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Meadow Springs Primary School

Performing Arts Programme Rationale: Meadow Springs Performing Arts programme is a cross curricular, integrated arts programme, exploring the contexts of Dance, Drama and Music, with a focus on Self Expression, Skills and Technique and Arts language and literacy. Delivery: 1x 50 min lesson per week.

Overview of Concepts, Forms and Processes


Pre-Primary (Taken from the K-10 Overview) Pre-Primary Dance Concepts: Drama Concepts: Voice, Movement, Space, Situation Drama Forms: Dramatic Play Drama Processes (playmaking): spontaneous and directed dramatic play Drama Processes (Performing): Safe practice, movement skills and techniques, voice skills and techniques, using materials and objects in Dramatic play Drama Processes (Critical Reflection): Spontaneous sharing of ideas and feelings about their own drama and the drama of others Drama Processes (Drama in context): recognising drama around them Elements of Music: Duration: Sound/silence, beat, rhythm Elements of Music: Pitch: Distinguish between singing and speaking Elements of Music: Dynamics: loud/soft Elements of Music: Tempo: Fast/slow Elements of Music: Texture: More than one thing can play at one time Elements of Music: Form: Echoing Elements of Music: Timbre: Explore sound making using object and instruments Music Notation and convention: Follow teacher directed sound shapes Exploring listening to music: how to identify environmental sounds Performing Music: Audience behaviour conventions Technologies in Music: Safety with equipment Music in context: Recognising music and identifying resources to create music

Overview of Concepts, Forms and Processes


Year One (Taken from the K-10 Overview) Year 1: Dance Concepts: Drama Concepts: Voice, Movement, Space, Situation Drama Forms:Storytelling/Puppetry Drama Processes (playmaking): spontaneous and directed dramatic play, Interaction in role, sequencing situation Drama Processes (Performing): Safe practice, movement skills and techniques, voice skills and techniques, using materials and objects in Dramatic play Drama Processes (Critical Reflection): Spontaneous sharing of ideas and feelings about their own drama and the drama of others Drama Processes (Drama in context): recognising drama around them Elements of Music: Duration: Sound/silence, beat, rhythm Elements of Music: Pitch: high/low, going up, going down, using wide intervals Elements of Music: Dynamics: very loud/very soft Elements of Music: Tempo: very Fast/ very slow Elements of Music: Texture: simple rhythmic ostinato (2 parts, one bar) Elements of Music: Form: Echoing, question and answer Elements of Music: Timbre: Explore tuned and untuned percussion Music Notation and convention: Follow graphic notation of sound shapes Exploring listening to music: how to identify sounds that are similar or different Performing Music: performer behaviour conventions Technologies in Music: Safety with equipment Music in context: Recognising music and identifying resources to create music Music in context: Recognising music and identifying resources to create music

Year 2: Dance Concepts: Drama Concepts: Voice, Movement, Space, Situation, Role, Audience Drama Forms: Storytelling, Puppetry, Pageant, Process Drama Drama Processes (playmaking): spontaneous and directed dramatic play, Interaction in role, sequencing situation Drama Processes (Performing): Safe practice, movement skills and techniques, voice skills and techniques, using materials and objects in Dramatic play, audience awareness Drama Processes (Critical Reflection): Strategies for responding to the drama of others, Strategies for recording and reflecting on their own drama processes and products, Strategies for communicating opinions and feelings about drama Drama Processes (Drama in context): experiencing a range of drama forms, recognition of indigenous and other Australian drama, recognition of drama from other places and times Elements of Music: Duration: long/short, experience difference between beat and rhythm, recognition of ta, ti-ti, za in combinations up to one bar. Elements of Music: Pitch: high/low, going up, going down, using narrow intervals

