Secondary

Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney

UNIT OUTLINE
Subject Music Stage: 4 (Year 8)
Unit title: Popular Music



Key Concepts/ Big Ideas
The importance of this learning

Music ensemble performance

Ensemble awareness
Learning chords on the guitar
Bass Clef notation
Slash notation

Unit context within Scope and Sequence

This unit is the first unit in year eight.

Students have spent a year of stage four
learning the glockenspiel, piano
keyboard, and voice.
Students are able to read music notation
on the treble clef.
Students are able to play basic melodies
on the glockenspiel/ piano keyboard.
Students have learnt singing techniques.
Students hold a basic knowledge of the
concepts of music.

Number of Weeks 1.5

Students will be able to perform a piece of music

Students will be able to read a musical score
Students will be able to read music notated on the bass clef.
Students will be able to read slash notation
Students will be able to play chords C, G, Am, F, and Dm on guitar
Students will learn to work co-operatively in a musical ensemble.

Targeted Syllabus Outcomes (including life skills outcomes)

4.2 performs music using different forms of notation and different types of technology across a
broad range of musical styles.
4.3 performs music demonstrating solo and/or ensemble awareness.
4.8 demonstrates an understanding of musical concepts through aural identification and
discussion of the features of a range of repertoire.
4.9 demonstrates musical literacy through the use of notation, terminology, reading and
interpreting scores used in the music selected for study.
4.11: demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an
artform.
4.12 demonstrates a developing confidence and willingness to engage in performing, composing
and listening experiences.
LS.2 vocalises, sings or plays an instrument.
LS.3 vocalises, sings or plays an instrument as part of a group.




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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney

Literacy Targets

Numeracy Targets

Students are able

to read and
interpret musical
scores.
Students are able
to understand
musical notation.
Students use
musical
terminology to
describe musical
features.

Students are able

to count beats and
bars.
Students
understand the
division of beats
and the note
values of the time
signature.

ICT Targets

Students can
navigate and
utilise an online
blog provided by
the teacher.
Students are able
to provide
feedback and
reflections via an
online survey.

CCP/GP

Assessment

Students who are

skilled musicians
an option of a
piano score, or
melody written in

the key of their
instrument will be
provided.
Students who
struggle with
playing music a
triangle and
shaker
(percussion) part
has been included.

Formal
Assessment
Ensemble
performance of
Thinking Out Loud.

Informal
assessments
participation in
the group
rehearsals and
participation in
class discussions
and activities.

Diagnostic
assessment
defining popular
music and
notation task.

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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney



Lesson One
Key Outcome(s)

Key Concept(s)

Learning Experiences

Evidence of Learning

Resources

Students will be able to identify, define and describe a range of musical concepts as they relate to popular music

1.
2.
3.
4.
5.
6.
7.

Pitch, Duration, Texture, Tone Colour, Dynamics and Expressive Techniques, and structure.
Popular Music
Students are to research and define popular music.
Discuss findings as a class.
Students are to brainstorm musical features of popular music.
Discuss responses as a class.
Students are given performance assessment task outline and guidelines.
Teacher explains task to students.
Students asked to form small groups and discuss which part they would like to play.
Contribution to class discussions
Working effectively in a group
Computers/ tablets for the class.
Assessment task print out.
Think Out Loud Score print out.

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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney



Lesson Two
Key Outcomes

Key Concepts

Learning Experiences

Evidence of Learning

Students will be able to identify note names in the treble and bass clefs.
Students will have an understanding of slash notation.
Students will be able to identify and play the C, G, Am, F and Dm chords on a guitar.
Students will be able to compose a simple chord progression.
Musical notation.
Guitar notation.
How to play chords C, G, Am, F and Dm on the guitar.
Students are asked which part they are playing and are given a copy of their chosen part.
Students are provided with a sample melody in the treble clef, student are to write the note names below the
notes.
3. Class discussion on how to identify notes in the treble clef.
4. Students are taught how to read notes from the bass clef.
5. Students are provided with a sample melody in the bass clef, students are to write the note names below the
notes.
6. Teacher gives answers to the notation activities.
7. Students are taught how to read slash notation.
8. Students will be taught chords C, G, Am, F, and Dm on the guitar.
9. Students will create a short 8 bar chord progression from the chord just learnt (either in a small group, in
pairs or individually).
10. Students will present their composition to the class.
Identified notes of the treble and bass clef on the worksheet provided.
Contributed to class discussion.
Can play the C, G, Am, F and Dm chords on the guitar.
Composes an eight bar chord sequence.

1.
2.

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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney

Resources

Thinking Out Loud score parts.

Treble clef/bass clef worksheet print out.
Guitars.
Tuner.
Laptop
Projector

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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney


Lesson Three

Key Outcomes

1.

Students will learn to work co-operatively in an ensemble.

Students will learn to play their chosen part.
Group work.
Learning to play part.
Students will learn to play their chosen part with an ensemble.

Evidence of Learning

Playing/practicing performance piece co-operatively in a small ensemble.

Resources

Glockenspiel
Guitars
Keyboards
Bass guitars
Triangles
Shakers

Key Concepts

Learning Experiences

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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney




Lesson Four
Key Outcomes

Key Concepts

Learning Experiences

Evidence of Learning

Resources

1.
2.
3.

Students will learn to identify and describe musical elements in the musical examples provided.
Students will learn to work co-operatively in an ensemble.
Students will learn to play their chosen part.
Pitch, Dynamics and Expressive Techniques, Duration, Texture, Tone Colour, and Structure.
Group work.
Learning to play part.
Students will analyse and compare musical elements of a popular song to a cover version of the same song.
Class discussion on the musical elements and how the are similar/different in each performance.
Students will practice their performance as an ensemble.
Contributing to class discussion
Playing/practicing performance piece co-operatively in a small ensemble.
Laptop
Youtube
Speakers
Aux cable
Glockenspiel
Guitars
Keyboards
Bass guitars
Triangles
Shakers

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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney




Lesson Five
Key Outcomes

Key Concepts

Learning Experiences

Evidence of Learning

Resources

1.
2.
3.

Students will learn to perform.

Students will learn how to provide meaningful feedback.
Students will learn to self evaluate.
Performance.
Peer Feedback.
Self Evaluation.
Students are to perform Thinking Out Loud in their small ensembles for the class
Students are to provide peer feedback, via the online survey, when they are not performing.
Students are to reflect on their performance using the online survey.
Performing as an ensemble for the class
Providing peer feedback online
Providing a performance reflection online
Laptop/ Tablets for students
Laptop
Microphone
P.A. System
Glockenspiel
Guitars
Keyboards
Bass guitars
Triangles
Shakers

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