Hero background

Riff, Listen, Create

Music • 50 • 7 students • Created with AI following Aligned with Australian Curriculum (F-10)

Create Your Own Plan
Download now

Free PDF · we'll email you a copy

Music
50
7 students
4 August 2026

Teaching Instructions

Show me where the modelled, guided and independent learning is in the following lesson..Lesson 1: Riff On It In this lesson, students will learn to understand and identify riffs within songs. They will use their knowledge to learn some well-known riffs and compose their own.

Learning Intentions: To understand what a riff in a song is

Success Criteria:

  • Identify a riff within a song
  • Learn to play a riff from a song
  • Compose a riff

Do Now: Print and review lesson plan 3. Collect tuned instruments (glockenspiels, xylophones or boomwhackers) and take them to your classroom 4. Connect to screen and speakers to play video and music

  • Following the video, students will listen to songs with obvious riffs provided in the playlist. Students will utilise a combination of movement and annotation to demonstrate their understanding of a riff in a song
  • Students will learn a riff from a song and then have a go at composing their own

Activity 1. (10 minutes) Independent Whole Class First Nations Perspectives

Students will listen to a variety of songs and identify when they hear a riff.

  1. Decide on the silent action that students will do when they hear a riff. This could be putting hands on head or similar
  2. Students sit with their eyes closed, so they can't see each other. When they hear the riff in the song, they complete the silent action
  3. Play the first 30" of the first song on the playlist provided
  4. If the students hear a riff they should complete the silent action
  5. Students will need to listen carefully as some songs don't contain a riff. See answers for notes on this
  6. Continue this activity with the other songs on the playlist Teaching Notes Having students close their eyes while they listen to music will heighten their listening skills because they have removed one of their senses. It also means that students can't react just because someone else has done it Aboriginal and Torres Strait Islander Teaching Notes: King Stingray are an award-winning rock band from the remote Yolŋu community of Yirrkala in East Arnhem Land, Northern Territory. Released in 2022, "Lupa" is about being broke but rich in friends, family and culture, as well as feelings of hope and connection, even when one feels temporarily alone. It blends traditional Yolŋu manikay (song/songlines), featuring Yidaki (didgeridoo), bilma (clapsticks) and lyrics in Yolŋu Matha, with modern electric guitars and surf-rock momentum.

Differentiation: Lower Ability: The teacher could just play songs containing a riff to simplify the activity for students. HP&G Students could share songs that they know that contain a riff.

Answers

  1. James Arthur - Lasting Lover Riff: 0:00 - 0:09
  2. Pseudo Echo - Funky Town Riff: 0:20 - 0:35
  3. King Stingray - Lupa Riff: 0:00 - 0:15
  4. Metallica - Enter Sandman Riff: 0:00 - 1:11
  5. Guns N' Roses - Sweet Child of Mine Riff: 0:00 - 0:46
  6. Kelsea Ballerini - I Guess They Call it Fallin' NO Riff
  7. Calvin Harris and Sam Smith - Desire NO Riff
  8. Rema and Selena Gomez - Calm Down Riff: 0:00 - 0:19
  9. Keith Urban - Who Wouldn't Wanna Be Me Riff: 0:09 - 0:25
  10. Foo Fighters - Times Like These Riff: 0:13 - 0:40
  11. Sia - Gimme Love NO Riff
  12. The Killers - Smile Like You Mean It Riff: 0:00 - 0:30
  13. Bloc Party - Helicopter Riff: 0:00 - 0:25
  14. Tiesto ft. Tate McRae - 10:35 NO Riff
  15. Shawn Mendes - Nothing Holdin' Me Back Riff: 0:00 - 0:09
  16. Ed Sheeran - Celestial NO Riff
  17. Prince - When Doves Cry Riff: 0:00 - 0:20
  18. Lenny Kravitz - Are You Gonna Go My Way Riff: 0:00 0:33

Activity 2. (10 minutes) Whole Class Students will listen to a variety of songs and identify the riffs they hear by singing/humming.

