Date post: | 10-Aug-2015 |
Category: |
Documents |
Upload: | melissa-a-bernardo |
View: | 48 times |
Download: | 3 times |
Early Stage 1 — Sing and MoveUnit Duration: 3–4 lessons
Musical Concepts: Duration, Pitch, Structure
This unit provides a sequence of learning opportunities linked to known songs that use a verse/chorusstructure as well as the Israeli folk song ‘Zum Gali Gali’. The unit offers an opportunity for students tocreate and perform a dance that they can do while singing the song that reinforces the structure ofverse/chorus.
Content
Students in Early Stage 1 will
Outcomes and Indicators
MUES1.1 Participates in simple speech, singing, playing and moving activities, demonstrating
an awareness of musical concepts
• performs simple songs maintaining a sense of beat and rhythm• performs songs using their voice, percussion and movement reflecting the structure of a
song• creates and performs a movement sequence to reflect the structure of a song.
MUES1.2 Creates their own rhymes, games, songs and simple compositions• selects contrasting percussion instruments to accompany a song• explores, through movement and actions, ways of representing the structure of a song.
MUES1.3 Listens to and responds to music• listens to and responds to the difference in the verse and chorus of a song• recognises the structure of songs using verse and chorus.
Assessment
Key assessment opportunities are marked *.
learn to:• perform music through singing, playing and
moving to simple songs and speech rhymes
• organise sound by creating simple songs,rhymes, games and compositions orvariations on simple songs, rhymes, gamesand compositions
• listen to, and respond to, a variety of music
learn about musical concepts:• through recognising simple musical features
of the music they perform
• by organising sound through listening,imitation and experimentation
• by responding to music through performingand organising sound activities andidentifying simple features of this music
56 Sing and Move Creative Arts K–6 Units of Work
Music
Early Stage 1
Creative Arts K–6 Units of Work Sing and Move 57
Music
Early
Sta
ge 1
Resources
• Recording of ‘Zum Gali Gali’ available from Music from Around the World by Gary and Carol Crees. Copyof melody line also available in Springboards — Ideas for Music and Catch a Song by Deanna Hoermannand Doreen Bridges.
• A variety of non-melodic percussion, coloured scarves, streamers, flags etc.
Links with other Key Learning Areas
HSIECCES1 Significant Events and PeopleCUES1 IdentitiesExplore other cultures and their celebrations including the music and dance which are integral parts of theculture. Discuss the languages that are spoken at home or in the local community. Develop a repertoire ofsongs from other cultures and where possible other languages.
Suggested link with School Days unit from HSIE K–6 Units of Work p 25.
Chorus
Verse
2. Work is
for the pi - o - neers, work is for the pi - o - neers A
Zum ga-li ga-li ga-li, zum ga-li ga-li, zum ga-li ga-li ga-li zum.
Zum ga-li ga-li ga-li, zum ga-li ga - li, zum ga-li ga-li ga-li zum. 1. He-kha-
lutz le - mann a - vo - dah, a - vo - dah le - maan he - kha - litz, a - vo -
dah le - maan he - kha - lutz, he - kha - lutz le - maan a - vo - dah.
pio - neer’s work is his love, A pio - neer’s work is his love.
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
58 Sing and Move Creative Arts K–6 Units of Work
Music
Early Stage 1
To r
eco
gnis
e ve
rse
and
cho
rus
An
y kn
ow
n s
on
g th
at h
asa
vers
e an
d c
ho
rus
wo
uld
be
app
rop
riat
e
•H
ave
stu
den
ts s
ing
or
list
en t
o w
ell
kno
wn
so
ngs
that
hav
e ve
rse
and
ch
oru
s —
eg
‘Th
is O
ld M
an’,
‘Sh
oo
Fly
’.
•H
ave
stu
den
ts a
s a
gro
up
mo
ve f
reel
y ar
ou
nd
th
ero
om
as
they
sin
g th
e ve
rse,
an
d s
tan
d s
till
an
d c
lap
as t
hey
sin
g th
e ch
oru
s.
•H
ave
stu
den
ts i
nd
ivid
ual
ly o
r in
gro
up
s ex
plo
reo
ther
act
ion
s o
r m
ove
men
ts t
o p
erfo
rm w
ith
eac
hve
rse.
•P
lace
a v
arie
ty o
f n
on
-mel
od
ic p
ercu
ssio
nin
stru
men
ts o
n t
he
flo
or.
Teac
her
s th
en h
ave
stu
den
ts m
ove
aro
un
d t
he
roo
m w
hil
e p
erfo
rmin
gth
e ve
rse
of
‘Th
is O
ld M
an’,
then
sta
nd
pla
yin
g th
eb
eat
of
the
cho
rus
on
th
e in
stru
men
t at
th
eir
feet
.
•H
ave
stu
den
ts l
iste
n t
o ‘Z
um
Gal
i G
ali’,
eit
her
teac
her
sin
gin
g o
r a
reco
rdin
g. S
tud
ents
th
en p
atsc
hb
eat
of
the
cho
rus
and
wav
e ar
ms
in t
he
air
du
rin
gth
e ve
rse.
•H
ave
stu
den
ts r
epea
t ab
ove
act
ivit
y an
d c
lap
eac
hti
me
the
wo
rd ‘z
um
’ is
sun
g.
•H
ave
stu
den
ts j
oin
in
sin
gin
g th
e so
ng
as t
hey
bec
om
e m
ore
fam
ilia
r w
ith
th
e w
ord
s an
d m
elo
dy.
•Jo
intl
y st
and
in
a c
ircl
e an
d s
ing
the
son
g as
bef
ore
wit
h d
iffe
ren
t st
ud
ent
sugg
esti
ng
alte
rnat
ive
acti
on
sfo
r th
e w
ord
‘zu
m’
� � � �
� � �
� � � � �
� � �
� � � ��
�
� � � � � � �
To m
ain
tain
a c
on
stan
tb
eat
To p
lay
a co
nst
ant
bea
tO
ne
inst
rum
ent
per
stu
den
t if
res
ou
rces
per
mit
The
son
g is
ab
ou
tp
ion
eer
sett
lers
tra
vell
ing
ove
r th
e se
a to
a n
ewh
om
e in
Isr
ael
— ‘g
ali’
mea
ns
wav
es
To s
ing
a n
ew s
on
g th
atu
ses
vers
e an
d c
ho
rus
stru
ctu
re
The
son
g m
ay b
e su
ng
toa
syll
able
su
ch a
s la
if t
he
trad
itio
nal
wo
rds
are
too
dif
ficu
lt
Creative Arts K–6 Units of Work Sing and Move 59
Music
Early
Sta
ge 1
To r
ein
forc
e th
e st
ruct
ure
of
a so
ng
thro
ugh
mo
vem
ent
Thes
e m
ove
men
ts a
resu
gges
tio
ns
on
ly•
Join
tly
wal
k to
th
e ri
ght
for
the
firs
t p
hra
se o
f th
ech
oru
s, l
eft
for
the
seco
nd
ph
rase
. Eac
h t
ime
to w
ord
‘zu
m’ o
ccu
rs, t
he
clap
or
stam
p.
•Jo
intl
y w
alk
to t
he
cen
tre
of
the
circ
le f
or
the
firs
tp
hra
se o
f th
e ve
rse
and
bac
k to
th
e ci
rcle
fo
r th
ese
con
d p
hra
se.
•H
ave
on
e st
ud
ent
or
a sm
all
gro
up
per
form
th
e b
eat
of
the
cho
rus
on
a w
oo
den
no
n-m
elo
dic
per
cuss
ion
inst
rum
ent
wh
ile
the
oth
er s
tud
ent
per
form
s th
eso
ng
and
mo
vem
ent.
•H
ave
on
e st
ud
ent
or
a sm
all
gro
up
per
form
th
e b
eat
of
the
vers
e o
n a
met
alli
c n
on
-mel
od
ic p
ercu
ssio
nin
stru
men
t w
hil
e th
e o
ther
stu
den
t p
erfo
rms
the
son
g an
d m
ove
men
t.
•Jo
intl
y p
erfo
rm t
he
enti
re s
on
g w
ith
mo
vem
ent
and
per
cuss
ion
acc
om
pan
imen
t.*
•H
ave
stu
den
ts e
xplo
re v
ario
us
way
s o
f u
sin
g sc
arve
s,st
ream
ers,
fla
gs e
tc t
o r
epre
sen
t th
e ve
rse
and
cho
rus
wh
ile
per
form
ing
the
son
g.
•H
ave
stu
den
ts i
nd
ivid
ual
ly p
erfo
rm t
hei
r m
ove
men
tsan
d t
he
rest
of
the
clas
s im
itat
es t
hem
.
•H
ave
stu
den
ts d
ecid
e o
n w
hic
h m
ove
men
ts t
hey
lik
eb
est
and
in
corp
ora
te t
hes
e in
to t
hei
r so
ng
and
mo
vem
ent.
� � � � �
� � � �
� � � � � � �
� � � � �
� � � � �
� � �
� � � � � � � �
To e
xplo
re v
ario
us
way
so
f re
pre
sen
tin
g ve
rse
and
cho
rus
Teac
her
s m
ay c
ho
ose
alte
rnat
ives
to
sca
rves
etc
Per
form
ing:
S =
Sin
gin
g,
P =
Pla
yin
g,
M =
Mo
vin
g.
Mus
ical
Con
cept
s:
D =
Du
rati
on
, P
= P
itch
, D
Y =
Dyn
amic
s,
TC
= T
on
e C
olo
ur,
S
= S
tru
ctu
re.
Early Stage 1 — Sounds in the EnvironmentUnit Duration: 6–8 lessons
Musical Concepts: Tone Colour
This unit provides a sequence of learning opportunities for students to listen and respond to soundsaround them in a variety of ways. Listening to environmental sounds allows students to discriminatebetween sounds that are familiar to them and gives them accessible musical materials to work with intheir organising-sound activities. The unit focuses on sounds around us, and the sounds that insectsmake, through listening and organising sound.
Content
Students in Early Stage 1 will
learn to:• perform music through singing, playing and
moving to simple songs and speech rhymes
• organise sound by creating simple songs,rhymes, games and compositions orvariations on simple songs, rhymes, gamesand compositions
• listen to and respond to a variety of music
learn about musical concepts:• through recognising simple musical features
of the music they perform
• by organising sound through listening,imitation and experimentation
• by responding to music through performingand organising sound activities andidentifying simple features of this music
60 Sounds in the Environment Creative Arts K–6 Units of Work
Music
Early Stage 1
Creative Arts K–6 Units of Work Sounds in the Environment 61
Outcomes and Indicators
MUES1.1 Participates in simple speech, singing, playing and moving activities demonstrating anawareness of musical concepts• responds and performs using voice, percussion and body percussion to rhymes and songs• moves to recorded music• recreates environmental sounds using voice, percussion and body percussion.
MUES1.2 Creates their own rhymes, games, songs and simple compositions• experiments with sound sources to represent environmental sound• organises sounds into simple compositions.
MUES1.3 Listens to and responds to music• responds to music through movement• listens to and describes sounds in the environment.
Assessment
Key assessment opportunities are marked *.
Music
Early
Sta
ge 1
cat storm dog
beach water keys
62 Sounds in the Environment Creative Arts K–6 Units of Work
Music
Early Stage 1
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
To l
iste
n t
o s
ou
nd
s in
th
een
viro
nm
ent
•H
ave
stu
den
ts s
it q
uie
tly
in t
he
clas
sro
om
or
ou
tdo
ors
an
d l
iste
n t
o t
he
sou
nd
s in
th
eir
envi
ron
men
t. H
ave
stu
den
ts d
raw
or
list
th
e so
un
ds
they
hea
r.
