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José Palazón HerreraMiguel Ángel López Ballester

Raquel Cavas HernándezJosé Luis Salas Martínez

José Antonio Herrera Alajarín

Pedagogical AdvisorPilar Muriel Delgado

MUSIC CSECONDARY

Workbook

MADRID · BUENOS AIRES · CARACAS · GUATEMALA · LISBON · MEXICONEW YORK · PANAMA · SAN JUAN · BOGOTA · SÃO PAULO · AUCKLAND HAMBURG · LONDON · MILAN · MONTREAL · NEW DELHI · PARISSAN FRANCISCO · SYDNEY · SINGAPORE · SAINT LOUIS · TOKYO · TORONTOw

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CONTENTS

UNIT 1 5

Summary 5

Unit activities 6

Final activities 10

Music reading and writing 13

Great composers: learn more about Johann Sebastian Bach 14

Extension activities 15

Worksheet: video clip analysis 16

Musical games 17

Mind map 18

Melody exercises 18

Rhythm exercises 18

UNIT 2 19

Summary 19

Unit activities 20

Final activities 21

Music reading and writing 24

Great composers: learn more about Wolfgang Amadeus Mozart 25

Extension activities 26

Musical games 27

Mind map 28

Melody exercises 28

Rhythm exercises 28

UNIT 3 29

Summary 29

Unit activities 30

Final activities 31

Music reading and writing 36

Great composers: learn more about Ludwig van Beethoven 37

Extension activities 38

Musical games 39

Mind map 40

Melody exercises 40

Rhythm exercises 40

Music and media

21st century music

Musicals

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CONTENTS

UNIT 4 41

Summary 41

Unit activities 42

Final activities 43

Music reading and writing 46

Great composers: learn more about Pyotr Ilych Tchaikovsky 47

Extension activities 48

Musical games 49

Mind map 50

Melody exercises 50

Rhythm exercises 50

UNIT 5 51

Summary 51

Unit activities 52

Final activities 54

Music reading and writing 58

Great composers: learn more about Claude Debussy 59

Extension activities 60

Musical games 61

Mind map 62

Melody exercises 62

Rhythm exercises 62

UNIT 6 63

Summary 63

Unit activities 64

Final activities 66

Music reading and writing 68

Great composers: learn more about Manuel de Falla 69

Extension activities 70

Musical games 71

Mind map 72

Melody exercises 72

Rhythm exercises 72

Music professionals

Music production

Music and the performing arts

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5

1MUSIC AND MEDIA

Music and media

The most important of music are: give , get the of the audience, create a , maintain the continuity of the action.

Music on television

We can find music on television in different forms: tunes, specific pro-grammes on music, variety with musical performances, background music, on animated series, films for television and series, music videos,

.

Music on the radio

Radio is full of examples of music in the form of theme tunes, background mu-sic, adverts, etc. We can hear music on the radio in: (short melodies that function as a ), general radio stations that include music programmes in their schedules, and music radio stations.

Music in the press

Music appears in the press in: sections in local and national newspa-pers, specialised on classical music, music news on various genres (rock, pop, heavy metal, hip hop, dance), jazz and blues, flamenco, music tech-nology, etc.

Music and other audiovisual media

In other audiovisual media like , music is present in simple sound ef-fects, real sounds, background music, theme tunes, and that imitate music from the .

Music and advertising

Music is essential to and advertising messages.

The media: a platform for music promotionThe media have a big on our consumption habits, and create musical

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6

unit 1

Unit activities

1. Make a list with the music programmes we can find on the main television chan-nels. Analyse the musical content of the programmes. Comment on your list with your partner.

Name of the program

Television channel Day and time Musical

content

2. Talk about the information you found in the previous activity. Answer the follow-ing questions and give reasons for your answers.

a ) Do you think there are enough specific programmes on music?

b ) Do you think the existing television programmes offer a good variety of differ-ent types of music?

c ) What type of music programme would you like to see on television?

3. Listen to the excerpt. You will hear some theme tunes from television pro-grammes. Match each theme tune with one of the following types of programme:

news programme animated series documentary reality TV television series sporting event

4. At home or in the library, etc., look for two pieces of music that would make good theme tunes for two of the programme types in the previous activity. Give rea-sons for your selection. Debate with your partner.

1

NOTE: This section follows the numbering in the student’s book. It is not strange to see numbers skipped, as we have only included the exercises the students must write in this workbook. We have not included the exercises where the students work on listening or performing. This note is valid for the rest of the units.

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7

music and media

Unit activities

5. Why do musical performances on television often use pre-recorded music and mouth the words (lip-synching)? What is your opinion of lip-synching? Discuss in class.

