primary - Santillana

Transcripción

Music
PRIMARY
www.santillana.es / www.richmondelt.es
Feeling is the most enjoyable, intuitive way of learning
because it simultaneously develops students’ emotions,
intellect and creativity. Discover our Music project for
Primary Education... and feel the music!
Music
PRIMARY
A complete six-level Primary course covering all your classroom needs
which:
• Provides motivating materials that are tailored to the age of Primary
students.
• Contains a systematic programme that deals with all aspects of
musical education: language and theory of music, musical culture,
active listening activities, vocal and instrumental performance, and
moving and dancing activities.
• Provides numerous creative and performance activities, giving
students the opportunity to play an active role in their learning process.
• Allows flexibility to adapt the materials according to the number of
contact hours, and it includes a variety of reinforcement activities and
digital resources.
Course Components
PRIMARY
Music
Student's Book
The Student’s Book is a spiral-bound book that consists of 24
core lessons, organised into three terms.
Student's Audio
tra
ns
m
Student’s Audio
ha
ACTIVITY BOOK
PRIMARY
na
tilla
San
or
ap
rad
bo
ela
Music
o
sid
(c) Richmond Publishing Santillana Educación, S.L. 2014
pa
rte
de
es
to
s
PRIMARY
S. L. Reservados todos los
ación,
dere
cho
Educ
s. N
ing
un
a
03/03/14 11:26
Music
m
áq
ui
na
la
l
ar de
titul
del
rita
esc
ión
ac
riz
to
au
ht.
copyrig
La inform
ación
con
ten
ida
en
est
ed
isc
o
co
m
pa
ct
o
PRIMARY
o
sin
ACTIVITY BOOK
pre
sta
r
ingún soporte electrónico n
cir a n
ian
redu
ingu
ir o
na
duc
form
i tra
a le
o, n
gib
un
le
alg
en
CP: 552863
Music
Activity Book
s,
do
ni
te
su utilización, se puede repr
oduc
ir, co
pia
r, al
qu
ilar,
io
ed
m
or
rp
iti
The Student’s Audio (1 CD) contains
the main recordings in the Student’s
Book.
co
n
552837_cubierta _ 0001-0002.indd 1
a
io par
esar
nec
are
ftw
l so
oe
om
íc
as
552863_cubierta _ 0001-0001.indd 1
21/02/14 15:19
The Activity Book offers further practice of the concepts
introduced in the Student’s Book. Each page is clearly linked
to a specific lesson and can be completed in class or given as
homework. An answer key is provided in the Teacher’s Book.
552918_cubierta _ 0001-0001.indd 1
24/02/14 11:08
PRIMARY
Music
Teacher's Book
TEACHER’S BOOK
Term 1
PRIMARY
Music
The Teacher's Book offers step-by-step lesson plans with fullcolour reproductions of the Student's Book pages. Answer keys
are included, as well as all the scores of the songs in the Student's
Book, one photocopiable reinforcement worksheet per lesson and
photocopiable tests. Cross-references indicate when to use the
Activity Book and the Class Audio.
TEACHER’S BOOK
Term 1
553014_cubierta _ 0001-0001.indd 1
o
tra
ns
m
CP: 631528
co
n
pa
rte
de
es
to
s
PRIMARY
ación,
dere
cho
Educ
s. N
ing
un
a
na
tilla
San
or
ap
rad
bo
ela
co
n
pa
rte
de
es
to
s
PRIMARY
ación,
dere
cho
Educ
s. N
ing
un
a
ha
o
sid
na
tilla
San
or
ap
rad
bo
ela
o
sid
la
l
ar de
titul
del
rita
esc
ión
ac
riz
to
au
ht.
copyrig
La inform
ación
con
ten
ida
en
est
ed
isc
o
co
m
pa
ct
o
co
n
PRIMARY
ha
sin
24/02/14 12:52
co
m
pa
ct
o
sin
la
l
ar de
titul
del
rita
esc
ión
ac
riz
to
au
631528_cubierta _ 0003-0003.indd 3
631528_cubierta _ 0003-0003.indd 3
en
est
ed
isc
o
pa
rte
de
es
to
s
ple
Sam ial
er
mat
Class Audio
La inform
ación
con
ten
ida
ha
Music
24/02/14 12:52
ht.
copyrig
ht.
copyrig
La inform
ación
con
ten
ida
en
est
ed
isc
o
co
m
pa
ct
o
631528_cubierta _ 0003-0003.indd 3
s,
do
ni
te
l
ar de
titul
del
rita
esc
ión
ac
riz
to
au
ación,
dere
cho
Educ
s. N
ing
un
a
tra
ns
m
m
áq
ui
na
na
tilla
San
or
ap
rad
bo
ela
o
CP: 631528
m
áq
ui
na
m
áq
ui
na
o
sid
ple
Sam ial
er
mat
Class Audio
pre
sta
r
cir a n
ian
redu
ingu
ir o
na
duc
form
i tra
a le
o, n
gib
un
le
alg
en
Music
oduc
ir, co
pia
r, al
qu
ilar,
io
ed
m
or
rp
iti
s,
do
ni
te
a
io par
esar
nec
are
ftw
l so
oe
om
íc
as
la
tra
ns
m
pre
sta
r
sin
o
CP: 631528
Class Audio
oduc
ir, co
pia
r, al
qu
ilar,
cir a n
ian
redu
ingu
ir o
na
duc
form
i tra
a le
o, n
gib
un
le
alg
en
ple
Sam ial
er
mat
a
io par
esar
nec
are
ftw
l so
oe
om
íc
as
io
ed
m
or
rp
iti
Music
pre
sta
r
cir a n
ian
redu
ingu
ir o
na
duc
form
i tra
a le
o, n
gib
un
le
alg
en
The Class Audio (3 CDs) includes all the recordings
needed to carry out the activities in the Student’s
Book, including the backing tracks of all the songs.
LibroMedia
s,
do
ni
te
oduc
ir, co
pia
r, al
qu
ilar,
io
ed
m
or
rp
iti
Class Audio
21/02/14 15:15
a
io par
esar
nec
are
ftw
l so
oe
om
íc
as
24/02/14 12:52
LibroMedia is the digital textbook. It provides interactive contents
divided into lessons that can be used without an Internet connection.
LibroMedia is available for different devices (PC, Interactive
Whiteboard, iPad, tablets with Android operating system, etc.). It
includes reproductions of the Student’s Book pages, as well as
videos, animations, karaoke tracks, all the recordings on the
Student’s Audio CD, the recordings of all the texts in the Student’s
Book, interactive activities, a glossary, an empty stave to write
scores on and print out, and photo galleries.
More class materials
Ten posters with an accompanying CD; two sets of 24 flashcards.
Student's Book: An Overview
The Student’s Book consists of 24 core lessons, organised into three terms. All lessons are two
pages long and follow a regular pattern. At the end of each term, there is a final lesson to
review the contents and musical practice of the term.
Opener lesson
Each term starts with a
story that can be read out or
played on a CD player. These
stories introduce different
musical contents and, at the
same time, involve students
in vocal performances,
rhythmic accompaniments,
etc.
Current term
and lesson
title.
TERM
1
Symbol that
indicates
which Class
Audio tracks
go with the
activity.
Music in Our Lives
Suddenly, the
lights go out and
Sarah’s dad
comes in with the
cake. Everybody
sings Happy
Birthday!
It’s Sarah’s birthday
today. She’s wearing
her favourite dress! She’s
going to school with her
mum and she’s studying
maths in the car.
In the afternoon, Sarah
has a birthday party.
She loves dancing!
Listen to the story. Then
sing and dance along.
1
1.2
6
After her maths
test it’s time for
break! Now Sarah’s
playing in the
playground.
Shhh! It’s bedtime and Sarah’s mum’s singing her
a lullaby. Goodnight!
1.3
Activity 1: Story: Music in Our Lives CD 1, track 2 . Sounds from the story CD 1, track 3. • Contents: The functions of music. Review of the beat.
(*)
All track numbers refer to the Class Audio.
(*)
Presentation of new contents
Each lesson includes contents and activities from different areas: musical language and
expression, listening activities, etc. The teaching suggestions aim to provide a consistent and
productive lesson. The new musical contents are presented through listening, creative or
performance activities. Review and reinforcement activities are also included.
4
REVIEW
1
Listen and sing along. Then find the note values and rests in the picture.
1.5
𝅘𝅥𝅘𝅥
The parts of a note:
1.4
A
Hear the notes, hear the rests,
Listen as they play.
Long notes, short notes
And then silence.
Listen as they play… Hey!
Listen and play along with body percussion.
A
 
