Teachers Resource Guide - Rob in Da Hood

PRESENTS

TWSO Education Concerts Wednesday 14th August 2019 Activate Church Guide for Teachers Written by Orchestras Central

Dear Teachers, We believe music should be a part of the lives of every child, and it is with pleasure that the Trust Waikato Symphony Orchestra present another years Education Concert series for the children of Hamilton and beyond.

This year’s performance of ‘Rob in da Hood’ will feature both contemporary (and easily recognisable) pieces, and much-loved classics, in a fresh and engaging way. From the 16th century through to modern day, we are thrilled to present a programme that will not only entertain but provide wonderful listening and participation for your students.

The ‘Rob in da Hood’ education presentation (PowerPoint), and teachers guide below, provide interesting facts about the music and its origins. It is up to you as the teacher to use what you will from this provided information and expanded learning activities. Take a journey through the power point where you will discover the instruments of the orchestra and listen and learn about the music in the story.

We hope your students enjoy the concerts as much as the musician’s love playing for them!

Anne-Marie Simpson Orchestras Central

How to use the Education Pack and Teachers Guide: PowerPoint presentation – the presentation is designed to be completed as a class on a big screen.

Ensure you are connected to the internet, so the videos will play. Use the mouse or arrow keys to navigate. Videos should play automatically as you navigate through, but YouTube links are included in the teacher’s guide if any of the videos do not work.

Teacher’s Guide – The teacher’s guide explores the orchestra and the music beyond the PowerPoint presentation. Use it to supplement your knowledge, or for extension activities in the classroom.

Also include are printable worksheets and versions of the activities found in the presentation.

At the end of the teacher’s guide, you will find links to additional interactive websites that will help your students become more familiar with the instruments in the orchestra. You can use these as a whole class, individually as students on computers, or encourage your students to explore these at home with family.

MEET THE ORCHESTRA Orchestras come in many shapes and sizes but are always made up of four sections or "families".

• • • •

Strings Woodwind Brass Percussion

Strings The string family sits at the front of the orchestra, by the conductor, and are made up of violins, violas, cellos, the double bass, and sometimes the harp. String instruments can be played in two ways - using the bow (arco) or plucking the strings (called pizzicato).

Listen: Meet the string instruments https://www.youtube.com/watch?v=MP2_6OLummA

Woodwind The Woodwind family is made up of instruments like the flute, piccolo, clarinet, oboe and bassoon.

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Why are they called "woodwind"? Flutes are made of silver!

When these instruments were first created, they were all made of wood! Nowadays they are made from a variety of materials, including gold.

Most wind instruments make a sound by blowing into a mouthpiece or "reed". The flute and piccolo do not have reeds but are played by blowing air across the mouthpiece.

Teachers note: Ask your students if they have ever blown into a glass bottle to make a sound. Talk about how this is very like how you play the flute. Ask them how to make high and low notes using a glass bottle (more or less water in the bottle) – explain that flute players change the note/pitch by pressing down different keys.

Listen: Meet the woodwind instruments https://www.youtube.com/watch?v=KEt1Mm8sSkA

Brass The brass family are one of the loudest sections of the orchestra! Brass instruments include: • • • •

Trumpet Trombone French horn Tuba

Brass players make a sound by buzzing their lips (like blowing a raspberry!) against the mouthpiece and pressing different valves to change the note.

Listen: Meet the brass instruments https://www.youtube.com/watch?v=yE0aSxziNdY

Extra Activities: The larger an instrument, the lower it will sound. This is call pitch. We can explore pitch (high and low sounds) with instruments and our voice). Try some of these activities with your class.

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Try to list the string instruments in order from lowest to highest pitch (sound)! Answer: Double bass, Cello, Viola, Harp, Violin.

Go for a listening walk around the school – what can you hear. Can you hear examples of high and low sounds? E.g. birds in a tree (high sound), school bell (high sound) etc Giraffes and Ants – find an instrument that can make a high and low sound. When you play the high sound, everyone must stretch up tall (like a giraffe), but when you make a low sound they must curl up small (like an ant). Practice a few times, and then play until only one person is left.

Be a conductor – Ask your students how they could show high and low pitch using their bodies (e.g. standing up tall with arms in the air). Use these actions to conduct the class to make a high or low sound with their voice. Let everyone experience being a conductor of high and low sounds. See if you can add dynamics (louds or softs) by doing different actions.

