MusicT1

Outcomes and Indicators


 * Outcomes and Indicators ||
 * ** ........................MUS1.1........................ **
 * Sings, plays and moves to a range of music demonstrating awareness of musical concepts ** || ** ........................MUS1.2........................ **
 * Explores, creates, selects and organises sound in simple structures ** || ** ........................MUS1.3........................ **
 * Uses symbols to represent sounds ** || ** ........................MUS1.4........................ **
 * Responds to a range of music expressing likes and dislikes and the reasons for these choices ** ||
 * *sings songs developing a sense of beat, pitch, tone colour and structure
 * moves to music maintaining a constant beat, 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 music concepts in their singing, playing and moving activities, e.g. changing the dynamics, changing the tempo, the effects of changing instruments, arranging musical material in a different order || *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, e.g. changing the words, adding actions of body dynamics, 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, e.g. 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, e.g. symbols to represent loud sounds may be large (graphic notation may include words, pictures such as suns and triangles, 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 || *identifies simple musical features of the music that is performed and listen to, e.g. 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 ||
 * **What does this look like in the classroom?** ||
 * Students take part in singing a variety of songs and word rhymes in the classroom. The choice of these songs is initially directed by the teacher while students are learning new songs. As students learn and start to enjoy the song, the choice of which song to sing is passed over to them.

Music is not taught in a formal lesson format, rather as incidental learning experiences. Usually as lesson breaks or session transitions. Using known songs and rhymes, the teacher encourages the students to explore musical concepts such as dynamics and tempo. This is done vocally. Students are also encouraged to change their voices and explore tone colour.

The choice of songs and rhymes that the students learn is driven by the current topics being studied in the classroom, and the students' interests. || Once students have learned, and are confident with new songs and rhymes they are then encouraged to explore them and make creative changes.

This is usually teacher directed, with students learning to change the pitch, dynamics and tempo of a piece of music. Students enjoy taking ownership over this and changing various elements to create new music.

Students are also taught to use body percussion to accompany the pieces of music they perform. Students are exploring the tone colour that different parts of their bodies provide. With teacher direction, they are also starting to make creative judgements about which action or body percussion to use when accompanying different pieces of music. || When learning a new song, students are exposed to the manuscript. Incidentally, based on student interest, they discuss the symbols used to notate music. || As the ownership of the song choice is passed over to students, it is evident that students make choices about music they like or dislike. Students are encouraged and scaffolded to express reasons why they have formed their opinions about particular pieces of music.

Music is also playing during more expressive lessons, such as visual arts and developmental play. Students are also given the choice of music played here and their likes and dislikes are evident. ||
 * What are we singing? ||
 * Okki-Tokki Unga (T1)

From Today (T1) (to be performed at assembly Week 9)

It's Ruff Being a Dog (T2)

South African National Anthem (T3)

Different People, Different Places (T4) ||

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