APPRENTICE RESOURCES

The Kingdom of Color - C1 Level 2

GO TO THE STORY

INTRODUCTION

GREETINGS TO MY COMPANIONS

Before starting the narration, it is recommended to carry out a dynamic greeting. It is recommended to vary greeting dynamics during the course.

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

HELLO FRIEND HOW ARE YOU?

*serial activity

RECOGNIZE THE STORY AND THE NARRATIVE AREA

Since you have already heard the story during the first level, our goal is to establish a new storytelling dynamic.

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

WHO TELL US?

*serial activity

THE PORTAL

ATTEND THE BEGINNING AND DYNAMICS OF THE CLASS

Opening a magical portal at login helps remind learners that we are about to enter a new world, leaving other distractions behind and ready for new learning. In the little ones it generates the enthusiasm of being transported thanks to the power of their imagination, in the most advanced it allows us to mark a moment to concentrate on the now.

Has the learner understood the general dynamics of the class (do we tell a story, assume the role of a character and learn powers)?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

THE PORTAL

*serial activity

POWER BOARD

*serial activity

BODY EXPRESSION

EXPRESS THROUGH MOVEMENT

Before starting the execution of an instrument we hope that the little ones can express through movements passages, nuances, rhythms, etc…

Has the apprentice already managed to express the different elements and nuances of music with congruent movements?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

REFERENCES

CHOREOGRAPHY

THE SILENCE

RECOGNIZE SILENCE AS A TOOL TO LISTEN

Become aware of the need to remain silent in order to listen, analyze and understand your environment and what others want to communicate.

Does the learner remain silent AND pay attention to what is heard, responding congruently?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

I LISTEN TO MY ENVIRONMENT

*serial activity

SOUND PASSAGES

I WAIT FOR MY NAME

POSTURES

IMITATION: SOUND AND SILENCE

*serial activity

SOUND QUALITIES

RECOGNIZE AND EXECUTE ACCENTS

The learner will recognize what an accent is, differentiating it from forte (related to a passage) and accent (a sound within a passage).

Does the learner understand what an accent is and execute it correctly?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

IMITATION OF ACCENTS

*serial activity

DIDACTIC MATERIAL: ACCENTS

*serial activity

INDIVIDUAL ACTIVITY: ACCENTS

RECOGNIZE AND EXECUTE ALTERATION OF DYNAMICS

The learner will recognize that he can go from a forte to a piano (or vice versa) gradually and will recognize the symbol that represents this alteration.

Does the learner recognize any changes in dynamics and control their energy to execute them?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

A PLANT THAT GROWS

THE CROCODILE

TEACHING MATERIALS:GROWING AND DIMINISHING

*serial activity

LEGATO AND STACCATO

INDIVIDUAL ACTIVITY: LEGATO AND STACCATO

DIDACTIC MATERIAL: LEGATO AND STACCATO

*serial activity

RECOGNIZE AND EXECUTE ARTICULATIONS (legato and staccato)

We will recognize articulations (legato and staccato) relating them to long or short sounds.

Does the learner recognize and differentiate different ways of articulating the same (legato or staccato)?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

MOVEMENT: JOINTS

PAINT: LEGATO-STACCATO

I FOLLOW MY FRIEND

PULSE

KEEP A PULSE

The learner will strengthen his ability to maintain a given pulse without altering his speed.

Is the trainee able to maintain a constant pulse?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

ROUND (FOCUS ON PULSE)

ICT - OCD

PASS THE BALL

*serial activity

PULSE PAINT

ALTER TEMPO SPEED (Accelerando and Ritardando)

After identifying and executing a constant pulse, you must recognize your ability to alter it (speed it up or slow it down). You must recognize alterations that occur in musical pieces or performed by the Guide or companions.

