Lesson Plan

Topic area: Music Stage of Learner: Stage 4 Syllabus Pages: 12-18

Date: 17/09/2018 Location Booked: Lesson Number: /

Time: 60 minutes Total Number of students Printing/preparation

20-25 Rhythmic dictation, speakers
Tuned percussion instruments
Pens, mallets, drums
(bongos, djembe), sheet music

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment  The use of  Perform with
4.1 Students will rehearse ostinatos and ensemble awareness
Performs in a range of musical styles and perform Ed music phrases in through the use of
demonstrating an understanding of Sheeran’s “Shape of the context of collaborative work
musical concepts you” in a class popular music  Perform a series of
ensemble. Students will  Music arrangement ostinatos and phrases
4.3 Performs music be divided into three and in the context of
demonstrating solo and/or groups: experimentation popular music
ensemble awareness - Rhythmic  Perform music  Arrange and
accompaniment through non- experiment with
4.4 Demonstrates an - Melodic ostinato traditional methods music
understanding of musical - Harmony section (e.g. pens and body
concepts through exploring, Informal assessment percussion)
experimenting, improvising, The teacher must
organizing, arranging and observe and assess
composing student’s musical ability
in reference to the key
4.8 Demonstrates an learning outcomes. This
understanding of musical includes the students’
concepts through aural performance skills,
identification and discussion notation reading ability
of the features of a range of and ensemble
repertoire awareness.

Life Skills outcomes LS.1, LS.3, LS.4, The teacher should also
LS.8 assess the student’s
level of musical analysis
in reference to the
concepts of music

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Students will understand the role performance and Students will explore pitch and structure during this task.
collaboration, a key role in the music industry. As students This is done through as students perform a range of
work innovatively with peers, they also meet key melodic phrases, harmonic accompaniment and rhythmic
competencies such as organisation skills and teamwork. ostinatos. Music context: Popular music
 Quality Teaching Elements (lesson focus)
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

Teaching Indicators of presence in the lesson

element
1.6 Substantive Students should be continually discussing with peers how to play the song, as well as
communication providing feedback on way to improve. Non-verbal communication is also highly present as
students perform considering strong ensemble awareness. There is ongoing interaction
between the teacher and students. The teacher is also taking the time to discuss and reflect
on the concepts of music to students in class, providing a stimulating class discussion as
well as effective feedback on the student’s performance and response to reflection
questions
2.4 Social The teacher provides supportive feedback for ways a student’s playing and performance
support can be improved. Students should also provide encouragement to each other as way to
encourage strong participation of the task. The teachers and students all equally appreciate
the contribution students have made towards the performance and the ensemble as a
whole. During class discussion, the teacher and students can encourage each other to
answer the questions at hand, constantly providing positive feedback on a student’s
response to a question.
3.5 Students will learn to perform music and relate this music techniques and certain concepts
Connectedness of music to their favourite music. Using the context of popular music, this may provide
students a greater appreciation of music analysis as they may be able to relate their
learning to pieces of music they personally enjoy. As students also perform using ensemble
awareness, they can also consider how to communicate and collaborate with fellow peers
in both a musical and non-musical context.
Time Teaching and learning actions Organisation Centred
T/S
10  Students will enter the class and place their belongings Teacher: Teacher invites class to T
away. enter the room and then proceed
 The teacher will welcome students and then proceed the with roll call. Class task is then
mark the roll. introduced. Teacher will
Lesson instructions: demonstrate and clap rhythmic
 Teacher will recap on the students on structure, pattern to class.
discussing ideas behind motifs, ostinatos and repetitive
patterns Student: Students organise
 The teacher will then clap and repeat the following themselves in an appropriate
rhythmic dictation: seating. Students place the
belongings away and wait quietly for
roll call. Students will follow
teacher’s instructions and mirror the
 Students will then practice this rhythmic pattern with the rhythmic exercise.
teacher and class.
Resources: Class roll, Rhythmic
notation.
15  The teacher will now introduce the song students will be Teacher: Teacher will play excerpt T
performing. The teacher will play an excerpt of the song for students to listen to.
to students.
 The students will then divide themselves into three equal Student: Students listen carefully to
groups according to these separate roles; rhythmic the song and identify the ostinato
accompaniment, melodic phrase, harmonic and repeated phrase in this song.
accompaniment.
 Students playing the harmonic accompaniment and Resources: Speakers, mp3 or other
melodic phrase will find a tuned percussion instrument to listening file for Ed Sheeran’s “Shape
use for this task. of you”.
20  Teacher will now teach the individual groups their parts. Teacher: Teacher will demonstrate T/S
After teaching each group their parts, students can spend the separate parts for students
time practicing these sections. before giving each group time to
 For melody and harmonic sections, teachers can practice their sections. The teacher
demonstrate to students the following four bar phrase: can provide any sheet music for
students to read when practicing
their parts.

