kele meryem: traditional turkish - arr · sing a song of discussing the challenges of maintaining a...
TRANSCRIPT
THE SONG COMPANY
1000 Years of Song
Curriculum Links
Contents
F-2 Australian Curriculum Links DRAFT pp. 1 – 3
F-2 NSW Curriculum Links pp. 4 – 6
3-4 Australian Curriculum Links DRAFT pp. 7 – 9
3-4 NSW Curriculum Links pp. 10 – 11
5-6 Australian Curriculum Links DRAFT pp. 12 – 14
5-6 NSW Curriculum Links pp. 15 – 17
7-8 Australian Curriculum Links DRAFT pp. 18 – 19
7-8 NSW Curriculum Links pp. 20 – 23
© 2013 Musica Viva Australia Song Company: Curriculum Links 1
Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years F-2
M A K I N G
Content Descriptions
Elaborations Learning Experience
2.1 Play with and explore sound, silence and sound sources
General Capabilities: LIT, NUM, CCT, PSC, IC
Using their hands to show the melodic contour
Analysing and copying vocal sounds
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
2.2 Experiment with sounds & silences from a range of environments & use available sound sources to imagine create their own music
General Capabilities: LIT, NUM, ICT, CCT, PSC, IC
Adding some pitch contrasts to their sound
Creating and analysing vocal sounds to imitate animals
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape
Performing their nature or tree sound to the rest of the class
Orientis Partibus
Sing a Song of Sixpence
Waltzing Matilda
2.3 Learn about and recognise the elements of music as they sing, play & compose
General Capabilities: LIT, NUM, ICT, CCT, PSC, IC
Using their hands to show pitch changes
Practise activities using time
Maintaining the syncopated ostinato against the singing of the melody
I Turn on the Tap
Sing a Song of
I Turn on the Tap
© 2013 Musica Viva Australia Song Company: Curriculum Links 2
Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years F-2
Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape
Copy and create rhythm patterns
Listening for the introduction, and identifying the accents through movement or clapping
Sing a Song of Sixpence
Waltzing Matilda
2.4 Sing & play a range of music from their own & other cultures
General Capabilities: LIT, NUM, CCT, PSC, IC
Copying the Latin text of a song
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Saying the words rhythmically in a rap style
Sing a part song based on the Kwela style
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
I Turn on the Tap
2.5 Record & share music they sing, play & create in different ways
General Capabilities: LIT, NUM, CCT, PSC, IC
Graphically notating the pitch movement of the Alto part
Orientis Partibus
2.6 Connect music to other Arts subjects & learning areas
General Capabilities: LIT, NUM, ICT, CCT, PSC, EB, IC
Linking their soundscape with movement, spoken word or visual text
Devising movements for each theme
Performing a movement to accompany their sound
Link a song with issues of environment and health
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
© 2013 Musica Viva Australia Song Company: Curriculum Links 3
Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years F-2
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Content Descriptions Elaborations Learning Experience
2.7 Share what they think & feel about music as creators, singers, players & audience members
General Capabilities: LIT, CCT, PSC
Discussing rapping: spoken or chanted rhyming lyrics.
Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.
Discuss the effectiveness of the music in conveying a message
Sing a Song of Sixpence
Sing a Song of Sixpence
I Turn on the Tap
2.8 Talk about features of music they perform and listen to and how pieces of music sound and work
General Capabilities: LIT, NUM, CCT, PSC
Discussing the effect of the singer performing ad lib (or freely).
Demonstration of question and answer
Discuss performing in a round
Listening for the introduction, and identifying the accents through movement or clapping
Discuss partner song and the use of voices and voicings
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
2.9 Describe and experience music in different places or contexts to explore
perspectives
General Capabilities: LIT, CCT, PSC
Discussing the effect of the singer performing ad lib (or freely) Orientis Partibus
General Capabilities and Cross Curriculum Priorities * General capabilities and Cross Curriculum Priorities have been extracted from the following documents:
1. Draft Shape of the Australian Curriculum: The Arts 2. Shape of the Australian Curriculum: The Arts (August 2011) 3. Australian Curriculum: The Arts Foundation to Year 10: Draft for Consultation (July 2012)
© 2013 Musica Viva Australia Song Company: Curriculum Links 4
Song Company: A Thousand Years of Song NSW Curriculum Years F-2
Perf
orm
ing
Outcomes Indicators Learning Experience
MUES1.1
Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts
MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts.
