LessonPlan

Topic area: Popular

Music

Stage of Learner:
Stage 4

Date:28/08/16

Location Booked:
Lesson Number: 4 /5
Music Room 1B
Total Number of students
Printing/preparation-PA systems Preparation

Time: 60 minutes

Outcomes
Syllabus outcomes:
4.3 Preforms

Life Skills outcomes:

LS.4
LS.8
LS.10

Syllabus Pages:4.3 Preforms

music demonstrating solo
and/or ensemble awareness

Assessment

Students learn
about

Students learn
to

Performance task,
marked out of 20 a
total of (25%) for
the end of unit of
work.

-Aspects of performing
in a live music
environment
-Working with others
-Set up live
performance

-Perform a piece of music

-Play within an ensemble
-work in a creative
environment
-communicate and work
with others

CCP & GCs

Student personal
instrumental capabilities

Subject specific concepts

Dynamics and expressive techniques
Pitch
Texture
Discipline specific skills
Open questioning and Content enhancement strategies
to assist learning.
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
2.1 Explicit quality
criteria
2.2 Engagement
2.3 High
Expectations

1.4 Higher-order thinking

1.5 Metalanguage
1.6 Substantive
communication

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

2.4 Social Support

2.5 Students selfregulation
2.6 Student direction

How the quality teaching elements you have identified are

achieved within the lesson.

Teaching
element
1.2 deep
understandi
ng

1.4 higherorder
thinking
2.2
Engageme
nt
2.4 Social
Support

Indicators of presence in the lesson

This performance allows students to have demonstrate their knowledge of
the music giving students the opportunity to play in an ensemble
progression.

Higher order thinking will be necessary in stages through the

performance as students have to show knowledge direction through
the ensemble.
Student engagement in the ensemble is necessary as performance
aspects must show that students can work together and show
initiative to preparation.
From the following assessment students can show support and
teamwork through the performance, and further provide
constructive criticism of each others playing abilities.

Ti
me
5

Teaching and learning actions

-Welcome students
-allow all students to get all their music
equipment and material together, tunned
and ready for performance

Organisation
Teacher: Mr Marson

Centr
ed
T/S
T

Student:
Resources:

10

15

-Students are to set up performance space

-Get PA system plugged in
-Have all necessary microphones, leads and
cables
-Have the correct levels of PA system ready
-Get all students to test equipment

Teacher: Mr Marson

Student:
Resources: XLR Cables,
Speakon Cables
Teacher: Mr Marson

Student:
Resources:
20

2535

-Students sound check

-Video recorder set up with visual of all
students and clear sound

-Students to perform Seven Nations

Army

Teacher: Mr Marson

Student:
Resources: Cannon t3i
camera and Rode NTG2
condenser microphone
Teacher: Mr Marson

Student:
Resources:
3540

-Video to be uploaded onto webpage

Teacher: Mr Marson

Student:

4055

-Students are to disassemble performance

space quietly and safely
-Students are allowed to discuss amongst
themselves about performance outcome

Resources: Computer with

Wi-Fi connection
Teacher:

Student:
Resources:

5560

-Assignment reflection task to be

administered to all students
-Explanation of task 2 to be clearly
identified

Teacher:
Student:
Resources:

Reflection
What have I learned about the teaching and learning process when
preparing this lesson? The strategies I undertook work to some
degree allowing students to be guided through the stages of
learning the music. It is important to keep the material simple and
engaging for mandatory year 7 music students. Teaching students
more knowledge about the live performance sound techniques such
as PA systems, listening and engaging through performance etc.
helped push students further towards a professional stage of music
education with additional higher interest knowledge for music
performance.
Measuring the outcomes of this performance can be assessed from
both a dynamics perspective and video recording.
How am I measuring the outcomes of this lesson?
Learning Outcome
Students will be able to
perform within a live
ensemble
Students will be able to
play a section of the
song
Showing effective
communication and
performance
awareness

Method of measurement and recording

Performance allows students to work together
within a group environment.
Rehearsed individual part dedicated to their
part
Measured through dynamics and expressive
techniques

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
1.2-demonstrate
knowledge and
understanding of
research into how
students learn and the
implications for
teaching
3.1 Set learning goals
that provide achievable
challenges for students
of varying abilities and
characteristics
4.1 Identify strategies
to support inclusive
student participation
and engagement in

Evidence within this lesson

Creating the score material easier allows
students to perform material easier without
over complicating the task.

Allowing students to play a popular song of

this choice and create a simple ensemble,
challenges students to perfect the live
performance aspect of the task.
This task allows all students to work as a
group and self-support each other. The
performance allows students to further
engage in the activity to help build a final

classroom activities.

ensemble outcome.

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?
-Handling of all Instruments
-PA System connections

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.