Year 7 General Music Programme

Term 3 Elective 2019

Teacher: Mr Gianni Corvaia

(Please note: The following programme outline is applied to each Year 7 Elective class each term)
 
Week Lesson Content Overview Lesson Content Overview
Lesson 1 Lesson 2
9B Introduction to the course & Musicianship Musicianship Skills

 Opening Game: Sludge Pile  Opening Game: Revise Sludge Pile

 Introduction to course
-Workbooks handed out
-SPACE page access
-Assessment dates in diaries
-Class expectations
 Rose Red Song Study (Pg 4)
-teach song through call and response/ with beat/clap words.
-Notate words aurally down in workbook (Pg 4)
-Sing through as class
-Dictate beat circles (remind 1 beat circle= 1 beat)
-using ‘ta’ ‘ti ti’- clap and rhythm/keep beat at same time,
-remind; 1 sound in circle= ta, 2 even sounds in circle twice as
fast= ti-ti.
-Discuss Time signature, group of beats (feel using body
percussion 2/4, ¾ and 4/4 movement activity)
-Add barlines to rose red and time signature.
 Bim Bum (Song with rhythmic patterns)- teach phrase by
phrase- check ending of phrases, higher or lower pitch?
 Revise Rose Red.
-Singing and keeping the beat/ sing and clap rhythm, Sing
with time names.
-Define time signature; at bottom of page 4
-Sing forward and clap rhythm backwards challenge.
 Winter Creeps (pg 6)
-Sing through to class
-Dictation- lyrics only. Break up in to longer phrases.
-Clap through while singing as clas the rhythm
-Dictation of rhythm using beat circles.
-REVIEW: - 1 beat circle= 1 beat, 1 sound in 1 circle is a ‘ta’
or crotchet. 2 sounds in 1 circle (twice as fast, even) are a
‘ti-ti’. Dictate rhythm as class.
 -Add definition of Time-Signature.  Solfa Ladder singing: Drm, using handsigns and singing
 Music Listening Diary (pg 29) steps and skips.
-introduce activity, girls listen and reflect on played piece  Solfa Knock out Game.
of music.  Solfa Dictation pg. (Intervals; revise the word interval-
-explain genre/instrumentation space between notes): Intervals Set #1 Just using drm,
(Always starting on d). Partner marking.
-Full answers using musical elements (beat, rhythm,
 Music Listening Journal; class example.
pitch, instrumentation etc.)  Closing Game; Pass the beat.

 Closing Game; Teach Bim-Bum.

10A Musicianship Lesson/Introduction to MIEDL TASK (Athletics Carnival- students away)

 Bim Bum (Song with rhythmic patterns)
 Revise Rose Red; Sing through/beat/ clap the rhythm. Clap in
cannon with self (Rhythm on the board)
 Solfa Revision; l drm on the board (Ladder revise steps and
skips)
 Solfa Knock out
 Introduce: MIEDL Task
-Show intro SWAY presentation, interactive class discussion
and brainstorm (10-15mins)
-Go through assessment criteria and SPACE
-Give out working copy and start task.
 Closing Game: Pass the Beat.
**Music in every day Life assessment task underway begin in
class.

