Term Prep Performing Arts Program
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1 Prep Performing Arts Program In Term 4, students will continue to be engaged in a program containing units of work which focus upon the elements of music: beat and rhythm, pitch, tempo, dynamics, tone colour, texture, form and style. This term we will pay particular attention to dynamics and style. The aims and objectives of each experience will be as follows: Aesthetic Response: To strengthen the enjoyment and understanding of music To strengthen musical thinking and feeling Aesthetic Research To develop awareness of the expressive elements of music Skills and knowledge: To refine the skills of aural discrimination, to develop music reading and writing and the technique needed to perform musical works To encourage the investigation of music and musicians in a variety of musical cultures Socialization: To encourage social interaction and co-operation with others To find pleasure in shared experiences. (Leask, J, Upbeat Class: Preparatory Level). Using known songs, chants and stories, and others to add to student s repertoire, students will engage in experiences requiring them to listen and perform as per instruction. They will also be given the opportunity to create their own movements or compositions based upon what they have learnt. Some examples of learning experiences include: Using actions songs and dramatized stories; both known and those added to student s repertoire, to understand the musical concepts of loud and soft. Students will use their voice and bodies to demonstrate an understanding, then move on to using instruments in a class band style activity. Students will be given the chance to conduct their band, using learnt signals to instruct their band to play loudly or softly. Using graphic notation, students will compose their own musical scores, which their band will then use to play music with varying dynamic changes. This term students will also begin to explore different genres of music. They will learn an alphabet rap, dance moves to an electronic remix of Johnny Works with One Hammer and will listen to a range of classical music. Term 4 is an exciting term this year, as it is the term that we celebrate both Arts Night and our End of Year Celebration. As well as engaging in the lessons detailed above, this term student will also rehearse and perform a traditional Indonesian Folksong at our Whole School Arts Night event, and also a Christmas Carol at our End of Year Celebration.
2 Grade 1 Performing Arts Program In Term 4, students will continue to be engaged in a program containing units of work which focus upon the elements of music: beat and rhythm, pitch, tempo, dynamics, tone colour, texture, form and style. Each learning experience will be based around the theme Indigenous Australia, and will pay particular attention to tone colour and style. The aims and objectives of each experience will be as follows: Aesthetic Response: To strengthen the enjoyment and understanding of music To strengthen musical thinking and feeling Aesthetic Research To develop awareness of the expressive elements of music Skills and knowledge: To refine the skills of aural discrimination, to develop music reading and writing and the technique needed to perform musical works To encourage the investigation of music and musicians in a variety of musical cultures Socialization: To encourage social interaction and co-operation with others To find pleasure in shared experiences. (Leask, J, Upbeat Class: Level One). Using known songs, chants and stories, and others to add to student s repertoire, students will engage in experiences requiring them to listen and perform as per instruction. They will also be given the opportunity to create their own movements or compositions based upon what they have learnt. Some examples of learning experiences include: Exploring music from different genres and for different purposes. Students will listen to and create movements to genres including Drum and Bass, Techno and Classical. They will also explore music for relaxation and songs or rhymes we use at school to help with our learning, for example: 30 days has September. Using instruments to mimic movements that native Australian animals make. Students will discuss the words we can use to describe how animals move, for example: snakes slither, kookaburras flap, kangaroos hop. In small groups, students will then decide what musical instrument best mimics an allocated sound. Listening to and discussing music and dances from our Australian Indigenous culture. Term 4 is an exciting term this year, as it is the term that we celebrate both Arts Night and our End of Year Celebration. As well as engaging in the lessons detailed above, this term student will also rehearse and perform Aboriginal Dreamtime stories at our Whole School Arts Night event, and also a Christmas Carol at our End of Year Celebration.
3 Grade 2 Performing Arts Program In Term 4, students will continue learning to play the recorder. Students will continue to be engaged in a rotation style lesson each week, with each activity designed to enhance their understanding of music theory and basic recorder playing. Lessons will include activities designed to build on students understandings of basic music notation, as well as continuing to perfect the notes B, A, G and C on the recorder. Students will also be given opportunities to use programs such Super Dooper Music Looper and Garage Band on the computer and ipad to create their own musical compositions; further enhancing understandings of the musical elements beat, rhythm, pitch and dynamics. Students will also transfer their knowledge of the notes B, A, G and C from the recorder to the keyboard, allowing them the chance to play both known and new songs on both instruments. Using the recorder teaching program Black Belt Recorder, this term students will learn songs such as The Grand Old Duke, Toffee Apple and Jingle Bells. Each week students will focus on a single note, correct finger posture, breath control, semibreves, minims, crotchets, quavers, rests, repeats, 4/4, 2/4 and 3/4 time; gradually learning to read and play songs of varying difficulties. Students will be assessed at different points in the Term, and with successful playing of specific songs, students will be rewarded with a coloured belt (white, yellow and orange) to proudly display on their recorder. Term 4 is an exciting term this year, as it is the term that we celebrate both Arts Night and our End of Year Celebration. As well as engaging in the lessons detailed above, this term student will also be involved in rehearsing a role play based upon The Great Barrier Reef and the environmental issue it faces. Each student will be allocated a role to play, and will be part of a class performance at our Whole School Arts Night event. Celebration. This year, grade 2 students will be given the opportunity to perform twice in this event. Once as part of their class Christmas Carol, and again as part of a recorder ensemble performing Jingle Bells.