Using their hands to show the melodic contour
Analysing and copying vocal sounds
Practise activities using time
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Maintaining the syncopated ostinato against the singing of the melody
Saying the words rhythmically in a rap style
Devising movements for each theme
Performing their nature or tree sound to the rest of the class
Performing a movement to accompany their sound
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
Waltzing Matilda
© 2013 Musica Viva Australia Song Company: Curriculum Links 5
The Song Company: A Thousand Years of Song NSW Curriculum Years F-2
Org
an
isin
g S
ou
nd
MUES1.2
Creates own rhymes, games, sings and simple compositions.
MUS1.2 Explores, selects and organizes sounds in simple compositions.
MUS1.3 Uses symbol systems to represent sounds
Adding some pitch contrasts to their sound
Creating and analysing vocal sounds to imitate animals
Graphically notating the pitch movement of the Alto part
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape
Copy and create rhythm patterns
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Lis
ten
ing
Outcomes Indicators Learning Experience
MUES1.4
Listens to and responds to music.
MUS1.4 Responds to a range of music, expressing likes and dislikes and the reasons for these choices.
Discussing the effect of the singer performing ad lib (or freely).
Demonstration of question and answer
Discussing rapping: spoken or chanted rhyming lyrics.
Discuss performing in a round
Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.
Listening for the introduction, and identifying the accents through movement or clapping
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
© 2013 Musica Viva Australia Song Company: Curriculum Links 6
Links to others Key Learning Areas English, Numeracy, PDHPE, ICT, HSIE
Talk about the music they create using words, visual representations, or movement.
Discuss and learn about mathematical concepts: the qualities of shapes, right and left direction and counting
Record and share musical ideas using a digital soundscape.
Share ideas about the differences and behaviours between a performer and being an audience member.
Express appreciation by being a considerate audience member and acknowledging ideas of others.
Discuss the background of nursery rhymes, their origins and how students can create their own modern versions. General capabilities LIT Literacy NUM Numeracy ICT Information and communication technology capability CCT Critical and creative thinking PSC Personal and social capability EB Ethical Behaviour ICU Intercultural Understanding Cross-curriculum priorities SUST Sustainability AAEA Asia and Australia’s engagement with Asia ATSIHC Aboriginal and Torres Strait Islander histories and cultures * Elaborations of the content descriptions are outlined in Curriculum Links
© 2013 Musica Viva Australia Song Company: Curriculum Links 7
Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years 3-4
M A K I N G
Content Descriptions Elaborations Learning Experience
4.1 Experiment with the qualities of sound & silence to express ideas using available sound sources
General Capabilities: LIT, NUM, ICT, CCT, PSC
Using their hands to show the melodic contour
Analysing and copying vocal sounds
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
4.2 Imagine & create their own music by investigating combinations of sound & silence
General Capabilities: LIT, NUM, ICT, CCT, PSC
Adding some pitch contrasts to their sound
Creating and analysing vocal sounds to imitate animals
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Performing their nature or tree sound to the rest of the class
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Waltzing Matilda
Waltzing Matilda
4.3 Describe features of the elements of music as they sing, play and compose
General Capabilities: LIT, NUM, ICT, CCT, PSC
Using their hands to show pitch changes
Using their hands to show the pitch changes in the Alto part
Practising activities using time
Maintaining the syncopated ostinato or accompaniment against the singing of the melody
Using a selection of texture, structure, duration, and dynamics in
the creation of a class soundscape Copy and create rhythm patterns
Listening for the introduction, and identifying the accents through movement or clapping
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence I Turn on the Tap
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda I Turn on the Tap
4.4 Develop skills and techniques as they sing and play a range of music expressively
General Capabilities: LIT, NUM, ICT, CCT, PSC
Copying the Latin text of a song
Working in groups to devise ways of moving with the ascending scale
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
© 2013 Musica Viva Australia Song Company: Curriculum Links 8
Saying the words rhythmically in a rap style
The Song Company: A Thousand Years of Song Years 3-4 4.5 Explore ways to record and share
music as they sing, play and create
General Capabilities: LIT, NUM, ICT, CCT, PSC
Graphically notating the pitch movement of the Alto part
Create a new structure and display as a text or graphic
Orientis Partibus
I Turn on the Tap
4.6 Combine music making with Dance, Drama, Media Arts, Visual Arts and other learning areas
Arts subjects and learning areas:
DR, VI, ENGLISH
General Capabilities: LIT, NUM, ICT, CCT, PSC
Working in groups to devise ways of moving with the ascending scale
Linking the soundscape with movement, spoken word or visual text
Performing a movement to accompany their sound?
