Music - Pitch Unit Plan Year 4/5

Mind map for music unit plan

Science -What makes an instrument have high & low pitch IT

-What is it made of?

-use music notation technology (BeatPad, NotePad, Sibelius or PrintMusic) to play music online

-How can you change the pitch of an instrument?

Visual Arts

Pitch &

-Paint sound shapes (graphic notation) in different colours

Melody Design & Technology -design, make & critique instruments

Music -High & low pitch -Ascending and descending -Steps -Composing, Listening, Playing, Moving

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Music Unit Plan NAME: Brooke Parsons

UNIT: Melody/Pitch

BAND: Primary & Middle Years

YEAR LEVEL: 4/5

OVERVIEW OF THE UNIT: During this unit the students will explore pitch further to build on their current knowledge and understanding of melodic direction. The students will build on their knowledge of high and low pitched notes, ascending and descending melodies and graphic notation. In addition to this, the students will be introduced to steps. They will use tuned percussion instruments as well as voice during this unit of work.

CLASS PROFILE: Students have had music lessons in the past, however not consistently throughout their schooling. Through prior knowledge activities I have determined that these students pitch and melody knowledge and understanding is at Stage One (p 37 A Guide to music…). In previous music lessons the students have been introduced to simple ascending and descending phrases, patterns of high and low notes and basic graphic notation. The students use the following words in the correct context; high, low, going up and going down. (p37 A Guide to music…)

Essential Learnings focus: ❏ Futures ❏ Identity ❏ Interdependence ❏ Thinking ❏ Communication

Key competencies focus:

❏ collecting, analysing, organising information;

❏ communicating ideas and information;

❏ planning and organising activities;

❏ working with others in teams;

❏ using mathematical ideas and techniques;

❏ solving problems;

❏ using technology.

ICTs: (e.g. camera, computer software, etc.

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Strand/s:

Key idea

Unit Outcome(s): Conceptual:

Arts Practice

Standard 1, Outcome 1.2 – ‘Explores

Students will know that the voice and

skills, techniques and technologies from

instruments can make high and low

each arts form and engages in activities

sounds and that notes ascend and

specific to each arts form to produce arts

descend through the scale.

works’ (Department if Education and

Through listening, singing, playing

Children’s Services 2004, South

and movement students will be able

Australian Curriculum Standards and

to recognise and distinguish between

Accountability Framework, viewed 6 June

high and low sounds and ascending

2009,

and descending movements (steps)


through the scale.

sp?t=IFP>.)

Students will be able to graphically notate simple ascending and

Arts analysis & Response

Standard 1, Outcome 1.4 – ‘Distinguishes

descending melodies.

between the characteristic features of each arts form and responds to

Skills:

performance/presentation using

Playing

appropriate communication modes’

Singing

(Department if Education and Children’s

Listening

Services 2004, South Australian

Composing

Curriculum Standards and Accountability

Creative thinking

Framework, viewed 6 June 2009,

Teamwork


Problem solving

sp?t=IFP>.)

Fine and gross motor skills Performance skills Effective verbal and non-verbal communication skills

Affective: Brooke Parsons 100060964

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Develops a positive self image

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Weekly outline of lessons

Teacher references and resources

Week 1 Lesson 1

Lesson 1 Focus: High and low pitch through use of voice

References and Bibliography

Basic graphic notation Equipment Revision for high & low pitch and basic graphic notation Teacher uses own voice to sing high to low to high notes (sings the word up, up, up… when singing from low to high and sings the word down, down, down… when

Teacher resources and handouts Torches – enough for one between 2 students

singing from high to low) Teacher shines a torch on the wall to represent the sound shape while they sing (torch light moves from high

1 metre long ribbons (fairly wide thickness) – one for each student One blown up balloon

to low to high as the teacher sings) Have the students make a sound shape in the air, either with their hands or with the torch to mirror the rise and fall

Pitched percussion instrument, preferably an xylophone or glockenspiel for the teacher

in pitch while the teacher sings Students to swap with their pair, with one student using the torch and the other tracing the sound shape in the air Teacher invites the students to join in singing (or humming) Questions asked in revision What is the torch light doing? What are our voices doing when the torch light is going up? What are our voices doing when the torch light is going down?

