Вы находитесь на странице: 1из 6

Rhythmic Pattern: Lesson Plan (Stage 5)

Topic area: Popular Music

Stage of Learner: Year 9 - 10

Syllabus Pages: 30-32, 33-35, 40

Date: 28/08/17

Location Booked: Music Rooms

Lesson Number:

2 /4

Time: 60 minutes

Total Number of students: 20





Students learn about

Students learn to

Syllabus outcomes 5.1: Demonstrates an understanding of the musical concepts through performance of repertoire.5.3: Demonstrates Solo and Ensemble Awareness through performance. 5.4: Demonstrates an understanding of musical concepts through improvising and arranging the selected music for study. 5.7: Demonstrates understanding of musical



Identifying the use


Perform a range of



of musical concepts in a range of repertoire and styles characteristics of topics studied.

repertoire in groups and individually.




Perform musical


Understanding of

compositions and

the manipulation

arrangements both

of musical

Understanding how musical concepts are used and manipulated in compositions and arrangements.


independently and within

concepts in

a group.



- Improvise and arrange

- Understanding

both individually and in groups the styles of the

how composers

have manipulated



Improvising and

topic studied.


the musical

arranging music in various styles, periods and genres.

Identifying and discriminating between ways in which musical concepts have been used and manipulated.



Identify, compare and

concepts within

discriminate between ways in which musical

concepts have been used and manipulated in a broad range of repertoire.


concepts through analysis and discussion of music.

Life Skills outcomes LS.1, LS.2, LS.3, LS.4, LS.7, LS.8, LS.10

Cross Curriculum themes & General capabilities Prior Knowledge: Students have completed Stage 4 music and have understanding in an instrument of their choice.

Explicit subject specific concepts and skills Obtained knowledge of Musical ConceptsBrief Knowledge of compositional skillsChosen Instrument Knowledge – Notes, Chords.


Quality Teaching Elements (lesson focus) Highlight the appropriate areas


1.1 Deep knowledge




This refers

Intellectual Quality to pedagogy focused on producing deep

1.2 Deep



understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.


1.5 Metalanguage



1.6 Substantive




Quality Learning Environment This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria
Explicit quality

2.4 Social Support


2.5 Students’ self-

2.2 Engagement


2.3 High


Student direction



Significance This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.



3.4 Inclusivity


3.5 Connectedness



3.6 Narrative


3.3 Knowledge integration

How the quality teaching elements you have identified are achieved within the lesson.



1.1: Deep Knowledge
1.1: Deep
2.1: Explicit Quality Criteria
2.1: Explicit
Quality Criteria
3.3: Knowledge Integration
3.3: Knowledge

Indicators of presence in the lesson

Shown through the content focus on Rhythmic Patterns and composition


skills including focus on bassline, rhythmic pattern, chord progression and



Shown through student objectives and reinforcement of participation


among rhythmic patterns and reflection on performance to convey use of

musical concepts.


Use of rhythmic patterns and the compositional skills among performance

relevant to selected repertoire. As well as discussions on musical concepts

and integration of learning experiences.



Teaching and learning actions







Introduction: Welcome Students to class and today’s objectives.

Teacher: Welcome Class to today’s objectives. Start them on their small activity as a class.


Objectives: Rhythmic Patterns in Popular Music.

- Understand Rhythmic Patterns


- Learn a rhythmic sequence and how it conveys

Student: Listen to objectives, participate in small activity.

musical concepts.

Learn Compositional Skills: Swing Rhythm, Bass Line, Chord Progression.


Resources: IWB/ White Board

Small Activity: What is Rhythm? (Explain in your books)

Quick Class Mind Map on whiteboard from student ideas.



Group students in class circle. Inform students of proceedings; Use clear instructions Repeat after me.

Teacher: Set up Group. Inform them of actions to repeat teacher movements.


Start rhythm activity with clapping out of swing rhythm. Continue till most students are responding appropriately. Mention brief comparison from this activity to prior knowledge on rhythm.

Student: Follow teacher’s instruction. Look off sheet music for next part or follow teacher instruction.

Resources: Sheet Music.

Remediation: Count out timing (1& 2&, 3&, 4&) or ask students struggling to clap the 4 accented beats.


Gain student attention and lead the class through the next part. Using two hands starting with left first for 2 beats then right for 2 beats continue the swing rhythm by hitting your legs.(REM Ex. L= 1&, R = 2&, L = 3&, R = 4&)Reinforcement of timing can be used to ensure students are keeping in time. (1& 2&, 3&, 4&). (Informal questioning = Ask students what time signature this is. 2/4, 4/4)

Teacher: Gain student attention and show next part of swing rhythm using two hands. Use reinforcement of timing and question the time signature.


Student: Copy movement for two hand swing rhythm, time yourselves.


Resources: Body Movement


Encourage students to keep going without teacher guidance. Teacher informs students of chord progression part but insist that they must continue the rhythm while teacher teaches it.

Teacher: Teacher insist students to try it without teacher guidance. Teacher sings new part being the bass line chords. Students encouraged to join in the new part. Teacher will direct the end of playing and instruct students to find their instrument and see if they can work out the bassline on their instruments. Teacher writes on board while awaiting students return to group.


