{"id":1982,"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":"2022-11-24T12:13:41","modified_gmt":"2022-11-24T12:13:41","slug":"exa-2-17a-support-guidance","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-second-level\/second-level-tracker-music\/exa-2-17a-support-guidance\/","title":{"rendered":"EXA 2-17a 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-second-level\/\">Second Level<\/a> \/ <a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-first-level\/second-level-tracker-music\/\">Second Level Tracker<\/a> \/<strong> EXA 2-17a<\/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        Second 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 experiment with sounds, pitch, melody, rhythm, timbre and dynamics. (EXA 2-17a)<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><strong>Provide opportunities for learners to explore and be creative with sound:<\/strong><\/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\u00a0materials with a variety of textures and surfaces.<\/li>\n<li>Percussion instruments can be put into two categories, tuned percussion (that have a pitch, such as glockenspiels) and non-tuned\u00a0percussion (that have no definite pitch, such as claves). Non-tuned percussion can then be organised by timbre (shake, tap, ting,\u00a0boom) to support children to categorise the instruments.<\/li>\n<li>Encourage learners to explore contrasting sounds with visuals for 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\u00a0include plastic bottles &amp; lids, plastic boxes, cardboard boxes, buckets, pots &amp; lids, wooden blocks, spoons, sand paper, pencils,\u00a0straws, 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 the\u00a0spoon 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><strong>Engage learners in group music making activities to explore sounds created by voice, instruments and body percussion:<\/strong><\/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 clap stamp stamp. Children can take turns to lead and make up their own body percussion pattern to pass around the circle.<\/li>\n<li>Watch and listen to music from around the world, such as samba bands or African drum music to introduce different percussion instruments, their names, the sounds they make, and model the techniques for playing them.<\/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 talk about what they noticed.<\/li>\n<\/ul>\n<p><strong>Using music technology<\/strong><\/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, Loopimal 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>Applies verbal and non-verbal techniques whilst giving and\/or following performance directions, for example, eye contact and\/or body language.<\/li>\n<li>Uses voice, instruments and technology to create music, experimenting with timbre, for example, uses tuned\/untuned percussion instruments to create simple melodies and rhythms.<\/li>\n<\/ul>\n<h3><span style=\"text-decoration: underline;\"><b>Interdisciplinary links<\/b><\/span><\/h3>\n<p><span style=\"color: #ff0000;\">LIT 2-02a, LIT 2-03a<\/span><br \/>\n<span style=\"color: #3366ff;\">MNU 2-07a<\/span><br \/>\n<span style=\"color: #339966;\">HWB 2-10a, HWB 2-11a , HWB 2-14a<\/span><br \/>\n<span style=\"color: #ff00ff;\">TCH 2-01a, TCH 2-10a<\/span><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/classroom-resources-exa-2-16a\/\"><button id=\"music-classroom-resources\"><span>Classroom Resources<\/span><\/button><\/a><br \/>\n<a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/second-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-2-17a-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 \/ Second Level \/ Second Level Tracker \/ EXA 2-17a Second Level: Music E &amp; O:\u00a0I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. (EXA 2-17a)\u00a0 Teaching Strategies and Approaches Provide opportunities for learners to explore and be creative with sound: &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"parent":1164,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-1982","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1982","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=1982"}],"version-history":[{"count":4,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1982\/revisions"}],"predecessor-version":[{"id":2357,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1982\/revisions\/2357"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/1164"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=1982"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}