  1. Play a song from the playlist provided
  2. Once students hear a riff and feel like they could replicate (mimic) it by humming or singing the melody, they put their hand up
  3. Have the student hum or sing the riff for the rest of the class
  4. As a class, discuss if this was a riff or not and why
  5. The teacher continues to play the song to see if there are any other riffs the students can hear
  6. Continue to the other songs in the playlist and repeat the activity Teaching Notes When students have a go of replicating the riff, it's ok if it doesn't sound perfect. Provide encouragement to them for having a go! Answers
  7. Deep Purple - Smoke on the Water Riff is at time point 0:00 - 0:51
  8. The Weeknd - Blinding Lights Riff is at time point 0:00 - 0:27
  9. Rolling Stones - (I Can't Get No) Satisfaction Riff is at time point 0:00 - 0:15
  10. Harry Styles - As it Was Riff is at time point 0:00 - 0:14
  11. The Black Keys - Lonely Boy

Activity 3. (20 minutes) Performance Whole Class Assessment Opportunity Students will learn to play some well known riffs, using the glockenspiel, xylophone or boomwhackers.

  1. Ensure that students have access to an instrument either as individuals, in pairs of groups depending on how many instruments you have
  2. Display the first riff on the board and listen to the song to hear how the riff goes. All songs start with the riff for ease
  3. After students have listened to the riff and have a feel for the rhythm, give them some time to practise playing it. If working in groups, they can either take turns of playing the riff individually or contribute different notes to the riff
  4. Once students are feeling confident, have them play along with the recorded version of the song in the playlist
  5. Repeat for the other riffs. Note: the riffs get slightly harder as you go Teaching Notes Eye of the Tiger is not being played in it's original key so it will sound a little bit different when students play along with the song on the playlist. Notes on the visuals being displayed match the colour of the notes on the glockenspiel and boomwhackers, to support the students e.g. If the visual is blue, the boomwhacker is blue. Variations If you have access to student devices, there are a number of free instrument apps that you can download for students to use in place of tuned instruments. See our list in the Help Centre!

Activity 4. (20 minutes) Group Work Performance Students will experiment by composing their own riff, using tuned instruments.

  1. Place students in pairs or small groups
  2. Provide each pair or small group with a tuned instrument such as a glockenspiel, xylophone or set of boomwhackers
  3. Students will experiment with the different pitches on the instrument to compose a riff
  4. Give students approximately 10 minutes to work on their composition
  5. Have each group perform their riff for the class. Students not performing should be encouraged to listen attentively and clap supportively Teaching Notes Students' riffs can for as little or as long as they would like, however two bars (8 beats) is a good length for a riff

Differentiation: Lower Ability Students may be supported by the teacher to create their own riff or students may recreate a riff from a song in the previous activity HP&G Students could write the notation for their riff.

Overview

Students investigate the riff as a short, repeated musical idea that helps establish a song’s identity. They listen analytically, learn and perform a familiar riff on tuned instruments, then compose and share an original two-bar riff. The lesson develops aural awareness, instrumental technique, composition and documentation.

Learning intentions

Students will:

  • Understand and describe what a riff is.
  • Identify riffs in recorded music through focused listening.
  • Perform a riff using accurate pitch and rhythm.
  • Compose, document and perform an original riff.

Success criteria

  • I can identify when a repeated musical idea is a riff.
  • I can explain how a riff uses pitch, rhythm and repetition.
  • I can perform a riff with a steady pulse.
  • I can compose and document an original two-bar riff.

Curriculum links

  • Composing with the elements of music and compositional devices to communicate meaning, and notating, documenting or recording music.
  • Interpreting music in a variety of forms and styles using vocal and instrumental techniques.
  • Developing listening, aural and instrumental skills to manipulate musical elements expressively.
  • Performing music using relevant instrumental techniques and performance skills.
  • NSW Music Stage 4: students develop, organise, perform and evaluate musical ideas using the concepts of music.

Lesson structure (50 minutes)

  1. 0–5 min · Hook and learning intention — Modelled learning. Teacher plays a short, recognisable riff and asks, “What makes this musical idea easy to remember?” Open with the riff hook and learning intention slides and model clapping the pulse while identifying repeated pitch and rhythm. Students listen, share observations and briefly repeat the riff by clapping or humming.

