Music - PITCH Unit Plan Year 4/5

Mind map for music unit plan
Science
-What makes an
instrument have high & low
pitch
IT
-What is it made of?
-use music notation
-How can you change the
technology (BeatPad,
pitch of an instrument?
NotePad, Sibelius or
PrintMusic) to play music
online Visual Arts
-Paint sound shapes

(graphic notation) in
Pitch & different colours
Melody
Design & Technology
-design, make & critique

instruments
Music
-High & low pitch
-Ascending and descending
-Steps
-Composing, Listening,
Playing, Moving
Brooke Parsons The Arts Curriculum -1-

100060964 Unit Planner & Lesson Plans
Music Unit Plan
NAME: Brooke Parsons UNIT: Melody/Pitch
BAND: Primary & Middle Years YEAR LEVEL: 4/5
OVERVIEW OF THE UNIT:
During this unit the students will explore pitch further to build on their current knowledge and understanding
of melodic direction. The students will build on their knowledge of high and low pitched notes, ascending
and descending melodies and graphic notation. In addition to this, the students will be introduced to steps.
They will use tuned percussion instruments as well as voice during this unit of work.
CLASS PROFILE:
Students have had music lessons in the past, however not consistently throughout their schooling. Through
prior knowledge activities I have determined that these students pitch and melody knowledge and
understanding is at Stage One (p 37 A Guide to music…). In previous music lessons the students have
been introduced to simple ascending and descending phrases, patterns of high and low notes and basic
graphic notation. The students use the following words in the correct context; high, low, going up and going
down. (p37 A Guide to music…)
Essential Learnings focus:
❏ Futures ❏ Identity ❏ Interdependence ❏ Thinking ❏ Communication
Key competencies focus: ❏ collecting, analysing, organising information;
❏ communicating ideas and information; ❏ planning and organising activities;
❏ working with others in teams; ❏ using mathematical ideas and techniques;
❏ solving problems; ❏ using technology.
ICTs: (e.g. camera, computer software, etc. ❏ ________________________________

Strand/s: Key idea Unit Outcome(s):
Conceptual:
Arts Practice Standard 1, Outcome 1.2 – ‘Explores Students will know that the voice and
skills, techniques and technologies from instruments can make high and low
each arts form and engages in activities sounds and that notes ascend and
specific to each arts form to produce arts descend through the scale.
works’ (Department if Education and Through listening, singing, playing
Children’s Services 2004, South and movement students will be able
Australian Curriculum Standards and to recognise and distinguish between
Accountability Framework, viewed 6 June high and low sounds and ascending
2009, and descending movements (steps)
<http://www.sacsa.sa.edu.au/index_fsrc.a through the scale.
sp?t=IFP>.) Students will be able to graphically
notate simple ascending and
Arts analysis & Standard 1, Outcome 1.4 – ‘Distinguishes descending melodies.
between the characteristic features of

Response
each arts form and responds to Skills:
performance/presentation using Playing
appropriate communication modes’ Singing
(Department if Education and Children’s Listening
Services 2004, South Australian Composing
Curriculum Standards and Accountability Creative thinking
Framework, viewed 6 June 2009, Teamwork
<http://www.sacsa.sa.edu.au/index_fsrc.a Problem solving
sp?t=IFP>.) Fine and gross motor skills
Performance skills
Effective verbal and non-verbal
communication skills
Affective:
100060964 Unit Planner & Lesson Plans Develops a positive self image
Weekly outline of lessons Teacher references and resources
Week 1
Lesson 1
Lesson 1
References and Bibliography
Focus: High and low pitch through use of voice
Basic graphic notation

Equipment
Revision for high & low pitch and basic graphic notation
Teacher uses own voice to sing high to low to high

Teacher resources and handouts
notes (sings the word up, up, up… when singing from low
Torches – enough for one between 2
to high and sings the word down, down, down… when
students
singing from high to low)
1 metre long ribbons (fairly wide
Teacher shines a torch on the wall to represent the
thickness) – one for each student
sound shape while they sing (torch light moves from high
One blown up balloon
to low to high as the teacher sings)
Pitched percussion instrument,
Have the students make a sound shape in the air, either
preferably an xylophone or glockenspiel
with their hands or with the torch to mirror the rise and fall
for the teacher
in pitch while the teacher sings
Students to swap with their pair, with one student using
the torch and the other tracing the sound shape in the air
Teacher invites the students to join in singing (or
humming)
Questions asked in revision
What is the torch light doing?
What are our voices doing when the torch light is going
up?
What are our voices doing when the torch light is going
down?

