Challenge 4

Music| This week we have been asked to create a 16 count musical composition. We are expected to use graphic notion in order to represent this. The focus this week is around recovery- hope and celebration.


In this part of the activity I had to create a graphic notation of a familiar tune. I


Analysis- looking at this initially there seems to be a lead up was slow and possibly even ominous, then it suddenly speeds up and becomes chaos before slowing back down and drifting out. There is a mixture of high pitch and low pitch throughout. High pitch would certainly be in the middle where all the dots are and the low slow pitches being where the lines reach the bottom. It could interpret into a lead up to an event, then the even happens then the come down after the event.

Analysis- this seems low in the beginning with a low tone, then a quick high tone, followed by low and slow. This continues until the sharp and short tones represented by the squares. I’m not sure but I certainly was envisioning the jaws theme initially when I saw this, however its not as ominous. It is more playful and sneaky in the beginning then joy at the end.

Analysis- I can see through the visuals of the dots that these are short and sharp notes. Very simple, starting off in a low pitch and tone for three counts, then increasing sharply to a high pitch, slowly moving down some notes then quickly increasing for a short time, before ending on three counts of low pitch tone.

My interpretation of what these graphic notations will sound like using the Soundtrap App

My Composition


Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)

Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087)

Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)

To introduce students to recognising elements of music I would play them Youtube videos that pertain to elements such as pitch, rhythmic patters, various instruments which make up different sounds. I would then play them different music styles around the globe which include that of Aboriginal and Torres Strait Islander Peoples. I would ask them to compare what they are hearing, if they can understand a story being told. This would be conducted as a group discussion, even discussing possible emotions being conveyed within the composition.

The next task students would ask students to break into groups of 3. They would be instructed to create a musical composition incorporating rhythm and pitch to bring to life the story of hope and celebration after the rain comes to break the drought in the story from challenge 3, The Drought. They can do this either as a live performance in front of the class using instruments or they could record this on their iPad or they could use apps such as Garage Band to compose the song.

Critical Reflection

I am using the ‘The Gibb’s Reflective Learning Cycle’ (The University of Sheffield, 2022). to reflect on this challenge.

All I can say is wow. This was a mammoth task and the hardest challenge to date. I used to play the violin when I was 12, so I thought this may of assisted me in some way or another, however those skills seems to be long gone. I certainly appreciated the complexity of this task and its intended outcomes, however trying to work with embedding the music to the website was not a task that I was capable of completing. Hence why the uploads may or may not work on this challenge.

In completing this challenge I became more acutely aware of how music can be interpreted differently by the individual. This is why providing authentic and a meaningful education to my students will be so paramount as not everyone will interpret music the same way or have the same taste for elements as others do (Roy et al., 2019).


Australian Curriculum and Reorting Authority [ACARA], (2017). The Arts, Drama, Fountation – Year 2.

Roy, D., Baker, W., & Hamilton, A. (2019). Teaching the Arts: Early Childhood and Primary Education. Cambridge University Press

By aevans12081993


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