6. Podcasts are a great way of listening to radio programmes. Go to the website for BBC Radio http://www.bbc.co.uk/radio/ and do the following activities:a ) Click on the menu Categories and choose the option Podcasts. Select any

programme and use it to answer the questions in the next section.

b ) Create an information sheet on your selected music programme to present to the class. Include the following information:

• Who presents the programme? What is the programme about?

• Download the programme audio file, listen to it and write a small summary of its contents.

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unit 1

Unit activities

7. Watch some adverts for different products. Analyse the relationship between the music used and the product:• Name of product / brand and description (use, function, price).

• Target audience (gender, social/cultural level, age, ideology).

• Slogan.

• Type of campaign: expectation, launch, maintenance, etc.

• Product presentation: is the information truthful? What are the advantages of the product compared with other products on the market?

• Description of the advert: setting, objects, characters, etc. Comment on your answers with your partner.

• Narrative structure (if the advert has a narrative): What story does the advert tell? What happens in the advert? Who do we see in the advert?

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music and media

Unit activities

• Music and sound effects: function and type (famous music, cover version, soundtrack, jingle, etc.).

• Values and stereotypes: How does the advert attract the attention of the viewer?

• Impact of the advert: Do you like it? What aspects of the advert have the most impact?

8. What music would you use in an advert for…? Select some good songs to adver-tise some products. In turns, explain your selection.

Great composers9. What is the meter of the Minuet from the Suite? Identify the different musical

themes in this excerpt. How many bars does each theme have? Check your an-swer with your partner.

10. How do we know that the Allegro we just listened to comes from a concerto? Could it be the second movement of the concerto? Write and explain your an-swer in class.

11. You already know the most common types of voice in the choir: soprano, alto, tenor and bass. Now identify the order in which we hear the voice types in Bach’s Dona Nobis Pacem. What texture does the excerpt have? Discuss your answer with your partner.

2

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10

unit 1

FINAL ACTIVITIES

1. In this unit we have seen how music is used on television in many different ways and for different functions. Explain the function of music for each of the types of music below. Give examples to illustrate your answers. Compare your examples with your classmate.

• Theme tune.

• Background music.

• Soundtracks.

• Specific programmes on music.

• Other types of programmes.

• Adverts.

2. What is a music video? What elements make a successful music video? Write examples of music videos and comment on them in class.

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music and media

FINAL ACTIVITIES

3. Define these terms. Read your definitions in class.• Jingle:

• Music radio:

• Target:

4. Work in pairs. Use arrows to link each magazine with the correct type of music. Make sentences and read them in class (i.e. Scherzo is a classical music magazine).

Flamenco

Scherzo • Classical music

Hip Hop Life • Blues and jazz • Melómano

Rolling Stone • Rock • Ruta 66

Al aire y a compás • Hip hop • Más Jazz

Ópera actual • Alternative music • IndyRock Magazine

Mondosonoro • Music news • Future Music

Computer Music • Music technology • RockZone

5. Work in pairs. Describe and explain to your classmate some of the most common resources used for advertising.

6. How can music help sell a product in an advert? Your answer has to be read in class by another classmate.

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12

unit 1

FINAL ACTIVITIES

7. Imagine that you have a music group and you want to promote it in the media. How would you do it? List five or more different ways of advertising your group. Compare your list with other groups.

9. Find some of the music magazines mentioned in this unit. Many of them exist in digital format on the internet. Analyse their content: musical genres, reviews, concerts, etc. Show your results in class.

10. Create your own agenda of music events. Look for information in a variety of media described in this unit. Find out about the main music events (concerts and festivals), new releases, news, music interviews, etc. Show your results in class.You can put the information you find on a sheet of paper in the classroom or on your website. This is your agenda of music events. Don’t forget to keep it up-to-date!

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music and media

Music reading and writingThis section is designed to reinforce your music reading by working mainly on the diffi-culties in the music excerpts that you must perform in each unit of the book. Always do a slow reading of the examples given here, but the rhythm must always be regu-lar and constant. Once you have read the music excerpt (Exercise 1), copy it as precise-ly as possible to practise your writing and improve your music handwriting (Exercise 2).

1. Preparatory reading for the instrumental songs Lir and Voces del Planeta.

2. Now copy the previous music excerpt as precisely as possible.

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14

unit 1

Great composers: learn more about Johann Sebastian Bach

3. Carefully read the following text. It belongs to the minutes of a town council meeting at Arnstadt, where Johann Sebastian Bach worked.

‘The organist in the New Church, Bach, was interrogated as to where he had been lately for so long and from whom he had obtained permission to go.

Bach: He had been to Lübeck in order to learn secrets of his profession, but had asked for permission from the Superintendent before then.

Reverend Superintendent: He affirmed that the defendant had asked for only four weeks, but had stayed four times as long.

Bach: He had hoped that the organ playing had been taken care of, by the one he had asked for the purpose, that no complaint could be entered on that account.

