Music
Class
1
Statement of Intent
In Class 1, music is part of everyday lessons in the form of pentatonic melodies, waiata, and simple chants, following the natural rhythms of the breath. Through these, the tamariki grow their sense of pitch, tempo, dynamics, and rhythm. Music can be used to help the student breathe in and out and to create class unity as the children learn to sing and play in unison. Through listening to music being played or sung children can develop their musicality and sensitivity to more complex music forms.
Overview
The pentatonic melodies that lack a strong sense of the key note, in the mood of the fifth, are the most appropriate for the children of Class 1.
In Class 1 singing can be used throughout the day and as part of any lesson. In Class 1, singing is in unison, with an emphasis on pentatonic melodies, and waiata Māori, and festival songs. The teacher can use chants to aid memory and songs to mark the progress of a lesson. Musical games can be used to develop the children's listening skills. A call and answer format for the roll-call can be a way of hearing individual voices.
In Class 1, the rhythm of the music is more about the breath and the words rather than the beat. Through musical stories and games, children can be introduced to some of the elements of music: rhythm, melody, harmony, timbre and dynamics.
In Class 1, children can begin to work with recorders/flutes. Through these short, daily lessons children learn how to care for their instruments, how to be part of a music making group. Children will need time to practise covering the note holes with their fingers. Simple tunes can be taught as “listen and copy” exercises. -The types of recorders used depend on what is available in each school, and can include the Choroi tone flutes, Choroi pentatonic flutes, or decant recorders.
Simple percussion and string instruments may also be used in Class 1, to accompany the recorders and to add depth of experience to poems, songs and stories.
Through listening to the music of others, children can experience more complex musicality, cultural qualities, and a variety of instruments.
Possible Lesson Content
-Singing in unison.
-Seasonal songs
-Play simple songs that have been learnt through singing first.
-names of notes can be introduced via a story.
-Emphasis is on notes G-D using primarily the top hand only.
-participating in communal music experiences.
-experiencing the music of others.
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
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Developing confidence in their artistic expression
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Experiencing their inherent musicality
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An experience of being in unison with others.
Within the expected range of Class 1, the children will be able to:
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Play simple tunes in unison on a recorder by ear
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Hold a tune
Class
2
Statement of Intent
In Class 2, music continues to be part of everyday lessons. The children can continue to explore pentatonic melodies as well as the octave and major keys. Music continues to be dominated by the rhythms of the breath. Through this, the tamariki grow their sense of pitch, tempo, dynamics, and rhythm. Music can continue to be used to create strong class unity as the children learn to sing and play in unison. Simple ostinatos can bring texture and rhythm to their musical experience. Through listening to music being played or sung, children can develop their musicality and sensitivity to more complex music forms.
Overview
As in Class 1, Pentatonic melodies can continue to be explored, progressing towards other tunes in major scales.
Singing can continue to start every day and may be heard as part of any lesson. A variety of songs should be chosen for singing experience throughout the year. From the morning songs and waiata of praise or thanks, through traditional airs and seasonal and festival songs to songs and ditties of humour, chants to aid memory and songs that mark the progress of a lesson.
As in Class 1, in Class 2, the rhythm of the music is more about the breath and the words rather than the beat. The teacher can use musical stories and games to deepen children’s awareness of the musical elements of rhythm, melody, harmony, timbre and dynamic.
If not already done in Class 1, Children can be taught to play their own recorders and have the opportunity to play the other simple percussion and string instruments. If not already begun, descant recorders can be introduced this year. There can be a 'Music Lesson' during the week to learn new skills.
Possible Lesson Content
-Singing in unison.
-Seasonal songs
-Play simple songs that have been learnt through singing first.
-names of notes can be introduced via a story.
-participating in communal music experiences.
-experiencing the music of others.
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
Developing confidence in their artistic expression
-
Experiencing their inherent musicality
-
An experience of being in unison with others.
Within the expected range of Class 2, the children will be able to:
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Play a simple tune on a recorder, by ear
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Play a simple tune on a percussion instrument
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Hold a tune
Class
3
Statement of Intent
In Class 3, the curriculum is focused on how people actively engage in the world. Tamariki respond to music that has a firm sense of the tonic and rhythms that are connected to the beat, rather than the breath, as in earlier years. Children can more consciously work with the elements of music, such as pitch, dynamics, and timbre, and can be introduced to the minor key. They can begin to experience how rounds, cannons, and simple harmonies can add layers to the unity of the group. Learning to hold one’s own part, while staying in time and in tune with others, is a new skill well suited to the child turning 9.
Overview
Class 3 music can now fully move into the diatonic range and the children are ready to experience both the major and minor scales.
In Class 3, singing continues to be part of each day and the children can learn to sing many Hebrew songs and others related to the stories of creation, including relevant waiata and himene. They now begin to sing and play songs in parts, in the form of simple canons and rounds.
In Class 3, the lessons focus on doing in the world. Tamariki respond to music that has a firm sense of the tonic and rhythms that are connected to the beat, rather than the breath, as in earlier years. Children can more consciously work with the elements of music, such as rhythm, melody, harmony, timbre and dynamic.
All Class 3 students can continue to build their confidence and recorder skills. They can learn to play Hebrew and other folk dances, as well as canons and rounds. A weekly music lesson can be taught to introduce new music skills.
Hebrew and other folk dances allow the children to experience community through shared, purposeful movement.
Class 3 is a good time for a class-wide string programme where the children would learn to play the violin, viola or cello, in a combination of whole-class and small-group sessions.
Possible Lesson Content
-In a group, hold a part when singing a canon
-Play given songs on the recorder
-In a group, hold a part when playing a canon
-Play, in a group and at beginner level, a simple tune on a string instrument
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
Confidence in their musicality
-
Experiencing the difference of mood between major and minor scales
-
A growing awareness of how music is important, in their diversity, to all cultures.
