CONSEJERÍA DE EDUCACIÓN
Dirección General de Participación e Innovación Educativa
Identificación del material AICLE
TÍTULO Classical Music
NIVEL LINGÜÍSTICO
A2.1
SEGÚN MCER
IDIOMA Inglés
ÁREA / MATERIA Música
NÚCLEO TEMÁTICO Historia de la Música
La unidad pretende introducir al alumnado en el conocimiento de la música del
GUIÓN TEMÁTICO clasicismo, trabajando sus características principales, los géneros vocales e
instrumentales de la época y los compositores más destacados.
FORMATO Material didáctico en formato PDF
CORRESPONDENCIA
2º de Educación Secundaria
CURRICULAR
AUTORÍA Almudena Viéitez Roldán
TEMPORALIZACIÓN
6 sesiones.
APROXIMADA
Competencia lingüística:
- Adquisición de vocabulario
- Elaborar y formular preguntas al compañero
- Discusión y puesta en común en voz alta de aspectos concretos del tema
- Elaboración de textos
- Lectura comprensiva
COMPETENCIAS - Fomento de las destrezas orales
BÁSICAS Competencia cultural y artística:
- Conocimiento de música de otras épocas, inculcando una actitud de respeto
hacia la misma
Competencia para aprender a aprender:
- Extraer características a partir de audiciones
- Extraer información de textos y ordenarla cronológicamente
- Establecer similitudes y diferencias entre diversos tipos de obras
Se recomienda completar la unidad con la interpretación vocal o instrumental de
OBSERVACIONES alguna pieza de música del clasicismo; también sería recomendable el visionado
de un fragmento de alguna ópera clásica.
Material AICLE. 2º de ESO: Classical Music 3
Tabla de programación AICLE
- Comprender y expresarse en una o más lenguas extranjeras de manera apropiada
- Conocer, valorar y respetar los aspectos básicos de la cultura y la historia propias y
OBJETIVOS de los demás, así como el patrimonio artístico y cultural
- Apreciar la creación artística y comprender el lenguaje de las distintas manifesta-
ciones artísticas, utilizando diversos medios de expresión y representación
CONTENIDOS Bloque 4: La música en la cultura y en la sociedad.
DE Conocimiento de las manifestaciones musicales más significativas del patrimonio
CURSO / CICLO cultural occidental y de otras partes del mundo.
- Música del Clasicismo
- Características de la música del Clasicismo
- Música vocal del Clasicismo: la ópera cómica
TEMA
- Música instrumental: estructuras musicales, formas instrumentales: sinfonía,
sonata y concierto
- Compositores del Clasicismo: Mozart y Beethoven
- Referir hechos de un período histórico
- Inquirir sobre datos históricos
MODELOS - Describir rasgos de piezas musicales
DISCURSIVOS - Identificar palabras e imágenes
- Clasificar audiciones según sus características
- Identificar términos musicales a través de sus definiciones
- Tablas de características
TAREAS
- Audiciones de música del clasicismo
FUNCIONES: ESTRUCTURAS:
- Expresar opiniones was performed, was
- Expresar contrastes used, was composed
- Secuenciar información he used to…
en el pasado
CONTENIDOS
LINGÜÍSTICOS LÉXICO:
balanced, imbalanced, clarity, regular, equality, sudden, Classical, ornamented,
Neoclassicism, symmetric, simple, clear, uniformity, gradually, court, wealth, comic,
libretto, technique requirements, spread, resembled, operatic, buffa, intermezzi,
rondo, variations, sonata, ternary, exposition, development, recapitulation, symphony,
communal grave, debts, buried, deaf, childhood.
- Reconoce las principales características de la música del clasicismo
- Diferencia la música del Clasicismo de la de la época barroca
CRITERIOS DE - Identifica las diferentes partes de una sinfonía
EVALUACIÓN - Conoce los datos más relevantes de los principales compositores del clasicismo
- Conoce el vocabulario específico relativo a la música del Clasicismo
- Conoce la evolución que sufrió la orquesta en el clasicismo
4 Material AICLE. 2º de ESO: Classical Music
CONTENTS
1. Introduction
2. Classical music
2.1. Vocal music
2.2. Instrumental music
2.3. Classical composers
3. Review activity
4. Project
Material AICLE. 2º de ESO: Classical Music 5
1. INTRODUCTION
1. Work in pairs. Look at the following pairs of images. They show
the same objects but there are many differences between them.
