Sustainable Sounds Showcase

Overview

Unit Title: Sustainable Sounds Exploration
Lesson Title: Performance and Reflection
Lesson Number: 5 of 5
Year Level: Foundation (Kindergarten / Prep)
KLA: The Arts – Music
Time: 60 minutes
Class Size: 20 students

Australian Curriculum Links

Learning Area: The Arts — Music
Band Level: Foundation – Year 2

Content Description (ACARA):

• ACAMUM081: Use voice, movement and instruments to explore and express ideas.
• ACAMUM082: Create compositions and perform music to communicate experiences, observations and ideas.
• ACAMUR083: Respond to music and consider where and why people make music.

General Capabilities

• Critical and Creative Thinking
• Personal and Social Capability
• Ethical Understanding
• Sustainability (Cross-curriculum Priority)

---

Lesson Objectives

By the end of this lesson, students will be able to:

• Prepare and perform their original sustainability-themed music piece using classroom and recycled instruments.
• Express ideas about sustainability through music.
• Actively listen to peers' performances and give positive, age-appropriate feedback.
• Reflect on their music-making journey and consider the message music can share about caring for our environment.

---

Lesson Materials

• Recycled and classroom percussion instruments (e.g. shakers made from bottles, cardboard drums, sticks)
• A “stage” space (can be a mat or area cleared in the classroom)
• Small numbered signs (Props for group order)
• Visual schedule on board (to support routine)
• Name tags or signs for performance groups
• Reflection circle mat
• Large paper tree or ‘Reflection Tree’ with leaves to attach
• Pre-cut coloured paper leaves (one per student)
• Thick markers/crayons
• Bluetooth speaker (optional, for entry/exit music)
• Digital device for recording (optional)

---

Warm-Up (10 mins)

Activity: ‘Green Sound Settler’

A modified sound circle to activate focus. Students sit in a circle and respond to cues:

1. "Make a sound like the wind with your instrument"
2. "Be the sound of water"
3. "Create a rustling tree"

Teacher models using recycled instruments.

Purpose: Settles students mindfully with a nature-sound reset and introduces remixing natural ideas into musical expression.

---

Rehearsal Time (15 mins)

Activity: Performance Prep Practice

1. In small groups (4-5 students), students revisit their original composition created in previous lessons.
2. Groups practice performing their piece, deciding on order and forming a group name. (Teacher or assistant helps scribe group names).
3. Teacher roves, guiding tempo, expression, and confidence in musical messaging.

Tips for differentiation:

• Use visuals/icons for song structure (e.g., 🌿 ➡ 🔊 ➡ 💚 to represent Intro–Chorus–Message).
• Create simple visual cues for quiet/loud, fast/slow to support expressive dynamics.

---

Group Performances (20 mins)

Activity: Class Concert – “Sounds of Change”

1. Groups are called to perform (using number cards or simple rotation).
2. Each group comes "on stage", introduces their group name, and performs their piece.
3. After each performance, the audience gives ‘Warm Fuzzies’ – one positive comment (teacher models this to begin).
   • E.g., “I liked how you played the bottle gently.”
   • “Your message about the turtles was strong.”

Optional Extension: Record performances for a family showcase or school assembly compilation.

---

Guided Reflection (10 mins)

Activity: 'Reflection Tree' Sharing Circle

1. Students sit in a circle around the large “Reflection Tree”.

2. Teacher prompts oral questions:

   • “What did you enjoy most in making music with rubbish or nature?”
   • “What do you want people to think or do after hearing your song?”

3. Each student writes or draws (with assistance) one message or favourite part of the journey on their paper leaf.

4. Students take turns attaching leaves to the tree to symbolise growth and learning.

---

Closure and Celebration (5 mins)

Activity: Musical Clap Out & Compliment Circle

1. Teacher leads a rhythm-based ‘clap out’ with body percussion (clap, pat, click – depending on ability).
2. Students each offer one word to describe the unit: e.g., “fun,” “noisy,” “helpful,” “plastic,” “saving”
3. Class shout: “We are sustainable sound-makers!” 🎶🌏

Optional: Play a joyful, environmentally-themed song (e.g., “Reduce Reuse Recycle” chant) as students transition to next activity.

---

Assessment & Observations

Formative Assessment:

• Observations during performance and practice: Use checklist for criteria such as participation, collaboration, musical timing, and demonstration of message.
• Oral reflections and recordings of student responses.
• Reflection Leaf messages.

Success Criteria (student-friendly):

• “I can work with my group to perform a song.”
• “I can use instruments to send a message about the planet.”
• “I can talk about what I learnt in music.”

---

Teacher Notes & Extensions

• Inclusive Practice: Support EAL/D and neurodivergent learners through consistent visual schedules, choice-based instruments, and sensory comfort options.
• Next Steps: Display the Reflection Tree in the hallway or learning area. Extend into visual arts by turning instrument designs into 'eco-art' at the next lesson.
• Cross-Curricular Link: Science & HASS—discuss recycling and caring for local Australian environments.

---

Reflection for Teacher

• How confidently did students express their sustainability message through performance?
• Did the music-making process enhance student understanding of environmental care?
• Which students surprised you in their creativity or leadership?
• What adjustments would improve inclusion or depth next time?

---

“Music may not change the world on its own, but it can change people — who then change the world.”
– Adapted for young learners 🎶🌱

---

Prepared with respect for children’s voices, playful learning, and the Australian Curriculum’s rich creative journeys.