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The following people have worked on this book: Editor: Elena Hidalgo DIAGRAMS: Anaya Educación Design, technical drawings and maps: Patricia G. Serrano, Juan Carlos Quignón, Miguel A. Castillejo, Miguel A. Díaz-Rullo and Miriam Arribas. Illustrations: Pablo Espada Layout: Elvira López Translation: Deborah Spencer PICTURE EDITING: Reyes Gordo Photographs: Archivo Anaya (Padura, S.), Agencia EFE (Diego Gómez/EFE; Martínez de Cripán/EFE), Alamy / Cordon Press (AF archive; dpa picture alliance archive; PAINTING), Album Archivo Fotográfico (Toni Garriga/EFE), Dreamstime / Quick images (Littlej7; Mistervlad; Oleg Gerasymenko; Photogolfer), Getty Images (Brian Rasic / Getty Images Entertainment; Quim Llenas / Getty Images Entertainment), iStock / Getty Images (blanaru; BrAt_PiKaChU; dja65; thomas-bethge; tomrpayne; vladakela; Vladislav Zolotov; Wavebreakmedia), Prisma (Raga), 123 RF (David Franklin; djembe; strangerview).

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Important information: The activities proposed in this book should be completed in a separate notebook or on sheets of paper, not in the book itself. The links to webpages which appear in this book have been checked before printing. The publisher cannot be liable for any changes or modifications which occur after the date of publication.

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Index 1. Chasing sound........................................................................................7 The final challenge: Study Sstrategies.

2. Between notes and data...........................................................13 The final challenge: Digital audio formats.

3. The diffusion of music...............................................................19 The final challenge: A radio programme.

4. Synchronisation...............................................................................25 The final challenge: A film review.

5. Let the opera begin!......................................................................31 The final challenge: Space for opera

6. A musical performance............................................................ 37 The final challenge: Designing a poster.

7. The revival of popular urban music.........................43 The final challenge: A music map.

8. Music of the people..................................................................... 49 The final challenge: A traditional dance.

9. The history of our music.......................................................55 The final challenge: The evolution of variations.

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MUSIC

SECONDARY EDUCATION

SUMA

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cacion.es

www.anayaedu

Let the opera begin!

Scan this code to consult the glossary for this unit.

Overture Parts

Sung parts Interlude

The curtain rises

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

Opera seria Types according to the topic

The opera

Opera buffa

Voices Main composers

The Final Challenge!

Musicians Conductor

Components

Pit, set

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

Audience

Classical periods

Gluck

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

Mozart

19th century

Verdi

Wagner

Focus on English 1

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

2 Speaking. Music can be a method of communication. What do you think the most important factors for successful communication are? Discuss with a partner and share with the class. Discuss ways in which is difficult and may be improved in your classroom.

BANK LANGUAGE LANGUAGE BANK LANGUAGE BANK GE BANK LANGUA BANK BANK LANGUAGE LANGUAGE LANGUAGE BANK

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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unit

Key concepts

SECONDARY EDUCATION 98-8315I S B N 978-84-6

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MUSIC

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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

Let the opera begin!

Scan this code to consult the glossary for this unit.

Overture Parts

Sung parts Interlude

The curtain rises

Opera seria Types according to the topic

The opera

Opera buffa

Voices Main composers Musicians Components

Conductor Pit, set Audience

Classical periods

Gluck

Mozart

19th century

Verdi

Wagner

Focus on English 1

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

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

THE CURTAIN RISES

The opera Opera is a drama in which the actors speak through singing and are accompanied by an orchestra. In the beginning, opera was reserved for the court and the nobility. However, as new theatres opened, the art became popular with the general public.

Parts of an opera • Overture or prelude. An orchestral piece that precedes the action or start of each act. These passages can also appear in the middle of the opera and are then called intermediates or interludes. • Chorus. This is the common song in specific parts of the opera where all characters unite.

Understand, think, apply... 1 Speaking. Opera singers have to train and rehearse a lot to be successful. What do you think is involved in training to be an opera singer? Why is it so difficult? Do you think singing opera is something you can learn or something you are born with a talent for? Do some research and discuss your findings and opinions in small groups.

• Aria. An independent piece typically sung by one or more soloists and accompanied by the orchestra. The aria, together with the chorus, is usually the audience’s favourite part of the opera. • Recitative. A fragment between the arias where the singers appear to recite the text. It is used to narrate the action through the dialogue of the characters.

Opera seria and opera buffa Opera seria is characterised by dramatic topics inspired by mythology, history and powerful figures like heroes or kings. The music was exquisite and refined. These operas were directed at a specific educated audience. In opera buffa, the plot is based on a series of complications and comical situations, and it always ends happily. The music was cheerful and joyous. This style of opera was not directed at the elite upper class but rather was meant to appeal to everyone.

The first operas were about the gods and heroes of Classical antiquity. Literature and music combined create a powerful creative expression.

Unit 5

The San Carlo Theatre in Naples (Italy) was inaugurated on November 4, 1737, and it is the oldest active opera working in the world. Due to its dimensions and structure, it served as a model for other European theatres.

Main components of an opera The principal components of an opera are: • Different voices of the singers: — Soprano: high-range feminine voice, typically the main female character. — Mezzo-soprano or contralto: medium or lower-range feminine voice. These are normally secondary characters such as the mother, nanny, maid or rival. —T enor: a high-range male voice. This is typically the hero, a gallant, brave man and generally, the main male character. —B aritone or bass: medium or low-range male voices. These are normally secondary characters such as friends or enemies of the main character. —C horus: passersby, guests, slaves, soldiers… they are typically grouped together on the stage. • The conductor and musicians: The conductor leads the musicians and singers from a platform between the pit and the stage. • The pit is the space reserved for the musicians. It is located below the stage. • The set: The set used to be made of painted fabric. Today, we use all kinds of materials. They can move thanks to complex computerised machines. • The audience: The spectators that follow along in the libretto from their seats.