Some notes are short,
And some are very long.
And the rests
R
Sound the very same.
L
B
Listen to the long,
And the short ones once again.
Rest
𝄽𝄽
𝄾𝄾
Value
one beat
half a beat
When quavers appear in a pair, we write them
like this:
and together they last one beat.
L R
 
REVIEW

quaver
8
𝅘𝅥𝅘𝅥
𝅘𝅥𝅮𝅘𝅥𝅮
3
1.6
note head
 
L R
L R

L R
Repeat.
  
 
Repeat.
REVIEW
Sounds can be high or low. That property of sound
is the pitch. We show it with musical notes. There are
two different ways to name the notes:
• Do, Re, Mi, Fa, Sol, La, Si.
Write a new body percussion rhythm in your Activity
Book. Then listen again and play along.
• C, D, E, F, G, A, B.
1.4
Activity 1: Notes and Rests CD 1, track 4. Backing track CD 1, track 5. • Contents: Quaver rest.
Current term
and lesson
number.
lesson 2
flag
        

To show the duration of notes, we use musical symbols. We also use symbols to show the duration of rests:
1
Listen and follow the duration of the notes in the melody.
          

It’s a lot of fun.
Note value
𝅘𝅥𝅮𝅘𝅥𝅮
2
Listen to the music.
Name
stem
note head
1.4
B
crotchet
stem

Introductory
activities
for new
contents.
term
Notes and Rests
Activity 4: Waltz by C. M. von Weber CD 1, track 6.
Activities 2 & 3: Notes and Rests CD 1, track 4.
9
Content
review
boxes.
Active listening with graphic scores
Morning Mood
1.33
𝄚𝄚
𝄚𝄚
The music in Morning Mood
represents dawn in the Sahara
Desert. It’s part of my work
Peer Gynt. It tells of the
adventures of a young
Norwegian shepherd on his
journey across the world.
=
flute
••
𝄚𝄚𝄚𝄚
𝄚𝄚
3
2
=
Look at the
Listen and play along with the instruments. Then answer
the questions.
1.33
1
oboe
=
=
2
=
=
             





violin
28
cello
Activity 1: Morning Mood from Peer Gynt by E. Grieg CD 1, track 33. • Contents: Active listening with graphic scores.
• What family do the instruments belong to?
• What type of metre does the music have?
Activity 2: Morning Mood from Peer Gynt by E. Grieg CD 1, track 33.




At least one lesson in each term includes active
listening activities using pieces of classical
music with graphic scores which allow students
to work on musical elements, such as the structure
of a piece, following the beat, distinguishing solo
instruments, dynamics of the music, etc.
REVIEW
My name is Edvard Grieg.
I’m a composer and pianist.
I come from Norway and I’m
from the 19th century.
Listen and follow the melody in the graphic score.

1
f
• What time
• What note
• How many
• And how m
• In the seco
part have?
Student's Book: An Overview
Moving and dancing activities
Listen and play along on the instruments.
A
B
3
          
mf

A
Form AB

2
2.24
Listen. Learn the dance and invent the missing steps. Then dance with your classmates.
2.24
f
4
3
lesson 21
Find the odd-one-out. Where do they belong?
           
At least one lesson in each term includes moving and

         activities.
    dancing
Look at the score and answer the questions.
Andante
Girls dance and boys clap on the spot.

In pairs, take four steps forward and four
steps back. Repeat.
Boys dance and girls clap on the spot.
On the way back, boys turn around.
B
mf
• What is the time signature of the score?
• How many bars does it have?
• What is the tempo of the music?
• What is the dynamic indicator?
• How many notes of different pitches are there?
• And how many different rests?
• How many different note values are there?
With your partner, turn to the left
for eight steps.
With your partner, turn to the right
for eight steps.
50
• Are there any repeat signs?
Invent your own steps for this part!
• What is the structure of the music?
Repeat everything three times.
Activity 1: Irish Dance CD 2, track 24. • Contents: Creating steps for a dance.
Activity 2: Irish Dance CD 2, track 24.
51
Songs to perform on the recorder and mallet percussion instruments
The Note Sol or G
1
REVIEW
Learn how to play the note Sol or G and play.
 
