Lesson Plan

Topic area: Music for Television/ Pitch & Texture

Stage of Learner: Stage 5

(elective)

Syllabus Pages: 30-48pp.

Date: 30/07/19

Location Booked: computer lab

Lesson Number: 1/3
Time: 60 minutes

Total Number of students: 16

Printing/preparation: web page,
Devices, workbooks

Outcomes
Assessment
Students learn to
Students learn about musical concepts through:

Syllabus outcomes

5.7
5.8
5.9
5.10

Life Skills outcomes

L.S7
L.S8

Lesson assessment

 listen to, analyse and compare a range of repertoire characteristic of the compulsory
and additional topics studied

 identify, compare and discriminate between ways in which musical concepts have
 been used and manipulated in a broad range of repertoire

 develop aural discrimination skills in pitch and texture

 recognise high and low sound, eg high, low, combinations of sound placement,
direction of sound

 recognise sound sources including:

types of sounds, eg orchestral, vocal, rock, computer-generated, non-Western,

environmental

groups of instruments, eg strings, brass, percussion, guitars, keyboards, drums, blown

specific instruments, eg violin, flute, trumpet, electric guitar, bass guitar, cymbal, drums,
didjeridu, gong, sitar

 analysing and comparing music of various styles, periods and genres characteristic of
the compulsory and additional topics studied

 identifying and discriminating between ways in which musical concepts have been
used and manipulated

 interpreting and analysing a broad range of repertoire characteristic of the

compulsory and additional topics studied

 understanding the concept of high and low and that smaller instruments produce
smaller sounds etc

 recognising that instruments play different parts and have different roles in music

 discussing their responses to a variety of music

 discussing reasons for judgements about musical preferences

Cross Curriculum themes & General capabilities

Critical thinking skills and analysis

Explicit subject specific concepts and skills

ICT
Literacy
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
=
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
Learning Outcome/s Method of measurement and recording
5.7 Collecting workbooks at the end of the lesson, reading
over the answers to the questions they were given to
5.8
determine competency. Possible feedback and
5.9 encouragement to left.
5.10

Life Skills outcomes

L.S7
L.S8

Formative assessment: asking students to write their

thoughts about the lesson and activities in a comment
box on the webpage, specifically what they found
interesting/fun and what they feel they could improve
on (if on comment box, this would be made
anonymous).
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?

Safe usage of ICT in the computer labs

Monitoring of student behaviour whilst online to the best of abilities
Resources Attached:

Webpage URL:

https://missarthur.wixsite.com/musiclessons/lesson-1-aural

[…]

Rationale for all three lessons

I have chosen a combination of aural, composition, and performance experiences in the

lessons plans as I believe the students will feel they have some sort of direct control in how

they conduct their learning. The first lesson is primarily an aural activity and is situated on

my webpage, containing questions for excerpts provided on music for television. I believe

that, although student dislike music theory, they will feel they can do work at their own

pace rather than being put on the spot.