Talk about these differences with a partner. Use comparatives
(more ….., less ……, -er), as in the example.
Example: Pair 1 are columns. In picture B the columns are simpler
than in picture A.
Pair 1 Pair 2
A B A B
Pair 3 Pair 4
A B A B
6 Material AICLE. 2º de ESO: Classical Music
2. Organize the following words in pairs of opposites. Write the
pairs in the parchment below.
Material AICLE. 2º de ESO: Classical Music 7
3. Compare your answers with your partner. Ask him/her the
opposite of some words, as in the example:
Example: What’s the opposite of ………..?
2. CLASSICAL MUSIC
1. Which words/ideas do you associate with the word “classical”
(in general and related to music)? Write your ideas in this mind
map. You may need to add some arrows.
classical
2. Compare your ideas in groups of three. Explain your mind map
to the rest of your group.
Expressions to use:
To me, classical means…… because….
It also involves….
I agree with you in that ……
I see your point, but I don’t think that…..
8 Material AICLE. 2º de ESO: Classical Music
3. (In the same groups). Is there a difference between “classical music” and
“Classical music”? Discuss. Write your conclusions in this table.
CONCLUSIONS
classical music
Classical music
2. Read the following text about the Classical era and Classical music, and underline
the main ideas. Then, complete the chart with a list of the ideas you underlined.
Classical music is the music composed during the Classical era (1750-1820
approximately). This period involved a dramatic change from the Baroque
era. Arts in general moved away from the ornamented and complicated
features of the Baroque to a simpler and clearer style. Classical architecture
was inspired by ancient Greek and Roman art, creating the Neoclassicism
movement. Music imitated the architectural style in that it used balanced
and symmetric structures, and simple, clear, and regular melodic phrases.
The music was more uniform than Baroque music. New instruments were
added to the symphony orchestra.
Classical period
and Classical music
Material AICLE. 2º de ESO: Classical Music 9
3. What is the main difference between Classical music and Baroque music?
Answer: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. Work with your partner. Here are some sentences which describe features of
Baroque music and Classical music. Cut the sentences up with a pair of scissors
and organize them into two groups (the “Baroques” and the “Classicals”).
(You can write B or C beside each sentence if you don’t have scissors).
Music used simple melodies
Music used basso continuo texture (a melodic part with an accompaniment of chords
played by a keyboard instrument)
There is a new instrument – the harpsichord – which provides the harmonies
Changes in dynamics happened gradually throughout the musical pieces
Music was performed by an orchestra based on string instruments
Opera was born
The symphony orchestra includes new instruments such as clarinets and bassoons
There is a lot of contrast in dynamics throughout the musical pieces
The organ was very popular
The character of the music is the same throughout the piece
Music used ornamented melodic parts – this means that the melody was not simple but
“decorated” with many notes
Changes in dynamics happened suddenly throughout the pieces
Music followed clear and balanced structures
The main composers were Vivaldi, Handel and Bach
The main composers were Mozart and Beethoven
10 Material AICLE. 2º de ESO: Classical Music
2.1. VOCAL MUSIC
1. Match the words on the left with the definition on the right.
- courts - unnatural
- Baroque - the text of an opera
- dramatic - the place where kings and queens live
- wealth - with lots of action/emotion
- Classical - related to opera
- compositional styles - specific needs of a field
- artificial - 1750-1820
- comic - parts in which operas are divided, (usually three)
- acts - funny
- libretto - extend
- technical requirements - be similar
- spread - the personal way that composers create their work
- resembled - 1600-1750
- operatic - riches
2. You are going to hear a text about vocal music during the
Classical era. Fill in the gaps with words from the previous activity.
At the end of the ……………… era, operas were spectacular, ……………….
shows performed in ……………. to demonstrate royal and aristocratic power
and ………….. In the ………………. period composers decided to change their
……………………………………. to make serious opera less artificial. The com-
poser who started this reform was Gluck.
