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Index 1. In the beginning...................................................................................7 The final challenge: Guilds in the Middle Ages

2. Presenting... the voice...............................................................13 The final challenge: A study of the voice.

3. Hundreds of winds.........................................................................19 The final challenge: My first opera.

4. Tighten the string.........................................................................25 The final challenge: An analysis of musical scores.

5. From key to key..................................................................................31 The final challenge: Musical lives.

6. The beat of music............................................................................ 37 The final challenge: Word, idea, phrase.

7. Connected................................................................................................43 The final challenge: Recordered sound.

8. From town to town...................................................................... 49 The final challenge: The body as an instrument.

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MUSIC

2 SECONDARY EDUCATION

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In the beginning

Scan this code to consult the glossary for this unit.

Sacred music Monophony

Gregorian chant

Focus on English This section contains activities for practising and applying the key vocabulary in the unit.

Sung a cappella

Appears in the 9th century

Music in the Middle Ages

The Final Challenge!

It is the simultaneous combination of different melodies Polyphony

Ars Antiqua

organum, conductus, motet

Ars Nova

motet, canon, ballad, chanson

Each unit ends with a task or challenge to help you develop your skills by applying your knowledge in a different context.

Neumatic notation The appearance of music notation

Two types

Square notation

The page that shows the key vocabulary you will encounter in the unit.

Focus on English

Guido d’Arezzo

Vocabulary

1 Named each note of the scale

Listening. Listen and repeat. The vocabulary can be found at anayaeducacion.es.

2 Reading. The word root refers to the

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origins of something, but you can also find it when describing the parts of a plant: root, stem, leaf, flower, etc. Do you think the two meanings have something in common?

The final challenge

Guilds in the Middle Ages In the Middle Ages, musicians, artists and traders gathered together in groups called guilds.

Work in groups. Complete the following activities to find out more about the guilds in the Middle Ages.

STEP

Find information

Match guilds to their description

Use the Internet to find information about guilds. Answer the following questions:

Match the following guilds to their description below: ‘instrument makers’ and ‘maestro singers’.

1. What is a guild? 2. What were they in charge of? 3. What types of guilds existed? 4. Why were guilds so important? 5. Do you think today something similar to guilds exists?

a) In the Middle Ages, especially in the late Middle Ages, instruments were made in two ways: from one or two or pieces of wood, either using one type of wood or two types.

6. What guilds still exist today?

Basic exercises

STEP

Think what guild would you belong to if you lived in the Middle Ages. Share with your classmates.

Unit 1

MUSIC IN THE MIDDL E

Monophony

AGES

a melody. It is a sounds that make combination of at the same Monophony is a sounds are heard in which no other single part or voice time.

ern music The origins of West

and music Guido d’Arez zo us since our very has accompanied notatio n and the humankind and found in nature Music is as old as of invented a system as imitation of sounds day-to-day Guido d’Arezzo origins. Music began and monotones from is considered the rhythmic sounds written music that reproduction of the notation. This system origin of our music ogy we do activities. of four lines on Thanks to archeol primitive music. was is based on a stave beginning. and rituals. Music We know little about in religious acts drew a clef at the he present which was know that music The powers. note of the scale. magical or healing He named each tamia, also thought to have were taken from as Egypt and Mesopo civilisations, such name of the notes religion. hymn In the great ancient and was linked with of each line of a the first syllable t to have divine origins part of both . music was though John the Baptist instruments, formed dedicated to Saint accompanied by Chant, frequently nies. ceremo t Greek religious and civil found in the Ancien n music can be (800 BC-146 BC) The basis of Wester developed in Greece greatly was Music civilisation. and theatre. form linked to poetry new music and it was an art s. They created a the first music treatise n system. The Greeks wrote a rough music notatio use of modes and order based on the