Elements of Music: Dynamics: use of symbols for piano (p) and forte (f) in music Elements of Music: Tempo: experimenting with own works that show change in tempo. Elements of Music: Texture: simple rhythmic/melodic ostinato (2 parts, one bar), canons, rounds up to 2 parts Elements of Music: Form: Echoing, question and answer, introduction to coda Elements of Music: Timbre: Explore tuned and untuned percussion, group instruments by type of sound Music Notation and convention: To direct and follow child created sound shapes Exploring listening to music: how to identify sounds that are playing the same tune (unison) Performing Music: audience/ performer behaviour conventions Technologies in Music: Awareness of simple computer programmes Music in context: Experiencing a range of music forms, resources used to make music can be shared with other students, recognition of Australian music Year 3: Dance Concepts: Drama Concepts: Voice, Movement, Space, Situation, Role, Audience, language Drama Forms: Storytelling, Puppetry, Pageant, Process Drama, Circus, Mask and Mime, Tableau Drama Processes (playmaking): spontaneous and directed dramatic play, group work, playbuilding Drama Processes (Performing): Safe practice, movement skills and techniques, voice skills and techniques, using materials and objects in Dramatic play, audience awareness Drama Processes (Critical Reflection): Strategies for responding to the drama of others, Strategies for recording and reflecting on their own drama processes and products, Strategies for communicating opinions and feelings about drama Drama Processes (Drama in context): experiencing a range of drama forms, recognition of indigenous and other Australian drama, recognition of drama from other places and times Elements of Music (Duration): Simple time signatures, 2/4, 4/4 , Compound time, , 6/8, recognition of ta, ti-ti, za, rests etc, up to four bars Elements of Music: Pitch: high/low, going up, going down, using close intervals Elements of Music: Dynamics: use of symbols for piano (p) and forte (f) in music, use of symbols for crescendo (<) and decrescendo (>) Elements of Music: Tempo: getting faster, getting slower Elements of Music: Texture: up to 2 bar rhythmic/ melodic ostinato (2 parts, one bar), canons, rounds up to 2 parts, 4 bars Elements of Music: Form: Echoing, question and answer, introduction to coda, repeat signs Elements of Music: Timbre: Explore tuned and untuned percussion, group instruments by the way sound is produced Music Notation and convention: To direct and follow group created sound shapes Exploring listening to music: how to identify sounds that are playing the same tune (unison), same rhythm Performing Music: how to group practice and rehearse Technologies in Music: Basic use of music software programmes

Music in context: Experiencing a range of music forms, resources used to make music can be shared with other students, recognition of Australian music

Year 4: Dance Concepts: Drama Concepts: Voice, Movement, Space, Situation, Role, Audience, language, Characterisation, interaction Drama Forms: Storytelling, Puppetry, Pageant, Process Drama, Circus, Mask and Mime, Tableau Drama Processes (playmaking): spontaneous and directed dramatic play, group work, playbuilding, script interpretation Drama Processes (Performing): Safe practice, movement skills and techniques, voice skills and techniques, design and technology, audience awareness, production Drama Processes (Critical Reflection): Strategies for responding to the drama of others, Strategies for recording and reflecting on their own drama processes and products, Strategies for critically evaluating their own drama and the drama of others Drama Processes (Drama in context): experiencing a range of drama forms, recognition of indigenous and other Australian drama, recognition of drama from other places and times Elements of Music (Duration): Begin use of notes, and French Method terminology Elements of Music: Pitch: Pentatonic Scale Elements of Music: Dynamics: use of symbols for piano (p) and mezzo piano (mp) and forte (f) and mezzo forte (mf) in music, use of symbols for crescendo (<) and decrescendo (>) Elements of Music: Tempo: getting faster, getting slower Elements of Music: Texture: 2 bar rhythmic/ melodic ostinati Elements of Music: Form: Echoing, question and answer, introduction to coda, repeat signs, binary, ternery, verse/chorus Elements of Music: Timbre: Explore tuned and untuned percussion, group instruments by family Music Notation and convention: Begin French notation Exploring listening to music: how to group instruments according to their sound families Performing Music: how to target particular audiences Technologies in Music: group use of music software programmes Music in context: Experiencing a range of music forms, take responsibility of resources in ensembles, recognition of Indigenous and other Australian music, there are many ways to inform people about music

Year 5: Dance Concepts: Drama Concepts: Voice, Movement, Space, Situation, Role, Audience, language, Characterisation, interaction, time, symbol

Drama Processes (playmaking): spontaneous and directed dramatic play, group work, playbuilding Drama Processes (Performing): Safe practice, movement skills and techniques, voice skills and techniques, design and technology, audience awareness, production Drama Processes (Critical Reflection): Strategies for responding to the drama of others Strategies for recording and reflecting on their own drama processes and products, Strategies for critically evaluating their own drama and the drama of others Drama Processes (Drama in context): experiencing a range of drama forms, recognition of indigenous and other Australian drama, recognition of social and cultural influences in drama from other times and places Elements of Music (duration): use of notes, and French Method terminology, use of minum and semibreve rests Elements of Music: Pitch: Pentatonic Scale, major and minor tonalities Elements of Music: Dynamics: use of symbols for piano (p), mezzo piano (mp) and forte (f), mezzo forte (mf) in music, use of symbols for crescendo (<) and decrescendo (>), Elements of Music: Tempo: Italian terms for slow (adagio), Medium (moderato), Fast (allegro) Elements of Music: Texture: 2 bar rhythmic/ melodic ostinati simultaneously Elements of Music: Form: Echoing, question and answer, introduction to coda, repeat signs, binary, ternery, verse/chorus, theme and variation Elements of Music: Timbre: Explore tuned and untuned percussion, group instruments by family (orchestral) Music Notation and convention: French notation and rests Exploring listening to music: how to identify orchestral families and their sound characteristics. Performing Music: how to choose repetoire Technologies in Music: Individual use of music software programmes Music in context: Experiencing a range of music forms, take responsibility of resources in ensembles, recognition of Indigenous and other Australian music, there are many ways to inform people about music

