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Units and sequences

  • Looking Ahead for Our Native Animals

    These new curriculum (2007) level 3 units, written by Maria Winder and Julie Cadzow, use Digistore resources and focus on the sustainability of threatened native animals in New Zealand. The units enable students to express their knowledge, ideas, and feelings towards the endangerment, extinction, or future survival of New Zealand animals through music and/or dance practices and knowledge bases.

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  • Pussycat Pussycat, Where Have You Been?

    This new curriculum (2007) level 1 unit, written by Maria Winder, uses Digistore resources and focuses on creative and practical responses to nursery rhymes as students listen, sing, accompany themselves on ukulele, and act character parts of songs from England, Tonga, and Samoa.

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  • Rock It Man

    This level 1 NCEA unit, written by Chris Archer, was prepared using the Arts Online NCEA interactive unit planner. It aims to foster the ability of students to inquire and reflect on their own and others' values and appreciate artistic diversity through the analysis of a selection of New Zealand contemporary rock and popular music from a range of styles and genres. This is still good but refers to the "old" achievement standards. It's also on the general TRE.

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  • Symbol 2 Sound - Sound 2 Symbol

    This NCEA (levels 2 and 3) unit, written by Chris Archer, is designed to develop students' abilities to explore and use visual symbols as a source of motivation in which to create, structure, and represent musical instrumentations/arrangements and compositions, and express imaginative thinking and personal understandings. The unit uses images from The Museum of New Zealand Te Papa Tongarewa collection, to provide examples of visual artistic works that express unique identities. These images reflect New Zealand's cultural diversity and illustrate how artists value histories and traditions. The unit also explores ways in which students can develop competencies in working effectively together and independently.

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  • Listening and Responding to Music

    This unit contains activities related to nine specific yet varied pieces of music, divided into four sets under four different intended outcomes. (levels 3 - 4)

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  • Machine Music

    This level 4 unit uses a School Journal article about designing a carpet as motivation. It describes how students can create and perform 'machine music' from their own graphic scores, using both sound and movement.

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  • Making Links between Language/s and Music

    This resource is intended to help teachers integrate music learning with approaches to literacy. In this way, the socially enjoyable, artistic, cognitive, and aesthetic aspects of music learning can support language development. (Curriculum levels 2 - 4)

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  • Creating a soundscape

    The unit and learning outcomes are based around the first teaching example - entitled 'A Soundscape' - in the 'Creating and Representing' chapter of Into Music 2. The lesson sequence is written to ensure that students develop the skills, knowledge, and understanding required to ensure the learning outcomes are met in a sequential manner. (level 3)

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  • Tane and the Stars – A Tane me ngā Whetu

    This unit explores the creating and playing of aspects of music. It contains four teaching sessions, which include activities related to sound compositions that are inspired by the story Tane and the Stars - A Tane me nga Whetu by R. Bacon and M. Smith. (level 3)

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  • Blame it on the Boogie

    This is an example of a music planning process. The dance-related unit is based on listening, singing, and jiving to disco music. (levels 2 - 3)

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  • Improvisation Circle in Music

    The planning material in this resource outlines how to set up an improvisation circle, describes a music improvisation circle, and offers suggestions on extending the activity to include wider sound arts and compositional learning. (levels 3 - 4)

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  • Using Music Technologies

    Mark Edwards - E-Learning Fellow A music unit which was developed as part of a research project for an e-learning fellowship. Students are given the opportunity to experiment with different music technologies that could then be built on to create a larger unit incorporating the skills learnt. Plenty of excellent online references are provided.

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  • Into Music 1 - Classroom Music in Years 1-3

    This Ministry of Education music resource is an adaptation of the original book and CD Into Music 1, Classroom Music in Years 1 - 3, Learning Media (2001). In this downloadable resource, teaching and assessment approaches are detailed, with sound files, resources, and links to materials that reflect the New Zealand Curriculum (2007). It is a cross-curricular resource written for all teachers of children in years 1 to 3 and may also be useful to adapt for other age groups.

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