Measurement – Time
STAGE 4
K–6
Mathematics
Outcomes
MS3.5 Uses
twenty-four hour
Outcomes
MS2.2 Estimates,
measures,
Strategies
In these questions students are required to calculate elapsed time using the
starting and finishing time and interpret a timetable to solve a problem involving
starting time and the duration of an event.
In music, students often have to work within a specific time frame for
composition.
In this unit of work on film music, students will need to determine the length of
a sequence and then make decisions about tempo and time signature in order to
calculate how many bars are needed for their composition.
As part of a unit on film music, students are asked to compose and perform
music that reflects actions and events as they occur in a short film clip.
Show the class a short scene from a film (under 2 minutes) with no sound.
During the first viewing, ask the students to estimate the length of the film
clip in minutes/minutes and seconds. View the film clip a second time and time
the length of the clip. Students compare to their estimates. View the film again
to sequence the mood changes, and then draw a timeline, marking significant
events.
http://australianscreen.com.au/education/
Divide the class into groups and allocate one section of the film clip to each group.
Ask students to decide on the tempo and time signature and then calculate how
many bars will be needed to write a melody for their section of the work.
Each group should write a simple melody which reflects the style and mood of
the assigned excerpt. Encourage students to experiment with instruments or
electronic sound effects to support their melody and signify changes which will
blend into the following section of film.
Practise performing separately and then have the class play the whole ‘soundtrack’
in sequence with the film clip.
Activity to support the strategy
Each group should complete a full score using both graphic and standard
notation.
Alternatively, students could generate a score and soundtrack using sequencing
software. The musical decision-making will be the same and the score can be
generated on a computer.
Resources
There are a number of styles of film that would be appropriate for this activity.
Animations are effective because of their pace, event changes and appeal to
students. Easily accessible animated movies include Ice Age, Monsters Inc or Shrek.
Other accessible resources include Star Wars, The Mission and Crouching Tiger,
Hidden Dragon.
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time and am and pm notation in
compares and records the areas
real-life situations and constructs
of surfaces in square centimetres
timelines.
and square metres
K–6
Mathematics
Outcomes
KLA
Outcomes
Outcomes
MS2.2 Estimates, measures,
Music 4.2: Performs music using
compares
and records
the areas
different forms
of notation
and
of
surfaces
in
square
centimetres
different types of technology
and
square
metres
across
a broad
range of musical
styles
Music 4.4: Demonstrates an
understanding of the musical
concepts through exploring,
experimenting, improvising,
organising, arranging and
composing.
Music 4.6: Experiments with
different forms of technology in
the composition process.
Music 4.9: Demonstrates musical
literacy through the use of
notation, terminology, and the
reading and interpreting of scores
used in the music selected for
study.
Music 4.12 Demonstrates a
developing confidence and
willingness to engage in performing,
composing and listening
experiences.
Newman’s Analysis
http://www.curriculumsupport.
education.nsw.gov.au/primary/
mathematics/numeracy/newman/
index.htm
Item
Year 7 Calculator Q: 18
Year 7 Non Calculator Q: 18
Item Descriptor
Students calculateof
elapsed
time in
Statement
Learning
hours and minutes given in am/pm
for Mathematics
notation.
Students calculate elapsed time
from a timetable and solve a
problem in a familiar context.
Statement of Learning
for Mathematics
Students have to opportunity to
calculate elapsed time (duration)
in terms of hours, minutes and
seconds from analogue and digital
timepieces for both 12-hour and
24-hour cycles.
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