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):
- 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)
- 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
- question and answer (call and response), repeat signs, binary (AB) and ternary (ABA) forms
- recognising familiar instrumental timbres in isolation and combination
- combining two or more rhythmic or melodic patterns which occur simultaneously in different voices
Achievement Standards by end of Year 4 (Draft Aust. Curric. 2013)
By the end of Year 4, students sing and play a range of music for a range of purposes. They match pitch and demonstrate beat, tempo and metre. They organise and manipulate combinations of sound and silence as they improvise and structure compositions. They use invented and traditional symbols and technologies to record and document the music they perform and compose.
Students describe similarities and differences between instrumental and vocal sounds. They identify features of the music they listen to. They describe and compare the music they and others create and consider where and why people make music. They interpret music by using movement, words, graphic scores and traditional notation.
build upon knowledge from Prep - Year 3
Rhythm and Metre - accent and barlines in 6/8 (compund time), repeat signs, dotted note values, quavers in groups, semiquavers, rests
Pitch and Melody - d, r, m, s, l, relative positioning to treble stave and treble notes Major 3rd interval, major and minor recognition
Part Work - rhythmic accompaniments, partner songs
Form and Structure - verse and chorus
Tone Colour - Orchestral Families - strings, Brass, Woodwind, Percussion - Individual voices explored through keyboards
Expressive Elements - smooth legato and detached staccato, fortissimo ff and pianissimo pp
Create - Write a melody on the staff using known notes labelling with solfa and note names
Practice - Play recorder using notes from traditional score
Present - Sing partner songs in a small group, participate in fortnightly assembly whole school song
Safe Practices - Handling and use of instruments. Volume control for shared environment.
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 two part composition for one tuned and one untuned instrument
Practice - Rehearse the composition with a partner. Rehearse a recorder performance to a backing track.
Present - Play known repertoire on recorder using expressive elements covered.
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.