Detailed Lesson Plan

Detailed lesson plan: Piano: Lesson 3 By: Harpreet Kang

Year level: 7 Duration: 40 minutes

STRANDS

Making Responding

 Active listening
 Playing
 Comparing and contrasting  Enjoying a variety of music
 Practising Reflecting on your performance
 Rehearsing  Appreciating others views/ opinion on your
 Presenting and performing playing
 Evaluating their own and others’ musical works

GENERAL CAPABILITIES CROSS-CURRICULUM PRIORITIES

 Literacy N/A

 ICT Competence

 Critical and creative thinking

Content ACARA Music: Perform and present a range of music, using techniques and expression appropriate
Description to style (ACAMUM096) (ACARA 2016).

(what are the

big concepts
Students are to perform and self-assess a song on a piano. Students are to practice the song ‘Twinkle
and why is the
Twinkle Little Star’ and perform the piece. Students may choose a different piece to perform if
learning
negotiated with the teacher. Students are also made to complete a self-assessment using questions
important?)
prepared by the teacher.

Introduction: 5 minutes

1. The teacher will give each student a picture of a piano with the keyboards on it (see figure 2.
2. Students are to write on each white key the correct music alphabet key.

Development: 30 minutes

Learning 3. Stand in front of the piano with a partner.

Activities 4. Will be given the song ‘Twinkle Twinkle Little Star’ to practice/rehearse.
5. Play the right hand melody line.
6. Play the left hand chords.
7. Then students will play the right hand melody and left hand chords together.
8. Perform in front of the teacher.

Closure: 5 minutes
 9. Class discussion:
Ask questions: How many letters are in the musical alphabet?
Where is the groups of two black keys on the piano?
Where is the groups of three black keys on the piano?
Where is the groups of three white keys on the piano?
Where is the groups of four white keys on the piano?
10. Go through the self-assessment questions with the class.

Homework:

Complete the self-assessment questions before the next lesson.

Summative: perform ‘Twinkle Twinkle Little Star’.

Assessment
Summative: self-assessment report using questions prepared by the teacher.

 Have all resources ready before the lesson starts.

 When starting the lesson clarify the instructions for students.
 Before getting into the first activity, explain goal of the lesson to students and give quick
overview of the activities they will be doing.
 Hand out picture of a piano for in the introducing the experience.
Preparation /
Equipment  Have the ‘Twinkle Twinkle Little Star ‘sheet music on the smart board for students to see
when they are playing.
 When students are working, walk around the room and observe.
 Take notes on student’s piano skills.
 Create questions for students to complete a self-assessment.
 Be confident
 Have a clear loud voice

Resources:

 Smart board
 Pianos
 Have printed pianos ready to dispute to the class.
 Pen/pencil
Teacher resource:
Develering authentic Arts education
Resources Chapter 9
Whilst creating this lesson plan I have thought about:
 Many children will remember melodies through action songs and their involvement in playing
instruments
 Children benefit from having occasional opportunities to perform for others.
 When listening to music children need to be given opportunities to respond in a variety of
ways.
Reference:

Dinham, J 2013, Delivering authentic arts education, 2nd edition, Cengage Learning Australia, South
Melbourne, VIC.
Thee wow factor: Global research compendium on the impact of the arts in education
Chapter: Goals and indications of quality in arts-rich education
Involves formal and informal reflection, that is both formative and summative.

Reference:

Bamford, A 2006, 'Goals and indications of quality in art-rich education', Bamford, Anne, Wow factor:
global research compendium on the impact of the arts in education, Waxman, Berlin, pp. 85-10.
 Music: Piano Unit Plan

NAME: Harpreet Kang TIME: 3 x 45 min lessons DATE: Term 4, 2016

School Number 5 (Primary, Primary/ Middle)
ACTIVITY: Piano SCHOOL/ CLASS / YEAR
LEVEL Year 7

Links to Curriculum areas English

Overview Statement for the Unit

Students will focus on developing their piano skills for the instrument music program in conjunction with other schools in the region. Students will focus on the basics of piano
that are vital in knowing how to play the instrument and will progress within each lesson. Students will experience hands on knowledge of the piano by practising, rehearsing
and performing songs that the teacher has chosen. If students are confident they are allowed choose their own piece of music to perform as a summative assessment.
Students will work collaboratively with a partner on a piano allowing students to critically reflect on their peers and self-performance.

General Outcomes for the Unit

Learning Outcomes:
Students will:

 Rehearse and perform songs and instrumental pieces in unison and in parts.
 Recognise the patterns of black and white keys on the piano keyboard.
 Perform a memorised piece.
 Performing with expression and technical control, correct posture and safety.
 Content Descriptions General Capabilities Cross-Curricular Priorities

 Experiment with texture and timbre in sound

sources using aural skills (ACAMUM092) (ACARA  Literacy
2016).  Critical and creative
 Develop musical ideas, such as mood, by  Information and Communication Technology
improvising, combining and manipulating (ACARA 2016).
the elements of music (ACAMUM093) (ACARA
2016).
 Perform and present a range of music, using
techniques and expression appropriate
to style (ACAMUM096) (ACARA 2016).

