{"id":1624,"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":"2021-03-25T10:13:34","modified_gmt":"2021-03-25T10:13:34","slug":"exa-1-18a-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-1-18a-support-guidance\/","title":{"rendered":"EXA 1-18a 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 1-18a<\/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>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)<span class=\"Apple-converted-space\">\u00a0<\/span><\/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>Exploring sound<\/b><\/p>\n<p>Provide learners with opportunities to explore sounds created by voice, body, instruments and objects through child-led play and adult directed group music activities. See strategies and approaches for EXA 1-17a<\/p>\n<p><b>Following performance directions<\/b><\/p>\n<ul>\n<li>Agree signals (and use visuals) for start\/stop, louder\/quieter, faster\/slower and give the children opportunities to practicefollowing a leader when making sound with their voices, body percussion, instruments or objects.<\/li>\n<li>Give children opportunities to lead others using simple signals as performance directions (e.g. gestures for start\/stop, crescendo\/diminuendo).<\/li>\n<li>Support children to create graphic scores using simple shapes\/symbols\/pictures to represent sounds they created for a soundscape or sound story. An adult or child can lead the performance of a composition by pointing to different parts of the graphic score and everyone else follows their direction.<\/li>\n<li>Give children opportunities to apply their knowledge of notation by writing down simple rhythms that they create using stick notation.\u00a0<\/li>\n<\/ul>\n<p><b>Responding to a stimulus<\/b><\/p>\n<ul>\n<li>Listen to live sounds in a local environment (e.g. park, playground, street) or a pre-recorded sounds from other environments (e.g. under the sea or thunderstorm) and prompt responses from the children by asking questions e.g. What sounds can you hear? Which sounds are loud\/quiet? How would you describe the atmosphere and why?<\/li>\n<li>Use this as inspiration for the children to create a group soundscape using a combination of voices, instruments, body percussion and objects which reflects the chosen environment. Children can perform the improvised soundscape following a leader\u2019s signals for when to start\/stop or get louder\/quieter.<\/li>\n<li>Similarly, an engaging and interesting image or film clip of an environment could also be used to stimulate the improvised soundscape.<\/li>\n<li>Ask learners to create and perform sounds to enhance the retelling of a story e.g. Jack and the Beanstalk. Children can work in pairs or small groups to create a sounds to match a characters and events in the story using a combination of voice, instruments, body percussion, objects and music technology (recorded sound effects).<\/li>\n<li>Groups can present the sounds they have created and should explain their choice of instrument\/voice and use of tempo and dynamics etc., whilst other members of the class provide feedback.<\/li>\n<li>Provide opportunities for children to record compositions and perform sound stories\/soundscapes they to an audience.<\/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, for example, by creating a soundscape or by adding tuned\/untuned percussion to enhance a story or a song.<\/li>\n<li>Shares views and listens appropriately to views of others, suggesting what works well and what could be improved in their own and others\u2019 work, using some music vocabulary.<\/li>\n<\/ul>\n<h3><span style=\"text-decoration: underline;\"><b>Interdisciplinary links<\/b><\/span><\/h3>\n<p><span style=\"color: #ff0000;\">LIT 1-01a, LIT 1-02a, LIT 1-09a, ENG 1-19a, ENG 1-31a<\/span><br \/>\n<span style=\"color: #339966;\">HWB 1-10a, HWB 1-11a , HWB 1-14a<\/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-1-18a\/\"><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-1-18a-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\/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 1-18a First Level: Music E &amp; O:\u00a0Inspired 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)\u00a0 Teaching Strategies and Approaches Exploring sound Provide learners &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-1624","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1624","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=1624"}],"version-history":[{"count":4,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1624\/revisions"}],"predecessor-version":[{"id":1828,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1624\/revisions\/1828"}],"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=1624"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}