these were designed for an assessment task in the master of teaching unit creativity ... · 2019....

These were designed for an assessment task in the master of Teaching

unit Creativity and Arts in Childhood. I had to design a series of three

lessons each in the areas of music, drama and visual arts. I achieved a

High Distinction for my music and visual arts lesson plans in and

achieved a Distinction for my drama lesson plans.

To view all the created lessons plans in the assessment task format,

please use the link below to access the Wix website:

http://lamuller.wix.com/the-arts

Year 2 Music Lesson 1 Year level:

Year 2

Lesson duration (mins.):

60 minutes

Title of lesson:

Introduction to Rhythm

Learning Outcomes and specific purpose:

Students will explore and with guidance, use a variety of elements of music, for example:

• Use rhythm syllable names to clap and chant the rhythm of a displayed pattern;

• Recognise simple rhythmic values on flash cards and present these to the class using percussion instruments;

• Identify instruments used by Indigenous Australians to make rhythm;

• Work as an effective team member in teacher assigned groups to produce a rhythmic sequence

Links to AusVELS:

The Arts Level 2 – Creating and making

• Students make and share performing and visual arts works that communicate observations, personal ideas, feelings and experiences. They explore and, with

guidance, use a variety of arts elements (on their own or in combination), skills,

techniques and processes, media, materials, equipment and technologies in a

range of art forms. They talk about aspects of their own arts works, and arts

works and events in their community.

Interpersonal Development Level 2 – Working in teams

• At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With

teacher support, they describe their contribution to the activities of the team.

Prerequisite knowledge and/or links to previous/future lessons:

This is the introduction lesson to rhythm for these students. As this topic is being run right across the

curriculum, the students will have been introduced to Aboriginal culture and art in all subject areas so

they will have some awareness of the subject area prior to commencing this lesson.

As this is the first of three lessons for this year level, it will link to the following two lessons, with

students building on skills and understanding from each lesson.

Resources required/ references

Rhythm flash cards A

What is rhythm? PowerPoint

True Blue Wonder lyrics and music

Kodaly Music Institute of Australia, 2014, ‘Musicianship Tools’, Kodaly Music Institute of Australia,

http://www.kodaly.org.au/tools.php

My Song File, 2011, ‘The Kodaly Method’, My Song File, http://mysongfile.com/kodaly_method

Phillips, F 2014, What is the Orff approach?, Unit resource ECP711, Master of Teaching, Deakin

University, retrieved 17th May 2014 from Deakin Studies Online

Phillips, F 2014,Elementary ECP711-712, Unit resource ECP711, Master of Teaching, Deakin


Russell-Bowie, D., 2006, MMADD About the Arts! – An introduction to primary arts education,

Pearson Education, Frenchs Forest, N.S.W., pp. 43-104

Sound Jay, 2014, ‘Clock sound’, retrieved June 2014, www.soundjay.com/button-sounds-1.html

Sound Jay, 2014, ‘Footsteps sound’, retrieved June 2014, www.soundjay.com/footsteps-1.html

Sound Jay, 2014, ‘Heartbeat sound’, retrieved June 2014, www.soundjay.com/heartbeat-sound-

effect.html

Teachers Pay Teachers, 2014, Beat Boppers, ‘Australian Animal Song with Didgeridoo’, retrieved June

2014, http://www.teacherspayteachers.com/Store/Beat-Boppers

Teachers Pay Teachers, 2014, Music Teacher Resources, ‘Rhythm Pyramid’, retrieved June 2014,

http://www.teacherspayteachers.com/Product/Rhythm-Pyramid-Charts-233478

Teachers Pay Teachers, 2014, Music Teacher Resources, ‘Rhythm Cards and Activities’, retrieved June

2014, http://www.teacherspayteachers.com/Product/Rhythm-Cards-and-Activities-307089

WP Clipart, n.d., ‘Quarter note’, retrieved June 2014,

http://www.wpclipart.com/music/notation/music_notes_3/quarter_note.png.html

Equipment required:

Laptop

Speakers

Projector

CD player (as back up for laptop)

Percussion instruments

Attachments:

Rhythm flash cards A

True Blue Wonder lyrics

Introduction to Rhythm PowerPoint

Actual Lesson Plans

Lesson Introduction (whole class focus)

Learning activities, key questions and teacher explanations:

5 minutes – students will form a circle with the teacher at the head with a range of

percussion instruments. The lesson will begin with a game or two of musical statues but

instead of using musical tracks, the teacher will use a variety of percussion instruments to

create a beat using only quarter and eighth syllable notes.

