Music ES1
Overview
Hunter School of the Performing Arts Marching Band, Anzac Day Sydney, 2014
©Department of Education (HSPA)
Students view images and videos of Anzac Day marches. They create a soundscape to accompany the still images.
Teaching and learning activities
Hunter School of the Performing Arts Marching Band, Anzac Day Sydney, 2014
©Department of Education (HSPA)
What sounds and music would you hear at an Anzac Day march?
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Direct students to discuss the lines and shapes in the marching photo. They can use these lines and shapes to make musical patterns.
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Look at the image from the blog Marching with the Band – WW1
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Imagine what sounds or music you could hear while marching. Brainstorm and write them down.
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Ask students to experiment with sounds and voices to develop a soundscape to accompany the selected images.
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Alternately imagine the images as a graphic score and select sounds to accompany each symbol within the image. Play the sounds as they appear. Change the viewpoint: read it upside down or from right to left, reverse it.
Resources:
American contributions to the First World War
Anzac Day March, Sydney, 25/4/1944
Learning concepts
These additional questions can be used for discussion or further investigations.
Care
How are people transported in an Anzac Day march if they are unable to march?
Community
What sounds or music would you hear while marching at an Anzac Day march?
Commemoration
Why do bands participate in Anzac Day marches?
How is music used in Anzac Day commemorations?
Syllabus links
Students sing, play and move to a range of music. They experiment with sounds and begin to organise them into basic structures. Students listen and respond to a variety of music.
MUES1.1 Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts.
MUES1.2 Creates own rhymes, games, songs and simple compositions.
MUES1.4 Listens to and responds to music.