{"id":387,"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":"2021-03-24T14:07:03","modified_gmt":"2021-03-24T14:07:03","slug":"exa-0-17a-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-0-17a-support-guidance\/","title":{"rendered":"EXA 0-17a 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-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 0-17a<\/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        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:\u00a0<\/b>I have the freedom to use voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm (EXA 0-17a)<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><b>Provide child-led opportunities for learners to explore and be creative with sound:<\/b><\/p>\n<ul>\n<li>Set up a music\/sound area(indoors or outdoors) with a variety of instruments and objects for the children 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 organised by timbre (shake, tap, ting, boom) and children can begin to categorisethe instruments with visuals for support.<\/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 the spoon 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?<\/li>\n<\/ul>\n<p><b>Engage learners in adult directed group activities to explore sounds created by voice, instruments and body percussion:<\/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<p>When communicating ideas and feelings through creative music activities:<\/p>\n<ul>\n<li>uses voice to explore sound and rhythm, for example, hums, whispers, sings;<\/li>\n<li>chooses different musical instruments to play such as chime bar, drum or body percussion, exploring sound and rhythm by, for example, clapping, tapping;<\/li>\n<li>uses technology to capture sound, for example, audio recorders, microphones, apps and other software.<\/li>\n<\/ul>\n<p><b style=\"text-decoration: underline; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;\">Interdisciplinary links<\/b><\/p>\n<p><span style=\"color: #ff0000;\">LIT 0-01a \/ LIT 0-11a \/ LIT 0-20a<\/span><br \/><span style=\"color: #ff0000;\">LIT 0-02a \/ ENG 0-03a<\/span><br \/><span style=\"color: #3366ff;\">MNU 0-02a, MTH 0-13a<\/span><br \/><span style=\"color: #339966;\">HWB 0-10a, HWB 0-11a, HWB 0-14a<span class=\"Apple-converted-space\"><br \/><\/span>HWB 0-21a, HWB 0-22a, HWB 0-23a<\/span><br \/><span style=\"color: #99ccff;\">TCH 0-01a, TCH 0-10a<\/span><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/classroom-resources-exa-0-17a\/\"><button id=\"music-classroom-resources\">Classroom Resources<\/button><\/a><br \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/early-level-music-teacher-resources\/\"><button id=\"music-teacher-resources\">Teacher Resources<\/button><\/a><br \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/exa-0-17a-lesson-plans\/\"><button id=\"music-lesson-plans\">Lesson Plans &amp; Activities<\/button><\/a><br \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/music-literacy-materials\/\"><button id=\"music-literacy\">Music &amp; Literacy Materials<\/button><\/a><br \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/audio-recordings\/\"><button id=\"music-audio-recordings\">Audio Recordings<\/button><\/a><br \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/glossary\/\"><button id=\"music-glossary\">Glossary of Terms<\/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 0-17a Early Level: Music E &amp; O:\u00a0I have the freedom to use voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm (EXA 0-17a)\u00a0 Teaching Strategies and Approaches Provide child-led opportunities for learners to explore and be creative &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-387","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/387","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=387"}],"version-history":[{"count":9,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/387\/revisions"}],"predecessor-version":[{"id":1816,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/pages\/387\/revisions\/1816"}],"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=387"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}