10 minutes - The objective of this lesson is to introduce students to the concept of rhythm.

After the warm up activity the students will be seated on the floor. The What is rhythm?

PowerPoint will be displaying slide 1 on the screen. The teacher will explain to the students

that they are going to learn about rhythm and ask the students; What is rhythm? Through

guided class discussion the definition of rhythm will be explained to the students. Referring

to the warm up games of musical statues, teacher will ask how the students were dancing?

Likely student response will be in time with the instrument. Once students have given some

responses, slide 2 will be displayed. The teacher will read through the definition of rhythm

to the students.

The teacher will then ask the students to listen to a rhythm she claps with her hands. This

rhythm will be clapped twice. Now I want you to copy me. You must wait until I finish then

clap the rhythm back to me. The teacher will clap several simple rhythmic sequences for the

students to imitate.

Main Component of Lesson


10 minutes – Slide 3 will now be displayed and the students will be asked where they can

find rhythm around them. Most likely answers will be the instruments that were used during

the warm up activity. Teacher will ask, can you think of anything around us that has rhythm?

After allowing for some student responses, slide 4 will be displayed showing a heart. The

sound bite of a heart beat will be played to the students. Students will then be asked to clap

the heart rhythm in time with the sound bite as it is played again. Slide 5 will be displayed

showing a clock. The sound bite of the clock ticking will be played. Students will again be

asked to clap the clock ticking rhythm in time to the sound bite. Slide 6 will now be displayed

showing footsteps as having rhythm. The sound bite will be played then students will be

asked to stand up and walk on the spot in time with the sound bite as it is played the second

time. Teacher will tell the students these are just a few examples of where we can find

rhythm around us and ask them what rhythm notes look like.

10 minutes – Following student responses Slide 7 will now be displayed and the teacher will

explain that the Rhythm Note Pyramid shows what rhythm notes look like. Each rhythm note

will be demonstrated by the teacher. Teacher will say, now let’s try that together. Students

will follow the modelled clapping by the teacher and work through each of the displayed

rhythm notes. Looking at the pyramid students will be asked if they can see what the

difference between each of the notes is. Most likely answer will be that they look different.

This will lead into a short discussion about how a whole note is as long as two half notes, four

quarter notes or eight eighth notes. The focus will now return to just the quarter and eighth

notes. Students will be asked what rhythm notes are called and slide 8 will be displayed.

After practising clapping ta and ti ti, the students will be shown some rhythm flash cards on

the board. The teacher will tell them to listen as she claps the first one. As each beat is

clapped, the teacher will refer to it as wither ta or ti-ti. This activity allows the students to

begin creating the rhythm themselves, linking the visual representation of the rhythm on the

flash cards to the clapping sequence. Students will be instructed to clap with the teacher.

Students will copy the teacher modelled sequence. This will be done for all 6 sequences.

10 minutes – Following on from the clapping exercises, students will be split into five small

teacher allocated groups and given a particular percussion instrument eg. Drum, rhythm

sticks, maracas, tambourine or triangle. Each group will also be given a flash card from

Rhythm Flash Cards A. Students will be asked to clap their pattern, using the ta and ti ti in

the correct places. Once the teacher has heard them correctly clap their sequence, they will

be asked to do the sequence again using their instruments. Each group will have the same

rhythm sequence. They will begin by playing the rhythm in their group before attempting to

do it as a class. Again this reinforces the quarter and eighth beats that this unit is focussing

on and shows that rhythm can be created on a range of instruments. If all the students

successfully play the sequence as a class, a second sequence can be attempted, time

permitting.

10 minutes – Students will pack up their instruments and return to the floor and listen to the

song True Blue Wonders. After playing this piece twice, students will be asked to what

rhythm they can hear during the song. A teacher directed discussion will lead the students

to listen for the didgeridoo and clapping sticks. The song will be played for a third time and

stopped by the teacher at the first chorus. Students will be asked to listen carefully during

the chorus. Can you tell me what the rhythm was during the chorus? As a class, the rhythm

will be clapped before continuing the song to the next chorus and again clapping the rhythm.

Lesson Conclusion


5 minutes – Teacher will select a range of students who will be asked to explain something

they have learned during this lesson to the rest of the class. Where the student response or

definition is not quite accurate, students will be asked if anyone can explain it a different way

to see if the correct response is elicited. If it is not, the teacher will briefly explain the

concept again to students.

Assessment of students’ learning:

The students will be assessed on their ability to clap the rhythm sequences correctly, and

their ability to work as an effective member of their teacher assigned groups. At the

conclusion of the third lesson, students will be more deeply assessed.

