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Introduction
The unit 'Rain, rain, go away - Exploring timbre, tempo and dynamics' developed #'s ability to recognise how sounds and instruments could be used expressively and combined to create music in response to a stimulus.

During this unit, ^ has explored how sounds can be changed, combined and organised to create a class composition. ^ has respond to stimuli suggested by the weather and explored ways in which sounds could be used expressively. ^ has record ~ compositions using pictures, symbols and words.
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Set Scene
Section 1: Introduction: How can music describe different kinds of weather?

^ has sung songs expressively.
^ can describe different images created by music.

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Exploration
Section 2-5: Exploration: How can we use sounds to describe the weather? 

^ has identified and used descriptive words to create sound pictures.
^ can change sounds to reflect different stimuli.
^ has selected the appropriate instruments. ^ can choose and combine sounds carefully.
^ has selected the appropriate combination of sounds.


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Final Task
Section 6: Bringing it all together: Can we make our own weather composition?

# can choose carefully and order sounds within simple structures in response to the stimulus of the weather.
^ has contributed ideas and controlled sounds as part of ~ class composition and performance.

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Comment 5

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Comment 6

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