Music for Learning

Unit 2: Reading Music - High and Low
Years 1 and 2

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Unit 2: Reading Music – High and Low – Year 1 & 2 
is a Music unit for Foundation Year students.
It aligns to the Australian Curriculum Content Description:
  • Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas (AC9AMUFD01).
Learning Objectives
In weeks 1-10, students learn:
  • that music can have different qualities to make you feel different things
  • that music is made of notes that can be shown with pictures or symbols
  • that music pictures or symbols can help us to know what notes to sing and play
  • that music notes can be high and low, and this is called pitch
  • how to play and sing high and low notes by following signs and symbols
  • that music notes can be long and short, and we call this rhythm
  • how to play and sing short and long notes by following signs and symbols
  • that music can have a steady pulse to clap, stomp and move to, and we call this beat
  • how to read and clap the beat by following signs and symbols
  • to listen to music and describe the pitch, rhythm and beat
  • how to move to music, responding to changes in rhythm, beat and feeling
  • to listen to clapped rhythms and respond
  • to sing four group songs together
  • to play two songs together on the xylophone or glockenspiel.
Success Criteria
  • Use voice and movement to communicate different feelings (happy, sad, scared), textures (smooth, spiky, squishy) and moods (spooky, silly, sleepy).
  • Understand the meaning of, identify and use the musical elements of pitch, beat and rhythm.
  • Respond and explain emotions they experience while listening to different pieces of music.
  • Use movement to share a response to music.
  • Use coloured paints, pencils, coloured felt-tip pens or modelling clay to share a response to music.
  • Improvise rhythmic patterns for clapping and stamping.
  • Imitate and invent new movements for action songs.
  • Explore their speaking and singing voices.
  • Use voices/vocalisation to communicate ideas and feelings.
  • Identify the difference between high notes and low notes.
  • Identify the difference short sounds and long sounds.
  • Identify the difference between fast and slow.
  • Use body positions to indicate high and low notes.
  • Use hand signs to indicate high and low notes.
Continuous Assessments
Continuous assessments are used to ascertain if the knowledge recently taught has been understood by the student. These include oral tasks administered to individual students or written tasks administered to the whole class for an entire lesson. Written tasks are completed in the Student Workbook.
Progress Test
A progress test in week five is used to assess whether the knowledge over the past half a term or five weeks has been mastered and retained by the student.
End-of-Unit Assessment
The end-of-unit assessment occurs at the end of the unit in week ten and consists of a series of marked questions to assess understanding of the material taught in the previous ten weeks and provides an opportunity for students to demonstrate their understanding of the unit. Teachers assess students’ work using a Guide to Making Judgements (GTMJ).

Lesson Objectives

Success Criteria

I Do

We Do

You Do

Reflect And Respond

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