{"id":1164,"date":"2020-09-14T14:25:22","date_gmt":"2020-09-14T13:25:22","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?page_id=279"},"modified":"2023-09-28T11:41:29","modified_gmt":"2023-09-28T10:41:29","slug":"second-level-tracker-music","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-second-level\/second-level-tracker-music\/","title":{"rendered":"Second Level Tracker: Music"},"content":{"rendered":"<section id=\"builder-section-text_543\" class=\"builder-section-first builder-section builder-section-text builder-section-next-text builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_543-column-1\">\n<div class=\"builder-text-content\">\n<p><small>\/<a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/\"> Music Framework <\/a>\/ <a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-second-level\/\">Second Level<\/a> \/ <strong>Second Level Tracker<\/strong><\/small><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_348\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text builder-text-columns-4\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_348-column-1\">\n<div class=\"builder-text-content\">\n<h3>EXA 2-16a<\/h3>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_348-column-2\">\n<div class=\"builder-text-content\">\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-2-16a-support-guidance\/\"><button id=\"secondlevelsupportingguidance\"><span>Supporting Guidance<\/span><\/button><\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_348-column-3\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_348-column-4\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_37\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text builder-text-columns-4\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_37-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Sing a variety of songs from Scotland and other cultures individually or as part of a group.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_37-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Sing in unison and in harmony (in a round or in two parts), with and\/or without accompaniment.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_37-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Perform with clear diction and expression appropriate to the genre.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_37-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Sing accurately at pitch.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-5\" id=\"builder-section-text_37-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Sing pitches using correct handsigns for the pentatonic scale (do, re, mi, so, la)<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-6\" id=\"builder-section-text_37-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">\u00a0Recognise and sing pitches of the pentatonic scale on a stave.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-7\" id=\"builder-section-text_37-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">\u00a0Understand and convey the mood\/character of the song with increasing depth e.g. using body language, facial expression<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-8\" id=\"builder-section-text_37-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Perform songs with control of tempo, dynamics, musical phrasing and breathing.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-9\" id=\"builder-section-text_37-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">\u00a0Demonstrate an awareness of song structure (introduction, verse, chorus).<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-10\" id=\"builder-section-text_37-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Internalise the words of a song\/rhyme.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-11\" id=\"builder-section-text_37-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Demonstrate a secure sense of pulse and rhythm when singing or playing percussion instruments.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-12\" id=\"builder-section-text_37-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Perform songs with different time signatures (4\/4, 3\/4, 2\/4 and 6\/8).<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-13\" id=\"builder-section-text_37-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Clap and play rhythms using Kod\u00e1ly rhythm names (ta, ta rest, ta-a, ta-a rest, ta-a-a, ta-a-a rest, ta-a-a-a, ta-a-a-a rest, te te, ti ri ti ri) and follow the associated stick notation.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-14\" id=\"builder-section-text_37-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Internalise increasingly complex rhythms.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-15\" id=\"builder-section-text_37-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Play tuned and untuned percussion instruments with control of tempo and dynamics.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-16\" id=\"builder-section-text_37-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use instruments such as recorder, tin whistle or tuned percussion (e.g. xylophone, glockenspiel) to play a simple melody in time.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-17\" id=\"builder-section-text_37-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Understand and follow the dynamic markings of forte, mezzo-forte, piano, crescendo, diminuendo.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-18\" id=\"builder-section-text_37-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Respond to a leader\/conductor by following performance directions to change tempo or dynamics.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_379\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text has-background builder-text-columns-4\" style=\"background-color:#fcddcf;background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_379-column-1\">\n<div class=\"builder-text-content\">\n<h3>EXA 2-17a<\/h3>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_379-column-2\">\n<div class=\"builder-text-content\">\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-2-17a-support-guidance\/\"><button id=\"secondlevelsupportingguidance\"><span>Supporting Guidance<\/span><\/button><\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_379-column-3\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_379-column-4\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_103\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text has-background builder-text-columns-4\" style=\"background-color:#fcddcf;background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_103-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use a variety of musical styles to experiment with different vocal sounds e.g. beat box, rap, opera, musical theatre, choral, pop, jazz, folk, country, Scottish traditional.