What is rhythm?

What is rhythm?

Rhythm is a strong, regular repeated sound or movement.

Listen to me clap my hands…….

Copy the patterns I clap………….

That is what rhythm sounds like.

Where can we find rhythm around us?

Can you think of anything?

Your heartbeat has rhythm.

Clocks have a rhythm

Footsteps have rhythm

What does rhythm look like?

We use symbols to show us what the rhythm is.

We are going to look at quarter notes and eighth notes.

They look like this:

This is 1 quarter note

This is 2 eighth notes

What do we call these rhythm notes?

A quarter note is called

ta

An eighth note is called

ti

ta ti ti

Let’s look at some rhythm patterns

ti ti

ti ti

ta ta ta

ta ta ta

ti ti ta ta ta

ta ta ta ta

ti ti ti ti

ti ti ti ti

ta ta

ta ta

ta ta ta

ta ta

ta

ta

ti ti

ti ti ti ti

ti ti ti ti

ti ti ti ti

ti ti ti ti ti ti

ti ti ti ti

ti ti ti ti

ti ti ti ti ta ta ta

ta ta ta

ta ta ta

ta ta

© www.beatboppers.com e purchaser of this package is authorized to copy this sheet for their own teaching purposes.

True Blue Wonders Words by Denise Hollingworth / Music by Carole Searle and Denise Hollingworth

There is a song that rides the wind as it sweeps this ancient land

It tells of a land of wonders and those who call it home

Come walkabout in our big backyard and listen for the song

You might hear the kangaroo singing right along

Yonga, yonga, yonga, yonga ...

Kangaroo lives in the land down under

Kangaroo is a true blue wonder


You might hear the kookaburra singing right along

Koo-wark, koo-wark, koo-wark, koo-wark ...

Kookaburra lives in the land down under

Kookaburra is a true blue wonder


You might hear the crocodile singing right along

Bäru, bäru, bäru, bäru ...

Crocodile lives in the land down under

Crocodile is a true blue wonder


You might hear the dingo singing right along

Ngurran, ngurran, ngurran, ngurran ...

Dingo lives in the land down under

Dingo is a true blue wonder

You and I are true blue wonders

We come from the land down under

Aboriginal animal names and origins / dialects:

Yonga: Kangaroo (Nyoongar)

Koo-wark: Kookaburra (Wathaurong)

Bäru: Crocodile (Gupapyngu)

Ngurran: Dingo (Kamilaroi)

Year level:

Year 2


60 minutes

Title of lesson:

Indigenous rhythm







Links to AusVELS:










Year 2 Music Lesson 2


This lesson follows on from lesson 1 which introduced the students to rhythm. Building on the

previous lesson knowledge of rhythm while exposing the students to a range of Aboriginal music and

rhythm. Knowledge from this lesson will be utilised in the final lesson.


Indigenous Rhythm PowerPoint


Absolutely Australia: Discover Australia, 2012, ‘Music and Song’, retrieved June 2014,

http://www.absolutely-australia.com.au/people-culture/music-song.html

Beat Boppers, 2008, Australian Children’s Song – True Blue Wonder, YouTube, December 28th,

retrieved June 2014, https://www.youtube.com/watch?v=sg2IX65EPYY

Coo-ee Aboriginal Art Gallery, 2014, ‘Lily Karadada: Wandjina Spirit’, retrieved June 2014,

http://www.cooeeart.com.au/aboriginal_exhibition/134/artwork/11820#11820




Oz Pix, 2008, Aboriginal Dance 1, YouTube, January 20th, retrieved June 2014,

https://www.youtube.com/watch?v=jJ8_tBwBE_A





Roco43, 2008, Australian Aboriginal Dance 3, YouTube, October 23rd, retrieved June 214,

https://www.youtube.com/watch?v=o221noLANYw



Wikimedia Commons, 2014, ‘Didgeridoo’, retrieved June 2014,

http://commons.wikimedia.org/wiki/File:Didgeridoo_(Imagicity_1070).jpg

Equipment required:

Laptop

Speakers

Projector



Attachments:


Indigenous Rhythm PowerPoint

True Blue Wonder Rhythm chart

Rhythm Tic Tac Toe

Rhythm Flash Cards A

Actual Lesson Plans



5 minutes – students will be split into two groups to play a game of Rhythm Tic Tac Toe. A

nine square grid will be displayed on the board showing nine different rhythm patterns. The

object of the game is for each group to take it in turns to select a square in which they want

to place a marker. They must be able to correctly clap the sequence, using the terminology

ta and ti ti as a group. If they can correctly clap and say the rhythm, they will win that

square. Taking it in turns, the first group to get three in a row will win. The aim of this warm

up activity is to revisit the rhythm concepts introduced last lesson.



