Early Stage 1 — Sing and Move - Home | NSW Education ...

Early Stage 1 — Sing and MoveUnit Duration: 3–4 lessons

Musical Concepts: Duration, Pitch, Structure

This unit provides a sequence of learning opportunities linked to known songs that use a verse/chorusstructure as well as the Israeli folk song ‘Zum Gali Gali’. The unit offers an opportunity for students tocreate and perform a dance that they can do while singing the song that reinforces the structure ofverse/chorus.

Content

Students in Early Stage 1 will

Outcomes and Indicators

MUES1.1 Participates in simple speech, singing, playing and moving activities, demonstrating

an awareness of musical concepts

• performs simple songs maintaining a sense of beat and rhythm• performs songs using their voice, percussion and movement reflecting the structure of a

song• creates and performs a movement sequence to reflect the structure of a song.

MUES1.2 Creates their own rhymes, games, songs and simple compositions• selects contrasting percussion instruments to accompany a song• explores, through movement and actions, ways of representing the structure of a song.

MUES1.3 Listens to and responds to music• listens to and responds to the difference in the verse and chorus of a song• recognises the structure of songs using verse and chorus.

Assessment

Key assessment opportunities are marked *.

learn to:• perform music through singing, playing and

moving to simple songs and speech rhymes

• organise sound by creating simple songs,rhymes, games and compositions orvariations on simple songs, rhymes, gamesand compositions

• listen to, and respond to, a variety of music

learn about musical concepts:• through recognising simple musical features

of the music they perform

• by organising sound through listening,imitation and experimentation

• by responding to music through performingand organising sound activities andidentifying simple features of this music

56 Sing and Move Creative Arts K–6 Units of Work

Music

Early Stage 1

Creative Arts K–6 Units of Work Sing and Move 57

Music

Early

Sta

ge 1

Resources

• Recording of ‘Zum Gali Gali’ available from Music from Around the World by Gary and Carol Crees. Copyof melody line also available in Springboards — Ideas for Music and Catch a Song by Deanna Hoermannand Doreen Bridges.

• A variety of non-melodic percussion, coloured scarves, streamers, flags etc.

Links with other Key Learning Areas

HSIECCES1 Significant Events and PeopleCUES1 IdentitiesExplore other cultures and their celebrations including the music and dance which are integral parts of theculture. Discuss the languages that are spoken at home or in the local community. Develop a repertoire ofsongs from other cultures and where possible other languages.

Suggested link with School Days unit from HSIE K–6 Units of Work p 25.

Chorus

Verse

2. Work is

for the pi - o - neers, work is for the pi - o - neers A

Zum ga-li ga-li ga-li, zum ga-li ga-li, zum ga-li ga-li ga-li zum.

Zum ga-li ga-li ga-li, zum ga-li ga - li, zum ga-li ga-li ga-li zum. 1. He-kha-

lutz le - mann a - vo - dah, a - vo - dah le - maan he - kha - litz, a - vo -

dah le - maan he - kha - lutz, he - kha - lutz le - maan a - vo - dah.

pio - neer’s work is his love, A pio - neer’s work is his love.

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

58 Sing and Move Creative Arts K–6 Units of Work

Music

Early Stage 1

To r

eco

gnis

e ve

rse

and

cho

rus

An

y kn

ow

n s

on

g th

at h

asa

vers

e an

d c

ho

rus

wo

uld

be

app

rop

riat

e

•H

ave

stu

den

ts s

ing

or

list

en t

o w

ell

kno

wn

so

ngs

that

hav

e ve

rse

and

ch

oru

s —

eg

‘Th

is O

ld M

an’,

‘Sh

oo

Fly

’.

•H

ave

stu

den

ts a

s a

gro

up

mo

ve f

reel

y ar

ou

nd

th

ero

om

as

they

sin

g th

e ve

rse,

an

d s

tan

d s

till

an

d c

lap

as t

hey

sin

g th

e ch

oru

s.

•H

ave

stu

den

ts i

nd

ivid

ual

ly o

r in

gro

up

s ex

plo

reo

ther

act

ion

s o

r m

ove

men

ts t

o p

erfo

rm w

ith

eac

hve

rse.

•P

lace

a v

arie

ty o

f n

on

-mel

od

ic p

ercu

ssio

nin

stru

men

ts o

n t

he

flo

or.

Teac

her

s th

en h

ave

stu

den

ts m

ove

aro

un

d t

he

roo

m w

hil

e p

erfo

rmin

gth

e ve

rse

of

‘Th

is O

ld M

an’,

then

sta

nd

pla

yin

g th

eb

eat

of

the

cho

rus

on

th

e in

stru

men

t at

th

eir

feet

.

•H

ave

stu

den

ts l

iste

n t

o ‘Z

um

Gal

i G

ali’,

eit

her

teac

her

sin

gin

g o

r a

reco

rdin

g. S

tud

ents

th

en p

atsc

hb

eat

of

the

cho

rus

and

wav

e ar

ms

in t

he

air

du

rin

gth

e ve

rse.

•H

ave

stu

den

ts r

epea

t ab

ove

act

ivit

y an

d c

lap

eac

hti

me

the

wo

rd ‘z

um

’ is

sun

g.

•H

ave

stu

den

ts j

oin

in

sin

gin

g th

e so

ng

as t

hey

bec

om

e m

ore

fam

ilia

r w

ith

th

e w

ord

s an

d m

elo

dy.

•Jo

intl

y st

and

in

a c

ircl

e an

d s

ing

the

son

g as

bef

ore

wit

h d

iffe

ren

t st

ud

ent

sugg

esti

ng

alte

rnat

ive

acti

on

sfo

r th

e w

ord

‘zu

m’

� � � �

� � �

� � � � �

� � �

� � � ��

�

� � � � � � �

To m

ain

tain

a c

on

stan

tb

eat

To p

lay

a co

nst

ant

bea

tO

ne

inst

rum

ent

per

stu

den

t if

res

ou

rces

per

mit

The

son

g is

ab

ou

tp

ion

eer

sett

lers

tra

vell

ing

ove

r th

e se

a to

a n

ewh

om

e in

Isr

ael

— ‘g

ali’

mea

ns

wav

es

To s

ing

a n

ew s

on

g th

atu

ses

vers

e an

d c

ho

rus

stru

ctu

re

The

son

g m

ay b

e su

ng

toa

syll

able

su

ch a

s la

if t

he

trad

itio

nal

wo

rds

are

too

dif

ficu

lt

Creative Arts K–6 Units of Work Sing and Move 59

Music

Early

Sta

ge 1

To r

ein

forc

e th

e st

ruct

ure

of

a so

ng

thro

ugh

mo

vem

ent

Thes

e m

ove

men

ts a

resu

gges

tio

ns

on

ly•

Join

tly

wal

k to

th

e ri

ght

for

the

firs

t p

hra

se o

f th

ech

oru

s, l

eft

for

the

seco

nd

ph

rase

. Eac

h t

ime

to w

ord

‘zu

m’ o

ccu

rs, t

he

clap

or

stam

p.

•Jo

intl

y w

alk

to t

he

cen

tre

of

the

circ

le f

or

the

firs

tp

hra

se o

f th

e ve

rse

and

bac

k to

th

e ci

rcle

fo

r th

ese

con

d p

hra

se.

•H

ave

on

e st

ud

ent

or

a sm

all

gro

up

per

form

th

e b

eat

of

the

cho

rus

on

a w

oo

den

no

n-m

elo

dic

per

cuss

ion

inst

rum

ent

wh

ile

the

oth

er s

tud

ent

per

form

s th

eso

ng

and

mo

vem

ent.

•H

ave

on

e st

ud

ent

or

a sm

all

gro

up

per

form

th

e b

eat

of

the

vers

e o

n a

met

alli

c n

on

-mel

od

ic p

ercu

ssio

nin

stru

men

t w

hil

e th

e o

ther

stu

den

t p

erfo

rms

the

son

g an

d m

ove

men

t.

•Jo

intl

y p

erfo

rm t

he

enti

re s

on

g w

ith

mo

vem

ent

and

per

cuss

ion

acc

om

pan

imen

t.*

•H

ave

stu

den

ts e

xplo

re v

ario

us

way

s o

f u

sin

g sc

arve

s,st

ream

ers,

fla

gs e

tc t

o r

epre

sen

t th

e ve

rse

and

cho

rus

wh

ile

per

form

ing

the

son

g.

•H

ave

stu

den

ts i

nd

ivid

ual

ly p

erfo

rm t

hei

r m

ove

men

tsan

d t

he

rest

of

the

clas

s im

itat

es t

hem

.

•H

ave

stu

den

ts d

ecid

e o

n w

hic

h m

ove

men

ts t

hey

lik

eb

est

and

in

corp

ora

te t

hes

e in

to t

hei

r so

ng

and

mo

vem

ent.

� � � � �

� � � �

� � � � � � �

� � � � �

� � � � �

� � �

� � � � � � � �

To e

xplo

re v

ario

us

way

so

f re

pre

sen

tin

g ve

rse

and

cho

rus

Teac

her

s m

ay c

ho

ose

alte

rnat

ives

to

sca

rves

etc

Per

form

ing:

S =

Sin

gin

g,

P =

Pla

yin

g,

M =

Mo

vin

g.

Mus

ical

Con

cept

s:

D =

Du

rati

on

, P

= P

itch

, D

Y =

Dyn

amic

s,

TC

= T

on

e C

olo

ur,

S

= S

tru

ctu

re.

Early Stage 1 — Sounds in the EnvironmentUnit Duration: 6–8 lessons

Musical Concepts: Tone Colour

This unit provides a sequence of learning opportunities for students to listen and respond to soundsaround them in a variety of ways. Listening to environmental sounds allows students to discriminatebetween sounds that are familiar to them and gives them accessible musical materials to work with intheir organising-sound activities. The unit focuses on sounds around us, and the sounds that insectsmake, through listening and organising sound.

Content

Students in Early Stage 1 will


moving to simple songs and speech rhymes

• organise sound by creating simple songs,rhymes, games and compositions orvariations on simple songs, rhymes, gamesand compositions

• listen to and respond to a variety of music

learn about musical concepts:• through recognising simple musical features

of the music they perform

• by organising sound through listening,imitation and experimentation


60 Sounds in the Environment Creative Arts K–6 Units of Work

Music

Early Stage 1

Creative Arts K–6 Units of Work Sounds in the Environment 61


MUES1.1 Participates in simple speech, singing, playing and moving activities demonstrating anawareness of musical concepts• responds and performs using voice, percussion and body percussion to rhymes and songs• moves to recorded music• recreates environmental sounds using voice, percussion and body percussion.

MUES1.2 Creates their own rhymes, games, songs and simple compositions• experiments with sound sources to represent environmental sound• organises sounds into simple compositions.

MUES1.3 Listens to and responds to music• responds to music through movement• listens to and describes sounds in the environment.

Assessment


Music

Early

Sta

ge 1

cat storm dog

beach water keys


Music

Early Stage 1

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

To l

iste

n t

o s

ou

nd

s in

th

een

viro

nm

ent

•H

ave

stu

den

ts s

it q

uie

tly

in t

he

clas

sro

om

or

ou

tdo

ors

an

d l

iste

n t

o t

he

sou

nd

s in

th

eir

envi

ron

men

t. H

ave

stu

den

ts d

raw

or

list

th

e so

un

ds

they

hea

r.

