L3 ML

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This activity offers learners an opportunity to listen to a soundscape entitled, Far From Home, by composer Adele O’Dwyer. This music introduces a variety of timbral colours through the use of various instruments to express emotions in the music. Learners will learn to interpret for themselves, what the music means to them through this introductory activity.

TEACHER GUIDE

LEARNING EXPERIENCE

COVER IMAGE

Listen and Enjoy (audio)

This activity uses a performance of Far From Home by a small varied collection of instruments accompanied by visuals. Both the music and imagery will be used as the inspiration for the creation of something new. Each learner will make a music journal entry page by creating a personal response to the music. This can take the form of a drawing, a story, a poem, a collage, or any other form of creative response that can be recorded on paper. In future activities, learners will explore other ways to respond creatively that require different recording mechanisms. For now, this is a simple start, one that all learners can engage in without technical complications.

WORKSHEET (for printing)

Create Music Journal Entry

This activity introduces learners to 3 sets of code words to further their understanding and awareness of the division of the musical pulse into 2 equal things. Three sets of code words are introduced: quick-quick and slow; short-short and long; 2-things and 1.

Q: How can I use code words to help me feel the division of the musical pulse into 2 equal things?

CORE: Introduction to Code Words

Have fun expressing the musical pulse with a ball by learning to time the simple bounce-catch action in time with the music. This activity challenges learners to learn this elemental ball skill with both hands. Learners will also be prompted to change hands on the count of 8 – an added element to make the challenge even more fun!

Q: Can the bounce-catch ball skill be useful for expressing the musical pulse?


CORE: Express the Steady Pulse with a Ball (count 8)

The 2nd in a series of bounce-catch ball skill activities, this challenge reduces the count from 8 to 4 requiring added concentration and eye-hand co-ordination to negotiate switching hands while remaining in time with the music.

Q: Can the bounce-catch ball skill be useful for expressing the musical pulse and feeling the length of musical phrases (count 4)?

CORE: Express the Musical Pulse with a Ball (count 4)

This introductory music literacy activity introduces the 1-line music staff in preparation for learning to notate simple melodic phrases. The focus of this first step is to understand how to position notes correctly in the spaces above and below the 1-line music staff.

Worksheet for Printing

1-Line Music Staff

LEARNING EXPERIENCE 1

LEARNING EXPERIENCE 2

CORE: 1-Line Staff Mechanics-Positioning Notes Correctly

<a target="_blank" href="https://www.emsona.com/student/courses/31201/watch?lesson_id=566917" style="background-color: rgb(106, 252, 194); color: black; padding: 15px 30px; text-align: center; text-decoration: none; display: inline-block; font-size: 18px; border-radius: 6px;">Member? Get Started!</a><h3 id="d962257f-4b19-4fd7-a429-67e4db3e8066" data-toc-id="d962257f-4b19-4fd7-a429-67e4db3e8066" style="font-size: 20px; line-height: 1.2;">Description</h3>This enriching unit begins with a beautiful soundscape that introduces children to the expressive power of music. Through active listening, learners discover how different instruments create unique sounds and emotions, building their ability to interpret and articulate personal responses to music.The creative journey continues as children craft their own music journal entries, transforming their listening experience into visual art, stories, or poems. This process nurtures imagination while helping young learners connect deeply with musical ideas.Engaging ball skill activities bring the concept of musical pulse to life through joyful movement. Children practice bouncing and catching in time with music, developing coordination, counting skills, and the ability to feel steady rhythm. These playful exercises progress naturally, building confidence through repetition and gentle challenge.The unit introduces rhythm subdivision through sensory experiences, helping children understand how beats can be divided into smaller parts. Using simple code words, learners begin to label and recognize rhythmic patterns they hear and feel.Finally, children take their first steps into music literacy by learning how musical notes are positioned on a staff. Through hands-on activities with counters and worksheets, they discover the foundational mechanics of music notation in an accessible, engaging way.<h3 id="5e9de2ff-c60d-45cb-b10c-09dc3d9ffbfe" data-toc-id="5e9de2ff-c60d-45cb-b10c-09dc3d9ffbfe" style="font-size: 20px; line-height: 1.2;">Learning Outcomes</h3><ul><li>Express personal thoughts and feelings about music through verbal discussion and creative responses</li><li>Demonstrate active listening skills by identifying different instrumental sounds and musical elements</li><li>Execute coordinated movement patterns in time with music while counting and switching between hands</li><li>Recognize and feel the steady pulse of music and understand how it can be divided into equal parts</li><li>Use appropriate vocabulary to describe rhythmic patterns and musical concepts</li><li>Position musical notes correctly on a staff, demonstrating foundational music literacy skills</li></ul><h3 id="372d5b34-34ab-4ab5-a3f6-a5062089490f" data-toc-id="372d5b34-34ab-4ab5-a3f6-a5062089490f" style="font-size: 20px; line-height: 1.2;">Notes and Tips</h3>Listening Activities: Allow children time to simply enjoy the music without pressure. Individual interpretations are valuable and should be celebrated. The ability to recognize different instruments develops gradually over time.Creative Responses: Welcome all forms of creative expression. Collaborative discussion before creating helps fuel imagination and builds confidence.Ball Skills: Practice stages multiple times without actual balls first. Patience and laughter support positive learning. Switching hands can be challenging initially, so proceed without pressure or expectation. These foundational skills support numerous future variations.Rhythm Subdivision: Hearing individual elements within complex musical textures takes time to develop. Visual guides support learning initially, but this ability will emerge naturally with practice.Music Notation: Encourage curiosity about how music notation works. Creative thinking should be welcomed during discussions. Provide ample time for hands-on practice with counters before moving to pencil and paper. Creating exercises for peers offers an enjoyable extension challenge.<a target="_blank" href="https://www.emsona.com/student/courses/31201/watch?lesson_id=566917" style="background-color: rgb(106, 252, 194); color: black; padding: 15px 30px; text-align: center; text-decoration: none; display: inline-block; font-size: 18px; border-radius: 6px;">Member? Get Started!</a><a target="_blank" href="https://www.emsona.com/paywall" style="background-color: black; color: rgb(106, 252, 194); padding: 15px 30px; text-align: center; text-decoration: none; display: inline-block; font-size: 18px; border-radius: 6px;">Not a Member? Join Today!</a>

This unit invites young learners to explore musical expression through listening, creating, and moving. Children discover how music conveys emotions while developing fundamental skills in rhythm, coordination, and music notation.

Course content

L3: Far From Home (A)

Adele O'Dwyer