Summary (strengths & evidence)
Your child engaged well with both tasks. In the Chrome Music Lab activity they explored the Soundwave and Spectrogram tools, noticed differences in waveform shape and frequency, and began linking higher pitch to faster waves. In the TeachRock Harmony & Interval Chart they correctly recorded the given ratios, described intervals (e.g. 1:2 and 1:3 as "pleasant/stable," 1:7 as "harsh/jarring"), and answered the reflection questions showing emerging understanding that simple integer ratios sound more consonant.
ACARA v9 linkage
This work aligns with ACARA v9 Music outcomes: investigating pitch, timbre and harmony, and using digital technologies to analyse sound. It demonstrates developing musical understanding and application of mathematics (ratios) to musical intervals.
Specific comments on the two tasks
1) Chrome Music Lab: Good observational skills — encourage explicitly naming frequency differences (Hz) next time.
2) Harmony & Interval Chart: Strong qualitative descriptors and correct identification that simple ratios (1:2, 1:3, 1:4) are generally preferred; noted that 1:8 is the largest ratio and 1:2 the smallest in the worksheet set.
Next steps & suggestions
- Have them measure actual frequencies (use an online tuner) to confirm ratio calculations.
- Try creating chords with slightly detuned intervals to hear beating and explain dissonance.
- Reflect in a short paragraph which intervals they’d use to create different moods and why.
These will deepen their conceptual and practical understanding.