{"id":1619,"date":"2020-09-21T13:12:08","date_gmt":"2020-09-21T12:12:08","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?page_id=366"},"modified":"2023-10-25T14:48:57","modified_gmt":"2023-10-25T13:48:57","slug":"exa-1-17a-support-guidance","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-first-level\/first-level-tracker-music\/exa-1-17a-support-guidance\/","title":{"rendered":"EXA 1-17a Supporting Guidance"},"content":{"rendered":"<section id=\"builder-section-text_53\" 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_53-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-first-level\/\">First Level<\/a> \/ <a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-first-level\/first-level-tracker-music\/\">First Level Tracker<\/a> \/<strong> EXA 1-17a<\/strong><\/small><\/p>\n<\/p><\/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-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<h3 class=\"builder-text-section-title\">\n        First Level: Music    <\/h3>\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<p><b>E &amp; O:\u00a0<\/b>I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics ( EXA 1-17a)<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_11\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-last builder-text-columns-2 layout-6\" 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_11-column-1\">\n<div class=\"builder-text-content\">\n<h3><span style=\"text-decoration: underline;\"><b>Teaching Strategies and Approaches<\/b><\/span><\/h3>\n<p><b>Provide opportunities for learners to explore and be creative with sound:<\/b><\/p>\n<ul>\n<li>Give children access to a variety of instruments and objects to explore, including a selection of tuned and untuned percussion and materials with a variety of textures and surfaces.<\/li>\n<li>Percussion instruments can be organisedby timbre (shake, tap, ting, boom) to support children to categorisethe instruments.<\/li>\n<li>Encourage learners to explore contrasting sounds with visuals for basic music concepts displayed (loud\/quiet, fast\/slow, high\/low).<\/li>\n<li>Provide opportunities for children to use materials to create different sounds and to make their own instruments. Materials could include plastic bottles &amp; lids, plastic boxes, cardboard boxes, buckets, pots &amp; lids, wooden blocks, spoons, sand paper, pencils, straws, sticks, rubber bands etc.<\/li>\n<li>Encourage learners to compare and contrast sounds and to describe the sounds they have created e.g. What happens if you swap thespoon for a straw? Can you use the materials to make a shake sound? What could you use to make a loud sound? How could you make that sound quieter? How could you change the pitch of that sound?<\/li>\n<\/ul>\n<p><b>Engage learners in group music making activities to explore sounds created by voice, instruments and body percussion:<\/b><\/p>\n<ul>\n<li>Model use of the voice in different ways using a call and response activity e.g. \u2018Have you got your singing\/whispering\/humming\/robot voice?\u2019<\/li>\n<li>Use songs and rhymes to model and introduce different forms of body percussion (stamp, clap, click, tap knees) e.g. \u2018Bubble Gum,Bubble Gum\u2019.<\/li>\n<li>Use different types of body percussion to pass a rhythm around the circle e.g. clap clapstamp stamp. Children can take turns to lead and make up their own body percussion pattern to pass around the circle.<\/li>\n<li>Use songs to introduce different percussion instruments, their names, the sounds they make and model the techniques for playing them e.g. \u2018What\u2019s inside the magic bag\u2019<\/li>\n<li>Explore instruments and how can they can be played to create different effects in an \u2018Improvisation Circle\u2019. A group of children, with an instrument each, should sit in the middle of the circle. Another child can \u2018lead\u2019 by tapping each person on the shoulder to indicate when to start and stop playing their instrument. The rest of the class listen closely to the sounds that are created and talkabout what they noticed.<\/li>\n<\/ul>\n<p><b>Using music technology<\/b><\/p>\n<ul>\n<li>Create opportunities for children making sound recordings and play them back using iPad Apps with increasing independence e.g. Voice Memos, Book Creator, GarageBand<\/li>\n<li>Encourage children to explore and layer sound using music technology e.g. GarageBand App or Chrome Music Lab<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_11-column-2\">\n<div class=\"builder-text-content\">\n<h3><span style=\"text-decoration: underline;\"><strong>End of Level Benchmarks<\/strong><\/span><\/h3>\n<ul>\n<li>Follows performance directions, for example, follows the group leader.<\/li>\n<li>When communicating ideas and feelings through creative musical activities, working<br \/>\non their own and\/or with others: uses voice, instruments and technology to create musical ideas using sound, rhythm, pitch and dynamics<\/li>\n<\/ul>\n<h3><span style=\"text-decoration: underline;\"><b>Interdisciplinary links<\/b><\/span><\/h3>\n<p><span style=\"color: #ff0000;\">LIT 1-02a, LIT 1-03a<\/span><br \/>\n<span style=\"color: #3366ff;\">MNU 1-07a, MTH 1-13a<\/span><br \/>\n<span style=\"color: #339966;\">HWB 1-10a, HWB 1-11a , HWB 1-14a, HWB 1-23a<\/span><br \/>\n<span style=\"color: #ff00ff;\">TCH 1-01a, TCH 1-10a<\/span><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/classroom-resources-exa-1-16a\/\"><button id=\"music-classroom-resources\"><span>Classroom Resources<\/span><\/button><\/a><br \/>\n<a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/first-level-music-teacher-resources\/\"><button id=\"music-teacher-resources\"><span>Teacher Resources<\/span><\/button><\/a><br \/>\n<a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-1-17a-lesson-plans\/\"><button id=\"music-lesson-plans\"><span>Lesson Plans &amp; Activities<\/span><\/button><\/a><br \/>\n<a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/audio-recordings\/\"><button id=\"music-audio-recordings\"><span>Audio Recordings<\/span><\/button><\/a><br \/>\n<a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/glossary\/\"><button id=\"music-glossary\"><span>Glossary of Terms<\/span><\/button><\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_11-column-1\">\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","protected":false},"excerpt":{"rendered":"<p>\/ Music Framework \/ First Level \/ First Level Tracker \/ EXA 1-17a First Level: Music E &amp; O:\u00a0I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics ( EXA 1-17a) Teaching Strategies and Approaches Provide opportunities for learners to explore and be creative &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"parent":1143,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-1619","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1619","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=1619"}],"version-history":[{"count":4,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1619\/revisions"}],"predecessor-version":[{"id":2803,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1619\/revisions\/2803"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1143"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=1619"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}