GLASBENA UMETNOST - 7.a; SNEMANJE UČNE URE

Razvoj glasbe od prazgodovine do antike

V razredu smo izpeljali uro ponavljanja. Izpostavili smo najpomembnejše dejavnike v razvoju glasbene umetnosti od davnine do antike. V uri so prevladovale aktivnosti: petje, igranje, dramatizacija in poslušanje zvočnih primerov. Teorije je bilo le za orientacijo.

Tako smo, ob ponavljanju starodavnega glasbenega izročila zapeli in zaplesali afriško zahvalno pesem Funge alafia. Pesem in igro s kamenčki, pa smo si izposodili od ameriških indijancev.

Pri starih zunaj evropskih kulturah smo izpostavili velik pomen glasbe v človekovem življenju, našteli nekaj inštrumentov, se igrali s kitajsko pentatoniko in improvizirali eleganten ples z rokami pri indijski glasbi. Antično grško glasbo smo podoživeli preko dramatizacije zgodbe o Orfeju: razdelili smo vloge, oblekli Orfeja in Evridiko v tuniko. Ob posneti glasbi na liri in pripovedovalki, ki je povzela zgodbo, je Orfej z liro v rokah zaigral svojo zgodbo, vsak učenec pa je imel svojo vlogo (Had, brodnik, kača, podzemna bitja, ljudstvo… Učenci si pri tako slikovitih urah veliko več zapomnijo, kakor, če jih zasipam s teorijo.

MUSIC - 7.a; RECORDING OF A LESSON

Evolution of music from prehistoric times to the Antique period

The lesson focused mainly on revision. We pointed out the most important factors in the evolution of music from prehistoric times to the Antique period. The following activities prevailed in the lesson: singing, acting, dramatisation, and listening to audio examples. Theory was only used as a tool in revision. While revising ancient music traditions we sang and danced to a traditional African song Funge alafia. We also borrowed another song and a game with stones from American Indians.

When it comes to old cultures from outside Europe, we pointed out how important music is in people's lives, we enumerated a few instruments, played with Chinese pentatonic scale, and improvised an elegant dance with hands while listening to Indian music.

We relived Greek music form the Antique period through dramatisation of the story of Orpheus: we decided who will play what role, and dressed Orpheus and Eurydice in tunics. While listening to a narrator telling the story with lyre music being played in the background, the pupil dressed as Orpheus acted out the story with a lyre in his hands, and each of the remaining pupils acted out his/her own part (Hades, waterman, snake, underworld creatures, people, etc.). Pupils usually remember more from visually supported lessons than when the focus is mainly on theory.