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102086: Designing Teaching & Learning: Assignment 2: Lesson Plan Anaylsis
102086: Designing Teaching & Learning: Assignment 2: Lesson Plan Anaylsis
102086: Designing
Teaching & Learning
ASSIGNMENT 2: LESSON PLAN ANAYLSIS
18036116 : JASMINE BREEZE
Contents
Original Lesson Plan
Lesson Plan Analysis
Modified Lesson Plan
Academic Justification
References
Learning Portfolio Web Link
Original Lesson Plan
Learning Objectives (new skills or knowledge, Learning Outcomes (how new skills or
explicitly linked to NC or Syllabus objectives. knowledge and progress will be
Ensure these are delivered in pupil-friendly demonstrated and assessed during the
language) lesson)
To recall key features used in Expressionist Pupils will define a number of key words
music. associated with Expressionist music.
To understand how harmony is constructed by Pupils will understand how to create a
Schoenberg in ‘Peripetie’. hexachord and what function this serves in
‘Peripetie’.
To be able to compose a piece in an Pupils will demonstrate their understand of
Expressionist style. the key features linked to Expressionist
music by composing a piece using ‘Peripetie’
as a stimulus.
Play Peripetie during discussion. After 2 Pupils should discuss what they think the
mins ask pupils to feedback. word ‘klangfarbenmelodie’ means in
relation to Expressionism.
Achievement point if a group have guessed
the answer correctly. Each group should share a ‘convincing’
definition.
Starter (7 mins)
Circulate room helping pairs. Pairs will experiment with these features,
along with other previously mentioned
Expressionist features, to compose a piece
based on their chosen emotion.
After 10 mins, ask some pairs to share their Pupils should listen/watch some
compositions. compositions and try to identify the
Plenary (7 mins) techniques that have been used, and guess
the emotion that they were trying to
Put key words on the board. convey.
Group with most correct answers awarded In groups of four pupils will attempt to
achievement points. correctly define as many key words as
possible (on mini whiteboards) in 5 mins.
Homework: Schoenberg essay
Resources (worksheets/power point slides attached if applicable):
WWW: EBI:
Source: This Lesson Plan was sourced from a Western Sydney High school and was
provided to me by the CAPA Head Teacher of this school. It has been de-identified to
protect the privacy of the teacher and school.
Lesson Plan Analysis
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: There are many uses of metalanguage throughout the lesson mainly at the
5 beginning of the lesson and at the end during reflection.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: The lesson appears engaging with regular attention from the teacher and little
5 disengagement from advanced learners.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The practical lesson plan tends to build upon the understanding of prior learning
5 activities, but is limited in representing out-of-school background knowledge.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: Inclusivity of every student within this lesson plan is shown through involvement
5 of individuals choosing which emotion to link their composition to.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Students can recognize the compositional connection between music and
5 emotions through musical concepts.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: There are use of resources that incorporate aspects of viewing, reading and
5 listening. This is used through most of the lesson to assist and highlight the point of the lesson.
APST
1) 1.4 Strategies for teaching Aboriginal and Torres 2) 4.3 Managing Challenging Behaviour
Strait Islander students
QT model
1) 2.3 High Expectations 2) 3.1 Background Knowledge
Modified Lesson Plan
Resources:
- Constructing a
hexachord.pdf
- Use of IWB.
Activity Execution in Understanding a Hexachord. Teacher: Discuss the task of
1 Cont.. Students must illustrate an understanding to illustrating a hexachord
a hexachord through notating their own within your pairs.
creation within their music books. Once an Perform your hexachord using
illustration is completed using iMacs students Garageband as a recording
will open Garageband and record their device.
10 hexachords as a track.
minutes Students must demonstrate
Extension: Students can make more than one an understanding of what a
hexachord and experiment by using different hexachord sounds like.
timbres and changing the tone of the chord.
Circulate the room to help the
pairs.
Student:
- Illustrate a Hexachord within
pairs. Students can use
instruments to support their
understanding.
- Move onto iMac and record
your Hexachord into
Garageband.
Extension: Students are
expected to experiment with
their hexachord by using
multiple timbres and tones.
Resources:
- iMacs (Garageband)
- IWB (Constructing a
hexachord.pdf)
- Music Books (Notation)
Activity Explaining how Hexachords can be used Teacher: Keep the students
2 within melodic material. within their pairing.
Provide examples of hexachords through Inform students that they will
10 melodic material with reference to the now be creating a motif using
minutes musical concepts. For example; Harmony. their hexachord notes and
must represent an emotion
Model how to create a motif using a through their motif.
hexachord, based on an emotion or historic Student:
cultural event. - Students will create a
composition based off a
QT - 3.1=Background Knowledge hexachord motif and show
contrast of an emotion.
