Rock Ensemble Pulse

The lesson plan must clearly use the 5 key elements of formative assessment and specifically include the process of evaluating progress, adjusting instruction, providing targeted feedback and supporting learning. Show clear links between assessment information and instructional decision-making and provide an explanation of how assessment information could inform communication with families about student learning. In other words you must demonstrate how your formative assessment strategies: Use evidence to evaluate learning progress and guide pedagogical decisions Enable communication with parents/carers to support learning beyond the classroom.

Make the learning intention clear and obvious, with 3 success criteria as 'I Can' statements. Allow room for extending expert learners and for novice learners to feel the goals are achievable.

It is a year 8 music class. The whole class will begin together by reviewing 3 major chords on both keyboard and guitar, as well as a basic drum set beat but using body percussion and small percussion instruments. Students should draw from basic rock/pop styles to set the tempo and feel for this task.

The students will then be split into small groups of 3 or 4, and will create an 8 to 16 bar phrase of music using the discussed elements. Each student should have a go at each instrument/part with the group eventually deciding on the best person for each part and perform it for the teacher. There are multiple electric drum sets available, so all groups should have an opportunity to use one for a period of time if they wish.

Higher level learners/students can choose to add another chord or 2 as well as manipulate the style in which they perform.

1 or 2 groups can choose to perform to the class at the end. There needs to be an exit ticket and clear show the teacher gathering assessment evidence throughout the lesson as well as room for differentiation.

Below is a copy of the Western Australian music curriculum. Please link everything to this as well as highlight strands and sub strands of learning.

Year 8 Syllabus The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.

Year Level Description

In Year 8, students are given further opportunities to develop music skills and knowledge when performing, composing and listening to music. They continue to develop aural skills and aural memory to identify, sing/play and notate simple rhythmic and melodic patterns and chord progressions.

They are provided with opportunities to create and refine music ideas by using the elements of music within given frameworks, imitating musical structures and styles. They use notation, terminology and technology to record and communicate music ideas.

Students listen to, and discuss music, using scores and music terminology to identify the use and purpose of music elements and key contextual and stylistic features.

Students rehearse and perform solo and ensemble music, developing technical skills and expression. As performers and audience members, they make observations and express opinions about a range of music.

Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s. The performance component reinforces and extends music learning, and can be delivered in a different context to the written component. The elements of music are to be integrated across all areas of music learning appropriate to context.

Making Music literacy (aural/theory) Development of aural skills, aural memory and inner hearing to identify, sing/playback and notate simple pitch and rhythmic patterns, melodic contour and chords in isolation and in simple progressions (ACAMUM092)

Literacy Numeracy Critical and creative thinking Personal and social capability Aural recognition of one or more elements of music in short excerpts (not all content may be relevant to the selected context):

Rhythm

beat groupings/subdivision in simple time:quaver semiquavers,semiquavers quaver,dotted crotchet,dotted quaver semiquaverand compound time:compound1,4 semiquavers quaver,dotted quaver semiquaver and quaver rests:restand6/8dotted rest anacrusis, ties, syncopation tempo: gradually getting slower/rallentando and ritardando and gradually getting faster/accelerando Pitch

scales: add minor pentatonic and natural minor scales up to 2 sharps and 2 flats in treble and bass clefs intervals: m2, M2, m3, M3, P4, P5, P8ve, ascending only chords: major and minor triads, major primary triads (I, IV, V) in isolation and simple progressions tonality: relevant to scales listed sequence Dynamics and expression

crescendo, decrescendo accents/sforzando Form and structure

add intro/outro, bridge, hook, head, 12 bar Blues, theme and variation Timbre

discern between acoustic and electronic sounds Texture

descant/counter melody (ACAMUM092)

Literacy Numeracy Critical and creative thinking Personal and social capability Composing and arranging Use of given composition frameworks to structure arrangements and create original works, improvising and combining the elements of music to trial, refine and shape music ideas (ACAMUM093; ACAMUM095)

Literacy Numeracy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Use of invented and conventional notation, appropriate music terminology and available technologies to plan, record and communicate music ideas (ACAMUM095)

Literacy Numeracy Information and Communication Technology (ICT) capability Critical and creative thinking Practical and performance skills Development and improvement of technique and exploration of expressive possibilities and stylistic features when practising, rehearsing and performing a variety of music (ACAMUM094; ACAMUM096)

Literacy Critical and creative thinking Personal and social capability Use of reflective strategies and regular practice to consolidate performance skills and techniques (ACAMUM094)

Literacy Critical and creative thinking Personal and social capability Development of ensemble skills and an understanding of the role of each member of the ensemble; playing and singing with expression and controlling tone and volume, to create a balanced sound (ACAMUM094; ACAMUM096)

Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Responding Analysis and context Identification of, and discussion about, the use and treatment of specific elements of music in a range of works, using defined frameworks, identified criteria and appropriate music terminology (ACAMUR097)

Literacy Critical and creative thinking Personal and social capability Identification, description and comparison of music and music practices across a range of cultural, social and historical contexts (ACAMUR098)

Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Ethical understanding Intercultural understanding Response interpretation and evaluation Use of specific criteria and given frameworks to evaluate performances, outlining strengths and providing ways to improve their own and others' performances when giving and receiving feedback (ACAMUR098)

Literacy Critical and creative thinking Personal and social capability Selection and use of criteria to make informed opinions, observations and evaluations about music, and identification of personal preferences, articulating the reasons for them (ACAMUR097; ACAMUR098)

Literacy Critical and creative thinking Personal and social capability Ethical understanding Exploration and identification of different purposes, roles and responsibilities in music making activities as both performer and audience member (ACAMUR098)

Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Achievement standard At Standard, students identify, sing, play, notate and apply melodic and rhythmic patterns, and simple harmonic progressions, with some inconsistencies. They improvise and create musical ideas within given structures that show some development. Students use generally accurate notation and incorporate some suitable dynamics and articulation. They sing or play performance activities and practised repertoire with developing technique and some expression. With some guidance, they endeavour to adjust tone and volume to blend and balance when rehearsing and performing within an ensemble.

Students identify, analyse and describe the use of elements of music in mainly generalised responses, using some appropriate music terminology. They identify and describe some musical characteristics associated with different cultures, contexts and styles, identifying some key composers, performers and/or artists.