Student: Students will listen and

watch the teacher’s demonstration
of their parts. Students can follow
Students playing the melodic phrase will play the treble clef and along with any provided sheet music.
students playing the harmonic phrase will play the bass clef.
Teacher can divide students playing the harmonic accompaniment Resources: Sheet music.
into two separate groups for the bass notes and fifth interval.

When teaching the rhythmic accompaniment, the teacher can

encourage students to create their own rhythmic ostinatos for this
song.
25  Students will now use this time to practice their individual Teacher: The teacher will use this S
parts. Students should work together in their groups to time to observe and provide
provide feedback to each other to improve their playing. feedback to students while they
 Students will now all bring all their individual parts practice their parts. The teacher will
together and practice as a whole class. The students will also instruct class to come together
use this opportunity to practice their parts as a whole and practice their parts as a whole.
ensemble before the performance.
Student: Students will practice their
parts and work together to create a
music ensemble as a class whole.
Students will follow teachers’
instructions as they bring the class
back together.
 Resources: Sheet music, drums
(bongos, djembes), pens, tuned
percussion, mallets.
45 Performance time Teacher: Teacher can bring the class S
 Students will now perform the song as a whole. together as a whole. If the class is
 With sufficient practice of their individual parts, students capable, the class can have the song
must now present their ensemble awareness, working on playing along with the performance,
their skills to work in a collaborative space. as students accompany the song.
 If students accompany the song, the goal for students is
to perform the first verse. This arrangement written for
 If students can change the octave in which they are students to perform has been
performing the melody and harmony during the transposed to A minor. This makes
performance. This will allow students to perform while the performance more accessible for
exploring a range of different pitch registers. Students students to practice and perform as
performing the rhythmic accompany can improvise and they are only using the white notes.
change the rhythmic pattern during the song. With this in mind, the teacher can
either teach students a version in the
original key (C sharp minor) or
transpose the audio file to A minor.

Student: Students will participate in

the performance as a class whole.
Listening to the teacher’s instruction
and direction prior to starting the
song.

Resources: Sheet music, drums

(bongos, djembes), pens, tuned
percussion, mallets.
50 Reflection time and packing up Teacher: The teacher will instruct the T/S
 The class will now discuss and reflect on some of the key class the pack up and put away music
music features that were present during this instruments and other equipment.
performance, in reference to the concepts of music. Teacher will then gather class for a
 Pitch: Students can discuss what pitch register they were reflection about the song.
performing the piece (high or low pitch register), as well
identifying whether they were playing the melodic and Student: Students will pack up and
harmonic parts during the song. put away any instruments that they
 The teacher will discuss with the class indefinite pitch and have used. The students can discuss
will explain how the rhythmic accompaniment has an with the class as a whole or with
indefinite pitch. their peers about the different pitch
 Structure: The class will discuss the repetitive pattern as registers and repetitive patterns that
students understand how they have performed a series of they performed during the song.
motifs and ostinati. The class will also learn about song Students who created their own
form, as the teacher will explain the songs use of verse rhythmic accompaniment can
and chorus. demonstrate their arrangement to
 The teacher will then play the song back to the class to the class and try notating their
listen to. Students can identify the role of the separate rhythmic pattern.
instruments and distinguish the similarities and
differences between the song and their own Resources: Whiteboard, white board
performance. marker, manuscript paper, pen and
 This reflection and discussion time will conclude the class. paper, mp3 or audio file of Ed
Writing down questions and students answers on the white board, Sheeran’s “Shape of you”, speakers.
the teacher can ask students to following questions:
- What pitch register did you perform your part in?
- Were you performing the melody, harmony section or
rhythmic accompaniment?
- What can you tell me about the melodic phrase that was
present in the song?