4 Grade 3 Performing Arts Program In the first 4 weeks of Term 4, leading up to our Whole School Arts Night event, students will compose and record sound effects to accompany the animation they created in Visual Arts. In term 3, students researched Antarctica and the environmental issues the area is currently experiencing. From here, students wrote and created animations detailing their research. Students will complete their animation project with sound effects and sound tracks written and composed using Garage Band during Performing Arts. These completed animations will be premiered during our Whole School Arts Night event. Beyond this event, students will continue learning to play the recorder, building on learning from term 3 and The program will see students engaged in a rotation style lesson each week, with each activity designed to enhance their understanding of music theory and basic recorder playing. Lessons will continue to include activities designed to build on student s current understandings of music notation, as well as learning to play the notes E, Low D and F sharp on the recorder. Students will continue to have the opportunity to transfer their knowledge of these notes from the recorder to the keyboard, allowing them the chance to play both known and new songs on both instruments. This year, students will move away from relying on having the accompanying letter for musical notes on the staff written for them, and will begin practicing reading music notation independently. Using the recorder teaching program Black Belt Recorder, students will learn songs such as A Sailor Went to Sea, its A Small World and Au Clair De La Lune. Each week students will focus on a single note, correct finger posture, breath control, semibreves, minims, crotchets, quavers, rests, repeats, 4/4, 2/4 and 3/4 time; gradually learning to read and play songs of varying difficulties. Students will be assessed at different points in the Term, and with successful playing of specific songs, students will be rewarded with a coloured belt (green, blue and purple) to proudly display on their recorder. Celebration. This year, grade 3 students will be given the opportunity to perform twice in this event. Once as part of their class Christmas Carol, and again as part of a Christmas recorder ensemble.
5 Grade 4 Performing Arts Program In the first weeks of Term 4, leading up to our Whole School Arts Night event, students will compose and record sound effects to accompany the animation they created in Visual Arts. In term 3, students researched Sumatra and the environmental issues the area is currently experiencing. From here, students wrote and created animations detailing their research. Students will complete their animation project with sound effects and sound tracks written and composed using Garage Band during Performing Arts. These completed animations will be premiered during our Whole School Arts Night event. Beyond this event, grade 4 students will continue to be part of the exciting new music program called Musical Futures (Little Kids Rock). The Little Kids Rock program follows six key concepts: Comfort Zone, Scaffolding, Approximation, Improvisation, Composition, Little Kids Rock. Using this program, students learning will be scaffolded, and built upon, using previous knowledge and knowledge of other students. Approximation and improvisation are welcomed at all stages of the lesson. No one is able to pick up an instrument and play it fluently without practice. Students will be given the opportunity to experience beat and rhythm in the form of Bucket and Chair Drumming, and will create their own percussion compositions. Finally, students will be provided with musical notation, simplified for their ability level, which will allow them to perform a well-known song as part of a class band. The aim of each lesson is to fill each student with a sense of achievement and accomplishment. Upon completion of term 4, students will have covered the musical elements of beat and rhythm, tempo, dynamics, tone colour, texture, form and style. Celebration.
6 Grade 5 and 6 Performing Arts Program In Term 4, students will be engaged in a program containing units of work which focus upon the elements of music: beat and rhythm, pitch, tempo, dynamics, tone colour, texture, form and style. This term we will pay particular attention to style and tone colour. The aims and objectives of each experience will be as follows: Aesthetic Response: To strengthen the enjoyment and understanding of music To strengthen musical thinking and feeling Aesthetic Research To develop awareness of the expressive elements of music Skills and knowledge: To refine the skills of aural discrimination, to develop music reading and writing and the technique needed to perform musical works To encourage the investigation of music and musicians in a variety of musical cultures Socialization: To encourage social interaction and co-operation with others To find pleasure in shared experiences. (Leask, J, Upbeat Class: Level Six). Some examples of learning experiences include: A short research style project requiring students to select a country of interest to them and look into traditional instruments, music, dance and festivals. Students will compile their information as a poster, oral presentation, booklet or imovie. They will also collect information of interest to display on a board outside the Music Room to share with the school community. Drama Circle activities designed to encourage the use of voice to show mood and emotion, and to encourage an emotional response to performance. Drama Circle activities are simple lessons completed with students seated in a circle. Each student is allocated a numbered card with instructions on when to engage in a role play style activity. Students are encouraged to consider their allocated character and think about how they might use their voice, face and movement to play that character. Celebration.
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2 Contents CD Track Page About this Resource 3 Teaching the Pieces 3 Introducing the Music to Your Students 5 Teaching the Recorder Parts 5 Teaching the Ensemble Parts 6 Instrument Substitutions 6 Special
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