•H

ave

stu

den

ts u

se v

oic

es, b

od

y p

ercu

ssio

n o

rp

ercu

ssio

n i

nst

rum

ents

to

try

an

d r

ecre

ate

som

eo

fth

e so

un

ds

they

hea

rd.

•H

ave

stu

den

ts c

ho

ose

so

un

ds

— v

oca

l, p

ercu

ssio

no

rb

od

y p

ercu

ssio

n t

o r

epre

sen

t a

ran

ge o

f p

ictu

res

on

car

ds.

•H

ave

stu

den

ts s

ing

Sou

nd S

ong.

•H

ave

stu

den

ts t

ake

an i

mag

inar

y m

usi

cal

wal

kar

ou

nd

th

e sc

ho

ol.

In

gro

up

s, s

tud

ents

mak

e th

eso

un

ds

of

wal

kin

g ar

ou

nd

th

e sc

ho

ol

and

sto

p e

very

no

w a

nd

th

en a

nd

cre

ate

the

sou

nd

s th

ey m

igh

th

ear

(usi

ng

voic

e, p

ercu

ssio

n a

nd

bo

dy

per

cuss

ion

)in

dif

fere

nt

par

ts o

f th

e sc

ho

ol.

•H

ave

each

gro

up

per

form

th

eir

wo

rk f

or

the

rest

of

the

clas

s.*

� � � � �

� � � �

� � � �

� � � � �

�

� � � � � �

To e

xper

imen

t w

ith

sou

nd

s

Sam

ple

s o

f th

e ca

rds

on

pag

e 61

To l

iste

n a

nd

im

itat

eac

cura

tely

This

so

ng

is a

bo

ut

sou

nd

s in

th

een

viro

nm

ent.

It

is a

nec

ho

so

ng

wh

ich

is

exce

llen

t fo

r yo

un

gch

ild

ren

as

it p

rovi

des

am

od

el f

or

chil

dre

n t

oim

itat

e. I

n t

he

sile

nce

s in

the

son

g, e

nco

ura

gest

ud

ents

to

lis

ten

to

th

eso

un

ds

aro

un

d t

hem

To i

den

tify

an

dd

iscr

imin

ate

bet

wee

nso

un

ds

Teac

her

s m

igh

t li

ke t

oh

ave

a p

red

eter

min

ed s

eto

f ev

ents

aro

un

d t

he

sch

oo

l —

eg

the

pla

ygro

un

d, t

he

can

teen

,th

e li

bra

ry e

tc

The

firs

t p

art

of

this

un

itco

uld

co

ncl

ud

e h

ere


Music

Early

Sta

ge 1

To d

iscr

imin

ate

sou

nd

sb

etw

een

th

e so

un

ds

mad

e b

y d

iffe

ren

t in

sect

s

•H

ave

stu

den

ts d

iscu

ss t

he

dif

fere

nt

sou

nd

s th

atin

sect

s m

ake.

•H

ave

stu

den

ts l

earn

th

e rh

yme

Lis

ten

to t

he B

ee’s

Son

g

•H

ave

stu

den

ts e

xper

imen

t w

ith

dif

fere

nt

way

s o

fsa

yin

g th

e rh

yme

•H

ave

stu

den

ts e

xper

imen

t an

d s

ub

stit

ute

dif

fere

nt

bo

dy

per

cuss

ion

so

un

ds

for

the

‘zu

ms’

, ‘h

um

s’,

‘zzz

zs’ a

nd

‘mm

ms’

. In

vite

th

em t

o d

ecid

e w

hic

hso

un

ds

are

the

mo

st e

ffec

tive

.

•H

ave

stu

den

ts e

xper

imen

t an

d s

ub

stit

ute

dif

fere

nt

per

cuss

ion

so

un

ds

for

the

‘zu

ms’

, ‘h

um

s’, ‘

zzzz

s’ a

nd

‘mm

ms’

. In

vite

th

em t

o d

ecid

e w

hic

h s

ou

nd

s ar

e th

em

ost

eff

ecti

ve.

•H

ave

stu

den

ts l

iste

n t

o a

nd

dis

cuss

‘Th

e Fl

igh

t o

fth

e B

um

ble

Bee

’.

•H

ave

stu

den

ts m

ove

aro

un

d t

he

area

lik

e b

ees,

sim

ula

tin

g h

igh

, med

ium

an

d l

ow

lev

el f

ligh

t, a

nd

rest

ing

to e

nac

t th

e b

ee s

itti

ng

on

a f

low

er.

•H

ave

stu

den

ts l

iste

n t

o ‘I

Dan

ced

wit

h a

Mo

squ

ito

’.H

ave

stu

den

ts m

ove

in

res

po

nse

to

th

e m

usi

c.

•H

ave

stu

den

ts e

xper

imen

t w

ith

an

d d

iscu

ss d

iffe

ren

tw

ays

they

co

uld

mo

ve t

o t

his

mu

sic.

� �

� �

� �

� � � �

� � � � � � �

For

exam

ple

, th

e so

un

ds

mad

e b

y fl

ies,

mo

squ

ito

s,b

ees,

cri

cket

s, c

icad

as e

tc

To u

se v

oic

es, b

od

yso

un

ds

and

in

stru

men

tsto

im

itat

e th

e so

un

ds

mad

e b

y so

me

inse

cts

This

is

bes

t d

on

e th

rou

ghec

ho

ing.

Tea

cher

s an

dst

ud

ents

may

lik

e to

mak

e u

p a

dd

itio

nal

vers

es

For

exam

ple

, say

th

e‘z

um

s’ a

nd

‘zzz

z’s’

lo

ud

lyan

d t

he

‘hu

ms’

an

d‘m

mm

s’ s

oft

ly

For

exam

ple

, cli

cks,

clap

s, r

ub

s et

c

For

exam

ple

, sti

cks,

cast

anet

s, f

inge

rcy

mb

als,

mar

acas

To l

iste

n t

o o

rch

estr

alm

usi

c an

d r

esp

on

d b

ym

ovi

ng

For

reco

rdin

g d

etai

lsre

fer

to e

nd

of

the

un

it

To e

xplo

re d

iffe

ren

tle

vels

of

spac

e th

rou

ghm

ove

men

t

To l

iste

n t

o o

rch

estr

alm

usi

c an

d r

esp

on

d b

ym

ovi

ng

For

exam

ple

, beg

in b

yly

ing

on

th

e flo

or

and

wak

e u

p a

s th

e m

osq

uit

o’s

bu

zzin

g b

egin

s

The

seco

nd

par

t o

f th

isu

nit

co

uld

co

ncl

ud

e h

ere

Per

form

ing:

S =

Sin

gin

g,

P =

Pla

yin

g,

M =

Mo

vin

g.

Mus

ical

Con

cept

s:

D =

Du

rati

on

, P

= P

itch

, D

Y =

Dyn

amic

s,

TC

= T

on

e C

olo

ur,

S

= S

tru

ctu

re.

‘Listen to the Bee’s Song’

Listen to the bee’s songZum, zum, zumListen to the bee’s songHum, hum, humBig bees zumAnd little bees hum;Zum, zum, zumHum, hum, hum.

Listen to the mozzie’s songZzzz, zzzz, zzzzListen to the mozzie’s songMmm, mmm, mmmBig mozzies zzzzAnd little mozzies mmm;Zzzz, zzzz, zzzzMmm, mmm, mmm.

by L Suthers.


Music

Early Stage 1


Resources

• ‘Sound Song’ by Harriet Powell. This song can also be found in Music Builders level K (Silver Burdett)and Game-songs with Prof Dogg’s Troupe (H. Powell (ed), A. & C. Black, London 1983).

• ‘Flight of the Bumble Bee’ by Rimsky-Korsakov and ‘I Danced with a Mosquito’ by Anotol Liadovavailable from ABC shops on ABC Classic Kids (ABC for Kids: CD 512 297-2; cassette 512 297-4).

Links with other artforms

DANCEDAES1.2 ComposingEncourage students to move in response to a music stimulus using several levels. Assist students to join several movements to create a short dance.


SCIENCE AND TECHNOLOGYLT ES1.3 Living ThingsBE ES1.1 Built EnvironmentsDM ES1.7 Designing and Making INV ES1.8 Investigation UT ES1.9 Using Technology Investigate a number of insects and small animals that have easily identifiable sounds. Provideopportunities for the students to use a simple draw program to draw the animal and record the sound itmakes. These can be used for the cards or for other matching activities.Take the students on an environmental walk and discuss how the walk could be labelled to encourageothers to stop and listen to the sounds. Design and make a sound environment for baby to use.

Links with What’s Alive unit (p 74) and Sense of Direction unit (p 78) in Science and Technology K–6 Syllabus andSupport Document.

ENGLISHRES1.5 Reading and ViewingRES1.7 Context and TextWES1.9 Producing TextsLocate, read and discuss a range of factual and literary texts about the environment and small animals.Discuss how they are different in structure and language.Jointly construct an information report about one animal.

Music

Early

Sta

ge 1

Stage 1 — When I Get Mad I Beat My DrumUnit Duration: 3–4 lessons

Musical Concepts: Duration, Tone Colour, Structure

This unit provides a sequence of learning based on the chant ‘When I Get Mad I Beat My Drum’. It usesrepertoire as a vehicle for exploring the rhythmic nature of words through speech and developing thestudents’ feeling for beat through their ability to chant and play rhythmically. It also providesopportunities for innovation on text.

Content

Students in Stage 1 will

learn to:• perform a variety of music through, singing,

playing and moving

• organise sound through imitation, andexperimentation, and represent this usingsymbols


learn about musical concepts:• through recognising musical features of the

music they perform

• by organising sound through listening,performing and notating using a symbolsystem


66 When I Get Mad I Beat My Drum Creative Arts K–6 Units of Work

Music

Stage 1

Creative Arts K–6 Units of Work When I Get Mad I Beat My Drum 67


MUS1.1 Sings, plays and moves to a range of music demonstrating awareness of musical concepts• performs chants demonstrating a sense of beat and rhythm• performs chants using their voice, body percussion and percussion instruments• performs own verses of a known chant.

MUS1.2 Explores, creates, selects and organises sound in simple structures• explores tone colours around the room• explores and selects ways of varying known material• creates own verses of known chant.

MUS1.4 Responds to a range of music expressing likes and dislikes and the reasons for thesechoices• recognises the phrasing within a known chant• responds to known rhythms within a chant.

Assessment


Music

Stag

e 1


Music

Stage 1

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

To e

xplo

re s

ou

nd

sTe

ach

ers

mig

ht

like

to

dis

cuss

th

e d

iffe

ren

tso

un

ds

that

eac

h o

f th

eb

od

y p

ercu

ssio

n o

ro

bje

cts

mak

e

•H

ave

stu

den

ts e

xper

imen

t w

ith

mak

ing

dru

mm

ing

sou

nd

s u

sin

g b

od

y p

ercu

ssio

n o

r b

y d

rum

min

g o

no

bje

cts

aro

un

d t

he

roo

m.

