CONTEMPORARY TEACHER

LEADERSHIP
Assignment 1 - Report

Mitchell Cavens

The following report focuses on the improvement of a Stage 5

unit plan focusing on Australian Rock Music to be taught to
students at Cambridge Park High, which is a school where
learners’ families are generally of low-socio economic status,
and a generally non-diverse local background. The report
proposes recommendations for changes in the unit plan,
focusing on the improvement of learning experiences, key-
threshold concepts, sequencing and assessment through the
utilisation of the Understanding by Design principles.
Contents

Executive Summary……………………………………………………………………………………………………………….2

Background Information and Context…………………………………………………………………………2

Goals………………………………………………….……………………………………………………………………….3

Recommendations Summary…………………………………………………………………………………….3

Original Unit Plan………………………………………………………………………………………………………….……….4

Unit outline…………………………………………………………………………………………………….………….4

Comparative Table……………………………………………………………………………………………………….……….11

Recommendations……………………………………………………………………………………………………………….13

Concept Map………………………………………………………………………………………………………………….……15

Revised Unit Plan…………………………………………………………………………………………………………….……16

Scope and Sequence……………………………………………………………………………………..............16

Unit Outline………………………………………………………………………………………………………………17

Assessment……………………………………………………………………………………………………….………23

References……………………………………………………………………………………………………………………………25

1
Executive Summary

Background information and Context

This unit has been designed for the Music faculty at Cambridge Park High School, which is
located in Western Sydney. Cambridge park High is a Co-Educational Government School
with streamed music classes according to numeracy and literacy NAPLAN results. The
students attending the school are primarily locally-based, with only 16% of students having a
language background other than English, and 13% of students who Identify as being of
Aboriginal or Torres-Strait Islander descent. Also, the socio-economic status of school
attendees is fairly low, with 63% of parents earning within the bottom quarter of earners in
the country.

This unit was taught to stage 5 learners (elective). Students in these classes consisted of
primarily locally based learners, with students originating from low-socioeconomic
backgrounds, affecting classroom performance.

N.B. This unit includes references to PowerPoint slides as well as references to assessment
that has not been included in detail.

Reference: Statistics and tables above are retrieved from the MySchool Website:
https://www.myschool.edu.au/school/41835

2
Goals

- To address numeracy and literacy improvement areas in revised unit plan

- To capitalise on the use of Understanding by Design framework to bring about
improvement in the unit plan
- To address improvement in sequencing and relevance of focus topics to facilitate
meaningful learning
- To facilitate the ability for students to demonstrate their learning in key areas
- To create/revise musical learning experiences in order to address creative and critical
learning improvement

Recommendations summary

- Increase the amount and alter learning experiences which address numeracy and
literacy student needs
- Create a concept map in order to determine key threshold topics
- Apply the three UbD stages to the unit plan in order to develop more meaningful
experiences which are relevant to important key threshold topics, and also address
methods of assessment with the focus on accurate representation of the students’
knowledge
- Improve sequencing of topics in order to ensure that there is cohesion and
development in student background knowledge

3
Original unit plan

Name of Unit: Australian Rock Music

Unit Outline Unit duration

Description of Unit. 10 Weeks

o The following unit explores the uses of rock beats, riffs, chord
progressions, melodic licks, and improvisation in order to develop a
comprehensive performance. Examples will be used from
Australian rock bands that have used the above techniques to
compose typical rock songs. These techniques will be analysed and
utilised through the assessment of an annotation and performance
of a famous Australian rock chart.

Big ideas/key concepts Why does this learning matter?

The key concepts I want students to The learning matters because:
learn from rock music are:
o Rock music uses a range of melodic, rhythmic and
 Melodic Riffs harmonic techniques that need to be learned and
 Chord Progressions performed in order to understand the fundamental
 Melodic Licks characteristics of rock.
o Australian rock artists have successfully competed
against the American rock industry, and in the process
have composed iconic riffs, chord progressions and
melodic licks.

