Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
David Hardie 2018
Music Room 2. Unit 1
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z
tempo (getting
faster or slower)
slower)
pitch (explore a lim
ited pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
1 - 1 Keeping the beat Welcoming Song: Hey Everybody
X X
Beat X X X Rhythm X X X Beat and Rhythm
X X X X
Context X Evaluation: Spot the pattern
X X X
1 - 2 Introducing the word Rhythm Tuning In: Revision
X X X X X
Rhythm: Introducing the word rhythm
X X
I Went Driving in My Car
X X X X
Beat and Rhythm
X X X
Name Game X X X X Review X X X 1 - 3 Introducing the rhythm pattern Tuning In: Revision
X X X X
Rhythm: New rhythm pattern
X X X
Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
David Hardie 2018
Music Room 2. Unit 1
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z
tempo (getting
faster or slower)
slower)
pitch (explore a lim
ited pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
Just Like Me X X X Creating: Organising Sound
X X X
1 - 4 Beat and Rhythm Tuning In: Revision
X X X
The Dinosaur Stomp
X X X
Context X Beat and Rhythm: Stop and swap
X
1 - 5 High and Low Reach Up High
X X X
Extension: Playing
X X X X
Pitch Patterns
X X X X
1 - 6 Getting Higher, Getting Lower Tuning In X X X X X Pitch Map X X Stepping up, stepping down
X X X X
Sea Creatures X X X X 1 - 7 Getting Higher, getting lower – pitch patterns Pitch Patterns Pitch Maps X X Pitch X X
Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
David Hardie 2018
Music Room 2. Unit 1
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z
tempo (getting
faster or slower)
slower)
pitch (explore a lim
ited pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
Playground Pitch Patterns Pitch Maps – creating
X X X
1 - 8 Snakes and Ladders – a pitch Game Coo-ee X X X X Context X Creating – organizing sound
X X X
Snakes and Ladders – a musical game
X X X
Reflection X X
Music Room 2. Unit 2
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z)
tempo (getting
faster, getting slow
er)
pitch (explore a lim
ited pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
2 - 1 Introducing the Rest Z - Zaa Tuning In: Revision X X X X
Spot the song X X X X Introducing zaa X X X X Can you keep a secret?
X X X X
Beat and Rhythm: Stop and Swap
X X X X
Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
David Hardie 2018
Music Room 2. Unit 2
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z)
tempo (getting
faster or slower)
slower)
pitch (explore a lim
ited pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
2 - 2 New Rhythms Tuning In: Revision X X X X Yummy Food March
X X X X X
Creating – Yummy Food March
X X X X X X
Mix and match (Rhythm revision)
X X X
Echo Clap X X X X 2 - 3 Another Rhythm Tuning In: Revision X X X X X X Echo rhythms X X X I like pizza X X X Movement echo X X X X Creating: composing
X X X X
Making an arrangement: Birthday Food
X X X X
Beat and Rhythm X X X X X 2 - 4 All Our Rhythms Tuning In: Revision X X X X X All Our Rhythms X X X Rhythm Band X X X X Beat and Rhythm X X X X X 2 - 5 Stepping up Stepping Down Tuning In: Revision X X X X Roller Coaster X X X Put your Hands(in the air)
X X X
Hands up, hands down
X X X
Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
David Hardie 2018
Music Room 2. Unit 2
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z)
tempo (getting
faster or slower)
slower)
pitch (explore a lim
ited pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
2 - 6 Up and Down the C Scale Tuning In: Revision X X X Ipsy Wipsy Spider X X X Up the water spout X X X X 2 - 7 Melodies Tuning In: Revision X X X Rain Rain Melody X X X Flowing to the Sea X X X Reflection X X 2 - 8 Soundscape Tuning In: Revision X X X X Inner Hearing X X X X X Soundscape: Water Cycle
X X X X X
Record
Music Room 2. Unit 3
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z)
tempo (getting
faster or slower)
slower)
pitch (explore a lim
ited pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
3 - 1 Contrasting sections Tuning In: Warm Up
X X X
Wiggle and Sway X X X Contrasting Sections (AB Form)
X X X
Creating Choreographers
X X X X
Creating X X X X X
I, , Z)
Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
David Hardie 2018
Music Room 2. Unit 3
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
tempo (getting
faster or slower)
rhythm