•S

elec

t in

div

idu

al s

tud

ents

to

dru

m a

pat

tern

, wh

ich

the

rest

of

the

clas

s th

en i

mit

ates

.

•In

tro

du

ce t

he

chan

t ‘W

hen

I G

et M

ad I

Bea

t M

yD

rum

’. H

ave

stu

den

ts a

s a

gro

up

ech

o e

ach

ph

rase

wh

ile

pat

sch

ing

the

bea

t w

ith

bo

th h

and

s

•R

epea

t th

e ch

ant

and

hav

e st

ud

ents

jo

in i

n t

he

‘du

m d

a d

um

…’ l

ine

each

tim

e it

occ

urs

•H

ave

the

clas

s si

t in

a c

ircl

e an

d j

oin

tly

chan

t th

erh

yme.

Stu

den

ts c

an p

ass

a sm

all

dru

m o

rta

mb

ou

rin

e ar

ou

nd

th

e ci

rcle

wh

ile

chan

tin

g th

erh

yme;

wh

oev

er h

as t

he

inst

rum

ent

wh

en t

he

‘du

m d

a d

um

…’ s

ecti

on

occ

urs

, pla

ys t

he

rhyt

hm

on

th

e in

stru

men

t.

•H

ave

stu

den

ts v

ary

the

kno

wn

rh

yth

m b

y va

ryin

g th

erh

yth

m p

atte

rn w

hen

th

ey h

ave

the

inst

rum

ent.

� � � �

� � � � �

�

� � � � �

� � � � �

�

� � �

This

can

be

rep

eate

d a

sm

any

tim

es a

s is

nec

essa

ry o

r d

esir

able

To i

mit

ate

accu

rate

ly

To m

ain

tain

a s

tead

yb

eat

Ref

er t

o t

he

end

of

this

un

it f

or

the

full

ch

ant

Teac

her

mig

ht

ask

stu

den

ts t

o p

lay

the

rhyt

hm

of

the

lin

e o

nth

eir

thig

hs

wh

en t

hey

are

chan

tin

g it

This

can

be

do

ne

wit

ho

ut

inst

rum

ents

: eac

h t

ime

the

lin

e o

ccu

rs a

dif

fere

nt

stu

den

t p

lays

th

e rh

yth

mb

y th

emse

lves

—te

ach

ers

may

no

min

ate

a st

ud

ent,

or

they

co

uld

take

tu

rns

aro

un

d t

he

circ

le

To e

xplo

re v

aria

tio

ns

on

kno

wn

mat

eria

l


Music

Stag

e 1

This

is

bet

ter

do

ne

insm

all

gro

up

s•

Hav

e st

ud

ents

in

sm

all

gro

up

s ex

per

imen

t w

ith

dif

fere

nt

way

s o

f p

rese

nti

ng

the

chan

t —

eg

soft

ly,

lou

dly

, wh

isp

ered

. Hav

e st

ud

ents

exp

erim

ent

wit

hd

iffe

ren

t m

emb

ers

of

the

gro

up

lea

din

g th

e ch

ant

and

bo

dy

per

cuss

ion

acc

om

pan

imen

t. T

each

ers

get

gro

up

s to

per

form

th

eir

vari

atio

n f

or

the

rest

of

the

clas

s.

•H

ave

stu

den

ts m

ake

up

new

ver

ses,

eg

Wh

en I

get

mad

, I s

hak

e m

y fi

stD

um

da

du

m e

tcI

shak

e m

y fi

st

Rig

ht

off

my

wri

st.

•H

ave

stu

den

ts c

han

ge t

he

inst

rum

ent

fro

m d

rum

to

som

eth

ing

else

, eg

Wh

en I

get

mad

, I p

lay

my

flu

teD

oo

da

do

o, d

oo

da

do

o, d

oo

da

do

o, d

oo

do

oI

pla

y m

y fl

ute

In

my

blu

e tr

acks

uit

.

•H

ave

clas

s p

erfo

rm t

he

chan

t in

corp

ora

tin

g th

e n

ewrh

ymes

fro

m e

ach

gro

up

.*

� � �

��

��

��

��

To i

nn

ova

te o

n t

he

text

Teac

her

sh

ou

ld h

ave

afe

w s

ugg

esti

on

s to

hel

pst

ud

ents

if

nec

essa

ry

Teac

her

may

lik

e to

cho

ose

a s

elec

tio

n o

fth

ese

Per

form

ing:

S =

Sin

gin

g,

P =

Pla

yin

g,

M =

Mo

vin

g.

Mus

ical

Con

cept

s:

D =

Du

rati

on

, P

= P

itch

, D

Y =

Dyn

amic

s,

TC

= T

on

e C

olo

ur,

S

= S

tru

ctu

re.


Music

Stage 1

Resources

Chant — ‘When I Get Mad I Beat My Drum’

When I get mad I beat my drumDum da dum, dum da dum, dum da dum da da dumI beat by drum ‘til my arm gets numbDum da dum, dum da dum, dum da dum da da dumI beat my drum right through the dayDum da dum, dum da dum, dum da dum da da dumUntil that BAD MAD goes awayDum da dum, dum da dum, dum da dum da da dumWhen I get mad I beat my drumDum da dum, dum da dum, dum da dum da da dumWhen I get mad I beat my drumDum da dum, dum da dum, dum da dum da da dum.

When I Get Mad I Beat My Drum by Sandy Offenhiem, from Are We There Yet? published in Music Builders 1, © Cee & Cee (Berandol Music Limited), Canada, 1980.

Also published in vocal-ease, NSW Department of Education and Training, Sydney, 1999.


ENGLISHTS1.4 Language Structures and FeaturesEncourage students to create other rhyming lines for different event in their lives.Investigate other examples of rhymes, eg You Beaut Juicy Fruit, Durkin, Peter (1990), Unreal Banana Peel,Factor, June (1986) Oxford University Press.

HSIECUS1.3 IdentitiesDiscuss and explore the ways in which family members learn about customs and traditions through songs,chants, stories etc. Have the class learn some of these.

Suggested link Identifying Us unit from HSIE K–6 Units of Work p 59.


Music

Stag

e 1

Stage 1 — Where the Forest Meets the SeaUnit Duration: 3–4 lessons

Musical Concepts: Duration, Tone Colour, Pitch, Dynamics

This unit has been developed thematically with the book Where the Forest Meets the Sea. The focus of theseactivities is on children’s composition and performance using appropriate tone colours and dynamiccontrol for expressive purposes. The second part of the unit uses the song Noongar in the Bush. This allowsstudents to explore rhythmic elements of words, dynamics and tone colour to represent various objectsand actions. The unit assumes that children are comfortable with the use of classroom instruments andorganising sound activities.

Content



MUS1.1 Sings, plays and moves to a range of music demonstrating awareness of musical concepts• uses body percussion and percussion to perform compositions• sings songs with body percussion and percussion accompaniments.

MUS1.2 Explores, creates, selects and organises sound in simple structures• explores tone colours of instruments to represent pictures• explores dynamic contrasts in musical compositions.

MUS1.4 Responds to a range of music expressing likes and dislikes and the reasons for thesechoices• recognises the phrasing within a known song• responds to music with dynamic contrasts under the direction of a conductor.

Assessment


learn to:• perform a variety of music through singing,

playing and moving

• organise sound through imitation andexperimentation, and represent this workusing symbols



music they perform

• by organising sound through listening,performing and notating using a symbolsystem


72 Where the Forest Meets the Sea Creative Arts K–6 Units of Work

Music

Stage 1

Creative Arts K–6 Units of Work Where the Forest Meets the Sea 73

Music

Stag

e 1


Music

Stage 1

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

Pu

bli

shin

g d

etai

ls o

f th

eb

oo

k ca

n b

e fo

un

d a

t th

een

d o

f th

is u

nit

•R

ead

th

e b

oo

k W

here

the

For

est

Mee

ts t

he S

ea.

•H

ave

stu

den

ts d

iscu

ss t

he

mak

ing

of

illu

stra

tio

ns

usi

ng

a co

llag

e o

f n

atu

ral

mat

eria

ls a

nd

dis

cuss

th

eso

un

ds

that

mig

ht

be

hea

rd i

n a

rai

nfo

rest

.

•H

ave

stu

den

ts u

se t

hei

r vo

ices

, in

stru

men

ts a

nd

nat

ura

l m

ater

ials

to

pro

du

ce a

so

un

dsc

ape

of

ara

info

rest

. Hav

e st

ud

ents

pla

y th

e so

ftes

t so

un

dp

oss

ible

on

th

eir

inst

rum

ent,

gra

du

ally

ad

din

gin

stru

men

ts s

o t

hat

wit

h t

he

add

itio

n o

f ea

ch n

ewso

un

d t

hey

are

cre

atin

g an

oth

er l

ayer

to

th

eso

un

dsc

ape.

•H

ave

stu

den

ts e

xper

imen

t w

ith

dyn

amic

s in

th

eso

un

dsc

ape

by

add

ing

and

rem

ovi

ng

sou

nd

s u

nti

lth

e so

un

dsc

ape

grad

ual

ly d

ies

away

.

•H

ave

clas

s cr

eate

a r

ain

fore

st c

oll

age

wal

l m

ura

l.

•H

ave

stu

den

ts e

xper

imen

t w

ith

in

div

idu

al s

ou

nd

s to

rep

rese

nt

each

of

the

par

ts o

f th

e co

llag

e.

•H

ave

stu

den

ts p

erfo

rm a

pie

ce o

f ra

info

rest

wit

h t

he

coll

age

as t

he

sco

re. D

iffe

ren

t st

ud

ents

mig

ht

‘co

nd

uct

’ th

e p

erfo

rman

ce.*

•R

e-re

ad t

he

bo

ok

Whe

re t

he F

ores

t M

eets

the

Sea

,d

iscu

ss t

he

dep

icti

on

of

Ab

ori

gin

al p

eop

le i

n t

he

bo

ok

and

th

e co

oki

ng

of

foo

d f

ou

nd

in

th

e n

atu

ral

envi

ron

men

t as

it

is i

llu

stra

ted

.

� � �

� � � �

� � � �

� � � �

� � �

� � ��

To e

xplo

re d

ynam

ics

and

ton

e co

lou

r

To f

urt

her

exp

lore

dyn

amic

s

To c

reat

e a

grap

hic

sco

re

To r

epre

sen

t vi

sual

imag

es w

ith

so

un

d

To p

erfo

rm a

gra

ph

icsc

ore

To d

evel

op

an

un

der

stan

din

g o

f th

ere

lati

on

ship

s th

at d

iffer

ent

Ab

ori

gin

al p

eop

le h

ave

wit

h t

hei

r la

nd


Music

Stag

e 1

Ple

ase

refe

r to

th

e en

d o

fth

is u

nit

fo

r re

sou

rce

det

ails

•H

ave

stu

den

ts l

iste

n t

o t

he

son

g N

oong

ar in

the

Bus

han

d d

iscu

ss t

he

anim

als

list

ed i

n t

he

son

g as

‘rea

lgo

od

tu

cker

’.

