Links to other KLAs This assessment could be expanded to assess the following Essential Learnings: The Arts Essential Learnings by the end of Year 3 Ways of working Knowledge and understanding Students are able to: Dance Dance involves using the human body to express select ideas for arts works, ideas, considering particular audiences and considering particular audiences particular purposes, through dance elements in and particular purposes, using movement phrases. arts elements and languages Gross motor movements, including locomotor and create and arts works by non-locomotor, are used to create actions for combining arts elements to movement phrases. express personal ideas, feelings Directions, levels, shapes and pathways are used to and experiences move in space within movement phrases. practise arts works, using Fast and slow movements are used to change timing interpretive and technical skills in movement phrases. present arts works to familiar Percussive and sustained movement qualities are audiences, using arts used to change energy in movement phrases. techniques, skills and processes Structuring devices, including repetition and narrative follow guidelines to apply safe forms, are used to organise movement phrases. practices. Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 3, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Practise the difference between singing voices and speaking voices. Learn the song skippy roo”. “Kangaroo, Practise singing the song in lots of different ways, e.g. loud, soft, fast, slow. Practise singing the song with movement actions. Learn how to play the game song skippy roo” with their voices. “Kangaroo, Practise using their solo voices through game songs such as: skippy roo” (see Appendix C) “Kangaroo, doggie” (see Appendix D) “Doggie, Tommy tiddlemouse” (see Appendix D). “Little Be introduced to various classroom percussion instruments. Discuss as a class the different qualities of these instruments (see Appendix B). Play different classroom percussion instruments. Explore different methods of producing sounds, e.g. rubbing, scraping, tapping.
Links to other KLAs This assessment could be expanded to assess the following Essential Learnings: The Arts Essential Learnings by the end of Year 3 Ways of working Students are able to: select ideas for arts works, considering particular audiences and particular purposes, using arts elements and languages create and arts works by combining arts elements to express personal ideas, feelings and experiences practise arts works, using interpretive and technical skills present arts works to familiar audiences, using arts techniques, skills and processes follow guidelines to apply safe practices. Knowledge and understanding Dance Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases. Gross motor movements, including locomotor and non-locomotor, are used to create actions for movement phrases. Directions, levels, shapes and pathways are used to move in space within movement phrases. Fast and slow movements are used to change timing in movement phrases. Percussive and sustained movement qualities are used to change energy in movement phrases. Structuring devices, including repetition and narrative forms, are used to organise movement phrases. Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 3, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Practise the difference between singing voices and speaking voices. Learn the song “Kangaroo, skippy roo”. Practise singing the song in lots of different ways, e.g. loud, soft, fast, slow. Practise singing the song with movement actions. Learn how to play the game song “Kangaroo, skippy roo” with their voices. Practise using their solo voices through game songs such as: “Kangaroo, skippy roo” (see Appendix C) “Doggie, doggie” (see Appendix D) “Little Tommy tiddlemouse” (see Appendix D). Be introduced to various classroom percussion instruments. Discuss as a class the different qualities of these instruments (see Appendix B). Play different classroom percussion instruments. Explore different methods of producing sounds, e.g. rubbing, scraping, tapping.
els_sa_music_detectives_guide.docx