MUSIC PROGRAMMING FOR THE 2016/17 YEAR.

4TH PRIMARY

1. General objectives aimed at achieving stage objectives.

Royal Decree 126/2014, of February 28, which establishes the basic curriculum

of Primary Education, establishes the following stage objectives:

 a) Know and appreciate the values and norms of coexistence, learn to

act in accordance with them, prepare for the active exercise of

citizenship and respect human rights, as well as the pluralism typical of a

democratic society.

 b) Develop habits of individual and team work, effort and responsibility in

studying, as well as attitudes of self-confidence, critical sense, personal

initiative, curiosity, interest and creativity in learning, and entrepreneurial

spirit.

 c) Acquire skills for the prevention and peaceful resolution of conflicts,

which allow them to function autonomously in the family and domestic

sphere, as well as in the social groups with which they relate.

 d) Know, understand and respect different cultures and differences

between people, equal rights and opportunities for men and women and

non-discrimination against people with disabilities.

 e) Know and use appropriately the Spanish language and, if any, the co-

official language of the Autonomous Community and develop reading

habits.

 f) Acquire in at least one foreign language the basic communicative

competence that allows them to express and understand simple

messages and function in everyday situations.

  g) Develop basic mathematical skills and begin solving problems that

require carrying out basic calculation operations, geometric knowledge

and estimations, as well as being able to apply them to everyday life

situations.

 h) Know the fundamental aspects of Natural Sciences, Social Sciences,

Geography, History and Culture.

 i) Begin to use Information and Communication Technologies for

learning, developing a critical spirit regarding the messages they receive

and prepare.

 j) Use different representations and artistic expressions and start building

visual and audiovisual proposals.

 k) Value hygiene and health, accept one's own body and that of others,

respect differences and use physical education and sports as means to

promote personal and social development.

 l) Know and value the animals closest to humans and adopt modes of

behavior that favor their care.

 m) Develop their emotional capacities in all areas of personality and in

their relationships with others, as well as an attitude opposed to violence,

prejudices of any kind and sexist stereotypes.

 n) Promote road safety education and respectful attitudes that affect the

prevention of traffic accidents.

From the music subject, we will work on the following objectives:

a,b,c,d,f,g,h,i,j,m.

2. DIDACTIC UNITS

1. NATURAL SOUNDS
DIDACTIC GOALS

• Identify the qualities of sounds.

• Know examples of varied works of our culture and value musical

heritage.

• Know and perform songs from different places, periods and styles with

and without accompaniment.

• Know and assimilate in a practical way the basic rules of drumstick

technique.

• Know and interpret the pentatonic scale on reed instruments.

• Represent a sound message with unconventional spelling to interpret

the duration of the sound.

• Control articulation and fingering to obtain a good sound with the flute in

the interpretation of a simple flute melody with the notes SI, LA, SOL.

• Participate in a group dance, following the pulse and reacting to each

part of the music.

UNIT CONTENTS - EVALUATION CRITERIA - EVALUABLE LEARNING

STANDARDS - KEY COMPETENCES

Key competences (CC): linguistic communication (CCL), mathematical competence and basic
competences in science and technology (CMCT), digital competence (CD), learning to learn (CAA),
social and civic competences (CSYC), sense of initiative and entrepreneurial spirit (SIEP) and cultural
awareness and expressions (CEC).

Criteria
Contents Assessable learning standards DC
evaluation

The ear 1. Distinguish the voices 1.1. Recognize and identify

and instruments of a expressive structural SIEP
- Active listening:
musical audition and elements in different
Norwegian Dance CEC
pay attention to the musical works or
No. 2, E. Grieg.
form, style and fragments.
- Listening and features that define
their expressive 1.2. Recognizes and identifies
exploring sound
meaning. the voices and instruments
sources from
that intervene in listening
natural objects. CCL
to a piece of music, the
style and the most
significant features that
define it.

2. Identify, classify and 2.1. Recognizes and classifies

graphically interpret sounds in the environment
sounds according to based on their qualities,
their qualities. both in isolation and in CAA
combination, representing
them in conventional and
non-conventional
spellings.

Music, culture and 3. Know works from both 3.1. Know and value musical
society our country and works from our country
other countries, and other countries, with
- Everyday CEC
understood as signs attention to those of their
instruments.
of cultural identity own context, and CSYC
- The composer and that make up the appreciate the origin of
his work: Edvard heritage and tradition their artistic and
Grieg, Norwegian of the people. expressive sense.
Dance No. 2.
3.2. It values and respects the SIEP
- Reading: The origin author of the musical
of music. works heard, performed
vocally, instrumentally or
 physically and
differentiates him from the

LISTEN - Music from other director and the

cultures: Mi performer.
lantern
The voice 4. Experience the 4.1. Use the voice and musical
expressive instruments as
- Song: Treke CEC
possibilities of the accompaniment to
treketré.
voice and apply the auditions, songs, body CSYC
- Task: My lantern fundamental aspects expression proposals,
( Germany). in its use and care. dramatization and dances.

The instruments 5. Use musical language 5.1. Read, write and perform
for reading, pentatonic scale melodies
- Drumsticks: theory
interpreting, in musical language.
and practice.
accompaniment and CAA
- Natural objects as variations of songs
sound sources. and musical pieces,
both vocal and
- Interpretation of instrumental.
rondo with C
pentatonic. 6. Search, select and 6.1. Experiment sounds with
MUSICAL INTERPRETATION

organize information self-made musical

- Flute: Mystery in CEC
about events, instruments, made with
the cemetery creators and recycled objects or CAA
(SOL, LA, SI). professionals related materials, and apply them
to music. to the accompaniment of CCL
- Long and short
musical or dramatic
sounds.
proposals.

Musical language 7. Use musical language 7.1. Performs musical pieces CEC
for reading, that involve the use of
- The pulse.
interpreting, rhythmic and melodic
- Musical figures and accompaniment and instruments, adapting his
the formation of variations of songs interpretation to that of
rhythmic syllables: and musical pieces, the group.
white, quarter both vocal and
note, eighth instrumental.
notes, sixteenth
notes.

- Identification of
the place of each
note on the staff.

- Reading a
choreographic
 score.

- Rhythmic dictation.

The body 8. Apply the expressive, 8.1. Learn different types of

musical and creative dances (in a circle, square,
- Dance and
MUSIC, MOVEMENT AND DANCE

capacities of the body rows, couples...) and adapt CEC

choreographic
in movement, using the movement to the
interpretation of
appropriate codes in space and the partner.
Norwegian Dance
structured spatial and
No. 2, by Grieg. 8.2. Memorizes and interprets
temporal situations.
sequences of different
steps in a rhythmic and
coordinated manner with CEC
the group and integrates
them into learning a
dance.

SELECTION OF EVIDENCE FOR THE PORTFOLIO

The learning standards show the degree of achievement of the evaluation criteria from the
very description and specification of the criterion. To facilitate monitoring the development of
each standard, we will look for evidence from students that shows their evolution in each of
them.
A portfolio of evidence for the learning standards is proposed in the evaluation annex. The
following table suggests a selection of some of this possible evidence. Teachers may replace
them with others that they consider more relevant for the development of their group.

Student book (LA) / Didactic proposal (PD) / Photocopiable resources (RF)

Assessable learning standards Selection of evidence for the portfolio

1.1. Recognize and identify expressive • Active listening to Norwegian Dance . (P.S)
structural elements in different musical
works or fragments.

1.2. Recognizes and identifies the voices and • Activity of a song with different sound
instruments that intervene in listening to timbres. (LA) (PS)
a piece of music, the style and the most
significant features that define it.

2.1. Recognizes and classifies sounds in the • Unconventional spelling activity with long
environment based on their qualities,
 both in isolation and in combination, and short sounds. (THE)
representing them in conventional and
non-conventional spellings.

3.1. Know and value musical works from our • Final assignment activity about the autumn
country and other countries, with night party in Germany. (LA) (RF)
attention to those of their own cultural
context, and appreciate the origin of their
artistic and expressive sense.