Opera terminology Libretto The text or script. In it, the composer writes what each character should sing. Librettist The person who writes the texts for opera. They should have in mind things such as the rhythm of phrases and rhymes when writing texts.

5. THE CURTAIN RISES

Representative opera composers The classical period In music, the classical period is the time period between the second half of the 18th century and the first quarter of the 19th century. Two of the most representative opera composers of this era were Gluck and Mozart.

WOLFGANG AMADEUS MOZART (1756-1791 CHRISTOPH WILLIBALD GLUCK (1714-1787) He is known for being the first composer to majorly reform the opera. He put the music at the service of the text and made it a medium to tell a story and describe feelings. Furthermore, he introduced great choruses and ballets.

He was, after Gluck, the most important opera composer of the Classical period. Mozart composed differently-themed operas. However, opera buffa was his preference.

The opera in the 19th century Italian opera and German opera were two different opera trends present during the 19th century. They each had different characteristics and musical compositions.

RICHARD WAGNER (1813-1883) GIUSEPPE VERDI (1813-1901) He created the main model for the Italian opera. His compositions departed from traditional operas. In his works he was able to convey the political and nationalistic situation of his country, Italy.

Composer and creator of the German musical drama, a type of opera. This was a work of art that included poetry, music and theatre. With Wagner, German opera reached its highpoint.

Understand, think, apply... 1 Writing. Research on the Internet the following operas and write in your notebook who composed each of them: The Magic Flute, Ifigenia in

Aulis, Il trovatore, The Marriage of Figaro, The Valkyrie, La traviata, Lohengrin.

2 Find out who the first female opera composer was.

SING IN ENGLISH

Unit 5

Come Again

A1 B A2 B

John Dowland

Come a - gain! Come a - gain!

Sweet love doth That I may

now cease

in - vite. to mourn.

Thy gra - ces, that re - frain Through thy un - kind dis - dain

to for

do me now left

due and

to die I die

de - light. for - lorn.

(1ª y 2ª) To see, (3ª y 4ª) I sit,

with thee a - gain in dead -ly pain

to hear, I sigh,

in sweet -est sym and end - less mis

to touch, I weep,

pa er

Come again!

Sweet love doth now invite.

That I may cease to mourn.

Thy graces that refrain

Through thy unkind disdain

to do me due delight.

for now left and forlorn.

To see, to hear,

I sit, I sigh

to touch, to kiss,

I weep, I faint

to die with thee again

I die, in deadly pain

in sweetest sympathy.

And endless misery.

to kiss, I faint,

thy. y.

The final challenge

Space for opera In this unit you have studied opera as a musical genre. Now, you are going to broaden your knowledge on the topic. You will do a group project about an element directly related to this genre: the performance space, or the theatres where opera is performed.

Work in groups. Opera houses are buildings specifically designed for opera performances, although they can also be used for other types of performing arts. Your group should create a report about an opera house that answers the following questions:

STEP Prepare

STEP Look for information

Your group should create a report about an opera house that answers the following questions: 1. When was the opera house built? What architectural style was it built in and what are its characteristics?

In groups of four, choose two theatres to investigate per team. You can choose to research the opera houses in Berlin, Bilbao, Barcelona, Madrid, Paris, London, Sydney, Milan, San Francisco, Naples, Buenos Aires, or Washington.

2. What operas have been most performed in this opera house?

STEP

Make conclusions

What conclusions has your group come to as a result of this project? Is there anything special you noticed?

Organise the information and display it Try to answer the previous questions. Organise the information and present it to the class.

dri The d Roy atr al e

Palais Garnier/ Paris Opera

Watch the video on Target 1.3 and complete the associated activities at anayaeducacion.es

Sydney Opera House

SECONDARY EDUCA TION

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MUSIC Go to the

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unit

THE CURTAIN RISES The opera Opera is a drama which the actors speak through singing and are accompanied by an orchestra.

PARTS OF AN OPERA

Overture

Interlude

Sung parts

Played by soloist instruments and chorus. These can be arias or recitatives.

Instrumental part that serves as an introduction.

Instrumental fragment between the different parts of an opera.

Main components of an opera The set used to be made of painted fabric. Soprano: high-range feminine voice, typically the main female character.

Mezzo-soprano or contralto: medium or lower-range feminine voice. These are normally secondary characters.

Tenor: a high-range male voice. This is the main male character.

The conductor leads the musicians and singers from a platform between the pit and the stage.

The pit is the space reserved for the musicians. It is located below the stage.

Baritone or bass: medium or low-range male voices. These are normally secondary characters.

Opera seria and opera buffa Since the origins of the genre, the plot topics have varied according to the interests and likes of the time period. They even varied according to the language used.

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.

Representative opera composers CLASSICAL PERIOD

CHRISTOPH WILLIBALD GLUCK (1714-1787) He is known for being the first composer to majorly reform the opera. He put the music at the service of the text and converted it into a medium to describe a story and feelings..

WOLFGANG AMADEUS MOZART (1756-1791 He was, after Gluck, the most important opera composer of the Classical period. Mozart composed differently themed operas, however, opéra comique took precedence.

THE OPERA IN THE 19TH CENTURY GIUSEPPE VERDI (1813-1901) He created the main model for the Italian opera. His compositions evolved from typical Italian operas. In his works he was able to convey the political and nationalistic situation of his country, Italy.

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

RICHARD WAGNER (1813-1883) Composer and creator of the German musical drama, a type of opera. This was a work of art that included poetry, music and theatre. With Wagner, German opera reached its peak.