15 minutes – to revisit the ta and ti ti terminology and rhythm patterns, students will be split into

teacher assigned groups. Each group will be given a rhythm flash card from Rhythm Flash Cards A

which they must practice clapping together as a group. Once everyone has rehearsed their rhythm

several times, the students will return to the floor. A range of rhythm flash cars will be displayed on

the screen, some will match the cards given to the students and others will be different. One group

at a time will be asked to stand at the front of the room and as a group clap out their rhythm. The

rest of the class will be asked to listen carefully as the group claps their rhythm. After the group claps

their rhythm the first time, the class will be asked to have a think about which flash card this group

has just clapped. The students will be asked to clap the rhythm a second time. Once completed, the

class will vote on which rhythm card they think was just clapped. As students select a card to vote

for, they will be asked to justify their choice. Why do you think this is the correct rhythm? How can

we tell if this is correct? After each group has presented their rhythm it will be revealed which group

belonged to which card. A discussion about how many were correctly guessed, and the strategies

used to correctly identify the rhythm will take place.

20 minutes – Slide 1 A brief teacher led discussion will review some of the Indigenous cultural aspects

that have been discussed in other domains before leading into the PowerPoint presentation that will

introduce Indigenous Rhythm to the students. Slide 2 shows some Indigenous Australians performing

a dance using clapping sticks. Students will be asked what they think the sticks will be used for.

Hopefully the students will respond with an answer relating to rhythm. Moving onto slide 3, students

will be asked to listen to a sound bite of a didgeridoo and asked if they can identify the sound. They

should be able to identify both the didgeridoo and the clapping sticks as a result of exposure to

Indigenous culture in other domains. An example of the sound the clapping sticks make will be made

by the teacher using a set of clapping sticks, highlighting how they can create rhythm. Slide 4 shows

images of both the instruments being discussed. Students will be asked to look at the decorations on

both instruments and asked if they know how these are painted. The students should be able to

explain that some are decorated with animals or dot painting as they are covering this style of art in

their Visual Art classes. Slide 5 is the first of two videos highlighting how Indigenous dance and music

use rhythm. The students will be asked to watch the video carefully, listening to the sounds in the

video clip. Students will be asked what instruments were used to create the rhythm. Likely answers

will be clapping sticks and didgeridoo which are both correct. Hopefully they will also identify that

the dancers hands were used to clap. Slide 6 is the second video and students will again be asked to

watch and listen carefully. They will again be asked to identify what was used to create the rhythm

and this time they should be able to add the dancers’ feet into their answers. Students will be asked

to stand up and make sure they have some space around them. They will watch the second video

again, clapping in time with the clapping sticks. The rhythm will be displayed on the whiteboard as

ta, ta, ta, ta, ta, ta,ta. Teacher will point to each rhythm note as the students are to clap it

throughout the entire video. At the conclusion of the video students will be asked how they thought

the class went. Was it easy or hard to keep in time with the clapping sticks? How could they try to

keep time differently?

15 minutes – Students will be asked to sit on the floor again and watch the video of the song True

Blue Wonders. The students should be able to identify the didgeridoo and clapping sticks from their

last lesson. The laminated lyrics to the song will be handed to the students. The chorus rhythm will

be displayed on the board for the students to practice clapping. Students will be asked to follow the

pattern modelled by the teacher and after running through it a couple of times, they will each be

given clapping sticks to play the rhythm on. The students will follow the rhythm as the teacher points

to it on the board as the video plays again. At the end of the video students will be asked if rhythm is

only heard during the chorus. Can they identify any other rhythm throughout the song. They should

be able to identify that there is a steady rhythm throughout most of the song. The video is played

one more time and students are asked to stand up with their clapping sticks and play the rhythm

throughout the entire song keeping in time with the teacher’s directions on the board.

Lesson Conclusion


5 minutes – Students will be asked to sit in a circle with their clapping sticks. Teacher will ask why the

Indigenous dancers used the clapping sticks and didgeridoos. Students should be able answer that it

was to make a rhythm. Students will each be asked to tell the class one thing they have learnt in

today’s lesson. Before packing up their clapping sticks, students will be asked to copy a couple of

rhythms that will be clapped by the teacher.


The students will be assessed on their ability to clap the rhythm sequences correctly, and their ability

to work as an effective member of their teacher assigned groups. At the conclusion of the third

lesson, students will be more deeply assessed.