3.2. It values and respects the author of the • Auditions of the unit of a classical composer:
musical works heard, performed vocally, Grieg and others of the author. (P.S)
instrumentally or physically and
differentiates him from the director and
the performer.

4.1. Use the voice and musical instruments as • Singing activity with accompaniment of
accompaniment to auditions, songs, body natural instruments. (LA) (PS)
expression proposals, dramatization and
dances.

5.1. Read, write and perform pentatonic scale • Improvisation activity with sheets using the
melodies in musical language. C pentatonic scale. (THE)

6.1. Experiment sounds with self-made musical • Rhythm reading and interpretation activity
instruments, made with recycled objects with natural or recycled objects or materials.
or materials, and apply them to the (THE)
accompaniment of musical or dramatic
proposals.

7.1. Performs musical pieces that involve the • Interpretation activity of a flute piece. (LA)
use of rhythmic and melodic instruments, (PS)
adapting his interpretation to that of the
group.

8.1. Learn different types of dances (in a circle, • Music and movement activity in concentric
square, rows, couples...) and adapt the circles. (LA) (PS)
movement to the space and the partner.

8.2. Memorizes and interprets sequences of • Ability to autonomously follow the

different steps in a rhythmic and movements indicated in each part in
coordinated manner with the group and coordination with the rest of the group. (LA)
integrates them into learning a dance. (PS)

UD2. VOICE GAME

DIDACTIC GOALS

• Adapt movement with voice and gesture when carrying out the activities that require it.
• Strengthen basic instrumental skills to interpret a melody with the flute.
• Recognize and analyze popular artistic manifestations from other times and cultures.
• Distinguish aurally the elements that are the object of study and that make up the musical
works presented.
• Adjust one's own movements to those of the rest of the group in songs and dances.
• Develop auditory memory through vocal interpretation of songs, instrumental pieces and
dances.
• Strengthen tuning, articulation and expression in vocal and instrumental interpretation.
• Use the possibilities of sound as an element of representation and communication,
thereby contributing to emotional balance and the relationship with others.
3. UNIT CONTENTS - EVALUATION CRITERIA - EVALUABLE LEARNING
STANDARDS - KEY COMPETENCES

Key competences (CC): linguistic communication (CCL), mathematical competence and basic
competences in science and technology (CCT), digital competence (CD), learning to learn (CAA), social
and civic competences (CSYC), sense of initiative and entrepreneurial spirit (SIEP) and cultural awareness
and expressions (CEC).

Criteria Assessable learning

Contents DC
evaluation standards

The ear 1. Know works of Spanish 1.1. Know and value

folklore and other musical works
- Listening: quodlibet of
countries understood as related to Spanish
songs.
signs of cultural identity folklore and other
- Melodic dictation. that make up the heritage countries, with CEC
and tradition of people. attention to those of
- Auditory discrimination their own context, CSYC
in fragments of vocal and appreciate the
works of the different origin of their artistic
types of voices. and expressive
sense.

2. Distinguish the voices and 2.1. Make simple

instruments of a musical rhythmic dictations
FCTC
audition and pay attention with conventional
LISTEN

to the form, style and spellings.

features that define their
expressive meaning. 2.2. Recognizes and
identifies the voices
and instruments
that intervene in
listening to a piece SIEP
of music, the style
and the most
significant features
that define it.

Music, culture and 3. Value musical heritage, 3.1. Respect the rules of CSYC
society knowing the importance of behavior at
its maintenance and auditions and
- The Llivre Vermell from
dissemination, learning the musical
the Montserrat
respect with which performances.
 monastery. auditions and 3.2. Investigate the
performances must be importance of
- Dance as a form of
faced. professionals related
social interaction.
to the world of
- Classification of human music.
voices.
SIEP
- Reading: Ulysses and
the Sirens , text CEC
adapted from Homer's
Odyssey .

- Music from other

cultures: Nobody will
know (USA). USA).

The voice 4. Understand the voice as an 4.1. Use musical language

instrument and expressive for the vocal CAA
- Songs:
resource, starting from the interpretation of CEC
- Quodlibet: song and its possibilities to works.
Lamplighter, create, invent or
improvise. 4.2. Recognizes small
Arrorró, Aserrín. CSYC
melodic phrases.
- «Laudemus
4.3. He performs songs
virginem» (Llivre
from different
Vermell), canon for
places, times and
three voices.
styles, valuing their
- Kwaheri (Kenya). contribution to
personal, social and SIEP
- Christmas carol: The cultural enrichment.
bush.

- Task: Nobody will

know (USA). UU).

The instruments 5. Perform alone or in a group, 5.1. Perform basic

using your own body or repertoire of songs CAA
- The voice as an
instruments, using musical with the recorder.
instrument.
language, simple
compositions that contain 5.2. Know the minimum CAA
- Accompaniment with
musical procedures of fingering on the
small percussion of
repetition, variation and flute required by the
the Christmas carol:
contrast, assuming teacher.
La zarza.
responsibility for the group
- Flute and sheets: Get interpretation and
down, they 're respecting the
coming! (note E).
 contributions of others. as
MUSICAL INTERPRETATION the person who assumes
Musical language 6. Use musical language to 6.1. Use musical language
CEC
interpret various pieces to interpret works.
- Practice of reading and
and songs from our own
writing the pentatonic 6.2. Make simple
Community or the rest of
scale. rhythmic dictations
the world, individually or
in a group, valuing their with conventional
- Instrumental ensemble
contribution to personal, spellings.
score: flute, reeds and FCTC
small percussion. social and cultural
enrichment, assuming
- Melodic dictation. responsibility for the group
interpretation.

The body 7. Acquire expressive and 7.1. He performs simple

creative abilities that dances adapting his
- Musical language of
knowledge of dance offers, movements to the CSYC
gestures (Kodály) for C
valuing its contribution to music and his
MUSIC, MOVEMENT AND DANCE

pentatonic intonation.
heritage and enjoying its companions.
- Music and movement: interpretation as a form of
social interaction. 7.2. It identifies the body
Kwaheri (Kenya).
as an instrument for
- Movement creation: the expression of
Nobody will know feelings and
(USA). emotions and as a
form of interaction CEC
with others.
4. SELECTION OF EVIDENCE FOR THE PORTFOLIO

The learning standards show the degree of achievement of the evaluation criteria from the
very description and specification of the criterion. To facilitate monitoring the development
of each standard, we will look for evidence from students that shows their evolution in
each of them.
A portfolio of evidence for the learning standards is proposed in the evaluation annex. The
following table suggests a selection of some of this possible evidence. Teachers may replace
them with others that they consider more relevant for the development of their group.

Student book (LA) / Didactic proposal (PD) / Photocopiable resources (RF)

Assessable learning standards Selection of evidence for the portfolio

1.1. Know and value musical works related to • Activity to practice a quodlibet with popular
Spanish folklore and other countries, with songs and a canon from the Middle Ages.
attention to those of their own context, (THE)
and appreciate the origin of their artistic
and expressive sense.

2.1. Make simple rhythmic dictations with • Voice classification activity. (THE)
conventional spellings.

2.2. Recognizes and identifies the voices and • Listening activity of examples of operas to
instruments that intervene in listening to identify the voices that intervene in each of
a piece of music, the style and the most them. (THE)
significant features that define it.

3.1. Respect the rules of behavior at auditions • Activities in which attentive listening is
and musical performances. necessary. (THE)

3.2. Investigate the importance of • Information search activities about operas

professionals related to the world of and the music professionals involved in
music. them. (THE)

4.1. Use musical language for the vocal • Active listening activities with various
interpretation of works. musical works. (THE)

4.2. Recognizes small melodic phrases. • Activity of completing the end of a canon
with the melody or melodic phrase that
makes it up. (THE)

4.3. He performs songs from different places, • Interpretation activities of various songs.
times and styles, valuing their (THE)
contribution to personal, social and
cultural enrichment.
5.1. Perform basic repertoire of songs with the • Reading and interpretation activity of a flute
recorder. piece that contributes to expanding the
repertoire worked on. (THE)

5.2. Know the minimum fingering on the flute • Four-note activity in which both hands are
required by the teacher. already involved. (SI, LA, SOL, MI).