Percussion The percussion family sit right at the back of the orchestra and is made up of a lot of different instruments.

The percussion family are split into two groups - tuned and untuned percussion.

• •

Tuned percussion - like marimba, xylophone and piano - can play different notes, and are normally hit with sticks, sometimes up to six at one time.

Untuned percussion - like the bass drum, cymbals, and snare drum - can only play one note, and help create the rhythm or beat

Listen: A day in the life of a percussionist https://www.youtube.com/watch?v=JVmxrhrN9ds

Extra Activities: -

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Classroom percussion – look around your classroom and see how many percussion instruments you can find (hint: even your body is a percussion instrument!) Example: stamping feet, tapping with pencils, drumming on a book etc.

Rhythm copycat - listen to your teacher play a rhythm on their ‘instrument’ and see if you can copy. Take turns being the leader.

Dangerous Rhythm – like rhythm copycat, but one rhythm is the ‘dangerous rhythm’. If people copy the dangerous rhythm, they are out!

The Orchestra

Sections of the orchestra map - as a class (or individually using the printout below), place the instruments in the correct place in the orchestra. For older students, try to place each instrument in the right place. Answers included in the powerpoint

NZSO Virtual Reality Orchestra Experience – listen to an orchestra, sitting within the orchestra! Use the mouse to look around the orchestra.

Watch - https://www.youtube.com/watch?v=hMn4gU7uzg4

Place the instruments in the correct place in the orchestra.

The Conductor The conductor stands up the front and leads the orchestra (a lot like a teacher). Conductors tell the orchestra what tempo to play (how fast and slow), the dynamics (loud and soft), and the style or character of the music. The conductor conducts with a long, skinny stick called a baton.

Conductors wave the baton in different patterns - up and down, and side to side.

Watch: “Conduct Us” Orchestra https://www.youtube.com/watch?v=5_cbnBak8RI Talk as a class about how the orchestra responds to the different conductors. Notice how the players speed up or slow down, play with more or less energy, based on the movements of the ‘conductor’. This shows how conductors can guide and influence musicians playing through their body movement and expressions.

Activity: Conduct an orchestra – Practice clapping along with the William Tell Orchestra – clap your hands or slap your knees. Then try conducting using this pattern.

Move arm up and down, in the shape of a ‘J’ in time with the music (it’s very fast!)

Link - https://www.youtube.com/watch?v=YIbYCOiETx0

Other good videos about conducting: -

Mr Bean conducts Christmas Orchestra (funny) https://www.youtube.com/watch?v=vvR66bZBCIk What does a conductor do? https://www.youtube.com/watch?v=x_6cTbyWP88

THE MUSIC Your students will hear a lot of different pieces in the Education Concerts - from movie and TV theme tunes, songs written about a composer’s homeland, love songs and more. Find out more about the pieces and their composers to help guide you through your listening.

❖ Game of Thrones Theme

Ramin Djawadi

The Game of Thrones theme is the titular theme from the Game of Thrones TV series. It has become very well-known and inspired a lot of musicians to create cover versions of this song.

The piece was written by Ramin Djawadi in 2011 in only three days. The piece features the cello as the lead instrument and is in a minor key. It switches between major and minor (sad and happy sounding) throughout the piece, which reflects the unpredictability and conspiracy of the show. It is supposed to reflect a journey, showing the variety of locations and characters in the show.

Listen https://www.youtube.com/watch?v=s7L2PVdrb_8

❖ Salut D’Amour, Op. 12

Edward Elgar

Salut D’Amour was composed by Edward Elgar in 1888. It was originally written for solo violin and piano but has since been rewritten for any combination of instruments including string quartet or full orchestra. Elgar called the piece "Liebesgruss" ('Love's Greeting' in German), and gave it as an engagement present to his love – Caroline Alice Roberts. It remains one of Elgar’s most famous compositions, often used in TV and movie, and in the video game Fallout 4.

Listen https://www.youtube.com/watch?v=_eTpjokho8g

❖ William Tell Overture

Gioachino Rossini

The William Tell Overture is the Overture to the opera William Tell (Guillaume Tell), written by Gioachino Rossini in 1829. An overture, derived from the French word for “opening”, is a piece of music written just for orchestra to be performed at the beginning of an opera or ballet. It sets the scene for the opera/ballet, normally including music and melodies that will feature later in the performance.

