Lesson Plan Music

Lesson Focus: The Arts Learning Area/Strand: Year Level: 3-4 Duration: 3 hours
Music
Overview:
 Teaching music to young children can be challenging, however this resource helps
students find their desire to learn through fun activities. The students will become music
composer using their previously constructed Chinese rattle drum.
 The learners will be split into small groups and complete 3x one hour lessons.
 This resource introduces students into Music through a fun, interactive YouTube video.
This video assists the learners in developing a rhythmic feel to simple music notes. They
are also encouraged to clap along with the notes and read the composition.
 Another YouTube video has been included in this resource to help students comprehend
how this instrument is used in cultural dances.
 The Year 3 HASS unit of exploring places near and far is integrated into these activities to
follow on from the previous Visual arts resource.
 Individually, students will attempt to create their own short music composition. Following
on, in small groups student will create their own 16 beat composition and choreograph a
dance.
Prior Knowledge of learners
 Students know the elements of Music Art and Design
Students require prior experience with the following Years P-2 Band:
At Year 3-4 level the elements of music and clapping using ta, ta, ti-ti, ta will be a familiar concept.
 By the end of Year 2, students communicate about the music they listen to, make and
perform and where and why people make music.
 Students improvise, compose, arrange and perform music.
 They demonstrate aural skills by staying in tune and keeping in time when they sing and
play. (ACARA, 2016).
Lesson Objective/s
By the end of this lesson, students should be able to:
 Identify the different musical elements and understand how they can be used differently
to communicate different moods and effects. This includes dynamics, pitch and rhythm
patterns.
 Develop aural skills through exploring, imitating and recognising elements of music.
 Explore different music used in cultures other than Australian.
 Play the music instrument with control through improvising rhythmic accuracy, pitch and
dynamics.
 Create, perform and record compositions that demonstrate an organisation of sounds,
silences, tempo and volume.
Evidence of learning: At the end of this activity students will:

 Develop aural skills by exploring, imitating and recognising elements of music including
dynamics, pitch and rhythm patterns in celebratory and commemorative songs.
 Play instruments and improvise music such as rhythm, pitch, dynamics and form in a
range of pieces.
Key Questions for Years 3 and 4
 Does music help us to understand the past, people and places?
 What are some stories you have heard through music? How is the rhythm, pitch and
expression used differently to convey this message? How did this music make you feel and
why? – ask these questions to a few different students.
 How else can musicians use rhythm, pitch and expression to communicate an idea that we
haven’t already said?
 What do you like the most about music?
 Is there music that reminds you of something in your life?
 What have you learned by listening to music?
Links to Curriculum
 Develop aural skills by exploring, imitating and recognising elements of music including
dynamics, pitch and rhythm patterns (ACAMUM084)
 Practice singing, playing instruments and improvising music, using elements of music
including rhythm, pitch, dynamics and form in a range of pieces, including in music from
the local community (ACAMUM085)
 Create, perform and record compositions by selecting and organising sounds, silence,
tempo and volume (ACAMUM086)
 Identify intended purposes and meanings as they listen to music using the elements of
music to make comparisons, starting with Australian music, including music of Aboriginal
and Torres Strait Islander Peoples (ACAMUR087)
Cross-Curriculum Focus and Links:
HASS: Exploring places near and far
 The location of Australia’s neighbouring countries and the diverse characteristics of their
places (ACHASSK067)
 The similarities and differences between places in terms of their type of settlement,
demographic characteristics and the lives of the people who live there, and people’s
perceptions of these places (ACHASSK069)
Mathematics: Numeracy. Estimating and calculating with whole numbers.
 Understand and use numbers in context
 Recognise and use patterns and relationships
 Describe, continue, and create number patterns resulting from performing addition or
subtraction subtraction (ACMNA060)
Resources
 YouTube Video: https://www.youtube.com/watch?v=WEOTsPUUvsY
 YouTube Video: https://www.youtube.com/watch?v=9gM6HK2xRmQ&t=24s
 Rhythmic Invention Worksheet
 16 count composition worksheet: https://www.teacherspayteachers.com/Product/Two-
Four-Six-Eight-a-Music-Lesson-for-Rhythm-and-Melody-168867?
st=f488c29a27baf0eeed3f200cb60365e6
Differentiation strategies
 Extension questions - gives a vehicle for more academically able students to progress to
challenge themselves and further develop their musical knowledge.
 Students with require more assistance and find the task difficult will be grouped with
more confident and academically able students.
 Read through the worksheets to the whole class for those students who have difficulty
comprehending musical tasks.
Lesson Introduction Students will watch ‘Rhythm Play Along: Easy’ and carefully listen. This
 Introducing video will be played a second time for students to sing and clap along to
the topic the rhythm.
 Engagement https://www.youtube.com/watch?v=WEOTsPUUvsY
of the learners Watch this video of a musician playing the piano then elicit a whole class
discussion.
https://www.youtube.com/watch?v=7Ae5d1w9xtY
Class Discussion/Targeted Questions for students:
• Does music help us to understand the past, people and places?
• What are some stories you have heard through music? How is
the rhythm, pitch and expression used differently to convey this
message? How did this music make you feel and why? – ask these
questions to a few different students.
• How else can musicians use rhythm, pitch and expression to
communicate an idea that we haven’t already said?
• What do you like the most about music?
• Is there music that reminds you of something in your life?
• What have you learned by listening to music?
Lesson Body Activity 1: Individual
 Delivering the • Give the students the Rhythmic Invention worksheet. Read
content through the questions together to ensure students understand what is
through expected of them.
specific • Instruct them students to complete this worksheet individually.
strategies • Hand out the 16 count composition worksheet and focus the
students attention on the example at the top of the page.
• After student have closely analysed the example, instruct them
to complete the next part of the worksheet by themselves.
Activity 2: Small groups

Display the YouTube recording that demonstrates how a Chinese Rattle
drum is used to create music.
https://www.youtube.com/watch?v=9gM6HK2xRmQ&t=24s
• Split the students into small groups of three or four. Give each
group a blank gride with 16 squares for them to write a 16-count
composition.
• The students will refer to the previous 16 count compositions
completed by their group members and work together to combine all of
their ideas into one new composition.
Lesson Conclusion Activity 3: Small Groups
 Concluding • In the same small groups from the previous activity, students will
activities perform their 16 count composition.
 Summarising • This may require sufficient practice in order for the group to
the lesson synchronise their music.
• They will perform the 16-count composition together with their
Chinese rattle drums.
• Each group will record their composition on an iPad. This will be
used in the next set of planned activities.

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Lesson Focus: The Arts Learning Area/Strand: Year Level: 3-4 Duration: 3 hours

Evidence of learning: At the end of this activity students will:

Activity 2: Small groups

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