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102086 18567276
Design Teaching and Learning Madison Laidlaw

Assignment 2
Lesson Plan Analysis

Table of Contents

Original Lesson Plan 2

Lesson Plan Analysis....5
Modified Lesson Plan....8
Academic Justification.....10
References....12
Learning Portfolio Web Link ..13
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Summary of Lesson Plan:

This plan provides students with the opportunity to learn and rehearse basic chords and apply various elements
of music in order to perform guitar accompaniment for a vocalist. The suggestions outlined can provide for
several lessons of activity for your students depending on the skill level and other factors. Some of the elements
covered may include:

Rhythm
Regular and irregular time signature and beat subdivisions; triplets and duplets; further time signature
Rhythmic devices including syncopation, rhythmic motif, rhythmic augmentation and diminution
Pitch
Melodies and chords based on major, minor and modal scales; tonal centres; modulation; consonance and
dissonance; chromaticism; pitch devices including riff, ostinato and pedal note
Dynamics and expression
Dynamic gradations; expressive devices and articulations relevant to style such as rubato, ornamentation,
terraced dynamics, pitch bending, vibrato, oscillation, filters and pedals

Form and structure

Structures appropriate to styles and repertoire studied including theme, hook, motivic development, head,
sonata form, interlude and improvisation

Timbre
Identifying instruments and voice types by name and method of sound production; use of mutes, pedals,
harmonics, digitally manipulated sound, distortion, and techniques appropriate to style

Skills (including aural skills)

Performing with expression and technical control and an awareness of ensemble.
Students will be creating chord progressions with a very basic strum pattern

Year 9 & 10 Music:

Manipulate combinations of the elements of music in a range of styles, using technology

and notation(ACAMUM100)
Practise and rehearse to refine a variety of performance repertoire with increasing technical and
interpretative skill (ACAMUM101)

Lesson Plan Sequence:

Introduction and Preparation:

Each group of students will need a chord chart.

Use the PDF attached: Major Chords In All Keys
Practice a selection of chords according to the ability level of your students.

Body:

Print several copies of the PDF Major Chords In All Keys

Cut out the chord diagrams into squares. Only cut out the chord shapes the students can perform.
Make several copies of the cards so you can have more than one bar of each chord.
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There is also a PDF entitled Blank Chord Blocks provided so students can draw their own chord
shapes. This is a good way to improve their understanding of chord formations.
When each group has a selection of chord cards cut out, they can randomly select the chords and play
them in the order selected.
Experiment with mixing the order of chords chosen.
Write out the chord progressions of your choice and practice.
Use a basic common-time strum for beginners or a strum of your choice
You could also create a set of rhythm cards for strumming variations that can be chosen at random.
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Conclusion:

Looks like we need to learn more chords and get to know which ones work well together and which ones
dont. The next session will look at minor chords and chord progressions that we know work according to
music theory.

Assessment Ideas:
Anecdotal notes of students recorded during observation, discussion and activities.
Guitar Assessment Observation Checklist (DOCX)

Resources:
Download all of the lesson-related resources below:

Guitars
Major Chords in All Keys (Chord Chart) (PDF)
Blank Chord Blocks (Chord Cards) (PDF)
Rhythm Cards
Lesson plan resourced from:
http://www.australiancurriculumlessons.com.au/2016/12/29/creating-chord-progressions-
music-lesson-years-910/
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Lesson Plan Analysis

Section 1: Australian Professional standards for Teachers

Evaluation score 1 (poor) to 5 (excellent

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments: No mention of diverse learning, or socioeconomic backgrounds. Music is a wide spread
platform around the world. It has the ability to cater to all backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: No mention of strategies used for Aboriginal or Torres Strait Islander students.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: The activities proceeding in the lesson plan can cater to students of all levels. This is due
to using premade chord charts there is an extensive amount of chords and they range at different
levels.
1.6 Strategies to support full participation of students with disability
12345 Comments: The task is simple, but there is no mention of strategies toward students with disability.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: All content within this lesson is contributing towards the curriculum, and all resources
are provided, although there is a lack of detail within the lesson plan.

2.3 Curriculum, assessment and reporting

12345 Comments: The content is in line with the curriculum. The options for assessment are brief but some
options are provided. the only mention of reporting is through discussion.

