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
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.
Achievement Standards by end of Year 2 (Draft Aust. Curric. 2013)
By the end of Year 2, students sing, play instruments, listen to and move to a range of music, demonstrating an understanding of beat, tempo and familiar pitch and rhythm patterns. They improvise and organise ideas and sounds to create music. They understand that music is used for a variety of purposes.
Students share the music they create, perform and listen to using invented and traditional notation and technologies. They comment on the music they and others create, identifying their preferences and interpreting music through movement, words and pictures.
Rhythm and Metre - accent and barlines in 2/4, 4/4, ties, revise note value
Pitch and Melody - la, step/skip, do, Absolute names on the treble staff.
Part Work - 4 beat rhythmic ostinati, 4 beat melodic ostinati, 2 part Canon
Form and Structure - same and different phrases
Tone Colour - Orchestral Families - Strings, Brass, Woodwind, Percussion - Individual voices
Expressive Elements - Revise loud = f and soft = p, - smooth legato and detached stacato
Create - Use s m to create melodies. Use crotchet and quavers to create rhythmic patterns
Practice - Singing - posture and sound quality. Instrument - correct playing techniques
Present - Sing and play for class and teachers, participate in fortnightly assembly whole school song
Safe Practices - Being aware of personal space when moving. Handling of instruments.
Respond - Personal responses to own and peer performances using musical language
Reflect - Answer questions relating to assembly songs
Create - Use s m l to create melodies. Use crotchet and quavers to create rhythmic patterns
Practice - Play known melodies on keyboard/tuned percussion instrument
Present - Sing and play for class and other audience, participate in fortnightly assembly whole school song
Safe Practices - Handling of instruments
Respond - Personal responses to selected recorded music
Reflect - Reflect on own performance of vocal ostinato, maintenance of parts and steadiness of beat.