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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


David Hardie 2018




rhythm I,

, Z

tempo (getting

faster or slower)

slower)


ited pitch set)

dynamics (use term

s and sym

bols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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


David Hardie 2018




rhythm I,

, Z

tempo (getting

faster or slower)

slower)


ited pitch set)

dynamics (use term

s and sym

bols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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




rhythm I,

, Z)

tempo (getting

faster, getting slow

er)


ited pitch set)

dynamics (use term

s and sym

bols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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


David Hardie 2018




rhythm I,

, Z)

tempo (getting

faster or slower)

slower)


ited pitch set)

dynamics (use term

s and sym

bols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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


David Hardie 2018




rhythm I,

, Z)

tempo (getting

faster or slower)

slower)


ited pitch set)

dynamics (use term

s and sym

bols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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




rhythm I,

, Z)

tempo (getting

faster or slower)

slower)


ited pitch set)

dynamics (use term

s and sym

bols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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)


David Hardie 2018




tempo (getting

faster or slower)

rhythm


ited pitch set) dynam

ics (use terms

and symbols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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


David Hardie 2018




I, , Z)

tempo (getting faster

getting slower)

Rhythm


ited pitch set) dynam

ics (use terms

and symbols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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




rhythm I,

, Z)

tempo (getting faster

or getting slower)

pitch (explore a limited

pitch set)

dynamics (use term

s and sym

bols (f, p)


call and response) tim

bre (familiar

sounds)



Audience behaviour



4 - 1 Music From Different Times Hip Hop X X


David Hardie 2018




rhythm I,

, Z)

tempo (getting faster,

getting slower)

pitch (explore a limited

pitch set)

dynamics (use term

s and sym

bols (f, p)


call and response)

timbre (fam

iliar sounds)



Audience behaviour



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


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.

music room 2 wa curriculum map - homepage - music room · sounds) practise of their own and...

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