The full William Tell Overture is approximately 12 minutes long and begins slowly with 5 solo cellos, before moving through a stormy and then calm sections. The final 3 minutes are the most wellknown and are often played alone (and is the part featured in Rob in da Hood).

Interestingly, although there are no horses in the William Tell Opera, this section of music is often used in popular culture to represent horses, horse racing, a hero riding to the rescue etc, including as the theme for the TV show and movie, The Lone Ranger. As such, most people would know this as the “horse gallop song!”

Listen https://www.youtube.com/watch?v=YIbYCOiETx0

❖ Pink Panther The theme to the Pink Panther was written by Henry Mancini in 1963 for the film of the same name.

The theme plays over the opening credits of the film, which were animated to fit in time with the music. It was written for a specific saxophone player, Plas Johnson.

“I told [the animators] that I would give them a tempo they could animate to, so that any time there were striking motions, someone getting hit, I could score to it.

[The animators] finished the sequence and I looked at it. All the accents in the music were timed to actions on the screen.”

Mancini – from his autobiography, Did They Mention the Music?

The ‘pink panther’ refers to a fictional large pink diamond, which is mentioned in 6 out of the 11 Pink Panther films. It also refers to the much-loved Pink Panther animated character, who appears in the title sequence for every Pink Panther film, except for A shot in the Dark, and Inspector Clouseau, and has its own television series. Often the music is subtly changed, such as the more disco sounding version in the 1978 Revenge of the Pink Panther.

Listen https://www.youtube.com/watch?v=_9zLwhORWK0

❖ World of Warcraft Medley The online role-playing videogame World of Warcraft was announced in 2001, and released in 2004, the fourth in a series of games set in the Warcraft universe. It has become the world’s most popular online game, with over a hundred million registered accounts in 2014. It is well-known for its music, which adds depth and character to the fantasy world. Each area in the fantasy world has its own unique soundtrack/music, which adds to players immersion in the world.

The music for the game was composed by Jason Hayes, Tracy W. Bush, Derek Duke and Glenn Stafford. The scores feature full orchestra, solo instruments and choirs, as well as a variety of unusual, non-western instruments. This medley features – Wrath of the Lich King, Lament of the Highborne and Lion’s Pride.

Listen https://www.youtube.com/watch?v=wVbmUmSF9tk&feature=youtu.be&t=5

❖ Intermezzo from Karelia Suite, Op. 11

Jean Sibelius

The Karelia Music was written in 1893 by Finnish composer, Jean Sibelius. It was one of his earliest compositions, written for the Vyborg Students’ Association, and first performed on 13 November 1893. The premiere was an immediate success, receiving a standing ovation. The composer later wrote in a letter "You couldn’t hear a single note of the music – everyone was on their feet cheering and clapping".

Following the premiere, Karelia Music was turned in the Karelia Suite, Op. 11, which featured 3 movements from the original. The Intermezzo movement (which is being played in Rob in da Hood) begins slowly with the string section. The music evokes images of Finland – snow covered mountains, beautiful scenery as it becomes more and more lively. The brass feature strongly in this piece, as well as a large percussion section.

Jean Sibelius Jean Sibelius was born in 1865 in the Grand Duchy of Finland, an autonomous part of the Russian Empire. Sibelius was hugely patriotic, composing pieces that reflected the beauty, history and greatness of his country. He is considered the country’s greatest composer, and his music is credited with helping Finland develop a national identity during its struggle for independence. Sibelius was featured on the 100-mark bill until 2002 (when the country switched to Euros), and his birthday is celebrated as a Flag day, and known as the “Day of Finnish music”.

Listen: https://www.youtube.com/watch?v=SYoJ4fhMlC0&feature=youtu.be A fantastic recording of the Karelia Suite Intermezzo can be found at NZ on Screen, used as backing track to the short documentary “This is New Zealand” directed by Hugh MacDonald. This 3-minute excerpt features images of New Zealand set to the music.

Watch: This is New Zealand https://www.nzonscreen.com/title/this-is-new-zealand-1970 ❖ In the Hall of the Mountain King, from the Peer Gynt Suite

Edvard Grieg

The music for the Peer Gynt Suite was written by Norwegian composer Edvard Grieg in 1875 for a play of the same name. It was rewritten into two suites in 1888. The first Suite includes four movements - Morning Mood, The Death of Ase, Anitra's Dance and In the Hall of the Mountain King.

