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CLASS PROFILE:
Students in this particular classroom have done two previous units in music; a
unit focusing on getting students to recognise beat using chants, marches,
clapping games and songs, and a unit on pitch focusing on melody, that
required students to create a song and play it with a partner using two
different instruments. This unit also focused on exploring high and low sounds,
which students utilised when creating their song the unit’s theme, weather.
The students themselves have had very little music experience since they came
to school, apart from singing along with recordings of songs, and many
experienced their first chance at playing musical instruments in the last unit.
The class is involved with a SOSE unit focusing on the ethical issues involved
with keeping animals in zoos and as a result, several other subject areas are
using the theme of animals in their planning. The students have two zoo visits
planned (Adelaide Zoo and Monarto Zoological Park) to complement this theme
which they will undertake during this unit.
Introduction:
Seat students on the floor. Explain to them that,
like the last lesson, we are going to be listening to
a song from the Carnival of the Animals, and that
the song that they are going to be listening to will
be about an animal.
CD player
{Play The Swan} Track 13: The Swan (3.15
seconds)
After listening to this piece, students will be asked
- What animal do you think this song is about?
- Why do you think it is that animal?
[it is important to accept all answers in this
activity]
Development:
Students will listen again to The Swan again, with
their animal in their mind and think of what that
Music Unit Planner – Dynamics and Music Appreciation Tutor: Gwen Phillips
Conclusion:
Students will be told that the piece of music is
called The Swan, and will be asked to listen to the
piece of music and imagine what the swan is doing.
Week2
Lesson 3 - Listening, movement and playing
instruments to The Kangaroo (loud/soft sounds)
Music Unit Planner – Dynamics and Music Appreciation Tutor: Gwen Phillips
Introduction:
Have students sit in a circle and give them the
name of an animal (elephant, lion, cow, dog,
Russell-Bowie, D. 2009
monkey, duck, sheep). When they hear the word go,
( 2n edition) MMADD
tell students to close their eyes and make the About the Arts-2; An
sounds of their animal. Using their listening skills, Introduction to Primary
students find other people that are the same Arts Education, Pearson
animals. This activity could be done several times, Education Australia,
swapping the animals over each round. Frenchs Forest, NSW
Development:
Have students sit on the floor comfortably. Explain
they are going to be listening to a song from the
Carnival of the animals called the Kangaroos.
CD player
After listening, students could be asked…
Track 6: The Kangaroos
- Why do you think this song is called the (0.50secs)
Kangaroos?
- What do you think the kangaroo is doing in this
song? Why? (here students should mention loud and
soft sounds. If not, mention whether they hear a
kangaroo hopping when listening)
Conclusion:
Music Unit Planner – Dynamics and Music Appreciation Tutor: Gwen Phillips
Week 3
Lesson 4 – Reviewing fast/slow and loud/soft
sounds and playing instruments for a purpose
Introduction:
Start the lesson by having students stand up in the
middle of the classroom so that they can not hurt
CD player
anyone else. Play a range of songs from the Carnival A variety of songs from
of the Animals and get students to move around like the Carnival of the
any animal they want. When they hear the music Animals
get quieter, tell them you want to see slow
movements, but when the music gets very loud, you Russell-Bowie, D. 2009
( 2n edition) MMADD
want to see quick movements.
About the Arts-2; An
Introduction to Primary
To extend the activity, introduce scenarios such as Arts Education, Pearson
Music Unit Planner – Dynamics and Music Appreciation Tutor: Gwen Phillips
- You are a tiger stalking its prey, what would Education Australia,
happen when the music got louder? Softer? Frenchs Forest, NSW
- You are a mouse, and have seen a cat! What might
be happening if the music got louder? Softer?
Let students move to these scenarios.
Development:
Sit students down and talk about how the music
that has been used in previous lessons has been
telling us stories about animals. Recount this, by
asking what the songs The Aviary/Kangaroos/Swan
were about.
Conclusion:
Have students sit in a circle and choose several
pairs to show the class what movements and sounds
they came up with for the animal. The audience
can be asked to guess what the animal was doing
during the music.
The students presenting can also be questioned for
greater understanding
- What was your animal doing?
- What would have happened if…? Would the music
have changed? How would it have changed? Show
me (the entire class can participate here)
Music Unit Planner – Dynamics and Music Appreciation Tutor: Gwen Phillips
Assessment strategies
Musical skills, such as their listening skills, the way they move to the music and
the way that they play instruments in ways that represent an idea and image
will also be assessed using observation. This assessment should be undertake
throughout the unit to take into consideration outside factors (i.e. one students
may be having a bad day), and to gain a greater insight into what students do
and do not know.
Questioning
Observational assessment will be backed up with questioning throughout the
lessons. Student understanding will be tested and their responses will show
what they know, what they have learnt, and what they still have difficulty
with. These answers can be recorded on the student observation sheet
(Appendix 2a), and can be used for further assessment at the end of the unit.
At the end of the unit, students should have a basic understanding of dynamics
(loud/soft sounds) and tempo (fast/slow sounds) that can be built upon in later
music units. Students should be able to listen to and tell the difference
between these sounds, as well as why these different sounds are included in
music (i.e. to create mood, to tell a story, to describe something without
words, to make the music more interesting).
Students will also gain a greater appreciation of the range of different genres
in music and will listen to a variety of songs that they may never have heard of
before. Students will listen and move to these pieces and create their own
compositions in the style of these musical pieces, and will begin to understand
that all music has a purpose, whether it is to tell a story, paint a picture or
describe something.
Music Unit Planner – Dynamics and Music Appreciation Tutor: Gwen Phillips
Through listening and moving to the Carnival of the Animals, students should
also begin to recognise that music is played/created for a purpose (i.e. to
represent an element of an animal, such as he pecking of the Hens and Cocks).
This theme is emphasised throughout the unit, and provides a basis for further
music education.
Throughout the unit, several skills will also be emphasised and developed;
including the students listening skills, their abilities to move to music in ways
that complement the music, as well as he ability to play instruments in ways
that represent an idea and/or an image. Listening skills are particularly
important as they are an essential skill across the curriculum. At the end of the
unit, students should be able to describe differences in music, particularly
related to dynamics and tempo. They should also be able to listen to and
describe the mood and feel of a musical piece, as well as suggest what the
purpose of the piece might be.
The development of skills that include moving to music and playing instruments
to represent an image or idea are important as they are elements that will be
required for further music lessons, and as such, it is vital that a solid basis is
established in the early years. Students should be willing to participate, and
move to the music in appropriate ways (i.e. small movements to soft sounds,
large movements to loud sounds). Students also need to gain some experience
when playing instruments, and this unit will focus on letting students gain this
experience.
Positive attitudes towards music are also important to develop during the early
years, as negative musical experiences in the primary years can lead to an
aversion to music latter on in schooling. Therefore, it is important that this unit
helps students develop and nurture an interest in music learning while also
developing positive attitudes towards different styles of music. This will be
accomplished by making the lessons interactive, physically active and hands on,
and by having minimal teacher instruction time to focus on musical play.
Students can also develop skills that will be useful in other areas of the
curriculum areas, such as co-operative classroom skills as well as improving
confidence within students, by ensuring that the music classroom is a
supportive environment where all students input is valued.