•H
ave
stu
den
ts u
se v
oic
es, b
od
y p
ercu
ssio
n o
rp
ercu
ssio
n i
nst
rum
ents
to
try
an
d r
ecre
ate
som
eo
fth
e so
un
ds
they
hea
rd.
•H
ave
stu
den
ts c
ho
ose
so
un
ds
— v
oca
l, p
ercu
ssio
no
rb
od
y p
ercu
ssio
n t
o r
epre
sen
t a
ran
ge o
f p
ictu
res
on
car
ds.
•H
ave
stu
den
ts s
ing
Sou
nd S
ong.
•H
ave
stu
den
ts t
ake
an i
mag
inar
y m
usi
cal
wal
kar
ou
nd
th
e sc
ho
ol.
In
gro
up
s, s
tud
ents
mak
e th
eso
un
ds
of
wal
kin
g ar
ou
nd
th
e sc
ho
ol
and
sto
p e
very
no
w a
nd
th
en a
nd
cre
ate
the
sou
nd
s th
ey m
igh
th
ear
(usi
ng
voic
e, p
ercu
ssio
n a
nd
bo
dy
per
cuss
ion
)in
dif
fere
nt
par
ts o
f th
e sc
ho
ol.
•H
ave
each
gro
up
per
form
th
eir
wo
rk f
or
the
rest
of
the
clas
s.*
� � � � �
� � � �
� � � �
� � � � �
�
� � � � � �
To e
xper
imen
t w
ith
sou
nd
s
Sam
ple
s o
f th
e ca
rds
on
pag
e 61
To l
iste
n a
nd
im
itat
eac
cura
tely
This
so
ng
is a
bo
ut
sou
nd
s in
th
een
viro
nm
ent.
It
is a
nec
ho
so
ng
wh
ich
is
exce
llen
t fo
r yo
un
gch
ild
ren
as
it p
rovi
des
am
od
el f
or
chil
dre
n t
oim
itat
e. I
n t
he
sile
nce
s in
the
son
g, e
nco
ura
gest
ud
ents
to
lis
ten
to
th
eso
un
ds
aro
un
d t
hem
To i
den
tify
an
dd
iscr
imin
ate
bet
wee
nso
un
ds
Teac
her
s m
igh
t li
ke t
oh
ave
a p
red
eter
min
ed s
eto
f ev
ents
aro
un
d t
he
sch
oo
l —
eg
the
pla
ygro
un
d, t
he
can
teen
,th
e li
bra
ry e
tc
The
firs
t p
art
of
this
un
itco
uld
co
ncl
ud
e h
ere
Creative Arts K–6 Units of Work Sounds in the Environment 63
Music
Early
Sta
ge 1
To d
iscr
imin
ate
sou
nd
sb
etw
een
th
e so
un
ds
mad
e b
y d
iffe
ren
t in
sect
s
•H
ave
stu
den
ts d
iscu
ss t
he
dif
fere
nt
sou
nd
s th
atin
sect
s m
ake.
•H
ave
stu
den
ts l
earn
th
e rh
yme
Lis
ten
to t
he B
ee’s
Son
g
•H
ave
stu
den
ts e
xper
imen
t w
ith
dif
fere
nt
way
s o
fsa
yin
g th
e rh
yme
•H
ave
stu
den
ts e
xper
imen
t an
d s
ub
stit
ute
dif
fere
nt
bo
dy
per
cuss
ion
so
un
ds
for
the
‘zu
ms’
, ‘h
um
s’,
‘zzz
zs’ a
nd
‘mm
ms’
. In
vite
th
em t
o d
ecid
e w
hic
hso
un
ds
are
the
mo
st e
ffec
tive
.
•H
ave
stu
den
ts e
xper
imen
t an
d s
ub
stit
ute
dif
fere
nt
per
cuss
ion
so
un
ds
for
the
‘zu
ms’
, ‘h
um
s’, ‘
zzzz
s’ a
nd
‘mm
ms’
. In
vite
th
em t
o d
ecid
e w
hic
h s
ou
nd
s ar
e th
em
ost
eff
ecti
ve.
•H
ave
stu
den
ts l
iste
n t
o a
nd
dis
cuss
‘Th
e Fl
igh
t o
fth
e B
um
ble
Bee
’.
•H
ave
stu
den
ts m
ove
aro
un
d t
he
area
lik
e b
ees,
sim
ula
tin
g h
igh
, med
ium
an
d l
ow
lev
el f
ligh
t, a
nd
rest
ing
to e
nac
t th
e b
ee s
itti
ng
on
a f
low
er.
•H
ave
stu
den
ts l
iste
n t
o ‘I
Dan
ced
wit
h a
Mo
squ
ito
’.H
ave
stu
den
ts m
ove
in
res
po
nse
to
th
e m
usi
c.
•H
ave
stu
den
ts e
xper
imen
t w
ith
an
d d
iscu
ss d
iffe
ren
tw
ays
they
co
uld
mo
ve t
o t
his
mu
sic.
� �
� �
� �
� � � �
� � � � � � �
For
exam
ple
, th
e so
un
ds
mad
e b
y fl
ies,
mo
squ
ito
s,b
ees,
cri
cket
s, c
icad
as e
tc
To u
se v
oic
es, b
od
yso
un
ds
and
in
stru
men
tsto
im
itat
e th
e so
un
ds
mad
e b
y so
me
inse
cts
This
is
bes
t d
on
e th
rou
ghec
ho
ing.
Tea
cher
s an
dst
ud
ents
may
lik
e to
mak
e u
p a
dd
itio
nal
vers
es
For
exam
ple
, say
th
e‘z
um
s’ a
nd
‘zzz
z’s’
lo
ud
lyan
d t
he
‘hu
ms’
an
d‘m
mm
s’ s
oft
ly
For
exam
ple
, cli
cks,
clap
s, r
ub
s et
c
For
exam
ple
, sti
cks,
cast
anet
s, f
inge
rcy
mb
als,
mar
acas
To l
iste
n t
o o
rch
estr
alm
usi
c an
d r
esp
on
d b
ym
ovi
ng
For
reco
rdin
g d
etai
lsre
fer
to e
nd
of
the
un
it
To e
xplo
re d
iffe
ren
tle
vels
of
spac
e th
rou
ghm
ove
men
t
To l
iste
n t
o o
rch
estr
alm
usi
c an
d r
esp
on
d b
ym
ovi
ng
For
exam
ple
, beg
in b
yly
ing
on
th
e flo
or
and
wak
e u
p a
s th
e m
osq
uit
o’s
bu
zzin
g b
egin
s
The
seco
nd
par
t o
f th
isu
nit
co
uld
co
ncl
ud
e h
ere
Per
form
ing:
S =
Sin
gin
g,
P =
Pla
yin
g,
M =
Mo
vin
g.
Mus
ical
Con
cept
s:
D =
Du
rati
on
, P
= P
itch
, D
Y =
Dyn
amic
s,
TC
= T
on
e C
olo
ur,
S
= S
tru
ctu
re.
‘Listen to the Bee’s Song’
Listen to the bee’s songZum, zum, zumListen to the bee’s songHum, hum, humBig bees zumAnd little bees hum;Zum, zum, zumHum, hum, hum.
Listen to the mozzie’s songZzzz, zzzz, zzzzListen to the mozzie’s songMmm, mmm, mmmBig mozzies zzzzAnd little mozzies mmm;Zzzz, zzzz, zzzzMmm, mmm, mmm.
by L Suthers.
64 Sounds in the Environment Creative Arts K–6 Units of Work
Music
Early Stage 1
Creative Arts K–6 Units of Work Sounds in the Environment 65
Resources
• ‘Sound Song’ by Harriet Powell. This song can also be found in Music Builders level K (Silver Burdett)and Game-songs with Prof Dogg’s Troupe (H. Powell (ed), A. & C. Black, London 1983).
• ‘Flight of the Bumble Bee’ by Rimsky-Korsakov and ‘I Danced with a Mosquito’ by Anotol Liadovavailable from ABC shops on ABC Classic Kids (ABC for Kids: CD 512 297-2; cassette 512 297-4).
Links with other artforms
DANCEDAES1.2 ComposingEncourage students to move in response to a music stimulus using several levels. Assist students to join several movements to create a short dance.
Links with other Key Learning Areas
SCIENCE AND TECHNOLOGYLT ES1.3 Living ThingsBE ES1.1 Built EnvironmentsDM ES1.7 Designing and Making INV ES1.8 Investigation UT ES1.9 Using Technology Investigate a number of insects and small animals that have easily identifiable sounds. Provideopportunities for the students to use a simple draw program to draw the animal and record the sound itmakes. These can be used for the cards or for other matching activities.Take the students on an environmental walk and discuss how the walk could be labelled to encourageothers to stop and listen to the sounds. Design and make a sound environment for baby to use.
Links with What’s Alive unit (p 74) and Sense of Direction unit (p 78) in Science and Technology K–6 Syllabus andSupport Document.
ENGLISHRES1.5 Reading and ViewingRES1.7 Context and TextWES1.9 Producing TextsLocate, read and discuss a range of factual and literary texts about the environment and small animals.Discuss how they are different in structure and language.Jointly construct an information report about one animal.
Music
Early
Sta
ge 1
Stage 1 — When I Get Mad I Beat My DrumUnit Duration: 3–4 lessons
Musical Concepts: Duration, Tone Colour, Structure
This unit provides a sequence of learning based on the chant ‘When I Get Mad I Beat My Drum’. It usesrepertoire as a vehicle for exploring the rhythmic nature of words through speech and developing thestudents’ feeling for beat through their ability to chant and play rhythmically. It also providesopportunities for innovation on text.
Content
Students in Stage 1 will
learn to:• perform a variety of music through, singing,
playing and moving
• organise sound through imitation, andexperimentation, and represent this usingsymbols
• listen to, and respond to, a variety of music
learn about musical concepts:• through recognising musical features of the
music they perform
• by organising sound through listening,performing and notating using a symbolsystem
• by responding to music through performingand organising sound activities andidentifying simple features of this music
66 When I Get Mad I Beat My Drum Creative Arts K–6 Units of Work
Music
Stage 1
Creative Arts K–6 Units of Work When I Get Mad I Beat My Drum 67
Outcomes and Indicators
MUS1.1 Sings, plays and moves to a range of music demonstrating awareness of musical concepts• performs chants demonstrating a sense of beat and rhythm• performs chants using their voice, body percussion and percussion instruments• performs own verses of a known chant.
MUS1.2 Explores, creates, selects and organises sound in simple structures• explores tone colours around the room• explores and selects ways of varying known material• creates own verses of known chant.
MUS1.4 Responds to a range of music expressing likes and dislikes and the reasons for thesechoices• recognises the phrasing within a known chant• responds to known rhythms within a chant.
Assessment
Key assessment opportunities are marked *.
Music
Stag
e 1
68 When I Get Mad I Beat My Drum Creative Arts K–6 Units of Work
Music
Stage 1
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
To e
xplo
re s
ou
nd
sTe
ach
ers
mig
ht
like
to
dis
cuss
th
e d
iffe
ren
tso
un
ds
that
eac
h o
f th
eb
od
y p
ercu
ssio
n o
ro
bje
cts
mak
e
•H
ave
stu
den
ts e
xper
imen
t w
ith
mak
ing
dru
mm
ing
sou
nd
s u
sin
g b
od
y p
ercu
ssio
n o
r b
y d
rum
min
g o
no
bje
cts
aro
un
d t
he
roo
m.
