viernes, 22 de diciembre de 2017

CHRISTMAS FESTIVAL 2017

Here I leave the performances of some students of the Secondary .
You gave a beautiful show. Congratulations to all of you!!


 

sábado, 9 de diciembre de 2017

OPERA MANON- JULES MASSENET COMPOSER

WATCHING THIS PICTURES, IMAGINE THE STORY :

This is the beginning:  Manon is a young girl Parisian who dreams of fame and money An atractive  gentleman with a small defect will cross her  path : he is not rich.....












VOCABULARY :

- Costume - a set of clothes in a style typical of a particular country or historical period

- Stage - a platform on which actors, entertainers, or speakers perform.

- Recitative  Speech like singing. The singer semi chants the words, like free rhythm of speech.

- Aria  A big song where the singer reveals her feelings and shows of her voice.

- Chorus /choir  A fairly large company of singers who perform together, usually in parts

- Duet - A composition to be performed by two musicians

- Ensemble - A group of musicians that perform as a unit

- Perform - it is the realization of a composition or in other words to "play" music with one or more 
musicians


This VIDEO is very interesting and tell us things about Manon: http://www.rtve.es/alacarta/videos/this-is-opera/this-is-opera-manon/3159159/







Talking about opera

In this link we can see the opera's history:

http://iscmusica17.wixsite.com/thisisopera



A task about opera: use your imagination:

http://musicamiguelesteban.wix.com/opera#!


The opera in Classicism:

http://nachomusicainsti.wixsite.com/clasicismomusical/opera






miércoles, 22 de noviembre de 2017

9 Inteligencias múltiples



Las clases de música generan nuevas conexiones cerebrales en niños


Estudiar este arte favorece el neurodesarrollo. Los expertos creen que ayuda también al tratamiento de menores con TEA o TDAH.


La música puede ayudar a tratar los trastornos del espectro autista (TEA) y los trastornos por déficit de atención e hiperactividad (TDAH) en niños, así lo concluye la Sociedad Norteamericana de Radiología (RSNA, por sus siglas en inglés). Una característica más de este arte en esta jornada en la que se celebra el Día de la Música.
 Según estos expertos, que los pequeños reciban clases de música incrementa y crea nuevas conexiones cerebrales y “puede facilitar los tratamientos en niños con estos trastornos”. “Ya se sabía que la música era muy beneficiosa, pero este estudio ofrece un mejor entendimiento sobre qué está ocurriendo en el cerebro y dónde se producen estos cambios”, asegura Pilar Dies-Suárez, jefa de radiología en el Hospital Infantil de México Federico Gómez, en un comunicado. "Experimentar la música a una edad temprana puede contribuir a un mejor desarrollo del cerebro, a la optimización de la creación y establecimiento de redes neuronales y a la estimulación de las vías existentes del cerebro”, añade la experta.

Estudios anteriores ya hablaban de los beneficios de la música en el desarrollo cerebral. Por ejemplo, uno elaborado por el Instituto de Aprendizaje y Neurología de la Universidad de Washington (Seattle, EE UU) y publicado National Academy of Sciences concluyó que “ciertas melodías mejoran el procesamiento cerebral de pequeños de nueve meses, tanto en lo que se refiere a la música como a nuevos sonidos del habla”. La investigación sugería “que experimentar patrones rítmicos musicales mejora la habilidad de detectar y predecir patrones rítmicos del habla. Esto significa que escuchar música en edades muy tempranas puede tener un efecto global en las habilidades cognitivas de los bebés”, aseguraron los autores. 


La importancia de las conexiones cerebrales.

Esta última investigación de la RSNA, publicada pocos días antes de este Día de la Música, consistió en el análisis de 23 niños sanos de entre cinco y seis años, todos libres de trastornos sensoriales, de percepción o neurológicos. Además, ninguno había asistido a clase de música con anterioridad. Los sujetos se sometieron a una evaluación, previa y posterior, con una técnica de resonancia magnética avanzada -una tractografía-, lo que les permitió identificar los cambios microestructurales en la materia blanca del cerebro. Esta última contiene millones de fibras nerviosas -los axones- que trabajan como cables de comunicación entre distintas áreas del cerebro. El resultado pudo medir el movimiento de las moléculas de agua extracelulares a lo largo de estos axones. Desde el punto de vista de salud, todo es normal cuando estas células de agua se mueven de forma uniforme, en cambio, cuando estas lo hacen de forma aleatoria, sugiere que existe algo anormal.
Tras nueve meses de estudio con clases de música, los resultados mostraron un incremento de las conexiones y de la longitud de los axones en determinadas áreas cerebrales, sobre todo “y de manera más notable en las fibras que conectan los lóbulos frontales y que en conjunto constituyen el llamado fórceps menor".
“A lo largo de la vida”, prosigue la experta, “la maduración de las conexiones cerebrales entre las regiones motoras, auditivas y otras zonas permiten el desarrollo de un gran número de habilidades cognitivas, entre ellas, las habilidades musicales”. “Cuando un menor recibe clases de música, su cerebro se prepara para responder a ciertas demandas, estas incluyen habilidades motoras, auditivas, cognitivas, emocionales y sociales”, añade Dies-Suárez. “Creemos que el aumento es debido a la necesidad de crear más conexiones entre ambos hemisferios cerebrales cuando escuchas música”, concluye.

