AC9AMU2D01 Year 1 The Arts

This Content Descriptor from Year 1 The Arts provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

develop listening skills and skills for singing and playing instruments

Elaborations

• 1 experimenting with their speaking and singing voices/vocalisation to create a range of expressive effects; for example, varying dynamics or exploring different ways of sliding, scooping or bending, snapping, blending or creating a mood or atmosphere
• 2 playing music games or taking part in skill-development activities to develop skills for listening, composing and performing; for example, movement/body percussion games that develop skills relating to pulse, beat and rhythm
• 3 improvising on pitch and rhythm patterns to develop skills relevant to different elements of music; for example, echo clapping, calling and response singing
• 4 participating in singing games/activities that involve pitch awareness or matching pitch; listening to features of music such as dynamics or articulation and replicating or varying what they hear; playing games that involve repeating or extending a given idea such as a melodic or rhythmic pattern
• 5 developing listening skills for specific purposes, such as listening to count-ins, to become confident about tempo; being quiet when listening to live music (and learning when applause or comment is expected during a performance); listening to ensure their voice/vocalisation/part is blended with other voices/being projected at about the same dynamic level when singing or playing in a group
• 6 exploring and improvising ways to create and vary sounds using a range of sound sources, such as voice/vocalisation, classroom instruments, found/environmental/repurposed objects (buckets, leaves, etc.) or digital instruments; for example, exploring how they can vary sounds using elements of music such as dynamics, articulation or tone colour, the effects they can create by combining voices and instruments or combining sounds and silences, and asking questions such as, “Which way of playing/singing sounds best?”, “What is the way I want it to sound?”
• 7 developing understanding of what matching pitch means; for example, by using a digital tuner or closing eyes and gradually adjusting to match a partner’s pitch
• 8 practising techniques for singing songs and playing classroom instruments

Related Achievement Standards