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_103-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Sing songs of different styles from memory with good control of pitch, rhythm, tempo and dynamics.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_103-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Continue to show respect for classroom instruments.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_103-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Identify a wide variety of classroom instruments and demonstrate correct techniques for playing them with independence.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-5\" id=\"builder-section-text_103-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Experiment with playing techniques to produce an increasing variety of sounds on different instruments (e.g. glissando, staccato, legato).<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-6\" id=\"builder-section-text_103-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Recognise the timbre of different instruments by how they are played e.g. shaken struck, blown strummed.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-7\" id=\"builder-section-text_103-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use instruments to accompany songs\/enhance music of different styles.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-8\" id=\"builder-section-text_103-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use instruments to lead others in keeping the pulse.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-9\" id=\"builder-section-text_103-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use instruments to produce higher\/lower pitches and control changes in tempo and dynamics with increased accuracy.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-10\" id=\"builder-section-text_103-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Explore rhythm by copying, creating and layering patterns of sound.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-11\" id=\"builder-section-text_103-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use instruments to play contrasting rhythm patterns as part of an ensemble with 3 or more parts.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-12\" id=\"builder-section-text_103-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use stick notation to create and write down longer or more complex rhythm sequences.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-13\" id=\"builder-section-text_103-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\" style=\"text-align: center;\">Use digital technology to record sound (video and\/or sound).<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-14\" id=\"builder-section-text_103-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\" style=\"text-align: center;\">Listen to recordings of own\/others\u2019 work and respond with constructive feedback.<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-15\" id=\"builder-section-text_103-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\" style=\"text-align: center;\">Use music technology to create compositions experimenting with an increasing range of pitch, rhythm, dynamics, tempo and timbre.<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_418\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text builder-text-columns-4\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_418-column-1\">\n<div class=\"builder-text-content\">\n<h3>EXA 2-18a<\/h3>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_418-column-2\">\n<div class=\"builder-text-content\">\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-2-18a-support-guidance\/\"><button id=\"secondlevelsupportingguidance\"><span>Supporting Guidance<\/span><\/button><\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_418-column-3\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_418-column-4\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_166\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text builder-text-columns-4\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_166-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Explore different sounds made by a wide range of instruments as well as everyday objects<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_166-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Recognise the timbre of a range of different instruments by how they are played e.g. shaken, struck, blown, strummed.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_166-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Participate in improvised group music-making e.g. perform in and listen to an Improvisation Circle<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_166-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Work individually and\/or with a group to create soundscapes, sound effects and sound tracks which incorporate an increased range of musical elements to reflect the mood\/atmosphere of a given stimulus.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-5\" id=\"builder-section-text_166-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">When creating music, explain choice of instruments\/voices, sound\/silence, dynamics (forte, mezzo-forte, forte, crescendo, diminuendo), tempo (fast, slow, gradually getting faster\/slower), pitch (high\/low, moving by step or leap), legato\/staccato, structure (beginning, middle, end) and texture (how many instruments\/voices)<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-6\" id=\"builder-section-text_166-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Take on different roles (conductor, player\/singer), using verbal and non-verbal techniques to communicate performance directions e.g. eye contact, body language<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-7\" id=\"builder-section-text_166-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Perform compositions using a range of body percussion, vocal effects, instruments and objects, following performance directions.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-8\" id=\"builder-section-text_166-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use a form of music notation to write down compositions, including appropriate performance directions e.g. graphic score, stick notation, stave notation.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-9\" id=\"builder-section-text_166-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use digital technology to record performances (video and\/or sound).<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-10\" id=\"builder-section-text_166-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Listen to recordings of own\/others\u2019 work and suggest what works well and what could be improved, referring to a range of musical elements.