Performance Showcase Day

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🎓 Australian Curriculum Focus

Learning Area: The Arts – Music
Year Level: Year 2
Curriculum Content Descriptions:

• ACAMUM081 – Use voice, movement and instruments to express ideas and feelings.
• ACAMUM082 – Create compositions using dynamics and tempo that reflect music from a range of cultures, times and locations.
• ACAMUR083 – Respond to music and describe likes and dislikes about music using relevant terminology.

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🎯 WALT (We Are Learning To)

We are learning to perform an ensemble percussion piece as a group and reflect on our musical journey.

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✅ Success Criteria

• I can perform my rhythm part confidently with my group.
• I can listen and respond to the other performers while we play.
• I can reflect on how we worked together as a team.
• I can describe how I felt during our performance using music words.

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🕒 Duration

30 minutes
Class Size: 30 students

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🎭 Lesson Title

Performance Day: Sharing Our Percussion Adventure

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🎯 Learning Intentions

This is the final celebration lesson in a nine-part unit called Percussion Playtime Adventure. Students will present a prepared group percussion performance, showcasing rhythm patterns, teamwork, and musical expression. They will reflect on their journey through this unit, highlighting shared experiences, challenges, and growth in musical confidence.

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🎵 Materials Required

• Student-created percussion instruments (e.g. shakers, drums, body percussion)
• Classroom percussion set (e.g. claves, tambourines, guiros, triangles)
• Rugs or mats for performance zones
• Simple visual cue cards (e.g. stop/go, loud/soft, fast/slow)
• Camera or iPad for optional filming recorded showcase (optional parental permissions considered)
• Reflection sheets with sentence starters and emojis
• Certificates or stickers for participation and achievement

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👩‍🏫 Teaching and Learning Sequence

1. Welcome and Calm Focus (5 mins)

Teacher Action:

• Greet students warmly and celebrate the final day of their percussion adventure.
• Play gentle instrumental music as students enter and sit in a semi-circle.

Student Activity:

• Breathing warm-up: Inhale for 3 counts, exhale for 4 – connect breath to rhythm.
• Shoulder rolls and hand shakes to loosen the body.

Differentiation:

• Model warm-up with hand actions.
• Use visual aid for breathing counts.

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2. Rehearsal Touch-up (5 mins)

Teacher Action:

• Gather students in their previously rehearsed groups.
• Give a brief 3-minute polish time.
• Remind them of their rhythm patterns and conducting signals.

Student Activity:

• Practise their rhythm pieces in small groups using instruments and body percussion.
• Collaborate on cue signals (e.g. when to enter/stop).

Differentiation:

• Support EAL/D learners with simple visual cards (e.g. stop, start, loud, soft).
• Peer support: assign confident percussion leaders.

Extension for Advanced Learners:

• Add a dynamic variation (e.g. crescendo at the end or tempo change).

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3. Performance Time (10 mins)

Teacher Action:

• Create a performance ‘stage’ area. Introduce each group like a real concert!
• Use applause to transition between groups.

Student Activity:

• Each group (5 groups of 6 students) performs their piece (~1 minute each) while other students listen respectfully.
• At least one student in each group introduces their piece using a sentence starter (e.g. “We are using shakers and tambourines to tell the story of a rainy day.”)

Differentiation:

• Assign speaking roles based on student confidence.
• Offer instruments or body percussion for students with sensory sensitivities.

Extension for Advanced Learners:

• Offer a solo moment or layering role (e.g. maintaining an ostinato while others play over the top).

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4. Musical Reflection Circle (7 mins)

Teacher Action:

• Gather students in a circle again and ask them to reflect on their journey using guided sentence stems:
  • “One thing I learned during this unit was…”
  • “Something I found fun/tricky was…”
  • “I noticed our group got better at…”

Student Activity:

• Pair-share or whole-group reflection; students take turns sharing insights, either speaking or pointing to emoji posters if shy.

Differentiation:

• Provide sentence stems visually.
• Allow drawing instead of verbal reflection for students needing alternate communication.

Extension for Advanced Learners:

• Ask them to identify musical elements (dynamics, timbre, tempo) that were important in their piece.

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5. Celebration & Closing Ritual (3 mins)

Teacher Action:

• Distribute certificates/stickers celebrating teamwork, creativity, or rhythm mastery.
• Play upbeat music as students do a musical “wave” goodbye (hands, knees, instruments).

Student Activity:

• Receive awards and join in final group rhythm claps to say farewell to the unit.

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🎓 Assessment Strategies

• Formative: Observations during final performance for confidence, rhythm cohesion, teamwork, and audience etiquette.
• Student Voice: Use of reflection materials to understand student perspective and growth.
• Peer Feedback: Classmates give respectful compliments (“I liked how your group used loud and soft sounds”).

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👨‍👩‍👧 Additional Notes for Teachers

• This lesson intentionally promotes celebration, confidence, and inclusivity.
• Consider inviting a buddy class or recording the performances for parent viewing (aligned with school permissions).
• Optionally, play a recap slideshow of past percussion lessons with photos if available.
• This lesson not only wraps up music concepts, but supports social-emotional learning and memory-making.

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🎁 Extension Opportunities

At Home or Beyond the Classroom:

• Create a home percussion band performance using recycled materials.
• Write a music journal entry or draw their favourite moment from the unit.
• Introduce simple percussion apps on tablets for digital follow-up.

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"When we play together, we grow together."
— Closure Quote to Foster Reflection & Connection

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End of Lesson Plan