Celebration Reflection

Overview

In this final lesson of the unit, students reflect on their learning journey, share their Kingitanga-inspired compositions, and celebrate Maori music traditions through a short class performance.

Learning intentions

WALT (We Are Learning To):

• reflect on what we learned about Kingitanga music and its cultural meaning
• present our music clearly and respectfully as part of a class concert
• use simple music vocabulary to talk about what worked well and what we would improve next

Success criteria

• I can share my composition with the class using a clear start, middle, and end.
• I can describe at least two things I learned about Kingitanga music (sounds, rhythms, instruments, or how it feels).
• I can listen respectfully and give kind feedback using our class success words.
• I can explain one improvement I would make if we repeated this project.

Curriculum links

• Music: developing and expressing musical ideas through performing and composing
• Music: responding to music by describing and reflecting on features and meanings
• The Arts (and key competencies): communication, thinking, participating and contributing, and self-management through preparing and presenting work

Lesson structure (30 minutes)

1. 3 min — Welcome and unit recap Teacher briefly reminds students this is the last day: “Exploring Music of the Kingitanga.” Students share one word that reminds them of the unit (e.g., “strong,” “story,” “steady,” “welcoming”).

2. 7 min — Prep for performance (group checks) Students in small groups rehearse their composition using a simple checklist: we have a beginning, we keep the rhythm, and we all know when we play/sing. Teacher circulates to check timing and respectful stage behaviour.

3. 10 min — Class concert (perform and listen) Groups perform in turn. Audience expectations: eyes on the performer, quiet listening, and hands still during performances. After each performance, audience gives one “I noticed…” comment and one “I liked…” comment (teacher prompts if needed).

4. 7 min — Reflection circle (talking prompts) Using sentence starters (on the board), students choose answers:

• “One thing I learned is…”
• “A sound/rhythm I used was…”
• “My favourite part was…”
• “Next time I would improve…” Students can share with a partner first, then teacher invites a few students to share with the whole class.

5. 3 min — Closing celebration and appreciation Teacher thanks performers and audience. Students complete a quick “music heart” gesture: show one hand sign for what they learned and one sign for how they felt. Teacher ends with a short respectful reminder about caring for Maori music traditions.

Resources

• Student composition plans or “performance cards” (one per group)
• Simple instruments or sound tools used across the unit (e.g., rhythm sticks, shakers, drums, body percussion)
• A visual checklist for performance structure (beginning/middle/end)
• Prompt sentence starters on the board or printed strips
• Timer or countdown sign for each group’s turn
• Teacher feedback words posted in the room (e.g., “steady,” “clear,” “brave,” “careful listening,” “story”)
• Quiet listening spot/option (a designated area for students who need a calm space)

Assessment

• Observation during the concert: students present their composition clearly and follow performance expectations.
• Reflection evidence: teacher listens for students describing at least two learning points (sounds/rhythms/instruments/feelings or meaning).
• Listening and feedback: teacher checks that students give kind, relevant “I noticed/I liked” comments using class success words.

Differentiation

• Support (for students needing scaffolds): provide a completed model sentence starter, allow partner sharing, and reduce performance load (e.g., one repeating rhythm pattern).
• Support (for language learners/EAL): offer visual aids (pictures of instruments, rhythm cards) and allow feedback through pointing or choosing from word banks.
• SEN/dyslexia-friendly reading: use short sentence starters with large font; provide an audio version of prompts via teacher reading; allow drawing one idea then speaking it.
• Extension (for students ready for more): invite students to explain how they matched mood/meaning to musical choices, or to add a new contrast (quiet/loud, fast/slow, different texture) and rehearse for one extra round.
• Extension (assessment-rich): ask advanced students to justify a specific improvement (“I changed X because Y, and it made Z clearer.”)

Assessment for learning notes (quick teacher prompts)

• “What part shows the beginning?”
• “How did your group keep the rhythm steady?”
• “What Maori music idea did you notice or use (sound, rhythm, mood, or purpose)?”
• “What would you keep the same, and what would you change next time?”