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Activity 1 Teacher provides a ribbon to each student Teacher uses own voice again to sing (la-la-la) or hum. Teacher demonstrates a high note by singing the word high and demonstrates a low note by singing the word low (this will provide students with a base of which high and low notes are being sung) Teacher demonstrates with their arm the sound shape while they are singing. Teacher invites the students to join in and move their ribbons to represent the rise and fall in pitch of the teachers voice. Teacher to sing three different melodies. Repeat each melody three times. Students to move their ribbons to mirror the rise and fall in pitch of the teachers voice Have the students work in pairs to draw the shapes on paper that their ribbons made. Note: It is not necessary for the students to represent how quickly or slowly the teachers voice rose and fell, it is only necessary for the students to represent the rise and fall of the notes. Teacher chooses a sound shape to describe, holds it so all students can see it and models the correct language when describing it, ie the pitch started at a low note and is going up to a high note, now it is going down and it ends on a low note. Teacher chooses students to describe their shape. Ensure all students can see the shape being described. Ask the students to use the language they have previously been taught and that the teacher modelled to describe the sound of their shape. Brooke Parsons 100060964

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If students are confident enough, allow them to sing their sound shape, otherwise the teacher can sing it to model it to the students. Ensure that whoever sings traces the shape as they sing Questions asked during this activity When my voice was singing a high note, what was your ribbon doing? When my voice was singing a low note, what was your ribbon doing? What did your ribbon do from the highest note to the lowest note? What did your ribbon do from the lowest note to the highest note? At this part of your sound shape (demonstrate by tracing some of the shape), what happened to your voice?

Activity 2 Teacher provides a blown up balloon to the class. Students are to sit in a circle and tap the balloon up to another student. Teacher uses their instrument to mirror the flight of the balloon. Teacher should use notes ranging from low C to high C and only step through the notes. Teacher invites the students to sing or hum to represent the rise and fall of the balloon (can sing up, up, up… and down, down, down…). Have students work in pairs to draw a path the balloon took. Note: It is not necessary for the students to represent how quickly or slowly the balloon moved, it is only necessary for the students to represent the rising Brooke Parsons 100060964

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and falling, ie going up and going down. Teacher chooses a path to describe and holds it so all students can see it, describing it as it started low note and is going up high note, now it is going down and it ends low. Teacher asks students how they would describe the balloon path if it was being played on an instrument Teacher chooses some students to describe their paths. Ensure all students can see the path being described. Ask the students to describe the path in musical terms, ie it started on a low note and is going up to a high note, now it is going down and it ends on a low note If students are confident enough, allow them to sing their balloon path (sound shape), otherwise the teacher can sing it to model it to the students. Ensure that whoever sings it traces the path as they sing. Questions asked during this activity What is the balloon doing? If I was playing the xylophone to this path, describe what it would sound like How are the notes on the xylophone representing what the balloon is doing?

Questions for end of the lesson What have we learnt in this lesson about sounds (pitch)? What can sounds (pitch) do? How can we represent the change in sounds (pitch)? What else did you find out today? Did you find it easy or hard to learn about high and low Brooke Parsons 100060964

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pitch in these activities? Why? What did you like about learning about high and low pitch?

