LESSON PLAN: Adam Duffey 17764865 Page 1

PART A: PREPARATION AND STRATEGIES

Stage: 4 Syllabus section: Composition - Students will develop knowledge, understanding and skills in the musical
Lesson 10/10 concepts through composing as a means of self-expression, musical creation and problem-solving.

Unit Name: Understanding the value of Land, Community and Identity.

Aboriginal site: Red Hands Cave, Glenbrook.

Lesson Topic: Foley (Sound Effects) in Film Music. Duration: 60 minutes

Prior knowledge/skills required
Prior excursion to Red Hands
Cave, Glenbrook.
How to organise pre-existing
samples in garage band.
Record/Export music in Garage
Band for iPad.
Resources (Attach classroom ready resources/worksheets students will be using, including
relevant pages from textbooks)
iMovie for iPad: https://itunes.apple.com/au/app/imovie/id377298193?mt=8
iMovie for iPad Tutorial: https://www.youtube.com/watch?v=QdbK7KTgqP0
Garage Band for iPad: https://itunes.apple.com/au/app/garageband/id408709785?mt=8
Google Drive: https://itunes.apple.com/au/app/google-drive-online-
backup/id507874739?mt=8
Learning Map:
https://drive.google.com/drive/folders/0B4PtZ3sbwlpjSFczRUhHRGhIN1E?usp=sharing

These applications are to be installed prior to the lesson. Garage Band is an application that
the students should already have experience with, and will not need a tutorial.

Red Hands Cave Nature Sounds: (to be air-dropped to students iPads)

Additional Resources are supplied to students through Google Drive through this link:
https://drive.google.com/drive/folders/0B4PtZ3sbwlpjSFczRUhHRGhIN1E?usp=sharing