We write the note Mi or E
on the first line of the stave.
Sol or G on the recorder
Sol or G on the xylophone
REVIEW
At least two lessons in each term include
performances on the recorder and mallet percussion
instruments.
2
We write the note Sol
or G on the second line
of the stave.
Listen, sing and play along.
2.9
2.10
 
Andante

&œ Ó œ œ œ œ œ œ œ œ œ œ
If you lis - ten
mf
p



3

2.11
note we call Sol or G. (RECORDER)
p
&˙ œ œ œ œ œ œ œ œ œ œ
            

to the mu - sic, the new
& œ œ œ œ œ œ Œœœ ˙œœ ˙œœ œœœœœ



        

Breath marks ( ) appear on
scores for recorders and other
wind instruments to show where
to breathe.
Each time you see this mark,
take in air through your mouth
without making a sound, and
then continue playing.

You can sing
mf
it,
you can play it,


so come

& œ œ œ œ œ œ Œ œœ ˙ œœ ˙ œœ ˙œœ ˙ Œ 
on play a-long with me. (RECORDER)
p
38
• Contents: The note Sol or G on the recorder and mallet percussion instruments. Breath marks.
Activity 2: The Note Sol or G CD 2, track 9. Backing track CD 2, track 10.
Review lessons
term
2
review
The last lesson in each term is devoted to the
review and reinforcement of the core contents
previously developed. Its activities allow students
to assess their own learning process.
B Cuckoo, cuckoo, repeats the song for you.
Cuckoo, cuckoo, cuckoo, cuckoo, cuckoo.
                          




B
Sing at least one verse
of The Little Pear Tree.
    
Play the rhythms with
body percussion:

Play the melody adagio,
andante and allegro:
        
How do we play the guiro,
the French horn, the kettledrum
and the charango? Which
families do they belong to?

59
Activity 1: The Cuckoo CD 2, track 33. Backing track CD 2, track 34. • Contents: Review.
Instrument practice
Binary Form
The Student’s Book includes ten files for the recorder and
school and mallet percussion instruments, along with a
glockenspiel model to practise and a tab with the notes
students know on the recorder.
Canon
3.14
3.15
Allegro

            
                
                
                



      

     
       
      
                 
    
     
 
68
ón, se puede
a su utilizaci
reprod
io par
ucir,
esar
cop
nec
iar,
are
alq
ftw
uila
l so
r, p
oe
res
om
tar
íc
o
as
tra
s,
ns
do
m
ni
te
Student’s Audio
ha
o
sid
PRIMARY
ación,
dere
cho
Educ
s. N
ing
un
a
Music
la
l
ar de
titul
del
rita
esc
ión
ac
riz
to
au
ht.
copyrig
La inform
ación
con
ten
ida
en
est
ed
isc
o
co
m
pa
ct
o
552863_cubierta _ 0001-0001.indd 1
The Student’s Book includes a CD for the student with
a selection of the most important recordings from each
lesson.
m
áq
ui
na
na
tilla
San
or
ap
rad
bo
ela
CP: 552863
cir a n
ian
redu
ingu
ir o
na
duc
form
i tra
a le
o, n
gib
un
le
alg
en
pa
rte
de
es
to
s
io
ed
m
or
rp
iti
co
n
Student´s Audio
sin

ou play.
         
       
21/02/14 15:19
  
Binary Form CD 3, track 14. Backing track CD 3, track 15.
3.16
3.17
Andante
        

  


lophone:

B
What do we call the musical
forms for AA, AB, ABA
and ABC?

                      
   
Play the melody of A New
Note C on the recorder.

in the forest is singing in the rain.
the valley repeats the song again.
3
Follow the instructions and find the cuckoo in the forest.

truments.

  
term
Irish Dance
1
 

     
             
             
       


Canon CD 3, track 16. Backing track CD 3, track 17.
 

