Date Term One, Weeks 7 10 Class/Level Junior School, Levels 1 and 2 School New River Primary Essential Skills Communication Social and Cooperative Skills Problem Solving Self-Management & Competition Information Work and Study Numeracy Physical Elements Skills Conventions Beat Listening Creating Music Rhythm Moving Performing Music Pitch Singing Interpreting Musical Works Tempo Playing Dynamics Creating Tone Colour Reading Representing Maori Component Careers Musician Teacher Barriers To Learning Social Skills Language and communication skills
Developing Practical Knowledge In Music Developing Ideas In Music Communicating and Interpreting In Music Understanding Music In Context Level 1 Students will explore and respond to th e musical elements of beat, rhythm, pitch, tempo, dynamics, and tone colour. Students will select and organise sounds and express ideas, drawing on personal experience and imagination. Students will share music making with others through informal presentation and respond to live or recorded music. Students will identify music as part of everyday life and recognise that it serves a variety of purposes. Level 2 Students will identify through focused listenin g, and explore, the musical elements of beat, rhythm, pitch, tempo, dynamics, and tone colour. Students will invent and represent musical ideas, drawing on imagination and responding to sources of motivation. Students will share music making with others, using basic performance skills and techniques, and respond to live or recorded music. Students will identify music as part of everyday life and recognise that it serves a variety of purposes. Level 3 Students will identify through focused listening, and experiment with, contrasts within musical instruments. Students will invent and represent musical ideas to express mood, using shape and contrast. Students will prepare and present music, using basic performance skills, and techniques, and respond to live or recorded music performances. Students will identify and investigate characteristics of music associated with particular contexts, purposes, and styles in past and present cultures. Level 4 Students will identify through focused listening, and experiment with, a range of patterns, effects, sound qualities, and structural devices. Students will use musical elements, instruments, and technologies to improvise and compose simple musical pieces. Students will prepare, rehearse, present, and evaluate brief music performances. Students will identify and investigate characteristics of music associated with particular contexts, purposes, and styles in past and present cultures. Level 5 Students will use focused listening to identify, transcribe, and manipulate musical elements and structural devices and will use instruments and technologies to transpose and notate music. Students will use musical elements, instruments, and technologies to create structured compositions and improvisations. Students will prepare, rehearse, present, and evaluate a range of musical pieces for a variety of purposes. Students will identify and compare musical styles and genres in relation to social and historical contexts. Specific Learning Outcomes Level 1 Recognise pitch, tempo and dynamic levels using appropriate language (high/low, fast/slow, loud/soft) Level 2 Demonstrate difference in pitch, tempo and dynamic levels using their voices and selected percussion instruments Level 3 Level 4 Level 5 Assessment Activity/Criteria Observation of group activities Demonstrate an understanding of the difference between high and low pitch Demonstrate an understanding of the difference between fast and slow tempos Demonstrate an understanding of the difference between loud and soft dynamics
Lesson 1 What is pitch? Plonk some notes at the top end of the piano What do the students notice about the notes? Try the bottom end of the piano What now? Close in towards the middle Is it always as easy to hear the difference between the notes? What words can we use to describe the sounds we hear? How high or low a note is, is called its pitch Discuss rules for using instruments Instruments sit in front of students on the floor until asked to pick them up Use them sensibly very expensive to replace Give out Wood Blocks Wood blocks have two sides one higher and one lower. Which one is which? Spend 2 minutes finding which is which, and go around the class demonstrating. Play along with Grandfather s Clock Practice together playing first the high-pitched side, then the low, to make a ticking clock sound. Collect in the Wood Blocks Give out a variety of different sized Triangles Each Triangle plays one note (which is its pitch) Can we put the Triangles in order, from lowest to highest We ll have to get up and stand in a line Collect in the Triangles Wood Blocks and Beaters ready to give out. If not enough Wood Blocks, use Bongos Music for Grandfather s Clock ready to play Crate ready to put Wood Blocks back into Triangles ready to give out Crate ready to put Triangles back into Piano Wood Blocks Music for Grandfather s Clock Ta-ra-ra boom-de-ay, song 54 Triangles
Lesson 2 Learn and sing I m A Believer with the backing on GarageBand What words could be used to describe the speed of this song? Fast or slow? Are there others? Try clapping along on the beat Try altering the speed on GarageBand What happens if we make it slower and try to sing? Try clapping along now What about faster? The musical name for speed is tempo I m A Believer cued up on GarageBand. Computer linked into stereo. Split into groups Start clapping slowly as you walk around in a circle at the speed of the beat Gradually speed up and slow down again as much as possible Why is it important to have different tempos? Can you think of different songs which might be fast or slow or somewhere in between? Laptop running GarageBand Stereo I m A Believer backing track (in GarageBand)
Lesson 3 Play Haydn s Symphony No 94 in G Surprise 2 nd Movement What do students notice about the surprise especially when compared to the rest? Can we affect these by changing the volume on the stereo? In music, the technical name for volume is dynamics What different words can we use to describe how loud something is? Revise Instrument use rules Give out Tambourines and Tambours Listen to a variety of different pieces, encouraging students to play on the beat at the various dynamic levels Dance of the Sugar Plum Fairy - Soft Sabre Dance - Loud Star Wars Opening Theme - Loud Beauty and the Beast Soft Ave Maria - Soft March of the Toreadors - Loud Collect in Tambourines and Tambours Have Haydn s Symphony No 94 in G Surprise 2 nd Movement cued and ready to play Have Tambourines and Tambours ready to give out CD prepared with all tracks ready Crates ready to collect instruments Practise singing some of our songs using different dynamics CD Stereo Tambourines Tambours
Lesson 4 Go over the words we have learned Pitch High and Low Tempo Fast and Slow Dynamics Loud and Soft Revise Instrument use rules Form groups to create a demonstration to show others how we understand these words Each group needs to show (work one concept at a time, share, then repeat) Pitch High and Low Tempo Fast and Slow Dynamics Loud and Soft Have one of each instrument available for each group Glockenspiel Wood Block Tambourine Tambour Bongo Triangle Sharing ideas What do we need to do to be a good audience? Watch Listen Don t talk Applaud Collect in instruments Form groups using coloured counters Have sets of instruments ready for use Have crates ready for instruments to be collected Sets of instruments containing Glockenspiel Wood Block Tambourine Tambour Bongo Triangle
Evaluation The Arts: Music Developing Practical Knowledge of Music Communicating and Interpreting in Music Developing Ideas in Music Understanding Music in Context Level Levels 1 and 2 Class Junior School Date Term One, Weeks 7 10 Length 4 weeks Negative Positive Had interesting activities Was easy to follow and implement Used appropriate content Used effective resource If I taught the unit again, I would NAG 1.3 Aspects of the curriculum which require particular attention: Student Achievement Focus Achievement Objectives Number below expected level Number at expected level Number above expected level NAG 1.3 Students who are not achieving or at risk of not achieving Strategies to address the needs of students not achieving