- Students can change the
For Example: A piece based on the complexity mood using melodic shaping
of the instrument being the ‘digeridoo’ and (ascending/descending),
the cultural context of the ‘dream time’ and tempo, pitch, and timbre.
musical interrelation of expressionism within
music culture.) Extension: Students should
experiment with
‘klangfarbenmelodie’ –
passing their motifs around
different instruments. For
example use a ‘digeridoo’.
Resources:
- iMacs (Garageband)
- Music Books (Notation)
Activity Explain musical expressions. Teacher: Explain musical
3 Explain inversion, imitation and diminution expressions and model these
and model how to use these features on on a students’ motif.
5 student motifs. Show relevance to
minutes (Create link to minimalism in terms of minimalism through minimal
creating a motif. For example the simplicity of content within motif.
a digeridoo motif.) Student:
- Experiment with one
musical feature that relates to
expressionism and use this as
10 Students must show expressionism features a development to your
minutes within their compositional piece to be hexachord motif.
assessed within peer assessment. Extension: Students should
try to incorporate other
expressionist features of their
Total choice to their ‘emotion’
15 composition.
minutes Resources:
- iMacs (Garageband)
- Music Books (Notation)
Wrap Peer Assessment & Compositional Portfolio Teacher: Inform students that
Up Within the last 5 minutes. it’s time to wrap it up.
Students must upload their
5 Students must upload their compositional work to their compositional
minutes creation to their composition portfolio and portfolio and complete a peer
complete a peer assessment on their partners assessment that will be
compositional work. provided as feedback to the
composing student.
Address homework:
1. Complete peer assessment
This peer assessment will be added to their of others work.
compositional portfolio as reflection of their 2. Find a piece that shows an
piece. There will be an option to develop example of
among the composition using the peer’s klangfarbenmelodie’. Use the
advice in further lessons. piece as supporting evidence
towards your Schoenberg
Essay.
Student:
- Students must upload their
compositional work
completed or uncompleted to
their portfolio.
- Students must complete a
peer assessment on the
fellow peer’s compositional
work and submit to their
compositional portfolio.
Resources:
- iMacs (Garageband)
- Peer Assessment Form
- Compositional Portfolio
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In modifying this lesson plan, I found that managing challenging behaviour and incorporation of
Aboriginal culture were poorly covered or not covered at all in the lesson plan. I also found that
involving aboriginal culture in music education is vital to creating cultural understanding and
interplays with musicality concepts and characteristics through the history of the aboriginals
and the stories created using specific instruments. Although there are many options in drawing
interrelations with the aborigine’s culture. I found that to keep within the music context, the
incorporation of aborigines was limited to creativity opportunities like composing with cultural
inspiration.
Managing challenging behaviour was also found to be unadvised within the lesson plan. So due
to the lack of mention of challenging behaviour. I additionally added extensions to the work to
motivate those students to achieve higher and work independently on their own incase of
disruptive behaviour that an educator may need to attend to.
Effort is essential within students and for those students with a growth mindset, nothing is
impossible. This is why promoting extensions among work and implementing student outcomes
within lessons are significant factors to advancing high achiever students. In reflection of this
assignment, I found that it definitely challenging to deliver the lesson in regards to curriculum
content, cultural diversity and student success. It has also widened my perspective in how I can
apply the Quality Teaching model to my lessons in future and has engaged me with a greater
understanding of the required teaching standards.
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?
The major potential risk within the practical component of composition would be the
use of ICT. Care should be taken when using compositional software as these
programs can emit loud sounds beyond the 0dB (decibel) regulation and can create
loss of hearing after extensive periods. It should be advised that students listen to
their creations at a volume level of 75% to prevent hearing issues. Students should
also take into consideration that ICT has many other safety factors that involve using
common sense. For example, the handling of equipment and instruments.
Academic Justification
The original lesson plan was adequate in providing the essential outcomes and objectives of the
NSW Quality Teaching model. (Ludwig & Gore, 2003). Although with respect to the Australian
Professional Standards for Teachers (AITSL, 2016) and the QT model. There are areas within
the original lesson plan that were in need of improvement. For instance, the original lesson plan
lacks the Professional Standards 1.4 and 4.3. Whilst within the QT model elements 2.3 and 3.1
had potential to work among within the modified lesson plan.