The teacher will also play the song back to students to listen to so
students can discuss the and establish the different ostinato and
repetitive patterns in the song, as well as any melodic and
harmonic parts present in the song.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.1 Observe and make note of the students’ performance
capabilities. Assess the student’s ability to analyse their
performance in discussion, referring to the concepts of
music.
4.3 Make note of the student’s ability to perform in a
collaborative space. Observe their level of interaction
between fellow classmates during the performance as
well as their ensemble awareness.
4.4 Observe the student’s willingness and ability to
experiment with their separate parts. Consider whether
the student is able to change the pitch register of their
performance, or if students are able to improvise and
create their own rhythmic accompaniment.
4.8 Observe student’s ability to identify a variety of
harmonies and onstinati during listening and discussion
time. Take note of the student’s ability to analyse music
using the focus concepts of music (pitch, structure)

Graduate Evidence within this lesson

Standards
1.2 This task is highly accessible and caters to students of all different musical
Understand abilities. Through differentiation, this lesson can be highly stimulating to
the students students of all different types of music capabilities. When observing a
and how they student’s ability to learn and perform a song, there are a variety of
learn different resources and demonstrations that the teacher can provide during
this lesson. The teacher can determine the certain resources that are
effective for different students.
2.2 Content When writing and planning out this lesson, clear sequencing has been
selection and considering when structuring this lesson. The sequencing provides ongoing
organisation learning for students. As they develop their skills on an instrument, they
then use these skills to learn and perform in an ensemble. They finally
reflect on their performance and discuss key features of the performance in
reference to the concepts of music. Continuous scaffolding is the effective
teaching strategy being implemented in this lesson.
4.1 Support This lesson allows and encourages students at all musical ability to
student participate in this task. The music and arrangement made for students is
participation highly accessible for all students. This may increase student participation
and overall class engagement. When providing effective feedback and
demonstration of the performance, students are then encouraged to take
this knowledge and engage in the music performance.
3.2 Plan, Through the overall development the lesson, students will learn about the
structure and use of pitch and structure through a variety of performance and listening
sequence exercises. The lesson provides effective sequencing as students acquire
learning new knowledge through every separate task.
programs
 4.2 Manage This lesson has a strong focus on classroom management and student
classroom direction. When organising students into appropriate groups, as well
activities gathering them into different spaces, this proves my ability to effectively
direct students into proceeding with appropriate class activities.
5.1 Assess To allow a create and sound performance, ongoing feedback during
student rehearsal and practice is highly essential. This lesson allows me to
learning demonstrate effective use of informal assessment by observing student
performance and allow for a continuous improvement of student
performance through the use of ongoing feedback.

WHS

 Bags and other student equipment are tucked underneath their desks to
prevent and trip hazards.
 Amount of noise exposure if regulated during performance, rehearsal and
listening time.
 Appropriate posture and ergonomics are essential when lifting and moving
heavy musical instruments (e.g. tuned percussion instruments).
 Appropriate use of space to allow for safe rehearsal space for students
 Adequate storage facilities for musical instruments will allow for a clean and
tidy area

Resources Attached:

 Link to song “Shape of you” https://www.youtube.com/watch?v=_dK2tDK9grQ

 Melodic and harmonic dictation:

 Rhythmic dictation:
 Reflection

As educators it essential to ensure a deep understanding of content is achieved in class. This