Week 2 Lesson 2 – See Detailed Lesson Plan Focus: High and low pitch though use of voice and instruments Reintroduce ascending and descending through use of voice and instruments Use of graphic notation

Week 3 Lesson 3 – See Detailed Lesson Plan Focus: Ascending and descending through use of instruments and body movement Increased use of graphic notation

Week 4 Lesson 4 Focus: Continued exposure to ascending and descending melodies Continued use of graphic notation

Revision for ascending and descending and graphic notation Have the students draw a sound shape that starts on a high note, goes down to a low note, then up again to a Brooke Parsons 100060964

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high note and down again to a low note. Have a student demonstrate this melody on the teachers instrument describing as they go (low note, high note, going up, going down, higher, lower) Have the students draw a different sound shape (be specific about how many times it must go up or down), teacher to chose three students to share their sound shape with the class, describe their sound shape and then play it on the teacher’s instrument. Questions asked in revision When I play this (teacher plays their instrument), where is this on the sound shape? When was the melody going up? When was the melody going down?

Activity 1 Teacher plays Slide Song on CD (track 43) As the CD plays the teacher demonstrate low to high pitch with their hand Teacher plays the CD again asking the students to demonstrate the change of pitch with their hands too Teacher plays the song again on the CD and asks the students to demonstrate the change of pitch by moving their bodies slowly up and then slumping to the floor as the pitch goes down. Ask the students to describe what the melody is doing Teacher plays the melody (Appendix) on their instrument without singing, have the students listen to the melody to check what the notes are doing (that the notes do gradually go up and then quickly come down). Brooke Parsons 100060964

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Teacher to draw a graphic notation (Appendix) on the board to represent the Slide Song. Discuss how this is different to the sound shapes that the class has been using. Teacher to point to the lines on the notation as they sing the song. Ensure the words to the song are written on the whiteboard so students can read them Questions asked in this activity What are the notes doing in this song? Where are the low notes? Where are the high notes? How is this different to the sound shapes we have used before?

Activity 2 Teacher plays Jack’s Game on CD (track 44) and asks the students to listen to the pitch. Have the words written on the whiteboard for the students to refer to. Teacher plays CD again and uses their hand to mirror the pitch movement Teacher plays the CD again and asks the students to mirror the pitch movement with their hands. Teacher plays the melody (Appendix) on their instrument without singing. Have students move to the changing pitch (ie crouch low and stretch high) Ask the students; When is the melody going up? What are the words? When is the melody going down? What are the words? Does the melody stay the same at any time during the song? Teacher plays notes high C to low C and asks the Brooke Parsons 100060964

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students what Jack is doing (climbing up or climbing down). Teacher plays notes low C to high C and asks the students what Jack is doing? Teacher chooses some students to play Jack’s Game on the teachers instrument. Students are to choose a part of the song to play (either low C to high C or vice versa), the rest of the class decides what Jack is doing. Have the rest of the class move to the change in pitch Have the students work in pairs and ask them to notate the melody of Jack’s song onto paper, similar to the way that the teacher notated Slide Song. Discuss the notation as a class. Ask the students; Does it matter if a notation is drawn as a sound shape or as dashes? Do they still represent the same movement in pitch? To be able to compare the two types of notation, it would be necessary to provide the students with a copy of a sound shape for Jack’s Game or alternatively a student could draw it on the board. Further questions asked during this activity Can you show me where this would be on that notation? (Comparing the two notations) How is this notation (sound shape) different to this notation (dashes)? Questions asked at the end of the lesson What did you find out today? What did you like about the Slide Song? Why? What did you like about Jack’s Game? Why? What didn’t you like about the activities we did today? Brooke Parsons 100060964

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Why? What did you find easy or hard about the activities we did today? Why? Questions asked at the end of the unit Where is the melody going up? (teacher plays a melody) Where is the melody going down? (teacher plays a melody) How do you represent melody going up on a sound shape? How do you represent melody going down on a sound shape? How can you show this using other notations? How can you represent that with your body? Can you play me this sound shape? Can you play me a melody that goes up three times? Can you play me a melody that does down twice? Where does the melody move in steps? Did you find it easy or hard to learn about pitch going up and down? Why? What did you like about learning about pitch going up and down? Why? What didn’t you like about learning about pitch going up and down? Why?

