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
LET'S ALL DANCE
RESUME STORY FOR THE LAST TIME
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 WILL BE THE NARRATOR?
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
POWER BOARD
*serial activity
BODY EXPRESSION
I EXPLORE MY POSSIBILITIES
This stage tries to take the apprentice out of his comfort zone; explore movements other than recurrent through restrictive or referential instructions. The instructions given should lead the apprentice to live and appreciate different musical elements from an attentive attitude, appreciate the same piece from different perspectives, explore new motor possibilities and discover abilities or limitations. We will work to challenge mental and motor skills through instructions that require coordination, balance and other skills.
Has the apprentice left his comfort zone, exploring new movements to express the music heard?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
ONLY MY...
I CONTROL MY ENERGY
OTHERWISE
I LOOK FOR MY OWN MOVEMENTS
It is very normal that at the beginning of our process many of the movements created by the apprentices are based on imitation (from the Guide or other partners) or are the result of specific instructions. During this stage we will promote the beginning of a process of self-knowledge and creation, so through our instructions we will encourage the search for authenticity and respect for the various ways in which each person expresses himself.
Does the apprentice already express himself authentically and understand that everyone can move according to their tastes, personality and ease?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
CHARACTERS
CLOSED EYES
ALL DIFFERENT
*serial activity
THE SILENCE
LISTENING CONSCIOUSLY
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
CONSCIOUS MOVEMENT
MEMORAMA OF SOUNDS
I KEEP THE SILENCE FOR...
I HEAR YOU
A CONVERSATION
SOUND QUALITIES
DIRECTING AN ENSEMBLE EXPRESSING DIFFERENT
SOUND QUALITIES
Through their body movement, the apprentice must express the different sound qualities learned to communicate non-verbally what they want an ensemble to interpret.
Is the learner capable of expressing different qualities of sound with their movements?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
DIRECTOR: FORTE AND PIANO
*serial activity
DIRECTOR: CRESCENDING AND DECREASING
*serial activity
DIRECTOR: ACCENTS
*serial activity
DIRECTOR: LEGATO STACCATO
*serial activity
DIRECTOR: ACUTE AND GRAVE
*serial activity
DIRECTOR: EXPRESSDIFFERENT QUALITIES
*serial activity
PULSE
UNDERSTAND AND SET PULSE
Analyze what is a pulse? In order to mark it being aware of its role.
Does the learner understand what a pulse is and what it is for (in a musical context)?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
PULSES IN MY ENVIRONMENT
JUMP WITH METRONOME
*serial activity
RHYTHMIC MOVEMENT: PATH (MARK APPRENTICE)
*serial activity
LOGGING
*serial activity
FOLLOW AND RECOGNIZE TERNARY METRICS
During this level, the apprentice will execute ternary patterns, which means that when walking he will alternate the feet with the one that marks the first beat (accentuating it), which leads us to coordinate a weight transfer in an organic way._cc781905-5cde-3194-bb3b- 136bad5cf58d_
Does the learner follow ternary patterns transferring their weight correctly at the beginning of each beat?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
STORY AND ACCENT:(TERNARY METRICS)
*serial activity
BALANCING ON ONE FOOT
*serial activity
SKATING: SHORT, SHORT, LAAR-GO
DIDACTIC MATERIAL: PATH OF UDU (3/4)
*serial activity
MOVEMENT: WE COUNT
METRIC RIDDLES
I IMAGINE
*serial activity
MIRROR: METRIC
*serial activity
WORK ON REACTION CAPACITY AND ENERGY CONTROL
This objective is aimed at strengthening the line of communication between the brain and the muscles, forcing the rapid passage of information through the nerves.
Is the trainee able to react in time and control the energy of his movements?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
STOP, GO
*serial activity
WAY, I STOP
*serial activity
REVIEW PREVIOUSLY LEARNED FIGURES
The learner will review the rhythmic figures learned in Level 1 and 2 (quarter note, eighth note, sixteenth note, half note and whole note). We must make sure that these are clear to learn new figures in the next chapter.
