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Evaluate the lesson plan according to the following NSW Quality Teaching model elements.
Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)
1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Pitch is discussed at a superficial level. The key elements of pitch outlined in the
syllabus are not mentioned in the lesson.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments:
The lesson does have “mini-lessons” to explain and explore the concepts and terms. However, the
lesson only provides a brief explanation and there are missed opportunities to use more terminology.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments:
Students have the potential to be engaged in the activities that require practical work. However, the
activities are teacher-based and limits the students’ creativity.
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3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students’ prior classroom knowledge is acknowledged and contributes to the lesson
activities. However, the lesson does not acknowledge students’ outside knowledge.
3.4 Inclusivity
1–2–3–4–5 Comments:
Students with a disability and those from different cultures would feel cultural excluded from the
lesson. However, some activities could include people with a disability.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The lesson does not connect the content to the meaning and value it is given in the real
world. Students are not shown how composition or musical knowledge can be used outside of the
classroom.
3.6 Narrative
1–2–3–4–5 Comments: The lesson connects rhythm and pitch to contribute to students making a composition.
The narrative of the lesson is not clearly structured or communicated to the students.
Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Deep Understanding 2) Student Direction
3) Connectedness 4) High Expectations
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Lesson Plan
Body Review previous lesson on rhythm asking students to recount note types/names.
5min Conduct a five-question quiz on rhythm: Students to write answers neatly because
they will be swapping books with another student to mark the quiz.
Play a one-bar rhythm (in 4/4 metre) for each question.
Teacher explains the Staff, ledger lines and explains that the treble clef dictates
10min what notes are present on the staff.
Give acronym “Every Good Boy Deserves Fruit” and “FACE” for remembering
notes on the staff. (Student must write down).
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Direct Draw a keyboard diagram and show when middle C is, and that notes are either
Instruction higher or lower from middle C.
Explain that what is a melody.
Explain why large leaps between notes is not practical.
Play melody to students to demonstrate the smooth transitions a melody should
have.
Get students to play the melody.
Students will be doing independent research project, explain and also provide
10min handout of instructions.
• Student needs to find a partner
• Get own smart device
• Each student only chooses one of the research projects to complete (cannot
be the same as your partner’s)
Options:
1) Define indefinite and definite pitch. Find a composer who uses indefinite
pitch in their work. Write an explanation of how the indefinite pitch adds
to the narrative of the piece.
3) Find a simple melody. Notate the melody in your book and draw a line
that follows the curves of the melody. What is the melody direction?
Draw a picture that represents the melodic direction
• Once task complete partners are to share their answer only with each other
• Then move onto next activity with partner.
15min Students can collect sheet from the front of the class that states the instructions for
this activity:
• Then in pairs, one student will play their melody repeatedly while the other
student will be improvising using definite and indefinite pitch. Students can
swap roles at any time. (Any instruments can be used)
Conclusion Get student to come together and get them to watch Charlie Puth- Song writing clip
https://www.youtube.com/watch?v=IU8BEMi8UyM 0:27-3:45.
8min
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Academic Justification:
The original lesson plan did explore the content necessary for music literacy; however, the content
was simplified to the point that was not allowing the lesson to be greatly effective. The altered
lesson improves four elements of the NSW Quality Teaching Model (Ludwig and Gore, 2003);
deep understanding, student direction, high expectations and connectedness, to increase the overall
The alteration of the lesson plan aimed to improved students deep understanding of composition
and pitch (which were the topic outlined in the original lesson plan). Mitchell et al. (2017) argues
that having a few big ideas in a lesson and even more broadly in the curriculum encourages deeper
understanding. A few big ideas offer a sense of direction and allows students to engage deeply with
a concept rather than covering a lot of ideas at a superficial level (Mitchell et al., 2017). Though the
original lesson plan did focus on the “big idea” of pitch, the lesson did not thoroughly unpack the
elements that define pitch within music. The altered lesson plan engages specifically with pitch and
asks students to critically think about the manipulation and meaning of pitch in music. The altered
lesson plan covers the elements of pitch that is outlined in the syllabus such as melodic direction,
definite and indefinite pitch that the original lesson plan did not cover (Music 7-10 syllabus, 2003).
Through the lesson covering more elements of pitch it enables students to have a deeper
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Reference List:
Patall, E., Cooper, H., & Wynn S. (2010). The Effectiveness and Relative Importance of Choice in
__________10.1037/a0019545
Lowe, G., & Belcher, S. (2012). Direct Instruction and Music Literacy: One Approach to
Mitchell, I., Keast, S., Panizzon, D., & Mitchell, J. (2017). Using ‘big ideas’ to enhance teaching
__________and student learning. Teachers and Teaching: Theory and Practice, 23 (5), 596-610.
__________doi: 10.1080/13540602.2016.1218328
Sakakeeny, M. (2015). Music Lessons as Life Lessons in New Orleans Marching Bands. Souls, 17
__________(3), 279-302.
Walkey, F., McClure, J., Meyer, L., & Weir, K. (2013). Low expectations equal no expectations:
Rubie-Davies, C. (2007). Classroom interactions: Exploring the practices of high- and low-
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Johnson, L. (2000). The Relevance of School to Career: A Study in Student Awareness. Journal of
Music 7-10 syllabus. (2003). NSW Education Standards Authority. Retrieved from
__________http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-
__________arts/music-7-10
Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice
__________rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf
Rolling Stone. (2017, October 3). See Charlie Puth Break Down Emotional Hit Song, "Attention”
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