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Assessment strategies What is being assessed? The students ability to; -

identify, play and sing high and low pitch notes

-

identify, play and sing melodic direction as ascending and descending

-

create melodies through graphic notation

-

graphically notate melodies that have been played

How is it being assessed? Collecting students work samples: -

Sound shapes with high and low sections circled on them

-

Sound shapes with descriptions of movement in sound detailed on sheet

Observing students throughout the lesson: -

Students are able to mirror the movement in pitch though voice, body movements, playing and graphic notation

Using a class observation checklist (Appendix) Using an assessment rubric in conjunction with work samples (Appendix)

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Evaluation of unit outcomes/indicators: Students will know and understand; -

that notes (voice and instruments) have different pitches, in particular, high and low pitch

-

that notes move in a melodic direction, by either ascending or descending through the scale

-

that notes move in steps

Students will be able to; -

use listening skills to identify notes of higher and lower pitch

-

play notes that have high and low pitch

-

sing notes that have high and low pitch

-

use gross motor skills to mirror movements in pitch, in particular, high and low pitch

-

play notes in ascending order

-

play notes in descending order

-

use listening skills to identify melodic patterns that ascend or descend

-

play notes in steps

-

use gross motor skills to mirror steps in melodies

-

use creative thinking skills to compose a melody and graphically notate it

-

perform their compositions through sing and play

-

use problem solving skills to graphically notate a simple melody they have heard

-

work effectively in pairs and groups to achieve an outcome

-

effectively communicate both verbally and non-verbally through movement, play and sing

Students will have; -

increased self confidence about melody and pitch

-

a sense of belonging within the group and the class

-

tolerance and respect for others compositions and performances

-

the ability to be responsive and sensitive to all music compositions and lessons

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Music Lesson Plan Lesson 2 of Unit on Melodic Direction Specific, expected Outcome: During this lesson the students will revise/learn about…. The students will The students will have

ELEMENT

PROCEDURE

MUSIC

(Activity /ies) High and

Introduction :

SKILLS Listening

low pitch

Revision for high and low pitch and basic

Non-verbal

Graphic

graphic notation

communication

notation

Have students lay down

Gross motor

Teacher sings or hums a high note and

skills

asks the students to lift their arms and legs

Singing

off the floor

Verbal

Teacher sings or hums a low note and

RESOURCES/REFERENCES

communication

asks the students to put their arms and legs back on the floor Teacher explains that as they sing from low to high the students must raise their arms and legs off the floor and as they sing from high to low the students must place their arms and legs back on the floor. Teacher sings or hums from low to high to low and repeats a number of times letting the students move their arms and legs up and down. Teacher has the students sit back up. Ask the students; Brooke Parsons 100060964

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What were your arms and legs doing? What was my voice doing? What type of note did we start on, a high or low one? When did you know you needed to start moving your arms and legs back to the floor? (model the correct language to describe, ie going up, going down, low note, high note) Have the students represent the shape (there is only one shape, low to high to low) of the teachers singing with their hands Have the students work in pairs to draw the sound shape on paper of the teachers singing Have the students sing together the shape of the teachers singing, tracing their sound shape (on paper) as they sing Further questions asked for revision Can you show me on your sound shape where your arms and legs were going down to the floor? High and

What was my voice doing then? Develop:

Singing

low pitch

Activity 1

Verbal

Ascending and

Teacher explains that just as we can make our voices have high and low pitch,

commuictation Listening

descending instruments also have high and low pitch.

