Primary Student s Book This book is a collective work, conceived, designed and created by the Editorial department at Santillana, under the superv ision of Teresa Grence Ruiz and Maite López-Sáez Rodríguez-Piñero. The following team has collaborated in this material: Writers María Larumbe Martín Iván Oriola de Santos Miguel Ángel de la Ossa Rebollo Illustrators Inés Burgos Manu Callejón Ileana Rovetta Editor Juan José Castro Díaz Project editor Eva Herrero González Managing editor Mercedes Rubio Cordovés Do not write in this book. Do all the activities in your Activity Book.
Contents 10 I Play Like This 26 Rhythm and melody. 11 Supercalif ragilistic 28 Breathing control and articulation. 1 2 Semibreve and Samba 30 The semibreve and the semibreve rest . 13 Papagena! Papageno! 32 The opera. Bass, tenor, contralto and soprano. 14 Dance of the Seven Moves 34 Trumpet , trombone, French horn and tuba. 15 Oh, When the Saints 36 The marching band. 16 I'm a Little Leprechaun 38 Saint Patrick's Day. 17 Csárdás 40 The tempo. Accelerando and ritardando. 18 Flamenco Voices 42 Flamenco: types of voice and the cajón. Review 44 Term 2 review. Ready for More 46 Self-assessment of term 2. 1 A New Note C 4 The note high Do or high C on the stave. 2 All Note Values Come with Heads 6 The quaver and the quaver rest. Notehead, stem and f lag. 3 Morning Mood 8 The timbre. The oboe. 4 The Downbeat 1 0 The downbeat in duple, triple and quadruple metre bars. 5 The Monsters' Dance 1 2 Electrophones: the electric guitar. 6 In a Persian Market 1 4 The orchestra. 7 Irish Dance 1 6 The repeat signs. 8 Jingle Bells 1 8 The choir and the soloist . The children's choir. 9 Verdiales 2 0 Verdiales. Review 22 Term 1 review. Ready for More 24 Self-assessment of term 1. TERM 1 TERM 2 Lesson Page Lesson Page Essential knowledge Essential knowledge
1 9 Silence at Last! 48 Positive effects of silence. 2 0 Eram, Sam, Sam 50 Unison and canon. 2 1 Many Ways to Sing 52 Dynamics: mezzopiano and mezzoforte. Score editing. 22 Peter and the Wolf 54 The viola and the double bass. 2 3 Ensembles 56 Soloist and ensembles. 24 Walt z of the Flowers 58 The harp. 25 Yabbadabbadoo 60 Pitched and unpitched percussion instruments. 26 New World Symphony 62 The graphic score. 27 Rumba 64 The rumba. Review 66 Term 3 review. Ready for More 68 Self-assessment of term 3. Lesson Page Essential knowledge TERM 3
Loo ! Mi, T ere Mi, is So , L , new note Si, in L , t - o e So , son . L . I Mi, you Mi, e rn So , it, L , we c n Si, sin L , So , n . You L , c n L , c L , it L , Si. You c n c Si, it Si, C. L . Sin L , t is L , son L , wit L , me Si, nd Mi, you o, o, o, o, o, o. o. wi Si, see. L . & & œ œ œ œ œ œ œ œ ˙ Ó œ œ œ œ œ œ œ œ ˙ Ó œ œ œ œ ˙ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙ Ó 2 œ / œ œ œ Œ 2 œ 2 / œ œ Œ œ Œ œ Repeat. TERM A New Note C 1 1 Perform. Repeat. Repeat. < 4 >
3 Play. 4 Make up a rhythm in triple metre. Then play a series of ascending and descending notes with it like the ones in activity 3. 2 Listen and answer the questions. ascending descending and ascending descending ascending and descending 1 2 • Name the instruments. • What type of series do they play? 1 2 3 4 2 & œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙ 4 & œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ ˙ œ Key concepts We write the note high Do or high C in the third space of the stave. & œ < 5 > lesson 1
