Year Level

Years 7–8

Duration

60 minutes

Class Size

25 students

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Learning Context

This is Lesson 7 of 8 from the unit “Exploring Rhythms and Sounds” where students have created their own original compositions in groups (Lesson 6). The focus now is on preparing and rehearsing these pieces with an emphasis on performance skills and techniques.

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Curriculum Alignment

New Zealand Curriculum Refresh - The Arts: Music

• Strand: Music (The Arts learning area)
• Level: Years 7–8 (Level 4 of the curriculum)
• Achievement Objectives (AOs):
• Developing ideas in music (Level 4): Use and demonstrate understanding of musical elements, structures, and conventions to compose, arrange, and improvise their music.
• Communicating and interpreting (Level 4): Perform music confidently demonstrating control and expression, with sound, rhythm, dynamics, and tone.
• Key Competencies:
• Managing self: Planning and rehearsing effectively.
• Relating to others: Collaborating in groups, giving and receiving feedback.
• Thinking: Developing problem-solving and creative thinking during rehearsals.
• Using language, symbols, and texts: Understanding and using musical notation and language where relevant.

Principles for Teaching and Learning

• High expectations: Encourage perseverance to refine performances.
• Cultural diversity: Recognise and incorporate students’ cultural backgrounds in performance styles or rhythmic concepts.
• Future focus: Foster skills students can take beyond classroom such as collaboration and performance confidence.

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Learning Objectives

By the end of this lesson, students will:

1. Rehearse their original compositions using appropriate performance skills, such as clear rhythm, dynamics, tone quality, and expressive techniques.
2. Collaborate effectively in small groups to prepare their group pieces for performance.
3. Reflect on their group’s rehearsal process and use peer feedback to improve their performance.

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Resources Needed

• Spaces arranged for group rehearsals to allow freedom of movement and sound.
• Student original composition charts/scores or notation from previous lesson.
• Percussion instruments, classroom instruments, or technology/apps for sound production (depending on available resources).
• Recording device(s) (optional) for self or peer assessment.
• Visual or written checklists of performance skills to guide rehearsals (dynamics, rhythm, expression, accuracy).

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Lesson Plan

1. Introduction and Warm-Up (10 minutes)

• Teacher Activity:

• Briefly review the unit focus on rhythm and sound with students.

• Re-establish expectations for rehearsal behaviour to create a positive, respectful environment (managing self and relating to others).

• Engage students in a quick rhythmic warm-up exercise, for example a body percussion rhythm call-and-response to energise and connect them with rhythmic control.

• Student Activity:

• Participate in warm-up and discuss as a class what makes an effective rehearsal and performance (e.g., listening carefully, keeping steady rhythm, using dynamics).

2. Group Rehearsal Preparation (5 minutes)

• Teacher Activity:

• Organise students into the groups formed last lesson for their compositions.

• Provide a performance skills checklist focusing on key elements: rhythm precision, dynamics, tone, expression, ensemble timing, starting and stopping cues.

• Student Activity:

• Gather music materials and organise instruments/tools needed.

• Briefly discuss within groups their rehearsal goals for this session.

3. Main Group Rehearsal (35 minutes)

• Teacher Activity:

• Circulate among groups, facilitating: guiding rehearsal techniques, modelling performance skills, encouraging collaboration, helping solve timing or balance issues, and prompting use of expressive dynamics.

• Offer targeted, constructive feedback to groups or individuals.

• Optionally, record groups during rehearsal for playback feedback.

• Student Activity:

• Rehearse their original compositions focusing on refining rhythm accuracy, ensemble cohesion, control of dynamics and articulation, and expressive performance techniques.

• Share feedback within the group, negotiate changes, and rehearse again.

• Use the checklist to self-monitor and evaluate group progress.

4. Reflection and Group Sharing (8 minutes)

• Teacher Activity:

• Bring the class together for group reflection.

• Lead discussion on what worked well in rehearsals, what challenges were encountered, and strategies used to improve.

• Highlight the importance of rehearsal in developing performance confidence and musicality.

• Student Activity:

• Share insights and reflections on rehearsal experiences.

• Identify one strength and one area for improvement in their group’s performance.

5. Conclusion and Next Steps (2 minutes)

• Teacher Activity:
• Remind students that Lesson 8 (final lesson) will involve performing these pieces formally.
• Emphasise this rehearsal as an important step toward a confident, polished performance.
• Assign any homework or personal practice related to their parts.

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Assessment

• Formative:

• Teacher observation and anecdotal notes during group rehearsals focusing on collaboration, application of performance skills, and rehearsal strategies.

• Use of a simple performance skills checklist during rehearsals to guide and assess student understanding and skill application.

• Self and Peer Assessment:

• Students use checklists to self-monitor their group’s rehearsal progress and provide peer feedback.

• Reflection discussion to articulate learning and identify areas for growth supports metacognitive skills.

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Differentiation and Inclusive Practice

• Support students with attention or sensory needs by providing quieter rehearsal spaces or breaks as needed.
• Provide differentiated roles within groups (e.g., conductor, percussionist, recorder) to suit diverse abilities and strengths.
• Incorporate culturally relevant musical elements or instruments if appropriate to students’ backgrounds.

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Key Vocabulary

• Rhythm
• Dynamics
• Expression
• Ensemble
• Rehearsal
• Performance technique

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This lesson fosters key competencies of managing self, relating to others, and thinking as defined in the New Zealand Curriculum while deepening musical skills in performance and rehearsal technique appropriate for Years 7–8 learners. The collaborative and reflective nature of rehearsing prepares students for confident public musical performance and creative expression.

End of plan