B2 Rap and Rhyme unit

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In music this term we have been using the rap “Mr Noah Rap” as a basis for our learning. Through this unit the students have learnt that rap is spoken, different rhythms, performance skills, composition skills and how to choose the best instrument for the part.

To begin we listened to the rap and discussed the story. Students then worked in groups to work out the rhythms used for each animal. After this students created movements to a given animal rhythm.

We then discussed which instruments were best to play long sounds and which were best to play short sounds. In groups students then chose which instrument was best for their given animal rhythm.

After this we listened to the “Space Shuttle Rap” and students worked in groups to create their own verse for the song, chose instruments, rehearsed and performed as a class.

Students then individually wrote their own verse and chose their instrument. They joined with 4 students and rehearsed their verses together to create their own space shuttle rap. Each group then performed for the class.

 

B3 Rap and Rhyme unit

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In music this term we have been using the rap “Mr Noah Rap” as a basis for our learning. Through this unit the students have learnt that rap is spoken, different rhythms, performance skills, composition skills and how to choose the best instrument for the part.

To begin we listened to the rap and discussed the story. Students then worked in groups to work out the rhythms used for each animal. After this students created movements to a given animal rhythm. We then discussed which instruments were best to play long sounds and which were best to play short sounds. In groups students then chose which instrument was best for their given animal rhythm.

After this we listened to the “Space Shuttle Rap” and students worked in groups to create their own verse for the song, chose instruments, rehearsed and performed as a class.

Students then individually wrote their own verse and chose their instrument. They joined with 4 students and rehearsed their verses together to create their own space shuttle rap. Each group then performed for the class.

D2 What’s that sound?

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We have been learning about dynamics in music. Through  movement, singing and playing instruments students have been exploring the difference between loud and soft.

We listened to the song “What’s that sound?” and in groups chose instruments to represent 1 of the sounds in the song.

K5 Rap and rhyme unit

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In music this term we have been using the rap “Mr Noah Rap” as a basis for our learning. Through this unit the students have learnt that rap is spoken, different rhythms, performance skills, composition skills and how to choose the best instrument for the part.

To begin we listened to the rap and discussed the story. Students then worked in groups to work out the rhythms used for each animal. After this students created movements to a given animal rhythm. We then discussed which instruments were best to play long sounds and which were best to play short sounds. In groups students then chose which instrument was best for their given animal rhythm.

After this we listened to the “Space Shuttle Rap” and students worked in groups to create their own verse for the song, chose instruments, rehearsed and performed as a class.

Next students will work individually to create their own verse.

 

Term 3

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In music this term we are using iPads to learn about tone colour. Tone colour is the aspects of sound that allow the listener to identify and distinguish one sound source from another. Students will work in groups with one chosen object or instrument. They will create 12 different sounds with their 1 object and record on the iPad using the app MadPad HD. Students will then using their 12 sounds to create a piece of music which they will perform to the class.

Term 3

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In music this term we are continuing with Black Belt Recorder. Students are encouraged to work at their own pace and can test for a belt when they feel ready. All songs will be taught in music lessons with ongoing practice at home. Students will also be creating their own piece of music for recorder and will continue to practice their rhythm and pitch reading.

Term 3

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In music this term we are using the child friendly rap “Please Mr Noah” to learn about rhythms, composition and performance technique.  We will listen to the rap, work out the rhythms for each animal featured, and perform the piece using movement and instruments. Students will then create a section for their own “Space Shuttle rap” and perform in groups to the class.

Term 3

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In music this term we are learning about the piece of music Peter and Wolf. Peter and the Wolf is a composition written by Sergei Prokofiev . It is a children’s story (with both music and text by Prokofiev), spoken by a narrator accompanied by the orchestra. Through the story we will learn about the instruments of the orchestra and how they are used to represent different characters

Year 1 – Term 3

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In music this term we are learning about pitch and melody. Through movement, singing and playing xylophones we will learn to

  • Recognise high and low sounds
  • Experience getting higher and getting lower
  • Create and perform pitch maps
  • Create different ways of making ascending and descending patterns
  • How melodies move in different ways
  • Play the xylophone using the correct technique

D1 African Beat incursion prep

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To prepare for the African Beat incursion we listened to lots of different African music, discussed the instruments used and learnt what some of the lyrics meant.