lesson invites students to think about the key concepts that are addressed in class, as well as
the connections students are to make between their performance and these key concepts. This
level of critical thinking is done through the appropriate use of metalanguage (State of NSW
Department of Education and Training, 2003). In this lesson students to consider their
ensemble awareness and are also invited to discuss their interpretation of a musical item while
gathering their ideas through the key features of pitch and structure. This lesson engages
students to think about the variety of melodies and harmonies in Ed Sheeran’s “Shape of you”,
as well as use of use of ostinato, motifs and repetitive patterns present in this song (NSW
Board of Studies, 2003). Such appropriate use of metalanguage is implemented in this lesson,
as students are able to translate these ideas in reference to the three learning mediums of the
music curriculum; performing, composing and listening (p. 11). Using the reflection time to
discuss the performance, students must form ideas and analyse their performance in reference
to concepts of music. Such analysis of music allows their performance to become a practical
learning vehicle as students reflect on their performance and discuss the series of musical
events that occurred in their performance with reference to the concepts of music and
metalanguage contained within this specific KLA. Students also have to opportunity to
experiment with their playing, as well as utilise a combination of traditional instruments and
non-traditional sound sources (e.g. hitting of pens, body percussion). It is important to consider
the variety of music learning practices that are integrated in performance (Green, 2005). In the
context of this lesson, students are encouraged to explore and arrange their parts during for
their performance. This is done through the exploring a variety of different pitch registers and
the arranging of different rhythmic accompaniment. A heavy integration of metalanguage is
applied to this lesson in a practical setting. Students are given the opportunity to demonstrate
a deep understanding of the focus concepts of music through a combination of performance
and composition tasks (State of NSW Department of Education and Training, 2003). While
listening tasks are brief, they still provide opportunity to learn of the metalanguage and focus
concepts of music. As students listen to an excerpt of “Shape of you”, they are provided an
opportunity to learn of the different melodies, harmonies and rhythmic patterns and ostinato
that is contained in this song and consider such knowledge before, during and after their
performance. The listening tasks acts as a general basis of incorporating and considering the
variety of metalanguage and key concepts in three aspects of music learning mediums. This
task overall allows students to master their appropriate use of metalanguage and acquire a deep
understanding of music theory through a combination of performance, listening and
composition.
 Lesson Plan

Topic area: Music Stage of Learner: Stage 4 Syllabus Pages: 11-20

Date: Location Booked: Computer labs Lesson Number: /

Time: 60 minutes Total Number of students Printing/preparation:

20-25 Worksheet printouts, Computers,
headphones, speakers,
USB storage device

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Informal assessment  The history and  Critically analyse
4.7 Demonstrates an understanding of evolution of different repertoire
musical concepts through listening, Students will participate popular music. present in the
observing, responding, discriminating, in a research task that  The different popular music genre.
analysing, discussing and recording involves researching the styles of popular  Analyse different
musical ideas. history of popular music. music within a music in reference to
certain context. tone colour and
4.8 Demonstrates an understanding of The teacher can observe  The use of ICT in texture.
musical concepts through aural the students research popular music.  Identify the different
identification and discussion of the skills and the ability to  The roles of instrumentation and
features of a range of repertoire. analyse and critique instrumentation sound sources
music in reference to the and sound present in certain
4.10 Identifies the use of technology in concepts of music. sources in styles of popular
the music selected for study, different contexts music.
appropriate to the musical context. The teacher must also of popular music.  Distinguish
assess the student’s similarities and
Life Skills outcomes LS.8, LS.9, LS.10 ability to differentiate differences between
between certain styles of the genres contained
music and what period in popular music in
certain popular music references to tone
exist in. colour and texture.
 Collaborate with
fellow peers to
complete given
research tasks.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Incorporation of ICT through online  Focus concepts of music: Tone colour,
research and music listening tasks. texture.
 Literacy skills are developed through music  Critical analysis through the use of
analysis, improving the use of aural skills.
metalanguage and critical evaluation of
music.
 Working with others and in teams through
the use of group research tasks.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Deep Students are encouraged to think critically and analyse music as well provide reasoning and
knowledge arguments for their ideas, in reference to the focus concepts of music. The music analysis
process is addressed through the use of music specific metalanguage.
2.4 Social The students are to work collaboratively to complete group work. Respect for students’
support different opinions and ideas should be highly respected when completing group work. The
teacher should also provide positive and constructive feedback to support students’ ideas
and thought processes. Student’s should also respect the personal taste and preferences of
other student’s music, being open-minded about the music their fellow group members
may want to analyse and present.
3.1 Students are invited to explore different music in the context of popular music. Students
Background can use this opportunity to analyse music that they personally enjoy and share their
knowledge background knowledge of their chosen songs.
Time Teaching and learning actions Organisation Centred
T/S
5  Students enter the class and place their belongings Teacher: Teacher will invite students to T/S
in appropriate spots. enter the class. After introducing to
 Teacher will introduce to the class the focus task students, the goals for today’s lesson,
for today, listing the key learning outcomes for the teacher will mark the role and
students. organise students to head to over to
the computer labs.
Class discussion
Student: Students will enter the class
The teacher will engage students to think critically about and wait for roll call and teacher’s
popular music. In a brief class discussion, students can share instructions. Students will then
their ideas of popular music and some of their favourite organise themselves into groups of
songs that play on the radio and mainstream media. The three and then follow the teacher’s
students should think of the different genres of music that instructions to head into the computer
are contained in pop music, as well as popular songs within labs.
certain time period. It is important for the teacher to explain
to the class the various genres that exist in popular music. Resources: Class roll, whiteboard,
whiteboard marker.
The teacher could ask students “why does popular music all
sound so different even though they all fit into the same
music genre?” to open the lesson. This will allow students to
think about the different genres of music contained in
popular music.