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Create a performance by combining the song with Dance, Drama, Media Arts, Visual Arts and other learning areas
Orientis Partibus
Sing a Song of Sixpence
Waltzing Matilda
Waltzing Matilda
I Turn on the Tap
Dance, Drama, Media Arts, Visual Arts and other learning areas
General capabilities LIT Literacy NUM Numeracy ICT Information and communication technology capability CCT Critical and creative thinking PSC Personal and social capability EB Ethical Behaviour ICU Intercultural Understanding Cross-curriculum priorities SUST Sustainability AAEA Asia and Australia’s engagement with Asia ATSIHC Aboriginal and Torres Strait Islander histories and cultures * Elaborations of the content descriptions are outlined in Curriculum Links
The Song Company: A Thousand Years of Song Years 3-4
© 2013 Musica Viva Australia Song Company: Curriculum Links 9
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Content Descriptions Elaborations Learning Experience
4.7 Experience and reflect upon a range of music as both performer & audience member
General Capabilities: LIT, NUM, ICT, CCT, PSC
Discussing rapping: spoken or chanted rhyming lyrics.
Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.
Discuss the vocal ensemble performance and the Kwela style
Sing a Song of Sixpence
Sing a Song of Sixpence
I Turn on the Tap
4.8 Identify and describe the elements of music within a range of music from different times and places
General Capabilities: LIT, NUM, ICT, CCT, PSC
Discussing the effect of the singer performing ad lib (or freely).
Demonstration of question and answer
Discuss performing in a round
Listening to a recording, in particular the introduction, and identify the accents through movement or clapping
Identify and describe the layers and layering within the song (texture)
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
4.9 Reflect upon and share thoughts
and feelings about their music making, and communicate ideas about a range of music from Australia, the Asia region and other world cultures
General Capabilities: LIT, NUM, ICT, CCT, PSC
Discussing the effect of the singer performing ad lib (or freely)
Explore Kwela beat and its origins in Africa,
Orientis Partibus
I Turn on the Tap
General Capabilities and Cross Curriculum Priorities * General capabilities and Cross Curriculum Priorities have been extracted from the following documents:
4. Draft Shape of the Australian Curriculum: The Arts 5. Shape of the Australian Curriculum: The Arts (August 2011) 3. Australian Curriculum: The Arts Foundation to Year 10: Draft for Consultation (July 2012)
© 2013 Musica Viva Australia Song Company: Curriculum Links 10
Song Company: A Thousand Years of Song NSW Curriculum Years 3-4
Perf
orm
ing
Outcomes Indicators Learning Experience
2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts.
Analysing and copying vocal sounds
Adding some pitch contrasts to their sound
Using their hands to show pitch changes
Practising activities using time
Copying the Latin text of a song
Maintaining the syncopated ostinato against the singing of the melody
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Saying the words rhythmically in a rap style
Demonstration of question and answer
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Performing their nature or tree sound to the rest of the class
Performing a movement to accompany their sound?
Perform and discuss a complex song
Orientis Partibus
Orientis Partibus
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
Waltzing Matilda
Waltzing Matilda
I Turn on the Tap
Org
an
isin
g S
ou
nd
2.2 Improvises musical phrases, organises sounds and explains reasons for choices.
2.3 Uses commonly understood symbols to represent own work.
Creating and analysing vocal sounds to imitate animals
Using their hands to show the pitch changes in the Alto part
Graphically notating the pitch movement of the Alto part
Working in groups to devise ways of moving with the ascending scale
Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Copy and create rhythm patterns
Orientis Partibus
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
© 2013 Musica Viva Australia Song Company: Curriculum Links 11
Song Company: A Thousand Years of Song NSW Curriculum Years 3-4
Lis
ten
ing
Outcomes Indicators Learning Experience
2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire.
Analysing and copying vocal sounds
Discussing the effect of the singer performing ad lib (or freely).
Discussing rapping: spoken or chanted rhyming lyrics.
Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.
