Students will investigate a range of percussion instruments and how they are played.
hat materials were used to make the musical playground?
What instruments did they make?
How are percussion instruments played?
What does the word `percussion’ mean?
Why is the musical playground unique?
What types of music are students learning to write and play?
How is the musical playground being used in other subject areas?
What skills are needed to play the instruments?
How is the musical playground encouraging more kids to learn music?
How did this story make you feel?
Students will explore percussion instruments in more detail.
Begin by asking students to look at the words below. With a partner, recall how they were used in the BtN story and illustrate each word.
percussion musical playground
innovation award classical reggae
Students can choose one or more of the following activities:
Create a rhythmic pattern using body percussion (clapping, whistling, stomping feet). Perform the pattern to a small group or class.
Investigate how high and low notes are produced on percussion instruments (what happens when vibrations get faster and slower?)
Working with other students, design your own musical playground using recycled materials. Think about how the instruments can be incorporated into the existing school playground.
Create a hand held percussion instrument. The following websites may help http://www.rhythmweb.com/homemade/http://www.kid-at-art.com/htdoc/lesson44.html Teach a friend to play the instrument.
Choose one of the following percussion instruments and write a short description (including history/culture, how it’s played, the sound it makes) and illustrate it.
Xylophone, marimba, conga, djembe, timpani, maracas, agogo bells, castanets.
Make a quiz or crossword about percussion instruments. Give it to another student to try.
Students will develop a deeper understanding of Indigenous hip hop music as a way of continuing culture and language.
etell the story in your own words.
Why is storytelling important for Indigenous cultures?
What is the Indigenous community in Yuendamu using to tell their stories?
What is the Wakakirri Festival?
Why are they trying to keep traditional Indigenous languages alive?
How many Indigenous languages are there?
Why is it important for young Indigenous people to have the opportunity to express themselves?
Some people believe that hip hop is American and doesn’t have much to do with Indigenous culture. Do you agree? Explain your answer.
Why do you think young Indigenous people identify with hip hop?
Predict what might happen if Indigenous storytelling doesn’t continue?
Modern day corroboree
Students will be exploring what hip hop music is, how it has influenced Indigenous Australians and why it’s important for them to be able to tell their story. Begin with a partner brainstorm asking students to write down what they know about hip hop music and how Indigenous people are using it to tell stories. From the brainstorming session, ask students to record any questions they have or topics they would like to know more about. Some possible topics for inquiry include:
Find out more about the elements of hip hop – beat boxing, MCing or rapping, and breakdancing.
Choose an Indigenous hip hop artist and create a profile of them. What elements of hip hop are they using? What stories are they telling?
Compare Australian hip hop to American hip hop. What are the similarities and differences?
Ask students to present the findings of their topic/s for inquiry with the rest of the class. Some ways to present information include:
Develop a video or PowerPoint slide presentation
Give an oral presentation
Use words and rhythm to present the topic
Conduct an interview/radio program
Reflecting on learning
What do you understand more clearly from this inquiry?
What are some things you would do the same in your next inquiry, and what are some things your might do differently?
Students will develop an understanding of graffiti as an art form and the social and political influences on graffiti culture
hat is graffiti?
Why is graffiti against the law?
How has some graffiti become an art form?
Why are some authorities starting to work with graffiti artists?
Describe the Aerosol Art project.
How is the art being created different to the `tags’ that were on the bridge before the project began?
How is the council saving money with this project?
How do you think projects like these affect people’s opinions about graffiti?
Do you think graffiti is art or vandalism? Explain your answer.
How has your thinking about graffiti changed after watching the BtN story?
Graffiti – Public art or nuisance?
Begin the lesson by showing students examples of graffiti. The web links at the end of this activity sheet have a range of images to choose from. Ask students to record their impressions and whether they believe it is art or not. Discuss with the class similarities and differences between public art such as sculptures and murals, and graffiti. Students can then find out more about graffiti art by exploring one or more of the following questions:
Why did graffiti culture develop?
What are the historical, social and political factors that influence graffiti artists?
What are the links between Hip Hop culture and graffiti art?
How do music, graffiti, dance and fashion interact?
How has graffiti art in Australia developed?
Ask students to share what they have learnt with the rest of the class. How have their understanding and perceptions of graffiti changed? Why did they change?
Students can have a go at creating graffiti art online at one of the following websites: http://www.graffiticreator.net/ or http://graffiti.playdo.com/. Alternatively, students can use a stretched canvas to create a graffiti style artwork. Display artwork around the classroom or school.
Create a class mural in the school with the visual arts teacher or artist in residence. Encourage students to create artwork that reflects their own identity.
Students can choose one or more of the following activities to complete:
What are the four families of instruments in a modern orchestra? Give examples of instruments from each family. What are the unique characteristics of each family? Listen to the different parts of the orchestra at the following website http://www.little-amadeus.com/index.php?lang=us&flash=1&id=25&subid=4
Research the role of the conductor of an orchestra. How does the conductor work with the orchestra? What skills and knowledge do conductors need to have to perform their job?
Listen to the interview with young conductor Keri-Lynn Wilson http://www.classicsforkids.com/interviews/interview.asp?id=1 . What was interesting or surprising about the interview? Think of three questions you would like to ask a conductor.
What is meant by the following musical terms; tempo, forte, pitch, dynamics, phrasing and maestro? Share the meanings for the words to the class or a small group.
Use a Venn diagram (two overlapping circles) to compare orchestral/classical music and contemporary music. Venn diagrams show aspects of similarity in the overlapping circle and aspects of difference in the separate sections of the circles.
Research a famous conductor and create a profile of their life.
http://abc.net.au/btn/story/s2627623.htm Library Thinkquest – Interactive guide to a symphony orchestra
http://library.thinkquest.org/22673/orchestra.html Classics for kids – Fun and Games