Students created movements to go with the one of the African Beat pieces.

We learnt some of the rhythms used in African Music and learnt to play a piece that used repeating rhythm patterns.

K3 African Beat Prep

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To prepare for the African Beat incursion we listened to lots of different African music, discussed the instruments used and learnt what some of the lyrics meant.

We learnt some of the rhythms used in African Music and learnt to play a piece that used repeating rhythm patterns.

M2 African Beat Prep

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To prepare for the African Beat incursion we listened to lots of different African music, discussed the instruments used and learnt what some of the lyrics meant.

We learnt some of the rhythms used in African Music and learnt to play a piece that used repeating rhythm patterns.

 

K4 African Beat incursion

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To prepare for the African Beat incursion we listened to lots of different African music, discussed the instruments used and learnt what some of the lyrics meant.

We learnt some of the rhythms used in African Music and learnt to play a piece that used repeating rhythm patterns.

 

K5 African Beat Incursion Prep

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To prepare for the African Beat incursion we listened to lots of different African music, discussed the instruments used and learnt what some of the lyrics meant.

Students created movements to go with the one of the African Beat pieces.

We also learnt some of the rhythms used in African Music and learnt to play a piece that used repeating rhythm patterns.

 

How to play the belt songs on recorder video

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Hot Cross Buns

http://viewpure.com/d8Q9MMEtuJo?ref=bkmk

Gently Sleep

http://viewpure.com/qjP6ihy5cUs?ref=bkmk

Merrily We Roll Along

http://viewpure.com/Q1TKm-EIx_c?ref=bkmk

It’s Raining – Green Belt

http://viewpure.com/MLM1DAd01-E?ref=bkmk

Old Macdonald – Purple Belt

http://viewpure.com/e3yfFsr-sVY?ref=bkmk

When the Saints Go Marching In – Blue Belt

http://viewpure.com/BaXUnDoLQwA?ref=bkmk

Twinkle Twinkle – Red Belt

http://viewpure.com/ud8ijl2ugAA?ref=bkmk

Amazing Grace – Brown Belt

http://viewpure.com/yXmhEShi4Ns?ref=bkmk

One Big Voice Songs

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Goodbye Beethoven

Goodbye Beethoven from Quinns Beach Music on Vimeo.

A Place in the choir

A Place in the choir from Quinns Beach Music on Vimeo.

Busy Busy Bumblebee

Busy, Busy Bumblebee from Quinns Beach Music on Vimeo.

I’ll be there for you

I’ll be there for you from Quinns Beach Music on Vimeo.

On top of the World

On top of the world from Quinns Beach Music on Vimeo.

One Big Voice

One Big Voice from Quinns Beach Music on Vimeo.

Sunny Day in Australia

Sunny Day in Australia from Quinns Beach Music on Vimeo.

When all the lights shine

when all the lights from Quinns Beach Music on Vimeo.

 

When all the lights – Just Part 2

when all the lights – just part 2 from Quinns Beach Music on Vimeo.

Fight Song

Fight Song from Quinns Beach Music on Vimeo.

Rain song

Rain Song from Quinns Beach Music on Vimeo.

PP Music Overview Term 2

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In music this term we will be learning about music from West Africa to prepare for an African Drumming incursion in week 8. Through this unit of work will we learn to:

  • Perform music through singing, playing and moving
  • Listen to, and respond to, a variety of music
  • Move to music maintaining a constant beat
  • Perform music using body percussion, and other percussion instruments
  • Identify different instruments used in African music
  • Be respectful of different types of music.

 

 

Year 1 Overview

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Year 1

In music this term we will be learning about music from West Africa to prepare for an African Drumming incursion in week 8. Through this unit of work will we learn to:

  •          Perform a variety of music through singing, playing and moving
  •          Listen to, and respond to, a variety of music
  •          Represent sound using symbols
  •          Identify different features of the music E.g. instruments used
  •          Sing songs developing a sense of beat, pitch, tone colour and structure
  •          Move to music maintaining a constant beat
  •    Play music using body percussion and percussion instruments to explore the concepts of duration, dynamics, tone colour and structure
  •         Be respectful of different types of music.

