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Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 3 Unit 1 Beat and Rhythm
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
, semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
1 - 1 Lesson 1 Welcoming Song We’re Going
X
Context X Follow Me Rhythms X X
Follow Me Moves X X Follow Me Partner X X Form and Structure X X X 1 - 2 Tone Colour Revision X X X X All ourrhythms X Rhythm chart X X Composers X X X X Rhythmingredients
X X X X
Tone Colour X X X 1 - 3 Long and Short Sounds Spot the instrument X X Long and short sounds
X X
Swanee whistle shuffle
X
Graphic notation X X X In a Dark wood X 1 - 4 Introducing too-oo Tuning In: Sounds in the Round
X
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 3 Unit 1 Beat and Rhythm
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Beat and Rhythm: In a Dark Wood
X X X
Conductor X X X X X 1 - 5 Long and Short Rhythms Revision: In a dark wood
X X X X X
Warm up beat division
X X X
Form: Arrangement X X X Putting it all together: Performance Piece Oonka chukka haka
X X X
Performance X X X X Criticism and Aesthetics
X X X X
1 - 6 Rhythm Patterns Revision: Oonka Chukka Chant
X X X X
Clapping rhythms X X X Barnyard Chant X X X Barnyard round X X X Rhythm round X X X Play some rhythms X X X Fill the gap X X X 1 - 7 Rhythm Cards Revision: Play rhythms
X X X
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 3 Unit 1 Beat and Rhythm
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Tuning in – moving to too-oo, taa, and ti ti
X X X
Context: TV tunes X X X X Spot the rhythm X X X Stepping stones X X X 1 - 8 Ostinato Revision: rhythm cards
X X X
Revision: TV tunes X X X X Ostinato X X X X Ostinato challenge X X X X Beat and Rhythm: Orchestra
X X X X X
Music Room 2 Unit 2 Pitch and Melody
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
2 - 1 Tuned Percussion technique Single Note OstinatoTongo X Context: tongo X Beat and Rhythm: Movement echo
X X X
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 2 Unit 2 Pitch and Melody
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Beat and Rhythm: Body percussion ostinato
X X X
Tuned Percussion: Beater technique
X X
Single note melodic ostinati
X X
2 - 2 Single Note Ostinato Tongo same song, different key
X X X
Reflection X X Single Note melodic patterns
X X X
Creating single note melodic patterns (ostinati)
X X X
Arrangement: mini performance
X X X
2 - 3 Two note ostinato sound storyOstinato X X X X X Sound effects X X X X X Sound story a spooky surprise
X X X X X
Dynamics X X X X X 2 - 4 Two note compositions Moving Melodies X X X X One note rhythms X X X Two note rhythms X X X
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 2 Unit 2 Pitch and Melody
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Cool Compositions (two note scores)
X X X X X
Finishing Game: Simon Says
X X X X
2 - 5 Two Note Melodies Tuning In: Simon Says
X X X X
New Orleans X X X Marching X X Playing X X X Creating X X X X X X Two note echo X X X X X Evaluation X X 2 - 6 Three Note Melodic PatternsTuning In: Revision X X X X X If You Want X X X Three note rhythm patterns
X X X
Coolcompositions (three-note scores)
X X X X X X
2 - 7 Three note melodic patterns Tuning In: Revision X X X Three-note echo - Teacher
X X
Threenote echo - Students
X X X X
Three note echo – Mr Ice cream Man
X X X X X
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 2 Unit 2 Pitch and Melody
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Texture X X X X X X 2 - 8 Song and Dance Adding an ostinato X X X X X X X Ice cream chant X X X X Ice cream train X X X Form X X
Music Room 3 Unit 3 Exploring Sound
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud softer,
pp, ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
3 - 1 Sound Symbols Tuning In: Sound all around
X X X
Form X X Texture X X X X Tone Colour X X X Sound Symbols X X X X X 3 - 2 Sound Symbols Sequences Sounds in the round X X X X X X A graphic score X X X X Creating your own graphic score
X X X X X X
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 3 Unit 3 Exploring Sound
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud,
