Music / Year 1 and 2 / Exploring and responding

Curriculum content descriptions

explore where, why and how people across cultures, communities and/or other contexts experience music (AC9AMU2E01)

Elaborations
  • listening to and talking about music that features instruments and/or voices/vocalisations from diverse contexts and cultures, and sharing observations about the music, such as identifying the instruments used or identifying the purpose the music was composed for; identifying and learning songs for special occasions (for example, birthday songs) or exploring how music is used to enhance the action or mood in a game they play on a digital device or a cartoon they watch (for example, “How is the music telling me that everyone is happy or that the rainforest is sad?”)
  • exploring ways that people in their local community are making and experiencing music; for example, identifying ways of being a musician such as singer, songwriter, composer, instrumentalist, sound engineer or digital music producer; being a listener or audience member (at home, in places designed especially for music performance and/or in physical or virtual public spaces); making a class list of places where they experience music each day and noting who the performers/composers are and their responses to the music (for example, responding to questions such as, “Which music makes you want to sing along?”, “Why don’t we know who composed this music?” and “Does that matter?”)
  • identifying opportunities for engaging with music in their daily life by being a composer, performer or audience; for example, singing when no-one else can hear you, singing in a group, writing and recording songs using available digital devices and apps, listening to music, improvising chants/raps to make everyday tasks more interesting, noticing how music is used in screen-based products such as games, cartoons or e-books
  • discussing where, how and why they and their peers or family members experience music, and their music preferences; for example, compiling a playlist that combines their favourite music from the different generations in a family or creating a school playlist
  • practising active listening skills; for example, moving with the beat and clapping rhythmic ideas or being aware of pitch and volume when they are singing/vocalising and/or playing instruments
General capabilities
  • Literacy Literacy
  • Intercultural understanding Intercultural Understanding
ScOT terms

Communities,  Culture,  Music,  Cultural contexts,  Listening

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