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Animals percussion composition

The Arts, Music, Years 1 and 2

By the end of Year 2, students identify where they experience the arts. They describe where, why and/or how people across cultures, communities and/or other contexts experience the arts. 

 

Students demonstrate arts practices and skills across arts subjects. They create arts works in a range of forms. They share their work in informal settings. 

By the end of Year 2, students identify where they experience music. They describe where, why and/or how people across cultures, communities and/or other contexts experience music.

 

Students demonstrate listening skills. They use the elements of music to improvise and/or compose music. They sing and play music in informal settings.

Developing practices and skills

AC9AMU2D01

develop listening skills and skills for singing and playing instruments

Presenting and performing

AC9AMU2P01

sing and play music in informal settings

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Plays music in the music classroom for the teacher. 

 6 12 25 40
2

Demonstrates listening skills by performing in time with other students.

 7 12 1 40
3

Demonstrates instrument-playing skills by playing high pitch on the marimbas, and maintaining consistent rhythm and soft dynamics.

 7 12 1 90
4

Demonstrates listening and instrument-playing skills by changing pitch to low notes and loud dynamics, maintaining consistent rhythm.

 13 16 1 40
5

Demonstrates listening and instrument-playing skills by returning to high pitch on the marimbas while maintaining soft dynamics and keeping in time with other students.

 17 21 1 40
6

Performs final movement in time with other students to end the performance.

 22 23 1 40
Transcript

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Uses understanding of dynamics and expression to describe the characteristics of the chosen animal in the A section of their composition.

 0 4 1 90
2

Uses understanding of dynamics and expression to describe the characteristics of the chosen animal in the B section of their composition.

 5 9 1 90
3

Defines the compositional form of ABA by identifying the return to the A section, using dynamics and expression selected for the animal in that section.

 10 15 1 90
Transcript

We chose a squirrel, and the squirrel goes fast and quiet. And, we chose a zebra, and the zebra is loud and slow. And then it goes back to the squirrel, and it goes fast and quiet.

Annotations

 

1. Identifies ABA composition (squirrel – zebra – squirrel).

 

2. Identifies dynamics and expression for each section.

 

3. Repeats the elements of music used in the A section to establish the ABA structure.

 

4. Uses graphic score conventions to establish the ABA structure.

 

5. Identifies rhythm in the A section.

 

6. Identifies pitch in the B section.

 

7. Identifies the instrument and its timbre chosen to represent the characteristics of each animal. 

 

8. Uses graphic score conventions to visually communicate chosen elements of music.

 

9. Identifies rhythm in the B section.