R E A D I N G If music is made up of sounds, how can people with hearing loss enjoy it? We often think that music is exclusively for people who can hear, but the experiences of people with hearing loss make us rethink how we understand sound. Hearing is a sensation that happens in the brain when sound waves made by a vibrating object reach it. To be precise, the perception of sound happens in a place the size of a golf ball, called the auditory cortex. According to the latest research, people with hearing loss register sounds in the same part of the brain. However, instead of analysing information that they receive from the hearing organs (which are damaged), they process the vibrations of the sound that they perceive with their whole bodies. Anyone who has been near a loudspeaker in a disco knows how it feels when music makes your whole body vibrate. This discovery can help us to understand why so many people with hearing loss have dedicated their whole lives to music, overcoming their physical limitations and perceiving sound in different ways. Beethoven is one of the most well-known examples. It's said that he cut the legs off his piano to perceive the vibrations more clearly when he played. And his hearing loss didn't stop him from composing some of the most famous pieces in the history of music. Today, Evelyn Glennie is one of the most well-known musicians with hearing loss. She has won two Grammy Awards and recorded many albums. This exceptional percussionist can identify the exact pitch of any note by feeling its vibration in different parts of her body: ‘For some reason, we tend to differentiate between hearing a sound and feeling a vibration,’ she says, ‘but they're actually the same thing.’ Fortunately, there are more and more musical activities designed for people with hearing loss. In some concerts, for example, balls filled with air are given out so that the audience can feel the music in their hands. And sometimes wooden boxes are installed for people to lie on and feel the vibrations all over their bodies. After all, nobody wants to live without the pleasure of music. Can people with hearing loss listen to music? Key questions 1 What do we call the part of the brain that perceives sound? What function does it carry out? 2 Which two musicians with hearing loss are mentioned in the text? 3 Watch a video of Evelyn Glennie on the Internet . What did you notice most about her preformance? 4 Find information about the Sound Shirt . What it is? What functions does it have? 26 I Rhythm in our blood ES0000000151526 228810_UNIDAD_01_112297.indd 26 24/1/22 18:09 Appendix ES0000000151526 228810_FINALES_112302.indd 137 25/1/22 9:24 ➔ Critical thinking. Analyse a news article and answer the questions that will help you to think about and show your reasoning. Make connections between music and other subject areas and share your knowledge. ➔ Don't stop now! Find the terms that you can't remember in the glossary, check the recorder fingering chart and the basic chords on the guitar and the keyboard to perform the suggested pieces of music. O R G A N I S E YO U R I D E AS S O U N D I t s p ro p e r t i e s a re … Th e y ' re s h o w n w i t h … Intensity It distinguishes between loud and quiet sounds. Dynamic indicators: p p p m p m f f f f d i m . c re s c . Pitch It distinguishes between high and low sounds. Musical notes on the stave and the treble clef: S O U N D WAV E S An object vibrates. The waves travel through the air, water or another medium, and reach our hearing organs. Regular and organised and they feel pleasant . This type of waves are called sound. Irregular and disorganised and they feel unpleasant . This type of waves are called noise. Th e y ' re p ro d u ce d w h e n … Th e y ' re d i f f e re n t d e p e n d i n g o n … Th e y a re m e a s u re d i n … Th e y c a n b e … An excess of sound and noise in our surroundings is called noise pollution and can be ver y dangerous for our health. The result of all the sounds in a space at a given momet is called soundscape. Their f requency, which determines the pitch of the sound (more in high sounds and less in low sounds). Hert z (Hz). Their amplitude, which determines the intensity of the sound (larger in loud sounds and smaller in quiet sounds). Decibels (dB). Their duration. Seconds (s). & œ œ œ œ œ œ œ œ It distinguishes between long and short sounds. Duration Note values and their rests: h q e x Timbre It identif ies what we hear. The name of the instrument or type of voice. 23 ES0000000151526 228810_UNIDAD_01_112297.indd 23 24/1/22 18:09 7 Name the property of sound described in each sentence. a . Property that distinguishes between long and short sounds . b. Property that distinguishes between high and low sounds . c . Property that distinguishes between loud and quiet sounds . d . Property that identif ies what we hear. 8 Make a similar pyramid diagram for the corresponding rests. e e e e e e e e q q q q h h x x x x x x x x x x x x x x x x w 9 Look at the example. Then copy and complete the equivalents in your notebook. Finally, do the same with semiquavers. w 5 4 q 1 w 5 e 2 5 3 5 10 Write this rhythm on a stave with the following notes in your notebook. Sol Re Re Do' Mi Si La Fa Re 44œ œ œ œ œ œ œ œ ˙ / C H EC K YO U R P R O G R E S S 1 Copy and complete in your notebook. In music, means a pattern of sounds . These patterns can be organised into , which are parts in which musical time is divided . Some of these parts are than others . 2 Name three types of body percussion. 3 Write where these dances are f rom in your notebook. a . Gumboot dance. b. Fl amenco. c . Haka. 4 Copy and correct the sentences. a . The stave is a set of four lines and three spaces where we write music. b. The treble clef starts on the f irst line of the stave. c . We use the neutral clef to write low notes and it starts on the fourth line of the stave. d . We use the bass clef to write rhythms, which is why it doesn't show any musical note. 5 Find the correct treble clef and draw it several times. On which line of the stave does it start? Why? 6 Name the four properties of sound. a . Pitch , timbre, intensity and amplitude. b. Duration , f requency, timbre and silence. c . Duration , pitch , intensity and timbre. d . Timbre, pitch , duration and rhythm . 24 I Rhythm in our blood ES0000000151526 228810_UNIDAD_01_112297.indd 24 24/1/22 18:09 ➔ Organise your ideas and make sure that you have learnt the essential knowledge with the help of the concept maps which include the main contents of the unit. ➔ Check and apply what you have learnt through the numerous activities included in this material. ➔ Assess your learning process and be aware of what you have learnt and the way you have built this knowledge. SA B E R ES BÁS I CO S 4 R E I N FO R C E YO U R K N OW L E D G E : CH EC K YO U R P R O G R ES S 5 R E F L EC T A N D R ES E A R CH 6 G O F U R T H E R ➔ Check the LibroMedia and discover all the videos, audio recordings and multimedia materials associated with this book. 7 A N D T H E R E ' S M O R E . . . 3
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