Kingitanga-Inspired Composition

Overview

Students use their handmade instruments to create and share a short music composition inspired by the Kingitanga. In pairs, they plan, perform, and reflect on how their ideas create musical meaning.

Learning intentions

• WALT compose a short piece of music (about 1 minute) inspired by the Kingitanga, using our handmade instruments.
• WALT work in pairs to make musical choices and communicate our ideas to others.
• WALT perform our composition confidently and listen respectfully to classmates.

Success criteria

• I can plan a beginning, middle, and end for my 1-minute composition.
• I can use rhythm and tempo choices that match the mood I want to create.
• I can perform my part accurately and cooperate with my partner.
• I can share one helpful feedback point using respectful music language.

Curriculum links

• Music achievement focus: creating and sharing music, using instruments and voice.
• Curriculum key idea: students develop musical understanding through composing, performing, and responding.
• Listening and respect: students engage with others’ music, making meaning and reflecting on choices.
• Effective participation: students work together, communicate ideas, and contribute during performance.

Lesson structure (30 minutes)

1. 0–3 min | Welcome and WALT: Teacher briefly revisits the unit focus: “Exploring Music of the Kingitanga.” Students settle with their instruments and choose a quiet place to listen.
2. 3–7 min | Model + planning prompts: Teacher demonstrates a simple 3-part structure (beginning/middle/end) using classroom instruments or a quick instrument-styled example. Students repeat a short rhythmic idea together, then identify one possible mood/feeling for their piece (e.g., steady, celebratory, calm, strong).
3. 7–15 min | Pair composition building: In pairs, students use their handmade instruments to create a 1-minute plan. They decide: one rhythm pattern to use (or vary), when to change (middle section), and how they will finish (ending). Teacher circulates with guiding questions: “What starts your piece?” “What changes in the middle?” “How does it end?”
4. 15–20 min | Rehearsal check (teacher feedback): Each pair does a quick rehearsal run (about 20–30 seconds). Teacher gives one “keep doing” and one “next step” suggestion (for example: adjust tempo, repeat a motif, or coordinate entries).
5. 20–27 min | Perform and listen: Pairs perform for the class, taking turns. Students listen with a focused prompt: “What do I notice about the rhythm/tempo and the way the piece changes?” Teacher reminds students about respectful audience behaviour.
6. 27–30 min | Reflection and self-assessment: Students record or orally state: one success in their composition and one improvement for next time (e.g., “Our ending was clear” or “We need louder dynamics in the middle”).

Resources

• Students’ handmade instruments (as previously prepared)
• Simple class rhythm cards (short patterns students can copy)
• Timer/visual countdown for “about 1 minute”
• Composition planning sheet with a 3-box structure (Beginning / Middle / End) and space for notes (can be drawings or simple symbols)
• Teacher checklist for observation (planning, rhythm/tempo choices, cooperation, performance)
• Audience listening prompt cards (one sentence per student)
• Coloured pencils or markers for dyslexia-friendly planning
• Seating arrangement for pair work and safe movement during performance

Assessment

• Teacher observation during pair composition and rehearsal: ability to follow a planned structure, use rhythm/tempo choices, and coordinate with a partner.
• Performance evidence: students present an approximately 1-minute piece with a clear beginning/middle/end and an intentional musical change.
• Student reflection: short self-assessment and one respectful feedback statement to support next learning.

Differentiation

• Support: Provide sentence starters and rhythm templates (e.g., “Our piece begins with…”, “In the middle we…”, “We end by…”). Offer a small-group rehearsal station with teacher or TA.
• Support for SEN: Allow roles (e.g., one partner leads rhythm; the other adds texture/steady pulse). Offer fewer choices: one pattern plus one variation.
• EAL: Use visuals and demonstration first; allow feedback using single-word options (steady, faster, softer, change) supported by gesture.
• Extension for advanced learners: Challenge pairs to add two contrasting sections (e.g., fast/slow or loud/soft), include a repeated motif (same rhythm returning), and write a clear ending cue (e.g., partner signals).
• Dyslexia-friendly reading options: Use minimal written text, pictorial planning boxes, and audio/teacher read-aloud of instructions. Let students plan with symbols, icons, and drawings instead of full sentences.