{"id":279,"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":"2023-10-11T14:38:01","modified_gmt":"2023-10-11T13:38:01","slug":"early-level-tracker-music","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-early-level\/early-level-tracker-music\/","title":{"rendered":"Early Level Tracker: Music"},"content":{"rendered":"
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\/ Music Framework <\/a>\/ Early Level<\/a> \/ Early Level Tracker<\/strong><\/small><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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EXA 0-16a Supporting Guidance<\/a><\/h3>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n
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Sing individually and as part of a group.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Differentiate between a speaking and singing voice.<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Sing with some understanding of pitch (higher and lower).<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Sing\/chant with a louder or quieter voice.<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Sing\/chant at a faster or slower tempo.<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Keep the beat with actions.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Walk to the beat.<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Begin to internalise single words or short phrases in familiar songs\/rhymes.<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Clap the rhythm of a known song\/rhyme (ta, te te, ta rest).<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Follow simple pictorial rhythm notation for a known song\/rhyme.<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Use some percussion instruments to keep a steady beat.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Use some percussion instruments play along at a slower or faster tempo.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Use some percussion instruments to tap back a simple rhythm.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Use some percussion instruments play the rhythm of a known song\/rhyme (ta, te te, ta rest).<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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EXA 0-17a Supporting Guidance<\/a><\/h3>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n
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Experiment with the voice to create different sounds e.g. speaking, singing, whispering, humming.<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Begin to identify and name some tuned and untuned percussion instruments.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Show respect for instruments in the classroom.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Develop basic techniques for playing some untuned and tuned percussion instruments.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Experiment with and talk about the sound quality (timbre) of different percussion instruments e.g. shake, tap, ting, boom.<\/p>\n<\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Use percussion instruments to accompany songs and play along keeping a steady beat.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Use tuned and untuned percussion instruments to begin to explore tempo and dynamics.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Use tuned percussion instruments to begin to explore pitch<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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Use digital technology to capture short recordings of sound or performances.<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Use digital technology to listen back to recordings of sounds or performances<\/p>\n<\/div><\/div>\n<\/p><\/div>\n

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Respond to recordings of own or others\u2019 work by sharing thoughts and feelings<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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EXA 0-18a<\/h3>\n<\/p><\/div>\n<\/p><\/div>\n
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