NOMS
Description
Aidan
Super Mario theme song on Piano,
Guitar
B5
Callum
video format
A1
Oli
recording: 1 piano piece, played by
all three, in turn
A1
Rowan
Alex
recorded and spliced together
using real piano + ipod
C1
Robert
"Viva la vida" written by ear
B1
Micah
video - drums, guitar, keyboard
B5
Sabine
Singing with music from the iPad
A1
Nadine
Liam
Sam
Daniel
own composition (music and lyrics)
using Garageband
research, type, poster
research on the guitar: history of
guitar, guitar music, different types
of guitars
playing Mission Impossible Theme
(learning by ear and "musicnotes.
com" tutorial)
PLO #
A2
D2
B1
A1
Craig
Finley
Make a song on the violin, type
about the history of music (intro)
Andrew
Writing about the history of music,
how it started, how they started
doing, from cavement (Western
history)
A2
use Garageband to select different
sounds and demonstrate
A1
Editing notes of a song and then
performing it (violin)
A1
B1
D1
Seth
Ben
Tiana
explain why I edited or changed the
piece
A2
plug in Ben's piano into Garageband
(Mac); create a song using a real
piano, plus Garageband instruments A3
ben's dad might play drums
playing the guitar; either "St Louis
Blues" or "Here Comes the Sun" by
the Beattles
A1
talk or write about what this piece
means, why chosen, feelings, etc
Rhys
record self playing the drums,
present to the class.
research project on the Electric
Drum, and different models of
Philemona
Writing a piece of music (strings)
Allie
Hannah
performing said piece
Luke
sing or play rhythmic patterns from
standard notation
use standard or invented notation to
represent melodic phrases, rhythmic
patterns, and elements of
expression
apply rhythm, melody, and elements
of expression through singing and
playing of classroom repertoire
explain thoughts, images, and
feelings derived from a music
experience
sing or play rhythmic patterns from
standard notation
apply rhythm, melody, and elements
of expression through singing and
playing of classroom repertoire
What does "FM" look like?
a good rhythm, pattern, played nicely, not too quick or slow, in sync with
each other (not too "off"), mostly with feeling and expression, few
accidental pauses. fluid.
expression, feeling, alive
rhythm, melody, mood change (fast and lively, slow and sad)
via powerpoint presentation explaining purpose of their piece, and
discussing purposes of music in general
keep the beat going, play your part at the right moments, play in key
do the notes on the paper match what I hear?
rhythm, melody (the song itself - how well the music goes together),
expression
Orally or in written form, explain what the song is about: images,
thoughts, feelings, intentions
keep the beat, pace, rhythm; playing in sync (together, not one ahead of
the other)
good use of rhythm, melody, elements of expression: with feeling and
emotion, sounds alive
presentation about an instrument
called the JESTIC (invented by
uncle)
Ryan
Renata
PLO text
use standard or invented notation to
represent melodic phrases, rhythmic
patterns, and elements of
expression
apply rhythm, melody, and elements
of expression through singing and
playing of classroom repertoire
apply rhythm, melody, and elements
of expression through singing and
playing of classroom repertoire
participate in music from a range of
historical, cultural, and social
contexts
A2
D1
sing or play rhythmic patterns from
standard notation
using eight, 16th, dotted quarter notes, half- and whole-notes,
apply skills and attitudes appropriate
to range of music, experiences,
demonstrating performance skills
The song wouldn't be too short, or too simple: time invested evident.
etiquette
??????
analyzes thoughts, images, feelings
derived from a variety of music
media sources
apply rhythm, melody, and elements
of expression through singing and
playing of classroom repertoire
apply rhythm, melody, and elements
of expression through singing and
playing of classroom repertoire
explain thoughts, images, and
feelings derived from a music
experience
writing includes how music influences me. Details about how I am
affected when I watch TV or videos with music or sounds
"choose and justify the use of rhythms, melody and elements of
expression for various purposes (eg: to tell a story, to create a mood)"
lots of expression, emotional, played with feeling
edit a song and tell the audience why I edited the song and why it's
better; how it's emotional for me, what techniques I used to play with
feeling and convey emotion.
apply elements of rhythm, melody,
and expression in composition
apply rhythm, melody, and elements
of expression through singing and
playing of classroom repertoire
explain thoughts, images, and
feelings derived from a music
experience
apply skills and attitudes appropriate
to a range of music experiences,
demonstrating:
− performance skills and etiquette
− audience engagement
− respect for the contributions of
others
C1 / A1 ????
apply elements of rhythm, melody,
A3
and expression in composition
apply rhythm, melody, and elements
of expression through singing and
A1
playing of classroom repertoire
played with feeling: sad is more slowly, happy is faster and "more hard"
picking (guitar), fluid and not choppy, no stopping unless intentionally part
of the music.
tell why you chose the piece, why you played parts fast or slow, discuss
expression techniques used, how it felt playing it, what feelings you had
while plaing the piece of music
− showing experience and confidence when playing the drums and when
presenting in front of the class; engaging the audience
− the audience is listening to your performance with rapt attention
"a real piece of music" of about the same level or complexity of "Carol of
the Bells", but less repetitive!
able to play without any problems, composition will "sound like a real
piece of music"