6.1. Use musical language to interpret works. • Vocal and instrumental interpretation
activities with flute, sheets or body
percussion of popular manifestations. (THE)

6.2. Make simple rhythmic dictations with • Listening activity of small rhythmic schemes
conventional spellings. to write them in conventional language.
(THE)

7.1. He performs simple dances adapting his • Participation in the staging of a dance to an
movements to the music and his African melody (Kenya). (LA) (PS)
companions.

7.2. It identifies the body as an instrument for • Activity in which you interact with the other
the expression of feelings and emotions members of the group in a circle dance. (P.S)
and as a form of interaction with others.
5. COMPETENCES: DESCRIPTORS AND PERFORMANCES

Competence Descriptor Performance

Linguistic communication Understand the meaning of Understand the wording of

written texts. the exercises without
needing help.

Reading plan: Enjoy reading. Summarizes the content of

a mythological story.

Mathematical competence Manage and internalize Listen with an attentive

and basic skills in science mathematical concepts. attitude and internalize the
and technology length and equivalence of
pulses in the various parts
of a work.

Digital competence Use the different Correctly interprets the

audiovisual communication audiovisual support to apply
channels to transmit various the information in carrying
information. out activities.

Learn to learn Plan the necessary Apply the knowledge

resources and the steps to acquired to relate and
take in the learning process. strengthen the foundations
of the artistic experience.

Multiple intelligences: Use the knowledge

Develop the different acquired about musical
multiple intelligences. signs in different situations.

Social and civic skills Show availability for active It is respectful of the
participation in established different learning rhythms
areas of participation. in group work.

Education in values: Recognizes the importance

Learning to behave from the of cooperation to carry out
knowledge of different a collective artistic project.
values.

Sense of initiative and Be constant at work, Satisfactorily completes the

entrepreneurial spirit overcoming difficulties. proposed activities as a
result of a previous task.

Cultural awareness and Value interculturality as a Know and value the musical
expressions source of personal and manifestations of different
cultural wealth. cultures.
YOU 3 HEARING, KITCHEN

DIDACTIC GOALS

• Identify the timbre of certain percussive sound sources.

• Know examples of varied works of our culture and value musical heritage.
• Know how to classify percussion instruments according to different criteria.
• Know and perform songs from different places, periods and styles with and without
accompaniment.
• Understand the musical language that must be used for the interpretation of musical
pieces that appear in the unit.
• Act in coordination with the rest of the group in collective musical activities.
• Obtain information about contents raised in the unit.
• Control articulation and fingering to obtain a good sound with the flute in the
interpretation of a simple flute melody with the notes SI, LA, SOL, MI.
• Participate in a group dance, following the pulse and reacting to each part of the music.
3. UNIT CONTENTS - EVALUATION CRITERIA - EVALUABLE LEARNING
STANDARDS - KEY COMPETENCES

Key competences (CC): linguistic communication (CCL), mathematical competence and basic competences in science
and technology (CMCT), digital competence (CD), learning to learn (CAA), social and civic competences (CSYC), sense
of initiative and entrepreneurial spirit (SIEP) and cultural awareness and expressions (CEC).

Criteria Assessable learning

Contents DC
evaluation standards

The ear 1. Use musical listening to 1.1. Respect the rules of

investigate the behavior at auditions
- Discrimination of
possibilities of sound and musical CSYC
traditional
so that they serve as a performances.
homemade
frame of reference for
instruments.
your own creations.
- Active listening:
2. Identify, classify and 2.1. Recognizes and
Electromagnetic
graphically interpret classifies sounds in
Polka, J. Strauss II.
sounds according to the environment
- Discrimination of their qualities. based on their CCL
idiophone and qualities, both in
isolation and in SIEP
membranophone
instruments. combination, CAA
representing them in
- Strangers in conventional and non-
Moscow, M. conventional
Jackson. spellings.

Music, culture and 3. Value our musical 3.1. Value our musical
society heritage, knowing the heritage, know the
importance of its importance of its
- Composer and his
maintenance and maintenance and CSYC
work: J. Strauss II,
dissemination, dissemination and
Electromagnetic CEC
learning the respect learn the respect with
Polka .
with which auditions which auditions and
- Classification of and performances performances should
percussion must be faced. be approached.
instruments: SIEP
4. Distinguish the voices 4.1. Recognizes and
idiophones and
and instruments of a identifies the voices
membranophones.
musical audition and and instruments that
- Reading: traditional pay attention to the intervene in listening
instruments and form, style and to a piece of music,
instruments from features that define the style and the most
other cultures: the their expressive significant features
meaning. that define it.
 5. Search, select and 5.1. Organizes and
organize information composes information CD
LISTEN
about events, creators about eras,
gamelan and professionals composers and CAA
(Indonesia). related to music. instruments extracted
from diverse sources.
- Music from other
The voice 6. Experience the 6.1. Appropriately uses the
expressive voice in individual and
- Song: Carnival.
possibilities of the collective productions
- Task: Yellow rose voice and apply the through the CEC
(Brazil). fundamental aspects development of
in its use and care. arrangements and SIEP
improvisation applied
to prosodic and
musical elements.

7. Use musical language 7.1. Perform individually

for reading, and in groups songs
interpreting, from their own
accompaniment and folklore, from other CEC
variations of songs countries or from
and musical pieces, authors.
both vocal and
instrumental.

The instruments 8. Use musical language 8.1. Performs musical

for reading, pieces that involve
- Percussion
interpreting, the use of rhythmic
instruments.
accompaniment and and melodic CAA
- Interpretation with variations of songs instruments, adapting
small percussion of and musical pieces, his interpretation to
off-beat notes. both vocal and that of the group.
Electromagnetic instrumental.
Polka (J. Strauss). CSYC
9. Assume responsibility 9.1. Values knowledge and
- Flute and sheet for group interpretation of
instrumental interpretation, works from other
ensemble: Eastern respecting both the periods, styles and
Blues. contributions of cultures for individual
others and the person and group training.
- Improvisation with who assumes
sheets with the direction.
notes LA, DO, RE,
MI, SOL.
 Musical language 10. Use musical language 10.1. Values the
for reading, contribution and

MUSICAL INTERPRETATION
- Reading rhythmic
interpreting, importance that
cards with body
accompaniment and musical language has
percussion: The CEC
variations of songs for group
rhythmic
and musical pieces, coordination in the FCTC
gymkhana.
both vocal and interpretation of
- Reading notes off- instrumental. musical pieces.
beat in a score for
active listening.

The body 11. Apply the expressive, 11.1. Memorizes and

musical and creative interprets sequences
MUSIC, MOVEMENT AND DANCE

- The rhythmic
capacities of the body of different steps in a
gymkhana with
in movement, using rhythmic and
percussion and
appropriate codes in coordinated manner CAA
displacements:
structured spatial and with the group and
Strangers in
temporal situations. integrates them into FCTC
Moscow, M.
learning a dance.
Jackson.
4. SELECTION OF EVIDENCE FOR THE PORTFOLIO

The learning standards show the degree of achievement of the evaluation criteria from the
very description and specification of the criterion. To facilitate monitoring the development
of each standard, we will look for evidence from students that shows their evolution in
each of them.
A portfolio of evidence for the learning standards is proposed in the evaluation annex. The
following table suggests a selection of some of this possible evidence. Teachers may replace
them with others that they consider more relevant for the development of their group.

Student book (LA) / Didactic proposal (PD) / Photocopiable resources (RF)

Assessable learning standards Selection of evidence for the portfolio

1.1. Respect the rules of behavior at auditions • Listening activity and discrimination of
and musical performances. instruments that require a framework of
silence. (LA) (PS)

2.1. Recognizes and classifies sounds in the • Activity of exploration, information, learning
environment based on their qualities, and classification of idiophone and
both in isolation and in combination, membranophone instruments. (LA) (PS)
representing them in conventional and
non-conventional spellings.

