K-6+Music+T3+2014

Organizing sound listening || - Discuss loud and soft sounds. - Get students to demonstrate each. - The teacher holds their hand up to the sky (loud) and down to the ground (soft) to represent how loudly the students should be playing. The class is divided into two teams and the teacher is looking to see which side listens best and gives points. - Hot and cold- A version of the classic hide and seek game allowing participants to play louder and softer as the finder gets closer/further from hidden object. - Teacher plays sounds and students move around the classroom responding to the music- loud soft fast slow - Students sit in a circle. .One person is chosen to be the leader they choose a beat and everyone has to copy. ||  || Organizing sound || [|Tea & Coffee Game] - Complete the above lesson activities. - Put students into small mixed aged groups. They are to make up their own musical pattern, practise and perform for the class.
 * **Week** || **Outcomes** || **Learning Plan** || **Assessment** ||
 * 1 || Performing
 * 2 || Performing

- K-2 xylaphones. [|Xylophone Songs] - 3-6 Students practise the cup song. || ASSESSMENT BEAT || Organizing sound listening || In the jungle- student divided into groups using instruments- xylophone, bongo, drums, bells. practise and play as a whole class. [|The lion sleeps tonight]
 * 3 || Performing

Merimbas: Henry, Fletcher, Jarrod, Claire Drums: Angus, Sienna, Maddison, Ellouise Bells: Brandon, Sam, Blake, Zane, Lincoln Tamborines: Rhauri, Jacob, Callum, Grace, Grace

K-2 [|Musical Mysteries] K-6 [|Music Game Room] || OBSERVATION MERIMBAS || listening || Listening and Responding to music.- Listen to a part of chosen songs. Discuss whether the students like/dislike each song and why. - discuss what instruments are used in each. - discuss music genres and what the students favourite music is.
 * 4 || Performing

youtube songs: Pharell Williams- Happy (demo song) Country- rednex, cotton eyed joe Classical- Beethoven symphony no 9. Rock, best day of my life, american authors Pop- Katy perry, firework.

Chosen students practise in the jungle on merimbas and zylophones. (supervised by Kim) Remaining students are given chosen instruments (including drums and bells) They are divided into groups and practise the song using these instruments and singing to the tune.

K-2 [|Musical Mysteries] K-6 [|Music Game Room] ||  || Organizing sound || **Sound scapes** - watch the following video: https://www.youtube.com/watch?v=XLdreTDZ4To - discuss what things make a noise in the rain forest- birds, leaves, insects. Divide students into groups and give them a noise to make using their hands or voices which represents each. Practise and then have a go all together.
 * 5 || Performing

- discuss how a school sound scape may sound? - discuss how a sound scape at sport may sound etc

- In groups students choose their own sound scape, practise and present to the class. The other students have to guess where the sound scape is of.

Creating a Sound scape using a Picture Book. The students then brainstorm how they might be able to create a sound scape as it is narrated to enhance the story. Modell as a class. Divide the students into groups and give each group a simple picture book. - The students can record these on the ipad, save to the computers and share. ||  || Organizing sound || Discuss- what is rhythm?, what is beat? discuss- how can you find it in a song? Put on any chosen song and get students to clap out the rhythm until all students are clapping in time, discuss and then complete the same activity for beat.
 * 6 || Performing

http://www.letsplaykidsmusic.com/wp-content/uploads/2013/01/How-to-Teach-the-Difference-Between-the-Rhythm-the-Beat.pdf

