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Introduction
The unit 'The long and the short of it - Exploring duration' developed #'s ability to discriminate between longer and shorter sounds, and to use them to create interesting sequences of sound.

During the unit ^ explored the duration of vocal and instrumental sounds. ^ has played percussion instruments with control and sensitivity. ^ has paid special attention to the dynamics, tempo and pitch of the instruments. Towards the end of the unit # began to organise ~ sounds within a steady pulse. ^ has recorded ~ sound sequences using symbols.
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Set Scene
Section 1: Introduction: How can we use our voices to make a range of long and short sounds?

^ could recognise long and short sounds and make longer and shorter sounds with ~ voice.
^ is able to respond to long and short sounds through ~ own movement.


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Exploration
Section 2-4: Exploration: How can we use instruments to make long and short sounds?

^ has explored long and short sounds on a wide range of classroom instruments.
^ can perform long and short sounds in response to symbols.
^ has identified long and short sounds in music.
^ is able to create long and short sounds on instruments.
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Final Task
Section 5: Bringing it all together: Can we work together to make extended sequences combining long and short sounds?

# is able to create a sequence of long and short sounds.

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Comment 5

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Comment 6

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