•A

s a

gro

up

dis

cuss

th

e n

ames

in

th

e so

ng

for

dif

fere

nt

gro

up

s o

f A

bo

rigi

nal

peo

ple

liv

ing

ind

iffe

ren

t p

arts

of

Au

stra

lia.

•H

ave

stu

den

ts d

iscu

ss t

he

kin

ds

of

‘bu

sh t

uck

er’

wh

ich

co

uld

be

fou

nd

in

th

e ra

info

rest

an

d o

n t

he

coas

t.

•H

ave

stu

den

ts l

iste

n t

o t

he

son

g ag

ain

an

d p

atsc

ho

n t

he

bea

t in

th

e fi

rst

par

t o

f ea

ch v

erse

. Hav

est

ud

ents

use

dif

fere

nt

bo

dy

per

cuss

ion

to

per

form

the

rhyt

hm

s o

f ea

ch s

ou

nd

wo

rd i

n t

he

seco

nd

par

to

f ea

ch v

erse

.

•H

ave

stu

den

ts s

ing

the

son

g ac

com

pan

yin

gth

emse

lves

wit

h t

he

bo

dy

per

cuss

ion

fro

m a

bo

ve.

•H

ave

stu

den

ts c

ho

ose

no

n-m

elo

dic

per

cuss

ion

inst

rum

ents

to

rep

rese

nt

each

of

the

sou

nd

wo

rds.

•H

ave

som

e st

ud

ents

pla

y ta

pst

icks

as

a su

bst

itu

tefo

r p

atsc

hin

g in

th

e fi

rst

par

t o

f ea

ch v

erse

.

•H

ave

stu

den

ts s

ing

the

son

g w

ith

in

stru

men

tal

acco

mp

anim

ent.

•H

ave

stu

den

ts e

xper

imen

t w

ith

dif

fere

nt

leve

ls o

fd

ynam

ics

in e

ach

ver

se o

f th

e so

ng.

� �

� � � � �

� �

� � � �

� � �

� �

� � �

� � �

No

on

gar

peo

ple

are

fro

mso

uth

-wes

tern

Au

stra

lia,

Ko

ori

peo

ple

are

fro

mso

uth

-eas

tern

Au

stra

lia,

Mu

rri

peo

ple

are

fro

mp

arts

of

Qu

een

slan

d a

nd

Nu

nga

peo

ple

are

fro

mS

ou

th A

ust

rali

a

To p

erfo

rm t

he

bea

t an

drh

yth

m o

f se

lect

ed p

arts

of

a so

ng

For

exam

ple

:p

eck

= c

lick

fin

gers

slit

her

= r

ub

th

igh

s w

ith

han

ds

snap

= c

lap

han

ds

jum

p =

bo

un

ce h

and

s o

nfl

oo

r

To s

ing

and

acc

om

pan

y a

son

g

To c

ho

ose

ap

pro

pri

ate

ton

e co

lou

rs f

or

acco

mp

anim

ent

For

exam

ple

:p

eck

= c

asta

net

slit

her

= m

arac

assn

ap =

tam

bo

uri

ne

jum

p =

dru

m

To u

tili

se d

ynam

icva

riat

ion

s fo

r ex

pre

ssiv

ep

urp

ose

s in

th

ep

erfo

rman

ce o

f a

son

gw

ith

acc

om

pan

imen

t

Per

form

ing:

S =

Sin

gin

g,

P =

Pla

yin

g,

M =

Mo

vin

g.

Mus

ical

Con

cept

s:

D =

Du

rati

on

, P

= P

itch

, D

Y =

Dyn

amic

s,

TC

= T

on

e C

olo

ur,

S

= S

tru

ctu

re.


Music

Stage 1

‘Noongar in the Bush’

(Traditional, adapted by Wendy Notley)

There was a Noongar in the bushWith spear and nulla nullaAnd in the bush there was an emuGee that’s real good tucker

With a peck peck hereAnd a peck peck thereHere a peck there a peckEverywhere

There was a Koori in the bushWith spear and nulla nulla And in the bush there was a snakeGee that’s real good tucker

With a slither hereAnd a slither thereHere a slither there a slitherEverywhere

There was a Koori in the bushWith spear and nulla nulla And in the bush there was a snakeGee that’s real good tucker

With a snap snap hereAnd a snap snap thereHere a snap there a snap Everywhere

There was a Koori in the bushWith spear and nulla nulla And in the bush there was a kangarooGee that’s real good tucker

With a jump jump hereAnd a jump jump thereHere a jump there a jumpEverywhere

Resources

• Jeannie Baker, Where the Forest Meets the Sea, Julia MacRae Books, Lane Cove, 1987.• ‘Noongar in the Bush’ in Growin’ Up Strong, Aunty Wendy’s Mob (1996, ABC Music 8146692), available

from ABC and Scholastic Australia.


Music

Stag

e 1

Note: The Aboriginal words here are the generic names used by Aboriginal people in particular regions ofAustralia to describe themselves.

(Original recording is in C major. This version has been transposed up a 4th).

Growing’ Up Strong, Aunty Wendy’s Mob, ABC Music8146692, 1996. Reproduced courtesy Wendy Notley.

‘Noongar in the Bush’


SCIENCE AND TECHNOLOGYLT S1.3 Living ThingsBEE S1.1 Built EnvironmentDM ES1.7 Designing and Making INV ES1.8 Investigation UTES1.9 Using TechnologyInvestigate local bush/forests and waterways and discuss how they are being cared for and by whom.Design and make an environment that allows for people, homes, transport and other community facilitiesto be developed close to a forest or bush area. What issues need to be considered?

Links to What’s Alive unit in Science and Technology K–6 Syllabus and Support Document p 74.

HSIEENES1.5 Patterns of Place and LocationENES1.6 Relationships with PlacesIdentify significant places and features of the local environment and discuss how they are protected.

Links with Wet and Dry Environments unit in HSIE K–6 Units of Work p 71.

ENGLISHTS1.3 Context and TextRS1.5 Reading and ViewingWS1.9 Producing TextsRead a range of texts about environmental issues and discuss the positions taken by the writers and whythey might be taking the various positions. Scaffold as a joint construction the writing of an information report on a special environment.Use a polarised debate or hot seat strategy to discuss an environmental issue.


Music

Stage 1

Creative Arts K–6 Units of Work Bicycles 79

Stage 2 — BicyclesUnit Duration: 4–6 lessons

Musical Concepts: Duration, Pitch, Dynamics, Tone Colour, Structure

This unit provides a sequence of learning opportunities based around a chant. It uses this repertoire as avehicle for developing students’ ability to create and structure their own composition through a series ofwhole-group activities that lead to small group work. It assumes the children are familiar with the use ofclassroom instruments, organising sound activities and group work.

Content



MUS2.1 Sings, plays and moves to a range of music demonstrating a basic knowledge of musicalconcepts• performs rhythms and spoken chants accurately• maintains rhythmic and melodic ostinato patterns.

MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices• improvises short musical phrases based on C pentatonic scale• organises chants and ostinati into a structure.

MUS2.3 Uses commonly understood symbols to represent own work• notates compositions using graphic and/or traditional notation.

MUS2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire• discusses musical concepts in their own work and the compositions of others.

Assessment

Key assessment opportunities marked with *.


playing and moving, demonstrating anunderstanding of the music

• improvise, experiment, select and combinemusical ideas to form simple musicalstructures and notate these ideas usingcommonly understood symbols

• Listen to, and appreciate, a range ofrepertoire showing some understanding ofmusical concepts


music they perform

• by organising sound, listening, performingand representing these ideas in traditionaland non-traditional notation

• by responding to music through performingand organising sound activities andidentifying features of this music

Music

Stag

e 2

80 Bicycles Creative Arts K–6 Units of Work

Music

Stage 2

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

To s

ay r

hym

es w

ith

dev

elo

pin

g co

ntr

ol

ove

rm

usi

cal

con

cep

ts.

To p

erfo

rm m

usi

cal

pat

tern

s b

y ea

r

Ref

er t

o e

nd

of

this

un

itfo

r rh

yme

•H

ave

stu

den

ts l

earn

th

rou

gh a

n e

cho

tec

hn

iqu

eth

erh

yme

‘Rid

e o

n M

y B

ike’

. Hav

e st

ud

ents

mai

nta

in t

he

bea

t as

th

ey s

ay t

he

rhym

e b

yst

amp

ing

thei

r fe

et.

•H

ave

stu

den

ts s

elec

t a

wo

rd f

rom

th

e rh

yme

and

wal

k ar

ou

nd

th

e ro

om

rep

eati

ng

the

rhym

e o

ver

and

ove

r ag

ain

un

til

they

gro

up

to

geth

er w

ith

oth

erst

ud

ents

wit

h t

he

sam

e w

ord

•H

ave

the

gro

up

s fo

rm i

nto

lin

es. T

each

ers

crea

te a

mu

sica

l st

ruct

ure

of

vari

ou

s o

stin

ati

by

con

du

ctin

gth

e gr

ou

ps

as a

n e

nse

mb

le.

•H

ave

stu

den

t(s)

co

nd

uct

a p

erfo

rman

ce. A

s a

gro

up

dis

cuss

th

e si

mil

arit

ies

and

dif

fere

nce

s b

etw

een

vers

ion

s.

•D

ivid

e cl

ass

into

fo

ur

gro

up

s. H

ave

stu

den

ts c

reat

ea

rep

eata

ble

per

form

ance

bas

ed o

n t

he

rhym

e fr

om

the

pre

vio

us

sess

ion

s. H

ave

gro

up

s p

erfo

rm t

hei

rco

mp

osi

tio

ns

for

the

rest

of

the

clas

s.

•H

ave

stu

den

ts a

s a

gro

up

dis

cuss

th

e co

mp

osi

tio

ns

� � � � �

� �

� � �

� � � � �

� � � � �

� � � � �

� � � � �

� � �

� � � � �

A r

epea

ted

pat

tern

is

call

ed a

n o

stin

ato

To d

evel

op

th

e ab

ilit

y to

list

en t

o o

ther

per

form

ers

and

per

form

as p

art

of

an e

nse

mb

le

Exp

erim

ent

wit

hco

nce

pts

su

ch a

s lo

ud

,so

ft, s

low

, fas

t, h

igh

, lo

w,

rep

etit

ion

This

co

uld

co

ncl

ud

e th

isp

art

of

the

un

it

To o

rgan

ise

sou

nd

s in

tom

usi

cal

stru

ctu

res

This

ste

p m

ay t

ake

som

eti

me

as s

tud

ents

exp

erim

ent,

sel

ect

and

com

bin

e d

iffe

ren

t id

eas

into

a f

inal

co

mp

osi

tio

nfo

r p

erfo

rman

ce

This

may

sta

rt w

ith

ad

iscu

ssio

n o

f w

hat

th

eyli

ked

bes

t, t

he

mo

stef

fect

ive

feat

ure

s an

d t

he

use

of

mu

sica

l co

nce

pts

Creative Arts K–6 Units of Work Bicycles 81

Music

Stag

e 2

Use

a m

elo

dic

per

cuss

ion

in

stru

men

tsu

ch a

s a

glo

cken

spie

l,xy

lop

ho

ne

or

chim

e b

ars

•P

lay

the

foll

ow

ing

mel

od

ic o

stin

ato

wh

ile

stu

den

tsp

atsc

h t

he

bea

t.

