Exploring Vocal Magic

Overview

Unit Title: Vocal Adventures Unleashed
Lesson Number: 1 of 3
Lesson Title: Exploring Our Voices
Year Level: Foundation
Learning Area: The Arts – Music
Duration: 60 minutes
Class Size: 20 students
Curriculum Alignment:

• Australian Curriculum: The Arts – Music (Foundation to Year 2)
  • ACAMUM080: Explore dynamics and expression, using voice, movement and instruments
  • ACAMUM081: Use voice, movement and instruments to create and perform music
• General Capabilities: Literacy, Personal and Social Capability, Critical and Creative Thinking

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Lesson Objectives

By the end of this lesson, Foundation students will be able to:

• Identify and demonstrate four types of voice: whispering, talking, singing, and shouting
• Respond to musical and vocal cues through movement and vocalisation
• Participate collaboratively in vocal games and a group musical activity
• Understand and respect the appropriate context for each voice type

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Resources & Materials

• Visual cue cards (whisper, talk, sing, shout) with images
• A “Vocal Adventure Map” poster/display
• A felt puppet (e.g. ‘Vicky the Vocal Explorer’)
• Percussion instruments (e.g. tambourines, maracas – optional)
• Whiteboard + markers
• Familiar song (e.g. “Twinkle, Twinkle Little Star”)
• “Vocal Types” flashcards (for voice sorting game)
• Open space for movement

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Learning Intentions & Success Criteria

Learning Intentions:

• We are learning to explore the different ways we can use our voice
• We are learning to follow vocal cues and work together

Success Criteria:

• I can tell the difference between whispering, talking, singing and shouting
• I can show the right kind of voice when given a cue
• I can sing in a group and have fun using my voice

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Teaching & Learning Activities

1. Tuning In (0–10 minutes)

Activity: Meet Vicky the Vocal Explorer

• Introduce the puppet character who guides students through “Vocal Adventures” over three lessons.
• Short story: Vicky has lost her four special vocal sounds while exploring and needs help to find them.
• Ask: “What different voices do you use during the day?”
• Show visual cue cards and say each voice type with an exaggerated vocal, inviting choral repetition.

Teaching Strategy: Storytelling, Visual prompts, Modelling
Differentiation: Pair EAL students with peers for visual label support.

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2. Voice Exploration Warm-Up (10–20 minutes)

Activity: Vocal Engine Ignition

• Lead a series of fun warm-up vocal exercises:
  • Lip trills like a car engine
  • Siren sounds going up and down in pitch
  • Echo claps with repeated vocal phrases (e.g. “la-la-la!”, “woo-woo!”)
• Transition into using vocal types with hand signals:
  • Hand to lips = whisper
  • Hand cupped to ear = talk
  • Palms open = sing
  • Hands in the air = shout

Assessment (Formative): Observe students copying voice types correctly

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3. Guided Practice (20–35 minutes)

Activity A: Which Voice Is It? (Guess the Voice Game)

• Teacher or puppet makes a vocal sound (e.g. whisper “come here”) and students guess the voice type.
• Use “Vocal Types” flashcards to help match categories.
• Challenge: Puppet gives a scenario (e.g. “You're telling a secret on your birthday”) — students decide what voice to use.

Activity B: Vocal Adventure Map

• Display a large map with four land types: Whispering Woods, Talking Town, Singing Sea, Shouting Mountain
• Travel with Vicky to each land using imagination and movement
• In each “land”, use appropriate vocals (e.g. chant a quiet rhyme in the woods, sing over waves, etc.)

Cross-Curricular Link: Geography (mapping journey)

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4. Collaborative Activity (35–50 minutes)

Activity: Twinkle Twist Performance

• Reinvent the familiar song “Twinkle, Twinkle Little Star” using all four vocal types:
  • First line whispered
  • Second line in speaking voice
  • Third line sung
  • Final line shouted with joy (e.g. puff out chest – “like a superhero!”)
• Practise slowly, then perform together

Extension/Challenge: Small groups choose a different song line and assign voice type

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5. Reflection & Cool Down (50–60 minutes)

Activity: Vocal Reflection Circle

• Sit in a circle. Each student makes their favourite sound using one voice type learned.
• Ask guiding questions:
  • “Which voice felt the most fun?”
  • “When is it OK to shout?”
  • “Which voice do you use at bedtime?”
• Vicky the Puppet thanks them and gives a “Vocal Explorer” sticker stamp
• Teacher records observations: voice confidence, participation, listening skills

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Differentiation & Inclusion

• Visual prompts support learners with additional needs
• Peer support pairs assist EAL or shy students
• Movement-based learning engages kinaesthetic learners
• Use of narrative and character (puppet) appeals to imaginative learners

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Assessment

Formative Assessment Strategies:

• Observation of participation and correct matching of vocal types
• Listening for clear voice changes during group performance
• Anecdotal notes during reflection circle

Work Sample Ideas:

• Individual voice drawings (e.g. what “whispering” looks like in a picture)
• Student self-assessments using smiley/frowny faces per voice type

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Teacher Reflection Notes (to complete after lesson)

• Which students demonstrated vocal confidence?
• Were students engaged throughout the activity?
• Did the puppet and visual aids support understanding?
• Adjustments for students with speech/hearing support?

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Home Link

Encourage students to share their "Vocal Adventure Map" story at home. Parents can ask:

“Can you use your ‘singing sea’ voice to sing me a favourite song?”

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Stay tuned for Lesson 2: “Vocal Storytelling: Bringing Characters to Life” – where Vicky the Vocal Explorer helps students use their voice types to bring stories alive!

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End of Lesson 1 🗣️✨