Group Performance Showcase

Year Level

Years 3-4 (South Australia)

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WALT

We Are Learning To:
Showcase group performances collaboratively.

Success Criteria

• Perform confidently as a group, demonstrating teamwork and cooperation.
• Use varied performance styles appropriate to each group’s genre choice.
• Follow agreed cues and maintain timing as an ensemble.
• Show respect as performers and audience members.

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Curriculum Links (South Australian Curriculum)

Content Description:

• AC9AMU4P01: Perform music using voice and/or instruments, individually or in groups, demonstrating control of elements of music (pitch, rhythm, dynamics).
• AC9AMU4D01: Develop listening and performing skills by manipulating elements of music collaboratively.
• AC9AMUFP01: Share their music and discuss performance experiences within the group and to an audience.

Achievement Standard:
Students perform music maintaining steady beat and exhibit collaboration skills, adapting their performance styles suitably for an audience. They can respond positively to peers and reflect briefly on performance choices.

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Lesson Duration

50 minutes

Class Size

25 students

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Lesson Overview

This lesson is the culminating event in the unit "Exploring Music Genres". Students will perform their practiced group pieces for their class and invited guests (optionally parents). This provides a practical context for demonstrating their understanding of collaborative music-making, and allows for varied group performance styles reflecting diverse genres explored throughout the unit.

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Resources Needed

• Performance space arranged for audience and performers
• Instruments and props used by groups
• Sound equipment if needed (microphone, speakers)
• Seating for audience (students and optionally parents)
• Visual supports for dyslexia-friendly access: simplified performance program with large font and audio announcements of performers

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Lesson Breakdown

Time	Activity	Details	Differentiation	Assessment Opportunity
5 mins	Introduction and setup	Teacher outlines WALT and success criteria. Sets respectful audience behaviour. Groups get to their performance spaces and tune instruments.	Provide a written and verbal reminder of expectations with visual icons.	Observation of student readiness and focus.
25 mins	Group Performance Showcase	Each group performs their piece once. Encourage varied style (vocal, instrumental, body percussion), expression, and collaboration.	Groups perform in their preferred style (song, chant, instrumental, or mixed). Allow alternative roles for shy students (e.g. managing props or cues).	Teacher and peers observe group collaboration and performance quality. Video recording can be used for reflection.
10 mins	Peer Feedback and Reflection	Guided group discussion: What went well? What was challenging? How did your group work together?	Use sentence starters and visual prompts for structured feedback. Provide options for verbal or written response.	Students articulate understanding of collaborative performance and self-evaluate efforts.
5 mins	Extension/Invitation	Invite parents/carers to next session (optional). Students share what they are excited about or favourite moment in performance.	Encourage students comfortable with speaking to share; others write or draw their thoughts.	Expression of performance feelings and anticipation for future audience experience.
5 mins	Wrap-up and cleanup	Collective cleanup and positive closure.	Praise effort and encourage supportive audience behaviour.	Teacher notes engagement and group dynamics for final assessment.

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Differentiation Strategies for Diverse Learners

• Allow students to select roles suited to their strengths within group performance (lead singer, instrumentalist, conductor, props manager).
• Provide visual supports including a performance timetable and pictorial cues for transitions.
• Use clear, simple language in instructions; pair verbal with written and visual prompts.
• Provide dyslexia-friendly programs using clear fonts (e.g. OpenDyslexic), short sentences, and audio announcements when introducing groups.
• Offer additional rehearsal time or support for students needing practice with their parts.

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Extension Activities for Advanced Learners

• Encourage creation of performance introductions where students explain their genre or song choice, linking to their learning about music styles.
• Invite advanced learners to compose a short improvised section within their performance.
• Videotape performances and have students create brief reflective video diaries or podcasts discussing musical choices and group collaboration.

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Assessment (Formative)

• Observation of group cooperation and musical accuracy during performance.
• Peer and self-reflection on performance quality and teamwork.
• Teacher notes on successful use of elements of music (dynamics, rhythm, pitch) within groups, linked to AC9AMU4P01 and AC9AMU4D01.

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Teacher Notes

• This lesson is intended as a celebration and demonstration of learning; the focus is on collaborative performance rather than perfection.
• Emphasise the value of all musical styles and encourage respectful listening.
• Reinforce safe performance practices and positive audience behaviour.

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This lesson plan aligns strongly with South Australian Curriculum requirements for Years 3-4 Music by emphasising practical performance skills, collaborative music-making, and reflection on artistic choices in group contexts.