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Year Level: Kindergarten (Foundation)

“I can keep a steady beat.”


Underpinning all Music learning is the ability to feel, hear, move to and
finally play a steady beat. This is a pivotal to all aspects of music learning
and is a focus for the early years of music learning. As this is taught other
concepts of music are also experienced and musical understandings are
learnt in context.
In Foundation to Year 2, students listen to and explore sound. They imitate pitch and rhythm patterns using
voice, body percussion and movement. They listen and respond to a range of their own and others’ music
considering where and why people make music. They sing, play instruments and move to a range of music,
learning a repertoire of chants, songs and rhymes.
Students create and improvise their own simple compositions informed by their listening and performing
activities. They begin to use music notation and terminology in all music activities with reference to the
elements of music. ACARA Overview Music F-2
Knowledge and Skills
Students will have opportunities to understand and learn about:
The basic musical concept of beat.
Students will have opportunities to learn to for example:
 Sing a variety of repertoire
 Hear, clap, move and play the beat of a given song
 Experience fast and slow, loud and soft, high and low.
 Hear the difference between smooth music and bouncy music (Simple and compound time)
 Sing whilst keeping a steady beat
 Discriminate between singing and speaking voices
 Practice in tune singing at accurate pitch
 Play using correct instrument handling.

Key Assessment Tasks (continuous, formative and summative)


Assessment will involve observation of children during activities by the teacher
The teacher will keep a checklist.
Eg: Can children confidently distinguish between singing and speaking voices?
Can children sing and keep a steady beat on their knees or on claves?

Evaluation
Did the children enjoy the activities?
Were the activities effective? Successful?
Did each child have the opportunity to achieve?
Is there anything that could be done differently?

F
Kindergarten Music Scope and Sequence
All skills are constantly revised and built upon throughout the child’s school years.

Semester One Semester Two


Rhythm and Beat in simple time Preparation of one and two beat sounds
Metre Beat in compound time (bouncy music) on a beat
Fast/slow Beat in compound time –using actions for
Rhythmic patterns 6/8 time
Ta and titi
Pitch and Discrimination between speaking and Recognition of song from a melody
Melody singing voice Higher and lower – perfect 5th and minor
In tune singing 3rd intervals
Accurate starting pitch Melodic question and answer using song
Question and answer phrases motifs
High and low Accurate and varied starting pitch
Inner hearing Melodic contour
Singing (me/soh) Graphic notation

Part Work Song and beat Beat and rhythm


Song and rhythm Skipping and singing in 6/8
Movement ostinati
Form and Phrases Verse / chorus
Structure Same and Different
Tone Colour Environmental sounds Percussion
Individual voices
Percussion
Instrumental Mallot technique Mallot technique
Technique Percusion Percussion

Expressive Soft/loud Soft/loud


Elements Fast/slow Fast/slow
Movement/dance Movement/dance
Listening & Distinguish different voices, instruments Create soundscapes
Creating and sounds Create “effects”
Listen to short orchestral excerpts Compose using known elements.

2.1 Explore sound and imitate pitch and rhythm patterns 2.2 Sing, play instruments and move to a range of music, learning a
using voice, body percussion and movement to develop repertoire of chants, songs and rhymes.
aural skills General capabilities
General capabilities ICT, LIT, PSC, ICU
ICT, LIT, NUM, ICU Cross-curriculum priorities
AAEA
2.3 Create and improvise short compositions and 2.4 Listen and respond to a range of their own and others’ music
communicate music ideas through performance and with considering where and why people make music.
symbols
General capabilities General capabilities
ICT, LIT, NUM, PSC ICT, LIT, NUM, PSC