Activity 1
Teacher provides a ribbon to each student
Teacher uses own voice again to sing (la-la-la) or hum.
Teacher demonstrates a high note by singing the word
high and demonstrates a low note by singing the word low
(this will provide students with a base of which high and
low notes are being sung)
Teacher demonstrates with their arm the sound shape
while they are singing.
Teacher invites the students to join in and move their
ribbons to represent the rise and fall in pitch of the
teachers voice.
Teacher to sing three different melodies. Repeat each
melody three times. Students to move their ribbons to
mirror the rise and fall in pitch of the teachers voice
Have the students work in pairs to draw the shapes on
paper that their ribbons made. Note: It is not necessary
for the students to represent how quickly or slowly the
teachers voice rose and fell, it is only necessary for the
students to represent the rise and fall of the notes.
Teacher chooses a sound shape to describe, holds it so
all students can see it and models the correct language
when describing it, ie the pitch started at a low note and is
going up to a high note, now it is going down and it ends
on a low note.
Teacher chooses students to describe their shape.
Ensure all students can see the shape being described.
Ask the students to use the language they have
previously been taught and that the teacher modelled to
describe the sound of their shape.

If students are confident enough, allow them to sing
their sound shape, otherwise the teacher can sing it to
model it to the students. Ensure that whoever sings traces
the shape as they sing
Questions asked during this activity
When my voice was singing a high note, what was your
ribbon doing?
When my voice was singing a low note, what was your
ribbon doing?
What did your ribbon do from the highest note to the
lowest note?
What did your ribbon do from the lowest note to the
highest note?
At this part of your sound shape (demonstrate by tracing
some of the shape), what happened to your voice?
Activity 2
Teacher provides a blown up balloon to the class.
Students are to sit in a circle and tap the balloon up to
another student.
Teacher uses their instrument to mirror the flight of the
balloon. Teacher should use notes ranging from low C to
high C and only step through the notes.
Teacher invites the students to sing or hum to represent
the rise and fall of the balloon (can sing up, up, up… and
down, down, down…).
Have students work in pairs to draw a path the balloon
took. Note: It is not necessary for the students to
represent how quickly or slowly the balloon moved, it is
only necessary for the students to represent the rising

and falling, ie going up and going down.
Teacher chooses a path to describe and holds it so all
students can see it, describing it as it started low note and
is going up high note, now it is going down and it ends
low.
Teacher asks students how they would describe the
balloon path if it was being played on an instrument
Teacher chooses some students to describe their paths.
Ensure all students can see the path being described. Ask
the students to describe the path in musical terms, ie it
started on a low note and is going up to a high note, now
it is going down and it ends on a low note
If students are confident enough, allow them to sing
their balloon path (sound shape), otherwise the teacher
can sing it to model it to the students. Ensure that
whoever sings it traces the path as they sing.
What is the balloon doing?
If I was playing the xylophone to this path, describe
what it would sound like
How are the notes on the xylophone representing what
the balloon is doing?
Questions for end of the lesson
What have we learnt in this lesson about sounds
(pitch)?
What can sounds (pitch) do?
How can we represent the change in sounds (pitch)?
What else did you find out today?
Did you find it easy or hard to learn about high and low
pitch in these activities? Why?
What did you like about learning about high and low
pitch?
Week 2
Lesson 2 – See Detailed Lesson Plan
Focus: High and low pitch though use of voice and
instruments
Reintroduce ascending and descending through
use of voice and instruments
Use of graphic notation
Week 3
Lesson 3 – See Detailed Lesson Plan
Focus: Ascending and descending through use of
instruments and body movement
Increased use of graphic notation
Week 4
Lesson 4
Focus: Continued exposure to ascending and
descending melodies
Continued use of graphic notation
Revision for ascending and descending and graphic
notation
Have the students draw a sound shape that starts on a
high note, goes down to a low note, then up again to a