Place in scope Target outcomes

& sequence/Building A student:
the field
5.1 performs repertoire with increasing levels of complexity in a range of
musical styles demonstrating an understanding of the musical concepts
Fourth unit in stage 5
5.2 performs repertoire in a range of styles and genres demonstrating
interpretation of musical notation and the application of different types of
technology

5.3 performs music selected for study with appropriate stylistic features
demonstrating solo and ensemble awareness

5.4 demonstrates an understanding of the musical concepts through

improvising, arranging and composing in the styles or genres of
music selected for study

5.5 notates own compositions, applying forms of notation appropriate to the

music selected for study

5.6 uses different forms of technology in the composition process

4
 5.7 demonstrates an understanding of musical concepts through the
analysis, comparison, and critical discussion of music from different

stylistic, social, cultural and historical contexts

5.8 demonstrates an understanding of musical concepts through aural

identification, discrimination, memorisation and notation in the

music selected for study

5.9 demonstrates an understanding of musical literacy through the

appropriate application of notation, terminology, and the interpretation

and analysis of scores used in the music selected for study

5.10 demonstrates an understanding of the influence and impact of

technology on music

Literacy & Skill Numeracy ICT target areas Assessment Resources

improvement target improvement
areas target areas
Collecting, analysing Formal List resources
and organising Assessment will required for the unit
information: The  Reading scores  Internet for occur in this
vocabulary terms  Understanding research course. The Suggested
related to this unit are note values, and  Word processing assessment resources
collected for the following 4/4 time  Analysing task carries a
students to improve using an internal performances weighting of  Year 10 Term 1
their literacy skills. metronome from videos. 25% Slides (Australian
 Using intervals  Soundation.com/ Rock
Planning and to construct studio for Music).pptx
organising chords, scales and developing a mix of  Youtube
activities: Activities are transposition. a rock song. Assessment  Musicnotes.com
organised to improve will include  Musical
the literacy skills Concepts by
among students. Annotated Helene Galettis
Various strategies are analysis and
used to target all levels performance of
of students, students a rock song.
with special needs,
ATSI students.
Activities such as cross
words, complete the
sentences, hands on
activities are very
effective.

Working with others

and in teams: Compose
musical ideas in a group.
Performing together to

5
read and play one piece
of music. Solving musical
problems and working
on posters etc in a group
setting.

Students learn Students Learning Experiences Evidence of Learning Reg/Date

about: learn to:
1. The Music - Comprehend  Discuss the music  Visual aids
Industry the music industry and the 3  Guided
industry and major recording questioning
the American labels and their
competition origin:

- Brainstorm o Song
famous BMG
Australian rock (America)
bands who o Universa
were l Music
successful in Group
the (American-
international French)
music o Warner
industry. Music Group
(American)

 Present a list of
Australian rock
bands that are
internationally
successful despite
the disadvantage of
not being American
(slide 3).

2. Overview of - Apply their  Listen to a song  Visual aids

Rock prior by each Australian  Guided
knowledge to rock band identified Brainstorming
understand in slide 3  Guided
the and brainstorm the questioning
characteristics characteristics of  Strategic grouping
of Rock Music Rock Music. of students
explicitly  Present a  Practical
summary of the demonstrations
- Define the main musical  Assistance with
Concepts of concepts of Rock technique
Music and Music (Duration,
consider the Pitch and
Structure).

6
 categories of  Students to
each concept. learn the intro of
‘Are You Gonna Be
My Girl? by Jet’ on
their instrument.

3. The Rock - Read note  Revise note  Graphic

Beat values values. organisers
 Use table of  Visual aids
- Perform a note values to  Think, pair, share
simple rock analyse and clap  Simplified notation
beat on the rhythms from
drums from notation.  Modified level of
notation.  Learn how to difficulty
play the simple rock  Practical
beat + variations on demonstrations
the drums
 Students to
perform a single
drum beat to the
loop of ‘T.N.T.’ by
ACDC
 Define and
analyse the On/Off
Beats used in rock
music
 Students to
complete Page 15 of
‘About Notes and
Symbols.pdf’ as a
quiz. (Mark on slide
18).
 Page 15 of
‘About Notes and
Symbols.pdf’
(MusicFun)

4. The Melodic - Practise  Revise Music  Visual aids

Riff systems of Alphabet  Guided
tonality that  Define tonality questioning
are commonly and practice the G  Simplified
used in rock Major scale notation
music.  Define ‘tone’  Modified level of
and ‘semitone’ and difficulty
- Improvise a summaries the  Assistance with
melodic solo intervals of a major technique
over a short scale.  Practical
song in G  Students to use demonstrations
Major. the G Major scale to  Individual or
improvise over collaborative tasks

7
 - Interpret ‘Imrovising song (dependant on student
major, minor (Stage 6 needs)
and power Music).m4a’
chords.  Discuss the
meaning of Melody
as a ‘horizontal
succession of
pitches’
 Present a list of
different melody
types and focus on
‘riff’ (slide 34).
Discuss the purpose
of a rock riff and
watch a video
example of some
famous rock riffs
(slide 35).
 Show explicitly
what students need
to demonstrate
about ‘riff’ in their
assessment (slide
36).