3.1. Value our musical heritage, know the • Listening activities of musical works from
importance of its maintenance and different periods or styles. (LA) (PS)
dissemination and learn the respect with
which auditions and performances should
be approached.

4.1. Recognizes and identifies the voices and • Active listening activity of a work by J.
instruments that intervene in listening to Strauss. (THE)
a piece of music, the style and the most
significant features that define it.

5.1. Organizes and composes information • Activity of searching for information on

about eras, composers and instruments authors and instruments cited in the unit.
extracted from diverse sources. (P.S)

6.1. Appropriately uses the voice in individual • Vocal and instrumental interpretation
and collective productions through the activities with flute, plates or body
development of arrangements and percussion from different periods, styles and
improvisation applied to prosodic and cultures. (LA) (PS)
musical elements.

7.1. Perform individually and in groups songs • Interpretation of a popular Brazilian song.
 from their own folklore, from other (LA) (PD) (RF)
countries or from authors.

8.1. Performs musical pieces that involve the • Accompaniment activity with small
use of rhythmic and melodic instruments, percussion instruments for active listening.
adapting his interpretation to that of the (THE)
group.

9.1. Values knowledge and interpretation of • Participation activities in the interpretation

works from other periods, styles and of different vocal, instrumental or corporal
cultures for individual and group training. musical pieces. (THE)

10.1. Values the contribution and importance • Interpretation of instrumental scores. (THE)
that musical language has for group
coordination in the interpretation of
musical pieces.

11.1. Memorizes and interprets sequences of • Activity of interpretation of rhythmic cards in

different steps in a rhythmic and an itinerant way, coordinating the steps and
coordinated manner with the group and integrating them into the pulsation of an
integrates them into learning a dance. audition. (LA) (PS)
5. COMPETENCES: DESCRIPTORS AND PERFORMANCES

Competence Descriptor Performance

Linguistic communication Understand the meaning of He is able to summarize the

written texts. central idea of a text he has
read.

Reading plan: Enjoy reading. Pay attention and show interest

in reading to expand knowledge
about an instrumental
ensemble: the gamelan.

Mathematical competence and Identify and internalize Internalize the rhythmic cadence
basic skills in science and mathematical elements in regulated by the pulsation,
technology situations of artistic expression. taking into account the division
of time into equal parts.

Digital competence Use the different audiovisual Correctly interprets the

communication channels to audiovisual support to apply the
transmit various information information in carrying out
activities.

Learn to learn Plan the necessary resources Experience different ways of

and the steps to take in the feeling music by using different
learning process. sound resources

Multiple intelligences: Develop Use the knowledge acquired

the different multiple about musical signs in different
intelligences. situations.

Social and civic skills Show availability for active He is aware of the enrichment
participation in established that his individual contribution
areas of participation. means for the rest of the group.

Education in values: Learning to Recognizes the importance of

behave from the knowledge of observing the rules of behavior
different values. in a collective artistic project.

Sense of initiative and Be constant at work, Satisfactorily completes the

entrepreneurial spirit overcoming difficulties proposed activities as a result of
a previous task.

Cultural awareness and Value interculturality as a source Know and value the musical
expressions of personal and cultural wealth. manifestations of different
cultures.
UD4. AIR THROUGH A TUBE

DIDACTIC GOALS

• Explore the sound possibilities of air inside a tube.

• Know, classify and identify aurally the instruments of the wind family.
• Know and interpret works from different periods and styles with and without
accompaniment.
• Control articulation and fingering to obtain a good sound with the flute in the
interpretation of a simple flute melody with the notes RE, MI, SOL, LA, SI.
• Participate in a group dance, following the pulse and reacting to each part of the music.
• Participate and learn to have a positive predisposition to live music, feeling like a true
protagonist of the artistic experience.
3. UNIT CONTENTS - EVALUATION CRITERIA - EVALUABLE LEARNING
STANDARDS - KEY COMPETENCES

Key competences (CC): linguistic communication (CCL), mathematical competence and basic
competences in science and technology (CMCT), digital competence (CD), learning to learn (CAA), social
and civic competences (CSYC), sense of initiative and entrepreneurial spirit (SIEP) and cultural awareness
and expressions (CEC).

Criteria
Contents Assessable learning standards DC
evaluation

The ear 1. Identify, classify and 1.1. Recognizes and classifies

graphically interpret sounds in the
- Sound experiences
sounds according to environment based on
with various
their qualities. their qualities, both in
recycling tubes. SIEP
isolation and in
- Melodic dictation. combination,
representing them in
- Active listening: conventional and non-
Carmen, Bizet. conventional spellings.

- Wind instruments: 2. Distinguish the voices 2.1. Recognizes and

auditory and instruments of a identifies the voices and
discrimination. musical audition and instruments that CCL
pay attention to the intervene in listening to
form, style and a piece of music, the CD
features that define style and the most
their expressive significant features that
meaning. define it.
LISTEN

Music, culture and 3. Value musical heritage, 3.1. It values and respects
society knowing the the author of the
importance of its musical works heard,
- Family of wind
maintenance and performed vocally,
instruments. CSYC
dissemination, instrumentally or
- Wood group and learning the respect physically and
metal group. with which auditions differentiates him from
and performances the director and the
- The composer and his must be faced. performer.
music: George Bizet:
3.2. Knows and values CEC
Carmen.
musical works related
- Reading: Exotic wind to Spanish folklore and
instruments: the other countries, with
didgeridoo or yiraki. attention to those of
their own cultural
- Music from other
context, and
cultures: Chocolate
appreciates the origin
 of their artistic and
(USA). USA) expressive sense.

The voice 4. Understand the voice 4.1. Perform individually and

as an instrument and in groups songs from
- Song:
expressive resource, their own folklore, from
starting from the song other countries or from SIEP
- The four mule drivers.
and its possibilities to authors.
- Task: Chocolat e interpret, create and
(USA). USA). improvise.

The instruments 5. Use musical language 5.1. Performs musical pieces

for reading, that involve the use of
- Wind instruments.
interpreting, rhythmic and melodic
- Flute (note RE) and accompaniment and instruments, adapting CEC
plates: Look for me variations of songs his interpretation to
MUSICAL INTERPRETATION

in the Alps. and musical pieces, that of the group.

both vocal and
- Reading and instrumental.
interpretation of the
score in active 6. Search, select and 6.1. Experience sounds with
listening by Carmen , organize information self-made musical
Bizet. about events, creators instruments, made with SIEP
and professionals recycled objects or
- Sound laboratory: the related to music. materials.
wind.

Musical language 7. Use musical language 7.1. Read, write and sing in
for reading and musical language in
- Writing musical
intonation scale the first six
notation.
musical notes
- Reading and ascending and CCL
interpretation of the descending.
score of Carmen ,
Bizet.

- Melodic dictation.

The body 8. Acquire expressive 8.1. Performs free and

MUSIC,

abilities offered by guided spatial SIEP

- Musical language of
body expression and movements following
gestures (Kodály).
dance, valuing their an audition.
 - Brass instruments in contribution to 8.2. Play and enjoy
some dances from heritage and enjoying performing traditional
MOVEMENT AND central Europe: the their interpretation. dances from other

DANCE
Estrella polka regions, understanding CEC
(Germany). the importance of their
continuity and transfer
to future generations.
4. SELECTION OF EVIDENCE FOR THE PORTFOLIO

The learning standards show the degree of achievement of the evaluation criteria from the
very description and specification of the criterion. To facilitate monitoring the development
of each standard, we will look for evidence from students that shows their evolution in
each of them.
A portfolio of evidence for the learning standards is proposed in the evaluation annex. The
following table suggests a selection of some of this possible evidence. Teachers may replace
them with others that they consider more relevant for the development of their group.