Discuss performing in a round
Listening for the introduction, and identifying the accents through movement or clapping
Demonstrates and discusses the melodic, rhythmic, textural, structural and expressive aspects of the song
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
Links to other Key Learning Areas English, Numeracy, PDHPE, ICT, HSIE
Talk about the music they create using words, visual representations, or movement.
Discuss and learn about mathematical concepts: the qualities of shapes, right and left direction and counting
Record and share musical ideas using a digital soundscape.
Share ideas about the differences and behaviours between a performer and being an audience member.
Express appreciation by being a considerate audience member and acknowledging ideas of others.
Discuss the background of nursery rhymes, their origins and how students can create their own modern versions.
© 2013 Musica Viva Australia Song Company: Curriculum Links 12
Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years 5-6
M A K I N G
Content Descriptions Elaborations Learning Experience
6.1 Select and discriminate between sounds and combinations of sounds to investigate the possibilities of sound
General Capabilities: LIT, NUM, ICT, CCT PSC, ICU,
Analysing and copying vocal sounds
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
6.2 Select and organize music ideas to create their own music
General Capabilities LIT, NUM, ICT, CCT PSC, ICU
Adding some pitch contrasts to their sound
Creating and analysing vocal sounds to imitate animals
Working in groups to compose and perform an original work using the mixolydian mode
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Transferring the vocal refrain patterns to non-melodic percussion instruments or found sound sources
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Performing their nature or tree sound to the rest of the class
Create own version of a song
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Waltzing Matilda
Waltzing Matilda
Waltzing Matilda
I Turn on the Tap
6.3 Manipulate the elements of music expressively and describe how they are used and combined in music they sing, play and compose
General Capabilities LIT, NUM, ICT, CCT PSC, ICU
Using their hands to show pitch changes
Practising activities using time
Maintaining the syncopated ostinato against the singing of the melody
Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape
Copy and create rhythm patterns
Listening for the introduction, and identifying the accents through movement or clapping
Orientis Partibus
Orientis Partibus Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
© 2013 Musica Viva Australia Song Company: Curriculum Links 13
Song Company: A Thousand Years of Song Years 5-6
6.4 Sing and play a range of music from Australia, the Asia region and the world, developing skills and techniques and exploring ways to perform expressively
General Capabilities: LIT, NUM, ICT, CCT, PSC, ICU
Copying the Latin text of a song
Working in groups to devise ways of moving with the ascending scale
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Saying the words rhythmically in a rap style
Explore and perform in the Kwela style from Africa
Orientis Partibus
Orientis Partibus Sing a Song of Sixpence Sing a Song of Sixpence I Turn on the Tap
6.5 Record and share music they sing, play and create in a variety of written and non-written ways
General Capabilities: LIT, NUM, ICT, CCT, ENG
Using their hands to show the melodic contour
Using their hands to show the pitch changes in the Alto part
Graphically notating the pitch movement of the Alto part
Manipulate the voicings, structure and layers (Textures) to create an ‘own version’
Orientis Partibus Orientis Partibus Orientis Partibus
I Turn on the Tap
6.6 Combine Arts subjects and other learning areas in their compositions and performances to communicate meaning in and through music
General Capabilities: LIT, ICT, CCT, IC
Cross-curricular: SUST
Working in groups to devise ways of moving with the ascending scale
Using their hands to show the melodic contour
Linking the soundscape with movement, spoken word or visual text
Performing a movement to accompany their sound?
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Create and own version of the song employing a range of other arts and links
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence Waltzing Matilda
Waltzing Matilda
I Turn on the Tap
General capabilities Cross-curriculum priorities LIT Literacy SUST Sustainability NUM Numeracy AAEA Asia and Australia’s engagement with Asia ICT Information and communication technology capability ATSIHC Aboriginal and Torres Strait Islander histories and cultures CCT Critical and creative thinking PSC Personal and social capability EB Ethical Behaviour ICU Intercultural Understanding
* Elaborations of the content descriptions are outlined in Curriculum Links
© 2013 Musica Viva Australia Song Company: Curriculum Links 14
Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years 5-6
R
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P
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D
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Content Descriptions Elaborations Learning Experience
6.7 Express preferences and appreciate and respect the ideas of others as performers and audience members
General Capabilities: LIT, CCT, PSC, IC
Discussing rapping: spoken or chanted rhyming lyrics.
Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.
