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= Hi again! = I added to our paragraphs and made it into word format ready to be handed in. I followed the asessment guidline but please feel free to add/edit/alter etc hehe

I think it's about there and the word limit is 500 w anyway.

I'm a lil worried about the lines... i don't think i can remember all the lines confidently to perform - worried i'll muck it up... :( what's a tip? Anyway, i'm happy with 10am. Where should we meet? i think we should meet in the computer room Bel intro me to next to the drama room...has a computer and it seems deserted usually... anyway, just a suggestion

let me know (via email) cos most likely i won't be back on wiki space for now... doing ALT..

Quy

= Hi all :) = I uploaded our responsibility chart - i made edits to the ALT one and placed our names on it... not unless there was a music one pre-made? If not, i'll print this one out for us and have it ready to be signed. Let me know what you think.

I'm also editing and adding to our reflection so prob better not to work on it yet til i add it and see what you think, saves us from talking about the same thing.

I'll email you when i have added it.

Have a nice break. Quy

=Hi girls, = here are the words to the book. I'll add to the reflection tomorrow, Danielle.

= = = = =Music Performance=

Book: ???

Reflection: **//What would you as a teacher have to do to facilitate this performance outcome in the classroom?//**

This task is aimed at students progressing towards level 2. Its purpose in the classroom would be to teach students about tone colour and dynamics, as well as about choosing appropriate instruments to respond to a text and creating a performance as a group.

When creating this task, our group found instruments (or body percussion) that sounded like the sounds played in the book. We then decided as a group how these sounds could be integrated into a performance about a marching band. The final piece we performed would be very similar to the final result in a classroom, although primary students would need a longer timeframe and their learning to be scaffolded in order to reach it.

In a classroom, the first step would be for the teacher to read the book to the students. The teacher would then lead a discussion on the sounds in the book and what sounds can we make, using body percussion or instruments, to replicate those sounds. A selection of instruments familiar to the children would be on display.

Notes: I wasn't sure whether to make this for level 1 or 2. There's not exactly much to go on in VELS to judge. It says at level 1 students should be able to make soundscape, but doesn't really specif anything relevant that they can do by level 2...