Student book (LA) / Didactic proposal (PD) / Photocopiable resources (RF)

Assessable learning standards Selection of evidence for the portfolio

1.1. Recognizes and classifies sounds in the • Activities to explore the sound possibilities
environment based on their qualities, both offered by a tube. (LA) (PS)
in isolation and in combination,
representing them in conventional and
non-conventional spellings.

2.1. Recognizes and identifies the voices and • Activities for presentation and auditory
instruments that intervene in listening to a discrimination of the characteristic timbres
piece of music, the style and the most of brass and woodwind instruments. (THE)
significant features that define it.

3.1. It values and respects the author of the • Active listening activity of instrumental
musical works heard, performed vocally, accompaniment by a French composer:
instrumentally or physically and Bizet. (LA) (PS)
differentiates him from the director and the
performer.

3.2. Knows and values musical works related to • Vocal interpretation activity of a song
Spanish folklore and other countries, with belonging to Andalusian folklore. (THE)
attention to those of their own cultural
context, and appreciates the origin of their
artistic and expressive sense.

4.1. Perform individually and in groups songs • Activity of interpretation of a song from
from their own folklore, from other another country (USA). (LA) (RF)
countries or from authors.

5.1. Performs musical pieces that involve the use • Activities that appear in the unit: flute piece
of rhythmic and melodic instruments, and active listening accompaniment. (THE)
adapting his interpretation to that of the
group.
6.1. Experience sounds with self-made musical • Laboratory activities with several proposals
instruments, made with recycled objects or for constructing instruments with sound
materials. tubes. (THE)

7.1. Read, write and sing in musical language in • Musical writing activities and intonation of
scale the first six musical notes ascending the musical signs that have been written.
and descending. (THE)

8.1. Performs free and guided spatial • Activity with body gestures to facilitate
movements following an audition. intonation, based on the Kodály method.
(THE)

8.2. Play and enjoy performing traditional • Collective interpretation activity of a Central
dances from other regions, understanding European dance in two concentric circles
the importance of their continuity and with the presence of wind instruments in its
transfer to future generations. melody. (THE)
5. COMPETENCES: DESCRIPTORS AND PERFORMANCES

Competence Descriptor Performance

Linguistic communication Understand the meaning of Understand the wording of

written texts. the exercises without
needing help.

Reading plan: Enjoy reading. Read a text about the digest

and briefly explain its
content.

Mathematical competence Manage and internalize Listen with an attentive

and basic skills in science mathematical concepts attitude and internalize the
and technology length and equivalence of
pulses in the various parts
of a work.

Digital competence Use the different Correctly interprets the

audiovisual communication audiovisual support to apply
channels to transmit various the information in carrying
information out activities.

Learn to learn Plan the necessary Follow the guidelines

resources and the steps to observed in variation
take in the learning process. models studied for the
creation of others with
similar characteristics.

Multiple intelligences: Use the knowledge

Develop the different acquired about rhythmic
multiple intelligences. cells in different situations.

Social and civic skills Show availability for active He is respectful of the
participation in established different paces of learning
areas of participation. and collaborative in group
work.

Education in values: Recognizes the importance

Learning to behave from the of cooperation to carry out
knowledge of different a collective artistic project.
values.

Sense of initiative and Be constant at work, Satisfactorily completes the

entrepreneurial spirit overcoming difficulties proposed activities.

Cultural awareness and Value interculturality as a Know and value the musical
 expressions source of personal and manifestations of different
cultural wealth. cultures.

UD5 TENSION THE ROPE

DIDACTIC GOALS

• Know examples of varied works of our culture and value musical heritage.
• Know how to classify the instruments of the string family according to different criteria.
• Distinguish aurally the elements that are the object of study and that make up the musical
works presented.
• Understand the musical language that must be used for the interpretation of musical
pieces that appear in the unit.
• Act in coordination with the rest of the group in collective musical activities.
• Interpret a sound message with unconventional spelling that reflects the duration of the
sound.
• Participate in a group dance, following the pulse and reacting to each part of the music.
3. UNIT CONTENTS - EVALUATION CRITERIA - EVALUABLE LEARNING
STANDARDS - KEY COMPETENCES

Key competences (CC): linguistic communication (CCL), mathematical competence and basic
competences in science and technology (CMCT), digital competence (CD), learning to learn (CAA), social
and civic competences (CSYC), sense of initiative and entrepreneurial spirit (SIEP) and cultural awareness
and expressions (CEC).

Criteria
Contents Assessable learning standards DC
evaluation

The ear 1. Determine the simplest 1.1. Recognizes in simple

elements of a musical listening small
- Active listening:
work. variations and contrasts
Contradanza n. or 12, CSYC
of speed and intensity,
Beethoven.
as well as instruments
- Active listening: that intervene.
Dance of the axes,
2. Distinguish the voices 2.1. Recognizes and
Joaquín Rodrigo.
and instruments of a identifies the voices and
- Auditory musical audition and instruments that
discrimination of pay attention to the intervene in listening to
SIEP
string instruments. form, style and features a piece of music, the
that define their style and the most
expressive meaning. significant features that
define it.

2.2. Maintains an attentive

and silent attitude
CSYC
when listening to
musical works.

Music, culture and 3. Know works of Spanish 3.1. Know and value musical
society folklore and those from works related to
other countries Spanish folklore and
- The legacy of
understood as signs of other countries, with CEC
traditional music:
cultural identity that attention to those of
the romances. CSYC
make up the heritage their own context, and
- The composer and his and tradition of people. appreciate the origin of
work: Beethoven, their artistic and
Contradanza n. or 12. expressive sense.
J. Rodrigo, Fantasy
3.2. Values and respects the CEC
for a gentleman.
author of the musical CSYC
- Reading: The origin of works heard,
string instruments. performed vocally,
instrumentally or
- Music from other choreographically and
cultures: Siyahamba differentiates him from
 the director and the
performer.

4. Value musical heritage, 4.1. Respect the rules of

knowing the importance behavior at auditions
LISTEN

of its maintenance and and musical

(South Africa). dissemination, learning performances.
CSYC
the respect with which
auditions and
performances must be
faced.

The voice 5. Understand the voice as 5.1. He performs songs from

an instrument and different places, times
- Song:
expressive resource, and styles, valuing their CEC
Romance of Count
starting from the song contribution to
Olinos. CSYC
and its possibilities to personal, social and
- Task: Siyahamba create, invent or cultural enrichment.
(South Africa). improvise.

6. Experience the 6.1. Use the voice and

expressive possibilities musical instruments as
of the voice and apply accompaniment to CEC
the fundamental auditions, songs, body
aspects in its use and expression proposals, CSYC
care. dramatization and
dances.

The instruments 7. Perform alone or in a 7.1. Perform basic repertoire

group, using your own of songs with the CAA
- String instruments.
body or instruments, recorder.
- Interpretation of using musical language,
simple compositions 7.2. Performs musical pieces
Hungarian melody
that contain musical that involve the use of
sheet music for
procedures of rhythmic and melodic
sheets. CAA
repetition, variation and instruments, adapting
- Interpretation of small contrast, assuming his interpretation to
percussion score : responsibility for the that of the group.
Contradanza no. 12. group interpretation 7.3. Know the minimum CAA
and respecting the fingering on the flute
- Flute and reed
contributions of others. required by the
instrumental
as the person who teacher.
ensemble: Solitary
assumes direction.
Horse.
 Musical language 8. Use musical language for 8.1. Read pieces of music
reading, interpreting, using musical language
- Unconventional score
accompaniment and to interpret vocal,
MUSICAL INTERPRETATION reading for rhythmic
variations of songs and instrumental, or
messages.
musical pieces, both movement and dance
- Writing musical vocal and instrumental. pieces.
notation in a melodic CCL
dictation.

- Reading of small
percussion score:
Contradanza n. or 12,
Beethoven.

