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Music 3-6: Playing the Mind

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Music 3-6: Playing the Mind happy confused MEDIA ARTS 3-8: MIND THE SELFIE! National Portrait Gallery, Portrait of a OTHER RESOURCES Nation, ‘Australian Schools Portrait • Cheap cameras or digital devices Project, Years 5 to 8’ that students can use to take photos. For older students http://www.portrait.gov.au/ • Access to clean sand, rice and/or The Australian Centre for Photography portraitofanation/ fallen leaves and SBS Teacher Notes on ‘School National Gallery of Art, Education, • Historical selfies dating back to the Selfie’ ‘Who Am I? Self-Portraits’ 1800s http://www.sbs.com.au/sites/sbs. http://www.nga.gov/content/ngaweb/ com.au.home/files/school_selfie_-_ education/teachers/lessons-activities/ • Computers and photography teachers_notes_-_high_res.pdf self-portraits.html software IPad Art Room, Blog post “Don’t hate What is Modern Art? FEED THE MIND WITH the selfie” https://www.moma.org/learn/moma_ http://www.ipadartroom.com/dont- learning/themes/what-is-modern-art/ DreamBIG CHILDREN’S hate-the-selfie/ modern-portraits FESTIVAL PROGRAM Portrait Photography – useful for An internet search on the Paul Adelaide International Youth Film details about light Getty Museum will reveal useful Festival https://en.wikipedia.org/wiki/Portrait_ education resources for portraits that A Taste of Unity photography can easily be adapted to the making E-Bully Selfies or self-portraiture – and responding of the Australian Gone Viral professional photographers Francesca Curriculum: The Arts. Woodman, Douglas Prince Into the Jungle http://www.tate.org.uk/art/artworks/ Movie Music Making woodman-untitled-ar00351 3D Creature Exchange http://www.douglasprince.com/ The Listies 6D p690616609 MUSIC 3-6: PLAYING THE MIND INQUIRY QUESTION Students collaborate to plan and make Level 4: Assess and test options to identify the most effective solution How can I support students to: artworks that communicate ideas. and to put ideas into action. Identify • understand how sound can be used Years 5 and 6: … students explain and justify the thinking behind choices to represent and express thoughts how ideas are communicated in they have made.25 and feelings artworks they make and to which • create a graphic score that can be they respond. EXAMPLES OF Students structure elements and used to facilitate composition and KNOWLEDGE AND SKILLS processes of arts subjects to ensemble playing make artworks that communicate • Students are not required to have • express internal thoughts and meaning. They work collaboratively any prior knowledge of reading feelings through music? to share artworks for audiences, musical notation (graphic or demonstrating skills and traditional) or previous composition AUSTRALIAN CURRICULUM: techniques.24 experience. THE ARTS • It is presumed that students will GENERAL CAPABILITIES have had some experience playing MUSIC – ACHIEVEMENT musical instruments and will STANDARDS understand basic musical concepts Level 3: Explore situations using such as pitch, beat and the role of Years 3 and 4: … They discuss creative thinking strategies to propose the conductor. how they and others organise a range of alternatives. Experiment the elements and processes in with a range of options when seeking artworks. solutions and putting ideas into action. 24, 25 – Ibid, ACARA 33 MUSIC 3-6: PLAYING THE MIND … Focus on the use and awareness of LEARNING EXPERIENCES transfer the use of the maps’ the elements of music, building on the THAT ENGAGE, CHALLENGE, symbols to make our mind maps? knowledge and skills developed in the ASK STUDENTS TO previous Bands: AND SUPPORT This unit of work will explore the • In groups, using coloured pencils and Years 3 and 4 kinds of thoughts and feelings that paper, assign a colour with a symbol • Elements of music: rhythm, travel through the brain as electrical to each of the thoughts and feelings pitch – note and rest symbols (or impulses. Different colours are used from their brainstorm (eg ‘happiness’ representations of sounds and to represent different thoughts with a red triangle, ‘learning’ with a silences) and feelings and a mind map or yellow spiral). • Form – repeat sign, ternary (ABA) graphic representation is produced. • Transfer their symbols onto the line form Instruments are then selected to drawing of the brain to create a mind • Skills (including aural skills) represent the different colours on map showing what goes on in their – showing direction of a tune (in the mind map and the composition is brains. performed. pitch) with gesture or drawings Session 2 Session 1 – demonstrating beat and tempo TEACHERS changes TEACHERS • Prepare a selection of musical – matching and varying dynamics Prepare in advance: instruments for the students to use. Years 5 and 6 • multiple copies of a simple line Alternatively, the students could use • Elements of music: rhythm, drawing of the human brain and a variety of found objects (eg pots, pitch – note and