high note and down again to a low note.
Have a student demonstrate this melody on the
teachers instrument describing as they go (low note, high
note, going up, going down, higher, lower)
Have the students draw a different sound shape (be
specific about how many times it must go up or down),
teacher to chose three students to share their sound
shape with the class, describe their sound shape and
then play it on the teacher’s instrument.
When I play this (teacher plays their instrument), where is
this on the sound shape?
When was the melody going up?
When was the melody going down?
Activity 1
Teacher plays Slide Song on CD (track 43)
As the CD plays the teacher demonstrate low to high
pitch with their hand
Teacher plays the CD again asking the students to
demonstrate the change of pitch with their hands too
Teacher plays the song again on the CD and asks the
students to demonstrate the change of pitch by moving
their bodies slowly up and then slumping to the floor as
the pitch goes down.
Ask the students to describe what the melody is doing
Teacher plays the melody (Appendix) on their
instrument without singing, have the students listen to the
melody to check what the notes are doing (that the notes
do gradually go up and then quickly come down).

Brooke Parsons The Arts Curriculum - 10 -
Teacher to draw a graphic notation (Appendix) on the
board to represent the Slide Song. Discuss how this is
different to the sound shapes that the class has been
using. Teacher to point to the lines on the notation as they
sing the song. Ensure the words to the song are written
on the whiteboard so students can read them
Questions asked in this activity
What are the notes doing in this song?
Where are the low notes?
Where are the high notes?
How is this different to the sound shapes we have used
before?
Activity 2
Teacher plays Jack’s Game on CD (track 44) and asks
the students to listen to the pitch. Have the words written
on the whiteboard for the students to refer to.
Teacher plays CD again and uses their hand to mirror
the pitch movement
Teacher plays the CD again and asks the students to
mirror the pitch movement with their hands.
Teacher plays the melody (Appendix) on their
instrument without singing. Have students move to the
changing pitch (ie crouch low and stretch high)
Ask the students;
When is the melody going up? What are the words?
When is the melody going down? What are the words?
Does the melody stay the same at any time during the
song?
Teacher plays notes high C to low C and asks the

students what Jack is doing (climbing up or climbing
down).
Teacher plays notes low C to high C and asks the
students what Jack is doing?
Teacher chooses some students to play Jack’s Game
on the teachers instrument. Students are to choose a part
of the song to play (either low C to high C or vice versa),
the rest of the class decides what Jack is doing. Have the
rest of the class move to the change in pitch
Have the students work in pairs and ask them to notate
the melody of Jack’s song onto paper, similar to the way
that the teacher notated Slide Song.
Discuss the notation as a class. Ask the students;
Does it matter if a notation is drawn as a sound shape or
as dashes?
Do they still represent the same movement in pitch?
To be able to compare the two types of notation, it would
be necessary to provide the students with a copy of a
sound shape for Jack’s Game or alternatively a student
could draw it on the board.
Further questions asked during this activity
Can you show me where this would be on that notation?
(Comparing the two notations)
How is this notation (sound shape) different to this
notation (dashes)?
Questions asked at the end of the lesson
What did you find out today?
What did you like about the Slide Song? Why?
What did you like about Jack’s Game? Why?
What didn’t you like about the activities we did today?

Why?
What did you find easy or hard about the activities we did
today? Why?
Questions asked at the end of the unit
Where is the melody going up? (teacher plays a melody)
Where is the melody going down? (teacher plays a
melody)
How do you represent melody going up on a sound
shape?
How do you represent melody going down on a sound
shape?
How can you show this using other notations?
How can you represent that with your body?
Can you play me this sound shape?
Can you play me a melody that goes up three times?
Can you play me a melody that does down twice?
Where does the melody move in steps?
Did you find it easy or hard to learn about pitch going up
and down? Why?
What did you like about learning about pitch going up and
down? Why?
What didn’t you like about learning about pitch going up
and down? Why?

Assessment strategies
What is being assessed?
The students ability to;
- identify, play and sing high and low pitch notes
- identify, play and sing melodic direction as ascending and descending
- create melodies through graphic notation
- graphically notate melodies that have been played
How is it being assessed?
Collecting students work samples:
- Sound shapes with high and low sections circled on them
- Sound shapes with descriptions of movement in sound detailed on sheet
Observing students throughout the lesson:
- Students are able to mirror the movement in pitch though voice, body movements, playing
and graphic notation
Using a class observation checklist (Appendix)
Using an assessment rubric in conjunction with work samples (Appendix)