The second piece, In the Hall of the Mountain King, begins with the lowest instruments in the orchestra - cellos, double basses and bassoons. Instruments are added and the music builds, getting faster and louder until the end.

In the Hall of the Mountain King is often used in TV, movies and videogames (including Sonic the Hedgehog), sometimes is its original version, and sometimes altered. The piece has been covered by jazz bands, rock and roll groups, and the British Rock Band The Who. More recently, a rap version of the song called “Hair Up” was used in the Trolls film.

Edvard Grieg Grieg was a Norwegian composer and pianist, born in 1843. He composed music during the "Romantic" period of music and used a lot of Norwegian folk music in his works. Because of this, his music is also considered to be "Nationalist".

Grieg was a well-loved icon in Norway, and when he died from heart failure in 1907, nearly 40,000 people went to his funeral.

Listen https://www.youtube.com/watch?v=RIz3klPET3o&feature=youtu.be Activity Listen to In the Hall of the Mountain King and draw what you hear Listen Trolls, Hair Up version https://youtu.be/d7CrtygGlQ4

❖ Radetzky March, Op. 228

Strauss

Radetzky March was composed by Austrian composer Johann Strauss Senior, and was first performed in Vienna in 1848. Like the title suggests, it has a strong march-like character, and was beginning with a solo snare drum line. The other part of the title comes from Field Marshal Joseph Radetzky von Radetz to whom it is dedicated. The piece was commissioned to celebrate Radetzky’s victory at the Battle of Custoza. It is very festive and celebratory sounding, and at its premiere soldiers were clapping and stomping along with the music.

The piece has become an unofficial Austrian National Anthem, alongside the famous Blue Danube Waltz (written by his son, Johann Strauss II). It is used often in TV commercials and at sporting events, including during Austrian national team football games. It is played as the last piece each year at the world-famous New Year’s morning concert in Vienna.

Listen https://www.youtube.com/watch?v=pYYTdtRrg8M

❖ This is Me from the Greatest Showman This is Me features in the 2017 musical film The Greatest Showman. It was written by Benj Pasek and Justin Paul, who are a well-known composing duo for film and theatre. This is me won the Golden Globe Award for Best Original Song, and the film won Best Compilation Soundtrack for Visual Media at the Grammy Awards.

The song was covered by Kesha in December 2017, and this version is included in the soundtrack The Greatest Showman: Reimagined which features remixes of the films songs, and was released in 2018.

The audience will be singing along to ‘This is Me’ with the Trust Waikato Symphony Orchestra during this song. Please make sure your children know the words.

Orchestral Version (start 4:17) - https://www.youtube.com/watch?v=LCMvdBYs8UU Original Version (with lyrics) https://www.youtube.com/watch?v=CjxugyZCfuw

Lyrics: I am not a stranger to the dark Hide away, they say 'Cause we don't want your broken parts I've learned to be ashamed of all my scars Run away, they say No one'll love you as you are But I won't let them break me down to dust I know that there's a place for us For we are glorious When the sharpest words wanna cut me down I'm gonna send a flood, gonna drown them out

I am brave, I am bruised I am who I'm meant to be, this is me Look out 'cause here I come And I'm marching on to the beat I drum I'm not scared to be seen I make no apologies, this is me Oh-oh-oh-oh Oh-oh-oh-oh Oh-oh-oh-oh Oh-oh-oh-oh Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh This is Me

