LEARNING SEQUENCE & ACTIVITIES

It is recommended that students follow the below sequence when introducing them to each musical element:

This sequence will be most effective in giving students the opportunity to work through each element, building upon what they have learnt from the previous element. For example, only after students have an understanding of rhythm can they comprehend the musical patterns they listen to and sing when exploring tempo and dynamics. Likewise, with melody, students will only be able to read simple melodic patterns and sing them if they understand the three prior musical elements.  

ACTIVITIES

When following the sequence of learning, each musical element includes activities that allow students to explore, make and respond to different music. These include:


1. RHYTHM

– Introducing crotchet, quaver, semi-quaver and crotchet rest both as notes and in word form (TA, TI-TI, ZA)

– Writing their own rhythmic pattern using notes and words

– Speaking and clapping written rhythmic patterns

– Creating their own rhythmic pattern

– Listening to an Aboriginal rhythmic pattern using clapping sticks

– Using questions to respond and reflect

2. TEMPO

– Introducing the two tempos of fast and slow and their musical terminology (Allegro and Adagio) and show examples in written music

– Listening to fast and slow music (Chinese opera and English ballad) and identifying/comparing the difference

– Singing a simple melody fast and slow

– Using questions to respond and reflect

3. DYNAMICS

– Introducing the two dynamics of loud and soft and their musical terminology (Forte and Piano) and show examples in written music

– Speaking loudly and softly

– Identifying loud and soft dynamics in the environment

– Singing along with a classic rock song using a loud voice (Extension – identify the rhythmic pattern in the song)

– Listening to a soft song (Aboriginal artist) and identify the instruments contributing to the soft dynamic

– Using questions to respond and reflect

4. MELODY

– Introducing the two pitches of high and low and explaining how they contribute to forming a melody

– Identifying high and low in a written melody ‘Mary Had a Little Lamb’

– Listening to a song that further explains/demonstrates high and low

– Singing a simple melody ‘Twinkle Twinkle Little Star’ and identify the defining melodic features in the written music

– Comparing two different melodies (opera singer and contemporary singer) and identify which is singer is using a high or low voice

– Following a simple written melody ‘Row Row Row Your Boat’ and singing in in a group in cannon form

– Using questions to respond and reflect