Introduction:

The activities I have chosen to do will extend the students current knowledge of music. Activities will be set based on the Victorian Curriculum. I have
chosen them to meet the recommendations students are to reach, including developing their understanding of beat, rhythm and pitch. The series of
lessons is for students to adopt different approaches to music as well as develop their understanding of creating, producing, composing and
presenting music. I have incorporated different technologies into my unit plan including different apps and websites that will be utilised across the
entire unit. They will be implemented to help students not only improve their learning but to also show them different resources students can use to
create and produce music. The use of instruments will also be included, as students will be able to create different rhythms, sounds and beats within
their lessons, as well as creating performances. Body percussion is another resource students will develop. They have already learnt different ways to
use body percussion but will explore these a lot more in this unit.

YEAR/AGE LEVEL DEVELOPMENT OUTCOMES/LEARNING INTENTIONS

Year / Age Students will develop their understanding of beat, rhythm and tempo in the classroom. Through exploration
Grade 5/6, about 10-12 years old. with different instruments, apps and websites students will develop their understanding of music. Students
will explore ways of combining the elements of music using listening skills, voice and a range of instruments,
objects and electronically generated sounds to create effects (VCAMUE029).

They will also be using the skills they learn to compose and present music performances. They will develop
and practise technical skills and use of expressive elements of music in singing, playing instruments,
improvising, arranging and composing(VCAMUM030). These skills will then be used to rehearse and perform
songs and music they have learnt, including their own compositions, combining aspects of the elements of
music and using performance skills, to communicate ideas and intentions to an audience (VCAMUP031).

LINK TO VIC/AUS CURRICULUM

Content Descriptors from Vic Curriculum
Explore and Express Ideas
Explore sound and silence and ways of
using their voices, movement and
instruments to express
ideas(VCAMUE017)
Arts Practices
Sing and play instruments to create and
practise chants, songs and rhymes including
those used by cultural groups in the local
community (VCAMUM018)
Present and Perform Respond and Interpret
Rehearse and perform songs and short Respond to music, expressing what they enjoy
instrumental pieces which they have and why (VCAMUR020)
learnt and composed(VCAMUP019)

General capabilities Only indicate those that relate to your unit

Critical and Creative Thinking Reasoning Ethical Decision making and actions

Cultural capability Self awareness and management Social awareness and management If you have other learning areas that
you are assessing add them in this
table
Acknowledgement of prior development and skills

Students will continue their understanding of the music elements of rhythm and pitch. This will help extend the students knowledge of the
various elements.
Students have some knowledge of pitch, beat and rhythm.
Students have prior experience to garage band, YouTube, singing fingers, incredibox, body percussion and some instruments.

