Unit #3: Exploring New Zealand Music

Curriculum Information

Subject: Music
Level: NZ Curriculum Level 7 (Year 12)
Strand: Communicating and interpreting in music, Understanding music in context
Key Competencies: Thinking, Using language, symbols, and texts, Relating to others

Lesson Objectives

By the end of this lesson, students will:

1. Gain a deeper understanding of an aspect of New Zealand music through research.
2. Be equipped with tools to create an engaging, informative, and dynamic oral presentation.
3. Understand how their chosen aspect of New Zealand music contributes to the diversity of the nation's music scene.
4. Become better prepared to investigate and present using relevant tools and techniques while adhering to copyright laws.

Resources Required

• Chromebooks or laptops for research purposes.
• AV equipment (projector, screen, speakers).
• Internet access for research and presentation development.
• Whiteboard and markers for brainstorming.
• Individual student notebooks or devices for note-taking.

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60-Minute Lesson Plan

Lesson Overview

The lesson will focus on introducing the assessment task to students, clarifying expectations, guiding them as they select their topics, and providing structured time for brainstorming and planning their investigation.

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Opening (10 Minutes)

1. Greeting and Objective Overview (3 minutes)

   • Greet students warmly.
   • Write the day's objectives on the board.
   • Introduce the investigation project, emphasising the importance of sharing New Zealand’s unique musical heritage.
   • Show enthusiasm for their creativity and engagement in this task.

   Teacher's Script Example:
   “New Zealand has a vibrant and diverse music scene, and this project is your opportunity to explore what excites you about it! Whether it’s kapa haka, one of our amazing rock legends, or even a festival like SmokeFree RockQuest, we all have something special to share.”

2. Introduce Assessment Guidelines & Expectations (7 minutes)

   • Share detailed instructions based on the teacher-provided information.
   • Emphasise the expected components: chronological overview, profile, musical characteristics, and the significance of their topic.
   • Discuss presentation enhancement options such as computer-based visual aids, live or recorded music examples, and the need to follow copyright laws.
   • Highlight that they will be assessed on the quality of their research and content, although presentation skills can enhance the audience's understanding.

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Activity: Choosing a Music Topic (15 Minutes)

1. Brainstorming Session (5 minutes)

   • Lead a class brainstorming session to help students generate ideas for their chosen topic.
   • Write various categories on the board:
     • Māori music, historical influences (e.g., jazz, 1980s rock).
     • Festivals (e.g., Polyfest, Big Sing).
     • Specific artists (e.g., Lorde, Dame Kiri Te Kanawa).
     • Musical groups (e.g., Six60, New Zealand Symphony Orchestra).
     • The NZ music industry or a specific genre.

   Prompting Questions:

   • “What New Zealand artists, music, or events have inspired you or caught your attention?”
   • “What genre do you think represents Kiwi identity?”

2. Individual Selection Time (6 minutes)

   • Allow students to quietly reflect and write down their top 2-3 topic choices.
   • Circulate the classroom, providing individual guidance where needed based on students' interests.

3. Partner Share (4 minutes)

   • Pair up students to share their selected topics for peer feedback.
   • Encourage them to discuss what excites them about their topic and pinpoint potential challenges.

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Activity: Planning the Investigation (20 Minutes)

1. Breaking Down the Requirements (7 minutes)

   • Provide a framework for their investigation:
     • Step 1: Research the historical background.
     • Step 2: Choose specific works or examples that highlight unique features.
     • Step 3: Evaluate the significance of the music or style in shaping New Zealand’s music culture.
   • Use the projector to display an example breakdown for clarity, e.g., "Jazz in New Zealand":
     • History: Its introduction in the 1920s, big band era.
     • Key figures: Denis Charles, Nathan Haines.
     • Characteristics: Swing influences, improvisation, fusion with Māori and Pacific cultures.
     • Significance: How jazz reflects NZ’s cultural adaptation.

2. Mind Map Creation (13 minutes)

   • Distribute blank A3 pieces of paper or allow students to use digital tools to create mind maps for their investigation.
   • Encourage them to break their chosen topic into sections: history, key figures/groups, defining characteristics, and significance.

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Activity: Next Steps and Expectations (10 Minutes)

1. Sharing Initial Ideas (5 minutes)

   • Ask for 2-3 volunteers to briefly share their topic choice and what excites them about their investigation.
   • Provide positive reinforcement and suggest potential resources or perspectives they could use.

2. Homework and Preparation Discussion (5 minutes)

   • Highlight that their next step will be to dive into research outside of class.
   • Remind students to use reputable sources and to document all references properly in line with New Zealand copyright law.
   • Recommend music documentaries, interviews, and online sharing platforms (e.g., NZ On Screen).

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Wrap-Up and Reflection (5 Minutes)

1. Reflection Questions:

   • “What excites you most about your chosen topic?”
   • “What challenges do you think you’ll face, and how might you overcome them?”
   • “How will you make your presentation engaging and meaningful for an audience?”

2. Exit Slip Task:

   • Ask each student to write down the following before leaving:
     • Their chosen topic.
     • One resource they think they can use for research.
     • One specific question they want their investigation to answer.

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Teacher Tips

• Build enthusiasm by providing examples of past successes.
• Encourage students to explore connections between their musical topic and their identity as New Zealanders.
• Provide ongoing support for students struggling with topic selection or presentation refinement in subsequent lessons.
• Ensure that culturally sensitive topics, such as kapa haka or other Māori cultural elements, are approached with respect, and encourage students to reference authentic sources.

This structured yet flexible lesson plan provides students with a thorough introduction to their investigation project, inspires creativity, and sets the stage for deeper exploration in the coming weeks.