Performing Arts
Performing Arts
Foundation
In Week 9, Term 3, Foundation students participated in the school swimming program and the Inquiry Expo with sessions running during Performing Arts times.
In Week 1, Term 4, Foundation students explored how music can make us feel different emotions. Using their bodies and faces, they moved around the room in response to various pieces of music, expressing emotions like happiness, sadness, calm and fear. After each piece, students discussed how the music made them feel and what elements, such as tempo or instruments contributed to those feelings. It was an expressive session that helped students connect music with their emotions!
Week 1, Term 4 Quotes:
Royan (FB): “I like happy music because it makes me happy.”
Savannah (FB): “I liked the relaxing music.”
Minha (FB): “I liked the exciting music.”
Aiza (FB): “I like happy music.”
Lexi (FC): “We are doing faces to music.”
Selim (FC): “We are doing emotions.”
Ryan (FC): “We are doing dancing and doing faces.”
Jem (FC): “We are dancing and doing sad faces.”
Daniella (FC): “We were moving to the music and to make us happy or sad.”
Week 1, Term 4 Images: Students responding to different types of music through movement.
Year 1-2
In Week 9, Term 3, Year 1-2 students explored rhythm in a fun and interactive way using Salad Rhythms! Students learned how to create rhythmic patterns using food names, such as beet (Ta) and lettuce (Ti-Ti). Working in pairs, they composed their own 4-beat rhythms and performed them using percussion instruments, such as rhythm sticks and maracas. Through this activity, students developed their understanding of long, short and silent sounds in music, while also building confidence in composition and performance.
In Week 1, Term 4, students explored how different types of music can evoke emotions and feelings. They listened carefully to contrasting pieces of music and identified how each one made them feel, describing emotions, such as happiness, sadness or calmness. Students expressed their emotional responses through drawings and words, linking their ideas to musical elements like tempo, pitch and dynamics. Everyone enjoyed sharing their interpretations and discovering how music can change the way we feel.
Week 9, Term 3 Quotes:
Mya (2A): “We were doing music and we were using the sticks to clap out food.”
Jamari (2A): “We did lots of different rhythms.”
Raff (2A): “We did body percussion.”
Nisa (2C): “We made a rhythm with pictures and we practised it with rhythm sticks.”
Amani (2C): “Today we were practising our rhythms doing ta, ti-ti and rest and we were using fruit and vegetables.”
Ivan (2C): “Today, we have been learning all about rhythm and we were using fruit images. For example, cherries is ti-ti and pear is ta.”
Week 1, Term 4 Quotes:
Zoe (2A): “My favourite song was the one that made me happy.”
Zareen (2A): “We have been drawing our feelings when our teacher put on the songs.”
Raff (2A): “We did emotions from songs and drew our feelings.”
Harry (2B): “We talked about how songs can make you feel.”
Harrison (2B): “I liked the calm song.”
Charlotte (2B): “My favourite song was the funny one.”
Saskia (2B): “I learned how much I feel about the songs.”
Week 9, Term 3 Images: Students practising and composing “salad” rhythms
Week 1, Term 4 Images: Students drawing or writing how they felt when they listened to a piece of music
Year 3-4
In Week 9, Term 3, students combined their drama and dance skills to perform their Dreamtime plays. As part of this process, they created a dance sequence to represent their characters or key moments in the story, placing the movement at the beginning, middle or end of their play. These sequences were performed to Aboriginal didgeridoo music, which enriched the storytelling through rhythm and atmosphere. Each group’s final performance integrated both drama and dance, resulting in expressive and confident presentations. It was also fantastic to see students giving positive and constructive feedback to their peers, further building confidence and collaborative skills.
In Week 1, Term 4, students explored how music can communicate different emotions through sound. Working in small groups, they created and performed their own emotion soundscapes using instruments, body percussion and voice. For example, students showing joy used fast clapping, bright shaker sounds and cheerful “la-la” voices, while those expressing sadness created slow drum beats, gentle tapping and soft humming. They listened carefully to each group’s performance, giving thoughtful feedback about how musical choices helped to convey each emotion.
Week 9, Term 3 Quotes:
Eleen (3C): “I liked how we performed and did Aboriginal Dreamtime stories.”
Deepti (3C): “We did How the Birds Got Their Colours and I liked the part when we did our dance.”
Georgeuo (3C): “I liked the part when the little bird got better and thanked the parrot.”
Josiah (4C): “Me and my group performed Tiddalick the Frog and I think we did very well.”
Eliana (4C): “I think it was really fun doing a play with my group- How the Birds Got Their Colours.”
Jackson (4C): “The last week of Term 3, me and my group were performing How the Kangaroo Got Her Pouch.”
Week 1, Term 4 Quotes:
Guntaj (3B): “My group did the emotion of happiness and we used triangles, maracas, rhythm sticks and the hand drum.”
Nina (3B): “I liked playing instruments to show the happy emotion.”
Noah (3B): “I loved how fun all the time has been here.”
Rohaan (3B): “I like learning new sounds using instruments.”
Elora (3B): “I loved learning new beats.”
Evelyn (3B): “I liked all the team work everyone used and we had different beats and instruments.”
Week 9, Term 3 Images: Students performing their Dreamtime plays to an audience of peers
Week 1, Term 4 Images: Students collaborating to create their soundscapes based on an emotion.
Year 5-6
In Week 9, Term 3, students reviewed the chords C and F and learned a new chord – G on the ukulele! They worked at their own ability level, either practising smooth transitions between C and F or C, F and G with a steady strumming pattern or learning an adapted version of the song You Are My Sunshine that included all three chords. Mastering chord changes takes time but students are already showing great progress and building their confidence with correct chord formations!
In Week 1, Term 4, students listened to a range of musical pieces and explored how composers use instruments and musical elements to create emotion and imagery. They identified the feelings each piece evoked and described the instruments and scenes that came to mind as they listened. For example, students noted how the “Imperial March” by John Williams used strong brass and percussion to sound powerful and menacing, while “Clair de Lune” by Debussy felt calm and reflective through its gentle piano melody. Students recorded their responses in a music review, rating each piece and sharing thoughtful reflections about how music can inspire emotion and imagination.
Week 9, Term 3 Quotes:
Divjot (6C): “I loved how me, Sarah, Autumn and Georgia played the song together. It was the best and fun.”
Sarah (6C): “It was fun and interesting.”
Autumn (6C): “Learning the chords was fun.”
Havana (6B): “Using three fingers to make a chord was challenging.”
Quinn (6B): “Hearing the melody of all the chords together was nice.”
Week 1, Term 4 Quotes:
Holly (5C): “I found listening to music fun because it was calm and relaxing.”
Aishani (5C): “We talked about music and how we feel when we listened to it.”
Ivan (5D): “It was fun rating the song.”
Clarissa (5D): “The music reminded me of different movies.”
Aidan (5B): “I liked learning about new songs.”
Yousif (5B): “Today, we listened to songs and had to do a review.”
Oscar (5B): “It was fun listening to different songs and rating them.”
Maroosh (5B): “We listened to songs and how it made us feel.”
Rania (6E): “Performing Arts was so fun and I liked listening to different types of music.”
Khloe (6E): “Music is fun to listen to and gives lots of emotions.”
Week 9, Term 3 Images: Students learning chords and a song on the ukulele
Week 1, Term 4 Images: Students listening to pieces of music and completing their music review.
