MUSIC LESSON PLAN

Year 2 / Week 1
Objectives

Resources

Prior
Knowledg
e
Australian
Curriculu
m

Students will use body percussion to experiment with musical elements;

long/short, fast/slow, soft/loud, high/low.
Students will improvise patterns of body movement to familiar music.
Students will imitate patterns to develop aural recognition skills using echo
clapping.
Song Bingo
Percussion Instruments worksheet
Percussion Word Find
Students should know what the word percussion means and what instruments
belong to the percussion family.
Students may have sung Bingo previously.
(ACAMUM080) Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns
using voice, movement and body percussion.
(ACAMUM082) Create compositions and perform music to communicate ideas to an audience

Comments
Introducti
on
(10
minutes)

Greeting Knock Knock

Students will enter the music room and sit down in a
circle.
Introduce myself and go over basic music room
rules.
Introduce students to the greeting knock knock
starting with myself. Allow students to go around the
circle introducing themselves.

We do
(15
minutes)

Brainstorm
Ask student what the word Percussion means.
Ask students what are percussion instruments.
Introduce concept of body percussion.
Have students Think/pair/share ways they can
use their bodys as a percussion instrument.
Play Simon Says using body percussion actions
raised in brainstorm.

You do
(15
minutes)

Bingo
Explain to students that we will be singing the song
Bingo. Sing the song and have students clap during
song.
Sing the song a second time and change body
percussion actions to include stomping, knee slap,
clap, clicking. They can chose what body percussion
action they wish to do while singing the song.
If there is spare time sing BINGO again.

Activity

Worksheet

Use different
musical elements.
High low
Soft loud
Fast slow

Percussion Word Find

for early finishers.

(20
minutes)

Explain worksheet to students and ask for any

questions.
After providing efficient time for students to
complete worksheet
(15 minutes), mark as a class.

Percussion
Instruments
Write the name
for each

1.
instrument.
2. Colour in the instruments.

cymbals
drum

maracas
tambourine

drumsticks
gong
mallets

triangle
xylophone

MUSIC LESSON PLAN

Year 2 / Week 2
Objectives

Students will use body percussion to experiment with musical elements;

long/short, fast/slow, soft/loud, high/low.
Students will improvise patterns of body movement to familiar music.
Students will imitate patterns to develop aural recognition skills using echo
clapping

Resources

Body Percussion worksheet (class set)

Prior
Knowledg
e
Australian
Curriculu
m

Students have completed the lesson the week before.

Students know how to imitate different rhythms.

Introducti
on
(10
minutes)

Greeting Copy Cat

Students will enter the music room and sit down in a
circle.
Introduce myself and go over basic music room
rules.
Introduce students to the greeting Copy Cat
starting with myself. Allow students to go around the
circle introducing themselves.

We do
(10
minutes)

Johnny Works with One Hammer

Sing the song with the class using the regular
movements.
Review some of the other body percussion
movements that were discussed in previous lesson.

You do
(10
minutes)

Mirror Mirror (partner)

Have students line up from tallest to shortest. Pair
students with the person next to them. Have
students sit down while instructions are given.
Ask a student to assist and demonstrate activity.
Provide students time to complete activity.

(ACAMUM080) Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns
using voice, movement and body percussion.
(ACAMUM082) Create compositions and perform music to communicate ideas to an audience

Comments

(30
minutes)

Worksheet
Explain worksheet to students and ask for any
questions.
After providing efficient time for students to
complete worksheet

Use body percussion

for students to
imitate

Have students use a

Kagan cheer after
each presentation.

(15 minutes)

Each pair of students will present their body

percussion composition and the class will mirror
their performance of this.

If there is spare time sing Johnny Works with One Hammer and have students use different body
percussion movements.

Cut out the pictures. Organise the pictures

to create a piece of body percussion music.
Glue the pictures in your chosen order onto
a new piece of paper.

MUSIC LESSON PLAN

Year 4 / Week 1
Objectives

Resources
Prior
Knowledg
e
Australian
Curriculu
m

Students will use body percussion to experiment with musical elements; rhythm
Students will imitate patterns to develop aural recognition skills using echo
clapping.
Rhythm cards
Students will have used body percussion previously. Students should know what
percussion means.
(ACAMUM084) Develop aural skills by exploring, imitating and recognising elements of music
including dynamics, pitch and rhythm patterns.
(ACAMUM085) Practise singing, playing instruments and improvising music, using elements of music
including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local
community

Comments
Introducti
on
(10
minutes)

Greeting Knock Knock

Students will enter the music room and sit down in a
circle.
Introduce myself and go over basic music room
rules.
Introduce students to the greeting knock knock
starting with myself. Allow students to go around the
circle introducing themselves.

We do
(15
minutes)

Brainstorm
Ask student what the word Percussion means.
Ask students what are percussion instruments.
Introduce concept of body percussion.
Have students Think/pair/share ways they can
use their bodys as a percussion instrument.
Play Simon Says using body percussion actions
raised in brainstorm.

You do
(25

Rhythm Cards
Review rhythm cards as a class ta, ta, ti-ti, ta
Pair students up and have them practice using one

Use different
musical elements.
High low
Soft loud
Fast slow

minutes)

Conclusio
n
(10
minutes)

of the shown body percussion actions and perform

the rhythms shown on their card. Then they will
repeat the rhythm using a different action and so on.
Put students into pairs/ groups of three. Provide
students time to complete the activity.

Students to use a
Kagan cheer after
each performance.

Perform piece
Chose one of the rhythm cards. Have one group clap the
rhythm, another stomp it, another click and so on. Allow
the whole class to continue for a minute. Then start a
different rhythm assigning groups different actions.

MUSIC LESSON PLAN

Year 4 / Week 2
Objectives

Students will record compositions they have created using non-traditional

notation.
Students will improvise patterns of body movement to familiar music.
Students will imitate patterns to develop aural recognition skills using echo
clapping.

Resources

Splish Splash print out (class set)

Splish Splash CD
Blank paper and lead pencils
Students have reviewed body percussion in previous lesson.

Prior
Knowledg
e
Australian
Curriculu
m

(ACAMUM084) Develop aural skills by exploring, imitating and recognising elements of music
including dynamics, pitch and rhythm patterns.
(ACAMUM085) Practise singing, playing instruments and improvising music, using elements of music
including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local
community.
(ACAMUM086) Create, perform and record compositions by selecting and organising sounds, silence,
tempo and volume

Comments
Introducti
on
(10
minutes)

Greeting Copy Cat

Students will enter the music room and sit down in a
circle.
Introduce myself and go over basic music room
rules.
Introduce students to the greeting Copy Cat
starting with myself. Allow students to go around the
circle introducing themselves.

We do

Splish Splash

Use body percussion

for students to
imitate.

(10
minutes)

You do
(30
minutes)

Hand out copies of the song and sing the song as a

class.
Practice the accompanying movements and sing the
song again.

Pair students up and have them create their own

body percussion movements to accompany the
chorus. Allow time for students to practice.
As a class sing the song and perform actions.

Blank paper and

pencils.
Conclusio
n
(10
minutes)

Explain what non-traditional note taking is and

different ways students may record their creations.
Students record their created movements using nontraditional note taking.

***Early finishers can write their notations on the board and explain to others
who have also finished early. They can practice each others actions if they wish.