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Music and poetry in the Alambra Gardens in Granada
mardi 19 août 2008
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To analyse musical pieces as examples of artistic creation and of cultural heritage.


- To express ideas and feelings in an original manner, thanks to voice, instruments and movement, in a acting or improvising situation, in order — To improve one’s communicating skills while respecting other ways of expressing oneself.
- To use musical pieces as a form of communication
- To use various sources of information, various scores, various audiovisual aids and other pictorial means in an autonomous, creative way, in order to know and appreciate music.
- To take part in musical activities organized within or outside school.
- To elaborate personal judgments and criteria through a critical analysis of the various social uses of music.
- To underline the importance of silence as a preliminary condition to the listening of music, to life in harmony with oneself and with the others.


- Being able to use dancing movements as a means of representing images, sensations and ideas.
- Being able to use customary, folk dances as an expression of culture.
- Being able to recognize the role which music plays in our society.
- Being able to recognize the differences of musical cultures which are not from a western origin.

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- Music instruments or ay other musical equipment from the every-day life and corresponding to the pupils’ tastes and passions.

- Equipment which convey a rich, coherent vision of musical culture.
- Documents : slides from the Alhambra and the Generalife
- Poetry by Federico Garcia Lorca, « Baladilla de los tres rios » Music by Rimsky Korsakov, « Sherezade » ; Isaac Albeniz, « Iberia, tercer cuaderno »


The Alhambra Garden in Granada


The activity unfolds in 3 phases :

1) Musical hearing – Acknowledging a distinctive element of music : silence. Music is presented as an acoustic construction related to silence. This exercise favours the development of musical qualities based on the attention which precedes the musical event ; silence is a container for music.

The unlit garden is entered in silence. Everything is in shadow. First, the music from Sheherazade by Rimsky Korsakov can be heard. Then comes the first slide, then the rest of them, and poetry is read.

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Thanks to the program formerly established at school by the teacher and the pupils, thelatter can follow the unfolding of the slide display step by step.

2 ) Create music : have the pupils participate in an activity of vocal or instrumental expression, through the interpretation of an appropriate repertory and through improvisations.

Back in class, the pupils create a work book with the poems analysed according to their contents and the means of expression used by the poet. The music and the architectural context will be related to them.

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3) Knowing the language of music : contributing to the analysis and the use of the basic means necessary to sound organisation.

The pupils should improve their writing and reading of music therefore local music (folk or country dancing music…) will be used.


This activity develops a form of educational cross-exercise thanks to its characteristics :

- Education to health
- Education to equal opportunities
- Education to responsible consumption
- Education to environmental concerns
- Socialising
- Education to peace

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The acquired notions, the ability to expose them in a clear straight-forward manner, to recognize musical pieces which have been analysed in class, and to reuse them in a different context are checked..

Maria Josefa Lopez Montes. History of the Arts teacher. Vocational education centre, Maracena. Granada. Spain.

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