Meanwhile, the lower social classes had their own musical theatre, with
…………. scenes between ………... These scenes, called intermezzi, developed
into a new form of opera: the comic opera, also named opera buffa. It involved a
comic …………….., and less ……………………………………. for singers. This
new style ……………… over Europe very soon, adopting different names and
forms in different countries. Mozart and Rossini composed buffa.
Religious music ……………….. operatic music. In fact, most of the composers
who wrote church music were also opera composers.
Material AICLE. 2º de ESO: Classical Music 11
2. Write four TRUE/FALSE questions based on the text. Give your
questions to a partner, and answer their questions.
1.
2.
3.
4.
2.2. INSTRUMENTAL MUSIC
Instrumental pieces followed certain
structures in the Classical era.
Listen carefully. You are going to hear about different forms of music. Write
down the plan of each form: use capital letters for the different themes
(A, B, C,…); numbers for theme variations (A1, A2, A3,…); and pictures for
certain sections (eg. bridge:
)
RONDO FORM
THEME AND VARIATIONS
TERNARY FORM
EXPOSITION
SONATA FORM DEVELOPMENT
RECAPITULATION
12 Material AICLE. 2º de ESO: Classical Music
2. You are going to listen to an example of each form. Work in groups of three.
Complete the table below. Use the plan you copied for each form in the previous
exercise while listening to the music. Talk to your partners. Does the piece
match the plan or is there any variation? Write down the plan for each piece.
TITLE COMPOSER FORM NAME FORM PLAN
PIECE 1
PIECE 2
PIECE 3
PIECE 4
Apart from short, single movement instrumental
pieces, the main instrumental composition was the
symphony. These were composed for a symphonic
orchestra and divided into four movements, following a
predetermined structure.
Material AICLE. 2º de ESO: Classical Music 13
3. Work in groups of four. Each student will read ONE of the following texts,
and complete their part in the chart below. Then, share your information with
the rest of your group, explaining your text while they make notes about the
main information.
SYMPHONY
TEXT 1: first movement
The first movement has a fast tempo. It is usually written in sonata form which has
three sections – the exposition, the development and the recapitulation.
TEXT 2: second movement
The second movement has a slow tempo. Composers used different forms, but the
most popular were the ternary form and the theme and variations.
TEXT 3: third movement
The third movement can have either a fast or a slow tempo. It often follows a ter-
nary structure (minuet-trio-minuet)
TEXT 4: fourth movement
The fourth movement has a fast tempo. It used different forms, including the sonata
form or the rondo form.
MOVEMENT FIRST SECOND THIRD FOURTH
TEMPO
FORMS
The sonata and the concerto were also
popular. They followed the same structure as
the symphony, but sonatas were composed for
one, two or three instruments, while concertos
were composed for a symphony orchestra with
a soloist.
14 Material AICLE. 2º de ESO: Classical Music
4. Work in pairs. Listen to three pieces of music. What type of piece is each?
(Sonata, concerto or symphony?) Your teacher will tell you the composer and the title.
TYPE OF PIECE COMPOSER TITLE
PIECE 1
PIECE 2
PIECE 3
The orchestra started to change during
the 18th century. New instruments
were introduced.
Material AICLE. 2º de ESO: Classical Music 15
5. Listen to a text about the orchestra in the Classical period. Work in pairs. One
of you has to make notes about the strings and the brass section, while the other
concentrates on the woodwind and percussion sections. Then share your information
with your partner, and complete the chart.
STRINGS WOODWIND BRASS PERCUSSION
2.3. CLASSICAL COMPOSERS
W. A. Mozart L. van Beethoven
Mozart and Beethoven were composers in the Classical period. Check what you already
know about them and learn something new about their lives.
16 Material AICLE. 2º de ESO: Classical Music
1. Work alone. Choose one of these two composers. On small pieces
of paper, write down anything you know about your composer – his
nationality, his date of birth and death, his works, etc.
2. Form groups of three/four students with the same composer. Share
your notes. Eliminate the repeated ones. Now your teacher will give you
a separate sheet with information about Mozart or Beethoven. Cross
out the sentences which provide information you already have.