2.6 Information and Communication Technology (ICT)

12345 Comments: There is no evidence or mention of ICT being used in this lesson.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
12345 Comments: This tasks enables all students to attempt and achieve challenging goals. By introducing
a new skill, which involves multiple elements.

3.2 Plan, structure and sequence learning programs

12345 Comments: The lesson plan has a written structure but with minimal detail. There is no amount of
time given for each activity.

3.3 Use teaching strategies

12345 Comments: little to no mention of teaching strategies. The only strategy is making it group work.

3.4 Select and use resources

12345 Comments: The resources available are useful. There could be more resources through different
platforms. The resources provided are very minimal

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: doing group work pushes for student participation and asking students to write down
their chord progression ask all students to participate.

4.2 Manage classroom activities

12345 Comments: very brief description of class activities, and no mention of time management.

4.3 Manage challenging behaviour

12345 Comments: no mention of managing challenging behaviour

4.4 Maintain student safety

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12345 Comments: no mention of any form of student safety

4.5 Use ICT safely, responsibly and ethically

12345 Comments: there is no use of ICT in this classroom activity. There is no mention of ICT safety.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: There are two assessment options listed but in very minimal detail. One is and
observation checklist and the other option is observing and taking notes, to then give feedback and
discuss.

5.2 Provide feedback to students on their learning

12345 Comments: There is mention of feedback and a discussion but very minimal detail. There is no
mention of how or when to give feedback and to have a discussion of the class activity.

Section 2: NSW Quality Teaching Model

Evaluation score refer to NSW QTM Classroom Practice Guide for each element

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Comments: This Lesson plan offers deep knowledge, it focuses on key concepts within music such
as rhythm, pitch, form and structure, timbre, dynamics and expression, and skills (practical and
aural). This lesson relates to many key concepts in music.

1.2 Deep understanding

1 2 3 4 5 Comments: Students can form a deeper understanding of musical concepts and skills within music.
Understanding how to structure chords, getting correct hand formation, understanding chord
relations and different types of chords (major, minor, diminished, suspended).

1.3 Problematic knowledge

1 2 3 4 5 Comments: Asking students to create and choose their own chord progression, they can experiment
with different structures to achieve variation. This is also demonstrated through playing the same
chord, but with different finger structure.

1.4 Higher-order thinking

1 2 3 4 5 Comments: This lesson plan asked students to use higher order thinking by allowing the student to
analyse the chords to create a structure that sounds correct to them. Then student evaluate their
progression and can either try to recreate it or adjust the progression.

1.5 Metalanguage
1 2 3 4 5 Comments: Metalanguage is used throughout the lesson (Language such as pitch, time signature). It
is hard not to use metalanguage in a music lesson, but this is a basic form of language in music.

1.6 Substantive communication

1 2 3 4 5 Comments: the teacher can observe weather the student have taken on the concepts and understand
the task they have been taught.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: There is no criteria mentioned in this lesson plan.

2.2 Engagement
12345 Comments: Not applicable Lesson has not been run.

2.3 High expectations

1 2 3 4 5 Comments: There is no specific mention of expectations set for students. Students are just required
to explore chord progressions and their structures. Risk taking is encouraged in this lesson plan.
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2.4 Social support

1 2 3 4 5 Comments: Not applicable class has not been run.

2.5 Students self-regulation

1 2 3 4 5 Comments: not applicable class has not been run.

2.6 Student direction

1 2 3 4 5 Comments: The class activities allow students to choose their own chords and structure their own
progression. This enables students to have direction throughout the tasks, to a point.

3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: This lesson builds from background knowledge; student should have already touch base
with basic musical concepts and definitions such as pitch. There is a lack of background
knowledge mentioned in the Original lesson plan.

3.2 Cultural knowledge

1 2 3 4 5 Comments: No connection to cultural knowledge.

3.3 Knowledge integration

1 2 3 4 5 Comments: There is a small amount of integration from other KLAs such as mathematics and
English.

3.4 Inclusivity
12345 Comments: The group work and individual work allows all students to be involved and participate.

3.5 Connectedness
1 2 3 4 5 Comments: The lesson allows students who are perusing music outside of school with more
knowledge. Beyond that there is little to no real life context or problems solving knowledge.