Teacher will sing the Chord pitch of C, Am, F, G. In that Chord progression order. (ex. I, vi, IV, V) Students are encouraged to join as they understand it. Teacher will signal and mention 4 bars out when to STOP. Students will be directed to stop and in groups select their instrument.

**5 mins: to Collect Instruments and figure out bass line among instruments.

Teacher to write chord progression on board while students are finding instruments. Teacher to also signify the first chord as the tonic note. (ex. C = I)

Student: Continue playing, join in next part of singing bass line and stop when instructed. Find your instrument.

Resources: Voice, Body Movement.


Students will now have their instrument. Some students may have figured out the bass line. For those that have not figured it out refer them to the board and go through the tonic note of each chord within the progression as a group without timing. (ex. C, A, F, G)

Teacher: Highlight and introduce bass line and encourage students to try and play 3rds whilst staying in time.



Student: Figure out bass line, play it in time and try adding 3 rd intervals to challenge yourselves whilst obtaining swing rhythm.


(Informal Questioning = Ask students what notes are within each chord and list this above the tonic in a different colour marker. )


Once tonic notes are established add timing. Complete 4-8 bars of this before progressing to the next step.

Resources: Instruments, White Board.

Extension: Students who found the notes instantly can play the 3 rd ’s. Ensure that you keep in time with the swing rhythm. They can refer to the board for notes if stuck. (ex. C E, A C, F A, G B.)


Split the group in two groups: Group 1 & 2.Group 1 will continue the bass line while Group 2 attempts the rhythmic bass line. This encounters playing third intervals from the tonic note. Reinforce use of two hands for those students using percussive instruments. Once students have identified the chord intervals among their instruments count Group 2 in to play in time with group 1.

Teacher: Divide the group and encourage one group to hold the bass line and keep playing it. Whilst that is happening work with Rhythmic Bassline Group and the switch sides following same steps as above and teach the melody via call and response through clapping and singing. Encourage students to use instrument if don’t want to sing.

T/ S


Now group 2 will maintain the rhythmic bassline while Group 1 learns the melodic phrase.

Group 1 will focus on the melody and will clap the rhythm before singing it. The group will be led by the teacher through a call and response of the melody. The teacher will keep leading until the students understand the phrase. Once this is acquired, students will play four bars together and will be asked to listen to each other before stopping the activity to reflecting on their practice.

Student: Participate in either bassline rhythm or melody. Perform as part of a small group and ensemble.

Resources: Instruments.

**Encourage students to use instrument if don’t want to sing.


Teacher to instigate conversation:

Teacher: Instigate Conversation on what was just done & musical concepts used.



What did we just do? (Bassline, Swing,

Rhythm, Rhythmic Line, Call & Response, Chord progression.)


What musical concepts did we just explore?

Student: Participate in discussion.

How? (Duration: Rhythmic Patterns, Pitch:

Singing Chord progression, Dynamics: Variation of loud & soft, TC: Use & combination of instruments, Texture: Roles of instruments.)

Resources: Whiteboard


Ask students to return their instruments and pack their belongings up, stand behind their seats and patiently await the bell.

Teacher: Help students return equipment used and ensure students are packing up and preparing themselves for the bell.



Student: Pack up the equipment you used, your belongings and await the bell.


Reflection What have I learned about the teaching and learning process when preparing this lesson?

Time limits for each section may vary.

How am I measuring the outcomes of this lesson?




Method of measurement and recording

Informal Reporting: Reflection among performance task through

Informal Reporting: Reflection among performance task through


Informal Reporting: Reflection among performance task through discussion.

Informal: Demonstrated through performance task.

Informal: Understanding how composers have manipulated the

musical concepts within music. Through reflection & practical


Informal Reporting: Reflection among performance task through

Informal Reporting: Reflection among performance task through


Informal Reporting: Reflection among performance task through discussion.

Other considerations Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that should comply with the standard.

Graduate Standards

1.5: Differentiate teaching

to meet the specific


learning needs of students

across the full range of




2.1: Content and teaching

strategies of the teaching


3.5: Use effective classroom

3.5: Use effective classroom


3.5: Use effective classroom communication
4.1: Support student

4.1: Support student


4.1: Support student participation

5.1: Assess student learning

Evidence within this lesson

Performance within groups and individually


followed by task activities that allow for extension

and remediation of learning.


Performance activity incorporates most learning

experiences and implements engaging learning

through interaction and involvement among




Effective communication can be shown through the performance activity through a range of verbal and

non-verbal cues that are relevant to performing.


(Conducting skills)


The lesson activity provides scope that is inclusive

to all students. There is remediation and extension

that allows students to challenge themselves or


find a suitable learning sequence.

Shown through informal reporting on students’

Shown through informal reporting on students’


Shown through informal reporting on students’ learning.

WHS What are the key risk issues that may appear for and need to be reduced/ eliminated in this lesson? Using your syllabus and support documents as well

as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?


Working with others (safety, duty of care, respect)



Working in confined space (Classroom setting)



Practical use of instruments



Correct use of instruments



Objects within walkways (instruments among the floor during group work)


Noise Level