Evaluation of the Outcomes

Assessment Methods:

 Formative: notes during the lesson

 Summative: perform ‘Hot Cross Buns’
 Summative: perform ‘Twinkle Twinkle Little Star’
 Summative: self-assessment report
Lesson Sequence Learning Activity Teaching strategy Resources needed Assesment
Outcomes

Lesson 1 Students will be Instructions for students: What the teacher will do: Resources: Formative:
able to: Introducing the experience: observation
When starting the lesson  Smart board
checklist.
Explore the patterns of Recognise the 1. Sitting at the front of the class. clarify the instructions for
 Pianos
the black and white patterns of black students.
2. Students watch the teacher as they
and white keys  Have printed
keys and names of demonstrate playing groups of two Before getting into the first
on the piano worksheet ready to
white keys. black keys, groups of three black activity, explain the
keyboard. dispute to the class.
keys, groups of three white keys learning outcomes at the
Reflect on how and the groups of four white keys. start of the lesson. Teacher resource:
each key on the - Improving Communication:
3. They will be given a worksheet Have a piano on the
keyboard has a Developing Effective
(See figure 1) of what the teacher smartboard when telling
different sound. Communication Skills. If
demonstrated and have to play/ students to play a key. For
Know the experiment on a piano. teachers understand the
example, when the teacher
musical alphabet topic they are teaching they
Developing the experience: says “Find all the groups of
and how to use two black keys and play are more likely to engage
it to name the 4. Students sit on the floor, whilst the students interest with a
them” the teacher will
white keys on teacher explains the musical variety of activates for their
show students where the
the piano alphabet. students to achieve. Also,
groups of two black keys
keyboard. 5. Students are to watch the teacher are on the smart board. students are more likely to
as they demonstrate playing the remember the topic that
When students are
musical alphabet (A, B, C, D, E, F they have learnt.
working, walk around the
and G) on a piano.
room and observe. Reference:
6. Students will then go back to their Copyright skillsyouneed.com
Take notes on student’s
piano and use the same worksheet 2016, Developing Effective
piano skills.
to play the white keys (section B of Communication | Skills You
figure 2). Be confident Need, viewed 24 September
Closure of the experience: 2016,
Have a clear loud voice <http://www.skillsyouneed.c
7. Let's take a look at all the white
om/ips/improving-
key names that you have just
learned. communication.html>.

- The Arts and Australian

Education: Realising
potential
Section 3: The Arts in a
critical, quality pedagogy
Music
Reference:
Ewing, R & Research, AC
2010, The arts and
Australian education:
realising potential, ACER
Press, Camberwell, Vic.
Lesson Sequence Learning Activity Teaching strategy Resources needed Assesment
Outcomes

Lesson 2 Students will be Instructions for students: What the teacher will do: Resources: Summative:
able to: Introducing the experience: perform
Have all resources ready  Smart board
Know the 1. Students will be asked to pair up before the lesson starts. ‘Hot Cross
Students demonstrate  Pianos
their if they recall the musical alphabet with a partner. Buns’.
When starting the lesson
and how to use  Have printed pianos
names of white keys 2. The teacher will give each pair a clarify the instructions for
it to name the ready to dispute to
and practice and picture of a piano with the students.
white keys on the class.
perform the song ‘Hot keyboards on it (see figure 2. Before getting into the first
the piano  Pen/pencil
Cross Buns’. 3. Students are to write on each activity, explain the
keyboard.
white key the correct music learning outcomes at the Teacher resource:
Work alphabet key. start of the lesson. - Teaching Challenges and
collaboratively Developing the experience: Dilemmas:
with a partner. Hand out a picture of a Chapter 8: Planning and
4. Stand in front of the piano with
pianoduring the preparing for teaching –
your partner.
introducing the experience. Factors affecting teacher
5. They will be given a song called planner. When planning a
Have the ‘Hot Cross Buns’
‘Hot Cross Buns’ to practice and lesson, it is not easy there
sheet music on the smart
perform. are many factors teachers
board for students to see
have to be aware of when
 6. If students are finding the song too
easy to perform. They may be
given the song ‘Twinkle Twinkle
Little Star’ to practice.
Closure of the experience:
Self-reflection. Students write in their
books what they have achieved in today’s
lesson.
what key needs to be planning such as social
played. diversity and background of
Be confident the students, class size, time,
Australian Curriculum and
Have a clear loud voice funding and resources
(Groundwater-Smith, Ewing
& Cornu 2015, p.203). In
order to give students a
great lesson “Teachers need
to account for the varying
capacities, interests and
learning styles of their
students” (Groundwater-
Smith, Ewing & Cornu 2015,
p.201).
Reference:
Groundwater-Smith, S & Ewing,
R and Le Cornu, R 2015,
Teaching challenges &
dilemmas, Dorothy Chiu, 2015
by Cengage Learning Australia.
- Song makers – Teachers
resource
Song makers and the
Australian curriculum: the
arts.
Reference:
Scribd 2016, SongMakers
Teachers Workbook 1.0,
 viewed 24 September
2016,
<https://www.scribd.com/
document/283884114/Son
gMakers-Teachers-
Workbook-1-0.>.

Lesson Sequence Learning Activity Teaching strategy Resources needed Assesment

Outcomes

Lesson 3 Students will be Instructions for students: What the teacher will do: Resources: Summative:
able to: Introducing the experience: perform
Resources ready.  Smart board
‘Twinkle
Know the 1. The teacher will give each student
Students practice and Clarify the instructions for  Pianos Twinkle Little
perform ‘Twinkle musical alphabet a picture of a piano with the
students. Star’.
and how to use keyboards on it (see figure 2.  Have printed pianos
Twinkle Little Star’.
it to name the Hand out picture of a ready to dispute to
2. Students are to write on each Summative:
white keys on piano. the class.
white key the correct music self-
the piano alphabet key.  Pen/pencil assessment
keyboard. using
Work Developing the experience: Have the ‘Twinkle Twinkle questions
collaboratively Little Star ‘sheet music on prepared by
3. Stand in front of the piano with a
with a partner. the smart board. the teacher.
partner.
Walk around the room.
4. Will be given the song ‘Twinkle
Twinkle Little Star’ to Take notes on student’s
practice/rehearse. piano skills.
Closure of the experience:
Class discussion.