pitch (explore a lim
ited pitch set) dynam
ics (use terms
and symbols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
Composers Reflection X X X Group Performance X X X X X X 3 - 2 Song Structure – Verse and chorus (AB Form) Tuning In: Contrasting Sections
X X X
My Bonnie X X X A Bonnie Little Dance
X X X X X
3 - 3 Changing Dynamics Tuning In: Magic Tambourine
X X X X X
Singing loud and singing soft
X X X X X
Who Is It? X X X Sound Story X X X Review X X 3 - 4 Getting Louder Getting Softer Tuning In: Sound Pictures
X X X X
Way Down South X X X Composers X X X X Dynamic Detective X X X Evaluation X X X X X Reflection X X 3 - 5 Tempo: Slow Fast Fastest Tuning In: Magic Tambourine
X X X X
Walk, Jog, Run X X X Tempo sequences X X X X Evaluation X X X X
Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
David Hardie 2018
Music Room 2. Unit 3
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
I, , Z)
tempo (getting faster
getting slower)
Rhythm
pitch (explore a lim
ited pitch set) dynam
ics (use terms
and symbols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
3 - 6 Tempo: Getting Faster, Getting Slower Choo Choo Train X X X Choo Choo Challenge
X X X
On My Pony X X X X Toyshop X X X 3 - 7 Tone Colour Classifying Sounds Tuning In: Sounds in the round
X X X
Sort the sounds X X X Shake it up (baby) X X X Sound effects poem
X X X X X
3 - 8 Thick and thin Abeeyo X X X Context X The Clare Jig X X Soloist X X X Conductor X X X Riverdance X X X X X Adding a band X X X X
Music Room 2. Unit 4
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z)
tempo (getting faster
or getting slower)
pitch (explore a limited
pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response) tim
bre (familiar
sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
4 - 1 Music From Different Times Hip Hop X X
Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
David Hardie 2018
Music Room 2. Unit 4
Improvisation with sounds, simple pitch and rhythm patterns to create music ideas
Use of symbols, notation, movement and relevant technology to explore and communicate music ideas
rhythm I,
, Z)
tempo (getting faster,
getting slower)
pitch (explore a limited
pitch set)
dynamics (use term
s and sym
bols (f, p)
form (echo patterns,
call and response)
timbre (fam
iliar sounds)
Practise of their own and others’ music to perform for an audience
Development of performance skills
Audience behaviour
Places and occasions where different types of music are experienced and performed
Personal responses expressing ideas and feelings about the music they listen to and make
Rap Moves X X Break Dance X X Music Hall X X Knees Up Mother Brown X X Mother Brown’s Band X X X 4 - 2 Music From Different Lands New Guinea X Mal Mal X X Ostinato X X X Stick game X X X X Challenge X X X X X Three Craws X X Bagpipes X X 4 - 3 Music for Different Purposes Lullabies X X Maranoa Lullaby X X Music for working X X Bound for South Australia
X X
4 - 4 Music for Dancing The Macarena X X X Emus and Kangaroos X X X 4 - 5 Dance that Tells a Story Carnival (a ballet) X X X X X Performance X X X X X 4 - 6 Music that Tells a Story The Bear Hunt X X X X X 4 - 7 On Wings of Song End of Year Performance Piece
X X X X
David Hardie 2018
Music Room Book 2. WA Curriculum Map. This is mapped to the Year 1 Scope and Sequence.
Notes: 1. The notion of form and echo patterns and call and response is not explicitly addressed. However, there is scope for this to be addressed in Book One, Unit 3, Lesson 5 “Echo
Sticks”, Book 2, Unit 2, Lesson 2 “Echo Clap”, Lesson 3 “Echo Rhythms” and looking forward, Book 3, Unit 1, Lesson 1 “Welcoming Song” (We’re Going).2. The notion of “audience behaviour” is not addressed explicitly, although it is not difficult to incorporate this into any class performance.3. 2/4 time and the difference between this and 4/4 time is covered in Unit 1, lesson 2 “I Went Driving in My Car” and Unit 1 Lesson 3 “Play Your Rhythm Sticks”. This is not in the
Grade 1 Curriculum, however it is in the Grade 2 Curriculum. (although the differences in the mind of the student is arguable!)4. 3/4 time Unit 3 Lesson 2 “My Bonnie Lies of the Ocean” is also useful in Year 3.5. Even though “ff” and “pp” is not part of the Year 1 Curriculum it is part of year 2, therefore it is useful to touch on it in Unit 3, Lesson 4 “Who Is It?” as it is not addressed in Music
Room 3.