•S
elec
t in
div
idu
al s
tud
ents
to
dru
m a
pat
tern
, wh
ich
the
rest
of
the
clas
s th
en i
mit
ates
.
•In
tro
du
ce t
he
chan
t ‘W
hen
I G
et M
ad I
Bea
t M
yD
rum
’. H
ave
stu
den
ts a
s a
gro
up
ech
o e
ach
ph
rase
wh
ile
pat
sch
ing
the
bea
t w
ith
bo
th h
and
s
•R
epea
t th
e ch
ant
and
hav
e st
ud
ents
jo
in i
n t
he
‘du
m d
a d
um
…’ l
ine
each
tim
e it
occ
urs
•H
ave
the
clas
s si
t in
a c
ircl
e an
d j
oin
tly
chan
t th
erh
yme.
Stu
den
ts c
an p
ass
a sm
all
dru
m o
rta
mb
ou
rin
e ar
ou
nd
th
e ci
rcle
wh
ile
chan
tin
g th
erh
yme;
wh
oev
er h
as t
he
inst
rum
ent
wh
en t
he
‘du
m d
a d
um
…’ s
ecti
on
occ
urs
, pla
ys t
he
rhyt
hm
on
th
e in
stru
men
t.
•H
ave
stu
den
ts v
ary
the
kno
wn
rh
yth
m b
y va
ryin
g th
erh
yth
m p
atte
rn w
hen
th
ey h
ave
the
inst
rum
ent.
� � � �
� � � � �
�
� � � � �
� � � � �
�
� � �
This
can
be
rep
eate
d a
sm
any
tim
es a
s is
nec
essa
ry o
r d
esir
able
To i
mit
ate
accu
rate
ly
To m
ain
tain
a s
tead
yb
eat
Ref
er t
o t
he
end
of
this
un
it f
or
the
full
ch
ant
Teac
her
mig
ht
ask
stu
den
ts t
o p
lay
the
rhyt
hm
of
the
lin
e o
nth
eir
thig
hs
wh
en t
hey
are
chan
tin
g it
This
can
be
do
ne
wit
ho
ut
inst
rum
ents
: eac
h t
ime
the
lin
e o
ccu
rs a
dif
fere
nt
stu
den
t p
lays
th
e rh
yth
mb
y th
emse
lves
—te
ach
ers
may
no
min
ate
a st
ud
ent,
or
they
co
uld
take
tu
rns
aro
un
d t
he
circ
le
To e
xplo
re v
aria
tio
ns
on
kno
wn
mat
eria
l
Creative Arts K–6 Units of Work When I Get Mad I Beat My Drum 69
Music
Stag
e 1
This
is
bet
ter
do
ne
insm
all
gro
up
s•
Hav
e st
ud
ents
in
sm
all
gro
up
s ex
per
imen
t w
ith
dif
fere
nt
way
s o
f p
rese
nti
ng
the
chan
t —
eg
soft
ly,
lou
dly
, wh
isp
ered
. Hav
e st
ud
ents
exp
erim
ent
wit
hd
iffe
ren
t m
emb
ers
of
the
gro
up
lea
din
g th
e ch
ant
and
bo
dy
per
cuss
ion
acc
om
pan
imen
t. T
each
ers
get
gro
up
s to
per
form
th
eir
vari
atio
n f
or
the
rest
of
the
clas
s.
•H
ave
stu
den
ts m
ake
up
new
ver
ses,
eg
Wh
en I
get
mad
, I s
hak
e m
y fi
stD
um
da
du
m e
tcI
shak
e m
y fi
st
Rig
ht
off
my
wri
st.
•H
ave
stu
den
ts c
han
ge t
he
inst
rum
ent
fro
m d
rum
to
som
eth
ing
else
, eg
Wh
en I
get
mad
, I p
lay
my
flu
teD
oo
da
do
o, d
oo
da
do
o, d
oo
da
do
o, d
oo
do
oI
pla
y m
y fl
ute
In
my
blu
e tr
acks
uit
.
•H
ave
clas
s p
erfo
rm t
he
chan
t in
corp
ora
tin
g th
e n
ewrh
ymes
fro
m e
ach
gro
up
.*
� � �
�� �
�� � �
��
�� � �
To i
nn
ova
te o
n t
he
text
Teac
her
sh
ou
ld h
ave
afe
w s
ugg
esti
on
s to
hel
pst
ud
ents
if
nec
essa
ry
Teac
her
may
lik
e to
cho
ose
a s
elec
tio
n o
fth
ese
Per
form
ing:
S =
Sin
gin
g,
P =
Pla
yin
g,
M =
Mo
vin
g.
Mus
ical
Con
cept
s:
D =
Du
rati
on
, P
= P
itch
, D
Y =
Dyn
amic
s,
TC
= T
on
e C
olo
ur,
S
= S
tru
ctu
re.
70 When I Get Mad I Beat My Drum Creative Arts K–6 Units of Work
Music
Stage 1
Resources
Chant — ‘When I Get Mad I Beat My Drum’
When I get mad I beat my drumDum da dum, dum da dum, dum da dum da da dumI beat by drum ‘til my arm gets numbDum da dum, dum da dum, dum da dum da da dumI beat my drum right through the dayDum da dum, dum da dum, dum da dum da da dumUntil that BAD MAD goes awayDum da dum, dum da dum, dum da dum da da dumWhen I get mad I beat my drumDum da dum, dum da dum, dum da dum da da dumWhen I get mad I beat my drumDum da dum, dum da dum, dum da dum da da dum.
When I Get Mad I Beat My Drum by Sandy Offenhiem, from Are We There Yet? published in Music Builders 1, © Cee & Cee (Berandol Music Limited), Canada, 1980.
Also published in vocal-ease, NSW Department of Education and Training, Sydney, 1999.
Links with other Key Learning Areas
ENGLISHTS1.4 Language Structures and FeaturesEncourage students to create other rhyming lines for different event in their lives.Investigate other examples of rhymes, eg You Beaut Juicy Fruit, Durkin, Peter (1990), Unreal Banana Peel,Factor, June (1986) Oxford University Press.
HSIECUS1.3 IdentitiesDiscuss and explore the ways in which family members learn about customs and traditions through songs,chants, stories etc. Have the class learn some of these.
Suggested link Identifying Us unit from HSIE K–6 Units of Work p 59.
Creative Arts K–6 Units of Work When I Get Mad I Beat My Drum 71
Music
Stag
e 1
Stage 1 — Where the Forest Meets the SeaUnit Duration: 3–4 lessons
Musical Concepts: Duration, Tone Colour, Pitch, Dynamics
This unit has been developed thematically with the book Where the Forest Meets the Sea. The focus of theseactivities is on children’s composition and performance using appropriate tone colours and dynamiccontrol for expressive purposes. The second part of the unit uses the song Noongar in the Bush. This allowsstudents to explore rhythmic elements of words, dynamics and tone colour to represent various objectsand actions. The unit assumes that children are comfortable with the use of classroom instruments andorganising sound activities.
Content
Students in Stage 1 will
Outcomes and Indicators
MUS1.1 Sings, plays and moves to a range of music demonstrating awareness of musical concepts• uses body percussion and percussion to perform compositions• sings songs with body percussion and percussion accompaniments.
MUS1.2 Explores, creates, selects and organises sound in simple structures• explores tone colours of instruments to represent pictures• explores dynamic contrasts in musical compositions.
MUS1.4 Responds to a range of music expressing likes and dislikes and the reasons for thesechoices• recognises the phrasing within a known song• responds to music with dynamic contrasts under the direction of a conductor.
Assessment
Key assessment opportunities are marked *.
learn to:• perform a variety of music through singing,
playing and moving
• organise sound through imitation andexperimentation, and represent this workusing symbols
• listen to, and respond to, a variety of music
learn about musical concepts:• through recognising musical features of the
music they perform
• by organising sound through listening,performing and notating using a symbolsystem
• by responding to music through performingand organising sound activities andidentifying simple features of this music
72 Where the Forest Meets the Sea Creative Arts K–6 Units of Work
Music
Stage 1
Creative Arts K–6 Units of Work Where the Forest Meets the Sea 73
Music
Stag
e 1
74 Where the Forest Meets the Sea Creative Arts K–6 Units of Work
Music
Stage 1
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
Pu
bli
shin
g d
etai
ls o
f th
eb
oo
k ca
n b
e fo
un
d a
t th
een
d o
f th
is u
nit
•R
ead
th
e b
oo
k W
here
the
For
est
Mee
ts t
he S
ea.
•H
ave
stu
den
ts d
iscu
ss t
he
mak
ing
of
illu
stra
tio
ns
usi
ng
a co
llag
e o
f n
atu
ral
mat
eria
ls a
nd
dis
cuss
th
eso
un
ds
that
mig
ht
be
hea
rd i
n a
rai
nfo
rest
.
•H
ave
stu
den
ts u
se t
hei
r vo
ices
, in
stru
men
ts a
nd
nat
ura
l m
ater
ials
to
pro
du
ce a
so
un
dsc
ape
of
ara
info
rest
. Hav
e st
ud
ents
pla
y th
e so
ftes
t so
un
dp
oss
ible
on
th
eir
inst
rum
ent,
gra
du
ally
ad
din
gin
stru
men
ts s
o t
hat
wit
h t
he
add
itio
n o
f ea
ch n
ewso
un
d t
hey
are
cre
atin
g an
oth
er l
ayer
to
th
eso
un
dsc
ape.
•H
ave
stu
den
ts e
xper
imen
t w
ith
dyn
amic
s in
th
eso
un
dsc
ape
by
add
ing
and
rem
ovi
ng
sou
nd
s u
nti
lth
e so
un
dsc
ape
grad
ual
ly d
ies
away
.
•H
ave
clas
s cr
eate
a r
ain
fore
st c
oll
age
wal
l m
ura
l.
•H
ave
stu
den
ts e
xper
imen
t w
ith
in
div
idu
al s
ou
nd
s to
rep
rese
nt
each
of
the
par
ts o
f th
e co
llag
e.
•H
ave
stu
den
ts p
erfo
rm a
pie
ce o
f ra
info
rest
wit
h t
he
coll
age
as t
he
sco
re. D
iffe
ren
t st
ud
ents
mig
ht
‘co
nd
uct
’ th
e p
erfo
rman
ce.*
•R
e-re
ad t
he
bo
ok
Whe
re t
he F
ores
t M
eets
the
Sea
,d
iscu
ss t
he
dep
icti
on
of
Ab
ori
gin
al p
eop
le i
n t
he
bo
ok
and
th
e co
oki
ng
of
foo
d f
ou
nd
in
th
e n
atu
ral
envi
ron
men
t as
it
is i
llu
stra
ted
.
� � �
� � � �
� � � �
� � � �
� � �
� � ��
To e
xplo
re d
ynam
ics
and
ton
e co
lou
r
To f
urt
her
exp
lore
dyn
amic
s
To c
reat
e a
grap
hic
sco
re
To r
epre
sen
t vi
sual
imag
es w
ith
so
un
d
To p
erfo
rm a
gra
ph
icsc
ore
To d
evel
op
an
un
der
stan
din
g o
f th
ere
lati
on
ship
s th
at d
iffer
ent
Ab
ori
gin
al p
eop
le h
ave
wit
h t
hei
r la
nd
Creative Arts K–6 Units of Work Where the Forest Meets the Sea 75
Music
Stag
e 1
Ple
ase
refe
r to
th
e en
d o
fth
is u
nit
fo
r re
sou
rce
det
ails
•H
ave
stu
den
ts l
iste
n t
o t
he
son
g N
oong
ar in
the
Bus
han
d d
iscu
ss t
he
anim
als
list
ed i
n t
he
son
g as
‘rea
lgo
od
tu
cker
’.