•D

emo

nst

rate

an

im

pro

visa

tio

n o

f a

mel

od

y b

ased

on

C p

enta

ton

ic s

cale

wh

ile

the

clas

s co

nti

nu

es t

he

ori

gin

al d

ron

e

•H

ave

stu

den

ts i

mp

rovi

se t

hei

r o

wn

mel

od

ic o

stin

ato

ove

r th

e d

ron

e. *

•H

ave

stu

den

ts e

xper

imen

t w

ith

oth

er m

usi

cal

con

cep

ts i

n t

hei

r im

pro

visa

tio

ns.

Hav

e th

em d

iscu

ssw

hat

hap

pen

s to

th

eir

imp

rovi

sati

on

s w

hen

th

ete

mp

o i

s ch

ange

d e

tc.

•H

ave

stu

den

ts i

n t

hre

e o

r fo

ur

gro

up

s cr

eate

th

eir

ow

n r

epea

tab

le c

om

po

siti

on

usi

ng

a m

elo

dic

ost

inat

o a

s a

dro

ne

and

exp

erim

enti

ng

wit

h t

he

ori

gin

al r

hym

e. H

ave

stu

den

ts e

xper

imen

t w

ith

mu

sica

l co

nce

pts

to

ad

d i

nte

rest

to

th

eir

com

po

siti

on

s.

•H

ave

gro

up

s ex

per

imen

t w

ith

no

tati

ng

thei

rco

mp

osi

tio

ns.

*

•H

ave

gro

up

s p

erfo

rm t

hei

r co

mp

osi

tio

ns

for

the

rest

of

the

clas

s an

d a

s a

gro

up

dis

cuss

th

e co

mp

osi

tio

ns.

� � � � � �

� � � � �

� � � � �

� � � �

� � � � � � �

� � � � � � �

� � � �

� � �

� � � � � �

The

no

tes

of

Cp

enta

ton

ic s

cale

are

C

D E

G A

To i

mp

rovi

se r

hyt

hm

ican

d m

elo

dic

id

eas

This

co

uld

be

do

ne

as a

gro

up

an

d t

hen

eac

hst

ud

ent

or

smal

l gr

ou

pco

uld

hav

e a

turn

at

per

form

ing

it

To d

iscu

ss t

hei

r o

wn

com

po

siti

on

s an

d t

he

wo

rk o

f o

ther

s

For

exam

ple

, mak

e th

ed

ron

e m

ove

fro

m s

low

tofa

st, h

igh

to

lo

w, l

ou

dto

so

ft.

This

co

uld

co

ncl

ud

e th

isp

art

of

the

un

it

To o

rgan

ise

sou

nd

s in

tom

usi

cal

stru

ctu

re.

To i

den

tify

ho

w m

usi

cal

con

cep

ts c

an b

e va

ried

to

crea

te d

iffe

ren

t ef

fect

s

Stu

den

ts c

ou

ldex

per

imen

t w

ith

var

yin

gth

e te

mp

o, p

itch

an

dd

ynam

ics

in t

hei

rp

erfo

rman

ces

and

may

exp

erim

ent

wit

h d

iffe

ren

tw

ays

of

sayi

ng

the

rhym

e(t

on

e co

lou

r). O

ne

mel

od

icp

ercu

ssio

n i

nst

rum

ent

per

gro

up

wo

uld

be

eno

ugh

fo

r th

is a

ctiv

ity

To r

efin

e an

d r

eco

rdm

usi

c u

sin

g n

ota

tio

nS

tud

ents

mig

ht

use

eith

er g

rap

hic

or

trad

itio

nal

no

tati

on

or

aco

mb

inat

ion

of

thes

e

Per

form

ing:

S =

Sin

gin

g,

P =

Pla

yin

g,

M =

Mo

vin

g.

Mus

ical

Con

cept

s:

D =

Du

rati

on

, P

= P

itch

, D

Y =

Dyn

amic

s,

TC

= T

on

e C

olo

ur,

S

= S

tru

ctu

re.

‘Ride on My Bike’

Repco, Apollo, Shogun, Diamond BackHop on your bike, off down the trackHaro, Orion, Giant and BalanceUp in the air and flip on your back.


VISUAL ARTSLinks with Visual Arts Bicycles unit in Creative Arts K–6 Units of Work p 38.


SCIENCE AND TECHNOLOGYBE S2.1 Built EnvironmentsINV S2.7 InvestigatingDM S2.8 Designing and MakingUT S2.9 Using TechnologyExplore the local community to identify where specific facilities have been made for bicycle riders.Investigate what types of facilities are provided in other areas.Design and make a bike track that could be built in the local area.

PP S2.4 Physical Phenomena INV S2.7 InvestigatingDM S2.8 Designing and MakingUT S2.9 Using TechnologyInvestigate how gears/cogs make things work. Label parts of a bicycle and other geared toys. Drawdiagrams of different wheeled vehicles that students use. Investigate safety issues associated withriding bikes.Design and make a means of transport for the future.

Links with Out and About unit in Science and Technology K–6 Syllabus and Support Document.

HSIEENS2.5 Patterns of Place and LocationENS2.6 Relationships with PlacesSSS2.7 Resource SystemsInvestigate how the needs of the community and changes in lifestyles, the use of public transport and theneed for bicycle facilities are met.

Links with Cooperating Communities unit in HSIE K–6 Units of Work p 77.

ENGLISHRS2.5 Reading and ViewingIdentify, read and discuss texts where bicycles feature, particularly those relating to community facilities.

PDHPESLS2.13 Safe LivingALS2.6 Active LifestyleDiscuss reasons why riding a bicycle is a healthy activity.Discuss rules for riding bicycles and safety issues.

82 Bicycles Creative Arts K–6 Units of Work

Music

Stage 2

Creative Arts K–6 Units of Work Night and Day 83

Music

Stag

e 2

Stage 2 — Night and DayUnit Duration: 4–6 lessons

Musical Concepts: Duration, Pitch, Tone Colour, Structure

This unit provides a sequence of learning experiences linked to the speech rhyme ‘Night and Day’ and thesong ‘Sun Arise’. It offers students the opportunity to explore instrumental and environmental soundsources through listening and experimentation. The unit assumes the students have had some previousexperience singing simple songs, experimenting with sound and organising their ideas into simplemusical structures.

Content



MUS2.1 Sings, plays and moves to a range of music demonstrating a basic knowledge of musicalconcepts• performs songs and speech rhymes demonstrating an awareness of duration, pitch and

tone colour• performs music using a variety of sound sources including the voice, percussion and

environmental sound sources• performs own compositions.

MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices• experiments with a range of sound sources and organises them into a simple

composition.

MUS2.3 Uses commonly understood symbols to represent own work• devises graphic symbols to represent sound sources used in simple compositions.

MUS2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire• discusses musical concepts in their own work and the compositions of others.

Assessment

Key assessment opportunities marked *.


playing and moving, demonstrating anunderstanding of the music

• improvise, experiment, select and combinemusical ideas to form simple musicalstructures and notate these ideas usingcommonly understood symbols

• listen to, and appreciate, a range of repertoireshowing some understanding of musicalconcepts


music they perform

• by organising sound, listening, performingand representing these ideas in traditionaland non-traditional notation


84 Night and Day Creative Arts K–6 Units of Work

Music

Stage 2

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

To l

earn

a r

hym

e an

dim

itat

e ac

cura

tely

This

is

bes

t ac

hie

ved

by

imit

atin

g o

ne

lin

e at

ati

me

then

bu

ild

ing

it u

pu

nti

l it

is

all

kno

wn

•H

ave

stu

den

ts l

earn

th

e sp

eech

rh

yme

Nig

ht a

nd D

ayth

rou

gh i

mit

atio

n.

•H

ave

stu

den

ts i

nve

nt

acti

on

s to

rep

rese

nt

the

sun

risi

ng

and

th

e su

n s

etti

ng.

•H

ave

stu

den

ts e

xper

imen

t w

ith

th

e rh

yme

by

chan

gin

g th

e d

ynam

ics,

var

yin

g te

mp

o a

nd

say

ing

the

voic

e u

sin

g d

iffe

ren

t vo

cal

qu

alit

ies.

•H

ave

stu

den

ts l

earn

‘Su

n A

rise

’ th

rou

gh i

mit

atio

n.

•D

ivid

e th

e cl

ass

into

tw

o g

rou

ps

— o

ne

gro

up

to

per

form

th

e b

eat

on

th

e gr

ou

nd

wit

h c

lave

s/st

icks

and

th

e o

ther

to

per

form

a r

hyt

hm

ic o

stin

ato

— e

gB

rin

gin

g b

ack

the

war

mth

to

th

e gr

ou

nd

(r

est,

res

t, r

est)

.

•H

ave

stu

den

ts i

nd

ivid

ual

ly o

r in

gro

up

s ex

plo

re t

he

envi

ron

men

tal

and

in

stru

men

tal

sou

nd

so

urc

es i

nth

e cl

assr

oo

m a

nd

ob

serv

e h

ow

dif

fere

nt

sou

nd

s ca

nb

e p

rod

uce

d.

•S

ho

w s

tud

ents

a r

ange

of

visu

al i

mag

es o

f m

orn

ing

and

nig

ht.

Tea

cher

s h

ave

stu

den

ts s

ugg

est

sou

nd

sth

ey c

an p

rod

uce

fro

m w

ith

in t

he

clas

sro

om

to

rep

rese

nt

thes

e im

ages

.

•H

ave

stu

den

ts e

xper

imen

t in

sm

all

gro

up

s to

dec

ide

on

‘mo

rnin

g’ a

nd

‘nig

ht’

so

un

ds.

� � � � ��

�

� �

� � � � �

�

��

To e

xper

imen

t w

ith

sou

nd

so

urc

esTh

is m

ay i

nvo

lve

rep

eati

ng

imag

es a

nd

hav

ing

an i

mag

e th

atre

pre

sen

ts s

ilen

ce

To e

xplo

re m

usi

cal

con

cep

ts w

ith

a k

no

wn

ryh

me

To l

earn

a s

on

g an

dim

itat

e ac

cura

tely

If t

each

ers

do

no

t fe

elco

nfi

den

t in

th

is t

hey

can

use

a r

eco

rdin

g o

r u

seth

e w

ord

s as

an

oth

ersp

eech

rh

yme

To m

ain

tain

a s

tead

yb

eat

and

per

form

arh

yth

mic

ost

inat

o

A r

hyt

hm

ic o

stin

ato

(rep

eate

d p

atte

rn)

can

be

der

ived

fro

m a

lin

e in

th

eso

ng,

as

in t

he

exam

ple

give

n

To e

xplo

re s

ou

nd

so

urc

esTe

ach

ers

mig

ht

like

to

get

the

clas

s to

mak

eth

eir

ow

n i

nst

rum

ents

fo

rth

is a

nd

oth

er a

ctiv

itie

s


Music

Stag

e 2

•H

ave

stu

den

ts o

rder

th

ese

imag

es i

nto

a ‘n

igh

t an

dd

ay c

om

po

siti

on

’.

