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Sam Higginson
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Lesson Plan 1
Topic area: Stage of Learner: Syllabus Pages:
Music-Rock Stage 5-Year 10 11-21, 30-48
Date: Location Booked: Lesson Number:
13/02/17 Classroom 2/6
Time: Total Number of students: Printing/preparation
60 minutes 8 Manuscript Paper
How the quality teaching elements you have identified are achieved within the lesson.
2.1 With such a small class, all students are expected to participate in the class discussion and complete a
high calibre of work.
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 3
Student:
Listening to teacher.
Resources:
N/A
10mins Class discussion about duration. Teacher: T/S
Asking prompting questions,
Create a mind map with words that are associated evoking the use of metalanguage.
with duration. (see Duration mind in Music drive)
Student:
A brief description should be written next to each Pens, expected participation in class
word so that the students can gain a deeper discussion.
understanding of each characteristic.
Resources:
Duration mind map worksheet,
Key Questions: white board marker, student books.
-What is Duration?
-What is rhythm?
-How is duration used in rock and music as a whole?
10mins Listen to some examples of rock music on the Teacher:
concerhotels website. Analyse the similarities and Pick at least 3 different rock
difference between the rhythms used in the varying subgenres on the concerthotels
rock genres. website.
-How did your performance go? clapping). They should also show
respect by listening to other
*See if two students can clap their rhythms together* students performing.
Resources:
N/A
5mins Summary of lesson Teacher: T
Outlining the main characteristics of duration and Lesson summary.
rhythm, and how they are used in rock music.
Student:
Remind students to bring headphones for next Listening to teacher.
lesson.
Resources:
N/A
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 5
Lesson Plan 2
Topic area: Stage of Learner: Syllabus Pages:
Music-Rock Stage 5-Year 10 11-21, 30-48
Date: Location Booked: Lesson Number:
16/02/17 Computer Room 3/6
Time: Total Number of students: Printing/preparation
60 minutes 8
How the quality teaching elements you have identified are achieved within the lesson.
2.3 Teacher expectations are explicitly written in the lesson plan, and should be translated to the students.
3.1 The tasks draw on background knowledge achieved in the previous lesson and general prior
knowledge.
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 6
Resources:
N/A
15mins Class discussion about duration and pitch. Teacher: T/S
Asking prompting questions,
Create a mind map with words that are associated evoking the use of metalanguage.
with pitch.
Student:
Class discussion prompting the following key Pens, expected participation in class
questions: discussion.
-What is tonality?
-What is a melody? Resources:
-What is a harmony? Computer, projector, white board
- How is pitch used in rock music? marker, student books.
-Are there similarities and differences pitches in https://www.concerthotels.com/100-
songs? (Compare the same rock subgenres used for years-of-rock/
duration last lesson).
-How are pitch and duration related?
Extra
If students finish early, they can:
-create a second 8 bar phrase with a different melody
and harmony.
10mins Each student will play their composition for the Teacher: S
class. Positive feedback to students
clapping through rhythms.
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 7
Resources:
N/A
5mins Summary of lesson Teacher: T
Outlining the main characteristics of duration and Lesson summary.
rhythm, and how they are used in rock music.
Student:
Listening to teacher.
Resources:
N/A
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 8
Reflection-Lesson 1
The first lesson plan focused on rock music, duration (with specific reference to
rhythm), and composition. The lesson sought to actively engage students through both
class discussions and individual work. I feel that this lesson did a great job in utilising
the key learning experiences; aurally identifying duration characteristics in rock music
Deep Knowledge
On reflection, I believe that this lesson effectively demonstrates the NSW Quality
Teaching Model Element 1.1 “Deep Knowledge” (Ludwig & Gore, 2003). It focuses
on the central idea of duration, which is a concept of music that must be addressed in
stage 5 music (BOSTES, 2003). The lesson explores the depth of this concept through
the participation in the 3 key learning concepts: performing, composing and listening.