The Professional Standard 1.4: Strategies for teaching Aboriginal and Torres Strait Islander
students, has been implemented within the modified lesson plan by incorporating musical
understanding through examples of cultural instruments and their significant roles. These
instruments perform within the understanding of the historical and cultural timeline of
Indigenous Australians. Incorporation of aboriginal understanding within the modified lesson
plan has enabled cultural understanding and respect for Aboriginal and Torres Strait Islanders
through a musical perspective. For example, the modified lesson plan has created a holistic
outlook on ‘expressionism’ and how cultural influence like Aboriginal culture, can interpret the
understanding of musical composition techniques to convey interpreted expressions of the
‘dreamtime’ stories. Supporting this strategy for aboriginal incorporation within the lesson are
the six modules that have been developed in order of creating competence and professional skills
and knowledge in the APST Standard 1.4. (“Helping teachers support Aboriginal and Torres
Strait Islander education: Volume 11, Issue 20”, 2013) In particular module 3. Understanding
learners and learning, and module 5. Creating effective learning experiences, are both important
focus areas that I have chosen to draw among within this lesson plan. Both modules 3 and 5
develop on the understanding and importance of incorporation of Aboriginal and Torres Strait
Islander students by drawing attention to educational access, participation and achievement. In
stating attention to these three vital areas, educators must be “better prepared to build activities
that reflect and value Aboriginal and Torres Strait Islander people, languages, knowledge and
cultures.” (“Helping teachers support Aboriginal and Torres Strait Islander education: Volume
11, Issue 20”, 2013)
Educators must also be competent in enhancing learning opportunities and differentiating their
teaching style in accordance to making lessons more culturally appropriate and engaging for
Aboriginal and Torres Strait Islander Students.
The quality teaching framework ensures that quality education is consistent throughout the
schools by providing a critical reflection platform for teachers to analyse their teaching practice,
classroom and assessment practices. (DET, 2008) In relation to the modified lesson plan, I have
chosen to provide more evidence of the element 3.1: Background Knowledge which falls under
the QT dimension of ‘Significance’. As stated within the QT guide, background knowledge
provides evidence through previous experiences of local, cultural and personal reference, and can
involve prior knowledge of media, popular culture and previous learning in and out of schooling.
(NSW Department of Education and Training, 2003., pg.40) A higher background knowledge
can be sourced through the identification and acknowledgement of cultural and historical
relevance shown through ‘expressionism’. Student lesson activities like brainstorming, personal
correlation to modern society examples and compositional techniques, can be implemented to
show the significance of cultural context, personal understanding and the importance of why we
learn ‘knowledge’. As teachers and educators, we need to provide evidence of meaningful
relationships between students’ background knowledge and their understandings. For students to
consider ‘new learning’ as significant, they must understand that their learning experiences act as
building blocks to their existing knowledge and prior learning. (Liberante, 2012)
The Professional Standard 4.3: Managing challenging behaviour, has always been an issue
within diverse classrooms. Therefore, it is important as an educator that we implement an
effective classroom management that contributes to every student’s development within
achieving syllabus learning outcomes. As highlighted among the modified lesson plan, Music 1
syllabus learning outcomes P3, P5 and P10 all involve aspects of musicality that can become
disruptive within a classroom environment. (Board of Studies, NSW, 2009) Exploring further
into the depth of these outcomes we can find focus on participation, understanding and creativity
of the students’. Therefore, in evaluation of how to manage disruptive behaviours within the
lesson plan. I have determined that my focus is to promote high achieving students to complete
extension work. This also interrelates with the QT element 2.3: High expectations, as the original
plan is appointed for 16 students, the challenging behaviour would be derived from high
achievers that have completed their work for the set time limit. In terms of resourcing within the
modified lesson, I have incorporated their composition portfolio as a stimulus to students’
academic performance within class disruptions. I have hope in that incorporating a goal for the
students that there will be less distractions and more consideration to achieving syllabus
outcomes and reaching the students’ full academic potential.
References
Board of Studies, NSW. (2009). Music 1: Stage 6 Syllabus (pp. 12 - 14). NSW: Board of Studies
NSW.
DET. (2008). Quality Teaching to support the NSW Professional Teaching Standards. NSW:
Department of Education and Training.
Helping teachers support Aboriginal and Torres Strait Islander education| Volume 11, Issue 20.
(2013). Curriculum & Leadership Journal. Retrieved 9 May 2017, from
http://www.curriculum.edu.au/leader/helping_teachers_support_aboriginal_and_torres_str,3
6825.html?issueID=12826
Liberante, L. (2012). The importance of teacher - student relationships, as explored through the
lens of the NSW Quality Teaching Model. Journal Of Student Engagement: Education
Matters, 2(1), 6. Retrieved from http://ro.uow.edu.au/jseem/vol2/iss1/2
Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice
guide Retrieved from http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-
Quality_Teaching_Guide.pdf
NSW Department of Education and Training. (2003). Quality teaching in NSW public schools: A
classroom practice guide. (p. 40). NSW: NSW, Department of Education and Training.
Learning Portfolio Web Link
http://jasminerbreeze.weebly.com/