The appearance

of music notation

texts were Ages. Previously, created in the Middle passed on Music notation was down, they were s were not written the texts to sung, but the melodie draw symbols over scribes began to called neumes. orally. In monasteries, These symbols are . melody the ber help monks remem indicated the curved lines that and straight ed of system of Neumes consist This originated a in the composition. shape of the melody n. neumatic notatio squaremusic notation called into a more clear Ages, neumes evolved sound and each of pitch During the Middle d the These symbols indicate shaped symbol. notation. evolved into square

chant hony: Gregorian Religious monop cappella, that is, which is sung a without is sacred music Gregorian chant sing the same melody a choir of monks all the singers in accompaniment. to the faithful, God of word the chant was to teach Latin was the The goal of this than the music. nt importa was more ed on the text. therefore the text the rhythm depend these chants and language used in

ian chant Types of Gregor n relationship betwee According to the there are three types melody and text of Gregorian chant: per syllable. • Syllabic: one note three or two d: • Neumatic or adorne . notes per syllable per than three notes • Melismatic: more syllable.

Watch the video on Goal 4.b and complete the associated activities at anayaeducacion.es

Commitment to SDGs The resource bank contains audiovisual material that focuses on Sustainable Development Goals.

the troubadours Secular monophony: sung by monasteries and developed outside l instruments Secular music was anied by musica jongleurs, accomp related to the troubadours and had varied themes These compositions such as the lute. life. day day-tointerests of musicians and, in artists, poets or were educated musicians The troubadours sely, jongleurs were sed by noble families. Conver some cases, from played songs compo poor families who and actors from ed troubadours. a clear and measur has ours ed by troubad These songs The music perform of Gregorian chant. rhythm the t with rhythm in contras e languages. were written in romanc

Alfonso X the Wise de composed his Cantigas style of a Santa Maria in the troubadour.

Skills

. Understand, think, apply..

about t to find information Writing. Use the Interne named after. utions made 3 is the main contrib who Gregorian chant 1 Writing. Write down n n. differences betwee o to music notatio by Guido d’Arezz g. Identify the rhythmic by music performed means in 4 Speakin an chant and secular a cappella singing Gregori what 2 Indicate troubadours. Gregorian chant.

Book of chants written using square notation.

Share together

The activities on these pages work on the basic unit content, as well as the different language skills. 1

The suggested activities have been specially designed to gradually and continuously develop the four language skills. The main skill worked on in each activity is highlighted:

Speaking Listening

b) In the Middle Ages, members of this guild gathered to judge the performances of other members of the guild. Members of this guild should play their own songs, they should not only be able to sing (or play), but also compose.

Reading Writing

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In this section of the book, the key information is presented in graphic form, using diagrams and illustrations to help you learn each concept.

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Key concepts

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t r a p is h t in d An

MUSIC

that accom

SECONDARY EDUCATION

du al FOCUS

Monophony

IN THE BEG INNI NG

a melody. n of sounds that make Monophony is a combinatioin which no other sounds are heard It is a single part or voice at the same time.

Music notation

Y RELIGIOUS MONOPHON

Music notation

Rhythm

The birth of music notation

Monastery copyists

Clergy

Performers

Religious

Themes

Straight lines and curves that represented the shape of the melody

Guido d’Arezzo

Neumatic

Not used

Instruments

Square

Marked, regular

Romance languages

Latin

Language Types of music notation

Primitive musical symbols

NY SECULAR MONOPHO

Free, irregular

els

Troubadours and minstr

ry Courtly love, closer to ordina people gurdy, hurdy, psalter Lute, flageolet...

Polyphony

Gregorian Chant A cappella

Melody sung without instrumental accompaniment

Sung in Latin

Simultaneous nt combination of differe melodies 9th century

GREGORIAN CHANT

Monophonic religious song

One note per syllable

Syllabic

Characteristics When does it appear?

POLYPHONY

Melismatic

Periods

Two or three notes per syllable

Neumatic

unit

Types according to the relationship between melody and lyrics

Musical forms

HUNDREDS OF WINDS

Ars antiqua: organum, conductus, motet

Two or three notes per syllable

Ars nova: motet, canon, ballad, chanson

Baroque music

Ars nova

Ars antiqua

Secular vocal music The most important secular vocal form is the opera. 3

The Baroque period is an artistic period thatcion.e developed during use the theactivit 17th ies in the s You can anayaeduca fact files. century and the first half of the 18th century. content of these bank to review the 2

Basso continuo technique

Use of a bass line over which the chords are played.