•A
s a
gro
up
dis
cuss
th
e n
ames
in
th
e so
ng
for
dif
fere
nt
gro
up
s o
f A
bo
rigi
nal
peo
ple
liv
ing
ind
iffe
ren
t p
arts
of
Au
stra
lia.
•H
ave
stu
den
ts d
iscu
ss t
he
kin
ds
of
‘bu
sh t
uck
er’
wh
ich
co
uld
be
fou
nd
in
th
e ra
info
rest
an
d o
n t
he
coas
t.
•H
ave
stu
den
ts l
iste
n t
o t
he
son
g ag
ain
an
d p
atsc
ho
n t
he
bea
t in
th
e fi
rst
par
t o
f ea
ch v
erse
. Hav
est
ud
ents
use
dif
fere
nt
bo
dy
per
cuss
ion
to
per
form
the
rhyt
hm
s o
f ea
ch s
ou
nd
wo
rd i
n t
he
seco
nd
par
to
f ea
ch v
erse
.
•H
ave
stu
den
ts s
ing
the
son
g ac
com
pan
yin
gth
emse
lves
wit
h t
he
bo
dy
per
cuss
ion
fro
m a
bo
ve.
•H
ave
stu
den
ts c
ho
ose
no
n-m
elo
dic
per
cuss
ion
inst
rum
ents
to
rep
rese
nt
each
of
the
sou
nd
wo
rds.
•H
ave
som
e st
ud
ents
pla
y ta
pst
icks
as
a su
bst
itu
tefo
r p
atsc
hin
g in
th
e fi
rst
par
t o
f ea
ch v
erse
.
•H
ave
stu
den
ts s
ing
the
son
g w
ith
in
stru
men
tal
acco
mp
anim
ent.
•H
ave
stu
den
ts e
xper
imen
t w
ith
dif
fere
nt
leve
ls o
fd
ynam
ics
in e
ach
ver
se o
f th
e so
ng.
� �
� � � � �
� �
� � � �
� � �
� �
� � �
� � �
No
on
gar
peo
ple
are
fro
mso
uth
-wes
tern
Au
stra
lia,
Ko
ori
peo
ple
are
fro
mso
uth
-eas
tern
Au
stra
lia,
Mu
rri
peo
ple
are
fro
mp
arts
of
Qu
een
slan
d a
nd
Nu
nga
peo
ple
are
fro
mS
ou
th A
ust
rali
a
To p
erfo
rm t
he
bea
t an
drh
yth
m o
f se
lect
ed p
arts
of
a so
ng
For
exam
ple
:p
eck
= c
lick
fin
gers
slit
her
= r
ub
th
igh
s w
ith
han
ds
snap
= c
lap
han
ds
jum
p =
bo
un
ce h
and
s o
nfl
oo
r
To s
ing
and
acc
om
pan
y a
son
g
To c
ho
ose
ap
pro
pri
ate
ton
e co
lou
rs f
or
acco
mp
anim
ent
For
exam
ple
:p
eck
= c
asta
net
slit
her
= m
arac
assn
ap =
tam
bo
uri
ne
jum
p =
dru
m
To u
tili
se d
ynam
icva
riat
ion
s fo
r ex
pre
ssiv
ep
urp
ose
s in
th
ep
erfo
rman
ce o
f a
son
gw
ith
acc
om
pan
imen
t
Per
form
ing:
S =
Sin
gin
g,
P =
Pla
yin
g,
M =
Mo
vin
g.
Mus
ical
Con
cept
s:
D =
Du
rati
on
, P
= P
itch
, D
Y =
Dyn
amic
s,
TC
= T
on
e C
olo
ur,
S
= S
tru
ctu
re.
76 Where the Forest Meets the Sea Creative Arts K–6 Units of Work
Music
Stage 1
‘Noongar in the Bush’
(Traditional, adapted by Wendy Notley)
There was a Noongar in the bushWith spear and nulla nullaAnd in the bush there was an emuGee that’s real good tucker
With a peck peck hereAnd a peck peck thereHere a peck there a peckEverywhere
There was a Koori in the bushWith spear and nulla nulla And in the bush there was a snakeGee that’s real good tucker
With a slither hereAnd a slither thereHere a slither there a slitherEverywhere
There was a Koori in the bushWith spear and nulla nulla And in the bush there was a snakeGee that’s real good tucker
With a snap snap hereAnd a snap snap thereHere a snap there a snap Everywhere
There was a Koori in the bushWith spear and nulla nulla And in the bush there was a kangarooGee that’s real good tucker
With a jump jump hereAnd a jump jump thereHere a jump there a jumpEverywhere
Resources
• Jeannie Baker, Where the Forest Meets the Sea, Julia MacRae Books, Lane Cove, 1987.• ‘Noongar in the Bush’ in Growin’ Up Strong, Aunty Wendy’s Mob (1996, ABC Music 8146692), available
from ABC and Scholastic Australia.
Creative Arts K–6 Units of Work Where the Forest Meets the Sea 77
Music
Stag
e 1
Note: The Aboriginal words here are the generic names used by Aboriginal people in particular regions ofAustralia to describe themselves.
(Original recording is in C major. This version has been transposed up a 4th).
Growing’ Up Strong, Aunty Wendy’s Mob, ABC Music8146692, 1996. Reproduced courtesy Wendy Notley.
‘Noongar in the Bush’
Links with other Key Learning Areas
SCIENCE AND TECHNOLOGYLT S1.3 Living ThingsBEE S1.1 Built EnvironmentDM ES1.7 Designing and Making INV ES1.8 Investigation UTES1.9 Using TechnologyInvestigate local bush/forests and waterways and discuss how they are being cared for and by whom.Design and make an environment that allows for people, homes, transport and other community facilitiesto be developed close to a forest or bush area. What issues need to be considered?
Links to What’s Alive unit in Science and Technology K–6 Syllabus and Support Document p 74.
HSIEENES1.5 Patterns of Place and LocationENES1.6 Relationships with PlacesIdentify significant places and features of the local environment and discuss how they are protected.
Links with Wet and Dry Environments unit in HSIE K–6 Units of Work p 71.
ENGLISHTS1.3 Context and TextRS1.5 Reading and ViewingWS1.9 Producing TextsRead a range of texts about environmental issues and discuss the positions taken by the writers and whythey might be taking the various positions. Scaffold as a joint construction the writing of an information report on a special environment.Use a polarised debate or hot seat strategy to discuss an environmental issue.
78 Where the Forest Meets the Sea Creative Arts K–6 Units of Work
Music
Stage 1
Creative Arts K–6 Units of Work Bicycles 79
Stage 2 — BicyclesUnit Duration: 4–6 lessons
Musical Concepts: Duration, Pitch, Dynamics, Tone Colour, Structure
This unit provides a sequence of learning opportunities based around a chant. It uses this repertoire as avehicle for developing students’ ability to create and structure their own composition through a series ofwhole-group activities that lead to small group work. It assumes the children are familiar with the use ofclassroom instruments, organising sound activities and group work.
Content
Students in Stage 2 will
Outcomes and Indicators
MUS2.1 Sings, plays and moves to a range of music demonstrating a basic knowledge of musicalconcepts• performs rhythms and spoken chants accurately• maintains rhythmic and melodic ostinato patterns.
MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices• improvises short musical phrases based on C pentatonic scale• organises chants and ostinati into a structure.
MUS2.3 Uses commonly understood symbols to represent own work• notates compositions using graphic and/or traditional notation.
MUS2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire• discusses musical concepts in their own work and the compositions of others.
Assessment
Key assessment opportunities marked with *.
learn to:• perform a variety of music through singing,
playing and moving, demonstrating anunderstanding of the music
• improvise, experiment, select and combinemusical ideas to form simple musicalstructures and notate these ideas usingcommonly understood symbols
• Listen to, and appreciate, a range ofrepertoire showing some understanding ofmusical concepts
learn about musical concepts:• through recognising musical features of the
music they perform
• by organising sound, listening, performingand representing these ideas in traditionaland non-traditional notation
• by responding to music through performingand organising sound activities andidentifying features of this music
Music
Stag
e 2
80 Bicycles Creative Arts K–6 Units of Work
Music
Stage 2
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
To s
ay r
hym
es w
ith
dev
elo
pin
g co
ntr
ol
ove
rm
usi
cal
con
cep
ts.
To p
erfo
rm m
usi
cal
pat
tern
s b
y ea
r
Ref
er t
o e
nd
of
this
un
itfo
r rh
yme
•H
ave
stu
den
ts l
earn
th
rou
gh a
n e
cho
tec
hn
iqu
eth
erh
yme
‘Rid
e o
n M
y B
ike’
. Hav
e st
ud
ents
mai
nta
in t
he
bea
t as
th
ey s
ay t
he
rhym
e b
yst
amp
ing
thei
r fe
et.
•H
ave
stu
den
ts s
elec
t a
wo
rd f
rom
th
e rh
yme
and
wal
k ar
ou
nd
th
e ro
om
rep
eati
ng
the
rhym
e o
ver
and
ove
r ag
ain
un
til
they
gro
up
to
geth
er w
ith
oth
erst
ud
ents
wit
h t
he
sam
e w
ord
•H
ave
the
gro
up
s fo
rm i
nto
lin
es. T
each
ers
crea
te a
mu
sica
l st
ruct
ure
of
vari
ou
s o
stin
ati
by
con
du
ctin
gth
e gr
ou
ps
as a
n e
nse
mb
le.
•H
ave
stu
den
t(s)
co
nd
uct
a p
erfo
rman
ce. A
s a
gro
up
dis
cuss
th
e si
mil
arit
ies
and
dif
fere
nce
s b
etw
een
vers
ion
s.
•D
ivid
e cl
ass
into
fo
ur
gro
up
s. H
ave
stu
den
ts c
reat
ea
rep
eata
ble
per
form
ance
bas
ed o
n t
he
rhym
e fr
om
the
pre
vio
us
sess
ion
s. H
ave
gro
up
s p
erfo
rm t
hei
rco
mp
osi
tio
ns
for
the
rest
of
the
clas
s.
•H
ave
stu
den
ts a
s a
gro
up
dis
cuss
th
e co
mp
osi
tio
ns
� � � � �
� �
� � �
� � � � �
� � � � �
� � � � �
� � � � �
� � �
� � � � �
A r
epea
ted
pat
tern
is
call
ed a
n o
stin
ato
To d
evel
op
th
e ab
ilit
y to
list
en t
o o
ther
per
form
ers
and
per
form
as p
art
of
an e
nse
mb
le
Exp
erim
ent
wit
hco
nce
pts
su
ch a
s lo
ud
,so
ft, s
low
, fas
t, h
igh
, lo
w,
rep
etit
ion
This
co
uld
co
ncl
ud
e th
isp
art
of
the
un
it
To o
rgan
ise
sou
nd
s in
tom
usi
cal
stru
ctu
res
This
ste
p m
ay t
ake
som
eti
me
as s
tud
ents
exp
erim
ent,
sel
ect
and
com
bin
e d
iffe
ren
t id
eas
into
a f
inal
co
mp
osi
tio
nfo
r p
erfo
rman
ce
This
may
sta
rt w
ith
ad
iscu
ssio
n o
f w
hat
th
eyli
ked
bes
t, t
he
mo
stef
fect
ive
feat
ure
s an
d t
he
use
of
mu
sica
l co
nce
pts
Creative Arts K–6 Units of Work Bicycles 81
Music
Stag
e 2
Use
a m
elo
dic
per
cuss
ion
in
stru
men
tsu
ch a
s a
glo
cken
spie
l,xy
lop
ho
ne
or
chim
e b
ars
•P
lay
the
foll
ow
ing
mel
od
ic o
stin
ato
wh
ile
stu
den
tsp
atsc
h t
he
bea
t.
