Lesson Integrated Learning experiences, Instruction and Assessment Outcomes Evidence of Resources

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1. 1.Students will listen to Seven Nations Army by the White Stripes, getting 4.8 demonstrates Testing students Computer with
familiar with the sound track. Further students will also answer five an Understanding on identifying HDMI cable with
questions about the tone color and dynamics of this song through the blog of musical concepts tone color access to Wi-Fi
page. After discussing these ideas as a class for 5 minutes. through aural characteristics and Projector
identification and and dynamics to with an additional
2.Students will all stand, this time when listening to the song will hum the discussion of the help identify the CD player
bass line of the song with the correct pitch. Further, the teacher will then features of a range music
instruct students to stomp the kick drum of the music while continuing to repertoire progression.
hum the bass line. If this becomes difficult, divide the class in half, one
side humming the bass line and one stomping the kick drum.
4.3 Performs music
3.Moving onto the melody, all students will be divided into 4 groups, demonstrating solo
Soprano, tenor, alto and bass. Students will be categorized based on their and/ or ensemble
register of voice by the teacher who will identify this through a piano awareness
exercise vocal range test. Students will learn the lyrics of the music and
also sing the music. All lyrics will be projected onto the front board of the
class the front of the class.

4. Towards the end of the lesson, all students will be handed out the
assessment task. All student will then be asked to write their names and
instrument of choice for the performance.
Homework- Lesson 1 Pretest Aural task to be completed before next
lesson.
Lesson Integrated Learning experiences, Instruction and Assessment Outcomes Evidence of Resources
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2. 1.Students will be refreshed on the song Seven Nations Army, playing the 4.1 performs in a Student will be Computer with
song for the class to listen. This step should be played immediately as the range of musical tested on score access to Wi-Fi
class is seated, no talking or questions to be asked just to listen and absorb styles and material and for blog page
the sounds understanding of performing material and CD
musical concepts within player
2.Students will be asked to sit in their instrumental groups which they wrote instrumental
down at the end of last lesson, example: guitarist group, trumpets and drums.4.7 demonstrates groups.
Each group will be asked to log onto the website blog page, there they can an understanding
view audio banks containing each individual score, this can also be of the musical
downloaded to any of their devices. Further, they will also be instructed to concepts through
download the complete score with all instrument sections for referencing, listening,
this is also located on the bottom page of the teaching materials tab. observing,
responding,
3.Teacher will instruct each group to sing and hum their individual parts as discriminating,
a class, incorporating dynamics and pitch into the activity. Students will analyzing
use their instrument score as a guide, only 15 bars of the score starting discussing and
from bar 8 to 23. 25 minutes allowed recording musical
ideas.
4. Students will be instructed to bring instruments for next lesson.

Homework- Lesson 2 Garage Band composition to be handed in at the end

of week 5
Lesson Integrated Learning experiences, Instruction and Assessment Outcomes Evidence of Resources
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3. 1.Students will be allowed 45 minutes to practice the song in their groups. 4.6 experiments Student will be Backup score
Each student will be directed and guided by the teacher to sit in particular with different tested and sheets and
parts of the room depending on the instrument they play. Example: guitars forms of observed in their computers with
and bass can form together at the back of the class whereas drums need to technology in the group work and access to school
rehearse in the isolation room etc. composition online activity Wi-Fi
process
3.Students will be allowed access to the music rooms for the next 3
lessons after school hours for practice, teacher supervision will be present 4.1 performs in a
and students will be given 2 hours for practice. range of musical
styles
4. Before students leave they are to sign a consent forms regarding video demonstrating an
filming of the performance, copies of this consent will need to be handed understanding of
in before the performance. musical concepts

5. Homework- Musicology task will need to be completed at the end of

lesson 5, all answers will need to be posted to the online blog.
Lesson Integrated Learning experiences, Instruction and Assessment Outcomes Evidence of Resources
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4. 1.Students will be allowed 10 minutes to set up the performance space, 4.3 Preforms music Assessed on PA systems, 5
tune and check all instruments and balancing the PA System. demonstrating solo performance Shure sm57 mics,
and/or ensemble abilities and drum kit, guitar
2.For the majority of the lesson, all students will perform the song Seven awareness completion of and bass
Nations Army. Teacher will be marking the performance set by the Seven Nations amplifiers and
guidelines on the web page as viewed. Teacher must be aware of any trip Army video camera
Hazards or faulty equipment that may disrupt, disturb or potentially injure with audio
students prior to performance commencing. microphone