The body 9. Apply the expressive, 9.1. He vocally interprets and

musical and creative expressively dramatizes CEC
- Dramatization: Count
capacities of the body in the text of a romance: CSYC
Olinos.
movement, valuing its Count Olinos.
- Game of contribution to heritage
MUSIC, MOVEMENT AND DANCE

and enjoying its 9.2. He performs simple

discrimination of
interpretation as a form dances adapting his
rhythmic messages
of social interaction. movements to the CEC
with strings.
music and his
- Group dance in pairs: companions.
Dance of the axes,
9.3. Memorizes and
Joaquín Rodrigo.
interprets sequences of
- Creation of different steps in a
spontaneous rhythmic and
CEC
movements: coordinated manner
Siyahamba (South with the group and
Africa). integrates them into
learning a dance.
4. SELECTION OF EVIDENCE FOR THE PORTFOLIO

The learning standards show the degree of achievement of the evaluation criteria from the
very description and specification of the criterion. To facilitate monitoring the development
of each standard, we will look for evidence from students that shows their evolution in
each of them.
A portfolio of evidence for the learning standards is proposed in the evaluation annex. The
following table suggests a selection of some of this possible evidence. Teachers may replace
them with others that they consider more relevant for the development of their group.

Student book (LA) / Didactic proposal (PD) / Photocopiable resources (RF)

Assessable learning standards Selection of evidence for the portfolio

1.1. Recognizes in simple listening small • Active listening listening activity: Dance of
variations and contrasts of speed and the Axes , in which the contrasts between
intensity, as well as instruments that the soloist and the orchestra are captured.
intervene. (THE)

2.1. Recognizes and identifies the voices and • Listening activity of the work of Joaquín
instruments that intervene in listening to Rodrigo. (THE)
a piece of music, the style and the most
significant features that define it.

2.2. Maintains an attentive and silent attitude • Listening activity of a Beethoven

when listening to musical works. contradance. (THE)

3.1. Know and value musical works related to • Activity of vocal expression and singing of a
Spanish folklore and other countries, with South African melody: Siyahamba . (LA) (RF)
attention to those of their own context,
and appreciate the origin of their artistic
and expressive sense.

3.2. Values and respects the author of the • Audition activities of works by authors:
musical works heard, performed vocally, Beethoven and Joaquín Rodrigo. (THE)
instrumentally or choreographically and
differentiates him from the director and
the performer.

4.1. Respect the rules of behavior at auditions • Active listening activities with various
and musical performances. musical works and fragments for
identification of string instruments. (THE)

5.1. He performs songs from different places, • Vocal interpretation activities of a romance
times and styles, valuing their and a song from South Africa. (THE)
contribution to personal, social and
 cultural enrichment.

6.1. Use the voice and musical instruments as • Vocal and instrumental performance
accompaniment to auditions, songs, body activities with flute, reeds or body
expression proposals, dramatization and percussion to actively accompany musical
dances. works. (THE)

7.1. Perform basic repertoire of songs with the • Interpretation activity of a flute piece with
recorder. the notes RE, MI, SOL, LA, SI. (THE)

7.2. Performs musical pieces that involve the • Interpretation activity with sheets of a
use of rhythmic and melodic instruments, Hungarian canon in antiphonal form with
adapting his interpretation to that of the two groups as indicated in the score. (LA)
group. (PS)

7.3. Know the minimum fingering on the flute

required by the teacher.

8.1. Read pieces of music using musical • Reading sheet music for vocal and
language to interpret vocal, instrumental, instrumental expression. (THE)
or movement and dance pieces.

9.1. She vocally interprets and expressively • Dramatization of the romance of Count
dramatizes the text of a romance. Olinos . (THE)

9.2. He performs simple dances adapting his • Creation of movements to accompany an

movements to the music and his African dance with movements. (THE)
companions.

9.3. Memorizes and interprets sequences of • Learning the different steps of a dance
different steps in a rhythmic and following the structure form. (THE)
coordinated manner with the group and
integrates them into learning a dance.
5. COMPETENCES: DESCRIPTORS AND PERFORMANCES

Competence Descriptor Performance

Linguistic communication Understand the meaning of Understand how a linguistic

written texts. term from the Italian
language can modify the
character of a work.

Reading plan: Enjoy reading. Read the texts of the comic

and briefly explain its
content.

Mathematical competence Manage and internalize Effectively manage the sum

and basic skills in science mathematical concepts of the values of the figures
and technology to complete the different
types of measures.

Digital competence Use the different Correctly interprets the

audiovisual communication audiovisual support to apply
channels to transmit various the information in carrying
information out activities.

Learn to learn Plan the necessary Follow an appropriate

resources and the steps to process to achieve
take in the learning process. effectiveness in carrying out
a task of artistic expression

Multiple intelligences: Use the knowledge

Develop the different acquired about musical
multiple intelligences. signs in different situations.

Social and civic skills Show availability for active It is respectful of the
participation in established different learning rhythms
areas of participation. in group work.

Education in values: Recognizes the importance

Learning to behave from the of cooperation to carry out
knowledge of different a collective artistic project.
values.

Sense of initiative and Be constant at work, Satisfactorily puts into

entrepreneurial spirit overcoming difficulties practice the activities
proposed as a result of a
previous task.

Cultural awareness and Value interculturality as a Know and value the musical
 expressions source of personal and manifestations of different
cultural wealth. cultures.

YOU 6. CONNECTED WITH MUSIC

DIDACTIC GOALS

• Know, classify and identify electrophone instruments aurally.

• Know how to classify musical genres according to different criteria.
• Use musical language to interpret musical pieces that appear in the unit.
• Know and perform songs of different styles with and without accompaniment.
• Strengthen basic instrumental skills to interpret a melody with the flute.
• Obtain complementary information to the contents presented in the unit.
• Participate in a group dance, following the pulse and reacting to each part of the music.
• Participate and learn to have a positive predisposition to live music, feeling like a true
protagonist of the artistic experience.
3. UNIT CONTENTS - EVALUATION CRITERIA - EVALUABLE LEARNING
STANDARDS - KEY COMPETENCES

Key competences (CC): linguistic communication (CCL), mathematical competence and basic
competences in science and technology (CMCT), digital competence (CD), learning to learn (CAA), social
and civic competences (CSYC), sense of initiative and entrepreneurial spirit (SIEP) and cultural awareness
and expressions (CEC).

Criteria
Contents Assessable learning standards DC
evaluation

The ear 1. Use musical listening to 1.1. Respect the rules of

investigate the behavior at auditions
• Discrimination of
possibilities of sound so and musical CSYC
electrophone
that they serve as a performances.
instruments.
frame of reference for
• Identification of your own creations.
the main musical
2. Identify aurally the main 2.1. Recognize the main
genres.
musical genres by the musical genres in
characteristics that examples of musical SIEP
define them. fragments based on the
characteristics that
define them.

Music, culture and 3. Know and classify the 3.1. Learn about the main
LISTEN

society main musical genres musical genres and the

and the most most representative CEC
• Presentation of the
representative characteristics of each
most SIEP
characteristics of each of them.
representative
of them according to
musical genres.
certain criteria.
• Presentation of
4. Know works from both 4.1. Know and value musical
electrophone
our country and other works from our country
instruments.
countries, understood and other countries, CEC
• Music from other as signs of cultural with attention to those
cultures: May the identity that make up of their own context, CSYC
road rise to meet the heritage and and appreciate the
you (Scotland). tradition of the people. origin of their artistic
and expressive sense.
 The voice 5. Understand the voice as 5.1. He performs songs from
an instrument and different places, times
• Song: – Poseidon's
expressive resource, and styles, valuing their
twist.
starting from the song contribution to SIEP
• Task: May the road and its possibilities to personal, social and
rise to meet you create, invent or cultural enrichment.
(Scotland). improvise.

The instruments 6. Use musical language for 6.1. Performs musical pieces
reading, interpreting, that involve the use of CEC
• Electrophone
accompaniment and rhythmic and melodic
instruments.
variations of songs and instruments, adapting CSYC
• Interpretation with musical pieces, both his interpretation to
body percussion vocal and instrumental. that of the group.
of rhythmic score.
7. Search, select and 7.1. Search, select and
organize information organize information SIEP
• Flute and sheets:
MUSICAL INTERPRETATION

Feet in the clouds. about events, creators about events, creators

CEC
and professionals and professionals
related to music. related to music.

