The Arts · Year 5

Active learning ideas

Visualising Sound: Drawing Music

Active learning works well for this topic because students need to experience sound as both listeners and creators. When they move from hearing music to drawing what they hear, they develop a deeper understanding of how symbols can communicate ideas beyond words.

• ACARA Content Descriptions
• AC9AMU5D01
• AC9AMU5E01

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Peer Teaching
• 30 min · Pairs

Peer Teaching: Score Interpreters

Students work in pairs. One student draws a 'sound map' using zig-zags, dots, and swirls. The other student must perform this score using a percussion instrument, with the 'composer' providing feedback on how well the sounds matched their visual intent.

How can a loud sound look different from a quiet sound on paper?

Facilitation Tip

For Score Interpreters, pair students with different instruments so they must adapt their graphic notation to the performer’s capabilities.

What to look for

Students swap their completed graphic scores. One student performs the score using classroom instruments or found objects. The original composer then provides feedback: 'Did the performer capture the loud parts? Were the fast sections clear?' The performer also shares: 'What was easy to understand? What was confusing?'

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 02

• Gallery Walk
• 20 min · Whole Class

Gallery Walk: The Silent Concert

Display various graphic scores created by the class around the room. Students move from score to score, 'hearing' the music in their heads and leaving feedback on which visual symbols most clearly communicated the intended volume and energy.

What kind of line could represent a fast rhythm? What about a slow one?

Facilitation Tip

During The Silent Concert, remind students to consider space and layout, as crowded scores can confuse performers.

What to look for

Present students with a short, pre-made graphic score (e.g., 4-6 symbols). Ask them to write down what they think each symbol represents in terms of sound (e.g., 'loud crash', 'soft hum', 'fast tapping'). Review responses to gauge understanding of visual-auditory connections.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: The School Soundscape

Groups record 30 seconds of 'school noise' (e.g., the canteen, the playground). They then work together to create a large-scale graphic score that represents these sounds, using specific colors for different types of noises (e.g., red for sharp bangs, blue for humming).

How can we use colours to show happy music versus sad music?

Facilitation Tip

In The School Soundscape, have students record short clips of their chosen sounds to play back during creation.

What to look for

After students have created and performed graphic scores, facilitate a class discussion. Ask: 'How did using colours change how you thought about the music? What was the most challenging part of translating sound into a drawing? What symbol did you find most effective for showing a quiet sound, and why?'

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teach this topic by modeling how to translate sound into visuals first. Use examples from professional graphic scores to show that symbols must be intentional and performers need clear cues. Avoid letting students rush through the process, as careful listening and planning lead to better results. Research suggests that students learn best when they see their work performed, so always build in time for peer feedback.

Successful learning looks like students confidently using shapes, colors, and symbols to create clear instructions for performance. They should be able to explain why they chose specific visual elements to represent sound, and how their score relates to what they intended to convey.

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Watch Out for These Misconceptions

• During Peer Teaching: Score Interpreters, students might think graphic notation is just drawing.

  Show students examples of professional graphic scores by composers like Percy Grainger or Cathy Berberian. Have students identify which symbols represent specific sounds or actions, then ask them to explain how these symbols instruct a performer.

• During Gallery Walk: The Silent Concert, students may believe any drawing can be a score.

  Before the gallery walk, give students a set of criteria to evaluate each score. For example, ask them to check if symbols are consistent and if they can predict how the piece should sound. Discuss why unclear symbols fail to communicate.

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Methods used in this brief

• Peer Teaching
• Gallery Walk
• Inquiry Circle