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.4 Higher-Order Thinking
3.1 Background Knowledge
Students are required to critically analyse their decisions. This is guided through the
use of a learning map. Students also create their own film sound experience, which
requires substantial thinking capacity.
Learning map provides relatable symbols which will help students better grasp the
concept of emotion, place and atmosphere in film music.
 LESSON PLAN: Adam Duffey 17764865
PART B: SEQUENCE OF ACTIVIES IN LESSON
Syllabus outcomes: (number/s and descriptor)
4.4: demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and
composing.
4.5: notates compositions using traditional and/or non-traditional notation.
4.6: experiments with different forms of technology in the composition process.
Students learn to:
organise musical ideas into simple compositions both
individually and in groups
explore forms of musical notation, including computer-based
applications, as a method of recording their own musical ideas
Timing Lesson content
Student Entry + Roll
3 Mins
Students line up in two lines
outside classroom. Students need
their: iPads, Earphones,
Workbooks, Pencil Case.
Foley and Sound Effects
10 mins
Show clip from the original
Spiderman Movie.
Deconstruct the Original by
listening for specific aspects of the
film.
Relate this to the musical concept
of TEXTURE.
Layers:
Music Layers
Sound Effects
The fight scene has only a small
amount of musical material, and
heavily focuses on external sound
effects.
What sound effects can you hear?
Whooshing
Punching
Materials
Slow-Motion Effects
Dialogue
Sound effects are used to help
develop atmosphere and improve
the overall quality of a film.
5 mins Deconstructing iMovie Project
Provide students with Learning
map.
This example provides tangible
viewing of the task. Students can
see the waveform of the samples
Page 2
Students learn about:
notating compositions using various forms of traditional and
non-traditional notation
experimenting and improvising music
representative of various styles, periods and
genres
Student activity 8 ways link
Classroom Entry
Mark Roll
Once students are seated, teacher takes the
roll.
As a class, deconstructing an Original Film
Clip.
Instruction:
1. Listen for any sound effects that
you can identify
2. Write down those sound effects
Deconstruct-Reconstruct
into your workbooks. If you dont
know the name of that effect,
This part of the lesson focuses on
describe the sound.
deconstructing an excerpt of film. The
3. After the video we will discuss why reconstruction appears later, when students
these effects are used and how apply their knowledge to change a film and
they change the film. develop their own films.
After the excerpt, ask students to raise their
hand to share their answers.
Teacher questions students and asks them
to think about why and how these effects
were created and used.
Teacher-Centred Activity
Why: Deconstructing a popular film excerpt
away from iMovie first. This is the hook of
the lesson, drawing heavy inspiration from
popular culture, building on students
background knowledge.
In the future, this example could be changed
to better illustrate film that those students
are directly aware of.
Students now deconstruct the iMovie
project.
This scaffolds students towards their iMovie
Foley task.
Instruction: Learning Map
 LESSON PLAN: Adam Duffey 17764865
and exactly how long they last.
Use a projector or Apple TV to
share the teachers iPad to the
class.
Ask students why they think I
chose these specific sound
effects: what happens on screen?
Do you believe this sound effect
portrays the on-screen action
accurately? Why/why not.
Deconstruct & reconstruct iMovie
project. Demonstrate how to
create an iMovie project, and how
to import various sound effects
and music.
2 Mins Short demonstration of choosing
sound effects and music material
based off the learning map.
Explain the process that the
teacher/composer used to
produce the chosen sound effect.
E.g.:
What kind of environment is my
film in?
Harry-Potter forest
What emotions should my music
convey?
Dark/Scary
What kind of sound effect best
suits the on screen action?
The wand scene, I used the
electricity effect to imitate the
sound of a wand.
In the background is music
descending in pitch, referencing
the spiders moving downwards on
their webs.
Students Start their iMovie Task
25
Explain the instructions to
students.
If one student asks a question,
there is a good chance that many
students have the same question.
Ensure that all students hear the
answer to the question.
Page 3
1. As I go through this project, we Learning map is used to help frame students
will encounter some sound effects. understanding of the task. This scaffolds
students understanding one element at a
2. I would like you all to think about
time.
why this sound effect was chosen.
3. Then, please answer if you believe When students are creating their iMovie
this sound effect accurately projects, place this graphic onto the board so
portrays the on-screen action. all students can clearly see how they can go
about creating sound their projects.
4. Pay close attention, as you will be
making your own sound effects
track for your own iMovie
Projects!
The Learning Map will help scaffold
students understanding of sound effects
and music
Teacher-Centred Activity
Why: Deconstruction of iMovie Project
directly leads onto the next section of the
lesson. This allows students to really
understand the thought process of sound
engineers.
Students:
Following the learning map, and learning
about the process of creating their sound
material.
Teacher/Student Centred Activity
Why: Short demonstration to provide Deconstruct-Reconstruct
students with a clear how-to. This gives them
an easy approach to the task, and makes it This is a demonstration of re-constructing film
less daunting. sounds using iMovie. Most students should be
able to figure it out on their own, however for
those visual learners, a demonstration should
work.
Learning Map
Coinciding with this activity is a learning map
which will help frame students answers and
decision making. This way, students should not
be spending too much time simply choosing
(identifying) their sound effects.
Instructions:
1. Choose from Spiderman or Harry
Potter.
2. Start by adding in sound effects for
punching/spiders/cars/etc. Think
Deconstruct-Reconstruct
about what kind of sound those
characters/objects would make.
Now students spend the next 25 minutes
3. Follow the learning map to select creating their iMovie soundtrack and effects.
 LESSON PLAN: Adam Duffey 17764865
Monitor Students and give them
timing for each section.
5 Minutes: Started incorporating
sound effects
10 Minutes: Finalising sound
effects
15 Minutes: Incorporating Field
Recording
20 Minutes: Adding musical
material
25 Minutes: Task Completed
(anything not complete is due for
homework)
10 mins Sharing & Submission of Task
Whilst walking around the room
monitoring students, the teacher
should have found some students
that had effectively tackled the
task. Invite one-two students to
connect their ipad to the board,
so they can share their task.
Select a short excerpt of their
film, and run through the Learning
Map questions.
Ask students those questions for
each example.
Students who have finished may
submit their work to Google drive
now. Otherwise, they must
complete the activity for
homework.
The project is assessed by the
teacher at a later date.
5 Mins Finishing the journals, and
submitting them.
Journal Question: What aspects
of film music did you learn about
in todays lesson? Why is it
important to you?
Instruction: Please submit your
finalised reflective journals now.
Page 4
your sound; it is there to guide
you.
4. Once your sound effects are used,
include you field recording from
red hands cave. You may use it for
the environment, or chop/and or
change the recording to create
new sound effects.
Land Links
5. Incorporate music into your film.
(High Order Thinking) Again, use The learning map not only provides a scaffold
the Learning Map to think about for students, it also allows them to think
the kind of music samples you critically about the material they choose. This
would like to use. helps develop their Higher-Order Thinking.
Student-Centred Activity
Why: Students create (Higher-Order
Thinking) which allows them to apply all of
their knowledge from music and other
curriculum lessons in the form of narrative
through music.
Selected students share their work.
All students are being asked to answer the
Learning Map questions through hands-up.
If some students are not finished, this
activity will help give them further Linking back to Red Hands Cave field recording
inspiration to complete their work. specifically. At this point in the unit, students
will have gained invaluable experiences from
Students should also be asked: Red Hands cave. This is their opportunity to
musically and creatively apply their knowledge
How was the field recording from Red Hands from the unit.
Cave incorporated into this example?
What did you like about that students
recording?
Was it effective?
Teacher/Student Centred Activity
Why: Students share their work, which will
inspire other students and positively
reinforce students who achieved a) well or b)
tried really hard.
Teacher-Centred Activity
Why: Each lesson students created a short
reflective journal. This allows students to
reflect on their experience, whilst also
allowing the teachers to modify and adapt
the program in the future.
 LESSON PLAN: Adam Duffey 17764865 Page 5