  2. 5–13 min · What is a riff? — Modelled and guided learning. Teacher explains that a riff is a short musical pattern, often instrumental, which is repeated and contributes to a song’s identity; model an example on a tuned instrument and annotate its pitch, rhythm and repetition on the riff features and listening instructions. Students help identify whether brief examples are riffs by holding up a hand signal and explaining their reasoning using the sentence starter, “I think this is a riff because…”

  3. 13–22 min · Focused listening — Guided learning. Teacher asks students to sit quietly, close their eyes if comfortable and complete a silent action, such as placing hands on their head, whenever they hear a riff. Play selected 20–30 second excerpts, including examples with and without obvious riffs, using the listening playlist and answer prompts. Students respond independently, then discuss evidence with the class. Include a respectful listening example from King Stingray’s “Lupa”, briefly acknowledging its Yolŋu cultural context and the combination of traditional and contemporary sounds without treating the music as a token example.

  4. 22–30 min · Hum and perform a known riff — Guided learning. Teacher plays one or two accessible excerpts, such as “Smoke on the Water”, “Blinding Lights” or “(I Can’t Get No) Satisfaction”, and invites students to volunteer a hummed or sung imitation; guide the class to decide whether the imitation captures the riff’s contour and rhythm. Students practise humming, clapping or tapping the riff, then perform it together. Use the riff listening and composition sheet for students to record the song title, repeated features and a simple visual representation of the riff.

  5. 30–38 min · Instrumental practice — Modelled, guided and independent learning. Teacher demonstrates safe handling, correct posture, a steady pulse and how to follow a colour-coded or letter-name pattern on a glockenspiel, xylophone or boomwhacker; display the chosen riff using the instrumental modelling and practice slides. Students first echo the teacher, then practise in pairs or small groups, taking turns or sharing notes, before playing along with the recording. Circulate and give one precise feedback point about pitch, rhythm or ensemble balance.

  6. 38–47 min · Compose and rehearse — Independent learning. Teacher sets the challenge: compose a short, repeating riff of approximately two bars or eight beats using at least three pitches and a clear rhythmic pattern; model starting with a small pitch set and repeating or slightly varying the idea. Students work in pairs or small groups to experiment, choose, document and rehearse their riff on the riff listening and composition sheet. Students who finish early add dynamics, articulation, a contrasting second version or notation using letter names and rhythm symbols.

  7. 47–50 min · Share and exit check — Independent learning. Each group performs its riff once while classmates listen silently and identify one repeated feature. Students complete the final prompt on the reflection and exit section: “A riff is…”, “My riff communicates or suggests…”, and “One musical feature I used was…”. Collect sheets and note which students can identify, perform and compose a riff.

Resources

  • Computer or tablet with prepared, age-appropriate audio excerpts
  • Speakers and screen
  • the complete riff listening, modelling and composition deck
  • the riff listening and composition sheet
  • Glockenspiels, xylophones, boomwhackers or suitable instrument apps
  • Board and markers
  • Sanitising materials and instrument storage
  • Headphones, where available, for students needing reduced sensory load

Assessment

  • During listening, check whether students identify riffs accurately and justify their decisions using repetition, pitch or rhythm.
  • During instrumental practice, observe pulse, pitch accuracy, technique, cooperation and ability to follow a documented pattern.
  • Assess each composition for a recognisable repeated idea, intentional use of musical elements, documentation and performance; use the exit response as a quick individual check.

Differentiation

  • Lower-support learners hear fewer excerpts, all with clearly audible riffs, and use a limited three- or four-note pitch set. Provide colour-coded or letter-name patterns, allow humming or body percussion before instruments, and pair students with a supportive peer.
  • Middle learners identify pitch, rhythm and repetition, perform a familiar riff and compose an eight-beat idea using at least three pitches.
  • High-potential and gifted learners notate their riff more precisely, add syncopation, dynamics or articulation, create a variation or complementary bass line, and explain how their choices communicate a mood or musical identity.
  • EAL/D and students requiring additional support may use the visual definition, labelled examples, sentence starters and a teacher-recorded demonstration. Students may listen with eyes open, use headphones or participate through percussion, humming or a digital instrument where appropriate.

Create Your Own AI Lesson Plan

Join thousands of teachers using Kuraplan AI to create personalized lesson plans that align with Aligned with Australian Curriculum (F-10) in minutes, not hours.

AI-powered lesson creation
Curriculum-aligned content
Ready in minutes
Start Creating FreeBrowse More Plans

Created with Kuraplan AI

Generated using openai/gpt-5.6-luna

🌟 Trusted by 1000+ Schools

Join educators across Australia

Free Worksheets for Music

MultiplicationAdditionFractionsReading ComprehensionVocabularyWritingScienceGrammar