Exploring Post Malone

Year Level

Year 6

Subject

Music

Duration

30 minutes

Australian Curriculum Alignment

Learning Area: The Arts – Music
Level: Year 5–6
Strand: Responding
Content Descriptor (ACAMUR097):
Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music.

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Lesson Focus

Students will explore the contemporary music of Post Malone, analysing how musical elements contribute to his unique sound. They will examine how global pop culture, personal expression, and genre fusion influence his artistry. This lesson encourages critical thinking, analytic listening, and connection to personal musical preferences.

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Learning Intentions

Students will:

• Identify key elements of Post Malone’s music (melody, rhythm, texture, form, and timbre).
• Understand how socio-cultural influences shape musical style.
• Develop research and listening skills through discussion and analysis.
• Reflect on the impact of music on personal identity.

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Success Criteria

By the end of the lesson, students will be able to:

• Describe features of Post Malone’s music using appropriate terminology.
• Show an understanding of how music conveys emotion and meaning.
• Express a personal opinion about his style and music with supporting evidence.

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Resources

• Laptop or tablet
• Headphones
• Audio clips of Post Malone’s music (e.g., "Circles", "Sunflower" (clean versions))
• A3 Analysis Worksheet (provided by teacher)
• Butcher’s paper or whiteboard for teacher notes
• Coloured markers or pens

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Lesson Structure

1. Welcome & Warm-Up (5 minutes)

Activity: Musical Identity Icebreaker
Pose a quick question:
“What artist or song do you love that makes you feel something?”
Students briefly share their answers aloud or write them on paper. This primes individual thinking about the emotional impact of music. The teacher connects this to the lesson’s focus – Post Malone as an artist who mixes genres to evoke moods.

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2. Introduction to Post Malone (5 minutes)

Mini Discussion: Who is Post Malone?
Facilitate a brief background:

• American singer, rapper, songwriter.
• Known for blending pop, hip-hop, R&B, and rock.
• Multiple music awards and collaborations.
• Global influence — part of students’ contemporary music culture.

Pose the guiding question:
"How does Post Malone’s music make you feel — and why?"

Show a 30-second (clean) music video clip or audio opener of "Circles".

Ask:

• What instruments or sounds can you hear?
• What mood do you think he’s trying to create?

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3. Analytical Listening Task (10 minutes)

Activity: Musical Detective Work
Hand out the A3 Elements of Music Worksheet with a listening map.

Play an excerpt of "Sunflower" or "Circles".

Students listen and record observations on:

• Melody – Is it smooth or jumpy?
• Rhythm – Is it fast, slow, steady, syncopated?
• Texture – Can they hear many sounds at once or just one?
• Dynamics – Are there loud/soft sections?
• Timbre – What instruments/voices can they recognise?
• Form – What parts repeat (verse, chorus)?

Encourage descriptions like “the beat drops softly,” or “his voice sounds echoey.”

This develops awareness of musical structure while building musical vocabulary.

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4. Cultural Context Connect (5 minutes)

Activity: Genre & Influence Discussion
Prompt:

• “What has influenced Post Malone’s music?”
• “Can you hear different genres coming together?” Draw comparisons with genres students may know well — rap, pop, rock. Mention cultural fusion in modern music as a reflection of today’s diverse society.

Invite reflection:
“How does Post Malone’s music compare to music from Australia or Indigenous Australian traditions?”

Optional Extension: Play 30 seconds of a contrasting genre (e.g., Aboriginal songline sample with permission) and highlight differences in purpose, form, and emotion.

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5. Reflect & Share (5 minutes)

Activity: Create Your Own Review
Prompt the student to summarise their thoughts in a mini music review format:

• Name of the song
• What they liked (or didn’t like)
• Elements they noticed
• How it made them feel

Optional: Use emojis, drawings, or colour to express feelings and reactions visually.

If time permits, student can share the review aloud.

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Differentiation Strategies

• Support: Scaffolded worksheet with clear sentence starters and a word bank of musical elements.
• Extension: Challenge the student to compare two songs by Post Malone.
• Provide options to respond visually, verbally, or in writing.

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Assessment Opportunities

Formative:

• Observations during discussion
• Completed A3 worksheet
• Final personal review
  Teacher checks for use of musical vocabulary, understanding of emotion in music, and connections made between music and meaning.

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Teacher Reflection Prompts

• Did the student engage deeply with the music?
• Were they able to use musical vocabulary independently?
• Did the integration of pop culture foster more focused listening?

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Optional Follow-Up

• Research another contemporary artist through the lens of genre blending.
• Create a digital poster about Post Malone’s musical journey.
• Use music software (e.g., GarageBand) to blend genres like Post Malone.

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Wow Factor Tip for Teachers

Celebrate student music preferences! Music, like literacy, connects students to their identities. Leveraging a name like Post Malone raises the musical bar while validating their real-world listening habits. It’s an entry point to complex and creative musical dialogue — with curriculum-aligned depth.

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Let music education sing with relevance. 🎶