     
PRIMARY
Music
TERM 1
1st
1.
2.
3.
4.
5.
6.
7.
8.
Sound and Silence
Old MacDonald
The Great Symphony
Trick or Treat
If You’re Happy and You Know It
Lion’s Royal March
Percussion Instruments
Chinese Dance
2nd
1.
2.
3.
4.
5.
6.
7.
8.
The Music Team
The Game of the Instruments
London Bridge is Falling Down
In a Persian Market
Call me G or Sol
The Syncopated Clock
Tock, Tock, Tock
Jazz Legato
3rd
1.
2.
3.
4.
5.
6.
7.
8.
Music in Our Lives
Notes and Rests
German Dance
No fingers
The Cross Dance
The Little Pear Tree
Instrument Families
The Note Si or B
4th
1.
2.
3.
4.
5.
6.
7.
8.
Pitch and Duration
Na Bahía Ten
Properties of Sound
Bach’s Rondo
The Note Do is Here
Burgler’s Holiday
Back in Time
New World Symphony
5th
1.
2.
3.
4.
5.
6.
7.
8.
Silence at Last!
In the City, Too Much Sound
Serenade Andalouse
It’s Not the Same
Tarantella
Jolie Blon
Così Fan Tutte
A New Rhythm
6th
1.
2.
3.
4.
5.
6.
7.
8.
Venues for Music
Fermata Sign
Plink, Plank, Plunk!
Please, Repeat
Electrophones
The Zulu Warrior
En Todo Tempo Faz Ben
Eine Kleine Nachtmusik
PRIMARY
PRIMARY
PRIMARY
PRIMARY
PRIMARY
PRIMARY
TERM 2
TERM 3
9. The Beat
10. High and Low
11. Do, Re, Mi
12. The Carnival of the Animals
13. Sleigh Ride
14. Echo, Where Are You?
15. Hungarian Dance
16. Crotchet
17. The Scale
18. The Stave
19. The Nutcracker
20. The Treble Clef
21. My Farm
22. Garlands Dance
23. One, Two, Three Cats
24. The Love for Three Oranges
9. The Strings Family
10. Talking about Mi
11. In the Hall of the Mountain King
12. The Lion and the Flea
13. Bada, Bada
14. The Blue Danube
15. I Live in the Second Space
16. I Blow Like This
17. Raven, the Composer
18. The Musical Dialogue
19. The Sparrow and the Snake
20. Five Little Ducks
21. Percussion, Wind and Strings
22. Dance of the Reed Pipes
23. The Wheels on the Bus
24. Composers
9. Love is in the Air
10. Eram, Sam, Sam
11. Morning Mood
12. Minim
13. Come On, Follow Me!
14. There Is a Fish
15. I’m a Little Leprechaun
16. The Note Sol or G
17. Kettledrum and Marimba
18. A New Note C
19. Minuet
20. This Canon Sounds Great!
21. Irish Dance
22. We Have Fun Together
23. The Four Musical Notes
24. Peter and the Wolf
9. Music’s Breath
10. Semibreve and Samba
11. Ravel’s Bolero
12. The Mouse and the Cats
13. The Prince’s Dance
14. Chei, Chei, Kule
15. Beethoven’s Septet
16. Dotted Dresses
17. Mrs. String
18. Sing your Way Home
19. Csárdás
20. Somewhere over the Rainbow
21. Dance of the Rats
22. Bigui Kaiman
23. Chopin’s Nocturne
24. Oriental Rondo
9. Sound Signals
10. Spread Peace Today
11. Summertime
12. The Blues
13. Esku Dantza
14. Music in the Street
15. Vois sur Ton Chemin
16. Moon River
17. Sounds That Made History
18. Goodnight
19. The Sound of Percussion
20. Da Capo
21. Ritual Fire Dance
22. Nicolai, the Cossack
23. The Orchestra
24. You Can Be a Composer
9. How a Song Is Born
10. The Quartet
11. Prussia’s Glory
12. Autumn Leaves
13. America
14. Sakura, Sakura
15. Music in the Modern Era
16. Vivaldi’s Autumn
17. Music and Other Art Forms
18. Oh, Susanna
19. Sweet Eyes
20. The Young Person’s Guide to the Orchestra
21. World Dances
22. Britches Full of Stitches
23. Music in the Present Age
24. Danse Macabre
Teacher's Book: An Overview
The Teacher’s Book contains the following sections:
• An introduction with a presentation of the course and its components, the approach to the
key competences and a syllabus for the term.
• Schemes of work, including the contents, assessment criteria, learning standards and the
approach to the key competences for each lesson.
• Teaching suggestions for each lesson, including a full-colour double-page reproduction of
the corresponding pages of the Student’s Book.
• More teaching resources, including the scores of all the songs and musical activities in the
Student’s Book, a reinforcement worksheet per lesson which complements the teaching
suggestions and the Activity Book, tests, answer keys, etc.
First Pages
Topics
term
Lesson
Syllabus for the
term, including
the topics and
music in each
lesson.
Schemes of work
Syllabus
1
Music in
Our Lives
1
STrand 1: Listening
• The functions of music
• Review of the beat
• Review of language
and theory of music
STrand 2: Musical performance
STrand 3: Moving and dancing
• Making sounds from a story
• Vocal and body performance
• Story: Music
in Our Lives
• Quaver rest
• Active listening with
graphic scores
• Listening to classical
music
• Vocal performance
• Accompanying music with body
percussion
• Creating rhythmic accompaniments
• Notes and
Rests
• Waltz, C. M.
von Weber
3
German
dance
• Dynamics: forte,
mezzoforte and piano
• Listening to classical
music
• Active listening with
graphic scores
• Accompanying music on school
percussion instruments
• German Dance
No. 1, W. A.
Mozart
4
no Fingers
• Instruments: recorder,
flute and panpipe
• How to play the recorder
• Instrumental performance
• No Fingers
5
The Cross
dance
• Tempo: adagio,
andante, allegro,
accelerando and
ritardando
• Performing dances with changes
in tempo
• Performing ascending and
descending scales
• The Cross
Dance,
traditional
dance
6
The Little
Pear Tree
• Accent
• Review of duple and
triple metres, bar lines
and time signatures
• Traditional songs
• Accompanying music with objects
which make a sound
• Reciting chants and tongue twisters
that follow musical patterns
• The Little Pear
Tree, traditional
song
• Chant: Duple
and Triple
Metres
• The origin of instruments
• Instrument families:
wind, strings and
percussion
• Instruments: viola, oboe
and guiro
• Performing on mallet and school
percussion instruments
• The timbre
of instruments
The note
Si or B
• The note Si or B on the
stave, the recorder and
mallet percussion
instruments
• Repeat signs: final bar
line, and begin-repeat
and end-repeat signs
• Performing on the recorder and
mallet percussion instruments
1 review
• Review of the contents and musical practice of term 1
Instrument
Families
7
8
term
Contents
AssessMent CRIteRIA
LeARnInG stAnDARDs
• Music in our daily lives.
• To understand the functions of
music and how it is part of our
daily lives.
• Knowing the importance of
music in our lives, as well as
its different functions.
• To understand the concept of
beat and follow it in different
pieces of music.
• accompanying a story with
music and movement.
• The functions of music.
• The beat.
notes and
rests
2
Lesson 1. Music in Our Lives
Music
Santa Claus Is
Coming to Town
• The Note
Si or B
• Chant: Repeat
Signs
• Santa Claus
Is Coming
to Town,
Christmas song
• Parts of a score learnt last
year: the treble clef, the stave,
notes Sol or G, La or a
and Mi or E.
Schemes of work
including the contents,
assessment criteria,
learning standards
and the approach to
the key competences
for each lesson.
• Explaining what the beat is.
• To remember the music theory
learnt last year.
• remembering the main parts
of written music learnt last
year.
KeY CoMpetenCes
Learning to learn: Music is a great tool for learning to learn. Tell the students that music helps us
to learn other things; an example is learning multiplication tables through singing. Then ask them to
say the musical concepts they remember from last year and make a list on the board.
Competence in mathematics, science and technology: By counting using numbers and recognising
beats, the students will relate their musical knowledge to their mathematical knowledge. Help them
to follow the beat of the pieces of music in the story with body percussion.
Lesson 2. notes and rests
Contents
AssessMent CRIteRIA
LeARnInG stAnDARDs
• The crotchet, the quaver
and their rests.
• To recognise the note values
and rests learnt.
• The parts of a note value.
• To know what the quaver rest is.
• recognising and performing
crotchets, quavers and their
rests.
• Body percussion ostinatos
as a way of accompanying
songs.
• To remember the parts of a
note value.
• Identifying the different parts
of a note value.
• To perform songs in unison.
• Creation of ostinatos to
accompany songs.
• To accompany a song with
body percussion ostinatos.
• accompanying a song with
body ostinatos.
• The representation of note
values and rests in a graphic
score.
• To create new ostinatos.
• Creating ostinatos
to accompany a song.
• Following note values in
graphic scores.
• To identify the duration of
notes in a graphic score.
KeY CoMpetenCes
Competence in mathematics, science and technology: Working with note values implies the
assimilation of mathematical language within musical language. Performing notes of different lengths
helps mental calculation and the ability to understand the same concept in different languages.
Initiative and entrepreneurship: By creating new accompaniments for a song, the students will
become more independent. They will understand the importance of trying out different ways to make
a good product. They will also become more aware of how organisation and coordination can help
them to achieve goals.
12
13
Teaching suggestions for each lesson
term
Notes and Rests
4
REVIEW
Listen and sing along. Then find the note values and rests in the picture.
1.5
𝅘𝅥𝅘𝅥𝅘𝅥𝅘𝅥
The parts of a note:
A
Listen as they play.
Long notes, short notes
And then silence.
Listen as they play… Hey!