5. Chord - Construct  Define Harmony  Visual aids

Progressions major and and how it relates to  Guided
minor triads. chords questioning
 Define ‘Dyad’;  Simplified
- Identify the students are to find notation
chords that 5 different dyads  Modified level of
belong to a and discuss the difficulty
major key sound that each  Assistance with
signature. dyad makes. Focus technique
on the intervals  Practical
- Construct a between each note. demonstrations
power chord.  Present a list of  Individual or
all the dyads; collaborative tasks
- Perform students to glue this (dependant on student
power chords in their books. needs)
by learning  Define ‘triad’
‘T.N.T.’ by and demonstrate
ACDC. the sound of a major
and minor triad.
 Construct major
and minor triads
using intervals,
compare the middle
note in each.
 Define ‘tonal
centre’ and

8
 demonstrate how
music resolves using
this centre.
 Discuss ‘keys’
and ‘key signatures’
(slide 50).
 Scaffold how to
find the major and
minor chords that
belong to a key
signature.
 Construct a
power chord from a
major chord
 Students to
learn how to play
‘T.N.T.’ by ACDC on
their instruments.
 Show explicitly
what students need
to demonstrate
about ‘chords’ in
their
assessment (slide
54).

6. Melodic - Recognise  Define  Visual aids

Riffs short melodic a ‘lick’ as a  Guided
patterns, short melodic questioning
known as pattern that can be  Simplified
‘licks’. used in several notation
songs.  Modified level of
- Aurally  Listen to some difficulty
analyse rock examples of blues  Assistance with
songs, and the licks (slide 57). technique
use of licks.  Analyse ‘Come  Practical
When I Call’ by John demonstrations
- Play a series Mayer, and examine  Individual or
of melodic how he uses melodic collaborative tasks
licks to licks. Students to (dependant on student
incorporate in complete Come needs)
their When I Call by John
performance. Mayer (Sheet Music
Worksheet). Watch
- Research and video of John Mayer
transpose playing ‘Come When
other I Call’ live and
musician’s discuss the meaning
melodic licks of call and response
to adapt for using the completed
worksheet.

9
 their  Demonstrate
performance. some rock licks, and
give notation to
students to learn
(slide 60).
 Discuss the
importance of
learning melodic
licks from other
experienced
musicians. Teach
how to adapt
melodic licks by
transposing them
into the key of
another song (slide
62).
 Research Task:
students to research
melodic licks to use
in their performance
(slide 63).

Come When I Call by

John Mayer (Sheet
Music
Worksheet).pdf
7. Performance - Practice riffs,  Students are to  Modified level of
chords and be given extended difficulty
licks to rehearsal time to  Assistance with
develop a prepare for their technique
comprehensiv rock performance.
e  Students are to
performance. be assessed on their
performance and
their incorporation
of riffs, chords, and
melodic licks.

10
Comparative Table

Area of Strengths of the Concerns of the Suggested Research support

consideration area of area of Changes to for the changes
consideration consideration counteract suggested.
concerns
Communication Insufficient Update “evidence The critical
in working premise for of learning” in element of
Literacy together in group accurate order to ensure assessment in
work assessment of that accurate classroom
literacy use or assessment and performance
improvement reflection can (McMillan, 1997)
take place
Effective Lack of learning Addition and The importance of
planning in experiences which modification of the improvement
organisation of encourage learning of literacy
activities which research and experiences in standards for
encourage the discussion which order to cater for adolescence
use of jargon promote the use the increased (Kamil et.al., 2008)
terminology of jargon focus on literacy
which can terminology
expand
vocabulary
Focus on Insufficient focus Increase in focus Music based aural
understanding on numerical on the aural activities are
Numeracy note values properties in analysis of chord linked to
within analysis of relevant tasks progressions with improvements in
the concept of the increased literacy and
‘duration’ focus on numeracy
numerical standards (Rickard
properties et. al., 2010)
Focus on the Minimal tasks in Addition of chord Numeracy and
numerical musical activities progression tasks literacy should be
properties of which address a responsibility for
different musical numeracy the music teacher
intervals as well as other
faculties
(Jeanneret, 2006)
Listening tasks compositional Increase in Compositional
Critical and increase critical tasks to foster compositional tasks taught in a
Creative thinking, creative thinking tasks strategic manner
Thinking distinguishing fosters creativity
between sound in students
qualities (Burnard, &
Younker, 2002)
Compositional Insufficient aural Increase in Aural analysis
tasks foster analysis and research tasks tasks promote
creative thinking research tasks to with the focus of critical thinking in
quality of students

