Early
Level
Expressive
Arts
Context for Learning:- As part of an interdisciplinary
learning context on Scotland and it’s heritage the
children in Primary 1 have been looking at Katie Morag
Stories. They decided to create a musical journey around
the Isle of Struay.
Prior
Ea Knowledge and Experience that lead to this being the experiences and
outcomes focussed on in this learning context.
First
Level are used to creating rubrics and success criteria
 Children
Expressive

Children had a knowledge of tuned and untuned percussion

Children already know how to play a range of tuned and un tuned percussion, what
Arts
sounds they make and to make different sounds from each instrument

Children were familiar with the stories of Katie Morag

The children had previously listened to and sung a variety of Scottish songs
Using the Experiences and Outcomes below, we have considered and concluded that the
following evidence demonstrates achievement at the early level in music.
I enjoy singing and playing along to music of different styles and cultures. EXA 0-16a
Inspired by a range of stimuli, and working on my own and/or with others, I can express
and communicate my ideas, thoughts and feelings through musical activities. EXA 0-18a
I can respond to music by describing my thoughts and feelings about my own and others’
work. EXA 0-19a
Key to Understanding Evidence
Teacher Voice
Pupil Voice
Parents Voice
Learning intentions
Children should be able to
Create different sounds, with varying volume by selecting the way they play given
pitched and un-pitched instruments.
Demonstrate an understanding of the role of a conductor in an orchestra while
participating in a performance.
Reflect on their own and their peers’ performances.
The Success Criteria was created by the children and allowed them to
reflect on their performance at each stage in the creation process in
addition to commenting on their final performance.
The children traffic lit their performance throughout the task, Red meaning
they weren’t doing something, amber meaning that this was an area to
develop. Green meaning that they were happy with this element of their
creation /performance.
Sound Map Success Criteria
Learning Activity:- The children created their own sound map success criteria and used this to evaluate their own
learning
Evaluating
creaCreatCreating
Sound Map Success Criteria
Some of the instruments were a little bit loud
People were looking at the score to know when it
was their turn
When I was conducting some people weren’t
looking so they didn’t know when it was their turn
Significant Aspect of
Learning:- Evidence of
Learning in the Evaluating and
Appreciating aspect of the
Expressive Arts
This exemplar shows that the
child has had opportunities to
The amber rating is reflected in the children’s
comments where they identified what they managed to
do, but that some people weren’t looking therefore
couldn’t match their sound to the picture at the correct
The children were able to talk about what a successful
time
It was
in a good
order,
the order the
were
Children
show
an understanding
ofpictures
dynamics
and in
how
made
sense music
this
enhances
Further Evaluation Activity
Following the performance of our Primary 5/6 children of
It’s a good song and went in the tune
the new school anthem, the child was able to talk about
what was good and what would make it better.
The anthem would be even better if they were
singing quietly and loudly
The child demonstrates an awareness of the need for the
words to match a rhythm and melody and hints how
dynamics enhance a piece of music.
Next Steps for the learning:- The children need to develop a wider knowledge of musical terminology to support their
Childrenand
show
an understanding of dynamics and
evaluations
discussions.
how this enhances music
level music
can talk about music
they have listened to,
their success criteria. They were able to talk about their
final composition sounded.
In particular in early

sound map of the Isle of Struay should have, this became
music and, on reflection traffic lit how they felt their
analyse, explore and reflect
including their own
work, and the work of
others.
Learning Activity:- The children learned how to conduct an orchestra and use these skills to lead their class in a
performance of a walk around the Isle of Struay
When you are the conductor you have to move your hands up so the music has
to get louder
to get people to play.
“It was difficult, to make thunder,
because when we were meant to do
child
playing
this
instrument demonstrated an
awareness and knowledge of
The child demonstrated an awareness of
sound and how to make the sound louder
or softer
the need to change the volume
of sound
did the pointing, they would point at
you or your picture and tell you when
to play.
aspect of the Expressive Arts
This exemplar shows that the
child
can perform and present for
instruments were tinging really loudly.
different audiences and be
still”
The child confidently conducts the
part of an audience for others
“orchestra” of Primary 1 and 2 children, in
can demonstrate working
front of an audience of children and parents,
collaboratively as well as
demonstrating all the characteristics
learning independently
identified by the children of a good
conductor, including awareness of her
orchestra (eg. eye contact and mouthing to
them) and good timing, moving steadily
through the piece.
The child looks at the conductor and follows the score, clearly picking up the
instrument (rain maker) at the correct time to start and stop playing. The child
contributes to the composition alongside other peers.
Watch video: Looking at the conductor
The children had the opportunity to comment on the performance of other classes.
This child recognises that volume of instruments impacts on how a piece of music
experience enjoyment and
contribute to other people’s
enjoyment through creative
and expressive performances
and presentations
In particular in early
level music

perform music from
different styles and
Next Steps for the learning:- Children to develop an awareness of dynamics, and the effects of louds and softs
sounds.
Learning in the Presenting
loud bits and quiet bits some of the
Watch video: Confident conductor
The conductor was the person that
Significant Aspect of
Learning:- Evidence of
The map was the music and I pointed around it with the baton
The
Presenting
creaCreatCreating
They were singing not too high, not
too low, just the right volume which
meant we all enjoyed it.
cultures including
singing/playing along
with others,
demonstrating
awareness of sound and
rhythm
Learning Activity:- The children were asked to create a piece of music that told the story of a walk around the Isle of
Struay
First Level Expressive Arts
We learned
to play
different
types of
instruments
we listened
Step 2 The child matched the Cabassa to the
sound they thought would match the boggy
Significant Aspect of Learning:-
marsh, they could demonstrate how they would
Evidence of Learning in the
play this instrument in order to get “a
Creating aspect of the Expressive
squelching sound.”
Arts
to their
sounds and
put them to
the right
Step 1
The child was able to match appropriate instruments and
their sound to locations on their 3D map of Struay
things on
the map.
The person who writes the music is called the composer
It would make a different tune if it was in a different order
You put the
picture on top
of another one
if you wanted
two sounds
together
Step 3 Working together the children discussed their
ideas about composing their music. The learner made
suggestions and listened to her partner to create their
own pictorial score.
This shows that the learner has an understanding about how to
layer sounds to build up volume and create an effect.
Next Steps for the learning:- The children would develop a greater awareness of timing and sense of musical sound
overlapping. Creating a greater flow to their composition
Creating
creaCreatCreating
This exemplar demonstrates that
the child
can be creative and express
themselves in different ways
will be able to express themselves,
think innovatively, meet challenges
positively and find imaginative
solutions to problems
can work co-operatively and
communicate with other, and in
doing , show initiative,
dependability , leadership and
enterprise
In particular in early
level music

Respond to stories,
nursery rhymes and
poems showing evidence
of exploring sounds
rhythms and using a range
of pitched and unpitched
instruments and
technology