Town Council: He has been accused of accompanying the hymns in church with star-tling variations, mixing the melodies with strange sounds, confusing the congregation. ‘In future, if he wants to introduce a tonum peregrinum, he has to stay with it and not turn to another too quickly or, as he has done so far, even play in a tonum contrarium. It is also surprising that he has not made music (that is, he has not practised), saying that he does not want to work with the students. Therefore, he must explain if he will continue with the students, and he is warned that there is no possibility of admitting a Kapellmeister (chapel master). If he thinks he cannot carry out these obligations, he must say so explicitly. If not, one must be found who is willing to do this’.

4. Answer the following questions:

a ) What is Bach accused of in the first place?

b ) In your own words, explain what is said in the meeting about his way of accompanying the congregation. Do you think this was Bach’s virtue or defect?

c ) Can you deduce from this text what all Bach’s work obligations were in the city of Arn-stadt? Which one did the composer not want to accept?

d ) After reading this text, do you think that musicians could survive by only composing in Bach’s time? Explain your answer.

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music and media

Extension activitiesA video clip is a music video. Its primary objective is the commercial promotion of an artist or music group, and therefore, to sell the record. But if we look at it from an artistic per-spective, it is also a complex audiovisual format. It is limited by the musical content of the song, which marks its duration and in some way its rhythm and tempo, but not its theme and aesthetics. These can have very diverse variations.

5. We suggest you watch several video clips and analyse them. Answer the following questions (using the worksheet on page 16):

• General data (title of the song, year of release, performer, etc.).

• Analysis of the video clip.

• Relationship between the lyrics of the songs and the video plot, if it has one (how it describes or narrates the feeling of the song, if it follows a narrative thread or if it describes emotions, if it tries to provoke a certain mood in the audience, if it comple-ments the feeling of the song, if it tries to reflect a concept, make a metaphor, etc.).

• Spatial and temporal parameters: places (one or several settings, description of them, if they are suitable, etc.) and times in which the theme is developed (if it happens lin-early, uses flashbacks, etc.).

• Visual effects and techniques used: type and number of sequences used, ease of changing scenes, textures or filters used.

• Other aspects that you think are important.

• Personal opinion (with explanation).

6. Now that you have seen a little of the video clip world, would you be able to create your own music video, using playback of a song you like? We suggest you do a lip dub1. You only need a camera, a music player and a little imagination.

Selection of the song:

Idea for the video:

Finding locations (the different settings you will use):

Breaking the song into parts and writing a script stating which person will sing each part, where, etc.:

1 Lip dub is a music video format made normally by amateurs. It has become very popular on the internet recently. It consists of a large group of people who use playback of a song. It is usually made in one sequence (sequence shot). The participants lip synch while music plays on a mobile music player.w

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16

unit 1

Worksheet: video clip analysisTitle of the song:

Year of release:

Singer or music group who performs it:

Analysis of the video clip:

Relationship between the lyrics of the song and the plot of the video clip:

Spatial and temporal parameters:

Visual effects and techniques used:

Others:

Personal opinion:

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music and media

Musical games7. Find the following words that appear in the unit in the word search.

signature tune video clip arpeggio jingle cha-cha-cha station minimalism dial programming podcast

V T G D L G M U D U C E I L L X T O N W

I H H E U V J V L H M U D Z U B P O P R

I W W P J M H B A Q O D G D K I I J Q G

C Q R M C C O C S N E O J T V T X X M L

F M Y F M X H P I P K V G H A Z S G U H

G B L A G A H D U W T X P T E I W H Z E

V G I P C J D N I Y C N S G G E V U T Y

F P Y H R A B T M A E X K N X I P X O N

F G A N Y O F O T A L Q A C D X Y W S S

B W E W A S G U I T H T Q E A W W F E M

N M X O K L C R S G U B O E K U T R I V

V C N W R S F Q A R G C T H V W R N N Z

J T W N U D I Q E M L E E T B Z I Z L P

V V S O F Y E T T I M A P R R M D R E D

I D Z A L X U X P R X I K R A X A W U Z

N R B Y C N Z R L U Q R N L A B K F W Z

E U X R E D E G K L N Y I G M B C S V Z

O U C Q M F O Q T O W S X U N G X J N R

Z G Q X R B W P N G M P Q Z O Q S L I D

N P Y A V Q P V X O V H L A E L G N I J

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unit 1

Melody exercises

Rhythm exercises

On TV

Cultural sections

To transmit and reinforce messages

Theme tunes, soundtracks…

Specific programmes, shows...

General radio stations, specialised

programmes...

Big influence on our consumption

Advertising

TV/radio

Internet

Music and media

Dance States of Romania before unification 1987

ComposerWork

Life

Mind map

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