School level

Interactive Site for Learning Music

Added: 06 May 2016 Contributor: Scoilnet Resource type: Simulation

Music to our ears! A collection of engaging music animations which students can interact with. Watch your class become activated with the power of the move-mixer where students will need to follow the dance moves as you quicken up the speed/ change the music. Holistically, students can decide how music makes them feel from relaxed to grumpy.
If your more of a hands on instrumental musician, discover how different instruments sound. Perhaps, your more of a modern day age Beethoven, so why not learn to play the piano digitally engaging with chords, scales and notes. Then see can you transfer your digital Beethoven skills to your real life piano.

Even more ambitious; Generate a class choir with hands symphony or join a jazz band?

How it maps to the curriculum


Strand: Listening & Responding

Strand unit: Listening and responding to music

Content objective:
This resource should enable a child to:

  • describe initial reactions to, or feelings about, his/her compositions and the compositions of others (recordings or live performances), giving preferences
  • differentiate between steady beat and music without a strong beat in music
  • discover two-beat time (like a march) and three-beat time (like a waltz) byusing gestures to accompany music
  • distinguish between sounds of different duration (long or short) while listening to music
  • identify and describe the tempo of the music as fast or slow, or getting faster or getting slower
  • recognise strong and weak beats, illustrating them through gestures
  • show the steady beat in listening to live or recorded music accompanying songs or chants

Suggestions for use: Energnise your class by getting up and standing. Explain they must follow the mover maker dance on the board. Once the class, learn the moves, you can change the speed or music to the dance. Ask the students to then turn to their partners and tell them how the music is making them feel. Which music was their favorite? Follow on by getting the students to return to their seats. (This could work very well with iPads and earphones) Get students into groups and instruct them to click on the "Robby and Curley are listening to music" tab. As a group, they must decide how the music makes them feel. Tell your students you have already recorded how the music makes you feel and want to see if they have similar answers. (Students discussions will become more activated) Return as a class group, engage in a class discussion with each groups presenter. Get them to state their "majority rule" response for each sound. Introduce beats by using the "seaside activity" animation. You can have a competition to find "the beat experts" of the class. Each group can nominate one student to represent their group. Students nominated must represent their answers by doing the movement they think the answer is. A Point can be given to each group with correct answer until puzzle is complete and you have the "the beat expect" of the class.

Strand: Listening & Responding

Strand unit: Listening and responding to music

Content objective:
This resource should enable a child to:

  • distinguish the main instrument heard in a piece of music
  • examine the effects produced by different instruments
  • identify families of instruments
  • recognise strong and weak-beat patterns, illustrating them through gestures

Suggestions for use: Introduce the "Guess my instrument" animation to test students prior knowledge in relation to musical instruments. Play the music. Get students to do different movements to represent their chosen answers so that you can quickly identify all students understanding. Next activity can link onto listening to instruments being combined This can be facilitated by using the "Quincy and the magic instruments" animation. Ask students to think-pair-share; What instruments have you seen played together? Which is your favorite? Print out pictures of each instrument. Tell the students that you want them to sort out the orchestra storage room so that the musicians can easily get their instruments. Allow students to discuss how they will categorize the instruments. Go around the room asking students to explain why they are putting them in their particular order. Bring the class back together to reflect on their collaboration. Use the last animation on this website, to explain how the conductor would organize his instructions into; bass, strings, woodwind and percussion. Also, emphasis the location of these instruments within an orchestra using the orchestra seating. Homework: Ask students to visit this website and create a poster including details on a chosen type of instrument using the orchestra animation. Demonstrate how and where they can access this research material before the class ends.

Meta information

  • Asset type: Online Resource
  • Language: English
  • Rights: All rights reserved
  • Cost: No
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