VISUALIZATION AND INTROSPECTION
RECOGNIZE AN INTERNAL WORLD
The apprentice will become aware that just as his five senses allow him to perceive an external world, other senses allow him to explore and feel the internal one.
Does the learner recognize that he has an internal world and understand that he can perceive it in different ways, just as he can perceive the external one?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
A CHOCOLATE
MY SENSES
MY TRUE VOICE
*serial activity
RECOGNIZING THE INTERNAL WORLD OF OTHERS: EMPATHY
The apprentice will become aware that everyone has their own internal world, different from their own, and that by taking this into account we can better understand and respect others.
Does the apprentice understand and live the value of empathy?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
THE EYES OF MY PARTNER
THE VOICE OF MY PARTNER
*serial activity
COLORS FOR EVERYONE
THE MUSICAL INSTRUMENTS
CLASSIFY THE DIFFERENT MUSICAL INSTRUMENTS
The apprentice must be able to name some instruments of each family, as well as classify those new ones that we present to him.
Is the learner able to classify the instruments presented to him?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
EACH INSTRUMENT IN ITS TEMPLE
FAMILY RACES
SOUND WAVES
UNDERSTAND SOUND AND HOW TO ALTER IT
The learner will understand that sound travels in the form of waves through space, and will recognize that the physical characteristics of each object define the type of sound they produce (low, high, deep, flat, etc...), therefore we are able to alter a sound altering some property of the object that produces it.
Does the learner understand the basis of how sound propagates and have they devised ways to alter the sound that a given object makes?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
LOOKING FOR MY PARTNER
SOUND EQUIPMENT
SMALL SHARP, BIG BASS
DESCRIBE THE SOUND
ALTER THE SOUND
*serial activity
*serial activity
LA NEGRA AND ITS SUBDIVISIONS
COORDINATE THREE BODY PLANES
The learner will execute rhythmic patterns that involve coordinating three different actions with different parts of the body, for example the feet, hands and voice mark different figures.
Does the trainee coordinate the execution of exercises of three body planes?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
BODY PERCUSSION: IMITATION
RHYTHM TRAINING: I WALK, CLAP AND TALK
*serial activity
FEET, HANDS AND VOICE
*serial activity
I CREATE MY RHYTHM PATTERN
*serial activity
RECOGNIZE THE EXPRESSION SETBACK
The learner will recognize and execute eighth notes off beat (e e)
Is the apprentice able to mark eighth notes off-beat?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
SHACKLES
EIGHTH NOTES IN PAIRS
INTEGRATION: SVEN'S LADDER TO BACKTIME
*serial activity
UDU PATH: SETBACK
*serial activity
RECOGNIZE THE ODDLER
The learner will recognize the triplet figure. The syllables that will be used to articulate will be:
Ta-Ki-Te
Does the learner already recognize and execute triplets respecting a pulse?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
I GO, I RUN, FAST, LIGHT
IMITATION OF WORDS: TA-KI-TE
CAMINO DE UDU: QUARTER, QUARTER, TRIPLET, SEMICORCHEA
*serial activity
little fingers
SUBDIVIDED
THE MUSICAL NOTES
SING THE NOTES OF THE C SCALE IN UP AND DOWN ORDER
The learner will sing the notes of the major scale in ascending and descending order Do, Re, Mi, Fa, Sol, La, Ti (or Si), Do / Do, Ti, La, Sol, Fa, Mi, Re, Do.
Does the learner sing the notes of the major scale in ascending and descending order correctly?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
THE MUSICAL NOTES: ASCENDING AND DESCENDING ORDER
*serial activity
INTEGRATION: SVEN'S LADDER IN EIGHTHS AND SIXTEWS
*serial activity
SARALI VARISAIS WITH NOTES
*serial activity
PERCEIVE THE DISTANCE BETWEEN TWO NOTES (MOTION BY JOINT GRADE OR JUMPS)
The learner will recognize that a melody is the arrangement of one note (or rest) after another. Between two notes there may be a distance of just one step (the note that follows is adjacent to the one just intoned, for example from G to A ) or there may be a jump (from C to G).
Does the learner understand the difference between stepping and jumping?
Activities to acquire capacities:
OBJECTIVE STAGE
TYPE
STYLE
MUSIC
COMPETENCIES
NEAR OR FAR?
STEPS OR JUMPS
skipping notes
CREATE A MELODY BY JOINT GRADE
*serial activity
