Group: Sean Healy,Chin-Koo Lee, Karolina Mazurkiewicz, Angelica Stuart, Holly Lewin

MUSIC LESSON PLAN

Stage: 2 Unit Title: Weather Makings

Musical Concepts:, Dynamics - loud and soft), Tone Colour - Repertoire: Environmental sounds - storm, percussion scores, scraping, hitting, beating, letting vibrate, Structure - repeats, poems, non/tuned instruments and representations of chorus. instruments.

Lesson Appreciate, recognise and creatively reproduce sounds of a storm using body percussion and then later, various Focus: musical instruments. Use these musical concepts to make group compositions.

Outcome(s): MUS2.1 Sings, plays and moves to a range of , demonstrating a basic knowledge a basic knowledge of musical concepts. MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices. MUS2.3 Uses commonly understood symbols to represent own work.

Indicators of Learning: (The students will be able to) Performing Organising Sound Listening  Plays music using body percussion,  Organises own musical ideas into simple  Listens to a range of repertoire and percussion instruments and other sound compositions, e.g. by improvising, creating discuss features of the music and the sources to explore and demonstrate the exploring and selecting materials to form differences between different concepts of duration, tone colour, pitch, compositions, and giving reasons for making repertoire. dynamics and structure. these choices.  Devises symbols to represent sounds for use in graphic notation.

Assessment Strategies (linked to Indicators of Learning) Performing Organising Sound Listening Group: Sean Healy,Chin-Koo Lee, Karolina Mazurkiewicz, Angelica Stuart, Holly Lewin

 Observation of the ability to use correct  Observation of skills in creating and notating  Analysis of the ability to listen to the technique in playing tuned and non tuned non-tuned accompaniments compositions. stimulus of storm sounds by percussion instruments.  Collecting of group compositions and marking identifying and categorising separate  Observation of the ability to play in time correct use of notation and creativity in sounds and discussion of musical and to the beat. composition. concepts.

Teaching/Learning Process(L=listening; S=singing; PL=playing; M=moving; O/S=organising sound) L S P M O TEACHING LEARNING SEQUENCE RESOURCES L /S INTRODUCTION: Poem read and Overview: Discussion of aims/links to other KLA’s, procedure of the lesson and musical elements displayed. used. x Activity 1: Setting of mood - Reading of environmental sounds poem to students demonstration of Enough tuned and non-tuned instruments representing sounds heard at night, such as a storm. non/tuned instruments for x x Activity 2: Group work demonstration Reflect and discuss the sounds of the storm in the poem and in general - rain, hail, wind, thunder and and students lightning. Discuss with students ways to represent storm sounds with musical instruments. Focus on TONE COLOUR (way of playing the instruments) and DYNAMICS (how playing loudly and softly A4 sheets of with the same instrument can represent different sounds). Discuss how the instruments sound, how the paper with instruments can represent different parts of the storm, building up of the storm - crescendo, during the textas are storm (as a climax) and dying down of the storm – decrescendo. provided for group x x x Activity 3: Group Composition. compositions. Demonstrate example of composed section of a storm, using . Demonstrate the way to use simple musical notation to represent their compositions. (Example compositions will be provided in Posters of 15minute presentation). Divide class into four groups of students, each student with a musical , 2 groups will be concentrating on the climax of the storm, 1 on the beginning and one on concepts, for the end. Each group composes 4 bars of 4 beats each with simple musical notation representing groups’ class to reflect own ideas of how a storm sounds (presentation: 1 bar of 4 beats x2). upon. Each group will practice. All groups will then play together (their 4 bar composition) in a sequence; beginning, climax x2, and dying down of storm. In the background there will be a drum in background to keep the beat. Compositions are open to suggestions and revision.

CONCLUSION: Recap on the different types of sounds created to represent a storm and the different ways of playing Group: Sean Healy,Chin-Koo Lee, Karolina Mazurkiewicz, Angelica Stuart, Holly Lewin

the instruments to produce different sequences discuss hoe the musical concepts and how they were used. Discuss how the three activities were building up skills for the final composition. x x x (Optional extra or possibility for future lesson - Listen to an environmental song – sounds of rain falling and trees bustling. Students’ will use skills learnt to play in their composition and then play to background music).