Term 2

1B Musicianship & Theory Work Musicianship & Theory Work

Intro game: Name Game (Sludge Pile) Intro Game: Sludge Pile
 Introduce new song; Swing a Lady Teach briefly through call
and response, while keeping the beat.  Swing -a-lady Uptown
-Sing through with beat
 Time Signatures Pg 5 : -Sing through with partner body percussion
-Revise terminology; Only discuss the top numerator, base as -Decided on a time signature as class (Try to conduct/beat
type of beats. 2/4, ¾ 4/4. each one against the song) Which one matches?)
-Various percussion patterns feeling the time signatures -Notate Lyrics.
-Listening examples * (If time permitting) -Notate Rhythm in beat circles (individual( adding barlines
-Fill in the worbook page. -Sing through as class with rhythm names, practice sing
forward and clap backwards.
 Rhythmic Dictations pg. 27
-Rhythm bank, ta, titi and zah. Remind Time signature check.  Rhythmic Dictations pg. 27
-Clap once through- then break up bars then again through. -Rhythm bank, ta, titi and zah. Remind Time signature
-Partner mark and check and clap. check.
-Clap once through- then break up bars then again through.
 Solfa Knock out; Drm + add ‘Soh’ -Partner mark and check and clap.
-Sing up and down ladder before commence with added ‘Soh’
which we know as a leap from ‘do’ and a skip from me.  Revise Note reading; spelling Bee on white board or
-Play x 2 rounds, similar game.
-Treble clef spaces and lines.
 The Staff pg 12. (JUST TREBLE CLEF* Bass clef for students
who need extending and have prior knowledge)  Solfa Knock out (1 round)
-Introducing/revising staff -drm and s.
-counting up the lines ascending and spaces.
-Fill in treble clefs + adding acronyms (FACE for the space,  Solfa Intervals Set
EGBDF etc.) -drm and s. Make sure students place soh on the correct
-Revise musical alphabet and repetition; cdefgab.. spot.
-Neatly Drawing treble clefs, demonstrate on board (startingon
2nd line up, curling around….etc.)  Rose Red Group Assessment Task Practice
-groups of 2-3 students
 Note reading; Pg 13 -Sing through as class and practice cannon
-Treble clef spaces on board to start. -Students need to sing in a round, each student singing
-Class examples first; steps, 1. Does the note sit on a line or through atleast twice.
space? Then use the correct acronym. -Give 15-20 min rehearsal time
-Individual note reading task; there are some extension notes-
above and below staff.  Closing Game/Song.
  Closing Song: Yankee Doodle
-Call and response teach actions.
2A Musicianship Lesson and Rose Red Task Rehearsal
 Introduction Game: Debra Hora
(Israeli folk song and dance-see Christina for actions!)
 Rhythmic Dictation in workbook.
 Solfa knock out game 1-2 rounds
 Pentatonic Scale (pg. 15)-Notation and playing on
xylophones.
-Introduce scales- what are scales?
-Pentatonic- 5 pitches, drm- sl.
-Musical examples with pentatonic.
-d can start anywhere
-Notate in workbooks]= d being g on the treble line.
-Play on xylophones and explore the pattern!
**Extension=students notate on various d’s- d=g, d=f d=c
 Rondo Form; body percussion activity
-in workbook page 16
-students create own body percussion patterns with pattern
-rehearse and perform to class (casual performances)
 Closing game/ Music Listening Journal.
3B Musicianship and MIEDL Presentations
 Opening Music Game
 Brass Wagon, sing through with body percussion.
Musicianship and MIEDL Presentations
 Song teach: Brass Wagon
-Teach rhythm first (Has tika tika)
-phrase by phrase, get students to join in
-sing words
-keep beat with a partner.
 MIEDL Presentations
- Students present to class 2-3 mins max with their matching
powerpoint.
- Using VIVI (teacher can allow student control on the
projector) (CHebiton can set this up and show you!)
- Marking key located on SPACE
- *Only release marks when all students have completed task.
Assessment Task 1: MUSIC IN EVERYDAY LIFE DUE
Introduction to Melody Writing.
 Opening Game; Have you ever, ever..
 Rose Red Group Singing Task, rehearsal and DUE )Give
 20-35mins)
 MIEDL Presentations continued and finished
- Groups final rehearsal, record themselves and upload VIA
 Rose Red Task Rehearsals space.

-Sing Through as a class as cannon  Melody Writing Introduce Pg. 18 ( ex 1 + 2)

-Rehearsing in small groups. -What is a melody? Collection of pitches/rhythm etc. Shape
etc.
-Melody Writing Checklists (Not set in stone, but these
help us in this course to create tuneful and singable
melodies!)
A melody Needs to be…
- Singable/Playable!
- Start and finish on D
- Simple! (KISS, keep it simple silly!)
- Have Shape
- Not too jumpy!

 Steps to write a melody (Do this as a class example on Pg

18 the first example- This example has the first bar
complete for you already.)
1. Notate bar lines + time signature.
2. Create rhythm for the bar.
3. Start and finish note on doh
4. Fill in the notes, make sure there is a high point and
general shape
5. Sing and play it!