x2

Musical Wordfind

Instruments of the Orchestra

B N G D H T M P Y U Y F D J S A L N F T

W A I T V Y E Z O Q F P T X B K T R E F

T Q S L T D L N Y D V C X H X K N O K H

W Q W S O Z P B I H U N P W H Z D H K O

T N E Q O I P J N R W W L C H W V H Q F

D G C C G O V H H W A I X U R E S C S M

G L O C K E N S P I E L I Z L M T N P Y

O E G S E N O B M O R T C F T D P E Q O

Q B S T B Y S T I D P A R S S S E R U S

M A O K C G R N N W G L S W C Y L F C T

B N M E G I A A L S T A D Z M K I E X V

M R T O A P Z O B X B W A Y E W L K O V

U I L N M Z L C W E K C M S D L M E T I

R G G I E M F V L E V U B K O I W Y I S

D L T R O T L B Q G I H E M D Z T B K Q

BASS

KEYBOARD

BASSOON

OBOE

CELLO

TIMPANI

CLARINET

TRIANGLE

DOUBLEBASS

TROMBONE

DRUM

TRUMPET

DRUMKIT

TUBA

FLUTE

VIOLA

FRENCHHORN

VIOLIN

GLOCKENSPIEL

E K E E H L U N Y E P H Y F M T T O M Q

A L O I V O T Z N Z Y K E V Z O T A U M

M Z B Z D B E M U W H J Z M Q J Y R R Z

M Z G T R U M P E T C I H B Z Z F D D X

I V L R A O S T U B A C S G B U P V O S

Musical Crossword

Down

Across

1. Woodwind instrument not always in the orchestra, Lisa Simpson plays it

2. The smallest string instrument

3. William Tell ________

4. Person who writes music

5. Leader of the Orchestra

5. Instrument that makes sound using a reed

6. Large drums, also called Kettle Drums

7. A type of orchestra, third word in TWSO

8. Shiny silver instrument

9. Percussion instrument, also the name of a shape

9. The largest brass instrument

CREATE YOUR OWN INSTRUMENT Listen to these Vegetable Orchestras and get inspired to make music! You can create instruments out of anything – recycled bottles, books, pots and pans… and vegetables.

Vienna Vegetable Orchestra – exploring rhythm and sounds using vegetable instruments https://www.youtube.com/watch?v=kKrx1gWI_Vk Long Island Vegetable Orchestra – creating pitched instruments e.g. a flute using vegetables https://www.youtube.com/watch?v=KyiGh5Kfcik Eine Kleine Nachtmusik on vegetables https://www.youtube.com/watch?v=On8wzyNwSFs

For younger students:

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Classroom musical instruments - Look around the room and see what kinds of instruments you can make with the things you have in class? Below are some easy games you can try with your instruments.

E.g. A book and a pencil can be used as a drum Turn over a chair, see if you can make different sounds by hitting different parts Use two pencils as woodblocks

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Recycled musical instruments – with a bit of planning, you can make all sorts of instruments from things that would normally end up in your recycling bin! Some ideas are below: o Soda can shaker – fill a clean soda can with dried rice or beans and seal up the hole.

See how different fillings make different sounds. o Box violin – put four rubber bands around an empty tissue box or similar. Try different length or width rubber bands and see how the sound changes. o Tin can drum kit – use different sized tin cans to make different sounds, or experiment by putting a balloon over one end to make a ‘skin’ to hit o Fill bottles with different amounts of water. Experiment blowing across the top to see the different pitches they make.

Rhythm copycat - listen to your teacher play a rhythm on their ‘instrument’ and see if you can copy. Take turns being the leader.

Dangerous Rhythm – like rhythm copycat, but one rhythm is the ‘dangerous rhythm’. If people copy the dangerous rhythm, they are out!

Rhythm mafia – Sit everyone in a circle. Send one student out of the room. Silently choose another student to the be leader. The leader starts playing a rhythm on their instrument e.g. ta-ta-ta-ta which everyone starts to copy. Bring the first student back inside – their job is to figure out who is leading. The leader can change the rhythm at any time, so people need to watch carefully, without giving the game away!

For older students: Make your own vegetable Instrument – below are some resources to make vegetable instruments for older students.

How to make a Carrot Recorder - suitable for older students as it involves using a knife/craft knife. Fun way to explore changes in pitch and making high and low sounds. Suggest hollowing out the carrots in advance to save time. https://www.youtube.com/watch?v=Tn5O3_C1sqw

Different vegetable instruments – a fantastic resource which explains how to make various instruments. http://salfordacoustics.co.uk/vegetable-instruments Suggest exploring different sounds with a Pepper Shaker: http://salfordacoustics.co.uk/vegetable-instruments/3

MUSICAL TERMS The following information and activities are not included in the Education presentation but can be useful for students to build on their knowledge, particularly for students who have attended a previous Education concert. Included in each section is a youtube video explaining the concept, and an activity to reinforce learning.

Dynamics 'Dynamics' in music tell us whether to play loud or soft. Dynamics are written on the music using these symbols and shown by the conductor’s actions.

Video about dynamics (interactive) https://www.youtube.com/watch?v=f96k2siTTpA

Activity – Clap along to the Radetzky March. Take turns conducting the class to clap different dynamics to this video. Try standing up tall or small, using big and small movements to show the class how loud or soft to clap.

Radetzky March - https://www.youtube.com/watch?v=pYYTdtRrg8M

Tempo The tempo is the speed we play music and can be fast or slow (or medium). This is shown normally shown using Italian words – try saying these words out loud.

