Forsennata gridava

A madrigal at school

by ALESSANDRA ANCESCHI
9 likes
    School sections
    • Lower secondary school
    Educational subjects
    • Music, Rhythm and movement
    • Aural skills (Ear training)
    • Music and technologies
    • Music and…

Forsennata gridava

The didactic activity focused on the listening and analysis of the sixteenth-century madrigal by Giaches de Wert “Forsennata gridava” text by T. Tasso adapted from “Jerusalem Delivered”. The course led to the identification of the characteristics of the sixteenth-century madrigal which are accessible to 12-year-old students. On the strictly musical level, we focused on the concept of polyphony (and some related terms such as imitation, canon, homorhythm). Regarding the relationship between music and text, we tried to focus on the concept of madrigalism and rhetorical figure, also referring to exemplifications taken from poetic language.

Work tools

The workspace used was the typical school music hall: a large space, gradually equipped over time, which presents, on the one hand, a traditionally intended arrangement (with desks to be arranged in the desired way, IWB and good quality sound system) and on the other, a more freely organised space for musical activities where numerous tools are available.

Finalità didattiche

Si riportano di seguito le competenze, i traguardi e gli obiettivi formativi selezionati dal docente per questa esperienza.

Competenze -- DA TRADURRE
    Ascolto
    • Sound perception
    • Interpretation
    • Comprehension
    • Analysis
    Produzione
    • Composition
    Lettoscrittura
    • Use of conventional analogic music notation
TRAGUARDI PER LO SVILUPPO DELLE COMPETENZE-- DA TRADURRE [...]
    Secondaria di I grado
    Ascolto
Obiettivi formativi -- DA TRADURRE

The student:

  • recognises the phonic footprint of the opening of the madrigal
  • distinguishes some voice entries and identifies the homorhythmic sections
  • captures evocative meanings of the phonic footprint of the opening
  • attributes meanings to melodic madrigal
  • highlights "focus words" in the literary text and in the text he/she invented
  • describes the relevant features of the opening (in particular the large melodic jump)
  • recognises one or more madrigalisms and relates them to the meanings of the text
  • knows the function of some figures of speech and grasps their transposition in music
  • knows the meaning of concepts such as: madrigalisms, polyphonic interweaving, homorhythmic progression, focus words, rhetorical figures
  • builds sonorities that can accompany and amplify the meaning of words
  • edits text and music
  • recognises the opening and the voice entries in the score
  • recognises the omorithmic sections in the score

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