kele meryem: traditional turkish - arr · sing a song of discussing the challenges of maintaining a...

THE SONG COMPANY

1000 Years of Song

Curriculum Links

Contents

F-2 Australian Curriculum Links DRAFT pp. 1 – 3

F-2 NSW Curriculum Links pp. 4 – 6

3-4 Australian Curriculum Links DRAFT pp. 7 – 9

3-4 NSW Curriculum Links pp. 10 – 11





© 2013 Musica Viva Australia Song Company: Curriculum Links 1

Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years F-2

M A K I N G

Content Descriptions

Elaborations Learning Experience

2.1 Play with and explore sound, silence and sound sources

General Capabilities: LIT, NUM, CCT, PSC, IC

Using their hands to show the melodic contour

Analysing and copying vocal sounds

Playing the syncopated rhythmic ostinato, using body percussion and non-melodic percussion

Experimenting and manipulating a variety of sound sources to contribute to a class soundscape

Orientis Partibus

Orientis Partibus

Sing a Song of Sixpence


2.2 Experiment with sounds & silences from a range of environments & use available sound sources to imagine create their own music

General Capabilities: LIT, NUM, ICT, CCT, PSC, IC

Adding some pitch contrasts to their sound

Creating and analysing vocal sounds to imitate animals


Using a selection of texture, structure, duration, and dynamics in the creation of a class soundscape

Performing their nature or tree sound to the rest of the class

Orientis Partibus


Waltzing Matilda

2.3 Learn about and recognise the elements of music as they sing, play & compose

General Capabilities: LIT, NUM, ICT, CCT, PSC, IC

Using their hands to show pitch changes

Practise activities using time

Maintaining the syncopated ostinato against the singing of the melody

I Turn on the Tap

Sing a Song of

I Turn on the Tap




Copy and create rhythm patterns

Listening for the introduction, and identifying the accents through movement or clapping


Waltzing Matilda

2.4 Sing & play a range of music from their own & other cultures


Copying the Latin text of a song


Saying the words rhythmically in a rap style

Sing a part song based on the Kwela style

Orientis Partibus



I Turn on the Tap

2.5 Record & share music they sing, play & create in different ways


Graphically notating the pitch movement of the Alto part

Orientis Partibus

2.6 Connect music to other Arts subjects & learning areas

General Capabilities: LIT, NUM, ICT, CCT, PSC, EB, IC

Linking their soundscape with movement, spoken word or visual text

Devising movements for each theme

Performing a movement to accompany their sound

Link a song with issues of environment and health



Waltzing Matilda

I Turn on the Tap



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Content Descriptions Elaborations Learning Experience

2.7 Share what they think & feel about music as creators, singers, players & audience members

General Capabilities: LIT, CCT, PSC

Discussing rapping: spoken or chanted rhyming lyrics.

Discussing the challenges of maintaining a syncopated rhythm with the rest of the song.

Discuss the effectiveness of the music in conveying a message



I Turn on the Tap

2.8 Talk about features of music they perform and listen to and how pieces of music sound and work

General Capabilities: LIT, NUM, CCT, PSC

Discussing the effect of the singer performing ad lib (or freely).

Demonstration of question and answer

Discuss performing in a round


Discuss partner song and the use of voices and voicings

Orientis Partibus



Waltzing Matilda

I Turn on the Tap

2.9 Describe and experience music in different places or contexts to explore

perspectives


Discussing the effect of the singer performing ad lib (or freely) Orientis Partibus

General Capabilities and Cross Curriculum Priorities * General capabilities and Cross Curriculum Priorities have been extracted from the following documents:

1. Draft Shape of the Australian Curriculum: The Arts 2. Shape of the Australian Curriculum: The Arts (August 2011) 3. Australian Curriculum: The Arts Foundation to Year 10: Draft for Consultation (July 2012)


Song Company: A Thousand Years of Song NSW Curriculum Years F-2

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Outcomes Indicators Learning Experience

MUES1.1

Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts

MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts.



Practise activities using time




Devising movements for each theme


Performing a movement to accompany their sound

Orientis Partibus

Orientis Partibus

Orientis Partibus





Waltzing Matilda

Waltzing Matilda


The Song Company: A Thousand Years of Song NSW Curriculum Years F-2

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MUES1.2

Creates own rhymes, games, sings and simple compositions.

MUS1.2 Explores, selects and organizes sounds in simple compositions.

MUS1.3 Uses symbol systems to represent sounds







Orientis Partibus

Orientis Partibus

Orientis Partibus




Lis

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MUES1.4

Listens to and responds to music.

MUS1.4 Responds to a range of music, expressing likes and dislikes and the reasons for these choices.