Overture

Instrumental part that serves as an introduction.

BAROQUE MUSIC

Main characteristics

Accompanied melody

One voice or instrument performs the main melody, and the others, the accompaniment.

Use of contrasts

Contrasts in all elements of the music: rhythm, tempo, melody...

OPERA

Is a dramatic work with music, in which the actors speak through singing and are accompanied by an orchestra.

resource

Sung parts

Played by solo instruments and chorus. Can be arias or recitatives.

Interlude

Instrumental parts between the different parts of an opera.

Religious vocal music New religious vocal forms like the oratorio and the cantata emerged.

The most important music forms of the Baroque era were the suite, the sonata and the concerto.

Activities The resource bank contains activities for you to practise what you have learnt.

Oratorio

Based on texts from the Bible and not acted out. Its structure is similar to an opera.

Cantata

Based on religious or secular text which uses solos, orchestra and choruses. Doesn’t narrate a story.

RELIGIOUS VOCAL MUSIC

Instrumental music

INSTRUMENTAL FORMS

Structure

Instruments

Suite

Various movements of different rhythm, although in the same key.

Solo instrument or an orchestra.

Sonata

Four movements: slow-fast-slow-fast.

One or two solo instruments and an orchestra, and basso continuo.

Concerto

Three movements: fast-slow-fast.

One or many different solo instruments and an orchestra.

Composers of Baroque music

JOHANN SEBASTIAN BACH (1685–1750)

GEORGE FRIDERIC HANDEL (1685-1759)

BARBARA STROZZI (1619-1677) ANTONIO VIVALDI (1678-1741)

anayaeducacion.es You can use the activities in the resource bank to review the content of these fact files.

The

Resource bank www.anayaeducacion.es

This is where you will find resources, techniques and activities to help you consolidate your knowledge. Go to www.anayaeducacion.es, and follow the steps at the beginning of your Spanish book. Timbre Timbre is the quality of sound that enables us to identify the source of the instrument or object the sound. Timbre depe producing the sound and nds on the shape of the material it is made Listen to the sound of of. these instruments:

Your book contains references to the online resources you can use to learn more about each topic and to develop your English language skills.

�1)

Notes

Resources organised

by unit

Interactive activities

All the resources are clearly organised so you can find the ones related to your unit.

l Audiovoisuuarces

res

Glossary

QcoRde

Disappearance of the basso continuo technique

Scan this code to consult the glossary for this unit.

Tighten the string Melodies with smooth and regular rhythms

The melody is central

Instrumental music General characteristics

Types of composition: symphony, sonata and concerto

Instruments: bowed string, wind and percussion. Birth of the classical orchestra

Music of the Classical period Vocal music

Secular forms: opera seria, opera buffa

Composers

Religious forms: oratorio and mass

Focus on English 1

Listen and repeat.

2 Speaking. Primitive humans discovered that tightened strings placed over a resonance box vibrate to make sounds of different pitches. The string bow, used for hunting, could be the origin of string instruments.

J. Haydn, C. W. Gluck, W. A. Mozart, L. v. Beethoven, Anna Maria Mozart

The word ‘bow’ has different meanings. In groups of three, look it up in a dictionary or search on the Internet to find some of these meanings. Create a list and write a sample sentence for each meaning. Then, explain them to the rest of your classmates.

BANK E BANK E G A U NK G A N B A G L E A G U A G U N G A N L

E BANK

CLASSICAL MUSIC

The golden age of music The classical period is an artistic period that spanned the second half of the 18th century and the first decades of the 19th century. It was called the ‘Century of Light’. The Enlightenment occurred during this time; this was a philosophical movement that influenced composers of the period, who used their music to express ideas of order, proportion, balance and beauty. The bourgeoisie, made up of liberal professionals and businessmen, gained importance during the 18th century. Musicians found in them a new audience, culturally prepared to value their compositions.

