Beethoven's Symphony n. 9 "Choral"

 

 https://youtu.be/8akan9OGflQ

Shared by César Ribadeneryra:

Beethoven's Symphony n. 9 "Choral" (1823)

First of all: I would play two versions of the famous final part: ode to Joy in class, the original in which there are an orchestra and some soloists and the other one by M. Ríos well known under the title: "Himno a la Alegría". 

I would make students distinguish between both of them shown in the time they were released and the style in music in general.

Then writing down the different instruments and voices they both have and how loudness and tempo of the music are developed in the examples. After this compare the two lyrics - in Spanish and in German-even with an English version; in this way students connect in a closer way the lyrcis with the music that supports them.

Finally, I would try to teach how to sing the lyrics in Spanish and in English (in German it would be really hard, I think )and notice how the time going by has influenced to transform the way that the same melody is treated depending on the century it was done and the fashion in music and the influence of mentality on it.

Musical Impresionsim and Futurism

 

Shared by Elba Rodríguez:

The painting "Impression: soleil levant", by Claude Monet illustrates very well one of the main desires of this artistic movement: the transmission of emotions and sensations.

https://www.wikiart.org/en/claude-monet/impression-sunrise

First of all, students have to say what their feelings are about, how the painting technique is, the colours employed... 

I will introduce the musical Impressionism throught this painting. Students will listen to La Mer by Claude Debussy. Both in the painting and in the hearing, water as a common element.

https://www.youtube.com/watch?v=FOCucJw7iT8

                  

Then we are going to compare this painting by Umberto Boccioni: "Dynamism of a cyclist". 

                  https://www.wikiart.org/es/umberto-boccioni/dinamismo-de-un-ciclista-1913

Futurism: After the students talk about the painting, we  will listen to The Serenata per Intonarrumori by Luigi Russolo.  We willl inferit the importance of the movement, and stress the change of society and daily life (speedy, busy, noisy, more machines,... ).

https://www.youtube.com/watch?v=8GpN5FHO60c

After listening to it we will compare both paintings:

 "The most colourful is...", "The more blue", "The one that makes me feel the more...", "The second one transmits to me... but the other one...". 

Then students are going to reflect how the first picture could sound and then the other. We may play some improvisations with Orff instruments. The Orff instruments are small percussion instruments (xylophones, chimes, triangle, metallophone, Chinese box...).

Finally, they have to guess what auditions are from the two styles (Impressionism and Futurism). At the end, students must research what are the main characteristics of these two different styles.

A conversation between the characters of Las Meninas by Velázquez

 

https://www.museodelprado.es/coleccion/obra-de-arte/las-meninas/9fdc7800-9ade-48b0-ab8b-edee94ea877f

Shared by María Icíar Serrano Quiñones:    

Las meninas", by Diego Velázquez. 

We are going to use this picture to develop English vocabulary, improve speaking skills, and practice the description using adjectives.

First of all, we will begin showing this painting to the students, and explaining that Velázquez painted this painting in 1656, when King Felipe IV , the penultimate monarch of the Habsburg dynasty.

"Las Meninas", also known as "The Family of Felipe IV", is considered the masterpiece of the Spanish Golden Age painter Diego Velázquez, and it is one of the most analyzed and commented works in the world of art.

This painting, made in oil on a large canvas, was completed in 1656, and
the figures that appear in the foreground are represented in real size.

The main subject is the portrait of the Infanta Margarita de Austria, placed in the foreground, and surrounded by her servants, "las meninas", as well as some other characters.

On the left,it can be seen part of a large canvas, and behind this , the figure of the painter, working on his own painting, like a self-portrait.

Next, the teacher will stand in front of the painting, showing the students the characters that appear in a diary palace scene:

- The Infanta Margarita, the main character of the painting.

-The woman standing on the right, Isabel de Velasco, dressed with a skirt, appears in an attitude of bowing.

-The other menina, located on the left, is Maria Agustina Sarmiento de Sotomayor, and she reclines herself before the royal infanta.

-On the right is the dwarf, called Mari Barbola, and next to the mastiff dog, the dwarf of noble origin called Nicolasito Pertusato.

The lady who looked after and watched over them was Doña Marcela de Ulloa, who appears dressed as a widow. Next to her, in the gloom, another character appears, who is also supposed to serve and guard the maidens.

José Nieto Velázquez, the queen's chamberlain, is located at the back, in an open door through which the exterior light enters. She appears with one knee bent and her feet on the step.

Finally, Felipe IV and his wife, Mariana de Austria are reflected in a mirror, placed in the center and back of the painting.

In the foreground , you can see a dog, a Spanish Mastiff, which is in an attitude of resting.


-Objectives:


-Know Velazquez's most famous painting, placing it within a historical-artistic context.

-Describe in their own words what they see in the painting.

- Talk about the characters, and their relationship between them.

-Give your opinion about the painting, saying if you liked it or not, and why.

-Activities:

-In two groups , the first must formulate the questions, while the other group respond respecting the turns.
Ask using, at the beginning of the sentence, each time:

-An adverb: "Where ?, Why ?, What?, How long?"
-A verb: "is there ?, are there?".
-Yes/no questions.

-Start by asking:

- "Can you see .....?"
And respond:

- "Yes, I can".
- "No, I can't."

-Imagine their lives and talk about it.
- Dialogue as if they were the characters of the picture.

- What are they talking about among themselves?
- How do they speak to the infanta?
- Are they happy?

-Write in the notebook adjectives that describe the characters in the painting, referring to colors, shapes, and size. The teacher will write down the students' answers on the blackboard.

They will also refer to their clothes and the personality of each of them, imagining their way of being, their daily activities, etc.

Finally, we can talk about the main differences between the figurative style, and the abstract one.

Back to the XVIII century with Beethoven and Haydn

 

 

https://www.apollo-magazine.com/beethoven-stieler-portrait/

                                      https://www.reprodart.com/kunst/_italianschool/portrait_of_joseph_haydn.jpg

Shared by Sandra Mª Dorado:

Subject: History of music.
Time: forty five minutes.

After having studied the Music and the characteristics of the XVIII century the students will write about them while they visualize the portraits of the musicians and listen to the music mentioned below:

Content of the activity: 

After having studied the Music and the characteristics of the XVIII century:

- First fifteen minutes: explanation of the task.
I will show two pictures and I will ask them to write some questions about them.

- Second fifteen minutes:
I will show a portrait of Joseph Haydn and I will play the Symphony of the clock. The students will have to write all the characteristics they may find about classic Art of XVIII century.

- Third fifteen minutes:
I will show a portrait of Beethoven and they will listen the Fifth Symphony. The students will have to write all the characteristics of romantic art.