Orientis Partibus





Waltzing Matilda


Links to others Key Learning Areas English, Numeracy, PDHPE, ICT, HSIE

Talk about the music they create using words, visual representations, or movement.

Discuss and learn about mathematical concepts: the qualities of shapes, right and left direction and counting

Record and share musical ideas using a digital soundscape.

Share ideas about the differences and behaviours between a performer and being an audience member.

Express appreciation by being a considerate audience member and acknowledging ideas of others.

Discuss the background of nursery rhymes, their origins and how students can create their own modern versions. General capabilities LIT Literacy NUM Numeracy ICT Information and communication technology capability CCT Critical and creative thinking PSC Personal and social capability EB Ethical Behaviour ICU Intercultural Understanding Cross-curriculum priorities SUST Sustainability AAEA Asia and Australia’s engagement with Asia ATSIHC Aboriginal and Torres Strait Islander histories and cultures * Elaborations of the content descriptions are outlined in Curriculum Links


Song Company: A Thousand Years of Song Australian Curriculum Links DRAFT Years 3-4

M A K I N G


4.1 Experiment with the qualities of sound & silence to express ideas using available sound sources

General Capabilities: LIT, NUM, ICT, CCT, PSC





Orientis Partibus

Orientis Partibus



4.2 Imagine & create their own music by investigating combinations of sound & silence





Performing word rhythms (the syllables) of Kallara, Marlee, and Tumbeelluwa on non-melodic instruments or found sound sources


Orientis Partibus

Orientis Partibus


Waltzing Matilda

Waltzing Matilda

4.3 Describe features of the elements of music as they sing, play and compose



Using their hands to show the pitch changes in the Alto part

Practising activities using time

Maintaining the syncopated ostinato or accompaniment against the singing of the melody

Using a selection of texture, structure, duration, and dynamics in

the creation of a class soundscape Copy and create rhythm patterns


Orientis Partibus

Orientis Partibus

Orientis Partibus

Sing a Song of Sixpence I Turn on the Tap



Waltzing Matilda I Turn on the Tap

4.4 Develop skills and techniques as they sing and play a range of music expressively



Working in groups to devise ways of moving with the ascending scale


Orientis Partibus

Orientis Partibus





The Song Company: A Thousand Years of Song Years 3-4 4.5 Explore ways to record and share

music as they sing, play and create



Create a new structure and display as a text or graphic

Orientis Partibus

I Turn on the Tap

4.6 Combine music making with Dance, Drama, Media Arts, Visual Arts and other learning areas

Arts subjects and learning areas:

DR, VI, ENGLISH



Linking the soundscape with movement, spoken word or visual text

Performing a movement to accompany their sound?


Create a performance by combining the song with Dance, Drama, Media Arts, Visual Arts and other learning areas

Orientis Partibus


Waltzing Matilda

Waltzing Matilda

I Turn on the Tap

Dance, Drama, Media Arts, Visual Arts and other learning areas

General capabilities LIT Literacy NUM Numeracy ICT Information and communication technology capability CCT Critical and creative thinking PSC Personal and social capability EB Ethical Behaviour ICU Intercultural Understanding Cross-curriculum priorities SUST Sustainability AAEA Asia and Australia’s engagement with Asia ATSIHC Aboriginal and Torres Strait Islander histories and cultures * Elaborations of the content descriptions are outlined in Curriculum Links

The Song Company: A Thousand Years of Song Years 3-4


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4.7 Experience and reflect upon a range of music as both performer & audience member




Discuss the vocal ensemble performance and the Kwela style



I Turn on the Tap

4.8 Identify and describe the elements of music within a range of music from different times and places





Listening to a recording, in particular the introduction, and identify the accents through movement or clapping

Identify and describe the layers and layering within the song (texture)

Orientis Partibus



Waltzing Matilda

I Turn on the Tap

4.9 Reflect upon and share thoughts

and feelings about their music making, and communicate ideas about a range of music from Australia, the Asia region and other world cultures


Discussing the effect of the singer performing ad lib (or freely)

Explore Kwela beat and its origins in Africa,

Orientis Partibus

I Turn on the Tap




Song Company: A Thousand Years of Song NSW Curriculum Years 3-4

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2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts.













Perform and discuss a complex song

Orientis Partibus

Orientis Partibus

Orientis Partibus

Orientis Partibus

Orientis Partibus





Waltzing Matilda

Waltzing Matilda

Waltzing Matilda

I Turn on the Tap

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2.2 Improvises musical phrases, organises sounds and explains reasons for choices.

2.3 Uses commonly understood symbols to represent own work.








Orientis Partibus

Orientis Partibus

Orientis Partibus

Orientis Partibus






Lis

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2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire.







