Chapter Graphic
 : Have A Go Go
Loading Images
Approach: One to one Level: 4 & 8 
Focus:   Interpretation and representation of symbols to sounds 
Resources: 5 cards, agogo woodblock, beater, answer sheet

179kb

Questions/instructions:

Hand out agogo woodblock.
In this activity you are going to make up a piece of music for this instrument which is called an agogo woodblock. First, have a go at making as many different sounds as you can.
Try using the stick in different ways.
Allow time.
After student has experimented, place the practice card in front of the student.

% responses
y4
y8
1. Think about the sounds you could make with the agogo woodblock to go with these symbols, then have a go at playing them.
2. Why did you make those sounds? What was it about the symbols that made you choose those sounds?
Practice card interpretation:(link between symbols and sounds)
strong
47
57
moderate
37
34
weak
16
9
Set out cards 1 to 4 in order.
I’ve put these cards in order from card 1 to card 4. Take some time to try out playing sounds for each row, starting with card 1 and carrying on to card 2, 3, then 4. After you have practised, I’ll ask you to play your music.
Allow time.
Now play your music starting from card 1 then carrying on to card 2, 3, then 4.
Cards 1 – 4:

Interpretation:
strong and consistent for same symbols on different cards
34
46
strong on each card but not consistent
29
30
moderate
27
19
weak (random) or no response
10
5

Inventiveness:
strong (at least 3–4 different sounds)
49
57
moderate 42 36
    
weak 9 7
    
Hand out paper and pencil.
Now you can compose your own piece of music. On this piece of paper I want you to draw some symbols for your music. Take time to try some different combinations and think about how you can draw them on the paper. When you are ready, you can play your piece for me to listen to.

Allow time.
Now you can play your music for me to listen to.

Student plays music.
To finish off, I would like you to tell me about the symbols you made up, and why you played them the way you did.
Own composition: (symbols, performance and explanation)

Representation: (link between symbols and sounds)

strong
55
74
moderate
34
21
weak
11
5

Inventiveness:

strong
36
43
moderate
53
48
weak
11
9

Effectiveness as a musical composition:
(consider performance for sense of unity and completion, appropriate range and repetition of sounds, cohesiveness and confidence)
strong
32
48
moderate
58
47
weak
10
5

Explanation/justification:
strong (using musical terms)
12
24
moderate
65
64
weak
23
12
Total score:      12 – 13
18
29
10 – 11
22
27
8 – 9
27
25
6 – 7
17
12
4 – 5
8
5
0 – 3
8
2
Commentary:
About 40 percent of year 4 students and 55 percent of year 8 students performed quite strongly on this task. The weakest element was the verbal explanation for the choice of symbols and why they were played the way they were.
 
Loading Images