Happy Saint Cecilia, november 22 th

Congratulations to all the musicians, educators and music lovers.


International Day for the Elimination of Violence against Women 25 November




In 1999 the United Nations General Assembly designated 25 November  as the International Day for the Elimination of Violence against Women, and invited governments, international organizations and NGOs (non-governmental organizations) to organize on that day activities designed to raise public awareness of the problem. 

Two years before, in 1997 "How come, how long" song was written, produced and performed by Babyface as a duet with American singer-songwriter Stevie Wonder, who also co-wrote the song. The lyrics deal with domestic violence and is inspired by  Nicole Brown Simpson's  case. The music video for this song, directed by F. Gary Gray, shows several people in the same building ignoring the shouts and screams and multiple fights between a married couple, ending with a twist, showing that the woman killed her abusive husband, ending with her being arrested. This video received a nomination for Best R&B Video at the 1997 MTV Video Music Awards. 

Unfortunately, twenty years later, one in three women and girls experience violence in their lifetime. It happens in every country and every society. It happens at home, in schools, on the streets, at work and  on the internet.



What can teachers do? My proposal  to collaborate to stop the cycle of violence against girls and women is based on this beautiful song and the high-quality video story F. Gary Gray directed:



The first step to ending violence is to break the silence. I hope this meaningful song will help all of us to take this first step. 





This song is about Domestic abuse. And encourages people to speak up if they ever witness or encounter it. It demonstrates the consequences of such an abusive relationship. As well as how the abused might develop a form Stockholm syndrome, taking on the blame and continuing to love her oppressor.







domingo, 19 de noviembre de 2017

PLAY CHRISTMAS SONGS






C             C7+          C6          C7+
Jingle bell, jingle bell, jingle bell rock 
C6            C7+       Dm          G7
Jingle bells swing and jingle bells ring 
Dm           G7         Dm         G7
Snowing and blowing up bushels of fun 
D                   F7M(5+)
Now the jingle hop has begun

(Volta aqui) ---

C             C7+          C6         C7+
Jingle bell, jingle bell, jingle bell rock 
C6            C7+      Dm          G7
Jingle bells chime in jingle bell time 
Dm            G7         Dm          G7
Dancing and prancing in Jingle Bell Square 
D         G7    C      C7
In the frosty   air.

         F                    Fm
What a bright  time, it's the right time 
    C
To rock the night away 
       D               D7        G7 ( 5-3--2--0 )
Jingle bell time is a swell time 

To go gliding in a one-horse sleigh 

C         C7+           C6           C7+
Giddy-up jingle horse, pick up your feet 

C6       C7+        A7
Jingle around the clock 
F                        Fm
Mix and a-mingle in the jingling feet 

D          G7           C
That's the jingle bell rock. ( --- )

D          G7
That's the jingle bell, 
D          G7
That's the jingle bell, 
D          G7           C
That's the jingle bell rock.
 Click the link to play the song with a Wixsite!!:
http://soniamuslares.wixsite.com/jinglebellrock 

lunes, 13 de noviembre de 2017

PLAY recorder : SOMEWHERE OVER THE RAINBOW


http://clasesdemusicaeso.wix.com/over_rainbow

4º ESO Little concert : Banaha

 

 Goizane, María, Jeric, Jerico  and Khalel played and sang the song BANAHA, an african song from Congo, in front of some students .

You can watch and listen to the  result.



You are great!! Congratulations and thank you for listening.

domingo, 5 de noviembre de 2017

MUSICAL GENRES THEORY














Musical genres questions

            1
How do you define program music?
  • .     
    A.Instrumental music usually for symphony or orchestra
  •       B 
    Instrumental music free of a text or pre-existing program
  •       C. 
    Seeks to recreate in sound the events / emotions portrayed in some external source


    2. The Cultured Music is also called ...   :

     A  pure music 

    B  classical music   

    C instrumental music



    3 The Popular Music is the music made by the people and reflects their culture 
    A   True   
    B  False

    4-The Soundtracks belong to the music:
    A scenic
    B film and tv
    C instrumental

    5-The mass belongs to the gender:
    A Religious
    B vocal
    C secular

    6-The sonata belongs to the genre:
    A advertising
    B cinema and tv
    c instrumental (pure)

    7-The ballet belongs to the genre:
    A vocal
    B scenic
    C advertising

    8-The advertising music aims:
    A-intensify the advertising message
    B- ad decorate
    C-make the most entertainer ad.

    9-What musical genre does this image belongs to?



