Module 4

Introduction to Music K-6

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

What do students learn to do in music?

Perform, organise sound and listen to music

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

What do they learn about?Students learn about musical concepts through performing, organising sound and listening activities.The concepts of music are:

duration pitch dynamics tone colour

structure © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

What type of music should they experience?

Students experience musical concepts within a wide range of musical repertoire.The syllabus recommends:

vocal music (rhymes & songs) instrumental music student compositions movement © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

performing, organising sound and listening

In music, students develop knowledge and understanding, skills, values and attitudes in:

by experiencing within a wide range of through a

musical concepts

duration

pitch

dynamics

tone colour

structure

repertoire

vocal music

instrumental music

studentcompositions

movement

Sequential and planned process of teaching and learning

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

How do I put this into practice?

Dig a potato Therese Carthew

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

What did this activity demonstrate?

Repertoire category- chants/rhymes

Performance - moving and

chantingListening

- listening skills are employed when echoing the chant and when performing

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

What concepts were represented?

© Curriculum K-12 Directorate, NSW Department of Education and Training

Duration • though the actions (BEAT)• through the rhythm of the words (RHYTHM)

Dynamics• by reciting the words softly and loudly

Tone colour• by experimenting with different ways of using the voice, for example whispering

Structure• performing a piece with four phrases• performing a round

What are students expected to achieve?

© Curriculum K-12 Directorate, NSW Department of Education and Training

The outcome statements in the syllabus describe, in broad terms, what students are expected to achieve in each stage.

Stage 1 OutcomePerforming

Sings, plays and moves to a range of music demonstrating an awareness of musical concepts

(MUS1.1)

How do I adapt this activity for Stages 2 or 3?

Change the repertoire and vary the activities.

For example, “Just gimme the beat” from Vocal-Ease Modules 1 & 2.

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

Where do I go from here?

Funge Alafia Traditional Ghana

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

Listening

All music activities involve listening.Listening skills include:

aural awareness aural discrimination aural memory aural sequencing aural imagination

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

ListeningWhich listening skills were used in: “Dig a potato” when performing actions as a round, without sound?“Funge Alafia” when identifying the number of phrases and melodic contour?“Funge Alafia” when listening to each other as they sing a round?

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

Organising sound

Organising sound activities include:

experimenting

improvising

varying

creating

organising

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

Organising sound

Identify the “Funge Alafia” activities which involved experimenting and organising.

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

Where can I go for additional support?

Sync or Swing Vocal Ease 1 & 2 Vocal Ease 3 & 4

© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training