11
 foster critical information as (Pogonowski,
thinking well as an 1989).
increase in aural
analysis tasks with
a focus on
instrument quality
distinction
Group Lack of detail in Increase of detail Self-Regulation in
Personal and performance research tasks and in research tasks research tasks
Social increases need composition in and increase of fosters personal
Capabilities for effective order to foster compositional educational
collaboration and personal learning tasks development
communication, Zimmerman &
requiring social Schunk, 2011)
skill
Individual Insufficient group Increase in group Engagement in
research performance performance musical activities
increases activities impacts on social
personal inclusion (Welch
education ability et. al., 2014)
“Evidence of “Students Learn “Desired Learning The importance of
learning” section To” section Outcomes” relevancy for
Understanding is well reflective inaccurately section to replace learning as a
by Design of stage 2 of the identifies desired “Students learn to whole (Vygotsky,
UbD principle: outcomes section” in order 1978)
“Determine to hone focus on
Assessment the creation of
Evidence” relevant learning
experiences
“Students Learn Irrelevant and Creation of Effective order is
About” section somewhat concept map in required for good
involves key disorganised order to foster directon
threshold concepts and relevant key (Arguedas,
concepts order concepts and help Daradoumis, &
provide clarity in Xhafa, 2016).
re-organisation
concept order

12
Recommendations

To reconstruct the unit with a focus on UbD principles in order to improve threshold-concept
understanding, sequencing and assessment

This unit outline is lacking in key areas. There is no appropriate scope & sequence section, no
concept map, and insufficient formative assessment information. Though these elements are
lacking, there is a comprehensive variety of learning experiences, a sufficient “evidence of
learning” (assessment) section, as well as a “students learn about” section which includes
important threshold concepts within the realm of rock music such as melodic riffs, the music
industry, and performance. However, each of these elements can be enhanced/altered
according to the UbD framework in order to foster a greater quality of student learning.

Within the redesigned unit plan, a concept map is included for multiple useful purposes. For
the teacher, a concept map provides a broad overview of the topic and its facets as a whole,
which helps in the process of determining what key concepts should be taught in the
classroom, according to the nature of the classroom. This broad outlook is critical to
understand before delving into the specifics of topics, as it can aid in sequencing and
planning in accordance with the backward mapping method of the UbD framework (Novak &
Cañas, 2008). This can then flow on to what learning experiences should occur in the
classroom and how their understanding of the concept can be best assessed. For the student,
a concept map is a useful tool that can assist them in directing their focus on what they know
and do not yet know. Also, it provides the student with a basic understanding of the concept
as a whole, which is a critical factor in student learning, as students who do not acquire a
basic level of conceptual understanding in a classroom often do not gain any relevant
knowledge (Novak & Cañas, 2008). Also, as the student progresses through curriculum
covering different topics, a concept map is useful in encouraging knowledge integration, a
key element required for meaningful learning (Novak & Cañas, 2008). Due to this
information, I have included a concept map in this revised unit plan which reflects what I
believe to be ‘key threshold concepts’, as well as micro concepts which are connected to the
key concepts. The construction of this concept map includes and expands on elements
already listed in the ‘big ideas/key concepts’ section, as well as adding others that I believe to
be of value. The concept map included is a representation of potential topics, but in order to
receive maximum benefit, concept maps should be designed by faculties with multiple
members in the future.

