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School: Curriculum Area: The Arts (Music)

Topic: Deconstruction of ANZAC songs

Learning Intention:
Students will be able to explain the different aspects of
a song.
Students will be able to decompose different types of
Students will be able to communicate to their peers
regarding what they have learnt.
Students will be able to assist their peers (when they
can) to assist and further their peers learning.

Date: Grade Level: 6

Duration: 1 hour
Prior Knowledge:
Students have knowledge of how to create
compositions by selecting and organising sounds,
tempo and volume.
Students are able to identify the purpose of particular
Students are able to explain why particular songs are

AITSL and/or AusVELS Requirements:

Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and
form in a range of pieces, including in music from the community.
Rehearse and perform music, including music they have composed, by improvising, sourcing and arranging ideas and
making decisions to engage an audience.
Identify intended purposes and meanings as they listen to music, using the elements of music to make comparisons,
starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples.
Preparation, Equipment and Consideration:
White board & white board markers.
Computers or IPads connected to the internet.
Ear phones/ head phones.
Access to the needed websites (Shown below).
Access to YouTube
Students work books.
Teacher needs their anecdotal notes book

1. A brief discussion regarding what students believes makes a song is had. The responses are written on the board for
future discussions.
2. Students and the teacher then discuss if lyrics and sounds were used to create a particular mood and if this assists in
making a song a song?
3. Students are asked what type of songs they believe were sung during World War 1- were they uplifting? Did the
soldiers have their own songs they sung?
4. Using the following websites, students in pairs, listen to a number of different songs and research the lyrics of these
songs- in some cases, students may need to look the songs up on YouTube (the titles are provided). Whilst students are
listening to the songs, they are to record and specific words/ lyrics that are used to create the song, the different
instruments that were included and the different sounds that they could hear- e.g. a lot of bass guitar and not much
drums etc. while also describing the mood that they believe the singer was trying to create and how they created this
http://www.anzacs.net/ (Audio Poems)
5. Students may need to have a number of lessons in order to complete these tasks to the best of their abilities.
However, once all students have had a go at deconstructing 3-4 songs, a class discussion is to be had.
The teacher needs to write notes regarding this discussion, as this will be used as an assessment, as will the original
list that was written on the board at the start of the lesson.
Success Criteria:
Students can demonstrate- through conversation, discussions and researched book work- how to deconstruct a song.
Students can explain the different aspects of a song- know the specific and interesting words within the song, the beat,
the mood the song creates etc.
Students can contribute to class discussions.
Students try to assist their peers if they need assistance.
Supervisors Comments: