Collaborative Music Making

Year Level: Year 12

Subject: Music

Curriculum Area: The Arts – Music, NCEA Level 2

Big Idea:

Music is an expression of, and a way of connecting with, culture, identity, place, and time.

Achievement Standard:

Achievement Standard 91270 – Perform two substantial pieces of music as a featured soloist or as part of a group.

---

Lesson Duration: 50 minutes

Focus: Group Performance

---

Lesson Objectives:

By the end of this lesson, students will:

• Develop ensemble performance skills, including timing, dynamics, and cohesion.
• Experiment with different roles in a musical group setting.
• Reflect on how music contributes to building community and shared experiences.

---

Materials Needed:

• Instruments (guitars, keyboards, drums, vocals, brass, etc.)
• PA system/microphones (if required)
• Sheet music/lyric sheets (where applicable)
• Whiteboard and markers
• Metronome or drum machine (if needed)
• Recording device (optional for self-assessment)

---

Lesson Structure:

1. Warm-up and Icebreaker (10 minutes)

• Vocalists: Breathing exercises and vocal warm-ups.
• Instrumentalists: Scale runs and chord progressions relevant to selected pieces.
• Rhythm Exercise:
  • Teacher claps a rhythm, students echo back.
  • Builds ensemble cohesion and attention to timing.

Why: These warm-ups ensure students are physically and mentally prepared for the performance session ahead.

---

2. Group Formation and Quick Discussion (5 minutes)

• Students form pre-assigned groups or select partners for ensemble performances.
• Discussion Prompt:
  • What makes a great ensemble performance?
  • What challenges arise, and how can we overcome them?
• Teacher facilitates a brief brainstorm to reinforce key group performance concepts such as synchronisation, communication, and dynamics.

Why: This encourages students to think critically and collaboratively before playing together.

---

3. Group Rehearsal (20 minutes)

• Each group selects a piece they have been working on.
• Key Focus Points:
  • Transitions between sections
  • Volume balance between instruments
  • Cueing each other for tempo and dynamic shifts
  • Developing a collective 'feel' rather than playing individually
• Teacher circulates, providing targeted feedback and assistance.

Differentiation:

• More advanced students may refine improvisation or harmonisation.
• Emerging performers focus on maintaining timing and cohesion.

Why: This hands-on approach allows students to refine their group performance skills in an applied setting.

---

4. Showcase and Peer Feedback (10 minutes)

• Each group performs one minute of their piece.
• Other students offer constructive feedback based on the agreed criteria:
  • Timing
  • Dynamics
  • Synchronisation
  • Expressiveness
• Teacher models positive and constructive feedback.

Why: This promotes critical listening and self-awareness in performance.

---

5. Reflection and Exit Question (5 minutes)

• Students quickly share:
  • What went well?
  • One thing to improve for next rehearsal.
• Teacher takes notes on common themes for future lessons.

Exit Question (on whiteboard/Google form):

"How does playing in a group change your approach to music compared to solo playing?"

Why: Reflection solidifies learning and reinforces personal and collective growth.

---

Assessment & Homework:

• Students record their group performance at home and review their timing and dynamics.
• Self-assessment sheet on group collaboration due next class.

---

Teacher Notes & Extensions:

• If students are excelling, introduce an improvisation challenge.
• Incorporate a short discussion next lesson on how different cultures use group music performances to build community.

Integrating Mātauranga Māori:

• If possible, incorporate waiata Māori or explore how Māori musical traditions emphasise collective harmony and unity in performance.

---

Reflection for Next Lesson:

• Which students need additional support in meeting ensemble challenges?
• How effectively did students engage with the peer feedback process?

---

This structured yet dynamic approach ensures that students are actively engaged in learning through practical experience, peer interaction, and reflection. 🎶