Included in the original unit plan was a “why does this learning matter” section. Though this
brief explanation may prove useful to the teacher, it will not necessary be communicated
effectively to the students which is important as students require relevancy in order engage
in learning in a way that might extent outside of ‘zone of proximal development’ and into a
desire for a greater understanding in learning as a whole, resulting in a greater confidence in
their knowledge (Vygotsky, 1978). Therefore, due to the benefit of a greater overall
understanding of important concepts through the concept map, alterations were made to
the “students learn about” section in order to reflect a more strategic and specific focus on
key threshold concepts listed in the concept map. In the revised unit plan, amongst other
changes, “The Music Industry” section is removed, and “Genres of Music and its’ Artists” are
added in order to reflect the change in clarity of focus on key threshold topics. This

13
application of the UbD framework, used in combination with the concept map, increases
relevancy for the students (McTighe & Wiggins, 2012), which is key to the quality of their
learning as the majority of these students struggle with engagement due to their low socio-
economic background, and an increased relevancy of topic areas also helps students realise
the importance of their learning, potentially increasing their engagement and passion for
learning (Perry & McConney, 2010).

As there is no scope and sequence section, the teacher and students lack timeframe required
for order and direction (Arguedas, Daradoumis, & Xhafa, 2016), as well as lack the context
needed in order to understand what the students have already learned as well as what they
are yet to learn. Therefore, within the reformed unit plan, a scope and sequence section is
added in order to ensure the key element of student background knowledge required for
effective learning, based on the UbD principle of the importance of comprehensive
curriculum planning in bringing about enhanced learning (McTighe & Wiggins, 2012;
Marzano, 2004). In order to maximise meaningful learning, these key threshold concepts
were sequenced in an order designed to improve students’ knowledge integration and
background knowledge. The order was determined according by the topical links within the
concept map in order to maintain student relevance. Due to the clarity and direction derived
from the more strategic threshold concepts sequencing, a number of changes were made to
learning experiences which are designed to effectively address a variety of elements within
each topic, as well as meeting literacy, numeracy and ICT curriculum requirements.

Due to these changes of learning experiences and following on from the backward mapping
of curriculum design in accordance with the UbD framework process, changes were made to
the forms of assessment in order to effectively reflect the changes in learning experiences
and threshold topics. More specific criteria for accurate assessment is a key element of a
teacher’s reflective process (Boud, 2013). Also, formative assessment was explained and
added in order to ensure that students are able to demonstrate evidence of learning. These
assessments also provide the teacher with further opportunity to reflect on how effective the
learning experiences have been in meeting the target learning goals (Boud, 2013).

These changes and the progression of understanding and undertaking the UbD stages 1 and 2
clearly highlight issues within the included learning experiences section. The learning
experiences included do not always clearly address the target learning outcomes. Therefore,
within the revised unit plan, stage 3 of the UbD procedure, “plan learning experiences and
instruction”, was put into operation in order to create experiences which will accurately
move towards the target learning outcomes (McTighe & Wiggins, 2012). Some of these
changes include more compositional tasks in order foster more creativity (Burnard, &
Younker, 2002), as well as an increased focus on group performance in order to increase
social capability as well as direct relevant focus onto the final assessment task (Welch et. al.,
2014).

14
 Concept map
Melodic
Rhythmic role Harmonic
Root notes role Role

Distortio
n
Bass guitar Vocals
Instrumental
roles
Electric
guitar

Power Piano/synthesise
Triad r
s Chords Rock
instruments/layer
s of sound
Major/ The Drum Kit
minor
Chord Improvisation Tones/Sem
s i-tones

Key Tonality Pitch

Harmon Melod
signature
y y
s Duration Note
Value
s

The
Melodic riff Rock
Rock Chord beat
Progression
s
Stylistic Features
Structure /characteristics
Performance of Rock Music
technique