Year 2 Overview

By

In music this term we will be learning about music from West Africa to prepare for an African Drumming incursion in week 8. Through this unit of work will we learn to:

  •          Perform a variety of music through singing, playing and moving
  •          Listen to, and respond to, a variety of music
  •          Represent sound using symbols
  •          Identify different features of the music E.g. instruments used
  •          Sing songs developing a sense of beat, pitch, tone colour and structure
  •          Move to music maintaining a constant beat
  •          Play music using body percussion and percussion instruments to explore the concepts of duration, dynamics, tone colour and structure
  •          Be respectful of different types of music.

Year 3 -4 Term 2 Overview

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In music this term we will be learning about music from West Africa to prepare for an African Drumming incursion in week 8. Through this unit of work will we learn to:

  •          Perform a variety of music through singing, playing and moving, demonstrating an understanding of the music.
  •          Listen to, and appreciate, a range of repertoire showing some understanding of musical concepts.
  •          Identify different features of the music E.g. instruments used
  •          Sing songs demonstrating a greater awareness of beat, pitch, tone colour and structure
  •          Play music using body percussion and percussion instruments to explore the concepts of duration, dynamics, tone colour and structure
  •          Be respectful of different types of music.

Term 2

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In music this term we will be learning about music from West Africa to prepare for an African Drumming incursion in week 8. Through this unit of work will we learn to:

  •          Perform a variety of music through singing, playing and moving, to a variety of music, both individually and in groups.
  •          Listen to, and appreciate, a range of repertoire demonstrating an understanding of musical concepts. .
  •          Identify different features of the music E.g. instruments used
  •          Sing a variety of songs, individually and in groups, with accurate pitch and duration.
  •          Play a variety of music, using a range of vocal and instrumental sound sources, including body percussion, to explore musical concepts.
  •          Be respectful of different types of music.

 

One Big Voice website Link

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Here’s the link for the One Big Voice website.  You will find all the lyrics and music for the festival here. Remember the username and password I told in choir – you will need it to log on.

http://onebigvoice.scoopdigital.com.au/

Remember to practice only our parts.

One big voice – Part 1

I’ll be there for you  – Part 1

Rain song – round

Bumble bee – Part 2

Sunny Day – Part 1

Goodbye Beethoven – Unison ( all sing same part)

On top of the world – Part 1

A place in the choir – Part 2

When the lights all shine – PArt 2

Fight song – Unison

 

D2 Week 6

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This week we continued our work on steady beat. We moved to music keeping a steady beat with different movements and the students followed a body percussion score and performed along with the music. In groups students then created their own body percussion patterns and performed to the class.

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D3 Week 6

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This week we continued our work on steady beat. We moved to music keeping a steady beat with different movements and the students followed a body percussion score and performed along with the music. In groups students then created their own body percussion patterns and performed to the class.

IMG_0199 IMG_0200

 

M6 Week 6

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The students in M6 have been revising the notes B, A & G on recorder. We have played a number of songs to increase our confidence in changing between different notes.

Today we learnt the song Skateboarding.

 

We also learnt the White Belt song – Mary had a little lamb. Next week each child will play the song and if successful will receive their White belt loom band to put on the bottom of their recorder. If not quite ready they will get a chance to test when they feel ready.

Recorder Karate is a program that moves a student through a series of songs, introducing new music concepts and notes as it moves along. When they are successful in testing for a song, they receive a “belt” (which is a Loom band) of a certain colour, moving from white up to black, and hang it on their recorder.

Students have brought their recorder and music home to practice (I’m sorry ) They were just all so keen to practice 🙂

K4 Week 6

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This week in music we worked in groups to create a movement to a given rhythm. We then listened to a piece of music which used the rhythms and performed our movement every time we heard our rhythm.

We then marched to the beat of the song “Rhythm Rondo 1” and echoed rhythms played on the track.

D5 Week 6

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This week in music we worked in groups to create a movement to a given rhythm. We then listened to a piece of music which used the rhythms and performed our movement every time we heard our rhythm.

We then marched to the beat of the song “Rhythm Rondo 1” and echoed rhythms played on the track .

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K2 Week 7

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We have been learning about long and short sounds. The students moved to a piece of music called the Swanee Whistle which has a mixture of long and short sounds.