Lesson goals:
 Find three different pop songs within different time
periods.
 Discuss any differences or similarities between
these three songs, using tone colour and/or texture
to analyse these songs.
 Work and create a group presentation using Power
Point that group members can present in the next
class.
Roll call

 Students will then divide themselves into groups of

three.
 Class will now make their way over to the
computer labs
10 Class organisation Teacher: The teacher will organise and T/S
 The students will arrange themselves and sit in arrange students into the computer
appropriate groups. labs and then write down the set
 Students will now login to the computers and open questions for today’s task.
necessary software.
Student: The students will organise
Teacher instruction themselves into appropriate groups,
The teacher can either provide a worksheet or write the listening and following teachers’
following questions on the whiteboard: instructions. Students will login to their
computers to begin class task.
1. What is the name of the song and the artist?
2. What year was the song released? Resources: Computers, whiteboard,
3. What is the genre? whiteboard marker, class printout
4. What instruments are being used? questions.
5. What are the roles of these instruments?

Alternatively, the teacher can create printouts containing

these questions for students to look at.

Students use these questions and answer them finding three

different pop songs.
 Once the students have found their three songs, they must
answer the following questions for their presentation:

1. What are similar instruments that are being used in

these songs?
2. What are some different instruments being used in
these songs?
3. How is the tone colour of one song different from
the other?
15 Teacher demonstration and explanation Teacher: Teacher will provide a quick T
 The teacher will demonstrate how to complete and demonstration and guide to
format their presentation slides for the completing the given task. The teacher
assessment. should prepare their own presentation
 The demonstration should cover some of the slides to display prior o teaching this
questions that students are expected to answer. lesson.
The teacher must ensure that groups avoid using
the same song that have been presented in the Student: Students will listen to and
presentation demonstration. observe the teacher’s presentation
 The teacher should provide instruction on ways to example and reflect on way they can
add music to their slides either by using the “insert apply this new knowledge to the given
audio” button or by using YouTube links. task.

This simple demonstration will provide students a guide to Resources: Power Point presentation
formatting their presentation slides to allow students who slides, audio files or online music
may struggle with ICT to easily complete the task. Students streaming tools, speakers.
can take this demonstration as an opportunity to reflect on
how they can format their own presentation.

20 Research time Teacher: The teacher should observe S

 Students should research and look at some songs and be ready to answer students’
they can use for their group presentation questions and also listen to some of
 When looking at these songs, students are to their chosen music repertoire and
research what year the song was released and the provide any guidance or feedback to
name of the artist. assist in their presentation. The teacher
 When listening to some of these songs, students will also need to bring attention back
should try considering the different genres of the to the class in order to complete small
song (e.g. rock, RnB, electropop, pop punk etc.). class exercise.
 Students should use necessary resources to access
these songs and add links to their presentation Student: Students will work in their
(e.g. YouTube, Spotify). groups to complete the task at hand.
Students should listen to and discuss
Brief exercise their chosen pieces of music. They will
 Students are to identify some genres of music also listen to the teacher’s instructions
contained in popular music. As the teacher writes to complete small class task.
students responses on the whiteboard, the
students can use some of these genres to Resources: Computer, online music
categorise their chosen repertoire for the streaming tools (e.g. Spotify, YouTube),
presentation. headphones, whiteboard, whiteboard
marker.
30 Class discussion Teacher: The teacher will now provide T/S
 Students will now share and play a short excerpt of instructions for students to follow.
some of their songs to the class. During class listening task, the teacher
 As a whole, the teacher and students can discuss can ask student a set of questions and
and analyse these songs, identifying the genre they write down some of the students
fit in as well as some key features of the songs in answers on the board. The teacher can
reference to the texture and tone colour. provide feedback and guidance on
 The teacher will then choose two songs from two some of the songs that group members
different groups and have students discuss the present in this time to allow students
similarities and differences between these songs, in to think in a more critical manner when
reference to the genre, instrumentation and focus analysing their music.
concepts of music (texture and tone colour).
Student: Students will listen to
During class discussion, the teacher can ask the students any teachers’ instructions. Students will
of the following questions: play their songs to the class for open
 What instruments are being played discussion about their chosen
  What are the roles of these different instruments repertoire. Students should consider
(e.g. melody, harmony and rhythmic the feedback the teacher provides for
accompaniment) their group and reflect on these ideas
 “How is your group’s song (song x) different or as they continue to complete the class
similar to another group’s song (song y)? task.

