Music tree - experience plan

Allows children to explore and distinguish between different sounds that objects can make.

This experience allows children to explore and distinguish between different sounds that objects can make.

This experience should be differentiated depending on the individual child/group level.

This learning experience plan relates to:

  • interacting with others
  • early language user, language and emergent literacy learner (30 – 60 months)
  • learning foci: phonological awareness, conversation and social skills
  • teaching practice: performing arts.

Collect information

  • What information has been gathered as evidence to inform this experience?

Outcome 5: communication

Children express ideas and make meaning using a range of media

  • Children use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and story-telling to express ideas and make meaning.

Learning intentions

  • Developing children’s ability to differentiate sounds (early phonological awareness).
  • Developing children’s conversational skills and interactions with others.
  • Developing children’s sharing behaviours with peers.

Assessment of learning

This is demonstrated when children:

  • notice the difference between sounds (for example higher, lower, louder, softer)
  • engage in reciprocal conversations with educators and peers
  • share resources with their peers.


  • Tree with accessible branches
  • Ribbons/string
  • Different materials that will produce sounds when moved/hit (for example metal spoons, wood blocks, wind chimes)
  • Objects to use to hit instruments in tree (for example wooden spoon, mallet, chopstick).

Group size

Individuals or small group (2-3 children).


Differentiation should be based on prior assessment of the child/children’s communication skills.

Experience process

  1. Set up learning experience; an outdoor area is ideal.
  2. Draw children’s attention to the experience or allow them to explore independently:
    • observe and monitor children’s interactions.
    • where appropriate, draw children’s attention to the different sounds made when they hit different objects.
    • ask children to describe sounds. For example ‘’What makes a loud or quiet sound? What makes a high or low sound?’’
    • encourage children to play different objects at the same time to see what sounds are made.


Reflective questions for educators may include:

  • what learning has occurred? How do you know?
  • what have you realised about the child’s interests, knowledge, and capabilities?
  • in discussion with colleagues, what would you plan next to consolidate or extend children’s learning?

Additional/alternate resources for this learning experience

Everyday objects that can be used to create musical experiences:

  • musical jars
  • pots and pans
  • recycled tubs.