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This week we learnt the song “In a dark wood” which has our new 2 beat rhythm Ta-a. Half the class played the ta rhythm on claves and the other half played the Ta-a rhythms on Triangles.

B1 Week 7

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The students in B1 have been revising the notes B, A & G on recorder. We have played a number of songs to increase our confidence in changing between different notes.

Today we learnt the song Skateboarding.

We also learnt the White Belt song – Mary had a little lamb. Next week each child will play the song and if successful will receive their White belt loom band to put on the bottom of their recorder. If not quite ready they will get a chance to test when they feel ready.

Recorder Karate is a program that moves a student through a series of songs, introducing new music concepts and notes as it moves along. When they are successful in testing for a song, they receive a “belt” (which is a Loom band) of a certain colour, moving from white up to black, and hang it on their recorder.

Students have brought their recorder and music home to practice (I’m sorry ) They were just all so keen to practice 🙂

D4 Week 7

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This week in music we learnt the song “I Like Pizza.” This song uses the rhythms we have been learning this term. We then split into groups and created our own verse of the song and movements to go with along with it. The groups then performed their creations.

K3 Week 6 & 7

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We have been learning about long and short sounds. The students moved to a piece of music called the Swanee Whistle which has a mixture of long and short sounds.

IMG_0175 IMG_0176

This week we learnt the song “In a dark wood” which has our new 2 beat rhythm Ta-a. Half the class played the ta rhythm on claves and the other half played the Ta-a rhythms on Triangles.

B4 Week 5

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The students in B4 have been revising the notes B, A & G on recorder. We have played a number of songs to increase our confidence in changing between different notes.

Today we learnt the song Skateboarding.

We also learnt the White Belt song – Mary had a little lamb. Next week each child will play the song and if successful will receive their White belt loom band to put on the bottom of their recorder. If not quite ready they will get a chance to test when they feel ready.

Recorder Karate is a program that moves a student through a series of songs, introducing new music concepts and notes as it moves along. When they are successful in testing for a song, they receive a “belt” (which is a Loom band) of a certain colour, moving from white up to black, and hang it on their recorder.

Students have brought their recorder and music home to practice (I’m sorry ) They were just all so keen to practice 🙂

M2 Week 5

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In music this term we have been learning how to play the keyboard. We have learnt the notes C,D & E, where to find them on the keyboard and which fingers we play these notes with. We have found it tricky to play with the correct fingers, play the correct notes and also play in time.

Today Abby, Ashleigh, Kayla, Jo, Zoey, Gemma,  Georgia and Haylee volunteered to play one of the songs we learnt today.

 

K3 Week 5

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This week in music we worked in a group to create 4 4 beat rhythms. We then rehearsed and performed our compositions.

Group 1 Riley, Tyneesha, Jack, Layla and Charlotte

Group 2 Roman, Jahziah, Charlie M and Tess

Group 3 Lucy, Charlie H, Jye and Bailey

Group 4 Tristan, Hunter, Charlie B, Lewin & Gabby

Group 5 Jess, Jett, Chiara & Kiara

D4 Week 5

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This term we have learnt the new rhythm za. Za is a silent 1 beat rhythm. We marched to the beat of the song “Yummy Food March”, changing direction for each food and then learnt the rhythm and the words to the chant.

After this we worked in groups to create a new verse for the chant by thinking of a new word to the rhythm of the song. We rehearsed our chant together and performed for the other groups.

D2 Week 5

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Today in music we played a range of instruments. We played the beat along with the song “Who can play the instruments?”

Steady beat is the most fundamental concept in music. It’s the ongoing, steady, repetitive pulse that occurs in songs, chants, rhymes, and music. It’s the part that makes you want to tap your toes, clap your hands, or jump up and dance like no one is watching.

Steady beat competency is central to the development of movement organisation, such a marching in time, dribbling and shooting a basketball, using scissors and writing smoothly. Being able to move their entire body to a steady beat leads to the ability to speak and read with a smooth cadence, thereby enhancing communication abilities.

To help students develop steady beat encourage them to clap or pat along to the beat of songs on the radio in the car or move around the house to the beat to music.

