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Year 1 Music

 

​Examples of knowledge and skills appropriate for students in Prep - Year 2 (Australian Curriculum 2013 Draft Document Exert)

In this band students are introduced to the ways that ideas and intentions are communicated in and through Music. They develop knowledge, understanding and skills through music practices focusing on:

Elements of music

                   

Rhythm - sound/silence, long/short, fast/slow, beat and rhythm, rest, ostinato, tempo, crotchet , crotchet rest , quavers in pairs , experience of duple and triple metres

Pitch - high/low, pitch direction (going up or down), pitch matching, unison

Dynamics and expression - loud (forte) f and soft (piano) p

Form - same/different, patterns, repetition, echo, introduction, verse, chorus, round

Timbre - every voice and instrument has its own distinct sound

             - how sound is produced including hit, blown, plucked and shaken- how sound is produced including hit, blown, plucked and shaken

Texture - unison, melody and accompaniment, round, drone

 

Skills (including aural skills)

- discriminating between sounds and silence

- moving and performing with an understanding of beat and tempo

- demonstrating the difference between singing and speaking voice

- discriminating between loud and soft, long and short, high and low

- recognising familiar instrument timbres

- using technology as a tool for music learning

- holding and playing classroom instruments safely and correctly

- understanding turn-taking in group music making

- playing in time.

Overview

Rhythm and Metre - beat and rhythm, feeling the accent, note values

Pitch and Melody - s, m notes, speaking/singing voice,

                               melodic contour and staff,

                               high/low pitch with wide/octave/min 3rd distances,

Part Work - song & actions, song & beat, song & rhythm, beat & rhythm

Form and Structure - echo, same & different phrases, question & answer

Tone Colour - Untuned percussion instruments, Voices in group

Expressive Elements - Fast/ Slow, loud = f  and soft = p

Semester 1

Create - Use s m  to create melodies

Practice - Singing - posture and sound quality. Instrument - correct playing techniques

Present - Sing and play with class, participate in fortnightly assembly whole school song

Safe Practices - Being aware of personal space when moving. Handling of instruments.

Respond - Non verbal responses to exert of recorded music.

Reflect -  Answer questions relating to assembly songs

Semester 2

Create - Improvise four beat rhythmic patterns

Practice - Singing - posture and sound quality. Instrument - correct playing techniques

Present - Sing and play with class for an audience, participate in fortnightly assembly whole school song

Safe Practices - Handling of instruments

Respond - Provide a positive comment on an individual's performance referring to technique

Reflect -  Reflect on classmates singing in terms of pitch.

 
 

 Current Work

 

​​Performance

Students are currently performing rhythms using untuned percussion instruments and following a written rhythmic symbols from the board to make patterns. We have been working on creating clear beats of crotchets and quaver notes.

Theory

Students have been circling symbols on paper to identify specific s-m tunes learnt, differences between beat/rhythm, high/low, fast/slow sounds.