Demonstrates and discusses the melodic, rhythmic, textural, structural and expressive aspects of the song

Orientis Partibus

Orientis Partibus




Waltzing Matilda

I Turn on the Tap

Links to other Key Learning Areas English, Numeracy, PDHPE, ICT, HSIE






Discuss the background of nursery rhymes, their origins and how students can create their own modern versions.



M A K I N G


6.1 Select and discriminate between sounds and combinations of sounds to investigate the possibilities of sound

General Capabilities: LIT, NUM, ICT, CCT PSC, ICU,




Orientis Partibus



6.2 Select and organize music ideas to create their own music

General Capabilities LIT, NUM, ICT, CCT PSC, ICU



Working in groups to compose and perform an original work using the mixolydian mode


Transferring the vocal refrain patterns to non-melodic percussion instruments or found sound sources



Create own version of a song

Orientis Partibus

Orientis Partibus

Orientis Partibus


Waltzing Matilda

Waltzing Matilda

Waltzing Matilda

I Turn on the Tap

6.3 Manipulate the elements of music expressively and describe how they are used and combined in music they sing, play and compose

General Capabilities LIT, NUM, ICT, CCT PSC, ICU







Orientis Partibus

Orientis Partibus Sing a Song of Sixpence


Waltzing Matilda


Song Company: A Thousand Years of Song Years 5-6

6.4 Sing and play a range of music from Australia, the Asia region and the world, developing skills and techniques and exploring ways to perform expressively

General Capabilities: LIT, NUM, ICT, CCT, PSC, ICU





Explore and perform in the Kwela style from Africa

Orientis Partibus

Orientis Partibus Sing a Song of Sixpence Sing a Song of Sixpence I Turn on the Tap

6.5 Record and share music they sing, play and create in a variety of written and non-written ways

General Capabilities: LIT, NUM, ICT, CCT, ENG




Manipulate the voicings, structure and layers (Textures) to create an ‘own version’

Orientis Partibus Orientis Partibus Orientis Partibus

I Turn on the Tap

6.6 Combine Arts subjects and other learning areas in their compositions and performances to communicate meaning in and through music

General Capabilities: LIT, ICT, CCT, IC

Cross-curricular: SUST






Create and own version of the song employing a range of other arts and links

Orientis Partibus

Orientis Partibus

Sing a Song of Sixpence Waltzing Matilda

Waltzing Matilda

I Turn on the Tap

General capabilities Cross-curriculum priorities LIT Literacy SUST Sustainability NUM Numeracy AAEA Asia and Australia’s engagement with Asia ICT Information and communication technology capability ATSIHC Aboriginal and Torres Strait Islander histories and cultures CCT Critical and creative thinking PSC Personal and social capability EB Ethical Behaviour ICU Intercultural Understanding

* Elaborations of the content descriptions are outlined in Curriculum Links



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6.7 Express preferences and appreciate and respect the ideas of others as performers and audience members

General Capabilities: LIT, CCT, PSC, IC






I Turn on the Tap

Waltzing Matilda

6.8 Describe and compare the use of the elements of music within various pieces of music they listen to and perform

General Capabilities: LIT, NUM, ICT, CCT, IC





Discuss how the elements of music are used to create variety and interest

Orientis Partibus



Waltzing Matilda

I Turn on the Tap

6.9 Reflect upon, evaluate and share opinions, thoughts and feelings about the range of music they listen to and make



Discuss the mood and response in the listener from the Kwela style of this song

Orientis Partibus

I Turn on the Tap





Perf

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MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts.














Orientis Partibus I Turn on the Tap

Orientis Partibus

Orientis Partibus

Orientis Partibus

Orientis Partibus




Sing a Song of Sixpence Waltzing Matilda Waltzing Matilda Waltzing Matilda Waltzing Matilda



Lis

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MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles.








Orientis Partibus



Waltzing Matilda

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MUS3.2 Improvises, experiments, selects and orders sound using musical concepts.

MUS3.3 Notates and discusses own work and the work of others.





Work in groups to compose and perform an original work using the mixolydian mode




Orientis Partibus

Orientis Partibus

Orientis Partibus

Orientis Partibus

Orientis Partibus










Discuss the background of nursery rhymes, their origins and how students can create their own modern versions.



