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Sample Teaching and Learning Outline the Arts – Music SAMPLE TEACHING AND LEARNING OUTLINE THE ARTS – MUSIC YEAR 4 Copyright © School Curriculum and Standards Authority, 2018 This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY) licence. Disclaimer Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can use to support their teaching and learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources relevant to the learning area syllabus. 2018/53833v3 The Arts | Music | Year 4 | Sample Teaching and Learning Outline Time allocation on which the sample teaching and learning outline is based One hour of teaching per week for one school term (10 weeks). Music key concepts embedded Ideas Skills . rhythm . timbre . texture . dynamics Performance Response Prior knowledge In previous years, students have explored ideas through improvisation and notating music, particularly extending their understanding of rhythm, pitch, timbre and dynamics. Students have experimented with the elements of music and created simple compositions using the elements of music and, reflected on and refined musical ideas. They understand the basics of dynamics and that they use specific terminology and symbols to communicate. They have begun to explore leaps and intervals, specifically octaves, perfect 4ths and perfect 5ths. They have also explored how musical styles utilise the different elements of music, specifically in classical music. Students have been presented with performance opportunities, whereby they have had to continue developing their rehearsal process and audience etiquette. They know how to show respect and engagement as an audience member. Previously, students have been exposed to different styles of music to reflect on the meaning and purpose of both their own work and the work of others. They have also addressed music in other times, contexts and cultures. Classical music and the use of the orchestra has been covered in previous years. Music skills Students begin to improvise, refine and experiment with the elements of music (specifically rhythm, timbre, texture and dynamics) to develop a simple composition inspired by one of the pieces from The Planets Suite by Gustav Holst. Students explore The Planets Suite and how different pieces use similar instrument groups to evoke very different characters. They compare and contrast some pieces with a focus on timbre and rhythm. They examine one specific piece (‘Mars’ in this plan) and how different musical features give a distinct feel, e.g. ostinato, fanfares and dynamics. Students experience the roles of performers, conductors and audience members. They work in small groups, both composing and practicing others’ compositions. They refine their musical ideas. Throughout, they record their reflections, musical notation (graphic or standard) and the answers to key questions in their reflection journals. Across the year, different skills are emphasised in: Making (M) Responding (R) Suggested assessments are provided throughout the outline for teachers to select the timing, type and number of assessments in line with the school assessment policy. The Arts | Music | Year 4 | Sample Teaching and Learning Outline 1 Focus Week Making Responding Questions/Learning Teaching and Suggested Learning Activities Intentions 1–3 S> Development and R> Reasons why 1. What do you notice Teaching consolidation of and how people about this section? The Planets Suite – an introduction. aural and theory make music across 2. In what ways do Students listen to selections of The Planets Suite. skills to compose different cultures, each of the sections Note: do not provide any information apart from the names of the pieces. The and perform music events or occasions sound different? entire suite goes for ~50 minutes, selections of 1–3 minutes each will be 3. In what ways do Rhythm R> Responses that sufficient. each of the sections (rhythmic identify and Students make notes against each of the pieces of music: questions 1–3 in sound the same? ostinato from describe how the their reflection journals. Once the students have listened to each of the 4. What is this piece Mars) elements of music sections, they discuss their responses in small groups and then as part of a about? Timbre are combined and larger classroom discussion. Students should add to their existing notes. (instrument 5. What emotions do used to LA 1 groups) you feel when you communicate After the discussion, students are provided with iPads or laptops to research Texture hear this piece? ideas, mood and Gusatv Holst’s The Planets Suite in pairs and make notes. Use the following to 6. What kind of person Dynamics meaning guide research. do you think this Form (ostinato – . Why did Gustav Holst write The Planets Suite? music is about? Yr 3 concept) . What did he use as his inspiration? 7. How would you . How did he structure the The Planets Suite? P> Development of describe this sound? . When did he compose this The Planets Suite? performance skills 8. How do these . What other information can you find? (singing in tune, sounds make you playing classroom feel? Class discussion on the information students have discovered. What are some instruments with 9. What images or new ideas they have formed about The Planets Suite? correct timing and movements do the Students reflect on their thoughts in their reflection journal. technique, sounds Assessment: Formative incorporating some communicate? Student reflection journal and anecdotal notes. dynamics; 10. In what ways do the LA 2 Introduction to timbre maintaining own sounds indicate the Warm up: Students listen to ‘Mars’ from The Planets Suite. Ask students about part at correct pitch character of the their opinion on the meaning behind the music, focusing on questions 4–6. and tempo when planet? How do they Students listen to examples of the The Planets Suite’s pieces again. performing with do this? others) 11. Which instruments Ask students to move or act in character to represent the way each character would you use for comes across, e.g. the god Mars – angry and powerful, and the god Jupiter – this character? jovial and fun). The Arts | Music | Year 4 | Sample Teaching and Learning Outline 2 Focus Week Making Responding Questions/Learning Teaching and Suggested Learning Activities Intentions Teaching concepts 12. Which sections of Ask students to pose in a tableau (frozen scene) and ask groups of students The Planets Suite, the orchestra can whose tableau is clear to explain their character. character through you hear? Identify and discuss the sections and instruments in the orchestra (see music, movement to 13. Which instruments resources). music, orchestra, play the ostinato and Explain that students are going to try to identify the different instrumental instrument sections in what order? groups of the orchestra. of the orchestra, Students listen to snippets of The Planet Suite that show the different parts of timbre of the orchestra. Ask question 7 for each section. The following table illustrates instruments within a when each section is featured. Note: timing may vary between recordings. section, ostinato Orchestral Example Examples of when the section is section instruments featured violin, viola, Mercury: 1.40 cello Jupiter: Introduction Strings Mars: 2.30–2.45 double bass Mars: 3.15–4.15 Mars: 0.00–1.00 trumpet, Jupiter: 0.40 trombone, Saturn: 2.15 Brass tuba, euphonium Uranus: 0.00 (Introduction) french horn Venus: 1.25 Uranus: 1.35 flute Saturn: Introduction clarinet Woodwind oboe, bassoon Venus: 0.30, 1.20 Mercury: 0.20 bass drum, Jupiter percussion arrangement timpani, Percussion glockenspiel, xylophone, Mars cymbals The Arts | Music | Year 4 | Sample Teaching and Learning Outline 3 Focus Week Making Responding Questions/Learning Teaching and Suggested Learning Activities Intentions As students hear each section of the orchestra, ask questions 8–10. Examine contrasting examples from two sections, e.g. ‘Mercury’ and ‘Mars’ are opposites, (‘Mercury’ sounds flighty and happy; and ‘Mars’ sounds intense, brooding and insistent) but both have the same timbre. Use the word timbre to model the correct way of using it. Read students the following text to use as the model for a character (or adapt from characters students are exploring in class). He is mad! Absolutely furious! He stomps into the room and glares at the happy guests enjoying themselves. Some don’t notice but some stare back, looking worried. He stalks over to the table laden with food and shoves large handfuls into his mouth, before sitting heavily into a chair, still glaring at the guests. Explain to students that they will be developing a character and acting out the description of the action from the text above. Document ideas for instrumental sections they could use for the character in their reflection journal (question 11). Assessment: Formative reflection journal anecdotal notes – student contribution. LA 3 Exploring rhythm and timbre warm up: listen to the section ‘Uranus’ and ask students to stand up and move/behave like the ‘character’ they hear. Ask students to freeze in a tableau (frozen scene) and ask groups of students whose tableau is clear to explain their character.
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