Music - PITCH Unit Plan Year 4/5

Mind map for music unit plan

Brooke Parsons The Arts Curriculum - 1 -100060964 Unit Planner & Lesson Plans

Science

-What makes an instrument have high & low pitch

-What is it made of?

-How can you change the pitch of an instrument?

IT

-use music notation technology (BeatPad, NotePad, Sibelius or PrintMusic) to play music online

Design & Technology

-design, make & critique instruments Music

-High & low pitch

-Ascending and descending

-Steps

-Composing, Listening, Playing, Moving

Visual Arts

-Paint sound shapes (graphic notation) in different coloursPitch &

Melody

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:

o Futures o Identity o Interdependence o Thinking o Communication

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

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

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

o solving problems; o using technology.

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


Strand/s:

Arts Practiceˆ

Arts analysis &

Response ˆ

Key idea

Standard 1, Outcome 1.2 – ‘Explores

skills, techniques and technologies from

each arts form and engages in activities

specific to each arts form to produce arts

works’ (Department if Education and

Children’s Services 2004, South

Australian Curriculum Standards and

Accountability Framework, viewed 6 June

2009,

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

sp?t=IFP>.)

Standard 1, Outcome 1.4 – ‘Distinguishes

between the characteristic features of

each arts form and responds to

performance/presentation using

appropriate communication modes’

(Department if Education and Children’s

Services 2004, South Australian

Curriculum Standards and Accountability

Framework, viewed 6 June 2009,

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

sp?t=IFP>.)

Unit Outcome(s):

Conceptual:

Students will know that the voice and

instruments can make high and low

sounds and that notes ascend and

descend through the scale.

Through listening, singing, playing

and movement students will be able

to recognise and distinguish between

high and low sounds and ascending

and descending movements (steps)

through the scale.

Students will be able to graphically

notate simple ascending and

descending melodies.

Skills:

Playing

Singing

Listening

Composing

Creative thinking

Teamwork

Problem solving

Fine and gross motor skills

Performance skills

Effective verbal and non-verbal

communication skills


Affective:

Develops a positive self image

Feels a sense of belonging

Tolerates and respects others

compositions and performances

Is responsive and sensitive to all

music compositions and lessons


Weekly outline of lessons

Week 1

Lesson 1

Focus: High and low pitch through use of voice

Basic graphic notation

Revision for high & low pitch and basic graphic notation

Teacher uses own voice to sing high to low to high

notes (sings the word up, up, up… when singing from low

to high and sings the word down, down, down… when

singing from high to low)

Teacher shines a torch on the wall to represent the

sound shape while they sing (torch light moves from high

to low to high as the teacher sings)

Have the students make a sound shape in the air, either

with their hands or with the torch to mirror the rise and fall

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?

Teacher references and resources

Lesson 1

References and Bibliography

Equipment

Teacher resources and handouts

Torches – enough for one between 2

students

1 metre long ribbons (fairly wide

thickness) – one for each student

One blown up balloon

Pitched percussion instrument,

preferably an xylophone or glockenspiel

for the teacher


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 Brooke Parsons The Arts Curriculum - 7 -100060964 Unit Planner & Lesson Plans

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 Brooke Parsons The Arts Curriculum - 10 -100060964 Unit Planner & Lesson Plans

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).

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

(Activity /ies)

MUSIC

SKILLS

RESOURCES/REFERENCES

High and

low pitch

Graphic

notation

Introduction :

Revision for high and low pitch and basic

graphic notation

Have students lay down

Teacher sings or hums a high note and

asks the students to lift their arms and legs

off the floor

Teacher sings or hums a low note and

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.

Listening

Non-verbal

communication

Gross motor

skills

Singing

Verbal

communication


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

low pitch

Ascending

and

descending

pitch

Develop:

Activity 1

Teacher explains that just as we can

make our voices have high and low pitch,

instruments also have high and low pitch.

Teacher positions their instrument upright

Singing

Verbal

commuictation

Listening

Gross motor


Graphic

notation

so the low C is closer to the tabletop

Teacher uses their instrument to play low

C and high C and describes these notes as

low and high respectively.

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,

skills

Non-verbal

communication

Problem

solving skills


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

and

descending

pitch

Steps

Activity 2

Students work in pairs, one student per

pair to collect an xylophone, glockenspiel or

metallaphone to use.

Teacher positions their instrument upright

so the low C is closer to the tabletop.

Playing

Singing

Verbal

communication

skills


Graphic

notation

Teacher uses their instrument to play low C

and high C saying low and high

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

Listening

Fine motor

skills


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 Brooke Parsons The Arts Curriculum - 21 -100060964 Unit Planner & Lesson Plans

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 Brooke Parsons The Arts Curriculum - 22 -100060964 Unit Planner & Lesson Plans

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

(Activity /ies)

MUSIC

SKILLS

RESOURCES/REFERENCES

Ascending

and

descending

pitch

Graphic

notation

Introduction :

Revision for ascending and descending

and graphic notation

Teacher to play notes going up on their

instrument (start at low C and play to high

C). Have the students describe what the

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?

Listening

Gross motor

skills

Non-verbal

communication

skills


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

and

descending

pitch

Steps

Graphic

notation

Develop:

Activity 1

Students are to spread out in the

classroom with enough space so they are

not touching other students

Teacher plays low C on their instrument

and says low as they play the note.

Teacher plays high C and says high as

they play the note (this will provide the

students with a base of which high and

low notes will be played during the

activity)

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

Gross motor

skills

Non-verbal

communication

skills

Listening

Playing

Fine motor

skills

Composing

Problem

solving


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 Brooke Parsons The Arts Curriculum - 28 -100060964 Unit Planner & Lesson Plans

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?

Ascending

and

descending

pitch

Graphic

notation

Activity 2

Teacher shows a sound shape card

(Appendix)

Teacher asks the students to describe

the sound shape

Teacher plays the sound shape slowly

on their instrument, describing the shape

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


the sound shape


Problem

solving

Listening

Playing

Fine motor

skills

Composing









time.

Teacher shows the last sound shape

card


the sound 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, Brooke Parsons The Arts Curriculum - 30 -100060964 Unit Planner & Lesson Plans

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 Brooke Parsons The Arts Curriculum - 31 -100060964 Unit Planner & Lesson Plans

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


Date post:	16-Nov-2014
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Music - PITCH Unit Plan Year 4/5

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