Australian Performance
Rock Australian Rock The Music
Artists Music Industry

Recording
Solo’ Labels
s Types of
Rock
music/Genres

Metal Pun
k
Alternative
Grung
e
Blues
Rock

15
 Revised Unit Plan (All changes/additions are highlighted in blue)

Scope and Sequence

Year 10 Term 1 Term 2 Term 3 Term 4

Context Medieval music Music of the 20th Popular Music Australian Rock Music
and 21st Century
In this unit, In this unit, students In this unit, students
students learn to In this unit, learn about the learn to understand how
understand the students learn to fundamentals of the characteristics of
history of music as critically evaluate chords and popular rock music exhibit unique
we know is, and the definition of chord progressions in differences in pitch,
the development of music with relation to popular structure, duration and
key instruments. reference to music. texture in comparison
Students also serialism, with other musics.
understand the minimalism and Students learn how this
development of the prominent artists applies to their ability to
musician and the of the period. listen to, compose and
composer perform music
Musical Structure, Pitch, Dynamics and E.Ts, Structure, Texture, Duration, Structure,
Concepts texture, Tone tone colour, Pitch Pitch, Contrast and Pitch, Texture
focus Colour Unity
Assessment  Speech (10%)  Tone row from  Aural listening  Performance
 Composition phone number analysis task (25%)
(15%) composition (25%)
(25 %)
Focus areas  Gregorian  Serialism  Popular Music  Melodic Riffs/licks
Chant  Minimalism Artists  Chord Progressions
 Organum  Schoenberg  Chord  Genres/Australian
 The School of  The Music of Progressions rock artists
Notre Dame Philip Glass and  Pop instruments  Characteristics of
Steve Reich  Characteristics of Rock Music
pop music  Rock Instruments
 The Rock Beat
 Melody
 Harmony
 Performance
Outcomes All All All All

16
Unit Outline Unit duration
Description of Unit. 10 Weeks

o The following unit explores the uses of rock beats, riffs, chord
progressions, melodic licks, and improvisation in order to develop a
comprehensive performance and understanding of the characteristics of
rock music. Examples will be used from Australian rock bands that have
used the above techniques to compose typical rock songs. These techniques
will be analysed and utilised through the assessment of an annotation and
performance of a famous Australian rock chart.

Big ideas/key concepts Why does this learning matter?

The key concepts I want students to
learn from rock music are:
 Melodic Riffs/licks
 Chord Progressions
 Genres/Australian rock artists
 Characteristics of Rock Music
 Rock Instruments
 The Rock Beat
 Melody
 Harmony
 Performance
The learning matters because:
o Rock music uses a range of melodic, rhythmic and harmonic
techniques that need to be learned and performed in order to
understand the fundamental characteristics of rock.
o Australian rock artists have successfully competed against the
American rock industry, and in the process have composed
iconic riffs, chord progressions and melodic licks.
o An increased understanding of the characteristics and
features of Rock music will assist them in their creative ability in
musical composition and in their creative ability in other subject
areas

Place in scope Target outcomes

& sequence/Building the
field
Term 4 in stage 5 (year 10),
after ‘popular music’ unit
A student:
5.1 performs repertoire with increasing levels of complexity in a range of musical
styles demonstrating an understanding of the musical concepts
5.2 performs repertoire in a range of styles and genres demonstrating
interpretation of musical notation and the application of different types of
technology

5.3 performs music selected for study with appropriate stylistic features
demonstrating solo and ensemble awareness

5.4 demonstrates an understanding of the musical concepts through improvising,

arranging and composing in the styles or genres of music selected for study

5.5 notates own compositions, applying forms of notation appropriate to the music
selected for study

5.6 uses different forms of technology in the composition process

5.7 demonstrates an understanding of musical concepts through the analysis,

comparison, and critical discussion of music from different stylistic, social, cultural
and historical contexts

17
 5.8 demonstrates an understanding of musical concepts through aural
identification, discrimination, memorisation and notation in the music selected for
study

5.9 demonstrates an understanding of musical literacy through the appropriate

application of notation, terminology, and the interpretation and analysis of scores
used in the music selected for study

5.10 demonstrates an understanding of the influence and impact of technology on

music

Literacy & Skill Numeracy ICT target areas Assessment Resources

improvement target areas improvement
target areas
Collecting, analysing and Formal List resources required
organising information: The Assessment will for the unit
vocabulary terms related to  Reading scores  Internet for occur in this
this unit are collected for the  Understanding research course. The Suggested resources
students to improve their note values, and  Word processing assessment task
literacy skills. following 4/4 time  Analysing carries a weighting  Year 10 Term 1
using an internal performances of 25% Slides (Australian
Planning and organising metronome from videos. Rock Music).pptx
activities: Activities are  Using intervals  Soundation.com/  YouTube
organised to improve the to construct studio for  Musicnotes.com
literacy skills among chords, scales and developing a mix of Assessment will  Musical
students. Various strategies transposition. a rock song. include Concepts by
are used to target all levels of  Chord  Noteflight for Helene Galettis
students, students with progressions composition performance of a  Noteflight
special needs, ATSI students. rock song.
Activities such as cross words,
complete the sentences,
hands on activities are very
effective.