D3 Week 5

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Today in music we played a range of instruments. We played the beat along with the song “Who can play the instruments?”

Steady beat is the most fundamental concept in music. It’s the ongoing, steady, repetitive pulse that occurs in songs, chants, rhymes, and music. It’s the part that makes you want to tap your toes, clap your hands, or jump up and dance like no one is watching.

Steady beat competency is central to the development of movement organisation, such a marching in time, dribbling and shooting a basketball, using scissors and writing smoothly. Being able to move their entire body to a steady beat leads to the ability to speak and read with a smooth cadence, thereby enhancing communication abilities.

To help students develop steady beat encourage them to clap or pat along to the beat of songs on the radio in the car or move around the house to the beat to music.

K5 Week 5

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Today we revised known rhythms using a barnyard chant. The students learnt the chant and rhythms and then performed the chant in a round.

We then split into 3 groups and came up with our own animal sounds to match each of the rhythms. I was very impressed with the end product. Each group performed their chant to the class, as they performed so well I then challenged them on the spot to perform it as a round.

Group 1 – Byron, Reef, Nikeesha, Mika, Justice, Nina and Abbey

Group 2 Charlotte, Tara, Xavier, Andy, Jamie, Harry and Kouros

Group 3 Zen, Jack, Evie, Bella, Dillan, Sylvia and Toby

M4 Week 5

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In music this term we have been learning how to play the keyboard. We have learnt the notes C,D & E, where to find them on the keyboard and which fingers we play these notes with. We have found it tricky to play with the correct fingers, play the correct notes and also play in time.

Today Harvey, Jazmyn, Allex, Josh, Matthew, Matthew and Jasmyn volunteered to play one of the songs we learnt today.

M3 week 4

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In music this term we have been learning how to play the keyboard. We have learnt the notes c&d where to find them on the keyboard and which fingers we play these notes with. We have found it tricky to play with the correct fingers, play the correct notes and also play in time.

Here is one of the songs we learnt this week.

K5 Weeks 1-3

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Over the past few weeks in music we have been revising / learning the 2 beat rhythm ta-a. In week 2 we rotated around 4 work stations which included composing rhythm, playing rhythms and finding and writing rhythms. The students really enjoyed the different activities.

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In week 3 we put our knowledge of the ta-a into practice. We learnt the song “In a dark house” 1 group played the 1 beat rhythms and the other group played the 2 beat rhythms.

We then learnt the chant “Oonka Chukka” and the 3 rhythm parts that accompany the chant.

K4 Weeks 2 & 3

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In week 2 students in K4 revised known rhythms and played the rhythms on different instrumentsIMG_0044 IMG_0045 IMG_0046IMG_0043 IMG_0047

 

We then learnt the new rhythm za. Za is a silent 1 beat rhythm. We marched to the beat of the song “Yummy Food March”, changing direction for each food and then learnt the rhythm and the words to the chant.

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After this we worked in groups to create a new verse for the chant by thinking of a new word to the rhythm of the song. We rehearsed our chant together and performed for the other groups.

 

K2 Weeks 1-3

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Students in K2 have been revising known rhythms and improvising movements to music.

Students worked with a partner and took turns to create a movement for their partner to copy. The students enjoyed this activity and it was fun to see the movements the students came up with.

K2 (1) K2 (2) K2

D5 Weeks 2&3

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In week 2 students in D5 revised known rhythms and played the rhythms on different instruments.

We then learnt the new rhythm za. Za is a silent 1 beat rhythm. We marched to the beat of the song “Yummy Food March”, changing direction for each food and then learnt the rhythm and the words to the chant.

IMG_0112IMG_0111

After this we worked in groups to create a new verse for the chant by thinking of a new word to the rhythm of the song. We rehearsed our chant together and performed for the other groups.

D1 Weeks 2 & 3

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In week 2 students in D1 revised known rhythms and played the rhythms on different instruments

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We then learnt the new rhythm za. Za is a silent 1 beat rhythm. We marched to the beat of the song “Yummy Food March”, changing direction for each food and then learnt the rhythm and the words to the chant.

 

 

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After this we worked in groups to create a new verse for the chant by thinking of a new word to the rhythm of the song. We rehearsed our chant together and performed for the other groups.