Make Devices Matter

Overview

In this lesson 7 of 21, you will explore key compositional devices (repetition, sequence, imitation, variation, and advanced techniques) and use them to develop a short musical idea. You will also justify your choices using musical evidence.

Learning intentions

• WALT identify compositional devices in short excerpts and describe how they shape musical ideas.
• WALT apply repetition and sequence to create a clear, organised melodic phrase.
• WALT extend ideas with additional devices (such as imitation and variation) and refine for musical interest.
• WALT (Year 13) use advanced techniques and explain how they transform the original motif.

Success criteria

• Year 11: I can identify repetition and sequence and apply both in a simple melody.
• Year 12: I can use 3–4 devices to develop musical material that sounds intentional and cohesive.
• Year 13: I can demonstrate sophisticated use of advanced devices (augmentation, diminution, inversion) and explain why my choices work.

Curriculum links

• Communicating and representing musical ideas through sound, structure, and expressive choices.
• Composing original music by developing themes using musical elements and devices.
• Analysing and interpreting music to explain how musical features create meaning and effect.
• Using musical terminology to make justified decisions about composition.

Lesson structure (55 minutes)

1. 5 Hook: “Same, but Different?” Open the introduction slides with a quick before/after listening prompt: a motif first appears as-is, then returns with a change. Students predict which device(s) are happening and why (1–2 words each).

2. 8 Mini-teach: device toolkit Using the introduction slides, review and demonstrate: repetition, sequence, imitation, variation, plus (for Year 13) augmentation, diminution, and inversion. Keep it practical: teacher plays 2–3 short examples, then students label the device.

3. 10 Guided identification check Students work at their year level on the same excerpt set shown in the introduction slides. They record device labels and one sentence about the effect (e.g., “keeps returning”, “moves stepwise”, “creates contrast”). Teacher circulates, spot-checks accuracy, and corrects terminology.

4. 15 Create: build a device-based melody Distribute the device application worksheet and have students compose using the provided motif framework.

• Year 11: add repetition and then a sequence (2 clear repeats + one sequence).
• Year 12: add 3–4 devices total (e.g., repetition + sequence + variation + imitation).
• Year 13: transform the motif using at least two advanced devices, ensuring one version is recognisable as “related”.

5. 8 Refine: “Device to purpose” tuning Students re-read their own work and choose one moment to improve. Prompt them to connect device to purpose: “What does the device do for the listener here?” Use the introduction slides to remind students of sentence stems (teacher models once).

6. 7 Share & justify (micro-perform) In a small group of 7, each student performs their phrase briefly (or reads their notated version), while the others identify the device(s) they hear/see. Year 13 students add a justification sentence referencing the transformation method (e.g., stretched, shrunk, flipped around a pitch axis) and musical effect.

7. 2 Plenary exit: one evidence statement Students complete a final “I can…” statement verbally or on the worksheet edge: one device they used and one piece of evidence (what they changed, where, and what effect it created).

Resources

• the introduction slides (device definitions + audio examples + sentence stems + plenary prompt)
• the device application worksheet (motif framework, year-level tasks, evidence prompts)
• Simple sound playback option (teacher keyboard, instrument app, or school music tech)
• Student access to composition materials (staff paper or notation software/tablet)
• A3/whiteboard to model one completed device transformation (teacher example)
• Timer for timed composition and refine steps
• Optional: small set of pre-made chord/scale cards to keep focus on melody/device choices

Assessment

• Formative: teacher observation of device identification accuracy during the guided check.
• Formative + summative-in-lesson: worksheet composition task matched to year-level success criteria.
• Summative evidence for justification: students’ micro-justification sentence during share.

Differentiation

• Support (all years): provide a teacher model on the introduction slides and a “device bank” word list on the device application worksheet; allow students to start with the motif unchanged before altering one parameter at a time.
• Year 11 scaffold: offer two-step prompts (“Repeat the first 2 bars; then move the pattern using sequence”) and accept short, simple notations.
• Year 12 extension within task: require at least one device that contrasts (e.g., variation or imitation) rather than only repeating.
• Year 13 challenge: require a clear advanced transformation plus an explicit written justification linking method to effect; support with optional “transformation guide” examples on the board.