PRACTICAL PEDAGOGY LESSON PLAN & EVALUATION

PART 1. BACKGROUND OF THE LESSON

Name of Student Nerys Lesson Number 2

Date and time of 29/01/20 – 17.00 Length of 30 mins

lesson lesson

A. Lesson Aims

-Reconsolidate work on the beginning of G major scale from last lesson, and more of the

scale

-Continuation of developing plucking technique across strings

-Continuation of internalising pulse and rhythms

-Begin to understand how musical notation works for pitches

B: Materials required to teach this lesson

-2 guitars
-Piece of paper

PART 2: THE LESSON

A. Starter Activities

Timing What Why How

5 mins ‘Che Che Kule’ song -Call and response, creates -Call and response with
immediate singing, try and ensure clear
engagement/focused rhythms
listening -Continuing with call and
-Develop sense of response, implement
pulse/internalise rhythms percussive element on the
-Develop dictation with back of the guitar (tap the
pitches rhythm while singing)
-Maintain a rhythm with -Increase the challenge
strong pulse with other from previous lesson by
rhythms simultaneously allowing student to pick one
being played of the 3 rhythms. Student
then loops rhythm while I
play other rhythms at the
same time. Alternate around
different rythms.

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 B. Main Development Activities

Timing What Why How

5 mins -Reconsolidation of previous -Ensure student - Continuation of call and

lessons work on G scale, and
introduce next of the scale
if student finds easy
(G,A,B,C)
10 mins -Introduce how these notes
look on notation
C. Conclusion of Lesson; Review Activities
understands the positioning
of the notes on the guitar,
and the pitches of the notes
aurally
-Develop students pitch and
rhythm
-For student to begin the
process of reading music
response games across the
different notes, with both
playing the notes and singing
the pitches
-Ensure proper technique is
used for the plucking of the
strings
-Draw a clear large diagram
of a stave with the 3/4
pitches written out with
clear indication of their
pitches. Do not mention
anything about rhythms at
this point, nor exceed the
amount of notes being
introduced to avoid
overbearing the student
with too much information.
Demonstrate how these dots
relate to the notes that the
student is already familiar
with.

Timing What Why How

8 mins -Consolidation of how to -For student to begin the -Reinforce this new
read notation process of reading music knowledge with testing
games – point at different
notes for the student to
play them. Develop this
game by pointing at a
sequence of notes in a
random order for student
to play and sing, further
challenging their knowledge
and ability to recall.
-Increase difficulty by
blocking the pitch
indicators on the score
(scribble over the letters)
and testing the student on
just the notation
-Further reinforcement of -Also allow student to
2

2 mins -Finish lesson with ‘Don’t
strum this one back’ game
learning to read the
pitches, and giving
opportunity for student to
be creative and compose.
- Fun, rewarding game for
student to enjoy at end of
the class.
- Develops sense of pulse/
distinction of rhythms
-Develops effective
‘strumming’ technique
create their own sequences
of notes, for you both to
play – write their own
‘songs’. Allow them to
practise writing the
notation down themselves.
- Student imitates rhythms
from teacher through
strumming guitar, however
avoids the rhythm that
follows “don’t strum this
one back”.

D. Independent Study (Homework)

What
-Student continues to create their own ‘songs’,
writing down the pitch and performing the music
(playing and singing)
Why
-Reinforce what they’ve have learnt about
notation
-Develop their understanding of pitch and
positioning on the instrument
-gain experience in being creative and composing
their own music

PART 3: LESSON EVALUATION: PUPIL SKILLS AND MUSICAL UNDERSTANDING

A. Skills and musical understanding acquired; what did the student learn in this lesson and
how do you know this?

-Student was able to recognise and perform/sing the notation by the end of lesson
-Student was able to recall very basic sequences of pitches

B. Building on skills and musicality; How will you build on these skills and their musical
understanding in the next lesson(s)

- Progress recall games to become more challenging and testing. Over time, make sequences more
complex and longer, introduce new notation, incorporate more distinctive rhythms into the recall
of pitches
-Continue to encourage student to create their own ‘songs,’ to further develop students
understanding of the notation and familiarity with writing notation

PART 4: SELF-REFLECTION: the quality of the teaching in the lesson

A: Lesson Strengths: what did you do well in this lesson? Mention anything that might have
positively influenced the pupil(s)’ learning) 
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-Lesson was highly engaging and interactive with use of recall games to reinforce students
understanding
-Lesson incorporated lots of singing and movement
-Student appeared to enjoy the lesson, showing great enthusiasm for singing and clapping
B. Lesson Weaknesses: What was less successful in this lesson? Mention anything that might
have negatively influenced this lesson) 

-While student was enthusiastic for singing and clapping, the student was less enthusiastic
for playing the guitar
-Student was reluctant to hold the guitar and sit upright, which made it difficult to start to
implement technical development on instrument

C. What might you do to improve your teaching in the next lesson? This might include new
strategies, resources and approaches to make the teaching and learning more effective.

-I will try make the room slightly more formal/professional, with use of appropriate chairs to
encourage better posture

Remember to keep all your lesson plans, evaluations and self-reflections in a folder. You should refer to
them as you plan each lesson. Please remember you will be asked to submit this work as part of your
Practical Pedagogy portfolio.