rest symbols (or where it is located in the head (A3 boxes, tins) that will make sounds. representations of sounds and size if possible), one per student or • Revisit the mind maps made earlier. one per group of 4 to 5, for students silences) • Explain that the mind maps are going to draw on • Form – theme/motif to become musical compositions – • Skills (including aural skills) • an image of a simple, but colourful, they are ‘graphic scores’ (a graphic geographical style map –­ holding and playing instruments form of musical notation). • an image of the brain and where it is and using their voices safely and ASK STUDENTS TO correctly located in the head. • Decide and assign a musical Discuss with the students: –­ listening to others controlling instrument (or object) to each of volume and tone in ensemble • What do we know about how our the different colours and symbols 26 activities. brain works? (representing a thought/feeling) on Explain that: their mind maps. IDEAS FOR ASSESSMENT • Every time we have a thought or a • Explore and decide how they will Reflective of the Achievement feeling an electrical impulse travels play that instrument for that particular standard, assessment criteria could through our brain on a set pathway, symbol. For example, they could include the extent to which the like a train on a track. shake it for 2 seconds (ie count 1 and student is able to demonstrate their 2). The sound played should reflect ability to: • We are going to make a map that shows different thoughts and feeling the intended thought/feeling that is , and Explain respond describe as they travel through our brains. represented. • respond to the work of others Show and discuss the image of the • Be prepared to give reasons for their using appropriate music-specific brain prepared earlier. choices when asked later. language (ie from examples of TEACHERS knowledge and skills). ASK STUDENTS TO In advance, prepare a version of your Make and share • Brainstorm and write down a list of own mind map. Display this version of • work in small groups and as part the kinds of thoughts and feelings a mind map on the board (enlarged) so of a team that travel through their brains the class can all see it. Alternatively, • use the instruments to make regularly (eg happiness, frustration, use one that students have created. sounds that convey intended jealousy). Aim to come up with at thoughts/feelings least 5 or 7 suggestions. • Ask students to select an instrument and form a group with students • perform the mind map/graphic • Provide suggestions for how these holding similar instruments. score in a group thoughts and feelings in the brain • portray ‘form’ in their composition could be turned into a map. • Decide as a class which instrument group will be playing one of the (ie with a beginning, middle and TEACHERS end) thoughts/feelings that is represented • Show the class the image of the • use other musical elements on the graphic score on the board – map and the line drawing of the such as tempo (pace or speed), the former mind map (eg the cymbals brain prepared earlier. dynamics (volume). and other metal instruments may be • Discuss: What do the symbols used to represent frustration which 26 – Ibid, ACARA on the map mean? How can we may be depicted as a black dot). 34 MUSIC 3-6: PLAYING THE MIND • Point to different symbols on the could apply other music elements TFEL TIPS graphic score – this is the cue for such as dynamics (volume) and Domain 3.2: Develop expert learners; the instrument group to play their tempo (speed). check for understanding. Check instruments. • Write down the sequence of their students’ progress throughout the • Discuss and decide with the class composition so they are able to process to ensure they understand they how each instrument group will reproduce it in the next lesson. are representing thoughts and feelings know when to stop playing. Note: It may be useful to set a time through sound. Ask questions such as, • Ask students to volunteer to be the limit for compositions. “Why have you chosen that particular ‘conductor’ and point to the different sound to represent that feeling” or Session 4 thoughts/feelings on the graphic “Which other instruments could you Performance score. have used for that purpose and why?” Discuss and make decisions with the • After a short rehearsal time students class on the following, focusing on one will perform their compositions to FURTHER IDEAS TO musical element at a time. the class. FEED THE MIND • Form – How can we make our • Record performances to be used for • Compositions could be performed for graphic score composition sound self and peer assessment in the next another class or at assembly with the like it has a beginning, middle and session. graphic score displayed on a projector end (ie ternary form – ABA)? For Session 5 screen. example, could we begin and end View student performances from the • Use the unit as a starting point for with the same feeling/sound? How previous session.
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