Performing their nature or tree sound to the rest of the class
Sing a Song of Sixpence
Sing a Song of Sixpence
I Turn on the Tap
Waltzing Matilda
6.8 Describe and compare the use of the elements of music within various pieces of music they listen to and perform
General Capabilities: LIT, NUM, ICT, CCT, IC
Discussing the effect of the singer performing ad lib (or freely).
Demonstration of question and answer
Discuss performing in a round
Listening to a recording, in particular the introduction, and identify the accents through movement or clapping
Discuss how the elements of music are used to create variety and interest
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
6.9 Reflect upon, evaluate and share opinions, thoughts and feelings about the range of music they listen to and make
General Capabilities: LIT, CCT, PSC
Discussing the effect of the singer performing ad lib (or freely)
Discuss the mood and response in the listener from the Kwela style of this song
Orientis Partibus
I Turn on the Tap
General Capabilities and Cross Curriculum Priorities * General capabilities and Cross Curriculum Priorities have been extracted from the following documents:
1. Draft Shape of the Australian Curriculum: The Arts 2. Shape of the Australian Curriculum: The Arts (August 2011) 3. Australian Curriculum: The Arts Foundation to Year 10: Draft for Consultation (July 2012)
© 2013 Musica Viva Australia Song Company: Curriculum Links 15
Song Company: A Thousand Years of Song NSW Curriculum Years 5-6
Perf
orm
ing
Content Descriptions Elaborations Learning Experience
MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts.
Analysing and copying vocal sounds
Adding some pitch contrasts to their sound
Using their hands to show pitch changes
Practising activities using time
Copying the Latin text of a song
Maintaining the syncopated ostinato against the singing of the melody
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Saying the words rhythmically in a rap style
Demonstration of question and answer
Transferring the vocal refrain patterns to non-melodic percussion instruments or found sound sources
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Performing their nature or tree sound to the rest of the class
Performing a movement to accompany their sound?
Orientis Partibus I Turn on the Tap
Orientis Partibus
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence I Turn on the Tap
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence Waltzing Matilda Waltzing Matilda Waltzing Matilda Waltzing Matilda
© 2013 Musica Viva Australia Song Company: Curriculum Links 16
Song Company: A Thousand Years of Song NSW Curriculum Years 5-6
Lis
ten
ing
Content Descriptions Elaborations Learning Experience
MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles.
Analysing and copying vocal sounds
Discussing the effect of the singer performing ad lib (or freely).
Discussing rapping: spoken or chanted rhyming lyrics.
Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.
Discuss performing in a round
Listening for the introduction, and identifying the accents through movement or clapping
Orientis Partibus I Turn on the Tap
Orientis Partibus
Sing a Song of Sixpence I Turn on the Tap
Sing a Song of Sixpence
Waltzing Matilda
Org
an
isin
g S
ou
nd
MUS3.2 Improvises, experiments, selects and orders sound using musical concepts.
MUS3.3 Notates and discusses own work and the work of others.
Creating and analysing vocal sounds to imitate animals
Using their hands to show the pitch changes in the Alto part
Graphically notating the pitch movement of the Alto part
Working in groups to devise ways of moving with the ascending scale
Work in groups to compose and perform an original work using the mixolydian mode
Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Copy and create rhythm patterns
Orientis Partibus
Orientis Partibus
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Links to other Key Learning Areas English, Numeracy, PDHPE, ICT, HSIE
Talk about the music they create using words, visual representations, or movement.
Discuss and learn about mathematical concepts: the qualities of shapes, right and left direction and counting
Record and share musical ideas using a digital soundscape.
Share ideas about the differences and behaviours between a performer and being an audience member.
Express appreciation by being a considerate audience member and acknowledging ideas of others.
Discuss the background of nursery rhymes, their origins and how students can create their own modern versions.
