5 Unit 5
Travelling music
Worksheets
1.
Download and do the activity ‘The five Ws’ about the Romantic period.
Fill in the diagram in the OLC.
Read page 80, do research on the website about the context of the Romantic
period answer the 5 “W” questions.
When was Romantic music composed?
Where did Romantic music develop?
What is the meaning of the adjective Romantic? What did Romantic musicians
want to reflect?
Who were Romantic composers?
Why did Romantic music develop?
Fill in the diagram in the OLC.
When
Where
What
Who
Why
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2.
Download and do the ‘Call our bluff’ activity (a variation of true/false
activities) on the characteristics of Romantic music.
Your teacher will give you a T or an F, depending on the task you will perform.
If you have a T, you must think of 4 sentences that are true describing the main
characteristics of Romantic music.
If you have an F, you must think of 4 sentences that are false.
After doing this, read the sentences to the class. Your classmates must only
write down the true sentences. Then check with your partner or your group.
The winner is the group that has written down all the true sentences.
3.
Download, find the poetic vocabulary and discuss.
1. Read the lyrics of the Lied. Search on the internet or your dictionary the words
you do not understand.
2. Summarize what you think the poem expresses. Then ask your partner’s
opinion.
3. How do you think the music expresses it? Share your opinions and discuss.
4. Do you know other Romantic lyrics of today's songs?
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4.
Download and match the artists with their corresponding art form.
Name of the famous artist
Art form
Goethe
Poetry
Schubert
Music
Heine
Schumann
5.
Download and do the ‘Find the mistakes’ activity.
Write a list of German composers and their works, including other composers’
masterpieces. Give it to your partner to find the mistakes.
6.
Download and classify male and female voices into high-, intermediateand low-pitched voices. See the diagrams in the OLC.
MALE VOICES
...
....
......
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FEMALE VOICES
....
....
....
7.
Download and unscramble the parts of the opera and zarzuela.
Evitaticer; reboture; surcho; zamanro; aiar.
8.
Download and do the ‘Remember’ activity.
Do you remember the instrumental genres that existed in Classical music? Fill in
the chart.
Read, browse and add to the second column of the list the new or fashionable
genres (pages 83-85).
Instrumental genres
New or fashionable genres
Medieval
Renaissance
Baroque
Classical
Romantic
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9.
Download and put the definition of programme music in the correct order.
Put the words in the right order to make the definition of ‘program music’. You
have a diagram to cut out and play..
You can place the jumbled parts in order on the diagram.
A. to describe/ B. extra-musical elements such as landscapes, emotions, etc./ C.
poems or images/ D. based on / E. instrumental music/ F. literary texts,
Cut it up and play with your partner.
10. Research the difference between ‘symphonic poem’ and ‘programme
symphony’.
11. Download and do an ‘Unscramble and guess the mistake’ activity about
Romantic composers.
First of all, make a list of Romantic composers (pages 81- 83). Scramble the
letters and match them with the wrong dates of birth and death and countries of
origin. Swap with your partner to try and find the correct answers.
Romantic composers
Countries of origin
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12. Download and match the instrument to the element represented in the
Danse Macabre.
Instrument
Element
Flute
Death
Violin
Bells
Harp
Awakening
Double bass
Skeletons
Xylophone
Spirits
13. Write false and true sentences about nationalism and swap with your
partner to find the true ones.
14.
Make a word search about Romantic composers.
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15.
Do you remember what a symphony is?
Unjumble its definition.
A. with several movements/ B. it is a piece/ C. played by a symphony orchestra/
D. (generally 4)
16.
See the glossary: useful expressions in regard to rhythm.
ENGLISH
SPANISH
Off beat
Follow the pulse
Keep marking the beat
Keep the beat
Tap out on your knees
At the speed marked
Clap your hands
Follow the rhythmic series
Pay attention
Count out loud
Rhythmic bassline
Respecting the dynamics
Accent every X beats
Polyrhythm
Chest, palm and thighs
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17. See the glossary: useful expressions in regard to singing.

Pitch your voice correctly, tune your voice correctly, stay in tune, keep the
note in tune.

Repeat, rising by a semitone.

Keep your voice in good shape.

Don‘t scream.

To read music on a stave.

Mark the beat.

Pay attention to the rhythm.

Read silently in your head.

Sing the melody saying the name of the notes.

Learn through imitation.
18. Search on the internet for pictures of the main instruments of Romani music
and some videos about it on YouTube.
19.
Download and do the ‘Cooperative writing/listening’ activity.
Are you a good writer or a good listener? You are going to work in pairs. You will
be member A and member B.
A will be a good writer in the class.
B will be a good listener in the class.
Your teacher is going to read out from page 94. If you are a writer, take notes as
you hear the text. If you are a listener, try to memorize information. Your
teacher will stop after each sentence and you will share the information with
your partner.
At the end of the reading you will have all the information.
The pair who has written down the best information wins.
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