First
Exploring Sound – Symbols
LEVEL
ACTIVITY
FIRST LEVEL ACTIVITY
Learning intentions
•
We are learning how to use symbols to represent sound.
Success criteria
•
•
•
I am able to play ascending and descending sounds.
I am able to create symbols which represent the sounds in my composition.
I am able to plan a musical sequence using symbols.
Resources
•
•
Whiteboards or paper and pencils
Tuned/non-tuned percussion/sound makers
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are communicating a sound story with pictures
or symbols.
Learners will be able to:
• articulate thoughts, feelings and ideas
• working co-operatively
• explore how sounds can be
made and changed
• organise sounds into a form
• represent musical sequence
using symbols
• use music technology
• reflect on learning.
How learners are communicating: Learners
are developing an understanding of how
sounds (both musical and non-musical) can be
represented by signs, symbols and pictures.
Musical building blocks: Learners are
creating and following performance directions.
Experiences and outcomes
Links with other curricular areas
Expressive arts:
Health and wellbeing; Literacy
•
•
I can use my voice, musical instruments
and music technology to discover and
enjoy playing with sound, rhythm, pitch
and dynamics. EXA 1-17a
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 1-18a
Useful links
http://www.teachingideas.co.uk/music/graphi
c.htm
Process/next steps
1) Discuss with children the purpose of signs and how they give us information.
2) Show pupils some examples of musical notation (see links above) and create short series of
sounds as a class, then clap together.
3) Set stimuli with the children who will work in groups or pairs to create their own musical
story/soundscape, for example, playing in the rain/puddles.
4) Choose four to six main sounds which are going to be used.
5) Ask the pupils to describe the sound. The table below can help to focus the responses.
Change the table to suit your own needs.
What is the sound?
Is it a long
sound or
short
sound?
Is it a quiet
sound or a
loud sound?
Is it a low
pitched sound
or a high
pitched
sound?
What picture or
symbol could be
used to represent
the sound?
6) Children should use the above information to create a symbol which could represent the
sound.
7) After practicing their musical sequences, children should record their own performance using
music technology. This can then be shared with the class as a basis for reflection.