Gross motor

pitch

skills

Graphic

Teacher positions their instrument upright so the low C is closer to the tabletop

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Non-verbal - 17 -

notation

Teacher uses their instrument to play low

communication

C and high C and describes these notes as

Problem

low and high respectively.

solving skills

Teacher plays the low C and invites the students to sing a low note* as they play. Have the students sing the words low, low, low…in a low note as the teacher plays the low C Teacher plays a high C and invites the students to sing a high note* as they play. Have the students sing the words high, high, high…in a high note as the teacher plays the high C Teacher and students sing Row, Row, Row Your Boat (Appendix) while the teacher plays it on their instrument. The teacher asks the students to think about where the notes were high and where the notes were low. Ensure the words of the song are written on the whiteboard for students to follow, in case they aren’t familiar with the song Teacher plays Row, Row, Row your Boat again and asks the students to sing the words in their head. Ask the students; Where were the high notes? Where were the low notes? When we sing the words merrily, merrily, merrily, merrily, what happens to the sound Brooke Parsons 100060964

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of the music? Teacher to describe that there are other notes between the high note and the low note and these notes help to make the music sound like it is going down. Teacher demonstrates this by playing the notes corresponding to the words merrily, merrily, merrily, merrily Teacher asks the students how they think the sound shape would look for this part of the song. Have the students demonstrate this in the air. Once the class has come to a decision they have the sound shape correct, have a student draw it on the board. Have a student describe the sound shape using correct language (ie start at high note and is going down, ends on a low note)

*it is expected that students at this level will not sing in tune, however as long as their high notes are higher than their low notes, Ascending

and vice versa, this is acceptable Activity 2

and

Students work in pairs, one student per

Playing Singing

descending pair to collect an xylophone, glockenspiel or

Verbal

pitch

communication

metallaphone to use.

Steps

Teacher positions their instrument upright

skills

Graphic

so the low C is closer to the tabletop.

Listening

notation

Teacher uses their instrument to play low C

Fine motor

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and high C saying low and high

skills

respectively as they play these notes. Teacher plays ascending notes starting at low C and ending at high C. Step through the notes. Ask the students; What are the notes doing? Where was the low note? Where was the high note? Teacher points out the two C’s on their instrument and asks the students to look for the two C’s on their instrument. Teacher gives the students a few moments to play the two C’s on their instrument and to think about how they are different. Ask students How are these notes different? Which note is the high note? Which note is the low note? Teacher ensures the students understand where the low C is on their instrument by asking them to play the low C. Teacher ensures the students understand where the high C is on their instrument by asking them to play the high C Teacher plays notes from low C to high C and asks the students to mirror the teacher on their own instruments so they also play from low C to high C. Teacher introduces Brooke Parsons 100060964

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the term ‘steps’ and explains what it is. Teacher may like to use the analogy, climbing up steps. Teacher plays notes low C through to high C and sings up, up, up… as they play the notes through the scale. Have the students play the notes low C to high C on their instruments, invite the students to join in singing up, up, up…* Repeat playing and singing from low C to high C a number of times. Teacher to play notes from low C to high C, have students to play with them. Teacher to sing “I am climbing up the steps” (Appendix) while playing. Repeat playing and singing a number of times to provide opportunities for the students to practice and feel more confident with ascending notes. Teacher asks some students to demonstrate the notes going up on their instruments. Encourage the students to use the correct language to describe the melody they played. (ie. starting on low note, going up to high note). Ask a student to draw a sound shape on the board of the sound of the music. Discuss this shape, discuss why it only goes up and doesn’t go down. Teacher to explicitly describe that the notes were going Brooke Parsons 100060964

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up. Teacher demonstrates descending notes starting at high C and ending at low C. Step through the notes. Ask the students What are the notes doing? Where was the low note? Where was the high note? How is the position of these notes different to when the notes where going up? Teacher plays notes from high C to low C and asks the students to mirror the teacher on their own instruments so they also play from high C to low C. Teacher reinforces the term ‘step’. Teacher may like to use the analogy, climbing down steps. Teacher plays notes high C through to low C and sings down, down, down… as they play the notes through the scale. Have the students play the notes high C to low C on their instruments, invite the students to join in singing down, down, down …* Repeat playing and singing from high C to low C a number of times. Teacher to play notes from high C to low C, have students to play with them. Teacher to sing “I am climbing down the steps” (Appendix) while playing. Repeat playing and singing a number of times to provide opportunities for the students to practice Brooke Parsons 100060964

