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Baroque music
Tiching explorer Organización
- 1 lo usan
- 3768 visitas
Didactic sequence (PDF file) designed to help us learn about Baroque vocal and instrumental music. We describe styles and characteristics. We find out about famous composers of the Baroque period. The…
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Classical music
Tiching explorer Organización
- 2 lo usan
- 3470 visitas
Didactic sequence (PDF file) designed to help us learn about classical music: vocal and instrumental styles and main composers. We ask for and give information. We find out about a country in the…
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Medieval music
Tiching explorer Organización
- 4 lo usan
- 2970 visitas
Didactic sequence (PDF file) designed to help us learn about the different styles of medieval music. We find out about the Middle ages. We improve reading and writing skills. The resource includes a…
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Music making
BBC Organización
- 3 lo usan
- 3064 visitas
In this resource we identify the sound of common musical instruments.
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Music vocabulary
Tiching explorer Organización
- 4 lo usan
- 4258 visitas
The resource contains a picture & spelling dictionary about musical instruments, and a set of vocabulary exercises (matching activities, listening activities, multiple choice, memory games, hangman,…
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Instrumental music
Proyecto Agrega Organización
- 2 lo usan
- 2559 visitas
Lesson designed to help us identify the musical notes.
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Music mixer
Tiching explorer Organización
- 1 lo usan
- 3306 visitas
Resource designed to help us create songs with our own band. We can customize band members and musical instruments. We control the mixing console. We can play different music styles.
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Music maker
Tiching explorer Organización
- 1 lo usan
- 2452 visitas
Interactive resource that allows us create songs. First we drag the musician to the stage, and then we adjust the mixer buttons. Finally we can record the song.
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Compose music
Tiching explorer Organización
- 2659 visitas
Online activity in which we can compose our own music. We drag the notes to the staff (each measure must have four beats). We can play the music we have composed.
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