Did yoy know? The word ‘burgeoisie’ derives from the French word bourgeoisie that refers to the inhabitants of the villages in medieval times. The burg was the area of the village where the professionals, such as artisans and merchants, lived.

The growth of an understanding audience encouraged the appearance of the public concert. Music became available to a wider public and no longer only for a collective minority, such as the nobility or the Church.

Characteristics of Classical music The main characteristics of Classical music are the following: • The use of basso continuo disappeared and in its place repeated chords and arpeggios were used. • The rhythm of the accompaniment is not as marked as in Baroque music. It is more smooth and natural. • The melody is the main element and stands out over the other elements of the musical composition. • The compositions are balanced and of precise proportions. Nothing is excessive. • Previous forms, such as the sonata, were perfected and new ones, such as the symphony, were created.

Understand, think, apply... 1 Speaking. Explain one of the reasons why the public concert emerged in the Classical period.

2 Writing. In your notebook, make a chart of the main musical forms of the Classical period and their characteristics.

During the Classical period, musicians continued to compose for the aristocracy, but they found a new audience in the bourgeoisie.

Unit 4

Classical vocal music The opera was still the most important genre within secular vocal music. However, during the Classical period the topics were more familiar to common people and the music was simpler and easier to understand. This kind of opera is called opera buffa or comic opera and was created in opposition to opera seria, which was more aristocratic and less popular.

Understand, think, apply... 3 Writing. Identify the type of opera that appeared in the Classical period and describe how it differed from opera seria.

Regarding religious vocal music, the mass and the oratorio from the Baroque period continued to be used and developed.

Opera combined the human voice, the orchestra and the special effects available at the time. In the picture, a scene from The Marriage of Figaro by W. A. Mozart.

Classical instrumental music During the Classical period, instrumental music continued the process of independence from vocal music already initiated during the Baroque period. Instrumental compositions reflected the spirit of the Enlightenment. Their melodies were clearer, more balanced and less ornamented than the ones from the Baroque period. Some instruments, such as the harpsichord, were no longer used. Other instruments, such as the French horn and clarinet, became more important. The piano is the instrument that rises in importance in this period. The most representative forms of instrumental music were the sonata, the symphony and the concerto.

Sonata

3 movements: fast-slow-fast

One or two solo instruments

Symphony

4 movements: fast-slow-moderato-fast

Orchestra

Concerto

3 movements fast-slow-fast

Orchestra and a solo instrument

Chamber music The name ‘chamber music’ came from the time when music was played in small rooms called chambers. Usually they were the private rooms of a noble, king or important church official. Today, chamber music is a form of music that is composed for a small group of instruments. The most frequently used ensemble for chamber music is the string quartet (two violins, one viola, and one cello). 27

4. CLASSICAL MUSIC

Classical composers During the Classical period, composers gained prestige and social recognition. They became freelance professionals who worked independently. This allowed them to have more freedom and in some cases they did not even have patrons.

Understand, think, apply... 4 Name one difference between the sonata and the concerto.

5 Writing. Use the Internet to find more information about Mozart and, in your notebook, write the titles of his most famous works.

JOSEPH HAYDN (1732-1809) He was a composer and conductor from Austria. Haydn is considered to be the father of the symphony, the sonata and the string quartet. Although these music forms existed before, he successfully consolidated and developed them.

WOLFGANG AMADEUS MOZART (1756-1791) He was a composer born in Salzburg (Austria) and is considered to be one of the greatest composers of Western music. Despite his short life, Mozart composed an enormous amount of musical works of all genres and usical forms: symphonies, quartets, concertos, and operas.

LUDWIG VAN BEETHOVEN (1770-1827) Beethoven was a German composer and pianist born in Bonn. He created vocal compositions, such as his opera Fidelio and instrumental compositions, the best known of which are his nine symphonies. At the beginning of the 19th century he started to lose his hearing. As he grew older, his deafness began to reduce his creative capacity. However, his music is still among the most performed today.