These questions may allow students for them to think Resources: Whiteboard, whiteboard
critically during their analysis processes and be able to apply marker, speakers, computer, music
this knowledge and critical thinking towards the group task. streaming tools.

The teacher can write some of the students’ ideas on the

board to act as a guide for students to complete their group
assessment task.

40 Individual group work Teacher: The teacher should observe S

 Students will continue to answer the given student’s ability to work and stay
questions in reference to their chosen songs (refer focused on class task and also answer
to the “Teacher instruction”. and questions and provide feedback
 Students should use reflect on and consider the for students.
different ideas that had been mentioned in the
previous class discussion. While most students will Student: Students will work in their
have a basic understanding of the key features of individual groups, sharing their ideas
one of their three songs, students should now and insights in relation to the popular
consider and reflect on the analysis process music analysis task.
undertaken in their first song and apply this
learning to their other songs Resources: Computer, music streaming
 During this task, students can take their knowledge tools, class printout questions,
and ideas and place them into Power Point slides, headphones, Microsoft Power Point
in preparation for their group presentation. Presentation.
 Students can either work together in their groups
to analyse a song or listen to a song individually
and collaborate their ideas after analysing the song
in their own time.
 Students will then try make comparisons between
their three songs, write and finalise their ideas for
their presentation.

Teacher observation
 The teacher will take this time to observe students,
ensuring students are on task and are engaged in
learning.
 The teacher should be readily available for any
question’s students have about the task. The
teacher should provide any guidance and feedback
about their presentation, ensuring the feedback is
constructive and allows students to improve on
their music analysis and presentation.
55 Lesson conclusion Teacher: Teacher should instruct T/S
 Students will now pack and finalise their work. students to pack up finalise their work.
Students should email their presentation slides to The teacher will then instruct students
the teacher or put them on a USB in preparation to log off their computers. A small class
for their group presentations discussion is then raised by the teacher
 Students are to log out and pack up any used to conclude the class.
equipment.
Student: Students will listen to the
Reflection teacher’s instructions, pack and finalise
 The students can now reflect as a group what they their work and then log off their
have learnt about popular music. computers. Students will then engage
 Revisit the question “why does popular music all in a small recap and class discussion
sound so different even though they all fit into the while waiting for the bell.
same music genre?”
Resources: Computers, emails, USB
Discuss some strategies and guidance for students in storage devices.
preparation for their group presentation. The teacher should
encourage students to think about how long the
presentation should be, who is presenting and talking to the
class and how long should the music excerpts be for their
three songs.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.7 Observe the students’ ability to analyse and discuss with
their groups their chosen songs. The teacher can observe
their ability to discriminate between the different genres
of music contained within popular.
4.8 Take note of their level of aural capabilities and their
ability to analyse and discuss their chosen songs through
the focus concepts of music (tone colour, texture).
4.10 Observe the student’s ability to distinguish the difference
between traditional instrumentation and synthesised
sounds sources during their music analysis, as well as any
digitally manipulated music that exist in their chosen
songs.