All Note Values Come with Heads 1 Sing along. f lag stem notehead Now that you know three note values: Quavers, crotchets, minims, too, Learn to write them on the stave. They are all different. Have a look! chorus verses All note values come with heads And stems go up on the right . But stems go down on the left , When the notes are ver y high. All note values come with heads And stems go up on the right . If the notes have f lags on their tops, Then quavers are what you write. < 6 >
2 Play along. 3 Play and match. Then make up your own score and a drawing that represents it. chorus verses Key concepts The quaver lasts the same as half a crotchet. The quaver rest also lasts the same as half a crotchet. e A B C 1 2 3 / œ j ‰ œ j ‰ Ó 2 œ / ˙ Œ œ 2 œ / œ j ‰ œ œ œ j ‰ Œ 2 œ & œ œ j ‰ œ œ j ‰ œ œ œ œ ˙ 4 œ & œ œ Œ œ œ œ œ œJ ‰ ˙ 2 œ & ˙ œ œ œ œ œ œ ˙ Œ 3 œ Repeat. Repeat. < 7 > lesson 2
Morning Mood, Grieg 1 Follow the music and listen for the main instruments. Morning Mood Repeat. 5 5 5 < 8 >
2 Play along. 3 How does Morning Mood make you feel? Draw in your Activity Book. 4 Correct the wrong answers in your Activity Book. 5 6 iq h 1 1 1 5 3 h 1 5 5 h e iq 1 1 1 5 1 q1 iq 5 5 5 3 / œ Ó œ Ó œ œ œ œ Ó œ Repeat. camel palm tree bird 5 4 q iq 1 1 5 3 iq e 1 1 < 9 > lesson 3 Key concepts Each voice or instrument has a different timbre. The oboe is a wind instrument.
1 Sing along. When does the choir sing? Jingle Bells Dashing through the snow, In a one-horse open sleigh. Over the f ields we go, Laughing all the way. Bells on bobtails ring, Making spirits bright . What fun it is to laugh and sing A sleighing song tonight . Oh, jingle bells, jingle bells, Jingle all the way. Oh, what fun it is to ride In a one-horse open sleigh, hey! verses chorus < 18 >
2 Play along on the tambourine. 3 What are they? Say the right order. 4 Write the score with repeat signs in your Activity Book. Key concepts A choir is a group of people singing together. A soloist is a singer who sings alone. A choir with only children is a children's choir. & œ ‰ œ j œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙ ˙ 4 œ verses chorus ™ ™ / Œ œ œ Œ œ ˙ œ Œ 4 œ ™ ™ ™ ™ / œ œ œ Œ œ œ œ Œ Œ œ œ Œ œ ˙ œ Œ 4 œ ( 15 times) (5 times) Repeat. < 19 > lesson 8
1 Name the last note in each series. Then answer the questions in your Activity Book. Review DO OR C 10 QUESTION CHALLENGE RE OR D MI OR E FA OR F SOL OR G LA OR A SI OR B DO OR C RE OR D MI OR E < 22 >
p / œ œ œ œ œ Œ œ œ œ œ ˙ œ Œ œ œ œ Œ œ œ 2 œ f / œ Œ œ Œ ˙ œ œ œ Œ œ Œ ˙ œ œ 4 œ f / ˙ œ œ œ Ó ˙ œ œ œ Ó ‰ œ j ‰ œ j œ ˙ Œ 3 œ 1 Help the painter to name his pictures. Ready for More 2 Write the scores with repeat signs in your Activity Book. 10 crotchets 6 crotchets 11 crotchets 7 crotchets < 24 >
R e c o r d e r f i n g e r i n g c h a r t & œ & œ & œ & œ Sol or G La or A Si or B Do‘ or C‘ < 70 >
3 TERM G l o s s a r y CANON: when several voices or instruments perform the same piece, but start at different times. CHILDREN’S CHOIR: choir with only children. CHOIR: group of people singing together. DURATION: it indicates if a sound is long or short. It's shown by note values and rests. DOWNBEAT: first beat of each bar that is always louder than the others. DYNAMIC INDICATORS: signs that show the dynamics of the music, like p (piano), quiet; mp (mezzopiano), moderately quiet; mf (mezzoforte), moderately loud, and f (forte), loud. ELECTROPHONES: instruments that use electricity to generate sound. GRAPHIC SCORE: way to