Within the expected range of Class 3, the children will be able to:
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In a group, hold a part when singing a canon
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Play given songs on the recorder
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In a group, hold a part when playing a canon
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Play, in a group and at beginner level, a simple tune on a string instrument
Class
4
Statement of Intent
Class 4 music can begin to be brought in a much more conscious way. Tamariki can begin to identify the separate components of melody, harmony and rhythm and how they work together to create compositions. Children can begin to learn to read music and this can be taught through music theory lessons as a weekly music session or as part of a music main lesson. Class 4 tamariki can be asked to identify and use both the major and minor scales.
Overview
In Class 4 the tamariki can be expected to work much more consciously with the major and minor scales, and be able to identify the.
Singing also continues to start every day and may be heard as part of any lesson. Part-singing is now added to the rounds and response songs. A variety of songs should be chosen for singing experience throughout the year. From the morning song or waiata of praise or thanks, through traditional airs and seasonal and festival offerings to songs and ditties of humour, chants to aid memory, and waiata, sea shanties and songs of early settler Aotearoa New Zealand that accompany some Main Lessons, the childrenʼs musical abilities will be extended.
Students can also further explore and identify how the elements of music (pitch, tempo, dynamics, and timbre) alter how a piece of music is experienced.
Students can continue to increase their confidence and recorder playing skills. The alto recorders can be introduced to add another layer to their class recorder playing.
There may be a weekly music lesson, and/or a music main lesson timetabled to ensure continuous skill building and practice; an introduction to music notation and music reading music may also be a regular part of these lessons. Music notation can be linked to the fractions main lesson, with note values within the four-beat measure. As part of their human and animal main lessons, the student's attention can be drawn to how both humans and animals make and respond to music.
Class 4 students can also continue to make music on the other simple percussion and string instruments available in the school.
Students who choose to continue their string instrument lessons after the Class 3 strings programme, can be part of a junior orchestra.
Possible Lesson Content
-How both humans and animals make and respond to music.
-Music related to fractions in musical notation.
-Visual depictions of musical sequences.
-Music that relates to the ancient Norse myths.
-Music that relates to local geography.
-Reading the music for songs that have been learnt by ear first.
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
Confidence in their musicality.
-
Deepening their understanding of how music is important, in their diversity, to all cultures.
-
Responding to the mood differences between the major and minor scales.
-
A deepening experience of how to play and sing music as part of a group.
Within the expected range of Class 4, the children will be able to:
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In a group, hold a part when singing a part song
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Play given songs on the recorder
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In a group, hold a part when playing a part song/.
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Read simple musical notation.
Class
5-6-7
Statement of Intent
Throughout Class 5, 6 and 7, music continues to feature in everyday lessons. Students deepen their musical understanding, refine their individual and collective musical skills, and appreciate music from a wide variety of cultural origins. Weekly music theory lessons continue to build students’ understanding of music reading.
Overview
In classes 5, 6, and 7 students learn more about music as a social-cultural construct. Through explorations of history and culture they learn diverse ways that different cultures create music.
Singing begins every day and is heard during any lesson. A variety of songs are chosen for singing throughout the year. Children take a leading role in singing at assemblies and other functions. They are familiar with all types of music and can carry parts in small groups. Where possible, dances from the ancient cultures are learned.
Classes continue to explore the subtleties of music, major and minor keys, pitch, timbre, dynamics, tempo, rhythm, melody and harmony.
Singing, recorder playing and ensemble continue to be the basis of music lessons in Classes 5, 6, and 7. Alto, tenor and bass recorders can be progressively introduced, so children will gain proficiency in playing part songs, rounds and canons. Other instruments are added to the ensemble, where appropriate. Other instruments are explored, such as ukuleles, African drums, tuned bells and pipes.
In the upper primary years there may be a timetabled music lesson for learning basic music theory and expanding skill with voice and instruments. With regular music theory lessons, children become more competent at reading music. In combination with music theory lessons, children are taught a variety of scales, arpeggios and chords.
Music is explored as a visual representation to add depth and interest to form drawing/free hand geometry, with visual depictions of musical sequences.
Children who play other instruments are encouraged to share their abilities with others and add their instrumental sound to the class and school orchestras. They are encouraged to play individually and in small groups. Children are also encouraged to use suitable songs and music when presenting projects. There may be opportunities for the children to compose music and lyrics for special occasions as well.
In class 6 the children have opportunities to experience the music of the Pacific and Australia as well as Medieval music. During their Acoustics Main Lesson students explore the scientific aspects of music, with experiments involving vibrations, string length and the Chladni plate.
In Class 7 the students explore Renaissance music, and music from around the world, as part of their Voyages of Discovery Main Lesson.
Possible Lesson Content
-Music related to Aotearoa New Zealand history (Class 5)
-Music of the Pacific (class 6)
-Music of the Middle Ages (Class 6)
-Music as a scientific phenomenon (Class 6)
-Music of the Renaissance (Class 7)
-Music as individual, small group and large group expression.
-Holding one’s own part when singing in harmony.
-Holding one’s own part playing the recorder.
-Being able to read music to assist with learning a new piece.
-Visual depictions of musical sequences.
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
A sense of artistic competence and achievement
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A deep understanding of the importance of art to humanity through the ages and across cultures
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Authentic experiences of artistic expression
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An authentic experience of how to play and sing music as part of a group.
Within the expected range of Class 5-6-7, the children will be able to:
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Work as part of a group to compose and play music
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Hold a tune in part singing, confidently
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In a group, hold a part when singing, or playing.
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Be able to read music to support music learning and playing.