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Tabor Adelaide - School of Education - Lesson Plan

Student Teacher Name: Caleb Everett……………………………………………… Date: 09/05/2017

Curriculum area: Year level: 9 General capabilities:
Music School: Findon High School
Lesson time: 45 mins x 2 curriculum priorities: English, Maths
Topic: Sound
production, band
practical
Curriculum Content Improvise and arrange music, using aural recognition of texture,
Descriptions dynamics and expression to manipulate the elements of music to
explore personal style in composition and performance
(ACAMUM099)
Manipulate combinations of the elements of music in a range of
styles, using technology and notation (ACAMUM100)
Practice and rehearse to refine a variety of performance repertoire
with increasing technical and interpretative skill (ACAMUM101)
Perform music applying techniques and expression to interpret the
composer’s use of elements of music (ACAMUM103)
Anticipated outcomes Unit Outcomes:
Students will be able to use basic sound production software to create and
construct their own pieces of music. Students will have the ability to play
their band pieces in time and with higher levels of skill.

Lesson Outcomes:
Students will gain a greater knowledge and understanding of the aspects of
chord building within songs through band work.

Students’ prior Basic knowledge of musical instruments and basic music notation.
knowledge

Revised for Australian Curriculum January 2014.
Resources needed  Laptops
 Instruments for practical segments

Lesson sequence and Introduction: What ‘hook’ will you use to Differentiation
time sequence get students interested?
This class’ ability varies
Beginning Begin lesson with recap of previous lesson. greatly, however for this
lesson the students will
Ask students where they are up to in their all be able to connect
Soundation task. Give help where needed to and engage with the
each student and remind him or her that it is content.
important to keep a record of what they are
doing for their written segment. Many of the students
come from various
Split into band groups for the students to multicultural
practice their practical work. backgrounds, some with
English as a second
Start with the boys group, as they haven’t had language. Content will
Middle much opportunity to play together as yet. Select need to be differentiated
a song with them by going through the list of in order for students to
options and listening to them until they have engage and understand
made a choice. the lessons and content
fully.
Go through basic warm-ups with students for
the various instruments. One of the students
comes from an
End Rotate through the bands, allowing each group Aboriginal background
to have a reasonable amount of time on their and various classes are
instruments. changed to cater for
different needs. This
student misses lessons
occasionally as they are
enrolled in a different
program every fortnight.

Assessment of students Methods to be used:
(Formative/summative)  Students Soundation projects (When completed)
 Band work

Evaluation – for Throughout the next lessons students will be learning more content
students. throughout band lessons including chords and being able to play new and
Where to next? more complicated songs. Soundation assessment will be completed
through homework time and as class work.
Evaluation of your This lesson went well and allowed me to gain a greater sense of where the
planning boys group is up to within their practical work on band. The girls group is
moving along well however I feel that I should move to each individual
instrument and help them on specifics as they are playing (remember to
play examples and not just tell them what to do).

Revised for Australian Curriculum January 2014.