•D
emo
nst
rate
an
im
pro
visa
tio
n o
f a
mel
od
y b
ased
on
C p
enta
ton
ic s
cale
wh
ile
the
clas
s co
nti
nu
es t
he
ori
gin
al d
ron
e
•H
ave
stu
den
ts i
mp
rovi
se t
hei
r o
wn
mel
od
ic o
stin
ato
ove
r th
e d
ron
e. *
•H
ave
stu
den
ts e
xper
imen
t w
ith
oth
er m
usi
cal
con
cep
ts i
n t
hei
r im
pro
visa
tio
ns.
Hav
e th
em d
iscu
ssw
hat
hap
pen
s to
th
eir
imp
rovi
sati
on
s w
hen
th
ete
mp
o i
s ch
ange
d e
tc.
•H
ave
stu
den
ts i
n t
hre
e o
r fo
ur
gro
up
s cr
eate
th
eir
ow
n r
epea
tab
le c
om
po
siti
on
usi
ng
a m
elo
dic
ost
inat
o a
s a
dro
ne
and
exp
erim
enti
ng
wit
h t
he
ori
gin
al r
hym
e. H
ave
stu
den
ts e
xper
imen
t w
ith
mu
sica
l co
nce
pts
to
ad
d i
nte
rest
to
th
eir
com
po
siti
on
s.
•H
ave
gro
up
s ex
per
imen
t w
ith
no
tati
ng
thei
rco
mp
osi
tio
ns.
*
•H
ave
gro
up
s p
erfo
rm t
hei
r co
mp
osi
tio
ns
for
the
rest
of
the
clas
s an
d a
s a
gro
up
dis
cuss
th
e co
mp
osi
tio
ns.
� � � � � �
� � � � �
� � � � �
� � � �
� � � � � � �
� � � � � � �
� � � �
� � �
� � � � � �
The
no
tes
of
Cp
enta
ton
ic s
cale
are
C
D E
G A
To i
mp
rovi
se r
hyt
hm
ican
d m
elo
dic
id
eas
This
co
uld
be
do
ne
as a
gro
up
an
d t
hen
eac
hst
ud
ent
or
smal
l gr
ou
pco
uld
hav
e a
turn
at
per
form
ing
it
To d
iscu
ss t
hei
r o
wn
com
po
siti
on
s an
d t
he
wo
rk o
f o
ther
s
For
exam
ple
, mak
e th
ed
ron
e m
ove
fro
m s
low
tofa
st, h
igh
to
lo
w, l
ou
dto
so
ft.
This
co
uld
co
ncl
ud
e th
isp
art
of
the
un
it
To o
rgan
ise
sou
nd
s in
tom
usi
cal
stru
ctu
re.
To i
den
tify
ho
w m
usi
cal
con
cep
ts c
an b
e va
ried
to
crea
te d
iffe
ren
t ef
fect
s
Stu
den
ts c
ou
ldex
per
imen
t w
ith
var
yin
gth
e te
mp
o, p
itch
an
dd
ynam
ics
in t
hei
rp
erfo
rman
ces
and
may
exp
erim
ent
wit
h d
iffe
ren
tw
ays
of
sayi
ng
the
rhym
e(t
on
e co
lou
r). O
ne
mel
od
icp
ercu
ssio
n i
nst
rum
ent
per
gro
up
wo
uld
be
eno
ugh
fo
r th
is a
ctiv
ity
To r
efin
e an
d r
eco
rdm
usi
c u
sin
g n
ota
tio
nS
tud
ents
mig
ht
use
eith
er g
rap
hic
or
trad
itio
nal
no
tati
on
or
aco
mb
inat
ion
of
thes
e
Per
form
ing:
S =
Sin
gin
g,
P =
Pla
yin
g,
M =
Mo
vin
g.
Mus
ical
Con
cept
s:
D =
Du
rati
on
, P
= P
itch
, D
Y =
Dyn
amic
s,
TC
= T
on
e C
olo
ur,
S
= S
tru
ctu
re.
‘Ride on My Bike’
Repco, Apollo, Shogun, Diamond BackHop on your bike, off down the trackHaro, Orion, Giant and BalanceUp in the air and flip on your back.
Links with other artforms
VISUAL ARTSLinks with Visual Arts Bicycles unit in Creative Arts K–6 Units of Work p 38.
Links with other Key Learning Areas
SCIENCE AND TECHNOLOGYBE S2.1 Built EnvironmentsINV S2.7 InvestigatingDM S2.8 Designing and MakingUT S2.9 Using TechnologyExplore the local community to identify where specific facilities have been made for bicycle riders.Investigate what types of facilities are provided in other areas.Design and make a bike track that could be built in the local area.
PP S2.4 Physical Phenomena INV S2.7 InvestigatingDM S2.8 Designing and MakingUT S2.9 Using TechnologyInvestigate how gears/cogs make things work. Label parts of a bicycle and other geared toys. Drawdiagrams of different wheeled vehicles that students use. Investigate safety issues associated withriding bikes.Design and make a means of transport for the future.
Links with Out and About unit in Science and Technology K–6 Syllabus and Support Document.
HSIEENS2.5 Patterns of Place and LocationENS2.6 Relationships with PlacesSSS2.7 Resource SystemsInvestigate how the needs of the community and changes in lifestyles, the use of public transport and theneed for bicycle facilities are met.
Links with Cooperating Communities unit in HSIE K–6 Units of Work p 77.
ENGLISHRS2.5 Reading and ViewingIdentify, read and discuss texts where bicycles feature, particularly those relating to community facilities.
PDHPESLS2.13 Safe LivingALS2.6 Active LifestyleDiscuss reasons why riding a bicycle is a healthy activity.Discuss rules for riding bicycles and safety issues.
82 Bicycles Creative Arts K–6 Units of Work
Music
Stage 2
Creative Arts K–6 Units of Work Night and Day 83
Music
Stag
e 2
Stage 2 — Night and DayUnit Duration: 4–6 lessons
Musical Concepts: Duration, Pitch, Tone Colour, Structure
This unit provides a sequence of learning experiences linked to the speech rhyme ‘Night and Day’ and thesong ‘Sun Arise’. It offers students the opportunity to explore instrumental and environmental soundsources through listening and experimentation. The unit assumes the students have had some previousexperience singing simple songs, experimenting with sound and organising their ideas into simplemusical structures.
Content
Students in Stage 2 will
Outcomes and Indicators
MUS2.1 Sings, plays and moves to a range of music demonstrating a basic knowledge of musicalconcepts• performs songs and speech rhymes demonstrating an awareness of duration, pitch and
tone colour• performs music using a variety of sound sources including the voice, percussion and
environmental sound sources• performs own compositions.
MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices• experiments with a range of sound sources and organises them into a simple
composition.
MUS2.3 Uses commonly understood symbols to represent own work• devises graphic symbols to represent sound sources used in simple compositions.
MUS2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire• discusses musical concepts in their own work and the compositions of others.
Assessment
Key assessment opportunities marked *.
learn to:• perform a variety of music through singing,
playing and moving, demonstrating anunderstanding of the music
• improvise, experiment, select and combinemusical ideas to form simple musicalstructures and notate these ideas usingcommonly understood symbols
• listen to, and appreciate, a range of repertoireshowing some understanding of musicalconcepts
learn about musical concepts:• through recognising musical features of the
music they perform
• by organising sound, listening, performingand representing these ideas in traditionaland non-traditional notation
• by responding to music through performingand organising sound activities andidentifying features of this music
84 Night and Day Creative Arts K–6 Units of Work
Music
Stage 2
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
To l
earn
a r
hym
e an
dim
itat
e ac
cura
tely
This
is
bes
t ac
hie
ved
by
imit
atin
g o
ne
lin
e at
ati
me
then
bu
ild
ing
it u
pu
nti
l it
is
all
kno
wn
•H
ave
stu
den
ts l
earn
th
e sp
eech
rh
yme
Nig
ht a
nd D
ayth
rou
gh i
mit
atio
n.
•H
ave
stu
den
ts i
nve
nt
acti
on
s to
rep
rese
nt
the
sun
risi
ng
and
th
e su
n s
etti
ng.
•H
ave
stu
den
ts e
xper
imen
t w
ith
th
e rh
yme
by
chan
gin
g th
e d
ynam
ics,
var
yin
g te
mp
o a
nd
say
ing
the
voic
e u
sin
g d
iffe
ren
t vo
cal
qu
alit
ies.
•H
ave
stu
den
ts l
earn
‘Su
n A
rise
’ th
rou
gh i
mit
atio
n.
•D
ivid
e th
e cl
ass
into
tw
o g
rou
ps
— o
ne
gro
up
to
per
form
th
e b
eat
on
th
e gr
ou
nd
wit
h c
lave
s/st
icks
and
th
e o
ther
to
per
form
a r
hyt
hm
ic o
stin
ato
— e
gB
rin
gin
g b
ack
the
war
mth
to
th
e gr
ou
nd
(r
est,
res
t, r
est)
.
•H
ave
stu
den
ts i
nd
ivid
ual
ly o
r in
gro
up
s ex
plo
re t
he
envi
ron
men
tal
and
in
stru
men
tal
sou
nd
so
urc
es i
nth
e cl
assr
oo
m a
nd
ob
serv
e h
ow
dif
fere
nt
sou
nd
s ca
nb
e p
rod
uce
d.
•S
ho
w s
tud
ents
a r
ange
of
visu
al i
mag
es o
f m
orn
ing
and
nig
ht.
Tea
cher
s h
ave
stu
den
ts s
ugg
est
sou
nd
sth
ey c
an p
rod
uce
fro
m w
ith
in t
he
clas
sro
om
to
rep
rese
nt
thes
e im
ages
.
•H
ave
stu
den
ts e
xper
imen
t in
sm
all
gro
up
s to
dec
ide
on
‘mo
rnin
g’ a
nd
‘nig
ht’
so
un
ds.
� � � � �� � �
�
� �
� � � � �
�
�� � �
To e
xper
imen
t w
ith
sou
nd
so
urc
esTh
is m
ay i
nvo
lve
rep
eati
ng
imag
es a
nd
hav
ing
an i
mag
e th
atre
pre
sen
ts s
ilen
ce
To e
xplo
re m
usi
cal
con
cep
ts w
ith
a k
no
wn
ryh
me
To l
earn
a s
on
g an
dim
itat
e ac
cura
tely
If t
each
ers
do
no
t fe
elco
nfi
den
t in
th
is t
hey
can
use
a r
eco
rdin
g o
r u
seth
e w
ord
s as
an
oth
ersp
eech
rh
yme
To m
ain
tain
a s
tead
yb
eat
and
per
form
arh
yth
mic
ost
inat
o
A r
hyt
hm
ic o
stin
ato
(rep
eate
d p
atte
rn)
can
be
der
ived
fro
m a
lin
e in
th
eso
ng,
as
in t
he
exam
ple
give
n
To e
xplo
re s
ou
nd
so
urc
esTe
ach
ers
mig
ht
like
to
get
the
clas
s to
mak
eth
eir
ow
n i
nst
rum
ents
fo
rth
is a
nd
oth
er a
ctiv
itie
s
Creative Arts K–6 Units of Work Night and Day 85
Music
Stag
e 2
•H
ave
stu
den
ts o
rder
th
ese
imag
es i
nto
a ‘n
igh
t an
dd
ay c
om
po
siti
on
’.
