{"id":366,"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":"2021-03-24T14:06:10","modified_gmt":"2021-03-24T14:06:10","slug":"exa-0-16a-support-guidance","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-early-level\/early-level-tracker-music\/exa-0-16a-support-guidance\/","title":{"rendered":"EXA 0-16a 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-early-level\/\">Early Level<\/a> \/ <a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-framework\/music-framework\/music-framework-early-level\/early-level-tracker-music\/\">Early Level Tracker<\/a> \/<strong> EXA 0-16a<\/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        Early 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: <\/b>I enjoy singing and playing along to music of different styles and cultures (EXA 0-16a)<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>Use of the voice and singing with an understanding of pitch<\/b><\/p>\n<ul>\n<li>Using visuals to support, model use of the voice in different ways and learners engage through call and response e.g. \u2018Have you got your speaking\/singing\/loud\/quiet voice?\u2019<\/li>\n<li>Model the use of a \u2018singing voice\u2019 for singing songs and a \u2018speaking voice\u2019 for chanting rhymes.<\/li>\n<li>Select songs and rhymes which are short and repetitive and teach by breaking down into chunks e.g. line by line, using call and response.<\/li>\n<li>Select songs within a pitch range which is manageable for children to sing \u2013children have a very limited range (middle D to the B above). A chime bar is useful for finding an appropriate starting pitch.<\/li>\n<li>Encourage learners use movement to show the change in pitch (higher and lower) as they sing simple songs.<\/li>\n<li>Using call and response, learners should hear and repeat short phrases from familiar songs at, or close to, the same pitch<\/li>\n<li>Model and encourage learners change their voice and sing songs using different dynamics (louder and quieter).<\/li>\n<li>Create opportunities for learners to sing words or short phrases individually during singing games e.g. singing their name.<\/li>\n<li>Introduce learners to the concept of internalisingby asking them to sing\/say single words or phrases from familiar songs and rhymes \u2018in their head\u2019 using a \u2018thinking voice\u2019. A cone\/finger puppet can be used to indicate when to sing out loud and when to sing in their head.<\/li>\n<\/ul>\n<p><b>Developing awareness of beat and rhythm<\/b><\/p>\n<ul>\n<li>Model a steady beat\/pulse using body percussion, actions or a percussion instrument.<\/li>\n<li>Provide opportunities for learners to develop their sense of pulse by keeping a steady beat with movement e.g. using simple actions, marching on the spot or walking, clapping their hands or tapping their knees.<\/li>\n<li>Support learners to understand the concept of pulse\/beat in music by relating it to the regular pulse\/heartbeat in our bodies-learners can tap heart shapes to the beat whilst singing\/chanting to reinforce this concept.<\/li>\n<li>Give learners opportunities to experience beat at different tempos by singing\/chanting a song\/rhyme faster or slower.<\/li>\n<li>Support learners to keep a steady beat using a percussion instrument, e.g. claves or drum, while singing a simple song.<\/li>\n<li>Introduce rhythm to learners as patterns of short and long sounds \u2013model and ask learners to copy rhythm patterns by clapping the rhythm of words from short, repetitive rhymes.<\/li>\n<li>Support learners to understand both concepts by combining beat and rhythm when chanting a rhyme e.g. half the group can keep a steady beat on their knees, while the other half clap the rhythm.<\/li>\n<li>Introduce the rhythm names for 1 beat (ta) 2 half beats (tete) using familiar rhymes with a repetitive rhythm e.g. Buster Buster, Engine Engine.<\/li>\n<li>Provide opportunities for learners to follow pictorial symbols which represent the rhythm of a familiar and repetitive rhyme.<\/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>Participates actively and uses his\/her voice in singing activities from a range of styles and cultures, for example, nursery rhymes and songs with actions.<\/li>\n<li>Uses instruments such as drum, claves, chime bar to play along to a range of music styles.<\/li>\n<\/ul>\n<h3><span style=\"text-decoration: underline;\"><b>Interdisciplinary links<\/b><\/span><\/h3>\n<p><span style=\"color: #ff0000;\">LIT 0-01a \/ LIT 0-11a \/ LIT 0-20a<\/span><br \/>\n<span style=\"color: #ff0000;\">LIT 0-02a \/ ENG 0-03a<\/span><br \/>\n<span style=\"color: #ff0000;\">ENG 0-12a \/ LIT 0-13a \/ LIT 0-21a<\/span><br \/>\n<span style=\"color: #3366ff;\">MNU 0-02a, MTH 0-13a<\/span><br \/>\n<span style=\"color: #339966;\">HWB 0-10a, HWB 0-11a, HWB 0-14a<span class=\"Apple-converted-space\"><br \/>\n<\/span>HWB 0-21a, HWB 0-22a, HWB 0-23a<\/span><br \/>\n<span style=\"color: #ff00ff;\">SOC 0-04a<\/span><br \/>\n<span style=\"color: #99ccff;\">RME 0-04a<\/span><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/classroom-resources-exa-0-17a\/\"><button id=\"music-classroom-resources\"><span>Classroom Resources<\/span><\/button><\/a><br \/>\n<a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/early-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-0-16a-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\/music-literacy-materials\/\"><button id=\"music-literacy\"><span>Music &amp; Literacy Materials<\/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 \/ Early Level \/ Early Level Tracker \/ EXA 0-16a Early Level: Music E &amp; O: I enjoy singing and playing along to music of different styles and cultures (EXA 0-16a)\u00a0 Teaching Strategies and Approaches Use of the voice and singing with an understanding of pitch Using visuals to support, model use &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"parent":279,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-366","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/366","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=366"}],"version-history":[{"count":27,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/366\/revisions"}],"predecessor-version":[{"id":1815,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/366\/revisions\/1815"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/279"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=366"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}