Music for Learning

Unit 2: Reading Music - Melody, Harmony and Tonality - Years 5 & 6

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Teaching resources

Lessons:  
  • Teaching Guide 
  • Student Workbook 
  • Final Assessment 
  • Student Songbook 

Extra Resources 

Classroom posters 
Instruments of the World Print Out Pages 
Overview
Unit 2: Reading Music - Melody, Harmony and Tonality - Years 5 & 6.
It aligns to the Australian curriculum content descriptions:  
  • explore where, why and how music is composed and/or performed across cultures, times, places and/or other contexts (AC9AMU4E01) 
  • explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place (AC9AMU4E02) 

Learning objectives
In weeks 1-10 students learn:
  • To Perform music such as unison songs, rounds and instrumental music arranged for small ensembles that feature melody and accompaniment parts such as ostinato or drones.
  • To Introduce performances by sharing information such as the intended purposes of their compositions with others and documenting how they used the elements of music when composing and performing.
  • To Rehearse and perform music using a range of technologies; for example, learning and (with assistance) applying techniques for using sound reinforcement equipment Planning how they will stage a performance and introduce their performances to audiences using spoken, written or audiovisual formats.
  • To Read from notation and/or documentation such as a lead sheet (lyrics and chords), staff or graphic notation that includes invented or learnt symbols when practicing and performing music.
Success criteria 
  • Singing and playing learnt pitch and rhythm patterns and varying elements of music within them to create different effects; for example, singing softer or louder, faster or slower, repeating phrases, extending or shortening rhythmic values. 
  • Listening to the effects they create by manipulating elements of music in different ways and discussing how easy/difficult different choices are to perform accurately, asking questions such as ‘What works and why?’ (Noting that there may be a range or responses across the class.)  
  • Listening to diverse examples of music to explore how rhythm and pitch patterns, structures or timbres are used; for example, listening to identify whether a rhythmic or melodic pattern is repeated in every bar/measure or used only in a specific section such as verse or chorus. 
  • Practicing reading staff, graphic and/or invented notation as they rehearse and perform. 
  • Exploring options for representing sounds in a score; for example, inventing a graphic score to represent sounds of the environment or using a combination of staff notation and invented symbols, then using the score when rehearsing and making changes to ensure it is accurate and useful/easy to follow in performance. 
Assessment 
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.  

Progressive tests 
A progressive 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. 

Final assessment 
Final 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 objective

Success criteria

I do

We do

You do

Edit: peer feedback

Effective feedback

Reflect

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