Performing: MUS 2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts

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1 Key Learning Area: Music Title: Lion and the Mouse Stage: 2 Duration: 40 Mins Rationale: In the series of lessons below, the focus is on developing knowledge and understanding of the musical concepts: duration, pitch and structure. Each musical concept is taught in isolation and is combined in the final lesson for assessment purposes. Students will be encouraged to learn about the function rhythm, pitch and structure have on the execution of a song. The learning experiences are set out to teach the students how and why music can sound different, when elements in the song are changed. Students will learn the skills needed to perform in time with the rhythm and the steps to move their body in response to the lyrics in the song. Overview of Musical Concepts Outcomes and Assessment Duration Rhythm (long/short ) Pitch High and low Structure Repeating patterns with canon and ostinato Performing: MUS 2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts Explain the difference between pitch and beat Identify and demonstrate an awareness of pitch and beat Perform in time with percussion instruments Maintain movement in time with the beat Performing: MUS Perform in time with the beat and use movement to improve the performance and engage the audience Overview of Musical Activities Listening Uses movement to identify duration, pitch and structure Performing (P/S/OS) Play percussion instruments identifying concepts of rhythm and beat Sing in group vocal compositions with reference to pitch and duration Organising Sound Explore ways of varying musical material into new structures, classify instruments and/or voice according to pitch and structure Resources Lyrics Song Cd player String Scissors Percussion Instruments Organising Sound: MUS 2.2- improvises musical phrases, organises and explains reasons for choices Explore various musical instruments and record the different they make Explain what instruments make short and long Listening: MUS 2.4 identifies the use of musical concepts and musical symbols in a range of repertoire Identify the changes in rhythm and pitch Explain the structure of the song and name the sections Organising Sound: MUS Explain why the selection of instrument should be used in this performance - Distinguish between soft and loud (Wooden claves are used to keep the rhythm because they do not resonate, while triangles do) Listening: MUS Identifies and records the changes in rhythm and pitch as the song is played and performed

2 Lesson 1 - Rhythm Duration - Rhythm Develop and review what rhythm is and come up with one class definition T reviews what Ss already know about rhythm T and Ss define what rhythm is Ss listen to Verse 1 of the song 'Lion and the Mouse' and will need to comment on what they have heard Play the song on CD player Handout the lyrics Encourage the class to tap out the rhythm (Ss have already gained a sound knowledge of beat in previous lessons) Use Verse 1 to explore long and short and make links to the rhythm. T asks Ss to imitate animal noises, both long and short. For example: Long: Mooooooooo Long: Baaaaaaaaa Long: Meeeeoooow Long: Rooooaaaaar Short: Moo Short: Baa Short: Meow Short: Roar T and Ss learn to represent these with their hands. They begin with hands together and move them apart whilst making noises. Ss will see short and long. Ss will measure lengths of strings to match the Ss will listen and sing verse 1 with the T and will roar with the song Ss use long and short lengths of string placing them in a straight line from left to right. Ss point to the string moving their finger from left to right singing 'roar' until their finger reaches the end of the line Handout string and supervise the use of scissors Extension Ss can explore further on the pitch of the noises

3 Lesson 2 - Pitch Pitch High/low and pitch patterns Develop and review what pitch is and devise a class definition Encourage participation in exploring the high and low T reviews what Ss already know about pitch T and Ss define what pitch is Ss will reflect on previous lesson about rhythm and make statements about how pitch is different. (*) Ss listen to Verse 2 of the song 'Lion and the Mouse' and will need to comment on what they have heard T asks Ss to imitate animal noises, both high and low. (*) Assessment Teacher hands Ss paper to write their answer on what is the difference between rhythm and pitch. (Language such as high/low and long/short should be the words used) Use Verse 2 to explore low and high and make the link to why a mouse uses low and a lion high For example: High-pitched: 'quack' Low-pitched: 'quack' T and Ss learn to represent these with their bodies. They begin by standing. Ss will crouch, and then squat, as the sound gets lower. If the sound gets higher they stand or reach up high with their arms. Ss will listen and sing verse 2 with the T and will squeak with the song T selects 6 Ss to stand in a line. T sings or plays a high or low sound and the first S in the line will squat, crouch, stand or reach high to represent the pitch. A second sound is played, the second S in the line will respond. After all 6 Ss are in position, the rest of the class need to draw the pitch pattern Teacher needs to provide ideas and immediate feedback while students are exploring high and low

4 Lesson 3 Structure Performance Structure Large Sections: Canon Small Sections: Ostinato Maintain singing in unison and the part within the canon T reviews what Ss have being learning about T asks Ss what they know about rhythm and pitch. Ss listen to 'Lion and the Mouse' T introduces structure and new terminology. Canon is parts that imitate each other, starting at different times. Ostinato is a repeated pattern of rhythm or pitch. Demonstrate the importance of keeping in time with team members when performing Develop the timing with the musical instruments when performing The class is spilt into 4 groups Group 1: Verse 1 Group 3: Verse 2 Group 2: Verse 1 Group 4: Verse 2 Ss run through the song using the canon structure. Group 2 begin once Group 1 has finished second line (Some people think I'm really mean). Group 3 begin once Group 1 has finished (ROAR). Group 4 begins once Group 3 have finished second line (I hide inside my little house) Ss then perform the song with an ostinato playing. Group 1 will repeat 'Can you roar as long as me, Can you roar as short as me' and keep the beat with clapping sticks while group 2 sings (*) Group 3 will repeat 'Can you squeak as high as me, Can you squeak as soft as me' and keep the beat with triangles while group 4 sings (*) Ensure student groupings are carefully balanced (*) Assessment Teacher watches Ss as they work in groups and how well they perform their sections. Team work and understanding of the musical concept of structure is assessed.

5 Reference List Board of Studies. (200). Creative Arts K-6 Syllabus. Sydney: Board of Studies. Johnston, V. & Johnston, K. (1998). Jingle Jam. Music Activity Guide for Teachers and Parents. Homebush South: Jingle Jam Pty Ltd. Johnston, V. & Johnston, K. (1998). Jingle Jam. Music Worksheets. Homebush South: Jingle Jam Pty Ltd. Website: CEO Sydney _Scope_and_Sequence.pdf (available and sited 24/9/07) Other: ACU. (2007). Lecture Notes and Tutorial handouts

Sample assessment task. Task details. Content description. Year level 7

Sample assessment task. Task details. Content description. Year level 7 Sample assessment task Year level 7 Learning area Subject Title of task Task details of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time Content