3. Valuing silence as a precondition for 3.1. Values silence as essential for engaging in listening tasks. performing and listening. 5. Recognising and describing (via 5.1. Describes the different elements of graphical, physical or verbal forms of the musical works presented. musical representation) some elements 5.2. Uses different resources to facilitate and forms of musical organisation and musical analysis in an autonomous structure (rhythm, melody, texture, manner. timbre, repetition, imitation, variation) 5.3. Uses musical concepts to in a piece of music which is played live communicate knowledge, judgment and or recorded. 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 and respectful attitude. 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 4.2. Examines the relationship between history of music. historical events, technological developments and music in society. 5. Appreciating the importance of 5.1. Values Spain’s cultural heritage. Spain’s cultural heritage, and of 5.2. Practises, performs and memorises preserving and disseminating it. vocal and instrumental pieces and dances of Spanish heritage. Block 4. Music and technology
3. Valuing silence as a precondition for engaging in listening tasks. 5. Recognising and describing (via graphical, physical or verbal forms of 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. 3.1. Values silence as essential for performing and listening. 5.1. Describes the different elements of the musical works presented. 5.2. Uses different resources to facilitate musical analysis in an autonomous manner. 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. 5. Appreciating the importance of Spain’s cultural heritage, and of preserving and disseminating it. 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. 3.1. Relates technical issues to the corresponding periods in the history of music. 4.2. Examines the relationship between historical events, technological developments and music in society. 5.1. Values Spain’s cultural heritage. 5.2. Practises, performs and memorises vocal and instrumental pieces and dances of Spanish heritage. Block 4. Music and technology