‚ Pedagogy - Technique and Improvisation:

This subject aims to develop competency in:

• the correct use of playing both tuned and untuned instruments
• using Orff processes in teaching music for children, such as: echo, canon, mirroring, simultaneous imitation, ostinato, question and answer, improvising, doh pentatonic - C, D, F, +G.
• classroom conducting and arranging techniques such as: cueing, layering.
• All of the Orff tools/media: speech, movement, vocal, body percussion, and instruments.

Assessment: Lead group in echo and canon body percussion exercises; teach your arrangement of a rhyme with vocal ostinati transferring to body percussion then untuned percussion; teach your instrumental arrangement using mirroring/imitation, and perform it using layering.

‚ Recorder: Aims to develop:

• appreciation of the recorder as a credible instrument
• correct playing technique of the recorder
• ability to play, imitate and improvise on C recorders beginning with a limited number of tones, developing through pentatonic scale to the major scales of C, D, F +G.

Assessment: Play C + G pentatonic scales; play notes in major scale of C, D, F + G; prepare and perform a given piece with 2 descant parts.

‚ Vocal: Aims to develop:

• use of proper warmup techniques
• competency in using improvised vocal sounds in echo, question and answer, accompanying poems, stories etc, responding to graphic notation, exploration of musical elements
• competency in singing and improvising in the use of doh pentatonic with handsigns
• part independence in singing ostinato and canon
• ability to play a body percussion or instrumental part while singing.

Assessment: Practise singing and signing with a partner, beginning on doh.

‚ Literature, Orchestration and Analysis: Aims to develop:

• Use of names, symbols and correct score positioning for all tuned and untuned percussion instruments
• Use of all media/tools - body percussion, voice, movement and instruments - to accompany songs, movement, sounds stories and poems.
• Recognise and use ostinati in vocal, body percussion and untuned percussion to accompany a speech rhyme.
• Add bordun and pedal accompaniments to doh pentatonic songs

Assessment: Arrange 2 speech rhymes and 2 pentatonic songs using ostinati transferred from vocal -> body percussion -> untuned percussion, complementary rhythms in parts, bordun, and melodic ostinati, respectively.

‚ Movement and Dance: Aims to develop:

• understanding and ability to participate in and use body awareness activities, various size class groupings, basic body activities of Laban (gesture, locomotion, turning, rising, sinking) movement elements (space, pathways, shape, level, direction, size, contour, speed, dynamics) in working with children.
• Ability to accompany movement with voice and instruments.
• Ability to teach a folk dance through imitation working with "simple to complex" process.

Assessment: Accompany movement with voice and instruments; devise and teach the group a dance using the techniques modelled and developed during the sessions.

Summary of Assessment:

Prepared / Performed / Handed in

• Peer Teaching tasks: where participants lead the whole group in short activities to demonstrate their use of Orff processes in teaching a class. Four tasks including teaching a folk dance
• Orchestration + Analysis: four arrangements to be handed in
• Prepare and perform a recorder piece in small groups.

Class Activities/Competencies Observed by Teacher:

• Accompanying movement with voice, body percussion, tuned and untuned instruments.
• Recorder: Play pentatonic scale C + G; play in C, D, F, + G major
• Vocal: Practise singing and signing in doh pentatonic