Collaborative Project Showcase

Year Level

Year 8

Duration

60 minutes

Class Size

20 students

---

WALT (We Are Learning To)

• Showcase and present our collaborative digital music projects.
• Discuss and reflect on the creative and technical processes behind our work.
• Provide constructive feedback to peers.

---

Success Criteria

• Students present their collaborative music projects clearly to the class.
• Students explain the creative decisions and use of digital tools in their projects.
• Students demonstrate active listening during peer presentations.
• Students articulate strengths and areas for development in peer feedback.
• Students reflect on their own learning process during collaboration.

---

Western Australian Curriculum Links

Content Descriptions

• AC9AMU8P01: Perform music using relevant vocal and/or instrumental techniques and performance skills, including digital tools to enhance performance and presentation .
• AC9AMU8D01: Develop and practise listening/aural skills and vocal/instrumental techniques for manipulating elements of music to achieve expressive effects, including experimenting with digital tools for arrangement and effects .
• AC9AMU8C01: Interpret music, manipulating elements and employing vocal/instrumental techniques and digital resources to convey expressive intentions .
• AC9AMU10P01 (extension): Rehearse and present planned performances of music they have learnt and/or composed, using relevant vocal/instrumental techniques and performance skills, with reflection on audience and personal responses .

General Capabilities

• Critical and Creative Thinking: analysing creative processes and presentations.
• Personal and Social Capability: interpersonal skills through collaboration and respectful feedback.
• Information and Communication Technology (ICT): use of digital music tools and presentation technologies.

---

Lesson Overview

Time	Activity	Description
0–5 min	Introduction & WALT	Teacher explains the lesson purpose and the success criteria. Establish respectful listening and positive feedback culture.
5–40 min	Student Presentations	Each collaborative group (approx. 4 groups of 4-5 students) presents their digital music project (6–7 minutes each). They demonstrate their project, showcasing use of digital tools and musical elements, and discuss their creative process.
40–50 min	Peer Feedback & Discussion	After each presentation, classmates ask questions and provide constructive feedback focused on music elements, digital techniques, and collaboration quality. Teacher guides discussion to deepen reflection.
50–55 min	Self-Reflection	Students individually complete a short reflection journal or form (dyslexia-friendly format) on their contribution, learning, challenges, and how they might improve future projects.
55–60 min	Wrap-up & Extension	Teacher summarises key learnings. Extension suggestions offered for advanced learners to remix or further develop their projects outside class time.

---

Detailed Activities

1. Introduction & WALT (5 minutes)

• Share the WALT and success criteria visually and verbally.
• Emphasise the importance of active listening, respectful feedback, and celebrating creativity.
• Use dyslexia-friendly fonts and clear outlines for all printed/written materials.

2. Student Presentations (35 minutes)

• Groups present in turn.
• Each group presents:
  • Project title and genre/style.
  • Tools/software used (e.g., digital audio workstation, MIDI instruments).
  • Creative process — how they collaborated and made musical decisions.
  • Demonstrate key musical ideas and digital effects applied.
• Encourage use of multimedia (e.g., showing screenshots, playing audio clips).

3. Peer Feedback & Discussion (10 minutes)

• Use a “Two Stars and a Wish” method for feedback:
  • Two stars = two positive aspects of peer work.
  • A wish = one idea/request for improvement.
• Encourage referencing musical elements (rhythm, melody, dynamics) and digital techniques.
• Teacher facilitates to keep feedback focused and constructive.

4. Self-Reflection (5 minutes)

• Provide a structured reflection template with sentence starters (e.g., “I contributed by...”, “I found challenging...”, “Next time, I would...").
• Offer options for oral reflection if preferred (teacher scribe).
• Reflection supports metacognition and prepares for final unit wrap-up.

5. Wrap-up & Extension (5 minutes)

• Recap the collaborative process and digital creativity.
• Recommend extension activities for advanced learners, such as:
  • Remixing their project with new digital effects.
  • Composing a new piece using elements learnt.
  • Creating a tutorial or ‘making of’ video explaining their project.
• Provide resources lists and ideas for further exploration.

---

Differentiation Strategies

• For diverse learners:
  • Provide presentation notes or cue cards to reduce cognitive load.
  • Allow oral or visual presentations instead of written reports.
  • Use peer support within groups.
  • Provide dyslexia-friendly reading materials and visual aids.
• For advanced learners:
  • Encourage deeper exploration of technical digital music tools.
  • Challenge them to lead peer feedback sessions.
  • Offer opportunities to create additional original digital compositions.
• Additional supports:
  • Scaffold reflection forms with simple language and icons.
  • Repeat instructions and provide examples.
  • Use visual timers and clear step-by-step instructions.

---

Materials & Equipment

• Computers/tablets with digital audio software (e.g., GarageBand, Soundtrap).
• Speakers or headphones for playback.
• Projector or screen for displaying project visuals.
• Printed dyslexia-friendly reflection sheets.
• Feedback guidelines posters/cards.

---

This lesson is designed around authentic music collaboration and digital creativity, following the Western Australian Curriculum content codes AC9AMU8P01, AC9AMU8D01, and AC9AMU8C01 . It encourages higher-order thinking, reflection and peer evaluation within a supportive inclusive classroom environment, honouring the collaborative nature of music creation and performance, fully aligned to year 8 capabilities and standards.