Instrument Induction Goals

Overview

In this first lesson of Play, Create, Perform, students are introduced to the available instruments and alternative music-making roles. They learn basic safety, posture, sound production, range, and amplification requirements before selecting an achievable individual or paired goal for the unit.

Learning intentions

• WALT handle instruments and equipment safely and respectfully.
• WALT describe how different instruments produce sound and the role of amplification.
• WALT identify a suitable musical role and set a realistic performance goal.
• WALT use appropriate musical language to explain our choices.

Success criteria

• I can follow the safety and care instructions for at least two instruments.
• I can explain how an instrument produces sound and whether it needs amplification.
• I can choose a role that suits my interests, access needs, and current skill level.
• I can write or explain a specific goal for the unit.

Curriculum links

• The Arts — Music: developing practical knowledge through exploring instruments, sound sources, technique, posture, and equipment.
• The Arts — Music: developing ideas through selecting a musical role and planning a contribution to a performance.
• The Arts — Music: communicating and interpreting through performing, listening, describing, and responding to musical choices.
• Key competencies: managing self, relating to others, participating and contributing, and thinking.

Lesson structure (50 minutes)

1. 0–5 min · Hook and purpose. Teacher plays or demonstrates short contrasting sounds from a keyboard, drum pad, guitar, and wind instrument, then opens the hook and unit introduction slides and asks, “What must a musician control besides the notes?” Students identify differences in sound, movement, equipment, and teamwork, then hear the lesson goals and boundaries for instrument use.

2. 5–12 min · Safety induction. Teacher demonstrates how to carry, place, connect, and return instruments safely; explicitly models correct posture, volume control, cable awareness, breath hygiene where relevant, and the “stop, listen, ask” routine. Students practise the routine without playing, identify one possible hazard, and agree to class expectations: clean hands, one player at a time where required, no forced playing, and equipment returned exactly as found.

3. 12–27 min · Guided instrument exploration. Teacher organises five groups of four and sets five three-minute stations: winds (flute, clarinet, saxophone), brass (trumpet, trombone), strings (acoustic guitar, ukulele, bass guitar, electric guitar), keyboard, and drum kits or pads. At each station, teacher or an experienced student models a safe first sound while the station instructions and exploration prompts remain visible. Students observe, handle or try instruments under supervision, and record: how sound is produced, comfortable posture, approximate range or sound possibilities, and amplification needs. Students without an instrument option may use body percussion, vocal counting, or a digital/recorded part.

4. 27–35 min · Role matching. Teacher pauses the rotation and explains the roles melody, bass, chords, ostinato, rhythm, drone, and sound effects, linking each to examples heard in the exploration. Students use the instrument exploration and goal planner to match at least two possible instruments or alternatives with a role, considering access, confidence, musical interest, and the needs of a group. Pairs briefly compare choices and suggest one practical adjustment.

5. 35–44 min · Goal setting and trial. Teacher models a specific goal, such as “By the end of this unit, I will perform an eight-bar bass ostinato at a steady tempo with a partner.” Students choose an individual or paired goal and complete the goal planner, including instrument or non-instrument option, role, first skill to practise, and support they may need. Students have a short supervised trial or rehearsal of their chosen option; the teacher conferences with students who need help selecting an accessible pathway.

6. 44–50 min · Share and check-out. Teacher invites several students to share their role and goal, then returns to the plenary and reflection prompts. Students complete the final section of the instrument exploration and goal planner: “My role is…”, “My goal is…”, and “One safe habit I will use is…”. Each student shares their goal with a partner; the teacher collects planners to form groups and plan the next lesson.

Resources

• Class set of instruments: flute, clarinet, trumpet, trombone, saxophone, keyboard, bass guitar, acoustic guitar, ukulele, electric guitar, and drum kits or pads
• Leads, amplifiers, stands, stools, picks, reeds, mouthpieces, drumsticks, and cleaning materials as appropriate
• the hook, safety, station instructions, role explanations, and plenary slides
• the instrument exploration and goal planner
• Whiteboard and markers
• Timer and clearly labelled instrument stations
• Hand-sanitising and instrument-cleaning supplies
• Accessible digital or recorded music-making options

Assessment

• During the induction and stations, observe whether students carry, position, connect, and use equipment safely; intervene and reteach immediately where needed.
• Check students’ descriptions of sound production, posture, range or sound possibilities, and amplification needs through questioning and the exploration planner.
• Use the completed goal planner as an initial assessment: goals should identify a feasible role, a specific musical outcome, and an appropriate support or practice step.

Differentiation

• Provide visual station instructions, teacher modelling, reduced choices, sentence starters, and a vocabulary bank including melody, bass, chords, rhythm, ostinato, drone, and amplification.
• Offer non-instrument roles without lowering expectations: body percussion, vocal counting, sound effects, or a digital/recorded part can contribute meaningfully to the ensemble.
• Pair students strategically and provide adapted grips, seated options, quieter equipment, headphones, or extra processing time for students with physical, sensory, communication, or attention needs.
• Extend confident students by asking them to compare two instruments’ sound production or propose how their chosen role could support a complete ensemble texture.