- As a class go over the song hickory dickory dock practising clapping to the beat and rhythm (one at a time) and then dividing the students into groups and going though to song together. - Divide the students into groups, they can use one of the nursery rhymes above or choose their own. They need to have some students clapping the beat and some the rhythm, practise and then demonstrate to the class. (they may use tamborine or drums for people keeping the beat) ||  || Organizing sound || - have students sit down and listen in silence for 30 seconds and write down all the sounds they can hear inside and outside the classroom. - have students listen to a recording of 'my island home' Christine Anu and identify the environmental sounds. https://www.youtube.com/watch?v=q2Lx_y-FyT0 - students accompany 'my island home' using percussion instruments (and image grid) - pg 91 Creative Arts K-6 - discuss crochet (1) and quaver (2) and also the new symbol (rest) - students play the same arrangement - looking at graphic notation grid - students work in groups to make up their own arrangement to the song. - they perform this to the class - discuss the different effects produced by using different instruments ||  || - have students listen to the music and record where 1, 2 and 3 voices are heard. - have the students listen to the original version by Warumpi band. Compare the two versions- paying attention to the tone and voices used. - discuss the differences in style between the two versions. ||  || Organizing sound || - have students listen to the song - Absolutely everybody Vanessa Amarosi and determine the structure including chorus, verse, bridge, introduction. pg 99 Creative Arts K-6 UOW - get the students to listen and record where there is 1 or more people singing- discuss. - have students discuss the smiliarities and differences between different versus and choruses. - sing the song as a class. ||  || - model as a class and then students have a go in groups: students create their own 'dance' accompaniment for the song using body percussion and/or percussion instruments.
 * 7 || Performing
 * 8 || PerformingOrganizing sound || - discuss the effect of voice and harmonies on music.
 * 9 || Performing
 * 10 || PerformingOrganizing sound || - revise Absolutely everybody by singing as a class.