M A K I N G


8.1 Explore and experiment with sounds, sound sources and stylistic qualities from their own and other cultures to enhance music-making and develop aural skills



Add pitch contrasts to the vocal work with hands representing melodic contour



Orientis Partibus

Orientis Partibus



8.2 Trial, refine and shape music ideas to compose and arrange music

General Capabilities: LIT, NUM, ICT, CCT, PSC, EB, ICU


Work in groups to compose and perform a vocal work with combinations of vocal sounds and techniques






Create and ‘own version’ of a given song

Orientis Partibus


Orientis Partibus

Sing a Song of Sixpence Waltzing Matilda

Waltzing Matilda

Waltzing Matilda

I Turn on the Tap

8.3 Manipulate the elements of music to enhance stylistic characteristics and expressive qualities as they compose and perform music

General Capabilities: LIT, NUM, CCT, PSC, ICU

Add pitch contrasts to the vocal work with hands representing melodic contour


Working in groups to compose and perform a vocal work with combinations of vocal sounds and techniques



Orientis Partibus

Orientis Partibus

Orientis Partibus






Discuss and manipulate the elements of music to create an “own version’ of a given song

Sing a Song of Sixpence Sing a Song of Sixpence

Waltzing Matilda

I Turn on the Tap

8.4 Practise, rehearse and perform a range of solo and ensemble music, developing skills and techniques to perform expressively






Performing a melodic percussion arrangement of Waltzing Matilda for 7-8

Perform simplified, original or new versions of a song

Orientis Partibus

Orientis Partibus



Waltzing Matilda

I Turn on the Tap

8.5 Record and share music ideas in a variety of written and non-written ways using notation and available technology


Add pitch contrasts to the vocal work with hands representing melodic contour Using their hands to show the pitch changes in the Alto part


Orientis Partibus Orientis Partibus Orientis Partibus

8.6 Combine & make connections between music, others Arts subjects & other learning areas in their music-making

General Capabilities: LIT, ICT, CCT, PSC






Discuss the words and the style of an environmental and health awareness song, connecting with other arts and learning areas

Orientis Partibus Orientis Partibus Sing a Song of Sixpence Waltzing Matilda Waltzing Matilda

I Turn on the tap



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8.7 Identify roles and responsibilities of performers and audience members in a range of music contexts

General Capabilities: LIT, NUM, ICT, CCT, EB, PSC, ICU




Prepare and perform an ensemble song

Orientis Partibus Sing a Song of Sixpence Sing a Song of Sixpence Waltzing Matilda

I Turn on the Tap

8.8 Describe and explain the use of the elements of music within various works of different cultures, contexts and styles

General Capabilities: LIT, NUM, CCT, PSC, ICU





Discuss and demonstrate the intercultural musical features of a song

Orientis Partibus Sing a Song of Sixpence


Waltzing Matilda

I Turn on the Tap

8.9 Reflect on, develop and express opinions and discuss the elements of music and stylistic features of the music they compose and perform and on observations about a range of music

General Capabilities: LIT, NUM, ICT, CCT, EB, PSC, ICU


Explore and discuss Kwela swing and similar styles

Orientis Partibus

I Turn on the Tap





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4.1 Performs in a range of musical styles demonstrating an understanding of musical concepts 4.2 Performs music using different forms of notation and different types of technology across a broad range of musical styles 4.3 Performs music demonstrating solo and/or ensemble awareness














Performing a melodic percussion arrangement of Waltzing Matilda for 7-8

Perform original and ‘own versions’ of a song


Orientis Partibus

Orientis Partibus Orientis Partibus

Orientis Partibus





Waltzing Matilda

Waltzing Matilda

Waltzing Matilda

Waltzing Matilda

Waltzing Matilda I Turn on the Tap


The Song Company: A Thousand Years of Song NSW Curriculum Years 7-8

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4.4 Demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing 4.5 Notates compositions using traditional and/or non-traditional notation 4.6 Experiments with different forms of technology in the composition process

Work in groups to compose and perform a vocal work with combinations of vocal sounds and techniques








Create an “own version’ of a given song

Perform a vocal composition from a written score


Orientis Partibus

Orientis Partibus Orientis Partibus

Orientis Partibus




I Turn on the Tap


Lis

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4.7 Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas

4.8 Demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire

4.9 Demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study

4.10 Identifies the use of technology in the music selected for study, appropriate to the musical context



Discussing performing in a round


Discuss and perform, with reference to listening, the structure diagram and the score.

Orientis Partibus



Waltzing Matilda

I Turn on the Tap



L

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4.11 Demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform 4.12 Demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences



Performs a part song in a vocal ensemble

Orientis Partibus


I Turn on the Tap







Discuss the background of nursery rhymes, their origins and how students can create their own modern versions. General capabilities LIT Literacy NUM Numeracy ICT Information and communication technology capability CCT Critical and creative thinking PSC Personal and social capability EB Ethical Behaviour ICU Intercultural Understanding Cross-curriculum priorities SUST Sustainability AAEA Asia and Australia’s engagement with Asia ATSIHC Aboriginal and Torres Strait Islander histories and cultures * Elaborations of the content descriptions are outlined in Curriculum Links

kele meryem: traditional turkish - arr · sing a song of discussing the challenges of maintaining a...

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