Evaluation of unit outcomes/indicators:
Students will know and understand;
- that notes (voice and instruments) have different pitches, in particular, high and low pitch
- that notes move in a melodic direction, by either ascending or descending through the scale
- that notes move in steps
Students will be able to;
- use listening skills to identify notes of higher and lower pitch
- play notes that have high and low pitch
- sing notes that have high and low pitch
- use gross motor skills to mirror movements in pitch, in particular, high and low pitch
- play notes in ascending order
- play notes in descending order
- use listening skills to identify melodic patterns that ascend or descend
- play notes in steps
- use gross motor skills to mirror steps in melodies
- use creative thinking skills to compose a melody and graphically notate it
- perform their compositions through sing and play
- use problem solving skills to graphically notate a simple melody they have heard
- work effectively in pairs and groups to achieve an outcome
- effectively communicate both verbally and non-verbally through movement, play and sing
Students will have;
- increased self confidence about melody and pitch
- a sense of belonging within the group and the class
- tolerance and respect for others compositions and performances
- the ability to be responsive and sensitive to all music compositions and lessons

Music Lesson Plan
Lesson 2 of Unit on Melodic Direction
Specific, expected Outcome:
During this lesson the students will revise/learn about….
The students will
The students will have
ELEMENT PROCEDURE MUSIC RESOURCES/REFERENCES
(Activity /ies) SKILLS

High and Introduction : Listening
low pitch Revision for high and low pitch and basic Non-verbal
Graphic graphic notation communication
notation Have students lay down Gross motor
Teacher sings or hums a high note and skills
asks the students to lift their arms and legs Singing
off the floor Verbal
Teacher sings or hums a low note and communication
asks the students to put their arms and legs
back on the floor
Teacher explains that as they sing from
low to high the students must raise their
arms and legs off the floor and as they sing
from high to low the students must place
their arms and legs back on the floor.
Teacher sings or hums from low to high to
low and repeats a number of times letting
the students move their arms and legs up
and down.
Teacher has the students sit back up.
Ask the students;

What were your arms and legs doing?
What was my voice doing?
What type of note did we start on, a high or
low one?
When did you know you needed to start
moving your arms and legs back to the
floor? (model the correct language to
describe, ie going up, going down, low
note, high note)
Have the students represent the shape
(there is only one shape, low to high to low)
of the teachers singing with their hands
Have the students work in pairs to draw
the sound shape on paper of the teachers
singing
Have the students sing together the
shape of the teachers singing, tracing their
sound shape (on paper) as they sing
Further questions asked for revision
Can you show me on your sound shape
where your arms and legs were going down
to the floor?
What was my voice doing then?

High and Develop: Singing
low pitch Activity 1 Verbal
Ascending Teacher explains that just as we can commuictation
and make our voices have high and low pitch, Listening
descending instruments also have high and low pitch. Gross motor
pitch Teacher positions their instrument upright skills
Graphic so the low C is closer to the tabletop Non-verbal

notation Teacher uses their instrument to play low communication
C and high C and describes these notes as Problem
low and high respectively. solving skills
Teacher plays the low C and invites the
students to sing a low note* as they play.
Have the students sing the words low, low,
low…in a low note as the teacher plays the
low C
Teacher plays a high C and invites the
students to sing a high note* as they play.
Have the students sing the words high,
high, high…in a high note as the teacher
plays the high C
Teacher and students sing Row, Row,
Row Your Boat (Appendix) while the
teacher plays it on their instrument. The
teacher asks the students to think about
where the notes were high and where the
notes were low. Ensure the words of the
song are written on the whiteboard for
students to follow, in case they aren’t
familiar with the song
Teacher plays Row, Row, Row your Boat
again and asks the students to sing the
words in their head.
Ask the students;
Where were the high notes?
Where were the low notes?
When we sing the words merrily, merrily,
merrily, merrily, what happens to the sound

of the music?
Teacher to describe that there are other
notes between the high note and the low
note and these notes help to make the
music sound like it is going down.
Teacher demonstrates this by playing the
notes corresponding to the words merrily,
merrily, merrily, merrily
Teacher asks the students how they think
the sound shape would look for this part of
the song. Have the students demonstrate
this in the air. Once the class has come to a
decision they have the sound shape
correct, have a student draw it on the
board.
Have a student describe the sound shape
using correct language (ie start at high note
and is going down, ends on a low note)
*it is expected that students at this level will
not sing in tune, however as long as their
high notes are higher than their low notes,
and vice versa, this is acceptable