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome
4.4: demonstrates an understanding of
musical concepts through exploring,
experimenting, improvising, organising,
arranging and composing.
4.5: notates compositions using
traditional and/or non-traditional notation
4.6: experiments with different forms of
technology in the composition process.
Method of measuring and recording
Students submit their task online through Google drive. This project is marked
based on the effectiveness that students achieved learning outcomes 4.4, 4.5, 4.6.
ALL students are still expected to complete this task, in a realistic time frame. High
Expectations are an important aspect of 8 Ways pedagogy, and is a large component
of the Stronger Smarter Institute (SSI) Framework (2017).
All aspects of the task must be completed through student iPads. If students are
missing an iPad, they must borrow one from the school library, and ensure that they
save their project on Google Drive so they can access it later.

Throughout the lesson, there is also informal assessment through hands-up and
walking around the classroom supplying feedback to students.
Links to next lesson
- Students upload, share and analyse their short films as a group.
- Students perform song themes in small groups that they have learned from lesson 6.
AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard (2011) Evidence within this lesson
1.4 Demonstrate broad knowledge and This lesson incorporates 8 Ways pedagogy (2012) and thinking to kindly articulate
understanding of the impact of culture, and enlighten students on Indigenous Australian culture. Students learn about
cultural identity and linguistic background disconnection through music material and prior lesson content.
on the education of students from
Aboriginal and Torres Strait Islander Symbols are used to help students relate metalanguage in their own way.
backgrounds and

2.4 Demonstrate broad knowledge of,
understanding of and respect for
Aboriginal and Torres Strait Islander
histories, cultures and languages.
WHS considerations
Careful considerations of on-site policies were considered. Also there is no filming of
Indigenous Australians in this film music task, which directly impacts Indigenous
culture. This lesson consolidates student learning through the creation of sound
experiences incorporating field recordings from Red Hands cave.

Instrument/iPad monitoring to ensure care is taken when using these devices and materials. Terminology like resting positions
and playing Positions for guitar and iPads face down are to be used. Students know to follow these commands.

When students are receiving guitars, instruct them to retrieve their instrument on row of tables at a time, to prevent a large rush.
For this lesson, guitars are not required. However, students should also be mindful of the volume of their devices. Ensure they are
using headphones when creating music.

To gain students attention, ask for iPads down and ask them to raise their hands. This will quickly gain students attention.
LESSON PLAN: Adam Duffey 17764865 Page 6
References

AITSL. (2011). Australian Professional standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-

source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Eight Ways (2012). Aboriginal Pedagogy Framework. Retrieved from http://8ways.wikispaces.com/

Stronger Smarter Institute Learning Module (2017). Retrieved August 26, 2017. Retrieved from http://strongersmarter.com.au/
LESSON PLAN: Adam Duffey 17764865 Page 7
Casual teacher Notes:

This task contributes to students school grade which partially reflects their final mark. It is important to carefully read the
instructions use this lesson plan as a script.

Community Consultation or Protocols to be considered.

Field Recordings to be recorded on site. Students must be aware that these recordings should be made through audio-only, and
specifically highlighting NO flash photography.

Resources to support this Lesson

Google Drive Link:

https://drive.google.com/open?id=0B4PtZ3sbwlpjZFdtQmpGX1JVTWM

Differentiation

Life Skills: Life skills students find sound effects they like, and incorporate them into film using iMovie iPad application.
Adjusted marking framework for Life Skills students.

G&T: Gifted and Talented students are instructed to develop and change the emotions portrayed in the film using
music. Key questions: How can music change a film? What kind of power does music have? How can music change the way we
feel in film?