3.6 Narrative
12345 Comments: There is no narrative structure written with in the lesson plan.

Section 3: Identifying Areas of Improvement

APSTAPST
APST
1) 2.6. information and communication technology. 2) 3.2. Plan, Structure and sequence learning
programs.
QT model
1) 2.1. Explicit Quality Criteria. 2) 3.1. Background Knowledge.

Modified Lesson Plan

Lesson Plan
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Topic area: Chord Stage of Learner: stage 5 Syllabus Pages:
Progressions 23 -29

Date: 12th may 2017 Location Booked: Lesson Number: 3 / 6

Music room 2
Time: 60 minutes Total Number of students: Printing/preparation
20 Each group of students will
need a chord chart.
Use the PDF
attached: Major Chords In
All Keys
Practice a selection of chords
according to the ability level
of your students.
Create a power point for
each activity in class (include
a slide with the YouTube
link).
Print several copies of the
PDF Major Chords In All
Keys
Cut out the chord diagrams
into squares. Only cut out the
chord shapes the students can
perform.
Make several copies of the
cards so you can have more
than one bar of each chord.
There is also a PDF
entitled Blank Chord
Blocks provided so students
can draw their own chord
shapes. This is a good way to
improve their understanding
of chord formations.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment
5.4 demonstrates an recognising the perform individually
Anecdotal
understanding of the use of musical and in groups a
notes of
musical concepts students concepts in a range range of repertoire
through improvising, recorded of repertoire and and styles
arranging and during styles characteristic of the
composing in the styles observation,
discussion and characteristic of compulsory and
or genres of music the compulsory additional topics
activities.
selected for study Guitar and additional studied
Assessment topics studied
Observation
perform musical
5.5 notates own Checklist (DO
CX) understanding how compositions and
compositions, applying
the musical arrangements both
forms of notation
concepts are used individually and in
appropriate to the music
and manipulated in groups characteristic
selected for study
compositions and of the compulsory
arrangements in a and additional topics
5.8 demonstrates an
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understanding of range of styles, studied
musical concepts periods and genres
through aural
identification, perform and
discrimination, understanding and interpret music from
memorisation and interpreting a range of styles that
notation in the music various forms of use various forms of
selected for study musical notation musical notation and
and the impact of technologies
technology on improvise and
5.9 demonstrates an musical styles, arrange both
understanding of periods and genres individually and in
musical literacy through groups in the styles
the appropriate creating of the compulsory
application of notation, compositions both and additional topics
terminology, and the individually and in studied
interpretation and groups improvise and
analysis of scores used characteristic of compose musical
in the music selected for the compulsory ideas both
study and additional individually and in
topics studied groups characteristic
of the compulsory
and additional topics
notating studied
compositions
using various notate
forms of compositional work
traditional and using a range of
non-traditional notational forms and
notation and technologies
technologies

Cross Curriculum themes & General
capabilities:
Information communication and technology
(ICT) power point with lesson activities and
information. YouTube how to play major
chords on guitar for dummies.
Explicit subject specific concepts and skills:
Musical composition- students will learning how to
play acoustic guitar to accommodate a voice
(singing). This incorporate musical concepts of
rhythm, pitch, dynamic and expression, structure
and form, timbre and aural skills.

Time Teaching and learning Organisation Centred

actions T/S
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Intro Teacher: power point Teacher
Introduce lesson for the day, ask students to pull out their term 2 and term 2 lesson
criteria sheet.
lesson criteria sheet.
10 mins
Go through the lesson activities, how they meet our outcomes and
Student: term 2 lesson
what the expectation/ goal to aim for. criteria sheet.
Talk students through how they are going to apply these skills and
previous knowledge. Resources: term 2
lesson criteria sheet.
Body Teacher: explaining Teacher
YouTube video.
Introduce YouTube video and explain as the video plays
10 mins (pausing when you need to talk to students) making sure Student: watching
students understand the concepts and skills being displayed. video (can take notes).