 Following example pg 18 ex 2, get the girls to create their

own ending and rhythm.
 Ex. 3: Give the rhythm and the girls create the pitch and
overall melody
 Ex 4. Create own rhythm and melody following the steps.
4A Musicianship and Melody Writing Continued. Rondo Composition Task start.
 Intro Song/Game:
 Introductory Game
 Sing through Debra Hora and do the dance!  Task Outline: In student workbook
 Melody Writing Pg 18- Continued. (as notated previous
lesson) -Go through task instructions outlined in workbook
-Revise melody writing checklist -Items due: Final Rondo composition + Theory Worksheets
-Have a go playing through on xylophones and complete page as outline on the task sheet.
-Students come up and get each example checked and have a go playing -Students to use the step by step guide to the task in the
on piano/xylophone to hear their melody! workbook and use as a ‘draft’ before completing their final
Rondo Task.
 Solfa Knock out
 Intervals -students in small groups 3 tops.
 Rhythmic Dictation
 Music Listening Journal  Students Start Composition Task
-A section
-Following melody writing instructions and checklist.
-Get checked by teacher before moving on to the B Section.

 Closing Game.
-

5B Rondo Performance Rehearsals MID TERM BREAK- NO LESSON

 Opening Game; song

 Rehearsals in groups
-Groups scattered
-Remind students and show rubric…
-Focusing on: Starting together, steady tempo, correct rhythms and
melodic notes, dynamics, general organization as a group.
-Teacher can assist and help during rehearsals of all groups if needed

6A . Rondo Performances in class (Catch up Performances if

 needed)
Rondo Rehearsal + Performance
 Rehearsals
-Students work in small groups scattered around classroom and
just outside.
 Start Recording and watching ready groups and use below
questions…
 Short class discussions between groups: Reflecting on…
+ What did you like about there composition? (referring to
musical elements, beat, pitch, tempo, shape, dynamics etc)
+ How did there A section melody stick out?
+What did they do well as a group?
+What would of made there performance even better?
+Group reflection questions; what when well/didn’t go well,
what would you do different.. etc.
 Students submit Tasks DUE
-Workbook with Final Score Copy complete
-Theory Pages require compete in workbook
-Composition Performance video and uploaded (By teacher and
teacher computer)
 Final performances (recorded live in class) of Rondo
Compositions.
 Short class discussions between groups: Reflecting on…
+ What did you like about there composition? (referring to
musical elements, beat, pitch, tempo, shape, dynamics etc)
+ How did there A section melody stick out?
+What did they do well as a group?
+What would of made there performance even better?
+Group reflection questions; what when well/didn’t go well,
what would you do different.. etc.
 Musical Games/quiz lesson.
-Music reading
-Notation
-General Music Quiz, something fun!

7B Introduction to the course & Musicianship Musicianship Skills

NEW
YEAR  Opening Game: Sludge Pile  Opening Game: Revise Sludge Pile
7  Introduction to course  Bim Bum (Song with rhythmic patterns)- teach phrase by
CLASS -Workbooks handed out phrase- check ending of phrases, higher or lower pitch?
-SPACE page access  Revise Rose Red.
-Assessment dates in diaries -Singing and keeping the beat/ sing and clap rhythm, Sing
-Class expectations with time names.
 Rose Red Song Study (Pg 4) -Define time siganture; at bottom of page 4
-teach song through call and response/ with beat/clap words. -Sing forward and clap rhythm backwards challenge.
 -Notate words aurally down in workbook (Pg 4)
-Sing through as class
-Dictate beat circles (remind 1 beat circle= 1 beat)
-using ‘ta’ ‘ti ti’- clap and rhythm/keep beat at same time,
-remind; 1 sound in circle= ta, 2 even sounds in circle twice as
fast= ti-ti.
-Discuss Time signature, group of beats (feel using body
percussion 2/4, ¾ and 4/4 movement activity)
-Add barlines to rose red and time signature.
-Add definition of Time-Signature.
 Music Listening Diary (pg 29)
-introduce activity, girls listen and reflect on played piece
of music.
-explain genre/instrumentation
-Full answers using musical elements (beat, rhythm,
pitch, instrumentation etc.)
 Closing Game; Teach Bim-Bum.
8A Musicianship Lesson/Introduction to MIEDL TASK
 Bim Bum (Song with rhythmic patterns)
 Revise Rose Red; Sing through/beat/ clap the rhythm. Clap in Intro game: Name Game (Sludge Pile)
cannon with self (Rhythm on the board)
 Solfa Revision; l drm on the board (Ladder revise steps and
skips)
 Solfa Knock out
 Introduce: MIEDL Task
-Show intro SWAY presentation, interactive class discussion
and brainstorm (10-15mins)
-Go through assessment criteria and SPACE
-Give out working copy and start task.
 Closing Game: Pass the Beat.
**Music in every day Life assessment task underway begin in
class.

