P4 recognises and Students follow the score as they listen Extension – Students are given the Students engaging
e Students engaging in the
5 Minnie the Moocher – Writing a duration answer
6 Class Practical 500 Miles
Minnie the moocher
identifies the concepts of
music and discusses their
use in a variety of musical
styles
P6 observes and discusses
concepts of music in works
representative of the
topics studied
P1 performs music that is
characteristic of the topics
studied
P2 observes, reads,
interprets and discusses
simple musical scores
characteristic of topics
studied
to Minnie the Moocher. They refer to
their DURATION word bank.
Teacher demonstrates how to write to
answer aural analysis questions.
Teacher leads an analysis of the score
to reinforce the notation and then
listening. Students use the formula
instrument  part of song  musical
term  examples to write detailed
answers.
This lesson focuses on writing about
Duration. The main points overall note
lengths and types, swing, triplets,
tempo, time signature, half time feel,
drum fills, accents, improvisation and
syncopation.
The class watches the song while following
the sheet music.
Parts are distributed and the students
practice the intro and first verse of the
song. The teacher moves around the class
to ensure that students are confident with
their parts.
The class plays the song together and the
teacher and class discuss how to improve.
By the end of the session the at least the
first half of the song is to be performed as
a class.
Throughout the lesson the class identifies
and discusses the features of STRUCTURE.
What is differentiating the sections?
Ostinato, chords, new melodies and
rhythms, call and response.
complete concepts word bank and
they work in a small group to
analyse the whole song focusing on
all concepts while the rest of the
class just focuses on duration.
Adjustments - The teacher
scaffolds and collaboratively writes
responses with the students. All
answers are modelled on the
board. Students help to write the
sentences.
Students are given musical
notation that suits their current
musical ability. There is advanced
piano, simple keyboard, advanced
and simple guitar, music for
vocalists and any other instruments
required.
Teacher works with students who
need additional support.
Students can also use an iPad to
watch tutorial videos to help them
learn their part.
class discussion. piano score and
answer scaffold sheet.
Students offer answers
demonstrating their aural Concepts summary.
understanding of
duration. Students link
what they did in the
practical with the theory
work.
Students identify key
uses of duration on their
score and can annotate
and label according.
Students perform their 500 Miles
individual parts. sheet music for
various instruments.
Students willingly accept
feedback to improve Classroom
their performance skills. instruments.
Class performs as a
cohesive ensemble.