•A
llo
w d
iffe
ren
t st
ud
ents
to
co
nd
uct
th
e n
igh
t an
dd
ay c
om
po
siti
on
by
po
inti
ng
to t
he
imag
es f
or
the
clas
s to
pla
y.
•H
ave
stu
den
ts d
iscu
ss w
hat
hap
pen
s at
su
nri
se a
nd
ho
w t
hey
co
uld
rep
rese
nt
this
usi
ng
a va
riet
y o
fso
un
d s
ou
rces
.
•H
ave
stu
den
ts, i
n s
mal
l gr
ou
ps,
exp
erim
ent
wit
hth
ese
sou
nd
s an
d h
ow
th
ey c
an r
epre
sen
t su
nri
se.
•H
ave
stu
den
ts s
elec
t an
d c
om
bin
e th
ese
sou
nd
s.S
tud
ents
th
en c
reat
e gr
aph
ic i
mag
es t
o r
epre
sen
tth
e so
un
ds
and
gra
ph
ical
ly n
ota
te a
‘su
nri
se’ p
iece
.*
•H
ave
each
gro
up
per
form
th
eir
‘su
nri
se’
com
po
siti
on
.*
•H
ave
stu
den
ts r
eco
rd a
nd
dis
cuss
th
eir
per
form
ance
,gi
vin
g at
ten
tio
n t
o t
hei
r id
eas
for
mo
dif
icat
ion
.
•G
et s
tud
ents
to
per
form
an
d r
eco
rd a
n r
evis
edve
rsio
n o
f th
eir
‘su
nri
se’ c
om
po
siti
on
.
•H
ave
stu
den
ts m
ove
fre
ely
to a
rec
ord
ing
of
ano
ther
pie
ce o
f m
usi
c th
at r
epre
sen
ts t
he
sun
rise
usi
ng
ligh
tsc
arve
s an
d/o
r le
ngt
hs
of
rib
bo
n a
ttac
hed
to
sti
cks.
•H
ave
stu
den
ts d
iscu
ss t
his
co
mp
osi
tio
n a
nd
wh
eth
er t
hey
fel
t it
rep
rese
nte
d a
su
nri
se. S
tud
ents
sho
uld
co
mp
are
this
co
mp
osi
tio
n w
ith
th
eir
ow
n.
�
� � � � �
�
� � � � �
� � �
� �
� �
� �
� � � �
� �
To o
rgan
ise
sou
nd
To d
iscu
ss s
ou
nd
s
To o
rgan
ise
and
no
tate
sou
nd
sS
tud
ents
mig
ht
like
to
inve
nt
new
im
ages
or
mig
ht
like
to
use
so
me
fro
m p
revi
ou
s ac
tivi
ties
To m
ake
dec
isio
ns
abo
ut
thei
r w
ork
If r
eco
rdin
g fa
cili
ties
are
no
t av
aila
ble
, th
en e
ach
gro
up
co
uld
per
form
thei
r w
ork
an
d t
hen
th
ecl
ass
cou
ld d
iscu
ss i
t
To m
ove
fre
ely
to s
ou
nd
Su
gges
tio
ns
incl
ud
e:‘T
he
Beg
inn
ing
of
the
Day
’ by
An
ne
Bo
yd a
nd
‘Mo
rnin
g’ f
rom
th
e P
eer
Gyn
t S
uite
by
Gri
eg
To d
iscu
ss a
nd
co
mp
are
oth
er’s
co
mp
osi
tio
ns
wit
h t
hei
r o
wn
Teac
her
s co
uld
use
th
em
usi
cal
con
cep
ts a
s a
star
tin
g p
oin
t fo
r th
isd
iscu
ssio
n
Per
form
ing:
S =
Sin
gin
g,
P =
Pla
yin
g,
M =
Mo
vin
g.
Mus
ical
Con
cept
s:
D =
Du
rati
on
, P
= P
itch
, D
Y =
Dyn
amic
s,
TC
= T
on
e C
olo
ur,
S
= S
tru
ctu
re.
86 Night and Day Creative Arts K–6 Units of Work
Music
Stage 2
Sun-A-Rise, Rolf Harris/Harry Butler, Copyright © 1962EMI Music Publishing Australia Pty Ltd. Used by permission.International copyright secured. All rights reserved.
Creative Arts K–6 Units of Work Night and Day 87
Resources
Speech rhyme — ‘Night and Day’
The sun does rise in the morningAt noon it’s high overheadThe sun goes down in the eveningAnd then we’re off to bed!
Other resource materials:
• copy of ‘Sun Arise’ available from ABC songbook Sing, 1987• claves or sticks, environmental sound sources, instrumental sound sources• photographs, images or children’s pictures representing morning and night• butcher’s paper, felt tip pens• copy of ‘The Beginning of the Day’ by Anne Boyd (Dream Children, ABC for Kids, 81454220) or a
recording of the Peer Gynt Suite by Grieg (readily available)• a variety of other sound sources, ribbons on sticks, light scarves, cassette player with microphone.
Music
Stag
e 2
Links with other Key Learning Areas
ENGLISHRS2.7 Context and TextWS2.9 Producing TextsWS2.10 Skills and Strategies (Grammar and Punctuation)Locate texts which have descriptions of sunrise and sunset. Discuss the use of words and the variety ofways the author creates images.Compare these with descriptions of other times of the day or other weather conditions, eg rain, wind.Provide opportunities for students to write descriptive passages to describe different times of the day ordifferent weather patterns.
SCIENCE AND TECHNOLOGYES S2.6 Earth and its SurroundingsINV S2.7 InvestigatingInvestigate the causes of the different conditions that occur and the variety of effects that can be observedat sunrise and sunset.
88 Night and Day Creative Arts K–6 Units of Work
Music
Stage 2
Creative Arts K–6 Units of Work Exploring Tone Colour 89
Stage 3 — Exploring Tone ColourUnit Duration: 2–3 lessons
Musical Concepts: Tone Colour, Duration
This unit draws on environmental sounds and recordings of traditional and contemporary recordingsof Aboriginal and Torres Strait Islander music to provide a sequence of activities based on the musicalconcept of tone colour, which is explored through listening, organising sound and performing, focusingon rhythmic activities.
Content
Students in Stage 3 will
Outcomes and Indicators
MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating aknowledge of musical concepts• uses a range of environmental and percussion sound sources and methods of playing
these sound sources to explore the concept of tone colour• performs, in groups, own compositions and rhythmic ostinato patterns.
MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts• creates a percussion accompaniment to a known song using a variety of sound sources.
MUS3.3 Notates and discusses own work and the work of others• uses crotchets, crotchet rests and pairs of quavers in traditional notation to compose an
accompaniment to a known song.
MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles• identifies and discusses sound sources, tone colours and rhythmic patterns in both
traditional and contemporary Aboriginal music and Torres Strait Islander music.
Assessment
Key assessment opportunities are marked *.
learn to:• perform music through singing, playing and
moving to a variety of music, both individuallyand in groups
• organise musical ideas to vary knownrepertoire, to create new work and to notateas a means of recording and communicatingmusical ideas
• listen to and appreciate a variety of repertoiredemonstrating an understanding of musicalconcepts
learn about musical concepts:• through recognising musical features of the
music they perform
• by organising sound, listening and performing,and by exploring the relationship betweenmusical symbols and sound
• by responding to music through performingand organising sound activities andidentifying features of this music
Music
Stag
e 3
90 Exploring Tone Colour Creative Arts K–6 Units of Work
Music
Stage 3
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
To i
den
tify
en
viro
nm
enta
lso
un
d s
ou
rces
Wh
ilst
th
is u
nit
is
bas
edo
n t
he
son
g ‘M
y Is
lan
dH
om
e’, o
ther
rep
erto
ire
that
has
sim
ilar
fea
ture
sm
ay b
e su
bst
itu
ted
•H
ave
stu
den
ts s
it a
nd
lis
ten
in
sil
ence
fo
r 30
sec
on
ds
and
wri
te d
ow
n a
ll t
he
sou
nd
s th
ey c
an h
ear
insi
de
and
ou
tsid
e th
e cl
assr
oo
m
•H
ave
stu
den
ts l
iste
n t
o a
rec
ord
ing
of
‘My
Isla
nd
Ho
me’
rec
ord
ed b
y C
hri
stin
e A
nu
to
try
an
d i
den
tify
the
sam
ple
d e
nvi
ron
men
tal
sou
nd
s th
at p
rece
de
the
son
g. D
iscu
ss t
he
cult
ura
l co
nte
xt o
f th
e so
ng
(To
rres
Str
aigh
t Is
lan
ds)
, hav
e st
ud
ents
aga
in t
ry t
oid
enti
fy t
he
sam
ple
d s
ou
nd
s at
th
e b
egin
nin
g o
f th
ere
cord
ing
and
th
e in
stru
men
ts u
sed
to
acc
om
pan
yth
e so
ng.
•H
ave
stu
den
ts u
se b
od
y p
ercu
ssio
n a
lon
g w
ith
th
ere
cord
ing
to p
erfo
rm t
he
two
rh
yth
mic
ost
inat
op
atte
rns
(rif
fs)
pla
yed
by
per
cuss
ion
in
stru
men
ts.
�
� � ��
� � �
To i
den
tify
in
stru
men
tal
sou
nd
so
urc
es i
nre
cord
ed m
usi
c
To i
den
tify
an
d p
erfo
rmrh
yth
m p
atte
rns
If d
iffe
ren
t re
per
toir
e is
sub
stit
ute
d, t
hes
e ri
ffs
wil
l m
ost
lik
ely
no
t b
eth
e sa
me.
Tea
cher
s m
aysu
bst
itu
te o
ther
rh
yth
mic
ost
inat
o (
riff
) p
atte
rns
Stag
e 3
To i
den
tify
an
d p
erfo
rmel
emen
ts o
f tr
adit
ion
aln
ota
tio
n
This
can
be
pre
par
edp
rio
r to
th
e le
sso
n, o
r th
ete
ach
er a
nd
cla
ss m
ayjo
intl
y w
ork
it
ou
t fr
om
the
grap
hic
no
tati
on
gri
d
•H
ave
stu
den
ts a
cco
mp
any
the
reco
rdin
g o
f ‘M
yIs
lan
d H
om
e’ u
sin
g p
ercu
ssio
n i
nst
rum
ents
an
dan
oth
er s
et o
f rh
yth
mic
ost
inat
o p
atte
rns
fro
mgr
aph
ic n
ota
tio
n —
eg
•H
ave
stu
den
ts e
xper
imen
t w
ith
th
is a
cco
mp
anim
ent
by
pla
yin
g ea
ch l
ine
sep
arat
ely
then
in
var
iou
sco
mb
inat
ion
s.