Musical language 8. Use musical language for 8.1. Read, write and sing in
reading and intonation. musical language in
• Writing musical
scale the notes seven
notation.
musical notes in
• Creating a melody ascending and
with the seven descending direction. CCL
notes of the scale.

• Interpretation of
rhythms with
body percussion
and voice.
 The body 9. Acquire expressive 9.1. Performs free and
abilities offered by body guided spatial
• Musical language
MUSIC, MOVEMENT AND DANCE of gestures
expression and dance, movements following
valuing their an audition.
(Kodály).
contribution to heritage
• Modern dance: and enjoying their
SIEP
Dance in fashion. interpretation.
4. SELECTION OF EVIDENCE FOR THE PORTFOLIO

The learning standards show the degree of achievement of the evaluation criteria from the
very description and specification of the criterion. To facilitate monitoring the development
of each standard, we will look for evidence from students that shows their evolution in
each of them.
A portfolio of evidence for the learning standards is proposed in the evaluation annex. The
following table suggests a selection of some of this possible evidence. Teachers may replace
them with others that they consider more relevant for the development of their group.

Student book (LA) / Didactic proposal (PD) / Photocopiable resources (RF)

Assessable learning standards Selection of evidence for the portfolio

• Auditory discrimination activities of

1.1. Respect the rules of behavior at auditions
electrophone instruments or musical genres
and musical performances.
that require a framework of silence. (THE)

2.1. Recognize the main musical genres in • Activity to present the properties that
examples of musical fragments based on characterize each of the musical genres to
the characteristics that define them. facilitate their identification. (THE)

3.1. Learn about the main musical genres and • Activity of making a gender discrimination
the most representative characteristics of sheet that shows that you are able to
each of them. distinguish them. (THE)

4.1. Know and value musical works from our • Listening activity of fragments of works that
country and other countries, with attention show the great variety of artistic
to those of their own context, and manifestations that music offers, including
appreciate the origin of their artistic and those of our country. (THE)
expressive sense.

5.1. He performs songs from different places, • Vocal interpretation and singing activities,
times and styles, valuing their contribution with accompaniment of body percussion, of
to personal, social and cultural enrichment. different styles that enrich society. (LA) (RF)

6.1. Performs musical pieces that involve the use • Assembly activity of a piece for an
of rhythmic and melodic instruments, instrumental ensemble (flute and sheets) that
adapting his interpretation to that of the requires coordination of all its members.
group. (THE)

7.1. Search, select and organize information • Information search activity about other
about events, creators and professionals examples of musical genres with similar
related to music. characteristics to each of those studied. (P.S)
8.1. Read, write and sing in musical language in • Musical literacy activity in which the seven
scale the notes seven musical notes in notes of the scale are intoned. (THE)
ascending and descending direction.

• Activity in which the movements performed

9.1. Performs free and guided spatial
are suggested with a certain agility by a
movements following an audition.
leader. (THE)
5. COMPETENCES: DESCRIPTORS AND PERFORMANCES

Competence Descriptor Performance

Linguistic communication Understand the meaning of Understand the wording of the

written texts. exercises without needing help.

Reading plan: Enjoy reading. Read the texts of the comic

about musical genres and
summarize its content.

Mathematical competence and Manage and internalize Listen with an attentive attitude
basic skills in science and mathematical concepts and internalize the length and
technology equivalence of pulses in the
various parts of a work.

Digital competence Use the different audiovisual Correctly interprets the

communication channels to audiovisual support to apply the
transmit various information information in carrying out
activities.

Learn to learn Plan the necessary resources Experience different ways of

and the steps to take in the feeling music by using different
learning process. sound resources

Multiple intelligences: Develop Use the knowledge acquired

the different multiple about musical genres in
intelligences. different situations.

Social and civic skills Show availability for active It is respectful of the different
participation in established learning rhythms in group work.
areas of participation.

Education in values: Learning to Recognizes the importance of

behave from the knowledge of cooperation to carry out a
different values. collective artistic project.

Sense of initiative and Be constant at work, Satisfactorily completes the

entrepreneurial spirit overcoming difficulties proposed activities as a result of
a previous task.

Cultural awareness and Value interculturality as a source Know and value musical
expressions of personal and cultural wealth. manifestations from different
eras and cultures.
4. TIMING

YOU 1 SOUNDS IN NATURE SEPTEMBER 19-OCTOBER 17

UD2 PLAY WITH THE VOICE OCTOBER 18-NOVEMBER 14
UD3 KITCHEN EAR NOVEMBER 15-DECEMBER 19
UD4. AIR THROUGH A TUBE JANUARY 9- JANUARY 31
UD5 AFRICA FEBRUARY 1 - MARCH 25
UD6. PRESS THE ROPE MARCH 27- APRIL 21
UD7 CONNECTED TO MUSIC APRIL 24-JUNE 2

5. QUALIFICATION CRITERIA

QUALIFICATIO ASSESSMENT INSTRUMENTS

N CRITERIA USED
SINGING 13% Participation in
Execution of the vocal activities.
proposed RHYTHM AND 12% Carrying out
activities. MOVEMENT activities in the
(50%) classroom.
CONCEPTS 13% Cards and
questions in class.
HEARING 12% Carrying out
activities in the
classroom.
ATTITUDE, 25% Sticker delivery
Assessment of PARTICIPATION, record for “the
attitudes in the BEHAVIOR, student of the
classroom. COLLABORATION day”.
(50%) EFFORT IN 25% Effort assessment
PERFORMING record and
TASKS bilingual level.
BILINGUAL LEVEL
(The student must
follow the class even if
their knowledge of the
language and musical
vocabulary is not
complete)

6. QUALIFICATION PROCEDURES AND INSTRUMENTS

We consider that to carry out an adequate educational intervention, it is necessary

to propose a broad and open evaluation of the reality of classroom tasks and the

characteristics of the students, with special attention to the treatment of diversity.

The procedures that we are going to use are:

Systematic observation

- Direct observation of work in the classroom, laboratory or workshops.

- Review of class notebooks.
- Personal anecdotal record for each of the students.

Analyze students' productions

- Class notebook.
- Summaries.
- Activities in class (listening, interpretation, creation, exercises, answers to
questions, etc.).
- Musical and written productions.
- Monographic works.
- Research reports.
Evaluate students' oral presentations

- Discussions
- Sharing.
- Music reviews
- Dialogues
- Interview.

Perform specific tests

- Objectives.
- Open.
- Presentation of a topic, in group or individually.
- Individual and group interpretation.
- Audition analysis.
- Improvisation and creation activities, individually and in groups.
- Resolution of exercises
- Self appraisal
- Co-evaluation N

7. METHODOLOGY AND DIDACTIC STRATEGIES

a) Methodological principles:
Starting from the level of development , taking into account their abilities and

prior knowledge; promote the development of the ability to “learn to learn ”;

promote the construction of significant learning ; the globalization; stimulate

the development of physical, emotional, cognitive and social capacities in a

global way; the observation, manipulation and experimentation of objects to

facilitate knowledge of their possibilities of action and the awakening of their

senses; use the game to motivate the child to discover the natural and social

reality that surrounds them.

b) Methodological strategies:
To guarantee these principles we will use some general methodological

strategies: Starting from the student's sociocultural circumstances ; know

what their environment is like, and how it influences their overall development;

create an enriching and positive affective and relational climate for the student;

enhance motivation based on their abilities, interests and previous

experiences; encourage their successes and explain their mistakes by de-

dramatizing them; promote psychoevolutionary development with means such

as imitation and symbolic play ; adapt our vocabulary and forms of

communication to the child's level; involve the child in the evaluation process

and in the design of classroom activity, promoting respect, responsibility, order

and participation.