Each activity is clearly established and flows coherently throughout the lesson.
gain a deep knowledge of rock music and rhythm. This deep knowledge can be, and
should be adapted to other genres of music so that students can further their
experience of music.
teacher could ask their students. Establishing open-ended questions allows for
stimulating discussions to take place in the classroom. This is essential for students as
it moves them from a fixed mindset and onto a growth mindset. And ultimately, will
help students to gain deep understanding of a topic or concept (Walsh & Sattes,
2015).
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 9
Metalanguage
Upon reflection of my lesson plan, I noticed that whilst only some metalanguage was
not always directly stated, it is evident in the worksheet and should be a natural
occurrence when discussing the topics covered. Each concept of music has several
key characteristics that outline what they are about. My lesson utilised a mind map to
help students identify the key characteristics of duration. Some of those key
characteristics include duration, metre, beat, rhythm and tempo. Using the specialist
terminology allows students to better analyse and describe what happens in a piece of
music. Students are provided with a context to explore music metalanguage through
aurally identifying how duration is used in multiple subgenres of rock (Ludwig &
Gore, 2003).
Also, as students are completing their compositions, they will need to have an
understanding of music notation. Learning and know music is like learning another
language (Tsoulas, 2013). The must implement the correct symbols such as crotchets,
quavers minims and more as they create their composition. This comprehension of
music notation is essential metalanguage needed for the study of music. Whilst not all
of the terminology is explicitly mentioned in the lesson plan, it is expected that the
the students and their quality of work. In starting the composition task with, “I expect
you to produce high quality work…” I have explicitly stated that I would like high
quality work. This can be reinforced by acknowledging the fact that the students are
in year 10 and completing the stage 5 elective music course. The students have been
studying music for several years so they should have a reasonably sound
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 10
understanding of music notation and produce high quality work. Eliot (2003) implores
the importance of a whole school approach when looking trying to improve student
achievement and resilience. If the school community, including teachers, students and
parents/caregivers can work together to establish a bass line for the quality of work
Reflection-Lesson 2
The second lesson was formed on the foundations established in the first plan, in that
the students would expand their composition and focus on a new concept of music.
The concept for this second lesson was pitch, and similarly to lesson one, began with
a class discussion and mind map task identifying the key characteristics of pitch. The
(performance).
High Expectations
After reflecting on my lesson plan for lesson two, I feel that there was a strong
communicate my expectations and reinforce the notion that each student should strive
to challenge themselves and potentially take risks with their melody (using chord
beneficial to students learning, however, it can also have some drawbacks. Teachers
can be subject to a bias, with rigid beliefs, as they put students into a category of low
expectations or high expectations (Marzano, 2010; Ludwig & Gore, 2003). This can
if teachers can behave positively towards all students, the students will be more
learners and taught about how important it is to have a growth mindset. This will
allow students challenge themselves and take risks especially when they are presented
peers review a task, it can result in students improving their academic performance
(Mulder, Baik, Naylor & Pearce, 2013). Clearly, trying to meet the expectations of
their peers is also a contributing factor for student productivity and achievement.
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 12
Concept Resources:
https://drive.google.com/open?id=0B1std1SWFx-8ZUVaT19jbFUxclk
PORTFOLIO ARTEFACTS AND CRITICAL REFLECTION 13
References
wps/wcm/connect/49538efb-ba34-4bb3-99783e92fb1627cc/music_710_
syllabus.pdf?MOD=AJPERES&CVID=
Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom
NSW_DET_2003-Quality_Teaching_Guide.p
Marzano, R. J. (2010). High Expectations for All. Educational Leadership, 68(1), 82-
85.
Mulder, R., Baik, C., Naylor, R., & Pearce, J. (2014). How does student peer review
doi:10.1080/02602938.2013.860421
Tsoulas, G. (2014). Explainer, How are learning languages and music linked. The
earning-languages-and-music-linked-34325
ASCD.