Music Lesson Sequence
A sequence of 3 lesson plans have been developed based on the music curriculum. The lessons explore the music elements through the investigation of Aboriginal and Torres Strait Islander perspectives. The music elements addressed include:
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Beat
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Rhythm
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Dynamics and Expression
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Tempo
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Style
Links to each lesson plan and evidence of how the activities inform and support my philosophy is located below.
The lesson adheres to my philosophy, by providing students with well-rounded learning experiences that address the 'creative music' approach. This is evident as students are exposed to a 'range of creative music experiences that can be incorporated in a class music program’ (Grenfell, ECP711 - Creativity and the Arts in Childhood, Deakin University, cloud notes, 20 January 2016). For example, during the lesson, students are provided with insight from an Aboriginal community member. Accordingly, this supports my philosophy of music teaching by making connections to the Australian Curriculum's cross-curriculum priorities. Through the exploration of Aboriginal and Torres Strait Islander histories and cultures within the lesson, student develop a rich appreciation for Aboriginal music and culture, which they can compare to their own cultural backgrounds. Simultaneously, they will develop an understanding of the musical elements in Aboriginal music.
The second lesson also informs my approach to teaching music through the application of the 'creative music' approach. This is evident as students have the opportunity to explore various instrumental sounds and body percussions to create music. Moreover, by using Aboriginal instruments, students are exposed to non-traditional sound sources (Grenfell, ECP711 - Creativity and the Arts in Childhood, Deakin University, cloud notes, 20 January 2016). Elements of Orff are evident during this lesson as students address the musical concepts and elements through movement and playing of instruments. This provides opportunities for students to develop their understanding of Aboriginal music and its importance in Australian culture and history. This also affords students prospects to convey messages through the musical elements for their audiences.
Similarly, the third lesson adheres to my philosophy of music teaching by providing opportunities to utilise the 'creative music' approach. This is addressed, as students are able to use their body and natural instruments to communicate their understanding of the content. Similarly, elements of the Orff approach are evident as students create sounds through movements as a way of learning musical elements.(Grenfell, ECP711 - Creativity and the Arts in Childhood, Deakin University, cloud notes, 20 January 2016). For example, students use their bodies and objects to create and record a musical piece. This creates opportunities for students to cement their understanding of the musical elements and to understand the importance of Aboriginal music, which was explored in previous lessons. The lesson also allows students to demonstrate their musical skills independently, which supports my philosophy of addressing the general capability, 'creative and critical thinking' (ACARA, 2015)
References
Australian Curriculum, Assessment and Reporting Authority 2015, General Capabilities, Australian Curriculum, Assessment and Reporting Authority, retrieved January 19 2016, <http://www.australiancurriculum.edu.au/the-arts/visual-arts/curriculum/f-10?layout=1#>