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Case Study Lesson Plan
Case Study Lesson Plan
Topic area: Piano Skills Stage of Learner: Stage 4: Year 8 Syllabus Pages:
Date: 14.06.18 Location Booked: G13 Lesson Number: 6/6
Time: 100 minutes Total Number of students Printing/preparation
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
ICT: Use of Garageband to compose musical ideas. Musical Concepts: Structure, Duration, Texture, Tone
Music Industry: Recording purposes of musical content colour.
within musical software for reproduction. Unity & Contrast.
Compositional Devices
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Inform students to glue the worksheet into the books and refer to this visual chart
when in need of chord placement among the C Major Key.
35 Challenge Yourself Quiz Teacher: Optional for S
Students will be provided with some time to further challenge their understanding of students who may
the mechanics of music theory among the piano through a note identification test want to challenge
provided through the link below. themselves.
https://www.youtube.com/watch?v=qPLz5oPVO8I
Activity: Students will need to research and find another song that has been covered
through the software known as Garageband. They must post the link (URL) for this
piece to the allocated post on Google Classroom and create a key for the textural
layers within this piece. (For example: Sail: S - Solo, M - Melody, B - Bassline, L- Lyrics).
45 Group/ Individual Work Garageband Dance Track/ Composition Requirements Teacher: Write S/T
Using Garageband students are to create a new song by using the instruments among Instructions on board.
the software or by recording the sound from a musical instrument within the
classroom. Some songs may be presented to the class anonymously to showcase the Student: Start working
idea of composing musical ideas from four chords of the C Major key. on composition.
Students will need to highlight the textural layers within their composition through a Resources: iPad,
visual key that may use letters, explicit language or pictures to describe each existing Garageband,
layer. Instruments.
Students will then need to screenshot their Garageband display of the multiple
instrument tracks to support their description of each layer.
Students will be provided with 40 minutes to identify and schedule a plan to ensure
each layer and the following requirements are present within their composition. (This
schedule can be provided among submission as supporting documentation for
understanding the composition).
Song Requirements:
1 Verse (8 bars)
Four Piano Chords from the C Major key
Beat or Rhythm (or both)
Either vocals or a melody (or both)
Record progress of student work by asking students what have they done and how?
85 Reflection & Pack Up PACK UP Procedures T
Students will spend the next 5 minutes of class completing a google form that explores
the student’s intention through questions like ‘describing what you have just created’,
‘what do you like about your piece’ & ‘if you could change anything what would you
change?’
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
The progression from learning the piano and implementing this among student
composition may take longer than expected in regards to timing.
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.
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?
Classroom Safety: Space & objects in walkways.
Instrument Use: Correct Use & Volume Limit.
Resources Attached:
You must list all the resources that you have created or found in this space.