MARIA ANNA MOZART (1751-1829) Also known as ‘Nannerl’, she was the oldest of the four Mozart children. She was just as talented a piano player and composer as her brother Amadeus, but as a woman, she was unable to access the same opportunities and her true talent was never recognised in her lifetime.

SING IN ENGLISH

Unit 4

Peggy Sue

Buddy Holly, Jerry Allison y Norman Petty

I A1 A2 B A3 A4 (instr.) B A3 coda

Voice Recorder Xylophones

heart yearns

A1 If you knew Peggy Sue, then you’d know why I feel blue, about Peggy, my Peggy Sue oh, well, I love you gal, yes, I love you, Peggy Sue. A2 Peggy Sue, Peggy Sue, oh how my heart yearns for you, oh, oh, Peggy, my Peggy Sue oh, well, I love you gal, and I love you, Peggy Sue. BP eggy Sue, Peggy Sue, pretty, pretty, pretty, pretty, Peggy Sue, oh, oh, Peggy, my Peggy Sue oh, well, I love you gal, yes, I love you, Peggy Sue. A3 I love you, Peggy Sue, with a love so rare and true, oh, oh, Peggy, my Peggy Sue oh, well, I love you gal, and I want you, Peggy Sue.

The final challenge

An analysis of musical scores

Work in groups. Carefully study the following scores. One is from the Baroque period and the other is from the Classical period. Complete the activities so you can learn to recognise a few characteristics of each time period.

STEP Analyse the scores

1. I ndividually, analyse these scores written for a keyboard. Substantial differences can be found: • One has a melody in thirds; the other has only a melody and bass line. • One uses figured bass notation and the other does not. • One has a marked bass line; the other has a melodic bass line.

STEP

Prepare your individual presentation

STEP

Organise the information 2. C reate a table with two columns and rows for the two periods of music history we are comparing. If possible, find a computer application that will help you with your work. 3. O rganise the information you have by time periods, making sure to include all the details you found earlier.

Watch the video on Goal 4.1 and complete the associated activities at anayaeducacion.es

4. I f you do not have a digital whiteboard, copy the scores onto the board You could also do this on a poster. 5. E xplain to your classmates the differences between the scores and how you determined which period they belong to.

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TIGHTEN THE STRINGS

Classical music

MUSIC OF THE CLASSICAL PERIOD

Main characteristics

Disappearance of the basso continuo

Melody accompanied by repeating chord progressions, arpeggios...

Smooth, regular and natural rhythm

Rhythm not as marked as in Baroque music.

The melody is central

Prevalence of symmetry in compositions.

Balance in compositions

No single musical element stands out excessively.

Birth of the classical orchestra

New instruments and a greater number of musicians.

Instrumental music

Parts of a sonata

The most representative forms of instrumental music were the sonata, the symphony and the concerto. Sonata

3 movements: fast-slow-fast

One or two solo instruments

Symphony

4 movements: fast-slow-moderato-fast

Orchestra

Concerto

3 movements: fast-slow-fast

Orchestra and a solo instrument

Exposition A

Bridge

Development

Recapitulation A

Bridge Coda

Vocal music Opera seria

— Mythological themes and legends. — Greater prominence of the orchestra and chorus.

Opera buffa

— Popular themes and a comic, sentimental character. — Mozart is its most famous exponent.

Secular

CLASSICAL VOCAL MUSIC

Mass

— The requiem (music for a Mass for the dead) gains on importance.

Oratorio

— They begin to be performed in concert halls, as well as in churches.

Religious

Classical composers During the Classical period, composers gained prestige and recognition. They became freelance professionals who worked independently. This allowed composers to have more freedom and in some cases they did not even have patrons.

JOSEPH HAYDN (1732-1809)

WOLFGANG AMADEUS MOZART (1756-1791)

LUDWIG VAN BEETHOVEN (1770-1827) MARIA ANNA MOZART (1751-1829)

anayaeducacion.es You can use the activities in the resource bank to review the content of these fact files.