Year 6: Dance Concepts: Drama Concepts: Voice, Movement, Space, Situation, Role, Audience, language, Characterisation, interaction, time, symbol, dramatic tension Drama Forms: Storytelling, Puppetry, Pageant, Process Drama, Circus, Mask and Mime, Tableau, reader s theatre, melodrama Drama Processes (playmaking): spontaneous and directed dramatic play, group work, playbuilding Drama Processes (Performing): Safe practice, movement skills and techniques, voice skills and techniques, design and technology, audience awareness, production Drama Processes (Critical Reflection): Strategies for responding to the drama of others Strategies for recording and reflecting on their own drama processes and

products, Strategies for critically evaluating their own drama and the drama of others Drama Processes (Drama in context): experiencing a range of drama forms, recognition of indigenous and other Australian drama, recognition of social and cultural influences in drama from other times and places Elements of Music (duration): use of notes, and French Method terminology, use of minum and semibreve rests, Use of ties (within a bar) and fermata, use of rhythm groups as found in class music Elements of Music: Pitch: Pentatonic Scale, major and minor tonalities, intervals (Thirds, fifths, octaves) Elements of Music: Dynamics: use of symbols for piano (p), mezzo piano (mp) and pianissimo (pp) and forte (f), mezzo forte (mf) and fortissimo (ff) in music, use of symbols for crescendo (<) and decrescendo (>), Elements of Music: Tempo: Italian terms for slow (adagio), Medium (moderato), Fast (allegro) Elements of Music: Texture: use of unison lines and chordal accompaniments Elements of Music: Form: Echoing, question and answer, introduction to coda, repeat signs, binary, ternery, verse/chorus, theme and variation, bridge and interlude Elements of Music: Timbre: Explore tuned and untuned percussion, group instruments by family (orchestral and non orchestral) Music Notation and convention: French notation and rests, ties within bars and fermata Exploring listening to music: how to identify instruments outside of orchestral families Performing Music: how to develop wider repetoire Technologies in Music: Individual use of music software programmes Music in context: Experiencing a range of music forms, take responsibility of resources in ensembles, recognition of Indigenous and other Australian music, there are many ways to inform people about music

Year 7: Dance Concepts: Drama Concepts: Voice, Movement, Space, Situation, Role, Audience, language, Characterisation, interaction, time, symbol, dramatic tension, text Drama Forms: Storytelling, Puppetry, Pageant, Process Drama, Circus, Mask and Mime, Tableau, reader s theatre, melodrama, commedia del arte Drama Processes (playmaking): spontaneous and directed dramatic play, group work, playbuilding Drama Processes (Performing): Safe practice, movement skills and techniques, voice skills and techniques, design and technology, audience awareness, production Drama Processes (Critical Reflection): Strategies for responding to the drama of others Strategies for recording and reflecting on their own drama processes and products, Strategies for critically evaluating their own drama and the drama of others

Drama Processes (Drama in context): experiencing a range of drama forms, recognition of indigenous and other Australian drama, recognition of social and cultural influences in drama from other times and places Elements of Music (duration): use of notes, and French Method terminology, use of minum and semibreve rests, Use of ties (within a bar) and fermata, use of rhythm groups as found in class music, use of anacrusis, use of slurs, use of ties (across bars) Elements of Music: Pitch: Pentatonic Scale, major and minor tonalities, intervals (Thirds, fifths, octaves), Major and minor 3rds within a scale, tone and semitone patterns within scales Elements of Music: Tempo: Italian terms for slow (adagio), Medium (moderato), Fast (allegro), Italian terms for getting faster (accelerando) and getting slower (ritardando) Elements of Music: Texture: use of particular accompaniment styles Elements of Music: Form: Echoing, question and answer, introduction to coda, repeat signs, binary, ternery, verse/chorus, theme and variation, bridge and interlude, rondo Elements of Music: Timbre: Explore tuned and untuned percussion, group instruments by family (orchestral, non orchestral, vocal) Music Notation and convention: French notation and rests, ties within and across bars and fermata Exploring listening to music: how to accurately replicate short phrases from known music Performing Music: how to develop wider repetoire Technologies in Music: Individual use of music software programmes Music in context: Experiencing a range of music forms, take responsibility of resources in ensembles, recognition of Indigenous and other Australian music, there are many ways to inform people about music