LessonPlan

Topic area:

st

Popular Music of the 21 Century

Date:
Monday September 12th 2016

Time: 60 minutes

Stage of Learner:
4 Year 8
Location Booked:
Performance Space

Syllabus Pages:

Lesson Number: 5/5

Total Number of students: Printing/preparation

Peer feedback surveys (set up online),
30 students
reflection surveys (set up online)
laptop/tablets,
marking sheets,
amplifiers, guitar, bass guitar,
piano keyboard, glockenspiel, shaker,
triangle and vocal microphone, and
P.A. System.

Outcomes

Syllabus outcomes
4.1: Performs in a range of musical
styles demonstrating an understanding
of musical concepts
4.3: Performs music demonstrating a
solo and/or ensemble awareness.
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.

Assessment
Formal Assessment
Ensemble
performance of
Thinking Out Loud.
Formal Assessment
Peer feedback
survey (completed
online after each
performance.)

Students learn about

The significance of
performing in an
ensemble.
The value of music as an
artform

Students learn to
Students will learn to
perform.
Students will learn how to
provide meaningful
feedback.
Students will learn to self
evaluate.
Students will learn to
perform in a small
ensemble.

Life Skills outcomes

LS.2 vocalises, sings or plays an
instrument.
LS.3 vocalises, sings or plays an
instrument as part of a group.

CCP & GCs

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

subject specific concepts

Pitch, Duration, Tone colour, texture, structure, dynamics and expressive techniques,
performance, notation, score, and instrument parts.

Discipline specific skills

Composition, Aural and Performance

Instrument technical skills, fluency, articulation and intonation.

(percussion) part has been

included.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order
thinking and to communicate substantively about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance
This refers to pedagogy that helps make learning more meaningful and important to
students. Such pedagogy draws clear connections with students prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all
cultural perspective.

1.1 Deep knowledge

1.2 Deep understanding
1.3 Problematic
knowledge

1.4 Higher-order thinking

1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality criteria

2.2 Engagement
2.3 High Expectations

2.4 Social Support

2.5 Students self regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

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

Indicators of presence in the lesson

1.2 Deep
understanding

Students learn to play in a balanced ensemble, learning that performing in a group is about the group dynamic
and not the individual.

2.3 High
Expectations

Students are giving a marking rubric and it is clear that the expectations are high. Each student must perform
their part with precision, as well as perform well within the ensemble.

3.1 Background
knowledge

Students are building on pervious notation knowledge and putting it into practice by learning their instruments
part and performing it to the class.


Time

Teaching and learning actions

Teacher Welcomes Class.

Students are asked to write groups name down on a piece
of paper and place them into a hat.
Teacher draws the order of group performance from the
hat.

10

Students are given five minutes to organise their

instruments.

15

First group to set up and perform the piece for the class.
Non-performing students are to fill out the peer feedback
form for the group.
Note Make sure teacher stipulates that feedback must be
constructive feedback. Any unnecessary feedback will be
dealt with in accordance.

20

Second group to set up and perform the piece for the class.
Non-performing students are to fill out the peer feedback
form for the group.

25

Third group to set up and perform the piece for the class.
Non-performing students are to fill out the peer feedback
form for the group.

30

Fourth group to set up and perform the piece for the class.
Non-performing students are to fill out the peer feedback
form for the group.

35

Fifth group to set up and perform the piece for the class.
Non-performing students are to fill out the peer feedback
form for the group.

40

Sixth group to set up and perform the piece for the class.
Non-performing students are to fill out the peer feedback
form for the group.

Organisation
Teacher: Performance order.

Student: Write band name on paper,
give to teacher

Resources: Hat or something to draw
group names from, whiteboard marker,
laptop and marking criteria.
Teacher:

Student: Setting up instruments for
performance

Resources: Keys to storeroom, P.A.
equipment set up ready to go, RCA
cables, guitar and microphone cables
and a tuner.
Teacher: Marking

Student: Performing / giving peer
feedback / observing

Resources: Laptop, marking criteria,
website address for survey, student
laptop/ tablets.
Teacher: Marking

Student: Performing / giving peer
feedback / observing

Resources: Laptop, marking criteria,
website address for survey, student
laptop/ tablets.
Teacher: Marking

Student: Performing / giving peer
feedback / observing

Resources: Laptop, marking criteria,
website address for survey, student
laptop/ tablets.
Teacher: Marking

Student: Performing / giving peer
feedback / observing

Resources: Laptop, marking criteria,
website address for survey, student
laptop/ tablets.
Teacher: Marking

Student: Performing / giving peer
feedback / observing

Resources: Laptop, marking criteria,
website address for survey, student
laptop/ tablets.
Teacher: Marking

Student: Performing / giving peer
feedback / observing

Centred
T/S

T,S

45

Students are to answer the survey about their performance

online.

Resources: Laptop, marking criteria,
website address for survey, student
laptop/ tablets.
Teacher: Observing Class

Student: Completing reflection survey
online

Resources: Laptop, marking criteria,
website address for survey, student
laptop/ tablets.

T,S

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?



How am I measuring the outcomes of this lesson?

Learning Outcome

Method of measurement and recording

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.


Graduate
Standards

Evidence within this lesson

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?








References (In APA)
You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.