Ascending Activity 2 Playing
and Students work in pairs, one student per Singing
descending pair to collect an xylophone, glockenspiel or Verbal
pitch metallaphone to use. communication
Steps Teacher positions their instrument upright skills
Graphic so the low C is closer to the tabletop. Listening
notation Teacher uses their instrument to play low C Fine motor

and high C saying low and high skills
respectively as they play these notes.
Teacher plays ascending notes starting at
low C and ending at high C. Step through
the notes.
Ask the students;
What are the notes doing?
Where was the low note?
Where was the high note?
Teacher points out the two C’s on their
instrument and asks the students to look for
the two C’s on their instrument.
Teacher gives the students a few
moments to play the two C’s on their
instrument and to think about how they are
different.
Ask students
How are these notes different?
Which note is the high note?
Which note is the low note?
Teacher ensures the students understand
where the low C is on their instrument by
asking them to play the low C. Teacher
ensures the students understand where the
high C is on their instrument by asking
them to play the high C
Teacher plays notes from low C to high C
and asks the students to mirror the teacher
on their own instruments so they also play
from low C to high C. Teacher introduces

the term ‘steps’ and explains what it is.
Teacher may like to use the analogy,
climbing up steps.
Teacher plays notes low C through to
high C and sings up, up, up… as they play
the notes through the scale. Have the
students play the notes low C to high C on
their instruments, invite the students to join
in singing up, up, up…*
Repeat playing and singing from low C to
high C a number of times.
Teacher to play notes from low C to high
C, have students to play with them. Teacher
to sing “I am climbing up the steps”
(Appendix) while playing. Repeat playing
and singing a number of times to provide
opportunities for the students to practice
and feel more confident with ascending
notes.
Teacher asks some students to
demonstrate the notes going up on their
instruments. Encourage the students to use
the correct language to describe the
melody they played. (ie. starting on low
note, going up to high note).
Ask a student to draw a sound shape on
the board of the sound of the music.
Discuss this shape, discuss why it only
goes up and doesn’t go down. Teacher to
explicitly describe that the notes were going

up.
Teacher demonstrates descending notes
starting at high C and ending at low C. Step
through the notes.
Ask the students
What are the notes doing?
Where was the low note?
Where was the high note?
How is the position of these notes different
to when the notes where going up?
Teacher plays notes from high C to low
C and asks the students to mirror the
teacher on their own instruments so they
also play from high C to low C. Teacher
reinforces the term ‘step’. Teacher may like
to use the analogy, climbing down steps.
Teacher plays notes high C through to
low C and sings down, down, down… as
they play the notes through the scale. Have
the students play the notes high C to low C
on their instruments, invite the students to
join in singing down, down, down …*
Repeat playing and singing from high C
to low C a number of times.
Teacher to play notes from high C to low
C, have students to play with them. Teacher
to sing “I am climbing down the steps”
(Appendix) while playing. Repeat playing
and singing a number of times to provide
opportunities for the students to practice

and feel more confident with descending
notes.
Teacher asks some students to
demonstrate the notes going down on their
instruments. Encourage the students to use
the correct language to describe the
melody they played. (ie. starting on high
note, going down to low note).
Ask a student to draw a sound shape on
the board of the sound of the music.
Discuss this shape, discuss why it only
goes down and doesn’t go up. Compare the
shape to the one drawn when the notes
were going up. Teacher to explicitly explain
that the notes were only going down and
that is why the sound shape looks that way
Questions asked in this activity
Can you play me a high note?
Can you play me a low note?
Can you play notes going up?
Can you play notes going down?
Why does this sound shape only go up?
Why doesn’t this sound shape go up?
*It is not expected that students at this level
can sing through the scale, what is
important is that it sounds like they are
making the pitch of their voices move up or
down with the notes on the instrument.

Conclusion/Reflection:
Ask the students the following questions to
obtain their overall understanding about the
lesson;
-When a sound shape goes up
(demonstrate with hand), what does this
mean is happening to the pitch of the
music?
-When a sound shape goes down, what
does this mean is happening to the pitch of
the music?
-In musical terms, what is a step?
-What else did you find out today?
Conclude the lesson by asking the
students;
-What did you like about learning about
high and low pitch in this lesson? What
didn’t you like?
-What did you like about learning about
pitch going up? What didn’t you like?
- What did you like about learning about
pitch going down? What didn’t you like?
-Did you find it easy or hard to learn about
pitch going up in these activities? Why?
-Did you find it easy or hard to learn about
pitch going down in these activities? Why?

