Classroom Music

Music teaching at Gladstone is given by the music specialist, Jessica Wells, in the music room, Room 60. The room has a selection of instruments, tuned and un-tuned and the programme is delivered with techniques from the Kodaly method of music education as well as a range of other resources and the personal pedagogy of the music specialist.

The Kodaly aural-vocal approach to music education is based on the philosophies and teachings of Zoltan Kodaly, a Hungarian composer and ethnomusicologist.  Focusing on the voice as the primary instrument for learning and teaching and incorporating games, movement, instruments, reading and writing music, the teaching sequence follows students’ natural learning development: listen – sing – understand – play – read and write – create.  .

The aims of the music programme are to:

–          Develop students’ ability to hear internally;

–          Develop students’ ability to sing in tune;

–          Explore melodic patterns;

–          Explore rhythms and develop a steady sense of beat;

–          Refine fine motor skills when playing instruments;

–          Explore playing a range of musical instruments;

–          Develop students’ reading and writing of music and theoretical knowledge of music;

–          Expose students’ to a range of high quality musical experiences;

–          Help students to find a deep love of music, enjoyment in participating and listening to music

Lessons begin and end with listening and moving to music. Children are encouraged to listen to the pulse and feel of a piece of music and respond physically. Some students are reluctant to do this and are simply encouraged to walk in time. This is developed further by using different strides as appropriate to the dancer’s feelings about the music, and also using arms, head etc until the whole body is able to be used in response to the music.

Every lesson includes singing. Students learn new songs, enjoy songs already known and create part or all of new songs. They are taught to produce their voices correctly, accessing their ‘singing’ voice as opposed to loud, melodic talking or part shouting. This includes teaching correct posture and developing the students’ ability to hear in tune.

Lessons contain singing games, sight singing, traditional folk music, each chosen to connect with current learning topics in the classroom or particular interests within the class, or purely because they are fun to sing.

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The Music Curriculum

  Level 1 – Students will: Level 2 – Students will: Level 3 – Students will: Level 4 – Students will:
Understanding Music in context
  • 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.
  • 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.
  • 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.
  • 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.
Developing Practical Knowledge
  • Explore how sound is made, as they listen and respond to the elements of music: beat, rhythm, pitch, tempo, dynamics, and tone colour.
  • Explore and identify how sound is made and changed, as they listen and respond to the elements of music and structural devices.
  • 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.
  • Apply knowledge of the elements of music, structural devices, and technologies through integrating aural, practical, and theoretical skills.
Developing Ideas
  • Explore and express sounds and musical ideas, drawing on personal experience, listening, and imagination.
  • Explore ways to represent sound and musical ideas.
  • Improviseexplore, and express musical ideas, drawing on personal experience, listening, and imagination.
  • Explore ways to represent sound and musical ideas.
  • 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.
  • Expressdevelop, 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
  • Share music making with others.
  • Respond to live and recorded music.
  • Share music making with others, using basic performance skills and techniques.
  • Respond to live and recorded music.
  • Prepare and present brief performances of music, using performance skills and techniques.
  • Respond to and reflect on live and recorded music.
  • Preparerehearse, and present performance of music, using performance sills and techniques.
  • Reflect on the expressive qualities of their own and others’ music, both live and recorded.

 

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