Winter Creeps (pg 6)
-Sing through to class
-Dictation- lyrics only. Break up in to longer phrases.
-Clap through while singing as clas the rhythm
-Dictation of rhythm using beat circles.
-REVIEW: - 1 beat circle= 1 beat, 1 sound in 1 circle is a ‘ta’
or crotchet. 2 sounds in 1 circle (twice as fast, even) are a
‘ti-ti’. Dictate rhythm as class.
 Solfa Ladder singing: Drm, using handsigns and singing
steps and skips.
 Solfa Knock out Game.
 Solfa Dictation pg. (Intervals; revise the word interval-
space between notes): Intervals Set #1 Just using drm,
(Always starting on d). Partner marking.
 Music Listening Journal; class example.
Closing Game; Pass the beat.
Musicianship & Theory Work
 Introduce new song; Swing a Lady Teach briefly through
call and response, while keeping the beat.
 Time Signatures Pg 5 :
-Revise terminology; Only discuss the top numerator, base
as type of beats. 2/4, ¾ 4/4.
-Various percussion patterns feeling the time signatures
-Listening examples * (If time permitting)
-Fill in the worbook page.
 Rhythmic Dictations pg. 27
-Rhythm bank, ta, titi and zah. Remind Time signature
 check.
-Clap once through- then break up bars then again through.
-Partner mark and check and clap.

 Solfa Knock out; Drm + add ‘Soh’

-Sing up and down ladder before commence with added
‘Soh’ which we know as a leap from ‘do’ and a skip from me.
-Play x 2 rounds,

 The Staff pg 12. (JUST TREBLE CLEF* Bass clef for students
who need extending and have prior knowledge)
-Introducing/revising staff
-counting up the lines ascending and spaces.
-Fill in treble clefs + adding acronyms (FACE for the space,
EGBDF etc.)
-Revise musical alphabet and repetition; cdefgab..
-Neatly Drawing treble clefs, demonstrate on board
(startingon 2nd line up, curling around….etc.)

 Note reading; Pg 13
-Treble clef spaces on board to start.
-Class examples first; steps, 1. Does the note sit on a line
or space? Then use the correct acronym.
-Individual note reading task; there are some extension
notes- above and below staff.

 Closing Song: Yankee Doodle

-Call and response teach actions.

9B Musicianship & Theory Work Musicianship Lesson and Rose Red Task Rehearsal

Intro Game: Sludge Pile  Introduction Game: Debra Hora

(Israeli folk song and dance-see Christina for actions!)
 Swing -a-lady Uptown  Rhythmic Dictation in workbook.
-Sing through with beat  Solfa knock out game 1-2 rounds
-Sing through with partner body percussion
 -Decided on a time signature as class (Try to conduct/beat each
one against the song) Which one matches?)
-Notate Lyrics.
-Notate Rhythm in beat circles (individual( adding barlines
-Sing through as class with rhythm names, practice sing
forward and clap backwards.
 Rhythmic Dictations pg. 27
-Rhythm bank, ta, titi and zah. Remind Time signature check.
-Clap once through- then break up bars then again through.
-Partner mark and check and clap.
 Revise Note reading; spelling Bee on white board or similar
game.
-Treble clef spaces and lines.
 Solfa Knock out (1 round)
-drm and s.
 Pentatonic Scale (pg. 15)-Notation and playing on
xylophones.
-Introduce scales- what are scales?
-Pentatonic- 5 pitches, drm- sl.
-Musical examples with pentatonic.
-d can start anywhere
-Notate in workbooks]= d being g on the treble line.
-Play on xylophones and explore the pattern!
**Extension=students notate on various d’s- d=g, d=f d=c
 Rondo Form; body percussion activity
-in workbook page 16
-students create own body percussion patterns with pattern
-rehearse and perform to class (casual performances)
 Closing game/ Music Listening Journal.

 Solfa Intervals Set

-drm and s. Make sure students place soh on the correct spot.

 Rose Red Group Assessment Task Practice

-groups of 2-3 students
-Sing through as class and practice cannon
-Students need to sing in a round, each student singing through
atleast twice.
-Give 15-20 min rehearsal time

 Closing Game/Song.