•R
epla
ce t
he
grap
hic
no
tati
on
gri
d w
ith
tra
dit
ion
aln
ota
tio
n a
nd
hav
e st
ud
ents
per
form
th
eo
stin
ato
pat
tern
s:
� � �
�
� �
� �
Creative Arts K–6 Units of Work Exploring Tone Colour 91
Music
To p
erfo
rm r
hyt
hm
ico
stin
ato
pat
tern
s o
n a
vari
ety
of
per
cuss
ion
sou
nd
so
urc
es
Teac
her
s m
ay c
ho
ose
to
dev
ise
thei
r o
wn
pat
tern
s.E
ach
sq
uar
e re
pre
sen
tso
ne
bea
t w
her
e o
ne,
tw
oo
r n
o s
ou
nd
s ar
e h
eard
tab
le c
on
tin
ues
on
nex
t p
age
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
92 Exploring Tone Colour Creative Arts K–6 Units of Work
Music
Stage 3
To o
rgan
ise
sou
nd
wit
hp
ercu
ssio
n s
ou
nd
sou
rces
sin
gly
and
in
com
bin
atio
n
Thes
e ca
rds
can
be
pre
par
ed b
efo
re t
he
less
on
, or
gro
up
s ca
nm
ake
thei
r o
wn
If d
iffe
ren
t re
per
toir
e is
cho
sen
, th
e te
ach
ers
wil
ln
eed
to
co
nsi
der
bo
thve
rsio
ns
pri
or
to t
he
less
on
To u
nd
erst
and
th
ecu
ltu
ral
con
text
s o
fre
cord
ed m
usi
c
tab
le c
on
tin
ued
…
Hav
e st
ud
ents
in
sm
all
gro
up
s u
se s
ets
of
on
e-b
eat
rhyt
hm
car
ds
to c
reat
e th
eir
ow
n 1
6-b
eat
grid
acco
mp
anim
ents
fo
r ‘M
y Is
lan
d H
om
e’. S
tud
ents
sho
uld
exp
erim
ent
wit
h a
nd
sel
ect
a ra
nge
of
no
n-
mel
od
ic p
ercu
ssio
n i
nst
rum
ents
or
envi
ron
men
tal
sou
nd
s to
per
form
th
eir
rhyt
hm
s w
ith
.
•H
ave
stu
den
ts, i
n t
hei
r gr
ou
ps,
per
form
th
eir
acco
mp
anim
ents
wit
h t
he
reco
rdin
g.
•Jo
intl
y d
iscu
ss t
he
dif
fere
nt
effe
cts
pro
du
ced
by
usi
ng
dif
fere
nt
inst
rum
ents
in
a v
arie
ty o
fco
mb
inat
ion
s to
acc
om
pan
y th
e re
cord
ing.
•H
ave
stu
den
ts l
iste
n a
gain
to
th
e re
cord
ing
and
ind
icat
e o
n a
sh
eet
or
char
t o
f so
ng
lyri
cs w
her
eth
ey c
an h
ear
on
e, t
wo
or
thre
e vo
ices
.
•H
ave
stu
den
ts l
iste
n t
o t
he
ori
gin
al v
ersi
on
of
‘My
Isla
nd
Ho
me’
by
the
War
um
pi
Ban
d a
nd
co
mp
are
the
two
ver
sio
ns,
pay
ing
care
ful
atte
nti
on
to
th
eto
ne
colo
urs
of
the
inst
rum
ents
an
d v
oic
es u
sed
.*
•D
iscu
ss t
he
dif
fere
nce
s in
th
e st
yle
of
the
two
vers
ion
s an
d t
he
pla
ce i
nd
icat
ed b
y th
e ly
rics
an
dth
e im
po
rtan
ce o
f th
is t
o A
bo
rigi
nal
an
d T
orr
esS
trai
t Is
lan
der
peo
ple
s.
� �
� � �
�
�� � � �
�
Per
form
ing:
S =
Sin
gin
g,
P =
Pla
yin
g,
M =
Mo
vin
g.
Mus
ical
Con
cept
s:
D =
Du
rati
on
, P
= P
itch
, D
Y =
Dyn
amic
s,
TC
= T
on
e C
olo
ur,
S
= S
tru
ctu
re.
Creative Arts K–6 Units of Work Exploring Tone Colour 93
Music
Stag
e 3
Resources
• ‘My Island Home’ recorded by Christine Anu on Stylin’ Up (1995, Mushroom Records International, BVD24345)
• ‘My Island Home’ recorded by the Warumpi Band on Go Bush album (1987, Festival, C38707).
Links with other Key Learning Areas
HSIECUS3.3 IdentitiesCUS3.4 Cultural DiversityExplore opportunities for students to listen to and learn or perform song material and music from arange of cultures.
Suggested link Identity and Values unit from HSIE K–6 Units of Work p 141.
ENGLISHRS3.5 Reading and ViewingRS3.7 Context and TextExamine the text structure and use of language in a range of repertoire from different cultures.Compare this to texts from different cultures. Discuss the use of particular words to produce specialeffects or emotions.
Stage 3 — Absolutely EverybodyUnit Duration: 3–4 lessons
Musical Concepts: All musical concepts
This unit provides a sequence of learning based on the song ‘Absolutely Everybody’ performed by VanessaAmorosi. It looks at ways of focusing on repertoire through examining musical concepts in listening, whilestill incorporating other learning experiences in performing and organising sound. The unit allows forstudents to listen with discrimination, to compare different pieces of music and to develop their ownlistening outlines. It allows students to focus on a piece of popular music well known to many of them, ofwhich recordings are readily available.
This unit uses a different approach to listening. Students learn most from listening when they are able toexplore the music through performing and organising sounds activities. This series of activities approacheslistening through activities in performing and organising sound stemming from the initial listening.
Content
Students in Stage 3 will
Outcomes and Indicators
MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts• performs rhythmic ostinato patterns and to accompany the song• uses the voice to sing the song and experiment with vocal techniques.
MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts• composes own ostinato patterns and rhythms to accompany the song.
MUS3.3 Notates and discusses own work and the work of others• discusses the use of musical concepts in the song• notates the pitch contour of particular sections of the song• notates own accompaniment work.
MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles• discusses musical concepts in a piece of known music.
learn to:• perform music through singing, playing and
moving to a variety of music, both individuallyand in groups
• organise musical ideas to vary knownrepertoire, to create new work and to notateas a means of recording and communicatingmusical ideas
• listen to and appreciate a variety of repertoiredemonstrating an understanding of musicalconcepts
learn about musical concepts:• through recognising musical features of the
music they perform
• by organising sound, listening and performing,and by exploring the relationship betweenmusical symbols and sound
• by responding to music through performingand organising sound activities andidentifying features of this music
94 Absolutely Everybody Creative Arts K–6 Units of Work
Music
Stage 3
Creative Arts K–6 Units of Work Absolutely Everybody 95
Music
Stag
e 3
Assessment
Key assessment opportunities are marked *.
Resources
‘Absolutely Everybody’ by Holden/Ingram/Hicks, published by Dream Dealers/Transistor Music Australia.From the album The Power by Vanessa Amorosi CD No. CCBK7042. Also available on many compilationrecordings.
Links with other artforms
DANCEDAS3.1 PerformingDAS3.2 ComposingStudents experiment with a range of movements to the song. These can later be developed into dancefor performance.
VISUAL ARTSVAS3.1 MakingInvestigate a range of media to represent some of the different musical concepts that are the focus ofthe unit.
96 Absolutely Everybody Creative Arts K–6 Units of Work
Music
Stage 3
PU
RP
OS
EP
ER
FO
RM
ING
OS
LS
EQ
UE
NC
E O
F L
EA
RN
ING
EX
PE
RIE
NC
ES
MU
SIC
AL C
ON
CE
PT
SN
OT
ES
TO
TE
AC
HE
RS
SP
MT
EA
CH
ER
S C
AN
DP
DY
TC
S
To f
ocu
s o
n t
he
stru
ctu
reo
f a
son
g th
rou
ghli
sten
ing
This
can
be
do
ne
as a
gro
up
, in
div
idu
ally
or
insm
all
gro
up
s u
sin
gb
utc
her
s p
aper
etc
. Ali
sten
ing
ou
tlin
e o
f th
isso
ng
is p
rovi
ded
at
the
end
of
this
un
it
•H
ave
stu
den
ts l
iste
n t
o t
he
son
g an
d d
eter
min
e th
est
ruct
ure
of
the
son
g u
sin
g te
rms
like
ver
se, c
ho
rus,
bri
dge
, in
tro
du
ctio
n, c
od
a.
•H
ave
stu
den
ts d
iscu
ss t
he
sim
ilar
itie
s an
dd
iffe
ren
ces
bet
wee
n d
iffe
ren
t ve
rses
an
d c
ho
ruse
s.
•H
ave
stu
den
ts f
ocu
s o
n t
he
mu
sica
l co
nce
pt
of
du
rati
on
. Hav
e st
ud
ents
mo
ve a
rou
nd
th
e ro
om
wh
ile
the
reco
rdin
g is
pla
yin
g, d
oin
g a
dif
fere
nt
mo
vem
ent
for
each
of
the
sect
ion
s.
•H
ave
stu
den
ts d
eter
min
e th
e m
etre
of
the
son
g.
•H
ave
stu
den
ts i
n g
rou
ps
crea
te t
hei
r o
wn
rh
yth
mic
ost
inat
o b
ased
on
wo
rds
fro
m t
he
son
g; f
or
exam
ple
:A
bso
lute
ly e
very
bo
dy,
eve
ryb
od
y, e
very
bo
dy
Ab
solu
tely
eve
ryb
od
y in
th
e w
ho
le w
ide
wo
rld
This
can
be
spo
ken
at
firs
t an
d t
hen
tra
nsf
erre
d t
op
ercu
ssio
n a
nd
/or
bo
dy
per
cuss
ion
.
•H
ave
stu
den
ts c
reat
e th
eir
ow
n ‘d
ance
’ac
com
pan
imen
t fo
r th
e so
ng
usi
ng
bo
dy
per
cuss
ion
and
/or
per
cuss
ion
in
stru
men
ts, a
nd
no
tate
th
isac
com
pan
imen
t.*
•H
ave
stu
den
ts s
ing
the
cho
rus
of
the
son
g.
� �
� �
�
� �
� � � � � �
� � � �
� �
��
� � �
To f
ocu
s o
n m
usi
cal
con
cep
tsTh
is d
iscu
ssio
n c
ou
ldfo
cus
on
mu
sica
lco
nce
pts
To f
ocu
s o
n d
ura
tio
n i
nli
sten
ing
acti
viti
esFo
r ex
amp
le, s
tud
ents
mig
ht
wal
k ar
ou
nd
th
ero
om
du
rin
g th
e ve
rse
and
sta
y st
ill
and
do
am
ove
men
t fo
r th
e ch
oru
s
To c
reat
e a
rhyt
hm
icac
com
pan
imen
t
To s
ing
a kn
ow
n s
on
gTh
is c
an b
e d
on
e b
yst
ud
ents
sin
gin
g al
on
gw
ith
th
e re
cord
ing
Creative Arts K–6 Units of Work Absolutely Everybody 97
Music
Stag
e 3
To e
xper
imen
t w
ith
vo
cal
tech
niq
ues
For
exam
ple
, th
e cl
ass
cou
ld d
iscu
ss t
he
dif
fere
nce
in
so
un
ds
bet
wee
n r
eal
and
syn
thes
ised
in
stru
men
ts,
lead
an
d b
ack-
up
vo
cals
,th
e ef
fect
s cr
eate
d w
hen
inst
rum
ents
are
eit
her
add
ed o
r re
mo
ved
•H
ave
stu
den
ts e
xper
imen
t w
ith
so
me
voca
lte
chn
iqu
es u
sed
in
th
e so
ng
— e
g sl
idin
g b
etw
een
no
tes
•H
ave
stu
den
ts, i
n g
rou
ps,
dra
w a
rep
rese
nta
tio
n o
fth
e p
itch
co
nto
ur
of
a se
ctio
n o
f th
e so
ng.