On the other hand, specific methodological strategies must be taken into

account such as the approach to the artistic world : music, art and cinema, the

treatment of reading , writing and approach to literature , the treatment of

mathematical-logic and knowledge of the environment. .

c) Education in values:
Based on the Annex to Decree 22/2007, of May 10 , we extract the need to

impregnate the programming with the search for an education in values, which

will be treated transversally through all curricular elements. We synthesize this

education into: Encourage the development of healthy behaviors, creating

habits that develop self-esteem and improve the quality of life of our students;

Work to instill a set of values and attitudes of non-discrimination and

coexistence; as well as the assessment of the historical and cultural heritage of

the Community of Madrid; promote equality in teaching, interculturality and

respect for others; from systematic work based on communication and

dialogue , as a means to channel problems, and the consequent peaceful

resolution of them.
8. DIDACTIC RESOURCES

The resources that we are going to use are:

 Determined and indeterminate percussion instruments.

 Digital board.

 Music player.

 Piano and guitar.

 Text book.

 Political maps of Europe, America, Asia, Oceania, Africa and Antarctica.

 Photocopies of activities related to the teaching units.

9. MEASURES AND ACTIVITIES TO WORK ON THE CROSS-CUTTING

ELEMENTS

a) Promotion of reading. In the area of Artistic Education, the promotion of

reading is carried out through learning songs. Through them, students' love for

reading songs is encouraged and they are learned through comprehensive and

repeated readings.

b) Use of information and communication technologies. The music classroom

has a computer with an internet connection and a digital whiteboard with a

projector, therefore, the use of ICT in the sessions is essential. As a general rule,

all the activities of the sessions will be projected on the blackboard and will be

carried out orally with the participation of the students. They will go out in turns to

carry out the activities on the digital board. Web pages will be used with

complementary educational resources, such as musicograms, songs instrumented

for the flute and to be sung, and activities to reinforce the contents that are being

worked on at all times.

 c) Entrepreneurship. Education plays an important role in promoting

entrepreneurship, but it is essential that these two parts adapt correctly, knowing

the best way to work on entrepreneurship in the classrooms. Project work, which

translates into teaching integrated by various contents that gives the student

specific skills to function in society, facilitates the resolution of real-life problems in

a group and offers students increasing motivation during work. developing the

autonomy and personal initiative of the students. Finally, it is important to relate

this project work with motivating and fun topics, so that its execution provokes a

positive atmosphere and attitude.

d) Civic and constitutional education . Through the different topics and lessons

of the subject, students will work on aspects related to the family within the

framework of the Spanish Constitution, the fundamental values of the Magna

Carta and its symbols, civil, political, economic and social rights. Students will

delve into the need for "ethics" and "transparency" in the direction and

management of public affairs, respect for intellectual property and the importance

of private initiative in economic and social life, among other issues. It deals with

people's freedom, their autonomy, the assumption of responsibilities, identity and

moral condition, as well as personal and social habits related to healthy eating and

the promotion of physical activity. All of this based on the recognition of the

uniqueness of every human being and the 54 different characters and ways of

being, as well as the dignity of all people and particularly those with disabilities. It

will help to generate a feeling of shared identity, to recognize, accept and use

social conventions and norms and internalize the values of cooperation, solidarity,

commitment and participation both in the private sphere and in social and political

life, favoring the assimilation of living skills

10. PROGRAM OF COMPLEMENTARY ACTIVITIES

During the next school year, 1st grade students will have the opportunity to

participate in the Christmas concert for students from the center itself. It will be

held in the library. During the cultural week they will perform an African dance for

the parents. The performance will take place in the gym. At the end of the course

we will perform a concert for the entire school in the gym.

In the month of March we will hold the 2nd charity concert, where some students

can participate with their parents.

11. ATTENTION TO DIVERSITY

The conception of the current school helps us to be able to contemplate and

respect each and every one of the peculiarities of our students. Heterogeneity is

one of the essential features of the primary stage, therefore, it is necessary to

pay attention to diversity . Furthermore, this is supported by a legal

framework, since articles 5, 14, 15 and 16 of Order 3319-01/2007, of June 18 ,

regulate the organization of an educational response to the diversity of students

in the Community of Madrid. Among its measures, the development of a

Diversity Attention Plan stands out, supported by some principles :

normalization, school integration and inclusion, compensation and positive

discrimination, empowerment and interculturality.

Some causes of attention to diversity are physical, mental, sensory

disabilities or manifesting serious behavioral disorders, intellectual giftedness, or

disadvantaged socioeconomic, cultural, ethnic, or linguistic situations.

In this sense, in our classroom we will use strategies such as education in

values, initial evaluation, promoting a pleasant climate and development of

varied activities with different degrees of completion to work on the same

content, allowing different forms of execution and types of groupings.

Furthermore, we must rely on the principle of flexibility to adapt the curricular

elements to the diverse aptitudes, expectations and needs of the students,

adapt the language to the children's levels of understanding, adopt specific

measures such as individual curricular adaptations or rely on the teaching

team. guidance and specialists in Therapeutic Pedagogy, Hearing and

Language and Psychologist.

12. RECOVERY PLAN FOR STUDENTS WITH THE PENDING AREA.

The musical content worked on in the music classroom is cyclical in nature. They

are repeated from one course to another, although each year the complexity in

dealing with them increases.

In 2nd grade we will continue working on content that you have already seen

before, although from this year onwards the content will be treated in English.

13. EVALUATION PROCEDURE OF THE DIDACTIC PROGRAMMING ITSELF

UNIT:
……………………………………………………………………………………………
…

LIST OF OBJECTIVES ACHIEVED

LIST OF PARTIALLY ACHIEVED
OBJECTIVES
LIST OF OBJECTIVES NOT ACHIEVED

INCLUDED
BASIC DEVELOPE PARTIALLY NOT
IN THE
SKILLS D DEVELOPED DEVELOPED
UNIT
Linguistic
communicatio
n
Mathematical
competence
Basic skills in
science and
technology
Digital
competence
Learn to learn
Social and
civic skills
Sense of
initiative and
entrepreneuri
al spirit
Cultural
awareness
and
expressions

Contents to review in the next unit:

……………………………………………………………………………………………
………………………………………………………………………………………..
……………………………………………………………………………………………
………………………………………………………………………………………..
……………………………………………………………………………………………
………………………………………………………………………………………..

Most successful methodology or activities in the classroom:

……………………………………………………………………………………………
………………………………………………………………………………………..
……………………………………………………………………………………………
………………………………………………………………………………………..
……………………………………………………………………………………………
………………………………………………………………………………………..
Less appropriate methodology or activities:

……………………………………………………………………………………………
………………………………………………………………………………………..
……………………………………………………………………………………………
………………………………………………………………………………………..
……………………………………………………………………………………………
……………………………………………………………………………………….

Conclusions and proposals for improvement

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………..............................
...............................................................................................................................
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 COMPETENCES: DESCRIPTORS AND PERFORMANCES

Competence Descriptor Performance

Linguistic communication Understand the meaning of Understand the wording of

written texts. the exercises without
needing help.

Reading plan: Enjoy reading. Read the unit texts that

provide new knowledge.

Mathematical competence Interact with the natural Listen with an attentive and
and basic skills in science environment in a respectful respectful attitude to the
and technology manner. sounds of the environment.

Digital competence Understand messages made Correctly interprets the

in various codes. audiovisual support for
carrying out the activities.

Learn to learn Plan the necessary Experiment with different

resources and the steps to materials and sensory
take in the learning process. explore different timbres to
make music.

Multiple intelligences: Use the knowledge

Develop the different acquired about
multiple intelligences. interpretation techniques in
different situations.

Social and civic skills Show availability for active It is respectful of the
participation in established different learning rhythms
areas of participation. in group work.

Education in values: Recognizes the importance

Learning to behave from the of cooperation to carry out
knowledge of different a collective artistic project.
values.

Sense of initiative and Assume the entrusted Carry out the proposed
entrepreneurial spirit responsibilities and account activities.
for them.

Cultural awareness and Value interculturality as a Know and value the musical
expressions source of personal and manifestations of different
cultural wealth. cultures.