•A

llo

w d

iffe

ren

t st

ud

ents

to

co

nd

uct

th

e n

igh

t an

dd

ay c

om

po

siti

on

by

po

inti

ng

to t

he

imag

es f

or

the

clas

s to

pla

y.

•H

ave

stu

den

ts d

iscu

ss w

hat

hap

pen

s at

su

nri

se a

nd

ho

w t

hey

co

uld

rep

rese

nt

this

usi

ng

a va

riet

y o

fso

un

d s

ou

rces

.

•H

ave

stu

den

ts, i

n s

mal

l gr

ou

ps,

exp

erim

ent

wit

hth

ese

sou

nd

s an

d h

ow

th

ey c

an r

epre

sen

t su

nri

se.

•H

ave

stu

den

ts s

elec

t an

d c

om

bin

e th

ese

sou

nd

s.S

tud

ents

th

en c

reat

e gr

aph

ic i

mag

es t

o r

epre

sen

tth

e so

un

ds

and

gra

ph

ical

ly n

ota

te a

‘su

nri

se’ p

iece

.*

•H

ave

each

gro

up

per

form

th

eir

‘su

nri

se’

com

po

siti

on

.*

•H

ave

stu

den

ts r

eco

rd a

nd

dis

cuss

th

eir

per

form

ance

,gi

vin

g at

ten

tio

n t

o t

hei

r id

eas

for

mo

dif

icat

ion

.

•G

et s

tud

ents

to

per

form

an

d r

eco

rd a

n r

evis

edve

rsio

n o

f th

eir

‘su

nri

se’ c

om

po

siti

on

.

•H

ave

stu

den

ts m

ove

fre

ely

to a

rec

ord

ing

of

ano

ther

pie

ce o

f m

usi

c th

at r

epre

sen

ts t

he

sun

rise

usi

ng

ligh

tsc

arve

s an

d/o

r le

ngt

hs

of

rib

bo

n a

ttac

hed

to

sti

cks.

•H

ave

stu

den

ts d

iscu

ss t

his

co

mp

osi

tio

n a

nd

wh

eth

er t

hey

fel

t it

rep

rese

nte

d a

su

nri

se. S

tud

ents

sho

uld

co

mp

are

this

co

mp

osi

tio

n w

ith

th

eir

ow

n.

�

� � � � �

�

� � � � �

� � �

� �

� �

� �

� � � �

� �

To o

rgan

ise

sou

nd

To d

iscu

ss s

ou

nd

s

To o

rgan

ise

and

no

tate

sou

nd

sS

tud

ents

mig

ht

like

to

inve

nt

new

im

ages

or

mig

ht

like

to

use

so

me

fro

m p

revi

ou

s ac

tivi

ties

To m

ake

dec

isio

ns

abo

ut

thei

r w

ork

If r

eco

rdin

g fa

cili

ties

are

no

t av

aila

ble

, th

en e

ach

gro

up

co

uld

per

form

thei

r w

ork

an

d t

hen

th

ecl

ass

cou

ld d

iscu

ss i

t

To m

ove

fre

ely

to s

ou

nd

Su

gges

tio

ns

incl

ud

e:‘T

he

Beg

inn

ing

of

the

Day

’ by

An

ne

Bo

yd a

nd

‘Mo

rnin

g’ f

rom

th

e P

eer

Gyn

t S

uite

by

Gri

eg

To d

iscu

ss a

nd

co

mp

are

oth

er’s

co

mp

osi

tio

ns

wit

h t

hei

r o

wn

Teac

her

s co

uld

use

th

em

usi

cal

con

cep

ts a

s a

star

tin

g p

oin

t fo

r th

isd

iscu

ssio

n

Per

form

ing:

S =

Sin

gin

g,

P =

Pla

yin

g,

M =

Mo

vin

g.

Mus

ical

Con

cept

s:

D =

Du

rati

on

, P

= P

itch

, D

Y =

Dyn

amic

s,

TC

= T

on

e C

olo

ur,

S

= S

tru

ctu

re.


Resources

Speech rhyme — ‘Night and Day’

The sun does rise in the morningAt noon it’s high overheadThe sun goes down in the eveningAnd then we’re off to bed!

Other resource materials:

• copy of ‘Sun Arise’ available from ABC songbook Sing, 1987• claves or sticks, environmental sound sources, instrumental sound sources• photographs, images or children’s pictures representing morning and night• butcher’s paper, felt tip pens• copy of ‘The Beginning of the Day’ by Anne Boyd (Dream Children, ABC for Kids, 81454220) or a

recording of the Peer Gynt Suite by Grieg (readily available)• a variety of other sound sources, ribbons on sticks, light scarves, cassette player with microphone.

Music

Stag

e 2


ENGLISHRS2.7 Context and TextWS2.9 Producing TextsWS2.10 Skills and Strategies (Grammar and Punctuation)Locate texts which have descriptions of sunrise and sunset. Discuss the use of words and the variety ofways the author creates images.Compare these with descriptions of other times of the day or other weather conditions, eg rain, wind.Provide opportunities for students to write descriptive passages to describe different times of the day ordifferent weather patterns.

SCIENCE AND TECHNOLOGYES S2.6 Earth and its SurroundingsINV S2.7 InvestigatingInvestigate the causes of the different conditions that occur and the variety of effects that can be observedat sunrise and sunset.

88 Night and Day Creative Arts K–6 Units of Work

Music

Stage 2

Creative Arts K–6 Units of Work Exploring Tone Colour 89

Stage 3 — Exploring Tone ColourUnit Duration: 2–3 lessons

Musical Concepts: Tone Colour, Duration

This unit draws on environmental sounds and recordings of traditional and contemporary recordingsof Aboriginal and Torres Strait Islander music to provide a sequence of activities based on the musicalconcept of tone colour, which is explored through listening, organising sound and performing, focusingon rhythmic activities.

Content



MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating aknowledge of musical concepts• uses a range of environmental and percussion sound sources and methods of playing

these sound sources to explore the concept of tone colour• performs, in groups, own compositions and rhythmic ostinato patterns.

MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts• creates a percussion accompaniment to a known song using a variety of sound sources.

MUS3.3 Notates and discusses own work and the work of others• uses crotchets, crotchet rests and pairs of quavers in traditional notation to compose an

accompaniment to a known song.

MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles• identifies and discusses sound sources, tone colours and rhythmic patterns in both

traditional and contemporary Aboriginal music and Torres Strait Islander music.

Assessment



moving to a variety of music, both individuallyand in groups

• organise musical ideas to vary knownrepertoire, to create new work and to notateas a means of recording and communicatingmusical ideas

• listen to and appreciate a variety of repertoiredemonstrating an understanding of musicalconcepts


music they perform

• by organising sound, listening and performing,and by exploring the relationship betweenmusical symbols and sound


Music

Stag

e 3

90 Exploring Tone Colour Creative Arts K–6 Units of Work

Music

Stage 3

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

To i

den

tify

en

viro

nm

enta

lso

un

d s

ou

rces

Wh

ilst

th

is u

nit

is

bas

edo

n t

he

son

g ‘M

y Is

lan

dH

om

e’, o

ther

rep

erto

ire

that

has

sim

ilar

fea

ture

sm

ay b

e su

bst

itu

ted

•H

ave

stu

den

ts s

it a

nd

lis

ten

in

sil

ence

fo

r 30

sec

on

ds

and

wri

te d

ow

n a

ll t

he

sou

nd

s th

ey c

an h

ear

insi

de

and

ou

tsid

e th

e cl

assr

oo

m

•H

ave

stu

den

ts l

iste

n t

o a

rec

ord

ing

of

‘My

Isla

nd

Ho

me’

rec

ord

ed b

y C

hri

stin

e A

nu

to

try

an

d i

den

tify

the

sam

ple

d e

nvi

ron

men

tal

sou

nd

s th

at p

rece

de

the

son

g. D

iscu

ss t

he

cult

ura

l co

nte

xt o

f th

e so

ng

(To

rres

Str

aigh

t Is

lan

ds)

, hav

e st

ud

ents

aga

in t

ry t

oid

enti

fy t

he

sam

ple

d s

ou

nd

s at

th

e b

egin

nin

g o

f th

ere

cord

ing

and

th

e in

stru

men

ts u

sed

to

acc

om

pan

yth

e so

ng.

•H

ave

stu

den

ts u

se b

od

y p

ercu

ssio

n a

lon

g w

ith

th

ere

cord

ing

to p

erfo

rm t

he

two

rh

yth

mic

ost

inat

op

atte

rns

(rif

fs)

pla

yed

by

per

cuss

ion

in

stru

men

ts.

�

� � ��

� � �

To i

den

tify

in

stru

men

tal

sou

nd

so

urc

es i

nre

cord

ed m

usi

c

To i

den

tify

an

d p

erfo

rmrh

yth

m p

atte

rns

If d

iffe

ren

t re

per

toir

e is

sub

stit

ute

d, t

hes

e ri

ffs

wil

l m

ost

lik

ely

no

t b

eth

e sa

me.

Tea

cher

s m

aysu

bst

itu

te o

ther

rh

yth

mic

ost

inat

o (

riff

) p

atte

rns

Stag

e 3

To i

den

tify

an

d p

erfo

rmel

emen

ts o

f tr

adit

ion

aln

ota

tio

n

This

can

be

pre

par

edp

rio

r to

th

e le

sso

n, o

r th

ete

ach

er a

nd

cla

ss m

ayjo

intl

y w

ork

it

ou

t fr

om

the

grap

hic

no

tati

on

gri

d

•H

ave

stu

den

ts a

cco

mp

any

the

reco

rdin

g o

f ‘M

yIs

lan

d H

om

e’ u

sin

g p

ercu

ssio

n i

nst

rum

ents

an

dan

oth

er s

et o

f rh

yth

mic

ost

inat

o p

atte

rns

fro

mgr

aph

ic n

ota

tio

n —

eg

•H

ave

stu

den

ts e

xper

imen

t w

ith

th

is a

cco

mp

anim

ent

by

pla

yin

g ea

ch l

ine

sep

arat

ely

then

in

var

iou

sco

mb

inat

ion

s.