3. Now, order the information chronologically and develop a biography
of your composer. Once you have your biography, compare it with the
other groups with same composer. Add the pieces of information that
you didn’t have in your biography.
Structures to use:
….. was born in…
When he was a child…..
He composed…..
One
of his most famous compositions is ……
At the end of his life……
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Material AICLE. 2º de ESO: Classical Music
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4. Now, work in two big groups, one formed of students who did Mozart
and the other with the ones who did Beethoven. Design a poster with the
biography of each composer. Write short sentences, one sentence each
student. Use different colors and make your poster attractive. You can
stick pictures on it. We will display the posters in the music room.
3. REVIEW ACTIVITIES
1. Labyrinth. At every number, answer the question and turn left/right
according to your answer (the questions are on the next page). If you get
the questions right, you will finish at the name of a Classical composer.
Otherwise, you will end up in a composer of another period!!
18 Material AICLE. 2º de ESO: Classical Music
Sonata
(turn left)
1) A musical form with three parts: exposition,
development and recapitulation.
Rondo
(turn right)
Viena
(turn left)
2) Place where Mozart was born.
Salzburg
(turn right)
French horn
(turn left)
3) Instrument in the woodwind section of
the orchestra.
Clarinet
(turn right)
Symphonic
(turn left)
4) Name of comic opera.
Buffa
(turn right)
Use the link below to see if your final composer was from the Classical period. If
it is not a Classical composer, start the entire journey over again. When you get a
Classical composer, find out about his contribution to the Classical period.
http://www.notablebiographies.com/
Material AICLE. 2º de ESO: Classical Music 19
2. Walk around the class, and see who can answer the following questions
(try to find a different person for each question). Write down the answer and
the name of the student who answered it.
Find someone who…
1) knows the name of Beethoven’s only opera
…………………………………………………………………………
2) can explain the structure of a rondo
…………………………………………………………………………
3) knows who composed “The Magic Flute”
…………………………………………………………………………
4) knows the difference between a symphony and a concerto
…………………………………………………………………………
5) can name two opera buffa composers
…………………………………………………………………………
6) can explain the main differences between Baroque and Classical music
…………………………………………………………………………
7) knows about changes to the orchestra during the Classical era
…………………………………………………………………………
8) can name three Classical composers of the Classical period
…………………………………………………………………………
20 Material AICLE. 2º de ESO: Classical Music
4. PROJECT
In the Classical era, composers began to write
compositions for public concerts. However, most of
them still worked as court musicians. This involved
being employed by royalty or emperors and composing
pieces that they would like.
Work in groups. Choose one of the countries below (each group is going to work
with a different country). Find out about your country in the Classical era. Make
sure you look for:
- where the court was
- kings/queens/emperors in power
- where they lived
- musicians that worked in the court during that period
COUNTRIES
Kingdom of Spain
Kingdom of Prussia
Empire of Austria
Kingdom of France
United Kingdom of Great Britain
Now, create a power point presentation with the
information you found, including pictures. Decide who is
going to explain each slide, and show your presentation
to the rest of the class.
Material AICLE. 2º de ESO: Classical Music 21
AFTER THIS UNIT….
NOT
Distinguish between Baroque and Classical music YES NO
YET
Identify the different parts in a musical piece and recog- NOT
YES NO
nize the structure it follows YET
NOT
Classify a Classical musical piece in its appropriate genre YES NO
YET
I CAN...
Identify the main structural forms of a piece of Classical NOT
YES NO
music YET
NOT
Extract information from texts YES NO
YET
NOT
Communicate in English to do group activities YES NO
YET
NOT
The main features of Classical music YES NO
YET
NOT
How opera developed in the Classical period YES NO
YET
What the different movements of a symphony are NOT
YES NO
like YET
I KNOW...
NOT
Some of the most famous Classical musical pieces YES NO
YET
The difference between sonata form and a musical NOT
YES NO
piece called a sonata YET
The instruments that perform a symphony, a so- NOT
YES NO
nata and a concerto YET
22 Material AICLE. 2º de ESO: Classical Music
