Sharing and Reflecting

Overview

In this final lesson, groups share their composed sound pieces and reflect on how musical choices communicate an idea. Students build on previous composition, graphic notation, rehearsal and performance work by listening respectfully, identifying musical features and explaining one intentional choice.

Learning intentions

Students will:

• perform a prepared composition with their group.
• listen for beat, rhythm, pitch direction, dynamics, tempo, timbre and texture.
• explain how one musical choice communicates an idea.
• reflect on rehearsal, performance and a possible next step.

Success criteria

• I can perform my repeated or contrasting part with my group.
• I can identify at least one musical feature in another performance.
• I can explain one choice we made and what it communicates.
• I can complete: “I chose…”, “I practised…”, and “Next time…”.

Curriculum links

• Creating: use intentional musical ideas and graphic notation to compose and document music.
• Developing and responding: listen to music and identify how musical elements create meaning.
• Performing: present a prepared musical work with control and coordination.
• Exploring and expressing: explain musical choices and reflect on the composing and performing process.
• These links support the Victorian Curriculum expectations for students in Years 1–2 to use sound, movement and notation to create, perform, describe and respond to music.

Lesson structure (50 minutes)

1. 0–5 min · Welcome and performance focus. Teacher displays the opening hook and learning intention and reminds students that today celebrates process, teamwork and communication rather than competition. Students silently show with a thumbs signal whether they feel ready, nearly ready or need help.

2. 5–12 min · Warm-up and sound check. Teacher organises groups in separate areas, checks safe instrument handling and uses the warm-up and sound-check instructions to prompt a quiet pulse, group start, stop and volume check. Students rehearse their opening and ending, check that instruments are comfortable to play, and make one final adjustment to their graphic score or performance plan.

3. 12–15 min · Listening expectations. Teacher models respectful audience behaviour: remain seated, watch performers, keep instruments silent and clap at the end; introduce the listening focus on the musical-feature listening icons. Students practise identifying one feature in a short teacher demonstration, such as a fast tempo, loud dynamic or repeated rhythm.

4. 15–33 min · Group performances. Teacher invites each group to perform, allowing approximately two minutes per group including settling and applause; groups may perform for the class, a small audience or the teacher, and the optional recording device may capture evidence. Students perform their planned composition, including a repeated or contrasting part and any intentional changes, while the audience listens for one musical feature.

5. 33–40 min · Explain and respond. Teacher asks each performing group to share one intention and one revision, using the prompts “We wanted to communicate…” and “We changed…” from the explanation and response prompts. Students explain a choice using accessible musical language, while audience members offer one specific observation, such as “I heard a repeated rhythm” or “The quiet sound made it feel gentle.”

6. 40–48 min · Individual reflection. Teacher distributes the three-part performance reflection sheet and supports students to complete “I chose…”, “I practised…” and “Next time…”. Students draw or write about their own contribution, name one musical feature they heard or used, and identify a realistic next step.

7. 48–50 min · Celebrate and close. Teacher displays the closing reflection and celebration prompt and invites two or three volunteers to share a learning moment; collect reflections and acknowledge careful listening, persistence and teamwork. Students return instruments safely and give a silent applause signal for the class.

Resources

• the Sharing and Reflecting slide deck
• the three-part performance reflection sheet
• Teacher assessment rubric
• Student graphic scores and composition plans
• Classroom instruments and any body-percussion materials
• Display space with clear performance area
• Optional audio or video recording device
• Pencils, crayons and a collection tray
• Visual timer

Assessment

• During warm-up and performances, use the rubric to observe participation, secure repeated or contrasting parts, coordination, planned changes, control of sound and use of graphic notation.
• During audience response and explanations, check whether students identify a musical feature and connect a choice to the intended idea.
• Collect the graphic score, rehearsal observations, performance evidence and reflection as an evidence portfolio. Use the reflection sheet as the exit check for “I chose…”, “I practised…” and “Next time…”.

Differentiation

• Support students with visual icons, teacher modelling, sentence starters, partner rehearsal and the option to point, draw or dictate responses rather than write independently.
• Provide a clearly marked repeated part, steady pulse support or a peer/teacher cue for students who need help sustaining their contribution.
• Offer small-group, teacher-only or recorded performance alternatives; no student is required to solo.
• Extend Year 2 students by asking them to sustain an independent part, coordinate contrasting layers, perform planned changes and explain how dynamics, tempo, timbre or texture shaped the piece.
• Use culturally respectful language when discussing musical material, and acknowledge its source and permissions where relevant. Keep the audience seated and control volume throughout.