•R

epla

ce t

he

grap

hic

no

tati

on

gri

d w

ith

tra

dit

ion

aln

ota

tio

n a

nd

hav

e st

ud

ents

per

form

th

eo

stin

ato

pat

tern

s:

� � �

�

� �

� �


Music

To p

erfo

rm r

hyt

hm

ico

stin

ato

pat

tern

s o

n a

vari

ety

of

per

cuss

ion

sou

nd

so

urc

es

Teac

her

s m

ay c

ho

ose

to

dev

ise

thei

r o

wn

pat

tern

s.E

ach

sq

uar

e re

pre

sen

tso

ne

bea

t w

her

e o

ne,

tw

oo

r n

o s

ou

nd

s ar

e h

eard

tab

le c

on

tin

ues

on

nex

t p

age

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

92 Exploring Tone Colour Creative Arts K–6 Units of Work

Music

Stage 3

To o

rgan

ise

sou

nd

wit

hp

ercu

ssio

n s

ou

nd

sou

rces

sin

gly

and

in

com

bin

atio

n

Thes

e ca

rds

can

be

pre

par

ed b

efo

re t

he

less

on

, or

gro

up

s ca

nm

ake

thei

r o

wn

If d

iffe

ren

t re

per

toir

e is

cho

sen

, th

e te

ach

ers

wil

ln

eed

to

co

nsi

der

bo

thve

rsio

ns

pri

or

to t

he

less

on

To u

nd

erst

and

th

ecu

ltu

ral

con

text

s o

fre

cord

ed m

usi

c

tab

le c

on

tin

ued

…

Hav

e st

ud

ents

in

sm

all

gro

up

s u

se s

ets

of

on

e-b

eat

rhyt

hm

car

ds

to c

reat

e th

eir

ow

n 1

6-b

eat

grid

acco

mp

anim

ents

fo

r ‘M

y Is

lan

d H

om

e’. S

tud

ents

sho

uld

exp

erim

ent

wit

h a

nd

sel

ect

a ra

nge

of

no

n-

mel

od

ic p

ercu

ssio

n i

nst

rum

ents

or

envi

ron

men

tal

sou

nd

s to

per

form

th

eir

rhyt

hm

s w

ith

.

•H

ave

stu

den

ts, i

n t

hei

r gr

ou

ps,

per

form

th

eir

acco

mp

anim

ents

wit

h t

he

reco

rdin

g.

•Jo

intl

y d

iscu

ss t

he

dif

fere

nt

effe

cts

pro

du

ced

by

usi

ng

dif

fere

nt

inst

rum

ents

in

a v

arie

ty o

fco

mb

inat

ion

s to

acc

om

pan

y th

e re

cord

ing.

•H

ave

stu

den

ts l

iste

n a

gain

to

th

e re

cord

ing

and

ind

icat

e o

n a

sh

eet

or

char

t o

f so

ng

lyri

cs w

her

eth

ey c

an h

ear

on

e, t

wo

or

thre

e vo

ices

.

•H

ave

stu

den

ts l

iste

n t

o t

he

ori

gin

al v

ersi

on

of

‘My

Isla

nd

Ho

me’

by

the

War

um

pi

Ban

d a

nd

co

mp

are

the

two

ver

sio

ns,

pay

ing

care

ful

atte

nti

on

to

th

eto

ne

colo

urs

of

the

inst

rum

ents

an

d v

oic

es u

sed

.*

•D

iscu

ss t

he

dif

fere

nce

s in

th

e st

yle

of

the

two

vers

ion

s an

d t

he

pla

ce i

nd

icat

ed b

y th

e ly

rics

an

dth

e im

po

rtan

ce o

f th

is t

o A

bo

rigi

nal

an

d T

orr

esS

trai

t Is

lan

der

peo

ple

s.

� �

� � �

�

��

�

Per

form

ing:

S =

Sin

gin

g,

P =

Pla

yin

g,

M =

Mo

vin

g.

Mus

ical

Con

cept

s:

D =

Du

rati

on

, P

= P

itch

, D

Y =

Dyn

amic

s,

TC

= T

on

e C

olo

ur,

S

= S

tru

ctu

re.


Music

Stag

e 3

Resources

• ‘My Island Home’ recorded by Christine Anu on Stylin’ Up (1995, Mushroom Records International, BVD24345)

• ‘My Island Home’ recorded by the Warumpi Band on Go Bush album (1987, Festival, C38707).


HSIECUS3.3 IdentitiesCUS3.4 Cultural DiversityExplore opportunities for students to listen to and learn or perform song material and music from arange of cultures.

Suggested link Identity and Values unit from HSIE K–6 Units of Work p 141.

ENGLISHRS3.5 Reading and ViewingRS3.7 Context and TextExamine the text structure and use of language in a range of repertoire from different cultures.Compare this to texts from different cultures. Discuss the use of particular words to produce specialeffects or emotions.

Stage 3 — Absolutely EverybodyUnit Duration: 3–4 lessons

Musical Concepts: All musical concepts

This unit provides a sequence of learning based on the song ‘Absolutely Everybody’ performed by VanessaAmorosi. It looks at ways of focusing on repertoire through examining musical concepts in listening, whilestill incorporating other learning experiences in performing and organising sound. The unit allows forstudents to listen with discrimination, to compare different pieces of music and to develop their ownlistening outlines. It allows students to focus on a piece of popular music well known to many of them, ofwhich recordings are readily available.

This unit uses a different approach to listening. Students learn most from listening when they are able toexplore the music through performing and organising sounds activities. This series of activities approacheslistening through activities in performing and organising sound stemming from the initial listening.

Content



MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts• performs rhythmic ostinato patterns and to accompany the song• uses the voice to sing the song and experiment with vocal techniques.

MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts• composes own ostinato patterns and rhythms to accompany the song.

MUS3.3 Notates and discusses own work and the work of others• discusses the use of musical concepts in the song• notates the pitch contour of particular sections of the song• notates own accompaniment work.

MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles• discusses musical concepts in a piece of known music.


moving to a variety of music, both individuallyand in groups

• organise musical ideas to vary knownrepertoire, to create new work and to notateas a means of recording and communicatingmusical ideas

• listen to and appreciate a variety of repertoiredemonstrating an understanding of musicalconcepts


music they perform

• by organising sound, listening and performing,and by exploring the relationship betweenmusical symbols and sound


94 Absolutely Everybody Creative Arts K–6 Units of Work

Music

Stage 3

Creative Arts K–6 Units of Work Absolutely Everybody 95

Music

Stag

e 3

Assessment


Resources

‘Absolutely Everybody’ by Holden/Ingram/Hicks, published by Dream Dealers/Transistor Music Australia.From the album The Power by Vanessa Amorosi CD No. CCBK7042. Also available on many compilationrecordings.


DANCEDAS3.1 PerformingDAS3.2 ComposingStudents experiment with a range of movements to the song. These can later be developed into dancefor performance.

VISUAL ARTSVAS3.1 MakingInvestigate a range of media to represent some of the different musical concepts that are the focus ofthe unit.


Music

Stage 3

PU

RP

OS

EP

ER

FO

RM

ING

OS

LS

EQ

UE

NC

E O

F L

EA

RN

ING

EX

PE

RIE

NC

ES

MU

SIC

AL C

ON

CE

PT

SN

OT

ES

TO

TE

AC

HE

RS

SP

MT

EA

CH

ER

S C

AN

DP

DY

TC

S

To f

ocu

s o

n t

he

stru

ctu

reo

f a

son

g th

rou

ghli

sten

ing

This

can

be

do

ne

as a

gro

up

, in

div

idu

ally

or

insm

all

gro

up

s u

sin

gb

utc

her

s p

aper

etc

. Ali

sten

ing

ou

tlin

e o

f th

isso

ng

is p

rovi

ded

at

the

end

of

this

un

it

•H

ave

stu

den

ts l

iste

n t

o t

he

son

g an

d d

eter

min

e th

est

ruct

ure

of

the

son

g u

sin

g te

rms

like

ver

se, c

ho

rus,

bri

dge

, in

tro

du

ctio

n, c

od

a.

•H

ave

stu

den

ts d

iscu

ss t

he

sim

ilar

itie

s an

dd

iffe

ren

ces

bet

wee

n d

iffe

ren

t ve

rses

an

d c

ho

ruse

s.

•H

ave

stu

den

ts f

ocu

s o

n t

he

mu

sica

l co

nce

pt

of

du

rati

on

. Hav

e st

ud

ents

mo

ve a

rou

nd

th

e ro

om

wh

ile

the

reco

rdin

g is

pla

yin

g, d

oin

g a

dif

fere

nt

mo

vem

ent

for

each

of

the

sect

ion

s.

•H

ave

stu

den

ts d

eter

min

e th

e m

etre

of

the

son

g.

•H

ave

stu

den

ts i

n g

rou

ps

crea

te t

hei

r o

wn

rh

yth

mic

ost

inat

o b

ased

on

wo

rds

fro

m t

he

son

g; f

or

exam

ple

:A

bso

lute

ly e

very

bo

dy,

eve

ryb

od

y, e

very

bo

dy

Ab

solu

tely

eve

ryb

od

y in

th

e w

ho

le w

ide

wo

rld

This

can

be

spo

ken

at

firs

t an

d t

hen

tra

nsf

erre

d t

op

ercu

ssio

n a

nd

/or

bo

dy

per

cuss

ion

.

•H

ave

stu

den

ts c

reat

e th

eir

ow

n ‘d

ance

’ac

com

pan

imen

t fo

r th

e so

ng

usi

ng

bo

dy

per

cuss

ion

and

/or

per

cuss

ion

in

stru

men

ts, a

nd

no

tate

th

isac

com

pan

imen

t.*

•H

ave

stu

den

ts s

ing

the

cho

rus

of

the

son

g.

� �

� �

�

� �

� � � � � �

� � � �

� �

��

� � �

To f

ocu

s o

n m

usi

cal

con

cep

tsTh

is d

iscu

ssio

n c

ou

ldfo

cus

on

mu

sica

lco

nce

pts

To f

ocu

s o

n d

ura

tio

n i

nli

sten

ing

acti

viti

esFo

r ex

amp

le, s

tud

ents

mig

ht

wal

k ar

ou

nd

th

ero

om

du

rin

g th

e ve

rse

and

sta

y st

ill

and

do

am

ove

men

t fo

r th

e ch

oru

s

To c

reat

e a

rhyt

hm

icac

com

pan

imen

t

To s

ing

a kn

ow

n s

on

gTh

is c

an b

e d

on

e b

yst

ud

ents

sin

gin

g al

on

gw

ith

th

e re

cord

ing


Music

Stag

e 3

To e

xper

imen

t w

ith

vo

cal

tech

niq

ues

For

exam

ple

, th

e cl

ass

cou

ld d

iscu

ss t

he

dif

fere

nce

in

so

un

ds

bet

wee

n r

eal

and

syn

thes

ised

in

stru

men

ts,

lead

an

d b

ack-

up

vo

cals

,th

e ef

fect

s cr

eate

d w

hen

inst

rum

ents

are

eit

her

add

ed o

r re

mo

ved

•H

ave

stu

den

ts e

xper

imen

t w

ith

so

me

voca

lte

chn

iqu

es u

sed

in

th

e so

ng

— e

g sl

idin

g b

etw

een

no

tes

•H

ave

stu

den

ts, i

n g

rou

ps,

dra

w a

rep

rese

nta

tio

n o

fth

e p

itch

co

nto

ur

of

a se

ctio

n o

f th

e so

ng.

All

oca

ted

iffe

ren

t se

ctio

ns

to d

iffe

ren

t gr

ou

ps

and

pu

t th

emto

geth

er t

o f

orm

a m

ap o

f th

e p

itch

fo

r th

e en

tire

pie

ce.*

•H

ave

stu

den

ts f

ocu

s o

n, d

iscu

ss a

nd

des

crib

e to

ne

colo

urs

use

d i

n t

he

son

g.