And some are very long.
And the rests
R
Sound the very same.
B
Listen to the long,
And the short ones once again.
Rest
𝄽𝄽𝄽𝄽
𝄾𝄾𝄾𝄾
Contents
• The crotchet, the quaver and their
rests
• The parts of a note value
• Body percussion ostinatos as a way
of accompanying songs
• Creation of ostinatos to accompany
songs
• The representation of note values
and rests in a graphic score
Teaching
suggestions for
each activity in
the lesson.
Key language
• musical symbol, note value, rest,
crotchet, quaver, beat, pair
• stem, note head, flag
• duration, melody, pitch, musical
note
20
Value
 
REVIEW

quaver
8
𝅘𝅥𝅘𝅥𝅘𝅥𝅘𝅥
𝅘𝅥𝅮𝅘𝅥𝅮𝅘𝅥𝅮𝅘𝅥𝅮
When quavers appear in a pair, we write them
like this:
one beat
half a beat
and together they last one beat.
L R
3
 
L R
L R

L R
Repeat.
        

To show the duration of notes, we use musical symbols. We also use symbols to show the duration of rests:
Note value
L
Double-page
reproduction of the
Student’s Book
pages.
note head
          
 
Some notes are short,
lesson 2
flag
A
Listen to the music.
Name
𝅘𝅥𝅮𝅘𝅥𝅮𝅘𝅥𝅮𝅘𝅥𝅮
1.4
It’s a lot of fun.
crotchet
stem
note head
Listen and play along with body percussion.
B
Contents and
key language of
the lesson.
stem
1
Listen and follow the duration of the notes in the melody.
1.6
2

1
1.4
  
 
Repeat.
REVIEW
Sounds can be high or low. That property of sound
is the pitch. We show it with musical notes. There are
two different ways to name the notes:
• Do, Re, Mi, Fa, Sol, La, Si.
Write a new body percussion rhythm in your Activity
Book. Then listen again and play along.
• C, D, E, F, G, A, B.
1.4
Activity 1: Notes and Rests CD 1, track 4. Backing track CD 1, track 5. • Contents: Quaver rest.
Teaching suggestions
1 Say: Look at page 8. Read out the
title of the lesson or ask a student to do
so. Say: Follow the lyrics. Then play the
track. The students listen and become
familiar with the song. Read out the
lyrics line by line and say: Repeat after
me. Then say: Mime or point to the
pictures for (and say in turn) – ‘hear’,
‘notes’, ‘rests’, ‘listen’, ‘play’, ‘long’,
‘short’, ‘silence’, ‘music’, ‘again’.
Play the song again and say: Find the
note values and rests in the picture.
How many are there? Then read out
the information next to the note
values box. Point to the quaver rest
and say: The quaver rest lasts the same
time as one quaver. To reinforce the
vocabulary, say: Come to the board and
write a (name different note values
and rests).
2 Say: Look at page 9. Read out the
text in the top review box. To reinforce
this vocabulary, draw some crotchets
and quavers on the board and ask
the students to come out one by one.
Say: Point to the (say different parts of
a note value). Then ask: Only the quaver
has this part – what is it?
Read out the instruction and then:
• Divide the students into two groups
and give each group a type of body
percussion to perform. Say: Snap your
fingers./Stamp your feet./Clap
your hands./Pat your legs.
• Show each group, separately and
without music, the body percussion
ostinatos they are going to perform.
• Ask them to perform their ostinatos
together without music.
• Play the music and say: Accompany
the music with the rhythms.
Activities 2 & 3: Notes and Rests CD 1, track 4.
3 Ask the students to come to the
board and say: Write a crotchet. Show
its parts. What is its value?; Write a
crotchet rest. What is its value?; Write a
quaver. Show its parts. What is its value?;
Write a quaver rest. What is its value?
Then read out the first part of the
instruction. Make sure the students
write the note values and rests correctly.
Then play the track and ask them to
play along with the body percussion
rhythms they have created.
4 Read out the instruction. Draw the
first two lines of the graphic score on
the board and play the first two phrases
of the music. Take into account that the
recording includes a ten-second
introduction. (See score on page 39.)
Say: See how my hand moves along
with the music? Do the same in your
book. Then play the whole track and
9
Activity 4: Waltz by C. M. von Weber CD 1, track 6.
follow the same procedure with the rest
of the graphic score.
Materials
Read out the text in the bottom review
box, and say: We can name the notes
Do, Re, Mi, Fa, Sol, La, Si or C, D, E, F,
G, A, B.
• Class Audio CD 1, tracks 4, 5 & 6
Draw a Mi quaver on the board, then a
La crotchet and a pair of beamed Sol
quavers. Ask: What is the pitch of each
note? What is the value of each note?
Then say: When we look at a note, we
can see its duration and its pitch.
• Student’s Book, pages 8 & 9
• Scores of Notes and Rests and
Waltz, Teacher’s Book, pages 38
& 39
Materials needed
in the lesson.
• Activity Book, page 5, activities 1, 2,
3, 4 & 5
• Reinforcement worksheet,
Teacher’s Book, page 45, activities
1, 2, 3, 4 & 5
LibroMedia extras
• Recordings of all the texts in the
Student’s Book
• Karaoke of Notes and Rests
• Interactive activities
21
Description of the
digital resources
available for the
lesson.
Teacher's Book: An Overview
Reinforcement worksheets
lesson 1
1
lesson 2
Reinforcement worksheet
Name
Date
1
Colour the pictures and match.
Date
flag
2
play
celebrate
relax
3
Practise drawing the treble clef.


