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Lesson Plan: Instrument Families

Lesson Number:

Lesson Time:

Duration:

1

Class Size:

21

Year: 7

mins

8:45
Topic & Focus: Instrument Families

Learning Focus:

45

Supervising Teacher:

Helen Bourke

What will the students learn and how does it relate to curriculum documents?

Students will develop their aural skills by learning to identify instruments by their name, sound and appearance.
They will learn the families which instruments belong to and the characteristics between these instruments.

Curriculum Links:
Learning Area:
The Arts

(ACARA)

Subject:

Leve Key element of focus:
l:

Music

7

Experiment with texture and timbre in sound sources using
aural skills (ACAMUM092)

Assessment Criteria and Method of Evaluation:
For, As, Achievement
Assessment Criteria: Ability Evidence: How will you identify what
to…..
students have learnt? How will you
Of:
Standard:
record this?

Assessment They use aural skills, music
terminology and symbols to
for
recognise, memorise and
learning:
notate features.

Students have the ability to
recognise the sound of different
musical instruments and their
families using their aural skills.
They use correct music
terminology such as the name of
the instruments and their families
when discussing this.

Diagnostic Evidence: Through
observation and discussion I will gain
an understanding of the students’
instrument knowledge and the
development of their aural skills.
Evidence will be collected during the
introduction activities matching 5
instrument pictures with their names

Assessment “
as learning:

Assessment
Of
Learning:

“ “

and sounds.
Formative assessment: Through
observation, discussion and written
lists I will identify the students’
developing conception of instrument
families. They will match images of
instruments under their correct family
name and discuss the similar
characteristics. They will also be able
to identify these instruments while
listening to a composition and
discussing and listing these.
Summative Assessment: By collecting
the students’ work books I will be
able to analysis their list of
instruments under each family and
heading and see if they have an
understanding of instrument families.
I can gain an understanding of their
aural skills by evaluating their lists of
instruments that they heard in each
composition.

Student Prior Knowledge: What is your starting point? What do the students already know, what have they
done before, how does this connect to or build on their existing knowledge?

Students have already completed two theory lessons in music exploring note values and time signature. This is the
first lesson introducing them to Aural skills. They will already know the sound and appearance of some commonly
used instruments such as drums and guitar and each student should all be learning an instrument and are in a
school concert band and will be familiar with these. Not many of these students were exposed to music in primary
school.

Teacher Focus:

What will you concentrate on yourself (classroom
management, lesson flow, voice, positioning, engagement etc)?

I will focus on not making assumptions on student prior knowledge and
experience, as the class is from a low socioeconomic area they may not
have been exposed to many instruments and my aim is to do this with
visual and aural representations. I also aim to engage students in a
theory lesson, theory can be quite dry so I aim to make is interesting
through fun and different music explains and challenging instruments
which may not fit perfectly into the instrument families.

Lesson Description:
Stage of
Task:
Lesson:

Time:

Resources & Materials:




5 instrument posters
Short sound clip of each of the 5
instruments
20 small instrument cut outs
Stereo
Cd with songs:

Student Action: What will Teacher Action:
students be doing? Explain how
the students are expected to
work.

What will
you do during this time? List
questions, assessment and
extensions.

Stage 1:
Introduction

Identify 5
Instruments

2 mins

How will you engage
and stimulate the
interest of the
students?

Challenge: Match
instrument to its
sound.

Intro to instrument
families.

5-7
mins

2 mins

Students will take their seats
at their desks. They will
observe 5 different
instruments and suggest
what they may be named.

Present 5 instrument pictures.

Students listen to each track
and decide which instrument
they think is playing. They
write this down in their work
books.
Discuss their answers.

Play each instrument sound to
the students allowing them
some think time in-between
each track.

Student participate in a class
discussion about instrument
families and were they think
each of the five instruments
may belong.

Ask if they know what they
might be called.
Write Instrument name
underneath the picture.

Replay the tracks, stopping inbetween each one to
discussion what they thought it
was, and giving the correct
answer. Assess for Aural Skills
Lead a class discussion about
instrument families by posing
the question “All these
instruments belong to an
instrument family, have you
heard of any of these families?
Where do you think this
instrument belongs?”
Write the instrument families

Stage 2: Body
Describe each distinct
task in the order to be
undertaken. Start a
new task each time
the teacher or
students behave in a
different manner.
State an estimated
length of time for each
task.
Ensure that there is
some form of prompt
or reinforcement
available for students
What preparations
have you made for
early finishers of each
task so that they will
be extended in a
relevant and
interesting way?

Match instrument
to its Instrument
family. Small
group

5 mins

2 mins

5-10
mins

Students form groups of 3-4.
They have a discussion about
where they think each
instrument belongs.

One student out of each
group comes and places
there instruments under the
correct instrument family.
Suggest the name of each
instrument. Participate in a
discussion about the
similarities of the instruments
in each family and decide if
any need to be changed.
Suggest any other
instruments that belong to
that family.

in be headings on the board
eg Brass, Woodwind, Strings
and Percussion. Place
instrument pictures under
their correct heading.
Assess for instrument family
knowledge
Hand out 5 instruments to
each group.
After about 5 mins tell
students to select one person
to place them on the board.
Tell each group to come up
and place instruments on the
board.

List the names next to each
instrument. Lead a discussion
about each instrument family.
Ask “What is the same about
all these instruments?”, “what
do you think makes an
instrument belong to this
family?”, “Would you like to
move any of these

5 mins

Instrument
recognition

10 mins

Draw the table in their books,
listing all the instruments.
Listen to songs being played
and list the instruments they
hear. Discuss what they
recognised.

instruments to another
group?”, “Do you know
anymore instruments who
belong to this group?”
List any new instruments
Assess for student
understanding.
Tell students to copy tables
down into their books.
Play “Up Town Funk” for
students. Guide a discussion
about what instruments are
played “Drums, Vocals,
Piano/syth, Guitar, Bass,
Trumpet, trombone,
Saxaphone”. Replay song if
needed.
Play “Concierto de Aranjuez”
for students. Guide a
discussion about what
instruments are played.
Replay song if needed.
Extension: Play “You’re not
one of them” for students.

Stage 3:
Conclusion
How will you draw the
findings of the lesson
together so that the
students can evaluate
what they have
learnt?

Reflection
discussion

2 mins

Students discuss something
new they have learnt today.

Guide a discussion about what
instruments are played, guitar,
bass, violin, cello, xylophone,
drums, and vocals. Replay
song if needed.
Ask students to think of
something they have learnt
today and share.