Resources: YouTube :
playing major chords
on guitar for dummies.
Using the examples provided in the lesson plan on the Teacher: Explaining Students
power point, explain to the students the purpose of the the next activity and
Cut-out chord diagrams. observing.
Split students into groups of 4.
20 mins Student: Group work
Ask students in a group to pick a chord each. Arrange an and individual work.
order amongst the group. (The teacher may assist if a
group is struggling or displaying difficult behaviour.) Resources: Power
point
Ask the students to Write out the chord progression in
their books.

When each group has a selection of chord cards cut out, Teacher: Observing student
they can randomly select the chords and play them in the and taking note of
10 mins order selected on the guitar. students.

Student: Playing
Experiment with mixing the order of chords chosen. chords and
Resources: Chord
diagrams and student
books.
Use a basic common-time strum of 4/4 for beginners. Teacher: Observing Student
10 mins and guiding students.
If a student would like a more challenging task. You can
Student: continuing
introduce of rhythm cards for strumming variations that chords experimentation
can be chosen at random and introduce harder major and/or rhythm
chords. challenge.

Resources: Rhythm /
chord challenge cards.
Conclusion Teacher: Discussing Teacher
students progress and
Revise and discuss briefly the activities completed today and
10 mins giving feedback.
give feedback towards students. Give a brief preview of next
lesson (advise student if they need to bring anything). Student: discussing
activities and asking
questions

Resources: Power
point.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

The lesson planning process allows teachers to evaluate their own knowledge with regards
to the content being taught. (Reed & Michaud, 2010). I agree with the statement and this
lesson plan modification has taught me many fundamental and contributing factors to
creating a relevant and engaging lesson.

Always look at the Australian professional standards, the Quality teaching model, and your
syllabus. These are all important documents that give you as a Teacher, all information you
need to create a lesson plan. By modifying the original lesson plan I have gathered first-hand
experience in adding ICT factors to my lesson, this was done by adding in a power point
presentation and a YouTube clip as a visual aid.

I have developed a better idea of how to plan, structure and sequence Learning programs, by
adding in a time line and more comprehensive descriptions of the tasks and activities students
are asked to complete. Adding these factors also allows better structure and flow of your
lessons, which enables you to handle class behaviour and engagement with ease.

Adding an explicit learning criteria such as a learning guide or unit outline at the beginning of
the term allows student to understand the lessons planned, when assignments are due, what
students are going to learn during these lessons and why this content is relevant. This allows
students to be structured and well informed, and allows student to prepare and plan ahead.

Revising over background knowledge allows students to understand where we are in our
content and allow all students to remain up to date and aware of contributing information
towards the current lesson. This mean no student is left behind and all student have an equal
understanding of class content.

All four of these changes to the lesson plan contribute to creating a well-planned, structured
and sequenced lesson, that incorporates Information communication and technology, previous
background knowledge that is relevant, and allows students to understand explicit quality
criteria of the lessons.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.4 demonstrates an This is measured by asking the students to group major
understanding of the chords in to a chord progression and then playing the
musical concepts through progression they have arranged. This will be observed and
improvising, arranging and commented on (notes taken by teacher).
composing in the styles or
genres of music selected for
study

5.5 notates own Measured by observing students writing their chord

compositions, applying progressions and observing students attempts to create and
forms of notation accurate representation of the diagram on the guitar. The
appropriate to the music teacher will take note when appropriate.
selected for study

5.8 demonstrates an Revising concepts that have already been explored through
understanding of musical the previous lessons, and background knowledge at the
concepts through aural beginning of the lesson. This is assessed by asking students
identification, questions (informal assessment).
discrimination,
memorisation and notation
in the music selected for
study

5.9 demonstrates an Measured by students observing and recreating chord

understanding of musical diagrams and chord progressions. Using correct terminology
literacy through the throughout the lesson and understanding all terminology
appropriate application of concepts. This is assessed by discussion and observation
throughout the lesson.
notation, terminology, and
the interpretation and
analysis of scores used in
the music selected for study

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
There are minimal risks during this lesson. The main risks would consist of heavy
lifting of equipment such as amp or instruments, this can be reduced by allowing the
teacher to move equipment or having two students move a heavy item. ICT safety is
another risk, by preparing the lesson before the students enter the room and having the
appropriate safety setting on the computer this should eliminate any risk. Inclusivity
of all learner is another risk, by providing opportunities for all learners you can
eliminate this risk. 1.1.9. and 5.2 in the work health and safety in education policy
states that reporting any incidents that occur is mandatory.
Academic Justification

The original lesson plan lacked comprehension, there was no evidence of detail and overall it
was ill constructed. The Original lesson plan had an abundance of improvement area in the
range of Australian professional standards (AITSL, 2016). The standards I focused on were
2.6. Information Communication and Technology, and 3.2 Plan, structure and sequence
learning programs.

