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Self-directed Study Sheet 22

Lily uses melody to scaffold functional language

  1. Observation: Think about what you see and hear in the video.
  2. Interpretation: What can you reasonably infer about the person's musical engagement?
  3. Formative assessment: Suggest a Sounds of Intent Level, Domain & Element
  4. Summative assessment: Suggest a summative assessment (Domain, Level, E•A•X)

The music teacher sings a motif ‘What would you like to eat, Lily?’, to which she replies, ‘I would like some crisps’. Her singing is rhythmically accurate and approximates to the contour of a melodic reversal of the motif. The process is repeated with the question, ‘What would you like to drink, Lily?’, to which she replies, ‘I would like some squash’. Lily intuitively understands the implied ‘question/answer’ relationship between the motifs, and can use it to support her expressive language.

Domain, Level, Element:

I.4.D … responds to others by using different motifs coherently (as in ‘question and answer’)

Summative assessment:

I.4.Emerging … responds to motifs made by someone else with different motifs that follow coherently (as in ‘question and answer’)