Examples of knowledge and skills appropriate for students in Year 3 - Year 4 (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
(build on the knowledge and concepts introduced in Foundation to Year 2):
rhythm: simple metres of 2/4, 3/4, 4/4, note values of crotchet , crotchet rest , quaver , semiquaver , dotted crotchet , quavers in groups of 3 and identical rests in repertoire studied
ostinato, tempo changes (faster and slower)
pitch: pentatonic patterns, melodic shape, recognising steps and leaps, treble clef, staff
dynamics and expression: very soft (pianissimo) pp and very loud (fortissimo) ff, gradually getting louder (crescendo), gradually getting softer (decrescendo), smoothly, short and detached
form: question and answer (call and response), repeat signs, binary (AB) and ternary (ABA) forms
timbre: recognising familiar instrumental timbres in isolation and combination
texture: combining two or more rhythmic or melodic patterns which occur simultaneously in different voices
build upon knowledge from Prep - Year 2
Rhythm and Metre - accent and barlines in 2/4, 3/4 and 4/4 (simple time), repeat signs, notes and equivalent rests - semibreves and semiquavers, dotted minim, single quavers
Pitch and Melody - d, r, m, s, l, relative positioning to treble stave and treble notes, Minor 3rd and Major 2nd interval, major and minor recognition, C pentatonic scale
Part Work - 4 beat rhythmic and melodic ostinati, rhythmic and melodic canon
Form and Structure - canon, introduction/verse/chorus
Tone Colour - Orchestral Families - strings, Brass, Woodwind, Percussion - Individual voices explored through keyboards
Expressive Elements - forte f and piano p
Create - Create a melody using known notes labelling with solfa and note names
Practice - Play recorder in a group using notes from traditional score. Read and play rhythmic patterns.
Present - Sing and play (on recorder) known repertoire using expressive elements covered, participate in fortnightly assembly whole school song
Safe Practices - Handling and use of instruments. Volume control for musical expression using technique.
Respond - Personal response to classmate's performance of a recorder passage.
Reflect - Reflect on the processes and outcomes of own composition task
Create - Write a melody in formal notation to a given rhythmic pattern using known notes.
Practice - Sing and rehearse a canon in a small group. Play recorder individually reading notation.
Present - Sing in small groups the rehearsed canon, participate in fortnightly assembly whole school song
Safe Practices - Handling and use of instruments. Audience skills.
Respond - Discuss performances from the school musical.
Reflect - Comment on own performance of recorder using musical language and give reference to the expressive elements used.