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Into Music 1 - Classroom Music in Years 1-3

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About this resource

This Ministry of Education resource is an adaptation of the original book and CD Into Music 1, Classroom Music in Years 1 - 3, Learning Media (2001). In this online resource, the book has been updated and digitised to provide links to online resources and to reflect the New Zealand Curriculum (2007).The resource is written for all teachers of children in years 1 to 3 and may also be useful to adapt for other age groups. It aims to inspire and reassure teachers by providing approaches to teaching music that reflect the strands and achievement objectives of Music - Sound Arts (levels 1 - 2) and the New Zealand Curriculum .This first section looks at the skills and concepts involved in listening, moving, singing, playing, creating and representing music through a range of effective pedagogical practices for teaching and learning in music. The second section provides units of work, which teachers can download and adapt to meet the needs of the children in their communities and classes. Each unit has a specific focus of listening, singing, playing, and creating and representing. Just as the strands of the curriculum document are linked and woven together, so the skills and aspects of music learning are integrated through each unit. Audio tracks from the original Into Music 1 CD (Crown copyright 2001) are provided to support the specific learning contexts of each unit. Links are made to relevant and useful online support materials.The downloadable units in this resource are each contextualised around a central key music learning aspect and a piece of music. They are as follows:

Listening and Responding - Turn on Your Ears:

Singing - Vocal Vibrations:

Playing - Shake, Rattle and Roll:

Creating and Representing - Sound Innovations:


"By making, sharing, and responding to music, students contribute to the cultural life of their schools, whanau, peer groups, and communities. As they engage with and develop knowledge and deeper understandings of music, they draw on cultural practices and on histories, theories, structures, technologies, and personal experiences." The New Zealand Curriculum (2007)Making and sharing music are important social activities in the lives of young children. Making music with others can be one of the highlights of the school day as the children sing their favourite songs and learn new ones, enjoy performances from visiting musicians, play instruments, create new pieces, move to music, and listen to and talk about different kinds of music. Music is very social and celebratory. It's intellectually challenging and has obvious and meaningful connections to children's everyday lives and experiences - birthdays, religious occasions, festivals, sports events, welcomes, and farewells. Music is an integral part of these occasions.Many teachers feel that their own lack of musical experience and confidence in teaching music prevent them from providing worthwhile musical experiences for their children. This resource aims to support and develop that personal music knowledge as well as to provide units of work that are user-friendly, musically valid, and challenging for children.The approach to assessment used in each unit acknowledges the fact that teachers are assessing all the time as they teach. Assessment happens as you observe and question children, give them feedback, and extend and challenge their language and ideas.One of the joys of teaching junior children is that they are open and enthusiastic and show their enjoyment of the music-making experiences provided for them. Music programmes need to be accessible to and inclusive of all learners, providing challenges and opportunities for all to participate and contribute. Teachers expect diversity in their classrooms, and making and sharing music is an ideal way to cater for different learning styles and needs. Music programmes also provide many important opportunities to celebrate and develop understandings about aspects of tikanga and te reo Maori. They should reflect and celebrate the cultures and communities represented in the schools, including those from the Pacific and from Asia.

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