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Puppet music X X X X X X 3 - 3 Sound from found objects Useful Sound Box X X X Sounds in theround X X X X X X Kids in the Kitchen X X Comparing tone colours
X X X X
Rhythm X X X A Class Sound List X X X X 3 - 4 Found Objects and Home Made Instruments The class sound list X X X X classifying sounds X X X X Kitchen Symphony X X X X X X 3 - 5 Home Made Instruments: Making a Shaker Making a shaker X X X X dynamics X X X X X Class sound list X X X X Rhythm: Fill the gap X X X X X 3 - 6 Home Made Instruments: exploring the shaker Revision – Fill the Gap X X X X X Sound groups X X X X The Shaker Shake X X X X Sound Waves X X X X X Class Sound List X X X X 3 - 7 Soundscape The Shaker Shake X X X X Sound Waves X X X X X Picture score X X X X X X Dynamics X X X X X X X
softer, pp, ff
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 3 Unit 3 Exploring Sound
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud,
softer, pp, ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Graphic Score X X X X X X X 3 - 8 Sound Sorting Mama Don’t Allow X X X X Other Sound Categories
X X X X
Sound All Around X X X X
Music Room 3 Unit 4 Music All Around Us
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
4 - 1 Music from Different Times Classical Music: The Surprise Symphony
X X
Moving X X X Playing X X Student Surprise X X Making own Surprise Symphonies
X X X
Africa: Form X X 4 - 2 Music from Different Lands
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 3 Unit 4 Music All Around Us
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Africa: Singing X X Africa: Playing X X Denmark: Form X X X Denmark Singing X X Denmark: Dance X X X 4 - 3 Music for Different Purposes Great Big Stars X X X Form and Structure – call and response
X X
Arrangement X X Spanis5h Lady X X 4 - 4 Music for Dancing Old Time Dance: The Barn Dance
X X
Folk Dance: The Shoemakers Dance
X X
4 - 5 Dance that tells a Story The Seasons X X The Seasons: Follow the Leader
X X X
Choreography X X X Performance 4 - 6 Music that tells a Story Bear Hunt X X The Jungle Trail X X X X X Creating a Theme X X X Set Up X X X
Music Room Book 3. WA Curriculum Map. This is mapped to the Year 2 Scope and Sequence.
David Hardie 2018
Music Room 3 Unit 4 Music All Around Us
Exploration of, and experimentation with, the elements of music … to create music ideas
Communication and recording of music ideas using graphic and/or standard notation, dynamics and relevant technology
2 4
3 4
4 4
Minum
semibreve
Changing Tempo
Pitch pentatonic scale
Dynamics getting loud
softer, pp ff
Form intro verse chorus
Timbre
Texture
Practise of simple songs and their own and others’ compositions, to perform for different audiences
Development of
performance skills
Audience behaviour (responding appropriately in a given context)
Reasons why people make music in different places and for different occasions
Responses that identify specific elements of music and how they communicate mood and meaning
Performance X X X Dynamics X X X X Tempo X X X X Evaluation X X X X X End of Year Performance Program X X X Audience X X X X Publicity and promotion X X X Costumes X X X Records and Evaluation X X X
Notes:
1. 2/4 and 4/4 time(s) are addressed in Music Room 2, Unit 2, Lessons 2 and 3. 2. 3/4 time is addressed (although not explicitly) in Music Room 2, Unit 3, lesson 2 “My Bonnie Lies over the Ocean” and is comprehensively addressed in Music Room 4, Unit 1
Lessons 5, 6, 7 and 8.3. Semibreve is technically not addressed (even in the other books!). But it is not difficult to incorporate it into Unit 1, lessons 5-8.4. Changing Tempo is covered in Music Room 2, Unit 3, lessons 5 and 6.5. The Pentatonic scale is problematic as it is not covered until Book 7, Unit 3, Lesson 4. The scale can be introduced After Unit 2 Lesson 8. Music Room 7. Chart 21 is useful.6. Getting Louder and softer Dynamics is covered in Music Room 2, Unit 3, Lesson 4.7. “pp” and “ff” are not explicitly covered but can be easily incorporated into Music Room 2, Unit 3, Lesson 4 “Who Is It?” and Chart 22. 8. Audience behaviour is not expressed explicitly, but this is easy to incorporate into a reflection exercise after a class performance.