Is the apprentice able to follow a pulse if it is altered or alter it himself at will?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

MOVEMENT: ALTERO TEMPO

RHYTHM TRAINING: ALTER TEMPO

*serial activity

ACCELERATING AND RITARDING

ACCELERATING AND RITARDING: GRAPHIC REPRESENTATION

TRAIN

FOLLOW AND RECOGNIZE BINARY METRICS (2/4 AND 4/4)

The learner will perceive patterns formed by organizing a pulse marking strong or weak beats in a cyclical manner. It will execute binary patterns during this level, which means that when walking it will always be the same foot that will mark the first beat of the cycle (accentuating it).

Does the learner understand the principle of cycles (metric) and follow 2/4 and 4/4 ducks?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

COUNT AND ACCENT (BINARY METRICS)

*serial activity

POSITION PER PULSE

*serial activity

HOOP JUMP

*serial activity

DIDACTIC MATERIAL: PATH OF UDU (2/4 AND 4/4)

*serial activity

MARK THE PULSE FOLLOWING METRIC

*serial activity

REVIEW RHYTHMIC FIGURES LEARNED AT A PREVIOUS LEVEL

The learner will review the rhythmic figures learned in Level 1 (quarter note and eighth note). We need to make sure these are clear to learn new shapes in the next chapter.

Does the learner remember and play quarter notes and eighth notes?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

HIP: (TA/TA - KE)

*serial activity

BALL STEP: GROUP IMPROVISATION

*serial activity

INTEGRATION EXAMPLE: CHAPTER 1

DISSOCIATE MUSICAL ELEMENTS: LOUD AND SOFT / FAST AND SLOW

Integration example (optional target)

The learner must be able to differentiate between alterations of dynamics or speed, since they are commonly confused (for example, when asking them to play fast they tend to play harder...)

Can the learner dissociate the elements volume and speed?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

KUIKA OR UDU?

THE MAJOR SCALE

PONE AN UP MAJOR SCALE USING NUMBERS

The apprentice will listen and learn to sing a major scale (from low C to high C), but for now he will not use the name of the musical notes when singing it, but numbers, so he will have a better perception of the rise and fall of the tones and will perceive the relativity between a tonic note and the different degrees that make up its scale.

Does the learner correctly tone an ascending major scale using numbers?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

THE UPWARD LADDER WITH NUMBERS

*serial activity

DIDACTIC MATERIAL: SVEN LADDER

*serial activity

I GO UP GRADUALLY

(UPWARD)

*serial activity

I AM GOING UP

*serial activity

PERCEIVE THE DIRECTIONALITY OF SOUND

The learner must classify different tones as high or low and perceive the ascending or descending movement of a melody.

Does the learner perceive and imitate changes in sound directionality?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

SVEN'S WALK:SOUND STORIES

BRUSH STROKE

CONCENTRATION AND IMAGINATION

ENCOURAGE CONCENTRATION

Expand the time and challenge of concentration exercise to continue strengthening this capacity. We follow the order: attention to our body, attention to our breathing and attention to an element that involves concentrated cognitive work.

Does the learner keep his attention on the pointed object?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

SHAKE US

SLEEP A DOLL

I BREATH COLORS

MANUAL ACTIVITIES

ON WHICH STEP DID CELLO STOP?

*serial activity

WAIT FOR IT TO APPEAR

DEVELOP MUSICAL IMAGINATION

We continue to develop concentration and musical skills by imagining notes and sounds rather than working them out loud.

Is the learner able to continue a melody "singing" in his mind?

Activities to acquire capacities:

OBJECTIVE STAGE

TYPE

STYLE

MUSIC

COMPETENCIES

ENVIRONMENT WITHOUT NUMBERS (RISING SCALE)

*serial activity

I SING IN MY MIND

*serial activity

MUSICAL STRUCTURE

REPRESENT AND GRAPH SOUNDS OF THE ENVIRONMENT

To understand that musical notation is nothing more than a tool to represent sound ideas, we will stimulate the graphic representation of sounds that are familiar to the learner at the moment.

Is the learner able to graphically represent a sequence of sounds based on sounds from their environment?

Activities to acquire capacities: