Where The Forest Meets The Sea

Stage: Key Musical Concept(s): Syllabus Outcome(s): 1

Structure, Tone Colour, Duration MUS MUS MUS MUS 1.1 1.2 1.3 1.4

S00127655 Tracy Saunders MUSIC LESSON PLAN Repertoire:

Instrumental music Singing

Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts Explores, creates, selects and organises sound in simple structures Uses symbols and systems to represent sound responds to a range of music, expressing likes and dislikes and the reasons for these choices

Indicators of Learning: (The students will be able to:) Performing (Singing/Playing/Moving) Organising Sound
MUS1.1 plays music using percussion

Listening
MUS1.4 identifies simple music features of

instruments and self-made sound sources to explore the concepts of structure, dynamics and duration (tempo)

MUS1.2 explores ways of making different

sounds on instruments and sound sources MUS1.3 begins to use simple representations leading to the understanding of graphic notation

the music that is listened to including structure, dynamics and duration (tempo)

Assessment Strategies: ASSESSMENT OPPORTUNITIES MARKED WITH A * (linked to Indicators of Learning) Performing (Singing/Playing/Moving) Organising Sound Listening Active engagement in vocal and performance using engagement in class discussions and performance informal observations of each student. instruments and vocal accompaniment uses instruments to discover different sounds, rhythm Ss will follow the rhythm and tempo of the music

Performs song using ostinato, percussion instruments and sings

and tempo begins to follow percussion score with the assistance of T

using ostinato

Ss answer and ask questions relating to the music

(S=singing; PL=playing; M=moving; O/S=organising sound; L=listening)

(D=Duration; P=Pitch; DY=Dynamics; TC=Tone Colour; S=Structure)

Performing S PL M

OS

Teaching/Learning Sequence
INTRODUCTION: (5min) As a group, Ss sit on the floor in a circle. T reads book Where The Forest Meet The Sea (Jeannie Baker) Discuss the importance of the forest and sea to Aboriginal people. Why

DY

TC

Resources/ Organisatio n
see: www.tfsaunfore sts.weebly.com for all lesson resources

would it be important? What does the song tell us about this?

Explain that Aboriginal people from Broome are called Noongars and the song we will listen to is written by an Aboriginal Band from Broome about wanting to go back to their home, or Country.

x x x x x

Read through the lyrics of I Feel Like Going Back Home as a class Listen to song I Feel Like Going Back Home (Dingo & Higgins) x x

http://www.youtube.com/watch?v=NFWVxT3NDPQ
T encourages Ss to click their fingers , use fairy claps or tap lightly on their x x x x

knees (patsch)to keep in rhythm with the song * MUS1.4

T asks Ss to listen to the different instruments that they can hear, including the vocals. * MUS1.4 x x x

DEVELOPMENT: (25min)
Ask Ss if they think this song would sound better if there were percussion instruments x x Ask Ss to listen to the different percussion instruments to decide which ones would be appropriate to the song * MUS1.2 Demonstrate to Ss the different sounds of each instruments (hand x x x

* Ss should hear a low pitched mans voice and a higher pitched womans voice throughout the song. Ss will also hear a repetitive riff of a stringed instrument. Ask students if they can hear any other instruments (some Ss may mistake the noise from fingers sliding on strings as a percussion) * T has prepared a selection of percussion instruments to use with the song * Percussion score available on www.tfsaunfore sts.weebly.com

castanets, egg maracas, Aboriginal tap sticks, triangle, tambourine, finger cymbals, guiros)
x Ask Ss which instruments they think would fit with the themes of this song. Ask Ss to explain their reasoning. Show Ss the percussion score which includes castanets, egg maracas, x x

x x

Aboriginal tap sticks, finger cymbals, guiros and triangles. * MUS1.3

T divides class into 2 groups, explaining that Group 1 will sing to the lyrics on IWB, while Group 2 practices ostinato. After, the groups

will swap over and Group 1 will learn the ostinato while Group 2 will sing. x x T distributes the instruments to Group 1. Shows Ss how to follow along on the score. T asks Ss if they are sure of their task. Answer any questions or demonstrate if required. *MUS1.2/ MUS1.3 x x T assists Group 2 with singing, encouraging Ss to follow along with the words. T stresses the importance of timing using hand signals and clapping to reinforce x x x T moves between groups during the next 10 minutes to ensure Ss are following along correctly and are actively engaged. Replay song asking Ss to follow along. Group 1 will sing while group 2 will play percussion to the score. T to focus closely on Group 2 to ensure correct timing, encouraging Ss to listen closely to the beat of the music. T to swap instruments over to Group 1, Group 2 will sing. Repeat the process again with the new groups x x x x
* Monitor groups for changes in dynamics/off task behaviour * T should focus on developing the chorus during this lesson.

CONCLUSION: (5min)
x x Ss play the song through once more to music.T ensures that all Ss have had an opportunity perform both ostinato and singing * MUS1.1 Reflection whole class- What did you like about this song? What didnt x x

you like? Why? How did the song make you feel?

References
NSW Board of Studies. (2006). Creative Arts K-6 Syllabus. Sydney, NSW: Author. NSW Board of Studies. (2000). Creative Arts K-6 Units of Work. Sydney, NSW: Author Parrotsnpineapple. (2010, 20 January). Feel like going back home: Bran Nue Dae Soundtrack. [Video file]. Retrieved from: http://www.youtube.com/watch?v=NFWVxT3NDPQ.