Exploring G Pentatonic

Overview

This 80-minute lesson is specifically designed for Year 6 students (Stage 3) in Australia, guided by the NSW Creative Arts Syllabus - Music. The focus aligns with outcome MUS3.2: "Explores, creates, selects and organises sound in simple structures to make music."

Students will develop improvisation skills using the G Pentatonic Scale through hands-on practice with tuned percussion instruments (such as xylophones, metallophones, and boomwhackers). The class will collaborate in three groups to create simple ostinato accompaniments, while individual students take turns improvising. An individual assessment on improvisation will be completed using a marking rubric included at the end of the plan.

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Lesson Objectives

By the end of the lesson, students will:

1. Understand and utilise the G Pentatonic Scale (G, A, B, D, E).
2. Experiment with improvisation techniques in a structured musical setting.
3. Contribute to a group performance using ostinato accompaniments.
4. Reflect upon and assess their own and their peers' improvisation skills.

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Materials and Preparation

• Tuned percussion instruments (boomwhackers, xylophones, metallophones etc.).
• A whiteboard to visually display the G Pentatonic notes and structure of activities.
• Coloured cards to divide students into three groups.
• Assessment rubric copies for teacher use.
• Optional: A simple recording device to capture improvisations for reflection.

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Lesson Structure (80 minutes)

1. Introduction: The G Pentatonic Scale (10 minutes)

1. Welcome students and introduce the day's focus: Improvisation using the G Pentatonic Scale.
2. Write the notes of the G Pentatonic Scale on the whiteboard (G, A, B, D, E) and play them on a tuned percussion instrument to demonstrate their sound.
   • Highlight the absence of semitones, making the Pentatonic Scale "safe" for improvisation.
3. Lead a quick listening activity:
   • Play a short piece or melody using the G Pentatonic Scale and ask students, "How does this sound? Happy? Peaceful? Energetic?"
4. Invite students to hum or clap the notes in random sequences to familiarise.

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2. Creating Group Ostinatos (15 minutes)

1. Divide students into three groups (mixing percussion types and abilities).
2. Assign each group one rhythmic ostinato pattern using G Pentatonic notes:
   • Group 1: "G - B - G" (steady quarter notes)
   • Group 2: "D - A - G" (syncopated rhythm)
   • Group 3: "E - G - B" (eighth notes for variation)
3. Provide instruments to each group, and let students rehearse their ostinatos.
4. Rotate and assist groups to ensure correct instrument handling and timing.

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3. Improvisation Skills Practice (20 minutes)

1. Bring the full group together. Have each group play their ostinato slowly in unison like a background "band."
2. One at a time, invite volunteers to improvise short 8-bar melodies using the G Pentatonic Scale while the others perform the ostinato.
   • Encourage creativity with dynamics, note sequences, and rhythm!
3. Rotate through every student, ensuring equal opportunity to improvise.
4. Praise good effort and experimentation. Provide quick, positive feedback to boost confidence (e.g., "I loved how you experimented with the rhythm there").

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4. Whole-Class Jam and Creativity (15 minutes)

1. After each student has had a turn, challenge the class to combine their creativity with more freedom:
   • Choose 2-3 students to improvise together while the others keep the ostinatos steady.
   • Allow students to experiment with playing louder or softer, or changing tempo as a group.
2. Conduct the class like an orchestra, guiding dynamics and stopping to emphasise exciting or standout moments in their playing.
3. Optional: Record a short excerpt of this group jam for reflection next lesson.

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5. Reflection and Assessment (20 minutes)

1. Wrap up the playing session and gather students together for a collaborative reflection:
   • Ask: "What was challenging about improvising?" "How did you feel when it was your turn?"
   • Let students share one thing they enjoyed hearing from a peer’s improvisation.
2. Use an individual marking rubric (see below) to assess students’ improvisations during the preceding activity. Offer private feedback (e.g., tick off achievements on a paper or notebook for each student).

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Marking Rubric for Improvisation (5 Criteria)

Criterion	Excellent (4)	Good (3)	Satisfactory (2)	Needs Improvement (1)
Creativity	Melody is innovative and expressive	Melody shows some creative flare	Basic melody, limited variety	Little or no creative effort
Rhythm Control	Rhythm is consistent and dynamic	Rhythm has slight inconsistencies	Rhythm lacks variety/control	Rhythm is inconsistent or unfocused
Use of G Pentatonic Notes	Fully fits scale without errors	Mostly fits scale with a few errors	Occasionally deviates from scale	Does not stay within scale
Engagement	Confident and energetic	Engaged but slightly hesitant	Reserved or shy	Withdrawn or disengaged
Interaction with Ostinato	Integrates melodies seamlessly with ostinato	Mostly aligns with ostinato rhythm	Some difficulty syncing with ostinato	Rarely aligns with or responds to ostinato

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Extension Ideas

• For advanced students, introduce improvisation "call-and-response" between two players.
• Add singing or body percussion to accompany the ostinatos.
• Encourage students to compose their own ostinato patterns in future lessons.

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Assessment Focus: Improvisation performance is assessed under the rubric during Activity 3, while group participation and creative exploration are monitored during the jam session. This structure ensures not only skill development but also fosters teamwork and individual growth.