Working with others and in

teams: Compose musical ideas
in a group. Performing
together to read and play one
piece of music. Solving musical
problems and working on
posters etc in a group setting.

Students learn Learning Experiences Evidence of Learning Desired learning

about/Key outcomes
Threshold
Concepts
Genres of Rock  Create a PowerPoint  Informal  Students develop an
music and it’s Researching 3 different assessment, student informed
Artists Australian rock artists discussion on understanding of the
from 3 different sub- range and

18
 genres of Rock, identifying differences in interrelation of
their names, year of genres musical genre
formation and 3 of their  Task quality,  Students develop an
most famous songs, detailed Reponses appreciation for
 Students listen to rock  Practical musical artists within
music from their chosen demonstration and the realm of
Australian artists and list explanation of Australian Rock
three musical features performance Music
which make them unique.  Students develop a
This is presented to the confidence in their
class ability to perform a
 Students perform piece of music which
“down under” by ‘men at they listen to
work’ on their individual  Students improve in
instruments and then to their ability to focus
the class in listening for
differences in
musical style

Characteristics of  Listen to a song by  Visual aids  Apply their prior

Rock Music each Australian rock  Guided knowledge to
band identified previously Brainstorming understand the
and brainstorm the  Guided characteristics of
characteristics of Rock questioning Rock Music
Music.  Strategic explicitly
 Present a summary of grouping of  To be able to apply
the main musical students their understanding
concepts of Rock  Practical of characteristics of
Music (Duration, Pitch and demonstrations rock music to
Structure).  Assistance with performance and
 Students to learn the technique composition
intro of ‘Are You Gonna Be
My Girl? by Jet’ on their
instrument

Rock instruments  Listen to multiple  Informal  Students develop a

examples of Australian assessment, class specialised
rock music in order to discussion understanding on at
identify different  Student least one rock
instruments and their explanation instrument
musical roles (texture)  Formal  Student’s
 Students perform assessment understand the
“beds are burning” with musical roles of
their choice of bass guitar, instruments in the
piano, guitar, or vocals rock ensemble
 Students compose a  An increased
32-bar piece on note flight exposure to the
using those four concept of Texture
instruments.

19
  Students research a
‘solo’ performer of each
individual instrument and
address how their
performers utilise the
musical concept of pitch

The Rock Beat  Revise note values.  Graphic  Developed

 Use table of note organisers understanding of
values to analyse and clap  Visual aids note values
rhythms from notation.  Think, pair,  Develop a
 Learn how to play the share satisfactory
simple rock beat +  Simplified notati understanding of the
variations on the drums on elements of a drum
 Students to perform a  Modified level kit
single drum beat to the of difficulty  An increased
loop of ‘T.N.T.’ by ACDC  Practical coordination due to
 Define and analyse demonstrations drum performance
the On/Off Beats used in  An ability to perform
rock music on and off beats
 Students compose  An increased
their own rock beats to exposure and
perform in practice understanding of the
concept of Duration

Melody  Revise Music  Visual aids  An understanding of

Alphabet  Guided the audible and
 Compose a melody in questioning musical facets of
c major and then A minor  Simplified tonality
on noteflight notation  An ability to audibly
 Define tonality and  Modified level interpret, compose
practice the G Major scale of difficulty and perform major,
 Define ‘tone’ and  Assistance with minor and power
‘semitone’ and summaries technique chords.
the intervals of a major  Practical  A practical
scale. demonstrations understanding of the
 Students to use the G  Individual or concept of pitch in
Major scale to improvise collaborative tasks relation to melody
over ‘Improvising song (dependant on
(Stage 6 Music).m4a’ student needs)
 Discuss the meaning
of Melody as a ‘horizontal
succession of pitches’
 Present a list of
different melody types
and focus on ‘riff’ (slide
34). Discuss the purpose
of a rock riff and watch a
video example of some

20
 famous rock riffs (slide
35).
 Show explicitly what
students need to
demonstrate about ‘riff’ in
their assessment (slide
36).

