Unravel Clocks

Introduction

Duration: 10 minutes

1. Greeting and Warm-Up:

   • Begin with a warm welcome.
   • Play a short clip of "Clocks" by Coldplay to engage students. Ask them: "How does this music make you feel?" and discuss briefly.

2. Objective Overview:

   • Explain the objective: "Today, we are going to explore sheet music, learn the main riff of 'Clocks' by Coldplay, and understand how music can be like a new language."

Australian Curriculum Alignment

Curriculum Area: The Arts – Music
Content Stage: Years 7-8

• Understanding and exploring music through listening, performing, and composing.
• Reading and interpreting traditional notation and music symbols.
• Cross-curriculum priorities: Literacy and Numeracy development.

Literacy and Numeracy in Focus

Duration: 15 minutes

1. Literacy Focus:

   • Introduce the music sheet of "Clocks" and discuss the importance of musical notation as a universal language.
   • Vocabulary: Define key terms such as 'staff', 'treble clef', 'measure', 'chord progression', and 'dynamic markings'.
   • Activity: Hand out a glossary sheet with musical terms and encourage students to pair-share their understandings.

2. Numeracy Focus:

   • Discuss the time signature of "Clocks" (4/4 time).
   • Explain how beats are counted in music and relate it to fractions (i.e., a whole note equals 4 beats, and each quarter note equals 1 beat).
   • Activity: Conduct a simple clapping exercise to count out the rhythm, aiding with fractions and counting skills.

Teaching Sheet Music

Duration: 20 minutes

1. Reading Music:

   • Demonstrate how to read the treble clef where the main riff is located.
   • Use visual aids: Project the sheet music onto the board and point out key sections.

2. Hands-On Activity:

   • Divide students into groups of five. Provide each group with a keyboard or a xylophone.
   • Assign EAL students to groups with bilingual peers to facilitate translation if necessary.
   • Guide students to play the first eight bars of the song. Offer step-by-step instructions, focusing on the C-G-Am-F chord progression.

3. Differentiated Support:

   • EAL Support: Use colour-coded notes or stickers on keyboards to help EAL students.
   • Provide visual aids where chords and notes are associated with visual images, e.g., a 'C' note with a picture of a cat.

Performance and Reflection

Duration: 15 minutes

1. Group Performance:

   • Allow groups to perform what they've practised.
   • Encourage students to listen to each other and provide positive feedback.

2. Reflection and Q&A:

   • Discuss as a class: "What was easy? What was challenging?"
   • Include reflection on literacy and numeracy elements: "How did counting beats help you play better?"

3. Close the Lesson:

   • Highlight contributions from EAL students and celebrate the diverse perspectives brought into music learning.
   • Prompt: "Think about one musical term you learnt today and use it to describe your favourite piece of music at home."

Extension Activity (Optional)

• As a homework task, encourage students to write a short reflection in their music journals about how learning the music for "Clocks" felt similar to learning a new language. Illustrate with symbols or drawings if they prefer.

This lesson plan leverages music to engage Year 8 students while strengthening their literacy and numeracy skills, providing targeted support for EAL learners, and creatively aligning with the Australian Curriculum standards.