All
oca
ted
iffe
ren
t se
ctio
ns
to d
iffe
ren
t gr
ou
ps
and
pu
t th
emto
geth
er t
o f
orm
a m
ap o
f th
e p
itch
fo
r th
e en
tire
pie
ce.*
•H
ave
stu
den
ts f
ocu
s o
n, d
iscu
ss a
nd
des
crib
e to
ne
colo
urs
use
d i
n t
he
son
g.
•H
ave
stu
den
ts f
ocu
s o
n d
ynam
ics
in t
he
son
g. A
s a
gro
up
, dis
cuss
th
e ef
fect
th
at a
dd
ing
or
rem
ovi
ng
inst
rum
ents
can
hav
e o
n a
sec
tio
n, a
nd
co
mp
are
the
use
of
dyn
amic
s in
a p
op
so
ng
com
par
ed t
o a
no
ther
pie
ce o
f m
usi
c —
eg
a p
iece
of
clas
sica
l m
usi
c.
•H
ave
stu
den
ts a
pp
ly t
he
abo
ve s
equ
ence
of
lear
nin
gex
per
ien
ces
to a
no
ther
so
ng
or
pie
ce o
f m
usi
c an
dd
evel
op
th
eir
ow
n l
iste
nin
g o
utl
ines
. Co
mp
are
and
dis
cuss
.*
�� � � � �
�
� � �
� �
� ��
To d
iscr
imin
ate
and
no
tate
pit
ch c
on
tou
r
To f
ocu
s o
n t
on
e co
lou
rin
lis
ten
ing
acti
viti
es
The
ran
ge o
f d
ynam
ics
inp
op
mu
sic
ten
ds
to b
em
ore
lim
ited
th
an i
nso
me
oth
er f
orm
s o
fm
usi
c
To f
ocu
s o
n d
ynam
ics
inli
sten
ing
To c
om
par
e d
iffe
ren
tm
usi
c th
rou
gh t
he
mu
sica
l co
nce
pts
This
may
be
do
ne
insm
all
gro
up
s, w
ith
eac
hgr
ou
p f
ocu
sin
g o
n a
par
ticu
lar
con
cep
t o
rse
ctio
n o
f th
e m
usi
c. B
yco
mb
inin
g ea
ch g
rou
p’s
wo
rk, t
he
clas
s ca
n t
hen
dev
elo
p a
gro
up
lis
ten
ing
ou
tlin
e
Per
form
ing:
S =
Sin
gin
g,
P =
Pla
yin
g,
M =
Mo
vin
g.
Mus
ical
Con
cept
s:
D =
Du
rati
on
, P
= P
itch
, D
Y =
Dyn
amic
s,
TC
= T
on
e C
olo
ur,
S
= S
tru
ctu
re.
98 Absolutely Everybody Creative Arts K–6 Units of Work
Music
Stage 3
Lis
ten
ing
ou
tlin
e —
‘A
bso
lute
ly E
very
bo
dy’
— V
an
ess
a A
mo
rosi
NB
: Th
is i
s an
ou
tlin
e o
nly
— t
her
e ar
e m
any
oth
er t
hin
gs t
o b
e o
bse
rved
, th
is p
rovi
des
a b
asis
to
lis
ten
ing
to t
he
mai
n p
oin
ts o
f th
e p
iece
.
ST
RU
CT
UR
ED
UR
AT
ION
PIT
CH
DYN
AM
ICS
TO
NE
CO
LO
UR
Intr
od
uct
ion
•m
etre
•co
nst
ant
tem
po
•rh
yth
mic
acc
om
pan
imen
t in
ad
ance
sty
le
•h
arm
on
y p
rovi
ded
by
keyb
oar
ds
and
vo
cal
effe
cts
on
key
bo
ard
•m
elo
dic
in
tere
st p
rovi
ded
by
voic
e an
d g
uit
ar
•so
ft, s
tart
get
tin
g lo
ud
er a
sin
tro
du
ctio
n p
rogr
esse
s u
nti
lle
ad s
inge
r co
mes
in
•st
arts
wit
h ‘A
bso
lute
lyE
very
bo
dy’
wit
h r
eco
rdin
gef
fect
, th
en n
orm
al s
ingi
ng
voic
e w
ith
eff
ect
un
der
nea
th,
use
of
keyb
oar
d a
nd
gu
itar
4 4
Vers
e 1
(Eve
rybo
dy n
eeds
a li
ttle
lovi
ng …
)•
met
re•
con
stan
t te
mp
o•
rhyt
hm
ic a
cco
mp
anim
ent
in a
dan
ce s
tyle
•m
elo
dy
sun
g b
y le
ad s
inge
r•
con
stan
t lo
ud
dyn
amic
s•
syn
thes
iser
s, n
orm
al s
ingi
ng
wit
h v
oca
l ef
fect
s o
nke
ybo
ard
, per
cuss
ion
4 4
Ch
oru
s 1
(Abs
olut
ely
ever
ybod
y …
)•
met
re•
con
stan
t te
mp
o•
rhyt
hm
ic a
cco
mp
anim
ent
ina
dan
ce s
tyle
•m
elo
dy
sun
g b
y le
ad s
inge
rw
ith
bac
kup
sin
gers
sin
gin
gh
arm
on
y
•co
nst
ant
lou
d d
ynam
ics
•sy
nth
esis
ers,
no
rmal
sin
gin
gw
ith
bac
kup
vo
cals
,p
ercu
ssio
n
4 4
Vers
e 2
(Eve
rybo
dy n
eeds
a h
uman
tou
ch …
)•
met
re•
con
stan
t te
mp
o•
rhyt
hm
ic a
cco
mp
anim
ent
ina
dan
ce s
tyle
•m
elo
dy
sun
g b
y le
ad s
inge
rw
ith
bac
kup
sin
gers
sin
gin
gh
arm
on
y•
lead
sin
ger
sin
gs t
he
last
no
te s
lid
ing
ove
r m
any
dif
fere
nt
pit
ches
•co
nst
ant
lou
d d
ynam
ics
•sy
nth
esis
ers,
no
rmal
sin
gin
gw
ith
vo
cal
effe
cts
on
keyb
oar
d, p
ercu
ssio
n
4 4
Ch
oru
s 2
(Abs
olut
ely
ever
ybod
y …
sli
ghtl
yd
iffe
ren
t w
ord
s)
•m
etre
•co
nst
ant
tem
po
•rh
yth
mic
acc
om
pan
imen
t in
ad
ance
sty
le
•m
elo
dy
sun
g b
y le
ad s
inge
rw
ith
bac
kup
sin
gers
sin
gin
gh
arm
on
y
•co
nst
ant
lou
d d
ynam
ics
•sy
nth
esis
ers,
no
rmal
sin
gin
gw
ith
bac
kup
vo
cals
,p
ercu
ssio
n
4 4
Ch
oru
s va
riat
ion
(Abs
olut
ely
ever
ybod
y …
wit
h l
ead
sin
ger
ove
r to
p)
•m
etre
•co
nst
ant
tem
po
•rh
yth
mic
acc
om
pan
imen
t in
ad
ance
sty
le
•b
acku
p s
inge
rs s
ing
a p
art
of
the
cho
rus
wh
ile
lead
sin
ger
do
es a
mel
od
ic v
aria
tio
n o
fp
arts
of
the
wo
rds
ove
r th
eto
p o
f th
e ch
oru
s —
hig
her
in
pit
ch a
nd
lo
ud
er, m
ovi
ng
or
slid
ing
bet
wee
n n
ote
s
•co
nst
ant
lou
d d
ynam
ics
•le
ad s
inge
r’s p
art
incr
ease
sth
e le
vel
of
dyn
amic
s
•sy
nth
esis
ers,
no
rmal
sin
gin
gw
ith
bac
kup
vo
cals
,p
ercu
ssio
n
4 4
Creative Arts K–6 Units of Work Absolutely Everybody 99
Music
Stag
e 3
Bri
dge
(Eve
ry b
oy a
nd g
irl …
)•
met
re•
con
stan
t te
mp
o•
amo
un
t o
f p
ercu
ssio
nre
du
ced
bu
t rh
yth
mic
wo
rk
mai
nta
ined
•m
elo
dy
sun
g b
y le
ad s
inge
r –
slid
ing
and
mo
vin
g b
etw
een
no
tes
•co
nst
ant
lou
d d
ynam
ics
•d
ynam
ics
app
ear
to c
han
gew
ith
in
stru
men
ts d
rop
pin
go
ut
4 4
Vers
e 3
(Eve
rybo
dy n
eeds
a h
uman
tou
ch …
)—
dif
fere
nt
fro
m v
erse
2
•m
etre
•co
nst
ant
tem
po
•rh
yth
mic
acc
om
pan
imen
t in
ad
ance
sty
le
•m
elo
dy
sun
g b
y le
ad s
inge
rw
ith
bac
kup
sin
gers
sin
gin
gh
arm
on
y•
lead
sin
ger
sin
gs t
he
last
no
te s
lid
ing
ove
r m
any
dif
fere
nt
pit
ches
•co
nst
ant
lou
d d
ynam
ics
(bac
kto
pre
vio
us
leve
l)•
syn
thes
iser
s, n
orm
al s
ingi
ng
wit
h v
oca
l ef
fect
s o
nke
ybo
ard
, per
cuss
ion
4 4
Ch
oru
s 2
(Abs
olut
ely
ever
ybod
y …
)•
met
re•
con
stan
t te
mp
o•
rhyt
hm
ic a
cco
mp
anim
ent
ina
dan
ce s
tyle
•m
elo
dy
sun
g b
y le
ad s
inge
rw
ith
bac
kup
sin
gers
sin
gin
gh
arm
on
y
•co
nst
ant
lou
d d
ynam
ics
•sy
nth
esis
ers,
no
rmal
sin
gin
gw
ith
bac
kup
vo
cals
,p
ercu
ssio
n
4 4
Ch
oru
s 2
(Abs
olut
ely
ever
ybod
y …
)•
met
re•
con
stan
t te
mp
o•
rhyt
hm
ic a
cco
mp
anim
ent
ina
dan
ce s
tyle
•m
elo
dy
sun
g b
y le
ad s
inge
rw
ith
bac
kup
sin
gers
sin
gin
gh
arm
on
y
•co
nst
ant
lou
d d
ynam
ics
•n
orm
al s
ingi
ng
wit
h b
acku
pvo
cals
, per
cuss
ion
,sy
nth
esis
er d
rop
s o
ut
4 4
Ch
oru
s va
riat
ion
(Abs
olut
ely
ever
ybod
y…
wit
h l
ead
sin
ger
ove
r to
p)
•m
etre
•co
nst
ant
tem
po
•rh
yth
mic
acc
om
pan
imen
t in
ad
ance
sty
le
•b
ack
up
sin
gers
sin
g a
par
t o
fth
e ch
oru
s •
lead
sin
ger
sin
gs a
lo
ud
hig
hn
ote
wh
ich
th
en m
ove
s o
rsl
ides
bac
k d
ow
n t
o a
reg
ula
rp
itch
•co
nst
ant
lou
d d
ynam
ics
•S
ynth
esis
ers,
no
rmal
sin
gin
gw
ith
bac
kup
vo
cals
,p
ercu
ssio
n
4 4
Co
da
(Abs
olut
ely
ever
ybod
y su
ng
on
ceto
geth
er)
•m
etre
•co
nst
ant
tem
po
•rh
yth
mic
acc
om
pan
imen
t in
ad
ance
sty
le
•m
elo
dy
sun
g b
y le
ad s
inge
rw
ith
bac
kup
sin
gers
sin
gin
gh
arm
on
y
•co
nst
ant
lou
d d
ynam
ics
•le
ad a
nd
bac
kup
vo
cals
on
ly(a
cap
pel
la)
4 4