© 2013 Musica Viva Australia Song Company: Curriculum Links 17
Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years 7-8
M A K I N G
Content Descriptions Elaborations Learning Experience
8.1 Explore and experiment with sounds, sound sources and stylistic qualities from their own and other cultures to enhance music-making and develop aural skills
General Capabilities: LIT, NUM, ICT, CCT, PSC, ICU
Analysing and copying vocal sounds
Add pitch contrasts to the vocal work with hands representing melodic contour
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
8.2 Trial, refine and shape music ideas to compose and arrange music
General Capabilities: LIT, NUM, ICT, CCT, PSC, EB, ICU
Creating and analysing vocal sounds to imitate animals
Work in groups to compose and perform a vocal work with combinations of vocal sounds and techniques
Work in groups to compose and perform an original work using the mixolydian mode
Transferring the vocal refrain patterns to non-melodic percussion instruments or found sound sources
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Performing their nature or tree sound to the rest of the class
Create and ‘own version’ of a given song
Orientis Partibus
Orientis Partibus I Turn on the Tap
Orientis Partibus
Sing a Song of Sixpence Waltzing Matilda
Waltzing Matilda
Waltzing Matilda
I Turn on the Tap
8.3 Manipulate the elements of music to enhance stylistic characteristics and expressive qualities as they compose and perform music
General Capabilities: LIT, NUM, CCT, PSC, ICU
Add pitch contrasts to the vocal work with hands representing melodic contour
Practising activities using time
Working in groups to compose and perform a vocal work with combinations of vocal sounds and techniques
Maintaining the syncopated ostinato against the singing of the melody
Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape
Orientis Partibus
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
© 2013 Musica Viva Australia Song Company: Curriculum Links 18
Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years 7-8
Copy and create rhythm patterns
Listening for the introduction, and identifying the accents through movement or clapping
Discuss and manipulate the elements of music to create an “own version’ of a given song
Sing a Song of Sixpence Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
8.4 Practise, rehearse and perform a range of solo and ensemble music, developing skills and techniques to perform expressively
General Capabilities: LIT, NUM, CCT, PSC, IC
Copying the Latin text of a song
Working in groups to devise ways of moving with the ascending scale
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Saying the words rhythmically in a rap style
Performing a melodic percussion arrangement of Waltzing Matilda for 7-8
Perform simplified, original or new versions of a song
Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
8.5 Record and share music ideas in a variety of written and non-written ways using notation and available technology
General Capabilities: LIT, NUM, ICT, CCT, PSC, ICU
Add pitch contrasts to the vocal work with hands representing melodic contour Using their hands to show the pitch changes in the Alto part
Graphically notating the pitch movement of the Alto part
Orientis Partibus Orientis Partibus Orientis Partibus
8.6 Combine & make connections between music, others Arts subjects & other learning areas in their music-making
General Capabilities: LIT, ICT, CCT, PSC
Working in groups to devise ways of moving with the ascending scale
Using their hands to show the melodic contour
Linking the soundscape with movement, spoken word or visual text
Performing a movement to accompany their sound?
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Discuss the words and the style of an environmental and health awareness song, connecting with other arts and learning areas
Orientis Partibus Orientis Partibus Sing a Song of Sixpence Waltzing Matilda Waltzing Matilda
I Turn on the tap
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Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years 7-8
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Content Descriptions Elaborations Learning Experience
8.7 Identify roles and responsibilities of performers and audience members in a range of music contexts
General Capabilities: LIT, NUM, ICT, CCT, EB, PSC, ICU
Discussing rapping: spoken or chanted rhyming lyrics.
Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.
Performing their nature or tree sound to the rest of the class
Prepare and perform an ensemble song
Orientis Partibus Sing a Song of Sixpence Sing a Song of Sixpence Waltzing Matilda
I Turn on the Tap
8.8 Describe and explain the use of the elements of music within various works of different cultures, contexts and styles
General Capabilities: LIT, NUM, CCT, PSC, ICU
Discussing the effect of the singer performing ad lib (or freely).