Music Lesson Plan
Lesson 3 of Unit on Melodic Direction
Specific, expected Outcome:
During this lesson the students will revise/learn about….
The students will
The students will have
ELEMENT PROCEDURE MUSIC RESOURCES/REFERENCES
(Activity /ies) SKILLS

Ascending Introduction : Listening
and Revision for ascending and descending Gross motor
descending and graphic notation skills
pitch Teacher to play notes going up on their Non-verbal
Graphic instrument (start at low C and play to high communicatio
notation C). Have the students describe what the n skills
teacher played (ie start at low note, going
up to high note). Have the students trace
in the air the sound shape. Have a
student draw it on the board.
Teacher to play notes going down on
their instrument (start at high C and play
to low C). Have the students describe
what the teacher played (ie start at high
note, going down to low note). Have the
students trace in the air the sound shape.
Have a student draw it on the board.
Can you describe the melody (sounds) I
played?
Can you trace the sound shape in the air?

Can you draw the sound shape?
Can you describe how these sound
shapes are different?
What is it called when the notes are
played one after the other up the scale?
Can you demonstrate steps on my
instrument?
Ascending Develop: Gross motor
and Activity 1 skills
descending Students are to spread out in the Non-verbal
pitch classroom with enough space so they are communicatio
Steps not touching other students n skills
Graphic Teacher plays low C on their instrument Listening
notation and says low as they play the note. Playing
Teacher plays high C and says high as Fine motor
they play the note (this will provide the skills
students with a base of which high and Composing
low notes will be played during the Problem
activity) solving
Teacher uses their instrument to play
notes ascending from low C to high C and
descending back to low C. Teacher
reinforces the term ‘steps’.
Teacher asks the students to move in
anyway they like to represent the notes
going up and coming down. Teacher to
suggest they could be picking a leaf from
a tree and then picking up a pebble from
the ground or growing flowers that then
wither in the heat or simply climbing steps

and then coming back down.
To provide variety to the students the
teacher to change the speed of the
ascend and descend. Ie play a slow
ascend and quick descend or vice versa.
Let the students move quickly and slowly
to the notes.
Teacher to choose approximately three
students to also play ascending and
descending notes on the instrument while
the rest of the class moves to the rise and
fall of the pitch.
Allow some students to describe what
they were being while the teacher
students played the melody.
Have students draw their own sound
shape on paper. It can be a sound shape
from the movements they did during the
activity or it could be an imaginary sound
shape.
Teacher to choose a sound shape
drawn by one of the students. Ask the
student to describe the sound (use high,
low, going up, going down). Have the
student demonstrate the sound shape on
the teacher’s instrument.
Repeat using a variety of sound
shapes.
Return the sound shapes to the
students and ask them to add a written

description below their sound shape. Also
have them circle in different colours
where the high and low parts are on their
sound shape.
Can you describe this sound shape?
What is happening here (point to part of
the shape)?
How would this sound shape sound on
the instrument?
Activity 2 Problem
Ascending Teacher shows a sound shape card solving
and (Appendix) Listening
descending Teacher asks the students to describe Playing
pitch the sound shape Fine motor
Graphic Teacher plays the sound shape slowly skills
notation on their instrument, describing the shape Composing
as they play (ie starting on low note,
going up, up, up, up to high note, coming
down, down, down to low note)
Teacher and students play the sound
shape together describing as they play.
Play the sound shape together a second
time.
Teacher shows a second sound shape
card
Teacher asks the students to describe
the sound shape
Teacher plays the sound shape slowly
on their instrument, describing the shape

time.
Teacher shows the last sound shape
card
Teacher asks the students to describe
the sound shape
Teacher plays the sound shape slowly
on their instrument, describing the shape
time.
Have the students work in pairs. Each
pair is to draw a sound shape and then
play the sound shape on their instrument
Teacher to choose three sound shapes
that the students have created and
display them for the class to see. Display
with numbers 1, 2, and 3 corresponding
to the shapes.
Provide each pair with a number card,
ensure they don’t show it to other pairs.

