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Related topic
Music / Year 3 and 4 / Developing practices and skills
Curriculum content descriptions
develop listening skills and skills for manipulating elements of music when singing and playing instruments (AC9AMU4D01)
Elaborations
- using speaking, singing, voice/vocalisation and movement to develop skills for singing/vocalisation; for example, breathing, awareness of pitch, beat and rhythm, ensuring that the audience can hear/follow the lyrics when singers are singing softly, learning how to sing louder without shouting
- manipulating elements of music to create and control intended effects, using sounds from a range of sources, such as voice/vocalisation, classroom instruments, found objects or digital instruments; for example, varying dynamics in repeated sections to create interest or using different instruments/combinations of instruments to create a particular mood or feeling, using combinations of steps and jumps (close/wide intervals) in a melody to suit different sections of the lyrics
- singing and playing learnt pitch and rhythm patterns and varying elements of music within them to create different effects; for example, singing softer or louder, faster or slower, repeating phrases, extending or shortening rhythmic values
- listening to the effects they create by manipulating elements of music in different ways and discussing how easy/difficult different choices are to perform accurately; asking questions such as “What works and why” (noting that there may be a range of responses across the class)
- listening to diverse examples of music to explore how rhythm and pitch patterns, structures or timbres are used; for example, listening to identify whether a rhythmic or melodic pattern is repeated in every bar/measure or used only in a specific section, such as the verse or chorus
- practising reading staff, graphic and/or invented notation as they rehearse and perform
- exploring options for representing sounds in a score; for example, inventing a graphic score to represent sounds of the environment or using a combination of staff notation and invented symbols; then using the score when rehearsing and making changes to ensure that it is accurate and useful/easy to follow in performance
General capabilities
ScOT terms
Ear training, Music performance, Musical instruments, Musical elements, Listening, Aural skills