Video about tempo https://www.youtube.com/watch?v=SyvHKzsOrFU

Activity – Listen to the following music while walking around the room. Try to walk at the same tempo as the music.

Extra: Can you work out the Italian word for this tempo? (e.g. Andante or Presto) See if you can walk in the same character as the music (e.g. lively, calm, marching) Dvorak, New World Symphony – LARGO

https://www.youtube.com/watch?v=uCydQm83cJQ

Beethoven, Symphony No. 5 – ALLEGRO

https://www.youtube.com/watch?v=fOk8Tm815lE

Barber, Adagio for Strings – ADAGIO

https://www.youtube.com/watch?v=KylMqxLzNGo

Holst, Jupiter from the Planet Suite – ALLEGRO https://www.youtube.com/watch?v=Nz0b4STz1lo Saint Seans, The Aquarium from Carnival of the Animals – ANDANTINO https://www.youtube.com/watch?v=IyFpZ5MZ7kk Rossini, William Tell Overture - ALLEGRO VIVACE https://www.youtube.com/watch?v=YIbYCOiETx0

Other Useful Links: Find out more about TWSO – www.orchestras.org.nz Where to learn an instrument - https://wcsm.ac.nz/

Links to previous TWSO Education Concerts (full versions): 2018 Max and the Alien https://www.youtube.com/watch?v=_BVWyYUzAYI 2017 The Pied Piper of Pirongia https://www.youtube.com/watch?v=qZrrQVJkENU

New Zealand Symphony Orchestra – downloadable PDFs about every instrument in the orchestra. Includes facts and activities. Students could pick one instrument to research and listen to. https://www.nzso.co.nz/learning-and-connecting/learning/school-concerts/

‘My Musical Instrument Book’ – a downloadable worksheet about the instruments in the orchestra. Reinforces learning from the presentation. http://motorcitysymphony.org/wpcontent/uploads/2012/03/Activity_Book_Instrument_Families.pdf

Classics for Kids – a fantastic website full of information and resources for kids.

Enjoy exploring! https://www.classicsforkids.com/

Achievement Objectives for Music – Sound Arts Levels 1 – 4 Below are all 4 strands and levels. This lesson plan and learning experiences students will fulfil all areas of the Sound Arts Curriculum.

Understanding the Arts in Context – UC Students will: Level 1 –Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their communities.

Level 2 – Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their communities.

Level 3 – Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social and cultural contexts.

Explore ideas about how music serves a variety of purposes and functions in their lives and in their communities.

Level 4 – Compare and contrast the characteristics of music associated with a range of sound environments, in relation to historical, social and cultural contexts.

Investigate how music serves a variety of purposes and functions in their lives and in their communities.

Developing Practical Knowledge – PK Students will: Level 1 - Explore how sound is made, as they listen and respond to the elements of music: beat, rhythm, pitch, tempo, dynamics and tone colour.

Level 2 - Explore how sound is made and changed, as they listen and respond to the elements of music and structural devices.

Level 3 – Explore and identify how sound is made and changed, as they listen and respond to music and apply knowledge of the elements of music, structural devices and technologies.

Level 4 – Apply knowledge of the elements of music, structural devices and technologies through integrating aural, practical and theoretical skills.

Developing Ideas – DI Students will: Level 1 – Explore and express sounds and musical ideas, drawing on personal experience.

Explore ways to represent sound and musical ideas.

Level 2 – Improvise, explore and express musical ideas, drawing on personal experience, listening and imagination.

Explore ways to represent sound and musical ideas.

Level 3 – Express and shape musical ideas, using musical elements, instruments and technologies in response to sources of motivation.

Represent sound and musical ideas in a variety of ways.

Level 4 – Express, develop and refine musical ideas using the elements of music, instruments and technologies in response to sources of motivation.

Represent sound and musical ideas in a variety of ways.

Communicating and Interpreting – CI Students will: Level 1 – Share music making with others.

Respond to live and recorded music.

Level 2 - Share music making with others using basic performance skills and techniques.

Respond to live and recorded music.

Level 3 - Prepare and present brief performances of music using performance skills and techniques.

Respond to and reflect on live and recorded music.

Level 4 – Prepare, rehearse and present performance of music using performance skills and techniques.

Reflect on the expressive qualities of their own and others’ music, both live and recorded.