     10-What musical genre does this image belong to?









  • .Listen to the fragments that correspond to the music genres we’ve learned about. In each group of answers, there is one that is false. Circle it.


  • 1-Ninth Symphony, L.V. Beethoven


  • Pure music


  • Instrumental music


  • Vocal music


  • 2-The Sorceror’s Apprentice, P. Dukas


  • Religious music


  • Non-religious music


  • Classical music


  • 3-El Toreador,  G. Bizet


  • Classical music


  • Vocal and instrumental music


  • Pure music


  • 4-Trashin’ the Camp, P. Collins


  • Classical music


  • Religious music


  • Vocal and instrumental music


  • 5-Kirie, W.A. Mozart


  • Religious music


  • Vocal- instrumental music


  • Pure music


  • 6-Ionization, E. Varese:

  • Vocal- instrumental music


  • Classical music



  • Pure music



    1.     



    1.    

SIYAHAMBA

Siyahamba is a Zulu song well known in the choral world for its cheerful rhythm and catchy melody.

http://mariajesusmusica.wixsite.com/siyahamba

THANKS TO MARIA JESÚS

lunes, 23 de octubre de 2017

domingo, 22 de octubre de 2017

MUSICAL GENRES


        Classifying the music is not easy and there are many songs that can belong to more than one musical genre, for now we are going to see this interactive scheme to get closer to the musical genres. Click on the images to access the materials.
http://popplet.com/app/#/676807

http://cmapspublic.ihmc.us/servlet/SBReadResourceServlet?rid=1218023615191_2087986242_8950&partName=htmltext

Thanks to Maria Jesús for the resourcers.



Watch the examples above.Then in pairs you have to make a presentation about a theme. I will give you  a letter A, B, C etc and you will have to prepare a power point about the theme given.

1-Accordingto the  type of audience:

A-popular and folk
B-classical  music.

2-According to the the purpose:

C-secular
D-religious

3-According to the  the content:

E-theatrical music,
F-film music or tv,
G-commercial music,
H-abstract music,
I- programme music and descriptive music

4-According to the performers:

J- vocal,
K- instrumental and mixed


SAY YOU WON'T LET GO -JAMES ARTHUR


On Tuesday I loved how Jorge played his guitar while the rest of the class sang this song, that's why I put the lyrics to practice it a little more.
THANK YOU ALL OF YOU. I am very pleased.













I met you in the dark
You lit me up
You made me feel as though
I was enough
We danced the night away
We drank too much
I held your hair back when
You were throwing up
Then you smiled over your shoulder
For a minute, I was stone cold sober
I pulled you closer to my chest
And you asked me to stay over
I said, I already told you
I think that you should get some rest
I knew I loved you then
But you'd never know
Because I played it cool
When I was scared of letting go
I know I needed you
But I never showed
But I want to stay with you
Until we're grey and old
Just say you won't let go
Just say you won't let go
I wake you up with some breakfast in bed
I'll bring you coffee
With a kiss on your head
And I'll take the kids to school
Wave them goodbye
And I'll thank my lucky stars for that night
When you look over your shoulder
For a minute, I forget that I'm older
I want to dance with you right now
And you look as beautiful as ever
And I swear that everyday you'll get better
You make me feel this way somehow
I'm so in love with you
And I hope you know
Darling, your love is more than its worth in gold
We've come so far my dear
Look how we've grown
And I want to stay with you
Until we're grey and old
Just say you won't let go
Just say you won't let go
I want to live with you
Even when we're ghosts
Because you were always there for me
When I needed you most
I'm going to love you t
Till my lungs give out
I promise till death we part
Like in our vows
So I wrote this song for you
Now everybody knows
That it's just you and me
Until we're grey and old
Just say you won't let go
Just say you won't let go
Just say you won't let go
Just say you won't let go

James Arthur - Say you won't let go




miércoles, 18 de octubre de 2017

Folk music

Map to review the main popular dances 


Typical instruments:


In pairs you have to make a presentation: Power point or Prezy about the music folk in an autonomous community of Spain and you have to investigate about :

1-its most representative music
2-typical instruments
3-regional dancing.You can prepare a little choreography.
4-singers or groups more known. You can sing a song from the place and sing it in the class.
5-You have to use photos and videos or audios.

Each pair will have a letter, and you will have to make only a region:

A-Galicia
B-Asturias
C-Basque Country/Navarra
D-La Rioja
E-Cataluña
F-Cantabria
G-Castilla León
H-Andalucía
I-Aragón
J-Valencia
K-Canarias
J-Baleares
K-Castilla La Mancha
L-Extremadura
M-Murcia
N-Madrid





Here you can see 2 examples :

http://prezi.com/j_ljqm6ugn3f/?utm_campaign=share&utm_medium=copy&rc=ex0share


thank you Elena Gómez


http://eugeniamusica.wixsite.com/flamenco

thanks  Eugenia




ELECTRONIIC MUSIC