Crónicas Dalcrozianas - Componer una melodía con la escala pentatonica

Thank you so much for watching these Dalkrosian Chronicles. Doing this is an exercise I first did in second grade. And then I adapted it for the primary classroom. I recommend you stand up, walk, and make your way. Exercises as shown here, but also keep in mind that it's a class I didn't just see it during the 12 minutes that this class lasted. complete class of 40 minutes and after this video, one same in English, if you read Provided to them as a reinforcement so that they can complete their tasks and During the week they will be delivering a series of videos more in Where I'm gonna be playing so they can practice the sensations We're going to live, we're going to live, we're going to live. We're going to experiment, then we're going to analyze and finally we're going to apply it. Thank you so much for being here and see you soon. Hello, how are you? What we're gonna do is walk like this. Now, don't look at the camera like I was doing it just now, We're just going to walk in a direction that we don't want to. Permit me to give you the steps of the ladder. Let's say it with numbers. Here we're assuming we already know why one repeats. Now I'm going to do something different. Then, look, I'm playing the four and the seven. Once more. One, six, five, three, two, one. Now comes the question, how many different numbers am I saying yo? Look carefully, how many different numbers? Let's see, you've got the contacts? So, I'm gonna use those to make one, two, three, five, six, five, three, two, one. Okay, now that you've done it in that space, try it in another. It's not so important that you're millimeter in where you're falling, But you're looking for that difference in what the steps are. Now we'll do it like this. One, two, three, five, six, five, three, two, one, five, one, six, five, one. Imagine where it is in space, where these sounds are, these notes. Now let's hear it. One, two, three, five, six, five, three, two, one. Okay, now that we have this, let's go analyze it. How can we make a melody using these numbers? Because we're going to do a melody, but look, we're going to do it like this. Then we know I have five sounds. And what's this called? If I had a bicycle, then a bicycle is a bicycle, You have that prefix of dos con el bi. If this bike had three wheels, then it would be a tricycle. If this bike had four wheels, then it would be a car. And the truth is that it doesn't work for me. But also if we had one, for example, the packages in which the milk comes, Or those packages like that that are like aluminum and have stuff inside, It's called in pasos tetrapak, tetra, because it has cuatro capas They're protecting you from all this. So, that's why it's four, tetrapak. And finally, if we had a five-wheeled car, Then it would be a pent-car, because we already have that has five wheels. That's the prefix that gives us the number five. Pentagone, pentagram, everything you can find with penta, Those were the only two that occurred to me so far. So, I have this and the other scale that is pentatonic, Because I have five sounds. So, this is the pentatonic scale. But it's very important to see that I'm not just a bunch of notes, These are the notes where I'm leaving number 4 and number 7, Because those two are the ones that generate the triton and that's why it doesn't serve me. Now, a lot of this information is probably for certain students to have. For example, this class I did with students of fourth grade and eighth grade, I'm a 7th, 8th grader. Secondary and fourth grade children. But with the secondary schoolers I was getting more involved with that I tell you, The dissonances, the tritone and all that, even with the names of the notes. And with the fourth ones, no, with them I was doing it just by numbers. Then, now let's make a melody. Let's imagine that all this is a sheet of paper. Then, I have my paper sheet. But, bueno, now, please, I have to, thanks. Very well. Then there, the first thing you're gonna do is that on this sheet of paper you're gonna I'll draw a line here. Now that that line is there, you're gonna split it into four parts. But be careful, don't start dividing here, here, here, here. You have to give four equal parts. Then divide first in half, then half of the half and the other half Half of the half. And so I have 1, 2, 3, 4. - I'm not going to. You've got these four, then I'm gonna pick out these rhythms that are here, All these that are coming out, of those rhythms, Every bubble that's there is a compass. And I'm gonna go settle in wherever I want with these four. It's important that the last one always be a great one. Then maybe these two would look perfect. Then I'll leave those two. And in principle I recommend you do something with a little more movement. So, if you see anything that has more movement between these here, We'll use those. So, for example, if I take this from here and then my rhythm would drop, Pam, Pam, Pam, Pam, Pam, Pam, Pam, Pam, Pam, Pam, Pam, Pam, Pam, Pam, Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam, and Pam. It's important to say it with a certain intention. Let's not just palm it or say it. Or even, if you go to a palm tree, that sea, see that every time I see Filling all the time of courage with the movement that I am doing. No, I'm staying with a completely closed movement. Ta, ta, ta, tam. I know. Because that also generates nervous spasms in your arms And all the bodies that make sure that the information does not reach correctly from Your body and your brain. Then, that doesn't suit us. We need that information to always be flowing. Now, let's see. Since we have this rhythm here, we can make a melody solo Giving him the numbers we had. We're not gonna use the one upstairs because it's gonna complicate things. Ahorita still not. So, if I put these numbers, 1, 2, 3, 2, 1, 2, 3, I would stay, One, two, three, two. That's the rhythm. So you would hear. And after that I can do, ta, ra, ra, ta, ra, five, six, five, three. Five, six, five, three, ta, ra, ta, ra, ra, ra, five, three, two, three, one. And so I have my melody armada. So, now that I have this score from the exercises I've been doing that, and I've had some experience of what the scale is. I'm going to play pentatonica. And look, it's not just doing it for three minutes and that's it. You did it once. You know it. Do the subject by sight. To me it's the worst aberration that can happen. You can't give the subject per visto. The topics are coming up. You're making your students have different experiences of I'm going to learn. And as the learning experiences become more meaningful for you, As a maestro, more will be important to them. Because some people will catch it on the kinesthetic side, some on the visual side, others on the auditory side, Others on the tactile side. Then, that's why we have to do so many experiments so that we We're really getting into the way they're learning, Only the way we don't want to teach. And well, we have here our first score. And what we can do with her is read that melody and then ask them to They create a melody. But those are exercises that are done through time and that don't Just because we've done it and we think you can do it, Then we'll just have to go like this. These are processes that we have to do for a good time and through Different media, especially if we're giving classes online. We can't think that just with a class we did online, Even though it's live, it's on Zoom and the connection has been incredible, They're going to have the same impact. Then, after we have that class, so there are homework, Therefore, there are practical tasks that can be done, We send them in video, in audio, etc., etc., etc. There are many things that this, in fact, It's one of those tasks I do with my students, They can watch the video after they can do the exercises and tell me Evidence of them also practicing them a little. Well, thank you very much and see you next time. - I'll see you later.