Harmony  Define Harmony and  Visual aids  An ability to

how it relates to chords  Guided construct major and
 Define ‘triad’ and questioning minor triads and a
demonstrate the sound of  Simplified power chord.
a major and minor triad. notation  An ability to Identify
 Construct major and  Modified level the chords that
minor triads using of difficulty belong to a major
intervals, compare the  Assistance with key signature.
middle note in each. technique  An increased
 Define ‘tonal centre’  Practical understanding about
and demonstrate how demonstrations the musical
music resolves using this  Individual or functions of
centre. collaborative tasks harmony in
 Discuss ‘keys’ and ‘key (dependant on comparison to
signatures’ (slide 50). student needs) melody
 Scaffold how to find  An increased
the major and minor confidence is
chords that belong to a students’
key signature. composition ability
 Listen to songs with through a
different popular chord knowledge of chord
progressions (Eg. The four- progressions
chord song).  A further developed
 Construct a power understanding of the
chord from a major chord concept of Pitch and
 Students to learn how Structure as a whole
to play ‘T.N.T.’ by ACDC on
their instruments.
 Students compose
piece using a standard
rock beat (Backbeat) and
their choice of 4 different
rock chord progressions,
writing a melody on top of
the chords (using
noteflight)
 Show explicitly what
students need to
demonstrate about
‘chords’ in their
assessment (slide 54).

21
Melodic Riffs  Define a ‘lick’ as a  Visual aids  The ability to
short melodic pattern that  Guided recognise short
can be used in several questioning melodic patterns,
songs.  Simplified known as ‘licks’.
 Listen to some notation  An increased ability
examples of blues licks  Modified level to aurally analyse
(slide 57). of difficulty the use of melodic
 Analyse ‘Come When I  Assistance with riffs in a rock song in
Call’ by John Mayer, and technique it’s relation to the
examine how he uses  Practical concept of pitch
melodic licks. Students to demonstrations  Increased
complete Come When I  Individual or confidence in
Call by John Mayer (Sheet collaborative tasks research and
Music Worksheet). Watch (dependant on transposition of
video of John Mayer student needs) other musician’s
playing ‘Come When I Call’ melodic licks, and an
live and discuss the increased confidence
meaning of call and in adapting them to
response using the original performance
completed worksheet.
 Demonstrate some
rock licks, and give
notation to students to
learn (slide 60).
 Discuss the
importance of learning
melodic licks from other
experienced musicians.
Teach how to adapt
melodic licks by
transposing them into the
key of another song (slide
62).
 Research Task:
students to research
melodic licks to use in
their performance (slide
63).
 Students compose
their own melodic lick
over prescribed chord
progression on noteflight
 Students then spend
time practicing their own
melodic lick, either what
they composed or what
they have previously
researched for their
performance

22
 Performance  Students are to be  Modified level  Increased
given extended rehearsal of difficulty understanding in the
time to prepare for their  Assistance with mechanics of
rock performance. technique melodic riffs, chords
 Students are to be and licks, with the
assessed on their purpose of the
performance and their development of a
incorporation of riffs, comprehensive
chords, and melodic licks. performance.

Assessment (25% of final grade)

Due: First class of week 10

Final Performance

Perform your choice of rock song on your instrument in front of the class (2-5 minutes long).

You will be assessed on your incorporation of riffs, chords, and quality of performance.

The order of performances will be determined by alphabet.

Marking criteria: (Total marks: 40)

Incorporation of riffs  Little-no  Some  Excellent

(25%) incorporation incorporation incorporation
of riffs of riffs of riffs
10 marks  Some clarity  High clarity in
and quality of quality of riffs
riffs

0-3 marks 4-7 marks 8-10 marks

Incorporation of chords  Little-no  Some  Excellent

(25%) incorporation incorporation incorporation
of chords of chords of chords
10 marks  Some clarity  High clarity in
and quality of quality of
chords chords

0-3 marks 4-7 marks 8-10 marks

23
 Quality of performance  Little-no clarity  Some clarity in  Excellent clarity
(50%) in performance, performance in performance
many mistakes  Interest is  Excellent use of
20 marks  Incomplete created by pitch creates
performance good use of interest and
pitch increases
 Complete audience
performance engagement
 Complete
performance

0-7 marks 8-15 marks 16-20 marks

Outcomes Assessed

5.1 performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an
understanding of the musical concepts

5.3 performs music selected for study with appropriate stylistic features demonstrating solo and ensemble
awareness

24
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