Demonstration of question and answer
Discuss performing in a round
Listening to a recording, in particular the introduction, and identify the accents through movement or clapping
Discuss and demonstrate the intercultural musical features of a song
Orientis Partibus Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
8.9 Reflect on, develop and express opinions and discuss the elements of music and stylistic features of the music they compose and perform and on observations about a range of music
General Capabilities: LIT, NUM, ICT, CCT, EB, PSC, ICU
Discussing the effect of the singer performing ad lib (or freely)
Explore and discuss Kwela swing and similar styles
Orientis Partibus
I Turn on the Tap
General Capabilities and Cross Curriculum Priorities * General capabilities and Cross Curriculum Priorities have been extracted from the following documents:
4. Draft Shape of the Australian Curriculum: The Arts 5. Shape of the Australian Curriculum: The Arts (August 2011) 6. Australian Curriculum: The Arts Foundation to Year 10: Draft for Consultation (July 2012)
© 2013 Musica Viva Australia Song Company: Curriculum Links 20
Song Company: A Thousand Years of Song NSW Curriculum Years 7-8
Perf
orm
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Outcomes Indicators Learning Experience
4.1 Performs in a range of musical styles demonstrating an understanding of musical concepts 4.2 Performs music using different forms of notation and different types of technology across a broad range of musical styles 4.3 Performs music demonstrating solo and/or ensemble awareness
Analysing and copying vocal sounds
Adding some pitch contrasts to their sound
Using their hands to show pitch changes
Practising activities using time
Copying the Latin text of a song
Maintaining the syncopated ostinato against the singing of the melody
Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion
Saying the words rhythmically in a rap style
Demonstration of question and answer
Transferring the vocal refrain patterns to non-melodic percussion instruments or found sound sources
Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources
Performing their nature or tree sound to the rest of the class
Performing a movement to accompany their sound?
Performing a melodic percussion arrangement of Waltzing Matilda for 7-8
Perform original and ‘own versions’ of a song
Orientis Partibus I Turn on the Tap
Orientis Partibus
Orientis Partibus Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence I Turn on the Tap
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
Waltzing Matilda
Waltzing Matilda
Waltzing Matilda
Waltzing Matilda I Turn on the Tap
© 2013 Musica Viva Australia Song Company: Curriculum Links 21
The Song Company: A Thousand Years of Song NSW Curriculum Years 7-8
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mp
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Outcomes Indicators Learning Experience
4.4 Demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing 4.5 Notates compositions using traditional and/or non-traditional notation 4.6 Experiments with different forms of technology in the composition process
Work in groups to compose and perform a vocal work with combinations of vocal sounds and techniques
Using their hands to show the pitch changes in the Alto part
Graphically notating the pitch movement of the Alto part
Working in groups to devise ways of moving with the ascending scale
Work in groups to compose and perform an original work using the mixolydian mode
Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape
Experimenting and manipulating a variety of sound sources to contribute to a class soundscape
Copy and create rhythm patterns
Create an “own version’ of a given song
Perform a vocal composition from a written score
Orientis Partibus I Turn on the Tap
Orientis Partibus
Orientis Partibus Orientis Partibus
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Sing a Song of Sixpence I Turn on the Tap
I Turn on the Tap
© 2013 Musica Viva Australia Song Company: Curriculum Links 22
Lis
ten
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4.7 Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas
4.8 Demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire
4.9 Demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study
4.10 Identifies the use of technology in the music selected for study, appropriate to the musical context
Analysing and copying vocal sounds
Discussing rapping: spoken or chanted rhyming lyrics.
Discussing performing in a round
Listening for the introduction, and identifying the accents through movement or clapping
Discuss and perform, with reference to listening, the structure diagram and the score.
Orientis Partibus
Sing a Song of Sixpence
Sing a Song of Sixpence
Waltzing Matilda
I Turn on the Tap
© 2013 Musica Viva Australia Song Company: Curriculum Links 23
Song Company: A Thousand Years of Song NSW Curriculum Years 7-8
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Outcomes Indicators Learning Experience
4.11 Demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform 4.12 Demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences
Discussing the effect of the singer performing ad lib (or freely).
Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.
Performs a part song in a vocal ensemble
Orientis Partibus
Sing a Song of Sixpence
I Turn on the Tap
Links to other Key Learning Areas English, Numeracy, PDHPE, ICT, HSIE
Talk about the music they create using words, visual representations, or movement.
Discuss and learn about mathematical concepts: the qualities of shapes, right and left direction and counting
Record and share musical ideas using a digital soundscape.
Share ideas about the differences and behaviours between a performer and being an audience member.
Express appreciation by being a considerate audience member and acknowledging ideas of others.
Discuss the background of nursery rhymes, their origins and how students can create their own modern versions. General capabilities LIT Literacy NUM Numeracy ICT Information and communication technology capability CCT Critical and creative thinking PSC Personal and social capability EB Ethical Behaviour ICU Intercultural Understanding Cross-curriculum priorities SUST Sustainability AAEA Asia and Australia’s engagement with Asia ATSIHC Aboriginal and Torres Strait Islander histories and cultures * Elaborations of the content descriptions are outlined in Curriculum Links