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and feel more confident with descending notes. Teacher asks some students to demonstrate the notes going down on their instruments. Encourage the students to use the correct language to describe the melody they played. (ie. starting on high note, going down to low note). Ask a student to draw a sound shape on the board of the sound of the music. Discuss this shape, discuss why it only goes down and doesn’t go up. Compare the shape to the one drawn when the notes were going up. Teacher to explicitly explain that the notes were only going down and that is why the sound shape looks that way Questions asked in this activity Can you play me a high note? Can you play me a low note? Can you play notes going up? Can you play notes going down? Why does this sound shape only go up? Why doesn’t this sound shape go up?

*It is not expected that students at this level can sing through the scale, what is important is that it sounds like they are making the pitch of their voices move up or down with the notes on the instrument.

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Conclusion/Reflection: Ask the students the following questions to obtain their overall understanding about the lesson; -When a sound shape goes up (demonstrate with hand), what does this mean is happening to the pitch of the music? -When a sound shape goes down, what does this mean is happening to the pitch of the music? -In musical terms, what is a step? -What else did you find out today?

Conclude the lesson by asking the students; -What did you like about learning about high and low pitch in this lesson? What didn’t you like? -What did you like about learning about pitch going up? What didn’t you like? - What did you like about learning about pitch going down? What didn’t you like? -Did you find it easy or hard to learn about pitch going up in these activities? Why? -Did you find it easy or hard to learn about pitch going down in these activities? Why?

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Music Lesson Plan Lesson 3 of Unit on Melodic Direction Specific, expected Outcome: During this lesson the students will revise/learn about…. The students will The students will have

ELEMENT

PROCEDURE

MUSIC

Ascending

(Activity /ies) Introduction :

SKILLS Listening

and

Revision for ascending and descending

Gross motor

descending and graphic notation

skills

pitch

Non-verbal

Teacher to play notes going up on their

Graphic

instrument (start at low C and play to high

communicatio

notation

C). Have the students describe what the

n skills

RESOURCES/REFERENCES

teacher played (ie start at low note, going up to high note). Have the students trace in the air the sound shape. Have a student draw it on the board. Teacher to play notes going down on their instrument (start at high C and play to low C). Have the students describe what the teacher played (ie start at high note, going down to low note). Have the students trace in the air the sound shape. Have a student draw it on the board. Questions asked in revision Can you describe the melody (sounds) I played? Can you trace the sound shape in the air? Brooke Parsons 100060964

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Can you draw the sound shape? Can you describe how these sound shapes are different? What is it called when the notes are played one after the other up the scale? Can you demonstrate steps on my Ascending

instrument? Develop:

Gross motor

and

Activity 1

skills

descending

Students are to spread out in the

Non-verbal

pitch

classroom with enough space so they are

communicatio

Steps

not touching other students

n skills

Graphic notation

Teacher plays low C on their instrument

Listening

and says low as they play the note.

Playing

Teacher plays high C and says high as

Fine motor

they play the note (this will provide the

skills

students with a base of which high and

Composing

low notes will be played during the

Problem

activity)

solving

Teacher uses their instrument to play notes ascending from low C to high C and descending back to low C. Teacher reinforces the term ‘steps’. Teacher asks the students to move in anyway they like to represent the notes going up and coming down. Teacher to suggest they could be picking a leaf from a tree and then picking up a pebble from the ground or growing flowers that then wither in the heat or simply climbing steps Brooke Parsons 100060964

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and then coming back down. To provide variety to the students the teacher to change the speed of the ascend and descend. Ie play a slow ascend and quick descend or vice versa. Let the students move quickly and slowly to the notes. Teacher to choose approximately three students to also play ascending and descending notes on the instrument while the rest of the class moves to the rise and fall of the pitch. Allow some students to describe what they were being while the teacher students played the melody. Have students draw their own sound shape on paper. It can be a sound shape from the movements they did during the activity or it could be an imaginary sound shape. Teacher to choose a sound shape drawn by one of the students. Ask the student to describe the sound (use high, low, going up, going down). Have the student demonstrate the sound shape on the teacher’s instrument. Repeat using a variety of sound shapes. Return the sound shapes to the students and ask them to add a written Brooke Parsons 100060964