Does the learner remember and play quarter notes, eighth notes, sixteenth notes, half notes, and whole notes (and their respective rests?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
HIP: (TA/TA-KE/
TA-KE-DI-MI)
*serial activity
I TRANSCRIBE
*serial activity
LOGGING: SUBDIVISION
BALL STEP:GROUP IMPROVISATION
*serial activity
THE MAJOR SCALE
RECOGNIZE THE DIRECTIONALITY OF SOUND
First, the apprentice must be able to sing a note imitating the tone sung or played by the Guide, exploring their ability to tune or discriminate different tones. You will then be able to discriminate the direction in which a given interval, arpeggio or scale moves.
Does the learner recognize the directionality of sound?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
SAME OR DIFFERENT
UP OR DOWN?
SING THE SOUND
SOUND DIALOGUE
PONE A MAJOR SCALE UP AND DOWN USING NUMBERS
Using only numbers again will tone a major scale in ascending and descending order, reinforcing your recognition of the rise and fall of pitches and the relativity between a tonic note and the different degrees that make up its scale.
Does the learner correctly intonate a major scale using numbers?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
THE UP AND DOWN LADDER WITH NUMBERS
*serial activity
UP AND DOWN GRADUALLY
*serial activity
CHANT SARALI VARISAIS (objective for advanced program)
This objective is added only to trainees in the advanced program.
The apprentice will sing the “Sarali Varisais” exercises to become thoroughly familiar with the different tones of the major scale. When you are able to chant them you can practice them on Adi Tala. We can sing these exercises using numbers or the name of the notes.
Has the apprentice learned and chanted the Sarali Varisais?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
SARALI VARISAIS 1
*serial activity
SARALI VARISAIS 2
*serial activity
SARALI VARISAIS 3
*serial activity
SARALI VARISAIS 4
*serial activity
SARALI VARISAIS 5
*serial activity
SARALI VARISAIS 6
*serial activity
SARALI VARISAIS 7
*serial activity
SARALI VARISAIS 8
SARALI VARISAIS 9
*serial activity
To work the Sarai Varisais it is recommended to apply the different variations to give a sense of play
-
Depending on the number of apprentices, they are assigned one or several notes to sing. While the Guide sings the exercise they jump when they hear his note.
-
We stick tape on the floor and write the numbers from 1 to 8.
-
The little ones must follow the route stepping on the numbers that correspond to the sung Sarali Varisai.
-
The little ones can accommodate the didactic material (Sven's steps) according to the Sarai Varisai that the Guide sings.
-
The little ones can collect objects to create groups, each group of objects corresponds to each of the numbers called.
*serial activity
CONCENTRATION AND IMAGINATION
MAINTAIN ABILITY TO CONCENTRATION
Following the same order: attention to our body, attention to our breathing and attention to an element that involves concentrated cognitive work; we will lead learners to become aware that they are concentrating on an object.
Does the learner understand is able to direct and maintain their attention at will?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
WE TURN
NOSE OR MOUTH BREATHING
COUNT BREATHS
I FOCUS ON...
WHAT STEP DID CELLO MISS?
*serial activity
WHAT STEP IS CELLO ON?
*serial activity
STRENGTHEN MUSICAL IMAGINATION
We continue to develop concentration and musical skills by imagining notes and sounds rather than working them out loud.
Does the learner understand that he is able to hear tones and melodies in his imagination even if he does not sing them out loud?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
THE LAST STEP
*serial activity
IMAGINE THE STEP
*serial activity
MUSICAL STRUCTURE
REPRESENT MUSICAL IDEAS GRAPHICALLY
Before teaching him or her the symbols that others have created to represent a certain idea or concept, we will allow him or her to find a way to express what he or she wants to say through his or her own symbols. You should be able to illustrate and deduce melodic contours and other sound ideas.
Is the learner capable of graphically and creatively representing their sound ideas?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
STONE ROAD
MY MAP
*serial activity
MELODIC CONTOURS
*serial activity
MY FRIEND'S MAP
FOLLOW GIANT MAP: ATTENDING BOXES
Get familiar with the boxes to perform exercises with more complex musical structures and recognize different parts or endings for a musical phrase.
Does the learner understand and execute repetitions and alternate boxes?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
BODY MOVEMENT: STRUCTURE
GIANT MAP: SQUARES
*serial activity
MY MAP, WITH REPEAT SIGNS AND BOXES
*serial activity