3













• ThenoteGisonthe
lineofthestave.
• ThenoteEisonthe
lineofthestave.
• ThenoteAisinthe
• Threeare


44
Solnotesand
Old Mac -Do -nald has a farm, e, i, e, i, oh. And on his farm he has a pig,
stem
.
oink,oink here, oink,oink there, oink,oink,oink,oink ev-ery -where. Old Mac -Do -nald has a farm, e, i, e, i, oh.
3
& b 4 œ™ œ œ
Hap - py
&b œ
term 1
2
5
œ
œ
dear
Sa
you!
U
œ
Hap - py
œ™
rah.
-
œ™ œ œ
𝅘𝅥𝅘𝅥
T __ __ __ __ __ C __ __ __
𝅘𝅥𝅮𝅘𝅥𝅮
S __ __ __ __
𝄽𝄽
T __ __ __ __ __ M __ __ __ __ T __ __ __ S __ __ __ __ __ __ __ __
C __ __ __ __ __ __ __
Q __ __ __ __ __
6
C __ __ __ __ __ __ __
R__ __ __
isn’t a percussion instrument.
7
isn’t a wind instrument.
• The 
 

to
œ
birth - day
˙
œ™ œ
you!
œ
Œ
˙
to
  

  

  
  
f
Hap - py
f
 
  
 
  
p
p
    

  
 
    
  
 
mf
mf
you!
No Fingers


Allegretto

              ˙
Allegretto
Hear the notes,
hear the rests,
si - lence.
Hear the notes,
lis -ten as they
play.
hear the rests,
Allegro
∑
∑
Lis -ten to the mu - sic.
45
It’s a lot of fun. Some notes are short, and some are ver -y long.
Lis -ten to the long and the short ones once a - gain.
38













 
PUPILS
The Cross Dance, traditional dance
And the rests
1.
2.
U
##
& # œ œ œ œ œ Œ œ œ œ œ œ œ œ œ œ œ œ œ Œ ™™ œ œ œ œ ˙
sound the ver -y same.

lis -ten as they play… Hey!
##
& # ™™ œ œ œ œ œ œŒ œ œ œ œ œ Œ œ œ œ œj ‰‰œj œ œ œ œ œ Œ œ œ œ Œ

   ˙
TEACHER


Long notes, short notes and then
##
j
& # œj ‰ ‰ œj ‰ ‰ Œ œ œj œ™ Œ œ œ œ™ Œ œ œ œ œ œ™ œ™ Œ
4
œ œ œ™
œ™
& 4 œ œ œ œ œ œ œ œ œ ™™ ™™ œ œ œœ œ œ œ œ œœ œ œ œ œ œ™ œœ œ œ œ œ œ Œ ™™
short ones once a - gain.
Photocopiable material © 2014 Richmond Publishing/Santillana Educación, S. L.
39
Colour the Mi or E notes red, the Sol or G notes blue and the La or A notes green.
9
STUDENT’S BOOK
Date
Write the names of the missing notes.
Lesson 1
4 First sum: correct.
1 O.A. (open answer). See scores for Old MacDonald and
Third sum: wrong, the total is 2.5.
adagio slow
andante quick
Fifth sum: correct.
1 There are seven note values and five rests in the picture.
O.A. See score for the song on page 38.
10
,
and
.
1. Guitar, strings. 2. Double bass, strings. 3. Flute, wind.
4. Oboe, wind. 5. Bassoon, wind. 6. Viola, strings.
7. Trombone, wind. 8. Triangle, percussion.
9. Guiro, percussion. 10. Metallophone, percussion.
11. Bells, percussion. 12. Tuba, wind.
Excerpt 2: panpipe.
Excerpt 3: recorder.
3 O.A.
Lesson 8
Lesson 5
1 O.A. See score on page 40.
1 O.A. See score for the dance on page 39.
L
Œ œ
œ Œ
Œ œ
Œ œ
œ Œ
R
• In this dance there’s an accelerando.
L
R
the second piece is andante; the third piece starts
adagio and finishes allegro.
• Yes, there are changes in tempo in the first and the
third pieces of music.
R
L
• The first excerpt of music is played by a flute, the
second, by a panpipe and the third, by a recorder.
• The three instruments belong to the wind instrument
family.
2 The three boys are wrong. The correct answers are:
1 O.A.
2 O.A.
2 Excerpt 1 (piano and voice): piano.
3 • The first excerpt, Radetzky March by Johann Strauss,
• A high note and a low note have different pitches.
• When we play a crotchet and then a quaver, the
duration changes.
• We use the words forte, mezzoforte and piano to show
the dynamics of the music.
is in duple metre.
• The second excerpt, Waves of the Danube by Iosif
Ivanovici, is in triple metre.
Excerpt 3 (violin and maracas): mezzoforte.
• The third excerpt, Minuet from L’Arlesienne, Suite No.1,
by Georges Bizet, is in triple metre.
See score on page 39 for these excerpts.
55
Term 1 review
Lesson 6
Excerpt 4 (voices and hand drum): forte.
.
2. Violin (correct). 3. Trumpet (wrong, there’s a clarinet
in the picture). 4. Xylophone (correct). 5. Guitar (wrong,
there’s a guiro in the picture). 6. Flute (correct).
7. Cymbals (wrong, there’s a triangle in the picture).
8. Trombone (wrong, there’s a double bass in the
picture). 9. Maracas (correct). 10. Oboe (wrong, there’s
a trombone in the picture).
4 O.A.
R
Lesson 3
4 The sequence heard is as follows: 1. Piano (correct).
• The change of tempo of the first piece of music is
called ritardando and in the third, accelerando.
4 O.A. See score on page 39 for this piece of music.
Write the name of three composers.
2
& œ œœœ œŒ œœœœ œŒ œœœœ œŒ
3 • The first piece of music starts allegro and ends adagio;
œ Œ
2œ œ œ œ œ œ œ œ œ œ œ œ œ
2œ œ Œ œ Œ œ Œ œ Œ
response
2
& œ œ œ œŒ œœ œŒ œœ œŒ œœ œŒ
• The dance ends allegro.
B (clapping and stamping feet)
L
scores are as follows:
• Then the tempo changes to andante.
A (snapping fingers and stamping feet)
2œ Œ œ
2œ œ Œ
3 The first score doesn’t change. The second and the third
2 • The Cross Dance starts adagio.
3 M.A. (model answer)
Invent a musical response.
2 O.A.
The tempo of the music accelerates little by little.
Right at the end there is a brief ritardando.
2 O.A.
G——
and
3 The instruments are heard in the following order:
2 Excerpt 1: flute.
G——
,
1 O.A.
Lesson 4
Write the names of the parts of the quaver.
call
Lesson 7
Fourth sum: wrong, the total is 3.
Match.
moderately slow
4 O.A.
Second sum: wrong, the total is 3.5.
Happy Birthday on page 38.
2 O.A.
Lesson 2
Complete the scores on the right with the notes on the left.
allegro • The fourth excerpt, March of the Bowmen from Robin
Hood Suite by Frederic Curzon, is in duple metre.
3 O.A.
Excerpt 2 (flute and piano): forte.
Write the names of the three types of voices that you know.
Answer keys of
the activities in
the Student's
Book, the
Activity Book
and the tests.
Diagnostic test
An initial
diagnostic test
for the beginning

 
    and
the
year

of




 

others to assess
the knowledge
acquired at the
𝅘𝅥𝅮𝅘𝅥𝅮
end of each
 

term.