•H

ave

stu

den

ts f

ocu

s o

n d

ynam

ics

in t

he

son

g. A

s a

gro

up

, dis

cuss

th

e ef

fect

th

at a

dd

ing

or

rem

ovi

ng

inst

rum

ents

can

hav

e o

n a

sec

tio

n, a

nd

co

mp

are

the

use

of

dyn

amic

s in

a p

op

so

ng

com

par

ed t

o a

no

ther

pie

ce o

f m

usi

c —

eg

a p

iece

of

clas

sica

l m

usi

c.

•H

ave

stu

den

ts a

pp

ly t

he

abo

ve s

equ

ence

of

lear

nin

gex

per

ien

ces

to a

no

ther

so

ng

or

pie

ce o

f m

usi

c an

dd

evel

op

th

eir

ow

n l

iste

nin

g o

utl

ines

. Co

mp

are

and

dis

cuss

.*

��

�

� � �

� �

� ��

To d

iscr

imin

ate

and

no

tate

pit

ch c

on

tou

r

To f

ocu

s o

n t

on

e co

lou

rin

lis

ten

ing

acti

viti

es

The

ran

ge o

f d

ynam

ics

inp

op

mu

sic

ten

ds

to b

em

ore

lim

ited

th

an i

nso

me

oth

er f

orm

s o

fm

usi

c

To f

ocu

s o

n d

ynam

ics

inli

sten

ing

To c

om

par

e d

iffe

ren

tm

usi

c th

rou

gh t

he

mu

sica

l co

nce

pts

This

may

be

do

ne

insm

all

gro

up

s, w

ith

eac

hgr

ou

p f

ocu

sin

g o

n a

par

ticu

lar

con

cep

t o

rse

ctio

n o

f th

e m

usi

c. B

yco

mb

inin

g ea

ch g

rou

p’s

wo

rk, t

he

clas

s ca

n t

hen

dev

elo

p a

gro

up

lis

ten

ing

ou

tlin

e

Per

form

ing:

S =

Sin

gin

g,

P =

Pla

yin

g,

M =

Mo

vin

g.

Mus

ical

Con

cept

s:

D =

Du

rati

on

, P

= P

itch

, D

Y =

Dyn

amic

s,

TC

= T

on

e C

olo

ur,

S

= S

tru

ctu

re.


Music

Stage 3

Lis

ten

ing

ou

tlin

e —

‘A

bso

lute

ly E

very

bo

dy’

— V

an

ess

a A

mo

rosi

NB

: Th

is i

s an

ou

tlin

e o

nly

— t

her

e ar

e m

any

oth

er t

hin

gs t

o b

e o

bse

rved

, th

is p

rovi

des

a b

asis

to

lis

ten

ing

to t

he

mai

n p

oin

ts o

f th

e p

iece

.

ST

RU

CT

UR

ED

UR

AT

ION

PIT

CH

DYN

AM

ICS

TO

NE

CO

LO

UR

Intr

od

uct

ion

•m

etre

•co

nst

ant

tem

po

•rh

yth

mic

acc

om

pan

imen

t in

ad

ance

sty

le

•h

arm

on

y p

rovi

ded

by

keyb

oar

ds

and

vo

cal

effe

cts

on

key

bo

ard

•m

elo

dic

in

tere

st p

rovi

ded

by

voic

e an

d g

uit

ar

•so

ft, s

tart

get

tin

g lo

ud

er a

sin

tro

du

ctio

n p

rogr

esse

s u

nti

lle

ad s

inge

r co

mes

in

•st

arts

wit

h ‘A

bso

lute

lyE

very

bo

dy’

wit

h r

eco

rdin

gef

fect

, th

en n

orm

al s

ingi

ng

voic

e w

ith

eff

ect

un

der

nea

th,

use

of

keyb

oar

d a

nd

gu

itar

4 4

Vers

e 1

(Eve

rybo

dy n

eeds

a li

ttle

lovi

ng …

)•

met

re•

con

stan

t te

mp

o•

rhyt

hm

ic a

cco

mp

anim

ent

in a

dan

ce s

tyle

•m

elo

dy

sun

g b

y le

ad s

inge

r•

con

stan

t lo

ud

dyn

amic

s•

syn

thes

iser

s, n

orm

al s

ingi

ng

wit

h v

oca

l ef

fect

s o

nke

ybo

ard

, per

cuss

ion

4 4

Ch

oru

s 1

(Abs

olut

ely

ever

ybod

y …

)•

met

re•

con

stan

t te

mp

o•

rhyt

hm

ic a

cco

mp

anim

ent

ina

dan

ce s

tyle

•m

elo

dy

sun

g b

y le

ad s

inge

rw

ith

bac

kup

sin

gers

sin

gin

gh

arm

on

y

•co

nst

ant

lou

d d

ynam

ics

•sy

nth

esis

ers,

no

rmal

sin

gin

gw

ith

bac

kup

vo

cals

,p

ercu

ssio

n

4 4

Vers

e 2

(Eve

rybo

dy n

eeds

a h

uman

tou

ch …

)•

met

re•

con

stan

t te

mp

o•

rhyt

hm

ic a

cco

mp

anim

ent

ina

dan

ce s

tyle

•m

elo

dy

sun

g b

y le

ad s

inge

rw

ith

bac

kup

sin

gers

sin

gin

gh

arm

on

y•

lead

sin

ger

sin

gs t

he

last

no

te s

lid

ing

ove

r m

any

dif

fere

nt

pit

ches

•co

nst

ant

lou

d d

ynam

ics

•sy

nth

esis

ers,

no

rmal

sin

gin

gw

ith

vo

cal

effe

cts

on

keyb

oar

d, p

ercu

ssio

n

4 4

Ch

oru

s 2

(Abs

olut

ely

ever

ybod

y …

sli

ghtl

yd

iffe

ren

t w

ord

s)

•m

etre

•co

nst

ant

tem

po

•rh

yth

mic

acc

om

pan

imen

t in

ad

ance

sty

le

•m

elo

dy

sun

g b

y le

ad s

inge

rw

ith

bac

kup

sin

gers

sin

gin

gh

arm

on

y

•co

nst

ant

lou

d d

ynam

ics

•sy

nth

esis

ers,

no

rmal

sin

gin

gw

ith

bac

kup

vo

cals

,p

ercu

ssio

n

4 4

Ch

oru

s va

riat

ion

(Abs

olut

ely

ever

ybod

y …

wit

h l

ead

sin

ger

ove

r to

p)

•m

etre

•co

nst

ant

tem

po

•rh

yth

mic

acc

om

pan

imen

t in

ad

ance

sty

le

•b

acku

p s

inge

rs s

ing

a p

art

of

the

cho

rus

wh

ile

lead

sin

ger

do

es a

mel

od

ic v

aria

tio

n o

fp

arts

of

the

wo

rds

ove

r th

eto

p o

f th

e ch

oru

s —

hig

her

in

pit

ch a

nd

lo

ud

er, m

ovi

ng

or

slid

ing

bet

wee

n n

ote

s

•co

nst

ant

lou

d d

ynam

ics

•le

ad s

inge

r’s p

art

incr

ease

sth

e le

vel

of

dyn

amic

s

•sy

nth

esis

ers,

no

rmal

sin

gin

gw

ith

bac

kup

vo

cals

,p

ercu

ssio

n

4 4


Music

Stag

e 3

Bri

dge

(Eve

ry b

oy a

nd g

irl …

)•

met

re•

con

stan

t te

mp

o•

amo

un

t o

f p

ercu

ssio

nre

du

ced

bu

t rh

yth

mic

wo

rk

mai

nta

ined

•m

elo

dy

sun

g b

y le

ad s

inge

r –

slid

ing

and

mo

vin

g b

etw

een

no

tes

•co

nst

ant

lou

d d

ynam

ics

•d

ynam

ics

app

ear

to c

han

gew

ith

in

stru

men

ts d

rop

pin

go

ut

4 4

Vers

e 3

(Eve

rybo

dy n

eeds

a h

uman

tou

ch …

)—

dif

fere

nt

fro

m v

erse

2

•m

etre

•co

nst

ant

tem

po

•rh

yth

mic

acc

om

pan

imen

t in

ad

ance

sty

le

•m

elo

dy

sun

g b

y le

ad s

inge

rw

ith

bac

kup

sin

gers

sin

gin

gh

arm

on

y•

lead

sin

ger

sin

gs t

he

last

no

te s

lid

ing

ove

r m

any

dif

fere

nt

pit

ches

•co

nst

ant

lou

d d

ynam

ics

(bac

kto

pre

vio

us

leve

l)•

syn

thes

iser

s, n

orm

al s

ingi

ng

wit

h v

oca

l ef

fect

s o

nke

ybo

ard

, per

cuss

ion

4 4

Ch

oru

s 2

(Abs

olut

ely

ever

ybod

y …

)•

met

re•

con

stan

t te

mp

o•

rhyt

hm

ic a

cco

mp

anim

ent

ina

dan

ce s

tyle

•m

elo

dy

sun

g b

y le

ad s

inge

rw

ith

bac

kup

sin

gers

sin

gin

gh

arm

on

y

•co

nst

ant

lou

d d

ynam

ics

•sy

nth

esis

ers,

no

rmal

sin

gin

gw

ith

bac

kup

vo

cals

,p

ercu

ssio

n

4 4

Ch

oru

s 2

(Abs

olut

ely

ever

ybod

y …

)•

met

re•

con

stan

t te

mp

o•

rhyt

hm

ic a

cco

mp

anim

ent

ina

dan

ce s

tyle

•m

elo

dy

sun

g b

y le

ad s

inge

rw

ith

bac

kup

sin

gers

sin

gin

gh

arm

on

y

•co

nst

ant

lou

d d

ynam

ics

•n

orm

al s

ingi

ng

wit

h b

acku

pvo

cals

, per

cuss

ion

,sy

nth

esis

er d

rop

s o

ut

4 4

Ch

oru

s va

riat

ion

(Abs

olut

ely

ever

ybod

y…

wit

h l

ead

sin

ger

ove

r to

p)

•m

etre

•co

nst

ant

tem

po

•rh

yth

mic

acc

om

pan

imen

t in

ad

ance

sty

le

•b

ack

up

sin

gers

sin

g a

par

t o

fth

e ch

oru

s •

lead

sin

ger

sin

gs a

lo

ud

hig

hn

ote

wh

ich

th

en m

ove

s o

rsl

ides

bac

k d

ow

n t

o a

reg

ula

rp

itch

•co

nst

ant

lou

d d

ynam

ics

•S

ynth

esis

ers,

no

rmal

sin

gin

gw

ith

bac

kup

vo

cals

,p

ercu

ssio

n

4 4

Co

da

(Abs

olut

ely

ever

ybod

y su

ng

on

ceto

geth

er)

•m

etre

•co

nst

ant

tem

po

•rh

yth

mic

acc

om

pan

imen

t in

ad

ance

sty

le

•m

elo

dy

sun

g b

y le

ad s

inge

rw

ith

bac

kup

sin

gers

sin

gin

gh

arm

on

y

•co

nst

ant

lou

d d

ynam

ics

•le

ad a

nd

bac

kup

vo

cals

on

ly(a

cap

pel

la)

4 4

Early Stage 1 — Sing and Move - Home | NSW Education ...

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Transcript of Early Stage 1 — Sing and Move - Home | NSW Education ...