Literacy experience plan: Music tree

This experience allows children to explore and distinguish between different sounds that objects can make.

This experience should be differentiated depending on the individual child/group level. 

This learning experience plan relates to:

  • interacting with others
  • early language user, language and emergent literacy learner (30 – 60 months)
  • learning foci: phonological awareness, conversation and social skills
  • teaching practice: performing arts.

Collect information

  • What information has been gathered as evidence to inform this experience?

Links to VEYLDF

Outcome 5: communication

Children express ideas and make meaning using a range of media

  • Children use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and story-telling to express ideas and make meaning.

Learning intentions

  • Developing children’s ability to differentiate sounds (early phonological awareness).
  • Developing children’s conversational skills and interactions with others.
  • Developing children’s sharing behaviours with peers.

Assessment of learning

This is demonstrated when children:

  • notice the difference between sounds (for example higher, lower, louder, softer)
  • engage in reciprocal conversations with educators and peers
  • share resources with their peers.


  • Tree with accessible branches
  • Ribbons/string
  • Different materials that will produce sounds when moved/hit (for example metal spoons, wood blocks, wind chimes)
  • Objects to use to hit instruments in tree (for example wooden spoon, mallet, chopstick).

Group size

Individuals or small group (2-3 children).


Differentiation should be based on prior assessment of the child/children’s communication skills.

Experience process

  1. Set up learning experience; an outdoor area is ideal.
  2. Draw children’s attention to the experience or allow them to explore independently:
    • observe and monitor children’s interactions.
    • where appropriate, draw children’s attention to the different sounds made when they hit different objects.
    • ask children to describe sounds. For example ‘’What makes a loud or quiet sound? What makes a high or low sound?’’
    • encourage children to play different objects at the same time to see what sounds are made.


Reflective questions for educators may include:

  • what learning has occurred? How do you know?
  • what have you realised about the child’s interests, knowledge, and capabilities?
  • in discussion with colleagues, what would you plan next to consolidate or extend children’s learning?

Additional/alternate resources for this learning experience

Everyday objects that can be used to create musical experiences: 

  • musical jars
  • pots and pans
  • recycled tubs.

Related learning experience plans

Links to sections