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.
- What information has been gathered as evidence to inform this experience?
Links to VEYLDF
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.
- 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
- 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).
Individuals or small group (2-3 children).
Differentiation should be based on prior assessment of the child/children’s communication skills.
- Set up learning experience; an outdoor area is ideal.
- 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.
Related learning experience plans
Links to sections