Composition: Animals
Summary of task
Students explored music inspired by animals by first listening to Penguin Circus by Nigel Westlake and responding to the different parts. They used body percussion to demonstrate aural skills and moved their bodies in time when listening, creating and improvising. They later discussed how the music helped them demonstrate rhythm through movement. Students listened to other music that communicated the behaviour of animals as stimulus material to further explore rhythm through body movement and use of non-tuned and tuned percussion instruments. They composed and performed their own music inspired by animals.
Achievement standard
By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks.
Students use the elements and processes of arts subjects to make and share artworks that represent ideas.
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Annotations
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Annotation 1
Communicates about the music they listen to by identifying the tempo of the music -
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Annotation 2
Expresses their ideas in response to the music in visual representation -
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Annotation 3
Communicates about the music they listen to by identifying an instrument
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Annotations
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Annotation 1
Identifies dynamics and expression for the B section -
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Annotation 2
Repeats some of the elements of music used in the A section suggestive of ABA structure -
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Annotation 3
Identifies the tempo for the B section -
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Annotation 4
Identifies dynamics and expression for the A section -
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Annotation 5
Identifies the tempo for the A section -
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Annotation 6
Uses animals to establish the A B A structure of the composition -
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Annotation 7
Uses animals to establish the A B A structure of the composition -
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Annotation 8
Identifies an instrument for the B section -
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Annotation 9
Suggests dynamics and expression -
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Annotation 10
Identifies pitch in the A section -
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Annotation 11
Identifies pitch which is different to the pitch in the original A section -
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Annotation 12
Identifies an instrument for the A section