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description below their sound shape. Also have them circle in different colours where the high and low parts are on their sound shape. Questions asked during this activity Can you describe this sound shape? What is happening here (point to part of the shape)? How would this sound shape sound on the instrument? Activity 2 Ascending and

Teacher shows a sound shape card (Appendix)

descending pitch

Problem solving Listening

Teacher asks the students to describe the sound shape

Playing Fine motor

Graphic

Teacher plays the sound shape slowly

notation

on their instrument, describing the shape

skills Composing

as they play (ie starting on low note, going up, up, up, up to high note, coming down, down, down to low note) Teacher and students play the sound shape together describing as they play. Play the sound shape together a second time. Teacher shows a second sound shape card Teacher asks the students to describe the sound shape Teacher plays the sound shape slowly on their instrument, describing the shape Brooke Parsons 100060964

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as they play (ie starting on low note, going up, up, up, up to high note, coming down, down, down to low note) Teacher and students play the sound shape together describing as they play. Play the sound shape together a second time. Teacher shows the last sound shape card Teacher asks the students to describe the sound shape Teacher plays the sound shape slowly on their instrument, describing the shape as they play (ie starting on low note, going up, up, up, up to high note, coming down, down, down to low note) Teacher and students play the sound shape together describing as they play. Play the sound shape together a second time. Have the students work in pairs. Each pair is to draw a sound shape and then play the sound shape on their instrument Teacher to choose three sound shapes that the students have created and display them for the class to see. Display with numbers 1, 2, and 3 corresponding to the shapes. Provide each pair with a number card, ensure they don’t show it to other pairs. Brooke Parsons 100060964

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Give the students a few minutes to practice the sound shape on their instrument. Ensure the students use low C as the lowest note and high C as the highest note Teacher to choose students to play their chosen sound shape (students not to say which sound shape they are playing), the class is to guess what sound shape they played (1, 2 or 3). Ensure the students describe the sound of the sound shape (ie it started on a low note etc). Repeat this guessing activity approximately five times. Return the sound shapes to the students and have them add a written description below the sound shape. Also have the students circle (in different colours) where the high and low parts are on them. Note: There is every possibility that the same sound shape will be played more than once, remember to ask the students if they have heard that melody before. Questions asked during this activity Can you describe this sound shape? How many times did this sound shape go up? How many times did we play notes going down during that melody? Brooke Parsons 100060964

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What is happening to the sound shape here? (point to part of the sound shape) What is happening now? (Ask while playing the instrument) How did you know it was that sound shape? Conclusion/Reflection: Ask the students the following questions to obtain their overall understanding about the lesson; -When we describe the pitch as going up, what does that sound like on an instrument (student to play on instrument)? -What would it look like on a sound shape? -When we describe the pitch as going down, what does that sound like on an instrument (student to play on instrument)? -What would it look like on a sound shape? -What is a step? -What else did you find out today?

Conclude the lesson by asking the students; - What did you like about learning about pitch going down? What didn’t you like? -Did you find it easy or hard to play the Brooke Parsons 100060964

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sound shapes I showed you? -Did you find it easy or hard to make up a sound shape? -What did you like about moving to the melody?

Appendix Row, row, row your boat sheet music

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Appendix Climbing the steps

I

am

is

I

am

is

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climb- ing

up

the

ste-

ps

climb- ing

up

the

ste-

ps

climb- ing

down

the

ste-

ps

climb- ing

down

the

ste-

ps

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Appendix Sound shape card 1

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Appendix Sound Shape card 2

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Appendix Sound Shape card 3

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