QCAR Unit Plan– developed from QCAR documents including Essential Learnings, Syllabus and Scope and Sequence – Lyn Wallace

BelmontStateSchool / Unit Title: PREP Music Term 2 / KLA(s): MU - Foundation Level / Year Level:
PREP / Duration of Unit:
Term 2
Identify Curriculum
Ways of Working / Knowledge and Understanding / Core Content
  • Practise songs using interpretive skills and technical skills
  • Present songs to an audience - class
  • Respond to songs
  • Respond to songs through singing, playing and moving
  • Working in a group
/ Music involves singing, playing instruments, listening , moving
  • Understanding of beat
  • Rhythmic body movement and heartbeat
  • Exposure to melodic phrases
  • Familiar sound sources
  • Tone colour
  • Loud/soft music
  • Fast/slow music
  • Same and different
/
  • Listening Skills
  • Sound vs silence
  • Singing v speaking
  • Head voice/chest voice
  • Songs with limited and extended pitch range
  • Experience rhythmic and melodic phrases with
, , , so, mi, la
  • Q&A Songs
  • Tone colour – voice, environmental sounds
  • Comparatives – loud/quiet, fast/slow
  • Stop/start
- through nursery rhymes and traditional songs
Context for Learning / School Priorities
  • Music involves singing, playing instruments, listening, moving, and improvising by using the music elements to express ideas, considering particular audiences and particular purposes, through sound.
/
  • Front ending assessment
  • Covering all Essential Learnings

Develop Assessment / Prep Music, Term 2 / Make Judgements
Type of assessment / What will be assessed / When will it be assessed / Purpose of assessment / Assessable elements
  • Individual performance
  • Observation of class performance - song + beat – on knees
  • Individual performance
  • Individual performance
  • Individual performance
  • Individual performance
  • Individual performance
/
  • Speaking vs singing
  • Understanding “beat”
  • Tone colour of sounds
(voices)
  • Head voice/chest voice
  • In-tune singing
  • Stop/start
  • Understanding “beat”
/
  • by week 2
  • by week 3
  • by week 4
  • by week 5
  • by week 6
  • by week 7
  • by week 8
/
  • Does child understand the difference between a speaking voice and a singing voice?
  • Can child maintain a steady beat?
  • Can child differentiate between contrasting tone colours?
  • Does child sing using head voice?
  • Does child sing limited range song in-tune (own key)?
  • Does child respond to music stopping and starting?
  • Can child maintain a steady beat?
/
  • knowledge and understanding
  • knowledge and understanding
  • responding
  • presenting
  • presenting
  • responding
  • knowledge and understanding

QCAR Unit Plan / Sequence Learning / Prep, Term 2
Learning Experiences / Adjustments for need of Learners / Resources
Students should be able to:
  • attend to own name when it is sung
  • give eye contact to music teacher or other student; look at instrument
  • imitate stop/go, high/low, quiet/loud, sad/happy, fast/slow, cross/tired as appropriate
  • increase voluntary movement in response to music
  • listen to others without interrupting
  • localise sound by attending to its source
  • match sounds to instruments
  • match voices with familiar people
  • participate in cooperative and co-active musical activities
  • reach for/grasp/manipulate/intentionally flex/extend finger or hand/hold object with the other hand/explore/develop hand–eye coordination/experiment with musical materials being used
  • respond to instrumental or vocal music cues by vocalising/stopping (understanding form); vocalising quietly or loudly, quickly/slowly, happily/sadly, etc.
  • respond to musical activity with a change of facial expression
  • share musical instruments
  • take turns in group music activities
  • vocalise feelings of like and dislike for musical activities
Aurally and visually recognise:
  • difference between speaking and singing voices
  • rhythmic and melodic phrases containingand so, mi and la
  • environmental and natural sounds e.g. birds, background noises, mechanical sounds
  • tone colour of untuned classroom percussion instruments e.g. triangle, drum
  • question and answer phrases
  • contrast between soft and loud dynamics, and fast and slow tempo
Respond through:
  • moving, singing, playing, talking
  • listening attentively
  • visually representing musical elements and concepts
Students may:
  • listen attentively to musical examples
  • listen to the teacher sing an unaccompanied story song
  • maintain a steady beat while performing or listening to speech rhymes, songs and instrumental music (recorded and live)
  • respond to tempo and dynamics using movement
  • Participate in an audience – assembly items, Belmont Idol, Visiting performers
/
  • By process
  • By outcome
  • By pace
  • By proximity
/ Kodaly Method
Human voice
Percussion instruments
Puppets
Assorted props relevant to songs
Singing/story books
Song signature cards
Rhythm cards
Recorded music
Use feedback
Ways to monitor learning and assessment
Anecdotal notes, checklists, individual performance, observation
BelmontStateSchool / Assessment Rubrics
Prep, Term 2 / Music – Foundational Level
Task / A / B / C / D / E
Speaking vs Singing
(understands difference) / Student consistently identifies whether teacher is using a singing or speaking voice. / Student identifies whether teacher is using a singing or speaking voice with hesitancy. / Student usually identifies whether teacher is using a singing or speaking voice. / Student is unsure whether teacher is using a singing or speaking voice. / Student is unsure whether teacher is using a singing or speaking voice.
Understanding Beat
-maintaining steady beat / Student moves confidently and accurately, only on the strong pulse of the music. / Student moves confidently on the strong pulse of the music with general accuracy. / Students moves mostly on the strong pulse of the music, with only minor, occasional errors. / Student moves on the strong pulse about half of the time. / Student is unable to maintain a steady beat without assistance from the teacher,
or does not move.
Distinguishing between Tone colour of voices / Student easily identifies voices of children in the class / Student usually identifies voices of children in the class / Student cannot identify any voices of children in the class
Uses Singing Voice
(higher register)
- Individual response / Student sings comfortably in high register unprompted. / Student sings comfortably in high register but when prompted. / Student generally sings comfortably in high register. / Student occasionally sings comfortably in high register. / Student is unable to sing in high register or uses speaking voice.
In-tune singing
-Limited range / Student consistently sings in tune and matches pitch in extended note range. / Student consistently sings in tune and matches pitch with songs with limited range / Student usually sings in tune and matches pitch with songs with limited range / Student sings in tune with songs with limited range but uses own starting pitch. / Student is unable to use correct intervals for songs with limited range .
Stop/start / Student consistently responds through movement to music stopping and starting / Student usually responds through movement to music stopping and starting / Student generally responds through movement to music stopping and starting / Student doesn’t respond through movement to music stopping and starting. / Student doesn’t participate in movement activity.
Understanding Beat
-maintaining steady beat / Student moves confidently and accurately, only on the strong pulse of the music. / Student moves confidently on the strong pulse of the music with general accuracy. / Students moves mostly on the strong pulse of the music, with only minor, occasional errors. / Student moves on the strong pulse about half of the time. / Student is unable to maintain a steady beat without assistance from the teacher,
or does not move.
Effort / Consistently shows a positive attitude and/or participates enthusiastically in all musical activities. / Shows a positive attitude, consistently follows directions, and participates well in all musical activities / Consistently follows directions and participates well in musical activities. / Needs to be encouraged to participate in musical activities or participates only in certain activities. / Does not participate in musical activities or disrupts the learning of other students.