visually represent aspects of the music (timbre, pitch, duration and dynamics). MARCHING BAND: musical ensemble made up of wind and percussion instruments. They play at parades and local celebrations. MELODY: series of notes with different pitches and durations. OPERA: theatre play performed by several singers and an orchestra. ORCHESTRA: musical ensemble made up of more than a hundred musicians. It includes string, wind and percussion instruments, and also a conductor. PITCH: it indicates if a sound is high or low. It's shown by the notes on the stave. RHYTHM: series of sounds with different durations. RUMBA: flamenco palo that is a mixture with Cuban music. It's in quadruple metre, cheerful and very quick, with a rest on the first beat of the bar. SOLOIST: singer who sings alone or has a prominent role within a group. TEMPO INDICATORS: Italian words that indicate the speed of the music, like adagio (slowly), andante (at medium speed) and allegro (quickly). We write them above the stave. Gradual changes of tempo are called accelerando and ritardando. TIMBRE: it helps us to identify what we are hearing. UNISON: when several voices or instruments perform the same piece at the same time. VERDIALES: Andalusian music performed by pandas de verdiales. It's in triple metre, very quick and cheerful. VOICES (flamenco): laína (high-pitched and colourful ), natural (it comes out easily from the chest), fácil (changing easily from low to high notes) and rasgada (hoarse and hard). VOICES (opera): bass (male, low), tenor (male, high), contralto (female, low) and soprano (female, high). < 71 >
Instrument practice
Hold your Recorder 2 The parts of the recorder. How to hold the recorder correctly. Holding the recorder exercises. Control your Breathing 3 How to hold the recorder correctly. Control of the airf low. Performing rhythms on the recorder. My Garden Hose 4 How to cover the holes of the recorder. My Garden Hose, M. Larumbe. Play with Si or B 5 The note Si or B on the recorder. Play wit h Si or B, M. Larumbe. Si La, La, La 6 The note La or A on the recorder. La , La , La, M. Larumbe. La-Si Blow Gently 7 Breathing control . Blow Gently, M. Larumbe. La-Si Here Comes Sol or G! 8 The note Sol or G on the recorder. Andean Song, traditional song. Sol-La-Si Mary Has a Little Lamb 9 Taking care of the recorder. Mar y Ha s a Little Lamb, traditional song. Sol-La-Si Ding, Dong 10 Review. Ding , Dong, traditional song. My New Hammer, F. Wolf. Sol-La-Si Relax 1 1 Relaxation of the face muscles. Relax, M. Larumbe. Sol-La-Si Canon 12 The note high Do or high C on the recorder. Canon, M. Larumbe. Sol-La-Si-Do' Take a Breath! 13 Breath marks. Baixant de la Font del Gat, E. Morera i Viura. Sol-La-Si-Do' Duet 14 Review. Duet No. 1, M. Larumbe. Duet No. 2, M. Larumbe. Sol-La-Si-Do' Big, Big World 15 Review. Big , Big World, E. Rydberg & L. Anderson. Sol-La-Si-Do' Instrument practice Lesson Page Essential knowledge Music Notes on the recorder
< 2> Practising tips • Keep your back straight. • Put your feet on the floor. • Relax your shoulders, arms and hands. • Hold the recorder with your left hand on top and your right hand underneath. 2 Hold your recorder correctly as quick as you can. head body 5 thumb hole window mouthpiece THIS IS MY RECORDER. IT HAS SEVEN HOLES AT THE FRONT AND ONE AT THE BACK. 1 Learn about your recorder. 6 7 1 2 3 4 Hold your Recorder GO!
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