——G
isn’t a string instrument.
             
54
œ
œ
# #4
j
j
j
j j
& # 4 œ œ œ™ Œ œ œ œ™ Œ œ œ œ œ œ œ œ ‰ Œ w w œ ‰ œ ‰ œj ‰ œj ‰
5
Name
8
4
birth - day
œ
Hap - py
œ
Notes and Rests
5
• The 3
to
œ
birth - day
5
5
5
term 1
Date
Circle the odd-one-out. Then complete.
• The birth - day
˙
5
5
 
Diagnostic test
Complete.
•3
œ
œ
Answer keys
Name
𝄞𝄞
Lesson 3, activity 2
Happy Birthday, traditional song
Tests
1
e, i, e, i, oh. With an
#
& œ œ ˙ œ œ ˙ œ œ œ œ œ œ œ Œ œ œ œ œ œ œ ˙ œ œœ œ w ™™
.
andthe
5
Complete with note values and rests.
Lanotes.



                              


 






                              


 


Complete with numbers.
spaceofthestave.
Minotes,
#4
& 4 œ œ œ œ œ œ ˙ œ œ œ œ ˙™ œ œ œ œ œ œ œ ˙ œ œ œ œ ˙™ œ œ
Complete with rests.
5
5
quaver
andthe
,the
Scores
Waltz, C. M. von Weber
Complete.
5

head
arethe
arethe
5
4
Colour the Mi notes red, the Sol notes blue and the La notes green. Complete.
 
