"Trains" by Michelle Scullion
Chapter navigation:
- Introduction
- "O le Pepe" by Ester Temukisa Laban-Alama
- “Whakarongo” by Iwa Toia
- “The Sandcastle Song” by Mary McCammon
- Creating and Representing
- "Jazzy Cats' Walk", music by Tracy Rohan
- Playing
- Singing
- "Koromiko" by Angeline Hamiora
- “Tihore Mai” by Hirini Melbourne
- "The Rattlin' Bog", traditional Irish Folk Song
- Listening and Responding
- "Fireworks"
- Moving
- Audio Track Details
- Night Countdown by Peggy Dunstan
- “Hailstones” by Alan Bagnall
- "Trains" by Michelle Scullion
- "In the Hall of the Mountain King" by Edvard Grieg
Learning Contexts: Perceptive listening, notation (Music literacies); English; Technology |
Learning Contexts: Perceptive listening, notation (Music literacies); English; Technology |
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YEAR/S: 1-3 | DURATION: 4 - 6 sessions | |
CURRICULUM LEVEL: Level One - Two | CURRICULUM LEVEL: Level One - Two |
Values highlighted in this unit | How will these values be encouraged? |
Excellence | Persevering to learn and master new skills. Being prepared to offer personal reflections. |
Innovation, inquiry and curiosity | Constantly reflecting on how they can utilise new and known skills to create something original. Asking meaningful questions. |
Diversity | Learning about different musical styles and that all people have different musical tastes and interests. |
Equity | All having opportunities to participate to the best of their ability. Sharing resources. |
Community and participation | Joining in all activities and working collaboratively to make up new music soundscapes and/ or movement sequences. |
Care for the environment | Considering how natural materials can be used to create sounds and the importance of respecting protocols of gathering these materials. |
Integrity | Acting responsibly and supporting others, respecting cultural knowledge. |
Key Competencies highlighted in this unit | How will these competencies be encouraged? |
Managing self | Following instructions clearly, listening to others’ ideas. Completing tasks. |
Relating to others | Interacting sensibly with other children, being prepared to listen and accept others’ ideas. |
Participating and contributing | Active participation in all activities. Contributing ideas confidently. |
Thinking | Making sense of information provided and drawing on previous learning. Thinking creatively. |
Using language, symbols and texts | The use of notation, either graphic or conventional to record their ideas. Understanding the language of music. |
Learning Outcomes |
In this unit the children will develop the ability to:
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Information |
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Resources |
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Games and Starters |
Movie music Watch parts of a movie with and without the music. Discuss whether the music is as exciting, sad, happy, scary or funny without the music. How does the music help to tell the story? Mystery sounds from nature The children close their eyes and try to identify mystery sounds from nature (for example, stones rubbing together, water swishing, flax sticks being tapped, leaves crunching). They can take turns to identify and imitate the mystery sound and to create a mystery sound for the others to guess. Sound code Up to four children each select a different instrument to play. Each child demonstrates his/her sound. The other children explore movement to match the sound, deciding as a group, on one action for each sound (e.g. guiro - wobble like a jelly, woodblock - hop, triangle - turn on the spot, drum - do giant steps around the room). A child then conducts the players, choosing which one will play and indicating fast or slow playing, stopping and starting. The class performs the chosen actions in response to the different instrumental sounds. Hidden instruments Put a selection of up to six instruments behind a screen. Choose someone to go behind the screen and make a sound (a ting, scrape, rattle or bang)on one of the instruments. Then choose someone else to go and play the first person’s sound and add a sound of his/her own on a different instrument. The next person must play the first two sounds and add another, and so it continues. |
Learning experiences |
Preparation for listening
Ideas for activities
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