musical representation) some elements 5.2. Uses musical concepts to and forms of musical organisation and communicate knowledge, judgment and structure (rhythm, melody, texture, musical opinions, both orally and in timbre, repetition, imitation, variation) written form, with rigor and clarity. in a piece of music which is played live 5.3. Uses musical concepts to or recorded. communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity. Block 3. Musical and cultural contexts 1. Performing exercises that reflect the 1.1. Expresses musical ideas and relates relationship between music and other these to different periods in the history disciplines. of music and to other disciplines. 1.2. Recognises different forms of dance. 2. Showing an interest in learning about 2.1. Shows an interest in learning about music with different characteristics, different musical genres and their from different periods and cultures, and expressive features, enjoying them as a to broaden and diversify one’s own listener and being selective. musical preferences, adopting an open 2.2. Shows an interest in learning about and respectful attitude. music from different periods and cultures as a source of cultural enrichment and enjoyment. 3. Relating the technical issues studied 3.1. Relates technical issues to the to the characteristics of different periods corresponding periods in the history of in the history of music. music. 4. Recognises the key periods in the 4.1. Identifies different periods in the history of music. history of music and different musical trends. 4.2. Examines the relationship between historical events, technological developments and music in society. 6. Valuing the assimilation and use of 6.1. Uses appropriate vocabulary to some basic musical concepts needed describe perceptions and musical when making value judgments or when knowledge. "talking about music." 6.2. Communicates knowledge, judgment and musical opinions, both verbally and in writing, with rigor and clarity.
musical representation) some elements and forms of musical organisation and structure (rhythm, melody, texture, timbre, repetition, imitation, variation) in a piece of music which is played live or recorded. 5.2. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity. 5.3. Uses musical concepts to communicate knowledge, judgment and musical opinions, both orally and in written form, with rigor and clarity. Block 3. Musical and cultural contexts 1. Performing exercises that reflect the relationship between music and other disciplines. 2. Showing an interest in learning about music with different characteristics, from different periods and cultures, and to broaden and diversify one’s own musical preferences, adopting an open and respectful attitude. 3. Relating the technical issues studied to the characteristics of different periods in the history of music. 4. Recognises the key periods in the history of music. 6. Valuing the assimilation and use of some basic musical concepts needed when making value judgments or when "talking about music." 1.1. Expresses musical ideas and relates these to different periods in the history of music and to other disciplines. 1.2. Recognises different forms of dance. 2.1. Shows an interest in learning about different musical genres and their expressive features, enjoying them as a listener and being selective. 2.2. Shows an interest in learning about music from different periods and cultures as a source of cultural enrichment and enjoyment. 3.1. Relates technical issues to the corresponding periods in the history of music. 4.1. Identifies different periods in the history of music and different musical trends. 4.2. Examines the relationship between historical events, technological developments and music in society. 6.1. Uses appropriate vocabulary to describe perceptions and musical knowledge. 6.2. Communicates knowledge, judgment and musical opinions, both verbally and in writing, with rigor and clarity.