Information communication and technology in the classroom is an ever-growing industry,

Mark and Madura (2010) argue that Technology will continue to evolve and music teachers
will have to be prepared for a shifting paradigm for music education. I agree with this
argument. You cannot stop an ever-growing industry. Technology forces all of us to move
with it and evolve with it. (Moore, 1992) makes comment that many of our students are
greater users of technology outside of school than they are during the school day (pg.43)
Over the years technology had become more advanced and we can access any information
form just a mobile phone. Chio and Piro (2009) concur that modern youth are connected to
technology like no previous generation. Introducing ICT into the music classroom or any
classroom is a good way to establish cross curriculum between the ICT literacy and music.
By adding in ICT components to such as power point and YouTube, this allows student to
have a visual aid in a technological form.

Creating a well thought out plan, structure and sequence of a learning program has many
contributing factors. In this case the lesson plan and learning program require the teacher to
review The Board of Studies NSW or NESA music syllabus years 7-10 (June, 2003), The
professional standards for teachers (AITSL, 2016) and Quality Teaching model (May, 2003).
All three of the documents assist teacher in meeting all the areas needed to create an
appropriate, engaging and informative lesson or learning program. The original lesson plan
lacked structure, or detail. The original lesson plan did not include or included very minimal
detail of the syllabus outcomes, or detail into how the student will learn and what they will
gain from the lesson. I have adjusted the lesson plan to have a more comprehensive structure
outline on time management, outcomes, expectations, and what students should develop by
the end on of the lesson.

Creating a planned, structured and sequenced learning program falls in line with the quality
teaching Model (May, 2003) standard 2.1 Explicit Quality criteria, which is a document going
to the students at the start of the term. The learning criteria can consist of a unit outline or a
learning guide. This unit out line or learning guide contains all the lessons for the term,
outcomes, expectations, housekeeping and student assessment details. Giving this to the
students at the beginning of the terms allows all students to plan and prepare for their lessons,
assignment or assessments, and to keep up to date on what we are learning in class.

The second Quality Teaching model (may, 2003) that I focused on improving in the lesson
plan is 3.1 background knowledge. Unless student is constantly reviewing the work, they
have done in class, they are not going to remember a lot of what they previously done. By
revising last lesson at the beginning of class this gives students a refresher and stop the brain
from pruning away the information they need to retain. This is also helpful if student have
missed a class, it enables the student to review what we did last lesson so no student get left
behind.
All four focused changes I have made to the original lesson plan benefits both teacher and
student during not only just that lesson but all their lessons. All adjustment follow the
Australian Professional standards for teachers (AITSL, 2016) The Quality teaching model
(May, 2003) and the NSW board of studies music years 7-10 syllabus (June, 2003).

Reference list:
The importance of planning
http://www.tesol.org/docs/default-source/books/14002_lesson-planning_ch-1.pdf?sfvrsn=2

Australian journal of education technology

The intersections of curriculum development: Music, ICT and Australian music education
(1 February 2011) by Jane Southcott and Rene Crawford

http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?sid=057c1f10-
538d-425c-8591-be355e7d37d7%40sessionmgr4009&vid=1&hid=4209

The Board of Studies NSW Year 7-10 syllabus (JUNE, 2003)

https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/music_710_syllabus.pdf

Student Health in NSW public schools : A summary and consolidation of policy.

NSW Department of education (22/03/2005)
https://education.nsw.gov.au/policy-library/policies/student-health-in-nsw-public-schools-a-
summary-and-consolidation-of-policy

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list

Quality Teaching Model (May, 2003) Quality teaching NSW

http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf
ICT in Music Education: 2008 ISME , by: Andrew Mercer (2008)

http://search.proquest.com.ezproxy.uws.edu.au/docview/231075966?rfr_id=info%3Axri
%2Fsid%3Aprimo