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-11\" id=\"builder-section-text_166-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Use music technology to create simple compositions experimenting with contrasts in pitch, rhythm, dynamics, tempo and timbre.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_459\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text has-background builder-text-columns-4\" style=\"background-color:#fcddcf;background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_459-column-1\">\n<div class=\"builder-text-content\">\n<h3>EXA 2-19a<\/h3>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_459-column-2\">\n<div class=\"builder-text-content\">\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-2-19a-support-guidance\/\"><button id=\"secondlevelsupportingguidance\"><span>Supporting Guidance<\/span><\/button><\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_459-column-3\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_459-column-4\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_287\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text has-background builder-text-columns-4\" style=\"background-color:#fcddcf;background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_287-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Listen and respond to musical pieces of increasing length and listen appropriately to the views of others.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_287-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Listen to a range of live and\/or recorded music and respond by expressing personal views e.g. justify preferences and make comparisons to prior experiences using relevant music concepts.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_287-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Listen to a range of live and\/or recorded music and give constructive criticism about what works well and what could be improved using appropriate music vocabulary.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_287-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Listen to and watch musicians perform a range of musical genres e.g. Classical, Musical Theatre, Pop\/rock, Jazz, Scottish, World music.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-5\" id=\"builder-section-text_287-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Recognise different ensembles and name the instruments within them e.g. Orchestra,Jazz band, Choir (male, female, adult, child voices), Pop\/rock band, Scottish (folk group, pipe band).<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-6\" id=\"builder-section-text_287-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Listen to and identify the different sections of the orchestra (strings, woodwind, brass, percussion) and gain a deeper understanding of how the timbre of different instruments can convey different moods\/atmospheres.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-7\" id=\"builder-section-text_287-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Listen to different styles of music from Scotland and other cultures and comment on musical concept including instruments, voices, tempo, dynamics, pitch, structure (intro, verse, chorus, outro, repetition) and texture (unison, harmony, solo, ensemble, with\/without accompaniment).<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-8\" id=\"builder-section-text_287-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\" style=\"text-align: center;\">Express a response to music through other areas of Expressive Arts by creating pieces of art, drama or dance.<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_485\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-next-text builder-text-columns-4\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_485-column-1\">\n<div class=\"builder-text-content\">\n<h3>EXA 2-01a<\/h3>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_485-column-2\">\n<div class=\"builder-text-content\">\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-0-01a-support-guidance\/\"><button id=\"secondlevelsupportingguidance\"><span>Supporting Guidance<\/span><\/button><\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_485-column-3\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_485-column-4\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_478\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-last builder-text-columns-4\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_478-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Participate in a musical performance (solo or group) to the class, parents or in the community.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_478-column-2\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Develop performance techniques, for example: confidence, concentration, follow a group leader\/conductor.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_478-column-3\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Experience live performance as an audience member at, for example, other class performances, local secondary school concerts, visiting musician\/theatre group performances and visits to theatres\/concert halls.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_478-column-4\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Listen to and concentrate on performances of increasing length.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-5\" id=\"builder-section-text_478-column-1\">\n<div class=\"builder-text-content\">\n<div class=\"secondlevel-table\">\n<p style=\"text-align: center;\">Celebrate the achievement of others at a performance appropriately.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>\/ Music Framework \/ Second Level \/ Second Level Tracker EXA 2-16a Supporting Guidance Sing a variety of songs from Scotland and other cultures individually or as part of a group. Sing in unison and in harmony (in a round or in two parts), with and\/or without accompaniment. Perform with clear diction and expression appropriate &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"parent":1137,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-1164","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1164","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/users\/10538"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/comments?post=1164"}],"version-history":[{"count":14,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1164\/revisions"}],"predecessor-version":[{"id":2565,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1164\/revisions\/2565"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1137"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=1164"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}