- introduce the chant 'when i get mad I beat my drum' pg 70 creative arts UOW - have students join in one at a time to the chant - vary the ways of presenting the chant- whispering, loudly, softly. - have the students make up new verses. ||  || //MUES1.1// - Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts //MUS1.1// - Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts. //MUS2.1-// Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts //MUS3.1// - Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts. //MUES1.2//- Creates own rhymes, games, songs and simple compositions. //MUS1.2// Explores, creates, selects and organises sound in simple structures //MUS1.3// - Uses symbol systems to represent sounds. //MUS2.2// - Improvises musical phrases, organises sounds and explains reasons for choices. //MUS2.3// - Uses commonly understood symbols to represent own work. //MUS3.2// - Improvises, experiments, selects, combines and orders sound using musical concepts. MUS3.3- Notates and discusses own work and the work of others. //MUES1.4//- Listens to and responds to music //MUS1.4-// Responds to a range of music, expressing likes and dislikes and the reasons for these choices //MUS2.4-// Identifies the use of musical concepts and musical symbols in a range of repertoires //MUS3.4-// Identifies the use of musical concepts and symbols in a range of musical styles.
 * Performing**
 * performs simple speech rhymes and songs maintaining a sense of beat and rhythm based on nursery
 * rhymes, children’s games and playground chants
 * moves to music maintaining a constant beat
 * performs music using body percussion, percussion instruments and self-made sound sources
 * explores simple aspects of musical concepts (eg loud, soft, fast, slow) in their singing, playing and moving activities.
 * sings songs developing a sense of beat, pitch, tone colour and structure
 * moves to music maintaining a constant beat, identifying structure, identifying changes in pitch
 * plays music using body percussion, percussion instruments and self-made sound sources to explore the concepts of duration, dynamics, tone colour and structure
 * explores simple aspects of musical concepts in their singing, playing and moving activities, eg changing the dynamics, changing the tempo, the effects of changing instruments, arranging musical material in a different order.
 * sings songs demonstrating a greater awareness of beat, pitch, tone colour and structure
 * moves to music maintaining a constant beat, identifying structure, identifying changes in pitch, elements of duration and dynamics
 * plays music using body percussion, percussion instruments and other sound sources to explore and demonstrate the concepts of duration, tone colour, pitch, dynamics and structure
 * explores basic aspects of musical concepts in their singing, playing and moving activities, eg varying dynamics and dynamic contrasts, varying tempo and tempo contrasts, varying the beat, exploring repertoire in different metres and using different rhythm patterns, changing instruments/voices to change tone colours, arranging musical material into different structures.
 * sings a variety of songs, individually and in groups, with accurate pitch, duration, tone colour and expressive dynamics
 * moves to a variety of music, individually and in groups, to gain understanding of musical concepts and as a form of self-expression
 * plays a variety of music, individually and in groups, using a range of vocal and instrumental sound sources to explore musical concepts
 * explores aspects of musical concepts in singing, playing and moving activities to heighten musical understanding and perform music with a greater sense of style
 * Organising Sound**
 * creates simple songs, rhymes and games, with a sense of spontaneity, that are variations on known material
 * explores ways of varying known songs, rhymes and games through using musical concepts, eg performing the song faster, slower, louder, softer, using different instruments, whispering words, shouting words, using a different voice, using different words, adding actions or body percussion
 * explores ways of making different sounds on instruments, eg a tambourine could be struck, shaken, scraped
 * explores different ways of using the voice, eg speaking, singing, shouting, whispering, using a funny voice, singing like a rock star
 * organises own musical ideas into simple pieces, eg by creating simple soundscapes such as a thunderstorm using percussion instruments.
 * creates simple musical compositions, with a sense of spontaneity, that are variations on known material and material that is new
 * explores ways of varying known musical material, eg changing the words, adding actions or body percussion, performing the song at a different tempo, performing the material using different dynamics, using different instruments/sound sources to play the material or using different instruments/sound sources in different sections, exploring vocal qualities in their singing activities, creating instrumental accompaniments
 * explores ways of making different sounds on instruments or sound sources
 * organises own musical ideas into simple pieces, eg by creating, exploring and selecting materials to form soundscapes, creating simple musical structures using repeated sections and sections that are variations on known material.
 * devises symbols to represent sounds, eg symbols to represent loud sounds may be large (graphic notation may include words, pictures such as suns and triangles, and lines of varying lengths)
 * explores simple notational systems such as graphic notation and uses them to record their work
 * begins to use simple representations leading to the understanding of graphic notation.
 * improvises and explores musical ideas based on rhythmic or melodic patterns and incorporates these into own compositions
 * explores ways of varying musical material, eg changing beat, metre, rhythm and tempo, exploring the pitch possibilities of instruments and voices, exploring tone colours and sound production methods of various instruments, exploring dynamics and dynamic contrasts, exploring ways of varying structures or inventing new structures
 * organises own musical ideas into simple compositions, eg by improvising, creating, exploring and selecting materials to form compositions, and giving reasons for making these choices
 * recognises and discusses the intentions behind own work, eg ‘I chose this instrument because …’, ‘I wanted to get louder here so it would become more exciting’.
 * Devises symbols to represent sounds for use in graphic notation
 * Explores simple aspects of traditional musical notation.
 * improvises and explores musical ideas based on rhythmic and melodic patterns and incorporates these into own compositions and as variations on others’ compositions
 * explores ways of varying musical material, eg exploring metre changes, rhythm changes, tempo changes and gradations, dynamic changes and gradation, pitch changes and changes in pitch register, exploring structures, incorporating variations in tone colour and sound production methods
 * organises musical ideas into compositions demonstrating compositional intentions, eg by improvising, creating, exploring, and selecting and combining musical materials and varying others’ musical materials
 * devises graphic symbols to represent sound, as a means of recording and communicating own musical ideas
 * uses traditional music notation as a means of recording and communicating own musical ideas
 * discusses own compositions and the compositions of others, using the musical concepts as a guide.
 * Listening**
 * identifies simple musical features of the music they perform and listen to, eg the speed of the music,
 * when a section repeats, similarities and differences, how loud the music is, what instruments are playing
 * listens to music and responds by moving to the beat, doing simple actions when different sections are played, eg clapping on the chorus, walking on the verse
 * responds to music through movement, eg faster movements when tempo increases, small movements to represent soft sounds, large movements to represent loud sounds.
 * identifies simple musical features of the music that is performed and listened to, eg the tempo, pitch, structure, dynamics, tone colour
 * shows preference for particular pieces of music or styles of music and discusses what features of the music are appealing or are not appealing.
 * identifies basic musical features of the music that is performed and listened to, eg rhythm, tempo, pitch, structure, dynamics, tone colour
 * listens to a range of repertoire and discuss features of the music and the differences between different repertoire.
 * identifies the use of musical concepts and changes that occur in relation to music that they perform, compose and listen to, eg rhythm, tempo, pitch, structure, dynamics, tone colour and the changes that occur within the music
 * listens to repertoire of various styles and discusses features of the music and the differences between different repertoire, eg classical, rock, folk
 * discusses the role of music in a range of cultural contexts, eg ceremonial and sacred events,storytelling.