Classical vs Modern

Year Level

Years 3–4

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WALT (We Are Learning To)

Compare Classical and Modern music.

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Success Criteria

• Identify differences in style and structure between Classical and Modern music.
• Use comparison charts to organise and understand musical features.
• Participate in listening and discussion activities respectfully and actively.

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Curriculum Alignment

South Australian Curriculum – The Arts: Music (Years 3 and 4)
Content Description:

• AC9AMU4D01 – Develop listening skills to identify how musical elements such as rhythm, pitch, dynamics, and structure create different styles and moods in music.
• Explore and identify stylistic characteristics in different genres by active listening and discussion.
• Use comparison frameworks to understand music structure and instruments used.
• Work collaboratively and engage respectfully with diverse music examples.

Elaborations relevant to the lesson:

• Listening to diverse music to explore rhythm and pitch patterns and musical structure.
• Discussing and reflecting on how different styles manipulate the elements of music.
• Using charts and graphic organisers to compare musical elements.

This lesson aligns particularly with AC9AMU4D01_E5 (listening to diverse examples to explore musical patterns and structure) and AC9AMU4D01_E4 (listening and discussing the effects of musical choices).

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Class Profile

• 25 students, mixed abilities.
• Inclusive of diverse learning needs, including dyslexia.
• Encouraged to use visual and auditory learning supports.
• Teacher prefers using clear WALT/success criteria, charts, and active listening.

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Lesson Duration

50 minutes

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Resources

• Audio examples of Classical music pieces (e.g., Mozart, Beethoven) ~1-2 minutes each
• Audio examples of Modern music pieces (e.g., contemporary pop or electronic instrumentals) ~1-2 minutes each
• Whiteboard or projector to display comparison chart
• Printed Comparison Charts with columns for “Classical Music” and “Modern Music” (dyslexia-friendly font and layout)
• Headphones (optional) for individual listening
• Writing materials for students

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Lesson Outline

1. Introduction (10 minutes)

• Begin with WALT and success criteria written clearly on the board.
• Briefly explain what Classical music is (music composed roughly between 1750 and 1820, often orchestral, structured, formal) and what Modern music is (contemporary popular or electronic music, less formal, diverse styles).
• Use simple vocabulary and dyslexia-friendly handouts describing key features (e.g., tempo, instruments, mood).
• Engage students by asking if they know or have heard examples of either.

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2. Listening Activity – Guided (15 minutes)

• Listen as a class to two short examples: one Classical piece, one Modern piece.

• Use headphones for clarity if possible or play through classroom speakers.

• After each piece, pause and prompt students with guided questions:

  • What instruments/voices did you hear?
  • Was the music fast or slow? Loud or soft?
  • How did the music make you feel?
  • Did you notice any repeating patterns or different sections?

• Record some answers directly into the comparison chart on the board under Classical or Modern columns with student input.

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3. Group Discussion and Comparison Chart Completion (15 minutes)

• Divide class into small groups of 4-5 students.
• Provide each group with a printed comparison chart to fill in with observations about style, structure, instrumentation, and mood from the listening examples.
• Encourage groups to identify key differences (e.g., Classical may have orchestral instruments, formal structure; Modern might have electronic sounds, different rhythms).
• Circulate and support groups, prompting with questions and encouraging all students to contribute.
• Support students with additional prompts or simplified reading versions for those with dyslexia.

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4. Extension Activity – Playlist Creation (5 minutes)

• For advanced learners or early finishers: invite them to suggest their favourite pieces of Classical and Modern music to add to a class playlist.
• They can write down song names or composers/artists.
• Teacher can collect these suggestions to build a curated playlist for future lessons or class listening.

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5. Conclusion and Reflection (5 minutes)

• Bring class together and share key points from group charts.
• Recap the success criteria and ask a few students to share one key difference they identified between the two genres.
• Reinforce respectful listening and the idea that different music styles serve different purposes and can all be enjoyed.
• Set up the next lesson focus briefly.

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Differentiation Strategies

• Use clearly structured comparison charts with dyslexia-friendly fonts and simple layouts.
• Allow students to work in small collaborative groups for peer support.
• Provide audio at comfortable volume levels with the option for headphones.
• Use visuals and keyword lists alongside audio to aid understanding.
• Use scaffolding questions during listening and discussions to support comprehension.

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Assessment

Formative assessment based on:

• Contributions to group comparison charts demonstrating understanding of style and structure differences.
• Participation in discussion with relevant observations using musical vocabulary.
• Ability to identify at least two differences between Classical and Modern music in a brief oral or written reflection.

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Teacher Reflection Ideas

• Did students confidently identify differences in style and structure?
• Which supports helped struggling learners better engage?
• Did the use of comparison charts aid in making abstract musical concepts more concrete?
• How engaged were students listening to different music types?
• Is the playlist extension effective for encouraging personal connection to music genres?

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This lesson plan provides a clear, scaffolded experience tailored to Years 3–4 students, aligning with South Australian Curriculum outcomes for music. It balances listening, discussion, and visual organisation tools with differentiation and extension opportunities, incorporating multi-modal engagement and dyslexia-friendly practices to support all learners. This approach aims to ‘wow’ teachers by blending curriculum compliance with thoughtful, practical techniques tailored to diverse young learners.