RESOURCES

Body percussion
https://www.youtube.com/watch?v=FWmoLP7A0MY

Instruments and their benefit

https://www.youtube.com/watch?v=R0JKCYZ8hng

Importance of rhythm
https://www.youtube.com/watch?v=9DjoipqbkC8

Incredibox
Garage Band
YouTube
Singing fingers

Assessment strategies

Artistic Skills
Students will be able to think creatively and use and creating music. Students will be assessed
skills to represent songs. They will be able to on their skills in assessment tasks and in class
communicate feelings and emotions through their
art and drawings in this lesson. activities. Students have a summative
Artistic Knowledge
These are the knowledge that you have identified as
being the focus of your intentional teaching and
learning. They will be mentioned in the curriculum
documents and connect to the language of music
The Elements of the arts. Knowledge is not evidenced
in very young children it is in the language that you
as the educator use.
Teaching and Learning Activities
(detailed week by week plan of Teaching and
Learning Activities) Only outline in detail 3 of the
Where will these skills be evident?
When students participate in playing, singing
assessment which has them creating a
performance and performing it as a group.
How will you know that the children are
developing or have acquired this knowledge?
Where will it be evident?
Students will show their development in all
tasks when students are required to provide
different beats and rhythms. They will also
show their development during conversation
about certain music elements and displaying
their understanding in group discussions.
Resource and Materials
How will you document the development of
skills?
Anecdotal notes will be taken during lessons
where there are no assessment tasks. Notes on
development will be made throughout the
whole unit to measure where students are in
regards to their skills.
How will you document the childrens
development of knowledge?
Observations and discussions will be where I will
be able to identify development from students.
Anecdotal notes will be taken throughout the
entire unit for each student, so as a teacher I
will be able to identify where students have
grown in their knowledge. Discussions are a
great way to identify where students have
grown in knowledge.
Differentiation (above and
beyond expected level?
lesson/actvities
Week 1: SQUILT- Super Quiet Uninterrupted Paper Showing knowledge of musical
Listening Time. Students will listen to two different Pens/Textas elements and different theorists.
songs and create drawings based on what they Music Able to identify aspects of these
heard or felt when listening to it. There are no music approaches.
recommendations on what students draw, but they
must attempt something. There are no right or
wrong responses. Students will share their
drawings with the class following the session.

Students will revisit the music elements and discuss

the importance of those when we look at music. We
will also briefly look at different theorists, music
movements, different approaches and styles.
Week 2: Students will use garage band, Jamstudio GarageBand Create more than one song/beat
and Incredibox and explore its possibilities. Incredibox using different applications.
Students will create music on it and experiment Jamstudio
with different instruments, beats, tempos etc.

The teacher will model a beat they created,

explaining how they made it and what they used to
create their beat. Students are required to create
some sort of beat, with no requirements on length
or what it contains. Teacher will observe students
beats by walking around the classroom.
Week 3: Revisit some key theorists and different Computers
music approaches. Students will form small groups
and then go off and research a music theorist or
approach (Orff, Musical Futures, Kodaly). They are
to create a short PowerPoint Presentation on their
research. This will be presented to the class.
Students will be in groups of 3-4. Students will
present their presentation in lesson 4.
Week 4: SQUILT- Super Quiet Uninterrupted Paper
Listening Time will be a warm-up activity. Students Pens/Textas
will have one song to listen to and complete their Music
drawing after listening to it. https://www.youtube.com/watch?v=TPDSXgP22LE
Students will present their presentations in this
lesson following SQUILT. Students will discuss why
they think music is important in the education.
https://www.youtube.com/watch?v=TPDSXgP22LE
will be shown to students discussing the
importance of music education. Students are to list
down 3 things they found important and discussion
will take place following this.
Week 5: YouTube
https://www.youtube.com/watch?v=9DjoipqbkC8 Computers
This video will be shown to the students. It is Poster
showing the importance of rhythm in songs, which https://www.youtube.com/watch?v=9DjoipqbkC8
students are really focusing on in this unit.

Students in pairs will create a poster on rhythm that

includes information to why it is so important and
why it needs to be a part of music. Students will use
this video as inspiration but will also use their
researching skills to find out more information on
rhythm.

Week 6: Students create a mini performance using Ball- Icka Backa Demonstrating their
a ta, ti-ti beat. Students begin by singing Icka Backa Body percussion understanding of the importance
in a group. It will be like a game, Icka Backa Soda of beat and rhythm.
Cracker Icka Backa Do, Icka Backa Soda Cracker, out Incorporating a variety voice and
goes you! Students are required to stay in beat with dance.
the words whilst passing a ball around on the beat.
The one with the ball when the words say out goes
you, are out.

Students will be in groups creating a beat using

voice and body percussion. They are required to
create a beat that goes for four bars. They are to
focus on the rhythm of their beat. They are to
perform in front of the class.
Week 7/8: Summative Assessment: students will Computers
complete their assessment over the two weeks. Ipads
They are required to create a performance as part Cameras
of a group. They are required to plan out their Instruments
performance before experimenting with different
instruments etc. They are required to use
instruments, body percussion, dance and song in
their performance. The performance is required to
present what they have learnt regarding tone, pitch,
rhythm and beat in this unit. They are required to
perform in front of the class. A rubric will be used to
assess the students.