1. Create a rhythm for multiple instruments! Use the grid to make sure the notes all line up to make it easier to perform with your group later on. (If you have a hard copy, you can draw it by hand and photograph it afterwards instead.) 2. Press the when you are certain you have finished. 🧍🏻♀️Students/Parents/Caregivers🧍🏼 We are learning to: * choose and combine sounds to create compositions, * look at sounds or musical phrases in music * consider the instruments used, compare our piece to others and explore how the sounds are made * record music using notation and technologies so others can read the notation and listen to the recording (ACAMUM082) * experiment with ways of using instruments to combine sounds, silence, tempo and volume to create and perform music * use notation to represent sound and record ideas, such as using instruments to indicate a performer, or images to represent an environment * create, source and organise music using a range of accessible technologies (ACAMUM086) Why we are learning these skills In year R-2 we need to learn how to create with many different resources. Creating with sound develops our ability to isolate different sounds, hear patterns and notice when something is missing or doesn't sound safe. Comparing our work to others can help generate different ideas and connect ideas in one lesson to something else in another (for example replacing notes or pictures with numbers). In year 3-4 we need to add on to the skills we learned in R-2. We do this by incorporating different textures - for example, volume, pitch, speed and silence. To specify these in our compositions means that we are thinking about many things at once, especially when we need to perform them. This prepares us for things in life that will require us to multi-task. Recording and reflecting on our performances will allow us to see how others see us and how to work as a team.
TEACHERS * Make sure you have these instruments or swap these images out for your own classroom instruments. IDEAS * There are two pages for different ages. You can delete one or swap the page order according to who needs extending and who needs an additional task. * Assessment - students create a rhythm and record themselves playing one of the lines. Using two iPads, partners could read from one and record themselves on the other. I had pairs swap and then I linked them afterwords to demonstrate their teamwork. What is covered (ACAMUM082) - choosing and combining sounds to create compositions, for example, combining pitch and rhythm patterns - Considering viewpoints – forms and elements: For example – What sounds or musical phrases are in my composition? What instruments were used in the music and how was their sound different? How was their sound made? - recording music using notation and technologies so others can read the notation and listen to the recording (ACAMUM086) - experimenting with ways of using voices and instruments, combining sounds, silence, tempo and volume to create and perform music - using notation to represent sound and record ideas, such as inventing a graphic score to represent sounds of the environment - creating, sourcing and organising music using a range of accessible technologies