crotchet
• Thepartsofthe
Scores of all
the songs and
music in the
Student's Book.
term 1
Scores
Old MacDonald, traditional song
Complete with the words in the box.
• Thepartsofthe
dance
term 1
Reinforcement worksheet
Photocopiable
worksheets
for students,
with
activities
𝅘𝅥𝅘𝅥
𝄾𝄾
𝅘𝅥𝅮𝅘𝅥𝅮to reinforce
the𝄾𝄾
contents
in𝅘𝅥𝅘𝅥 𝅘𝅥𝅘𝅥an
𝅘𝅥𝅘𝅥
𝅘𝅥𝅮𝅘𝅥𝅮
enjoyable and
𝄾𝄾
𝄾𝄾 𝄽𝄽
𝅘𝅥𝅘𝅥 autonomous
𝅘𝅥𝅮𝅘𝅥𝅮 𝄽𝄽
𝅘𝅥𝅮𝅘𝅥𝅮
𝅘𝅥𝅘𝅥
𝄾𝄾
𝄽𝄽 𝅘𝅥𝅘𝅥 𝅘𝅥𝅘𝅥
𝅘𝅥𝅮𝅘𝅥𝅮 𝅘𝅥𝅮𝅘𝅥𝅮
𝅘𝅥𝅘𝅥 𝅘𝅥𝅘𝅥 𝅘𝅥𝅘𝅥
𝅘𝅥𝅘𝅥 𝅘𝅥𝅘𝅥
way.
Name
learn
2
Scores
60
pre
sta
r
o
tra
ns
m
CP: 631528
co
n
pa
rte
de
es
to
s
PRIMARY
ación,
dere
cho
Educ
s. N
ing
un
a
PRIMARY
ha
o
sid
o
sid
na
tilla
San
or
ap
rad
bo
ela
co
n
pa
rte
de
es
to
s
ación,
dere
cho
Educ
s. N
ing
un
a
na
tilla
San
or
ap
rad
bo
ela
pa
rte
de
es
to
s
ha
l
ar de
titul
del
rita
esc
ión
ac
riz
to
au
631528_cubierta _ 0003-0003.indd 3
24/02/14 12:52
ht.
copyrig
la
ht.
copyrig
La inform
ación
con
ten
ida
en
est
ed
isc
o
24/02/14 12:52
sin
co
m
pa
ct
o
sin
la
l
ar de
titul
del
rita
esc
ión
ac
riz
to
au
631528_cubierta _ 0003-0003.indd 3
co
m
pa
ct
o
PRIMARY
ple
Sam ial
er
mat
Class Audio
en
est
ed
isc
o
ación,
dere
cho
Educ
s. N
ing
un
a
Music
La inform
ación
con
ten
ida
ha
oduc
ir, co
pia
r, al
qu
ilar,
m
áq
ui
na
ht.
copyrig
La inform
ación
con
ten
ida
en
est
ed
isc
o
co
m
pa
ct
o
631528_cubierta _ 0003-0003.indd 3
a
io par
esar
nec
are
ftw
l so
oe
om
íc
as
s,
do
ni
te
m
áq
ui
na
na
tilla
San
or
ap
rad
bo
ela
tra
ns
m
CP: 631528
Class Audio
m
áq
ui
na
o
sid
o
cir a n
ian
redu
ingu
ir o
na
duc
form
i tra
a le
o, n
gib
un
le
alg
en
Class Audio
Music
ple
Sam ial
er
mat
pre
sta
r
cir a n
ian
redu
ingu
ir o
na
duc
form
i tra
a le
o, n
gib
un
le
alg
en
CP: 631528
oduc
ir, co
pia
r, al
qu
ilar,
io
ed
m
or
rp
iti
a
io par
esar
nec
are
ftw
l so
oe
om
íc
as
s,
do
ni
te
l
ar de
titul
del
rita
esc
ión
ac
riz
to
au
tra
ns
m
la
o
cir a n
ian
redu
ingu
ir o
na
duc
form
i tra
a le
o, n
gib
un
le
alg
en
Music
ple
Sam ial
er
mat
pre
sta
r
sin
oduc
ir, co
pia
r, al
qu
ilar,
io
ed
m
or
rp
iti
a
io par
esar
nec
are
ftw
l so
oe
om
íc
as
s,
do
ni
te
io
ed
m
or
rp
iti
The Teacher's Book includes three
CDs for classroom use, with all
the music for the course: opening
stories, sounds from the stories,
songs, backing tracks of all the
songs, classical pieces and musical
activities.
co
n
Class Audio
24/02/14 12:52
ONLINE SERVICES
Sharing knowledge is the purpose of the teaching profession.
We are proud to present e-vocación, an exclusive program for teachers just like you.
A place to find new suggestions, share
experiences and discover additional materials
to use in your classes. In the Teachers’ Library
you’ll find interesting materials, answer keys,
Teacher’s Books, multimedia resources, etc.
All this on an easy-to-use, interactive website
with superb quality content where you will
find resources and training as well as leisure
suggestions for your free time.
We are sure you’ll be back time and time again
to see what’s new!
Come and register at www.e-vocacion.es
Richmond website
Santillana website
www.richmondelt.es
www.santillana.es
Discover all our courses and resources on
the Richmond website. Browse our fully
searchable online catalogue and download
sample units, audio files and syllabus details
for the titles you are interested in. Find out
about the events we are attending and check
out our special offers.
Visit our website and discover the new space
we have created to show you our digital
products and services.
You can use it on any device and access all
the content in just a few clicks.
Check out our CLIL catalogue in English on
the Richmond website.
• A highly creative, interactive, functional
space.
• A website that meets your needs, where
you can easily find the information and
contents you are looking for.
• A powerful, simple-to-use catalogue with
full details of all our educational materials.
Discover our CLIL catalogue in Spanish on the
Santillana website.
You can follow us on social networks, too!
• Up-to-date information on new products
and resources.
• Exclusive competitions for our followers.
• Events and news about SantillanaRichmond and the education sector.
www.facebook.com/SantillanaEducacion
www.facebook.com/Richmondelt/
http://twitter.com/SANTILLANA_es
www.youtube.com/santillanaspain
ISBN
To help you to find the book in the prescription list,
these are the ISBN of the Student’s Books:
Music 1 Student’s Book + Student's CD
9788468087641
Music 1 Activity Book
9788468087986
9788468029313
9788468029344
9788468086651
9788468086866
9788468029153
9788468029252
9788468086989
9788468086729
9788468029245
9788468029290
Tenerife
Polígono El Mayorazgo
Parcela 14 A, N 2, 17 B
(Frente a UNELCO)
38010 Santa Cruz de Tenerife
Tel.: 922 21 05 83
Fax: 922 21 04 30
Cádiz
Tel.: 956 56 96 24
Fuerteventura
Tel.: 615 03 60 25
Córdoba
Tel.: 957 43 60 62
Fax: 957 44 05 97
CASTILLA Y LEÓN
León
C/ Maestro Nicolás, 41
24005 León
Tel.: 987 87 60 17
Fax: 987 22 53 77
ANDALUCÍA ORIENTAL
Málaga
C/ Paquiros, 32, Polígono Industrial San
Luis, 29006 Málaga
Tel.: 95 224 45 87
Fax: 95 224 43 92
Burgos
Tel.: 947 21 00 69
Fax: 947 21 21 31
Granada
Tel.: 958 43 00 09
Salamanca
Tel.: 923 19 36 51
Jaén
Tel.: 953 28 11 14
Fax: 953 28 13 77
Valladolid
Tel.: 983 34 57 20
Fax: 983 34 45 62
Almería
Tel.: 950 30 64 60
Fax: 950 30 61 93
CASTILLA–LA MANCHA
Ciudad Real
Pasaje San Vicente Ferrer, 1
13004 Ciudad Real
Tel.: 926 22 89 87
Fax: 926 22 89 40
ARAGÓN-LA RIOJA
Zaragoza
Parque Industrial El Polígono
Avda. Santa Ana, 14
50410 Cuarte de Huerva
(Zaragoza)
Tel.: 976 46 30 60
Fax: 976 50 36 83
ASTURIAS-CANTABRIA
Asturias
Polígono de Asipo
Travesía 3. Parcela 50. Nave 10
33428 Cayés (Llanera)
Tel.: 985 20 75 13
Fax: 985 20 58 23
Albacete
Tel.: 967 24 90 74
CATALUNYA
Barcelona
C/ Frederic Mompou, 11
(Vila Olímpica)
08005 Barcelona
Tel.: 93 230 36 00
Fax: 93 221 26 00
Girona
Tel.: 972 40 17 33
Cantabria
Tel.: 942 22 32 95
Fax: 942 22 24 09
Lleida
Tel.: 973 21 27 50
Fax: 973 20 50 34
ILLES BALEARS
C/ Gremi de Teixidors, 26.
Local 11. 1r
07009 Palma
Tels.: 971 76 08 82 / 971 43 26 19
Fax: 971 75 56 77
Tarragona
Tel.: 977 33 34 40
Fax: 977 31 10 52
CANARIAS
Las Palmas
C/ El procesador, 7
Urbanización Industrial Ajimar
Jinámar
35220 Telde
(Las Palmas)
Tel.: 928 70 90 55
Fax: 928 71 43 73
EUSKADI-NAVARRA
Bizkaia
Legizamon poligonoa
Gipuzkoa Kalea, 31
48450 Etxebarri (Bizkaia)
Tel.: 94 426 90 22
Fax: 94 440 52 14
Gipuzkoa
Tel.: 943 26 11 84
Fax: 943 26 07 99
www.richmondelt.es / www.santillana.es
ENQUIRIES: [email protected]
Navarra
Tel.: 948 13 23 11
Fax: 948 12 50 42
EXTREMADURA
Cáceres
C/ Amberes, 12-14
10005 Cáceres
Tel.: 927 23 65 87
Fax: 927 23 63 59
Badajoz
Tel.: 924 24 77 24
Fax: 924 26 08 50
GALICIA
A Coruña
Centro de Negocios «Mans»
Polígono Pocomaco –
Parcela D-22 – Local 55
15190 Mesoiro (A Coruña)
Tel.: 981 08 17 66
Fax: 981 08 11 03
Lugo
Tel/Fax: 982 21 91 20
Ourense
Tels.: 988 22 74 73 / 988 22 93 97
Fax: 988 22 93 97
Vigo
Tels.: 986 41 48 22 / 986 42 39 33
Fax: 986 41 35 73
MADRID
Avenida del Majuelo, 34
Polígono Industrial “La Postura”
28343 Valdemoro (Madrid)
Tel.: 902 40 20 12
Fax: 91 495 88 82
MURCIA
Avda. Francisco Salzillo
Parcela 30-22
Polígono Industrial Oeste
30169 San Ginés (Murcia)
Tel.: 968 37 99 39
Fax: 968 88 57 93
COMUNIDAD VALENCIANA
Valencia
C/ Valencia, 44
46210 Picanya
(Valencia)
Tel.: 96 159 43 90
Fax: 96 159 25 17
Alicante
Prolongación Rosa de los Vientos, 62
Polígono Industrial Llano del Espartal
03007 Alicante
Tel.: 96 510 15 90
Fax: 96 510 15 92
1144636
ANDALUCÍA OCCIDENTAL
Sevilla
Polígono Industrial Carretera Amarilla
C/ Rafael Beca Mateos, 3. Local 2
41007 Sevilla
Tel.: 95 499 97 33
Fax: 95 451 20 88

primary - Santillana

Transcripción

Documentos relacionados