1. Module 4 Introduction to Music K-6 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

2. What do students learn to do in music? Perform, organise sound and listen to music © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

3. What do they learn about? Students learn about musical concepts through performing, organising sound and listening activities. The concepts of music are: duration pitch dynamics tone colour structure © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

4. What type of music should they experience? Students experience musical concepts within a wide range of musical repertoire. The syllabus recommends: vocal music (rhymes & songs) instrumental music student compositions movement © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

5. performing, organising sound and listening In music, students develop knowledge and understanding, skills, values and attitudes in: by experiencingwithin a wide range ofthrough a musical concepts duration pitch dynamics tone colour structure repertoire vocal music instrumental music student compositions movement Sequential and planned process of teaching and learning © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

6. How do I put this into practice? Dig a potato Therese Carthew © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

7. What did this activity demonstrate? Repertoire category - chants/rhymes Performance - moving and chanting Listening - listening skills are employed when echoing the chant and when performing © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

8. What concepts were represented? © Curriculum K-12 Directorate, NSW Department of Education and Training Duration though the actions (BEAT) through the rhythm of the words (RHYTHM) Dynamics by reciting the words softly and loudly Tone colour by experimenting with different ways of using the voice, for example whispering Structure performing a piece with four phrases performing a round

9. What are students expected to achieve? © Curriculum K-12 Directorate, NSW Department of Education and Training The outcome statements in the syllabus describe, in broad terms, what students are expected to achieve in each stage. Stage 1 Outcome Performing Sings, plays and moves to a range of music demonstrating an awareness of musical concepts (MUS1.1)

10. How do I adapt this activity for Stages 2 or 3? Change the repertoire and vary the activities. For example, “Just gimme the beat” from Vocal-Ease Modules 1 & 2. © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

11. Where do I go from here? Funge Alafia Traditional Ghana © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

12. Listening All music activities involve listening. Listening skills include: aural awareness aural discrimination aural memory aural sequencing aural imagination © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

13. Listening Which listening skills were used in: “Dig a potato” when performing actions as a round, without sound? “Funge Alafia” when identifying the number of phrases and melodic contour? “Funge Alafia” when listening to each other as they sing a round? © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

14. Organising sound Organising sound activities include: experimenting improvising varying creating organising © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

15. Organising sound Identify the “Funge Alafia” activities which involved experimenting and organising. © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

16. Where can I go for additional support? Sync or Swing Vocal Ease 1 & 2 Vocal Ease 3 & 4 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training