Give the students a few minutes to
practice the sound shape on their
instrument. Ensure the students use low
C as the lowest note and high C as the
highest note
Teacher to choose students to play
their chosen sound shape (students not to
say which sound shape they are playing),
the class is to guess what sound shape
they played (1, 2 or 3). Ensure the
students describe the sound of the sound
shape (ie it started on a low note etc).
Repeat this guessing activity
approximately five times.
Return the sound shapes to the
students and have them add a written
description below the sound shape. Also
have the students circle (in different
colours) where the high and low parts are
on them.
Note: There is every possibility that the
same sound shape will be played more
than once, remember to ask the students
if they have heard that melody before.
Can you describe this sound shape?
How many times did this sound shape go
up?
How many times did we play notes going
down during that melody?

What is happening to the sound shape
here? (point to part of the sound shape)
What is happening now? (Ask while
playing the instrument)
How did you know it was that sound
shape?
Conclusion/Reflection:
Ask the students the following questions
to obtain their overall understanding
about the lesson;
-When we describe the pitch as going up,
what does that sound like on an
instrument (student to play on
instrument)?
-What would it look like on a sound
shape?
-When we describe the pitch as going
down, what does that sound like on an
instrument (student to play on
instrument)?
-What would it look like on a sound
shape?
-What is a step?
-What else did you find out today?
Conclude the lesson by asking the
students;
- What did you like about learning about
pitch going down? What didn’t you like?
-Did you find it easy or hard to play the

sound shapes I showed you?
-Did you find it easy or hard to make up a
sound shape?
-What did you like about moving to the
melody?
Appendix
Row, row, row your boat sheet music

Appendix
Climbing the steps
I am climbing up the steps
<insert name> is climbing up the steps
I am climbing down the steps
<insert name> is climbing down the steps

Appendix
Sound shape card 1

Appendix
Sound Shape card 2

Appendix
Sound Shape card 3


Music - PITCH Unit Plan Year 4/5

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Mind map for music unit plan

-Paint sound shapes

Design & Technology

-design, make & critique

-High & low pitch

-Ascending and descending

Brooke Parsons The Arts Curriculum -1-

BAND: Primary & Middle Years YEAR LEVEL: 4/5

OVERVIEW OF THE UNIT:

down. (p37 A Guide to music…)

Essential Learnings focus:

❏ Futures ❏ Identity ❏ Interdependence ❏ Thinking ❏ Communication

Key competencies focus: ❏ collecting, analysing, organising information;

❏ communicating ideas and information; ❏ planning and organising activities;

❏ working with others in teams; ❏ using mathematical ideas and techniques;

❏ solving problems; ❏ using technology.

ICTs: (e.g. camera, computer software, etc. ❏ ________________________________

Brooke Parsons The Arts Curriculum -2-

works’ (Department if Education and Through listening, singing, playing

Children’s Services 2004, South and movement students will be able

Australian Curriculum Standards and to recognise and distinguish between

2009, and descending movements (steps)

<http://www.sacsa.sa.edu.au/index_fsrc.a through the scale.

sp?t=IFP>.) Students will be able to graphically

notate simple ascending and

Arts analysis & Standard 1, Outcome 1.4 – ‘Distinguishes descending melodies.

between the characteristic features of

performance/presentation using Playing

appropriate communication modes’ Singing

(Department if Education and Children’s Listening

Services 2004, South Australian Composing

Curriculum Standards and Accountability Creative thinking

Framework, viewed 6 June 2009, Teamwork

<http://www.sacsa.sa.edu.au/index_fsrc.a Problem solving

sp?t=IFP>.) Fine and gross motor skills

Effective verbal and non-verbal

Basic graphic notation

Teacher uses own voice to sing high to low to high

Students to swap with their pair, with one student using

Teacher invites the students to join in singing (or

Questions asked in revision

What is the torch light doing?

Brooke Parsons The Arts Curriculum -5-

Teacher provides a ribbon to each student

Teacher uses own voice again to sing (la-la-la) or hum.

Teacher demonstrates a high note by singing the word

high and demonstrates a low note by singing the word low

(this will provide students with a base of which high and

low notes are being sung)

Teacher demonstrates with their arm the sound shape

while they are singing.

Teacher invites the students to join in and move their

ribbons to represent the rise and fall in pitch of the

Teacher to sing three different melodies. Repeat each

melody three times. Students to move their ribbons to

mirror the rise and fall in pitch of the teachers voice

Have the students work in pairs to draw the shapes on

paper that their ribbons made. Note: It is not necessary

for the students to represent how quickly or slowly the

teachers voice rose and fell, it is only necessary for the

students to represent the rise and fall of the notes.

Teacher chooses a sound shape to describe, holds it so

all students can see it and models the correct language