WE ARE LEARNING

About the basic elements of music by participating in a fun warm-up activity (high and low)

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MATERIALS

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VOCABULARY

Beat | Tempo | Largo | Presto |High | Low |Dynamics | Loud | Soft 

Dynamics are symbols and signs written in music that tell us how loud or soft to play our instrument or sing.

Forte (f) is a symbol in music that means to play loud

Piano (p) is a symbol in music that means to play soft

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PROCEDURE

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Step 1 - Warm-up activity

Listen to Welcome to Music video. Wriggle your fingers up high and sing as high as you can. Ask your child to copy you. Parents are encouraged to make their hands directly relate to the pitch of the singers voice (high or low). Do the same by wriggling your fingers down low and encourage your child to sing with you.

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Step 2 - Sing the words and copy the actions Sing the words 

* Parent this step may be difficult depending your your musical knowledge. Do the best you can and I am happy for you to skip this step or do the dot points you feel comfortable with. 

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• Can you give your fingers a wriggle and a shake?

• Can you sing ‘up high’?

• And ‘down low’ and hide them away.

• They want to come out and play.

• Have a shake and a roll and can you wriggle them and sing with me.

• Improvise and alternate between ‘up high’ and ‘down low’, exploring the different pitches with your child.

• Discuss with your child: What are the different types of voices we can use (e.g. speaking, singing, low, high or animal sounds)? How might you make a happy sound, sad sound or a funny sound? Why is it important to warm up our voices and bodies?

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Step 3 - Welcome to music (warm-up) Watch the Welcome to Music video and sing along with Susie.

 

(Chorus)

Welcome to music, welcome everyone,

Welcome to music we’re gonna have some fun,

Welcome to music, welcome everyone.

 

(Verse)

Clap your hands and feel the beat now,

Clap your hands it’s really neat,

Clap them up high and clap them down low,

And roll your hands and wave hello.

Let’s choose different places to tap.

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Step 4 - Listen to the Welcome to Music audio track and sing the song again.

• Stop the music at the end of each verse and invite your child to suggest where to tap the beat during the chorus.

• Use your homemade instruments to tap the beat

• Demonstrate some different and interesting ways of displaying the beat on your body, such as combining two or three different actions together, and then invite your child to explore their own creations.

• Invite your child to play the beat using their homemade instruments in a different way. For example instead of shaking, their maracas, they could use it to clap or tap it with a mallet/beater.

 

 

Step 5 - Explore singing the song in different ways (dynamics)

Adjust the volume of the song accordingly.

• Sing the song forte (loud)

• Sing the song piano (softly or quietly)

 

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Step 6 - Explore singing the song in different ways (tempo)

Adjust the tempo or speed of the YouTube video accordingly

• Sing the song largo (slowly). Somewhat boring I found (LOL).

• Sing the song presto (fast). This is fun! 

 

 

Step 7 - Parents/Guardians: please send your child's answers to the questions in the comment box below. This step is OPTIONAL.

• How did singing the song in different ways make you feel?

• What did you like best about this song?

• What was difficult about this song?

• Why is it important to warm up our voices when we sing?

 

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MR. KANT - MUSIC LESSON PLANNING NOTES

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Inquiry Question

What is the correlation between music and movement?

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Educational value

• This is a valuable resource for lower primary years. It is particularly relevant to content descriptions in both the Making and Responding strands. It emphasises improvising, exploring and experimenting, communicating ideas through artworks, and performing and presenting, as well as reflecting on artworks. The videos, audio tracks and activities provide the tools to create music and it includes questions for response to the music creations and improvisations.

• This resource also has relevance to the general capability Critical and creative thinking, particularly in relation to the organising element Inquiring - identifying, exploring and organising information and ideas. It includes identifying and practising the musical elements of rhythm, pitch and dynamics and their relationship to movement, and developing an understanding of the relationship between sound and movement through practising repetition and movement to accompanying music

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Dance / Foundation to Year 2

Curriculum content descriptions

Explore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001)

Elaborations

• exploring fundamental movements safely to improvise dance ideas, for example, running in a race, jumping like a frog, stomping like a giant, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird

• Considering viewpoints – forms and elements: For example – Which levels are you using in your dance? What sort of movements did the dancers perform? What are they wearing? What kind of music are they dancing to?

• exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories

• experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering levels, tempo and dynamics

• taking photos or videoing dance sequences to view and extend their dance ideas

General capabilities

• Numeracy Numeracy

• Critical and creative thinking Critical and creative thinking

ScOT terms

• Movement sequences

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Music / Foundation to Year 2

Curriculum content descriptions

Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)

Elaborations

• matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences

• imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing

• using voices and body percussion to experiment with the elements of music to identify same and different, for example, sound and silence, fast and slow, long and short, high and low, loud and soft, happy and sad

• recording music ideas using technologies and graphic notation

General capabilities

• Numeracy Numeracy

• Critical and creative thinking Critical and creative thinking

ScOT terms

• Ear training

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Music / Foundation to Year 2

Curriculum content descriptions

Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)

Elaborations

• practising and performing music, reading from notation (invented and learnt symbols)

• practising techniques for singing songs and playing classroom instruments

• singing and playing music to explore the expressive possibilities of their voices and instruments

• Considering viewpoints – meanings and interpretations: For example – What did this music make you think about and why?

• practising and performing music using accessible technologies

• learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols

General capabilities

• Intercultural understanding Intercultural understanding

ScOT terms

• Improvisation (Music)

• Music performance

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Music / Foundation to Year 2

Curriculum content descriptions

Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)

Elaborations

• identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates cultural knowledge

• Considering viewpoints – societies and cultures: For example – Where is this music from and why was it made?

• identifying the roles of an active performer and a reflective listener

• sharing constructive observations about music from a range of cultures as a performer and audience member

• describing shapes, patterns, form or mood of pieces of music using their own words and learnt music terminology

• listening to and talking about music and musical instruments from different contexts and cultures

General capabilities

• Literacy Literacy

• Critical and creative thinking Critical and creative thinking

• Intercultural understanding Intercultural understanding

• Personal and social capability Personal and social capability

Cross-curriculum priorities

• Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander histories and cultures

ScOT terms

• Audiences

• Aboriginal art

• Australian art

• Torres Strait Islander art

• Music

 

 

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