3.Students performance will be filmed; camera must be set in the position

as seen on the performance diagram sheet seen on the webpage. All
students must use this performance diagram as a guide to setting up the
class room safely and correctly.
Lesson Integrated Learning experiences, Instruction and Assessment Outcomes Evidence of Resources
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5. 1.Students will be allowed 10 minutes as a class to discuss how and what 4.4 demonstrates Students will be Projector with
they thought of the performance. and understanding marked on HDMI cable and
of musical concepts answering speakers and
2.Teacher will show video material of performance to the students after through exploring, questions Computer with
the discussion time. All students need to analyze and review the footage experimenting, presented on the Wi-Fi access
writing down two key things they saw or heard through the performance. improvising, blog page.
Students can identify if what they mentioned previously matches or organizing,
contrasts with the video performance. arranging and Class discussion
composing participation
3.All students will be asked to access their blog page and complete the
assessment reflection task, this needs to be completed before 12.00am or 4.6 experiments
students loose marks. All students reflections need to be uploaded to the with different
drop box located on the performance reflection tab. forms of
technology in the
composition
process.
 Students Prior knowledge

This is dependent on the abilities of the students prior knowledge and skill; this five stage program could be taught to an end of year stage 4
year 7 music class or an early stage 4 year 8 class. When executing this five stage lessons plan, I would expect students to have prior knowledge
from previous music lessons and outside practice and rehearsal.

- Basic knowledge of how to play guitar, drums bass etc. students may have had learnt simple drum patterns and basic guitar chords.
- A basic knowledge and awareness of most of the concepts of music, including pitch and dynamics and expressive techniques.
- Experience playing an instrument in front of a small crowed or rehearsing with other musicians.
- ICT knowledge, accessing web pages and downloading material from school websites, library and other outsider software information
resources. A basic understanding of submitting work and writing emails with attachments.
Assessment

A total of (25%), student will be graded in lesson fours performance and lesson fives video analysis reflection.

Class Performance of Seven Nations Army (out of 20) and (out of 5) for video analysis and reflection.

Marking Guidelines for Performance

20-18 An excellent performance, showing dynamics and expressive techniques

Students knowledge of material is organized and rehearsed, and professionally adapted
Demonstrates a great understanding of the role within the ensemble with live performance communication skills
17-15 A good performance, showing a good amount of dynamics and expressive techniques
Students knowledge of material is good and adapted nicely into performance
Demonstrates a good understanding of role within ensemble
14-12 A Performance showing minimal dynamics and expressive techniques but used well in stages
Student knowledge is reputable through performance
Demonstrates some understanding of music role within ensemble, maintaining timing and structure
8-0 An improving performance, with very minimal dynamics and expressive techniques
Student demonstrates little knowledge of material through performance
Demonstrates minimal understanding of role within ensemble

Marking Guidelines for Video Analysis and reflection

5-4 Student presents a great reflection, analyzing specific aspects of the performance, with descriptive terminology
3 Student presents a good reflection with smaller detail of performance
2-1 Student present a minimal reflection, showing little analysis of video with no description
 Resources

Sheet Music

For all instruments

Video tutorials
Guitar and drums

Backing tracks

Approaches to teaching used in Five stage lesson Plan

Three approaches which I use when teaching performance are devised from one Programmed Instructional based, this application to music
allows self-instruction and sound clips to be used as a homework activity. This assisted approach has not really been explored yet but the
approach allowed students to access music sounds and programs which will develop their performance knowledge. Further, informal teaching
approach allows students to feel comfortable within their surroundings, approaching rock music performance from a relaxed point of
understanding. Lastly incorporating the Orff approach, where this focus is commonly used for students to learn music through visual and Aural
aspects, this is very important with music as students learn differently on distinctive instruments.

Programmed Instructional Based Learning

https://onlinelearninginsights.wordpress.com/tag/programmed-instruction/

Informal Teaching
http://www.emc-imc.org/fileadmin/EFMET/article_Mak.pdf
ORFF approach
https://musicaustralia.org.au/discover/music-education/music-education-methodologies-approaches/the-orff-approach/

http://preserviceteacher1992.weebly.com/stage-4-five-lesson-plan.html

Year 7 Performance Reflection Task: Term 4

Students will be assessed on writing a 250-word reflection of the performance task, this will be recoded and filmed on the day of performance and
put onto the music webpage for students to assess and write their reflections.

Questions that will help guide your responses,

1. What did you see or hear through the performance that could have been improved?
2. Did the process of this unit help you grasp a greater understanding of music performance?
3. What did you learn from this experience?
4. What could you improve on next time?
5. How did you find working with your fellow peers?

5-4 Student presents a great reflection, analyzing specific aspects of the performance, with descriptive terminology
3 Student presents a good reflection with smaller detail of performance
2-1 Student present a minimal reflection, showing little analysis of video with no description
Total Mark__/5

Feedback for Student:

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