ADAM HALL AND THE VPs

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1 Western Australian K-10 Syllabus The Arts ADAM HALL AND THE VPs The following curriculum links to the Western Australian K-10 Syllabus The Arts have been created from: K-10 Overview: The Arts/ The content of Arts Practice and Arts Understanding in needs to be addressed concurrently and follows a spiral model in which the same concepts, processes and strategies are dealt with in increasingly complex ways. To assist teachers with planning of teaching and learning programs the content has been organised into year levels. Arts Practice (Arts Ideas, Arts Skills and Processes) involves the exploration and communication of ideas and feelings through the development, creation and presentation of works, using the elements,, skills, techniques, processes, conventions and technologies of. Arts Understanding (Arts responses, Arts in Society) involves the development of strategies and concepts which will enable a critical engagement with on a personal, social and cultural level. This resource offers opportunities to link to: English, Health and Physical Education, Languages, Mathematics, Science, Society and Environment and Technology and Enterprise. The curriculum links are available at a Viva Australia

au/internet/years_k10/curriculum_resources The content of Arts Practice and Arts Understanding in needs to be addressed concurrently and follows a spiral model in which the same concepts, processes

2 ADAM HALL AND THE VPs sound/ silence long/short simple time use of use of use of ties within use of anacrusis Duration bar and fermata (including beat and rhythm) 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, Pitch Dynamics Tempo Texture Form Timbre distinguish speaking and singing high/ low high/ low high/ low major/ minor intervals Maj/ min 3rds within scale soft/ loud very loud, crescendo (<) use symbols for mp use symbols for pp very soft decrescendo (>) and mf and ff use symbols for piano(p) forte (f) symbols for crescendo(<) decrescendo (>) a Viva Australia use symbols for pp and ff fast/ slow very fast, very slow own show element change getting faster, getting slower getting faster, getting slower adagio, moderato, allegro adagio, moderato, allegro accelerando ritardando 1, 2, 3, 4 1, 2, 3,4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3,4 1, 2, 3,4 more than one part at once simple simple canon/rounds simple 2 bar canon/rounds 2 bar / melodic simultaneous / melodic 2 bar use of unison lines and chordal accompaniments use of particular accompaniment styles 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2,3,4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3,4 echoing question and introduction/ repeat signs binary, ternary bridge and answer coda verse chorus interlude 1,2, 3, 4 1, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 exploring sound explore untuned, tuned instruments instruments by the type of sound instruments by the way sound is made focus on instrument families focus on orchestral families focus on vocal ings

(<) use symbols for mp use symbols for pp very soft decrescendo (>) and mf and ff use symbols for piano(p) forte (f) symbols for crescendo(<) decrescendo (>) a Viva Australia 2009 2 use symbols for

3 ADAM HALL AND THE VPs (cont.) Notation Listening to Rhythm Creating Interpreting follow directed sound shapes follow graphic notation of sound shapes follow child related sound shapes direct and follow created sound shapes notation of notation of notation of ties within a bar and fermata notation of slurs and ties (across the bars) 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1 1, 2, 3, 4 1, 2, 3, 4 environmental that are similar or different ing unison ing the same rhythm instruments in sound families ing orchestral families instruments not in the orchestra replicate short phrases from known 1, 2, 3 singing, long and short moving to rhythms questions and answers phrasing by changing movement language related to rhythm patterns ways to together ways to together move, sing or play to melodic shape drawing sound shapes to given phrases how to internalise melody how pitch can be altered recognise repetition melody recognise harmony and discord copy short patterns by singing, copy longer patterns by singing moving or copy patterns with a partner by singing compose using simple /melo dic patterns, compose short /melodi c with partner compose using a small range of notes how to use combinations of notes compose adding chord structure 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1,2, 3, 4 ways of ing experiment with ing known work with a partner/ experiment ing known how to partner created how to created use technology to provide a sound scape to back a known story use technology to provide a sound scape to back a known story own show a change in al element a Viva Australia

notation of notation of notation of ties within a bar and fermata notation of slurs and ties (across the bars) 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1 1, 2, 3, 4 1, 2, 3, 4

4 ADAM HALL AND THE VPs (cont.) Performing audience er how to choose how to develop a behaviour behaviour repertoire wider repertoire audience/perf ormer behaviour how to practise and how to target particular audiences how to develop a wider repertoire in context recognising around them recognising around them range of experiencing a range of range of range of range of range of resources used to create resources used to create share with other students Australian share with other students Australian responsible for other Aust. responsible for other Aust. take independent responsibility for other Aust. take independent responsibility for other Aust. a Viva Australia

particular audiences how to develop a wider repertoire in context recognising around them recognising around them range of experiencing a range of range of range of

5 Cancer Council WA is delighted to be associated with a Viva In Schools and this sponsorship is made possible with funding provided by Healthway. The a Viva In Schools program 2010 will continue to promote the Go for 2&5 health message and this campaign has been very well received by teachers and students across Western Australia. The Go for 2&5 message encourages people to eat two serves of fruit and five serves of vegetables each day. Fruit and vegetables are an essential part of a healthy balanced diet as they are a great source of nutrients and are low in fat. The Go for 2&5 campaign has been designed to increase awareness of the need to eat more fruit and vegetables and encourage increased consumption. The a Viva In Schools program introduced an exciting new Go for 2&5 song to be taught in the classroom as well as teaching kits including Go for 2&5 curriculum based activities and merchandise. For further information about Go for 2&5 see the website This sponsorship offers unique opportunities to promote the Go for 2&5 message and we look forward to continuing this exciting partnership with a Viva In Schools. Regards Antoinette Torre Sponsorship Coordinator Cancer Council WA 5

The Go for 2&5 message encourages people to eat two serves of fruit and five serves of vegetables each day.

MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY

MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY The systematic development of musical skills, knowledge and perception is fundamental to the total development of the individual. Music education should begin