Graduate Evidence within this lesson

Standards
2.6 Information This lesson plan revolves around the strong use of ICT as an effective
and learning tool. Students are engaging in online research tasks and basic
Communication computer software skills as a way to expand on learning opportunities
Technology for students.
(ICT)
3.1 Establish Students are being encouraged to achieve a variety of challenging
challenging learning outcomes. As students are given more autonomy to analyse
learning goals and research their own music, this lesson considers the students
personal characteristics while giving all students an equal opportunity
to achieve the same challenging learning outcomes and goals that are
set in class.
4.1 Support The lesson planned out encourages a high level of student participation
student and classroom engagement. This is done through a combination of
participation group collaboration and class discussion time.
5.2 Provide This lesson invites students discuss and share their ideas with the class
feedback to and teacher. There are plenty of opportunities in this lesson the
students on provide student feedback to improve the learning. This is present in
their learning class discussion or at any opportunity a student has to ask any
questions about the progress of their work
WHS

 Students are sitting on computer chair at an appropriate height that is level

with computer.
 Student are not staring into the computer screen too closely as to prevent
any damage to eye sight.
 Bags and school equipment are placed and tucked away in a spot that
prevents and trip hazards.
 Headphones and speakers that are used to play music are at a volume that
will prevent any damage to students’ hearing.
 Students are heading over to the computer labs in an orderly fashion, not
running or acting recklessly between the moving of classroom spaces.
 Reflection

It is important for teachers to give students autonomy in learning, as this gives them an
opportunity to increase peer interaction and high level of student activity (Hellmer,
2012). In this lesson, students are given this opportunity to take initiative in their own
learning, as well being able work collaboratively in achieve learning goals (NSW Board
of Studies, 2003). When supporting opportunities to meet success criteria, students are
provided with clear learning goals as well as teacher demonstrations to act as guidelines
in completing class tasks. With these clear learning goals stated, students are given
guidance to work towards success criteria. This class task provides students to meet
success criteria through three aspects of learning; knowledge, understanding and skills
(State of New South Wales, Department of Education and Communities, 2014).
Knowledge refers to factual information, understanding refers to concepts or reasons
and skills relate to the proficient ability to make evidence-based conclusions. As
students learn about popular music, they are given the knowledge about this genre of
music and factual information surrounding this topic. They are then given an
understanding of why certain music is considered popular. They finally must use their
research skills to analyse and discover key features about their chosen music items in
reference to tone colour and texture. The group task covers all three aspects of learning,
a key feature in meeting success criteria that has been set for this lesson. Educational
leadership is highly encouraged in this group task. Students are encouraged to work in
their collaborative group members in completing given tasks. It is known that setting
clear learning goals and instruction that students are able to take more initiative and are
given more autonomy to achieve these goals (Avenell, 2013). As this lesson provides
clear and achievable goals, students are given the opportunity to meet such criteria and
take ownership of their own learning. Autonomy and student learning can also stem
from applications of background knowledge. While students are required to find and
present their own music, they are given an opportunity to explore music they personally
enjoy, creating a link between their prior knowledge and new knowledge discovered in
class (State of NSW Department of Education and Training, 2003). When analysing
their music in reference to tone colour and texture, students are given the opportunity
to meet success criteria through set questions and learning checklists that have
mentioned in this lesson plan (State of New South Wales, Department of Education and
Communities, 2014). This lesson overall provides students with autonomy and clear
learning goals to meet specific success criteria. Students are encouraged to take
initiative in their learning, as well as work cooperatively with fellow peers.
 References
Anevell, K. (2003). Compliance and autonomy - having both to enable student
learning success. Australian Educational Leader, 35(3), 20-21.

Board of Studies NSW. (2003). Music Years 7-10: Syllabus (Publication No.
2003250). Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/music_710_sylla
bus.pdf

Green, L. (2005). The Music Curriculum as Lived Experience: Children's “Natural”

Music-Learning Processes. Music Educators Journal, 91(4), 27-32.

NSW Department of Education and Training. (2006). Quality Teaching in NSW

Public Schools: A Classroom Practical Guide (Publication No. SCIS
12733270) Retrieved from https://app.education.nsw.gov.au/quality-teaching-
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Teachers (Publication No. DSSP-28195). Retrieved from
https://www.aitsl.edu.au/docs/default-source/apst-
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State of NSW Department of Education and Training. (2003). Quality Teaching in

NSW Public Schools: Discussion Paper (Publication no. 1131553). Retrieved
from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf

State of New South Wales, Department of Education and Communities. (2014).

Learning Goals and Success Criteria Retrieved from
http://www.ssgt.nsw.edu.au/documents/3_learning_goals.pdf

Stefan Hellmer. (2012). Student Autonomy and Peer Learning – An Example. Högre
Utbildning, 2(1), 51-54.