Indigenous Rhythm

Indigenous Australians use music and rhythm to tell stories and in many celebrations.

Listen to the sounds.

Indigenous instruments

Indigenous rhythm

Let’s try ourselves

True Blue Wonders

ta ta ti ti ti

Rhythm Tic-Tac-Toe

A fun and fast way to practice rhythmic elements!

Includes boards for: quarter, eighth, quarter rest, half note, sixteenth notes

Kate’s Kodaly Classroom, TpT 2013

Instructions 1. Divide Class into two teams and display

the board on a document camera orprojector

2. Teams each work together to try to earn“Tic-Tac-Toe, Three in a Row!” To earn asquare, a team must have all membersparticipate and clap and/or say the rhythmfrom the square they select correctly. Theteacher serves as the judge.

3. As teams go, mark each square with theappropriate “X” or “O”

4. The first team to earn three in a row(diagonally, vertically or horizontally)wins!

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Create Your Own!

Use this template to have students create their own rhythm tic-tac-toe board, practicing whatever rhythmic element you are teaching.

After completing their boards, students can

use them to play a partner or can be used as a board for the class to play in teams.

This is also a great way to assess rhythm

writing!

Name________________________ Class _______________ Rules: 1.  Each box must contain four beats 2.  You cannot use the same rhythm twice

1 2 3

4 5 6

7 8 9

Credits

Backgrounds from Tiffany Teaches http://www.teacherspayteachers.com/

Store/Tiffany-Teaches

Frames from Ink n Little Things http://www.teacherspayteachers.com/

Store/Ink-N-Little-Things

Visit my store at: http://www.teacherspayteachers.com/

Store/Kates-Kodaly-Classroom

ta ta ta

ta ta ta

ta ta ta

ti ti ti ti ti ti

ti ti ti ti ti ti

ti ti ti ti ti ti

Year level:

Year 2


60 minutes

Title of lesson:

Indigenous rhythm part 2







Links to AusVELS:










Year 2 Music Lesson 3


This is the final lesson on rhythm conducted during the Indigenous culture topic. Students have

developed an understanding of rhythm and can successfully clap or tap a rhythm using quarter and

eighth notes. In this lesson they will draw on that knowledge to enable them to accurately use the

clapping sticks throughout the video of True Blue Wonders which will be filmed and shown to other

year levels in the school.


True Blue Wonders video


Rhythm Flash Cards B

Beat Boppers, 2008, Australian Children’s Song – True Blue Wonder, YouTube, December 28th,

retrieved June 2014, https://www.youtube.com/watch?v=sg2IX65EPYY










Teachers Pay Teachers, 2014, Beat Boppers, ‘Australian Animal Song with Didgeridoo’, retrieved June

2014, http://www.teacherspayteachers.com/Store/Beat-Boppers

WP Clipart, n.d., ‘Quarter note’, retrieved June 2014,

http://www.wpclipart.com/music/notation/music_notes_3/quarter_note.png.html

Equipment required:

Laptop

Speakers

Projector



Video camera

Attachments:


True Blue Wonder Rhythm chart

Rhythm Flash Cards A

Rhythm Flash Cards B

Rhythm assessment sheet

Actual Lesson Plans



5 minutes – Students each be given one of the Rhythm flash cards B which have either an

eighth note or quarter note on it. Using the Rhythm Flash Cards A, a rhythm sequence will

be displayed and students must organise themselves into groups of notes that will match the

flash card sequence. Left over students will stand with the teacher and judge if the groups

reflect an accurate rhythm. As a group all students, including those who were not part of the

groups, will clap the rhythm sequence from the card. This will be repeated several times,

again reinforcing recognition of quarter and eighth notes in a rhythm sequence.



15 minutes – Students will retain the flash cards from the warm up exercise and be split into four

groups. Using the cards they have, each group must arrange themselves into a rhythm pattern. It

can be any arrangement of the quarter and eighth notes they have in their group. Once they have

created their pattern, the students must draw the pattern on the provided piece of blank paper.

Each group will take turns to stand at the front of the classroom in the order they have created,

holding their note card in front of them. The remaining groups will then have to clap the rhythm.

The teacher will stand behind the row of students and point to each student as their note is to be

clapped. Students will be expected to not only clap the sequence, but also correctly use the names ta

and ti.

20 minutes – Students will hand in their flash cards and sit on the floor in front of the board. The

lyrics to True Blue Wonders will be displayed on the board and the audio track will be played. The

teacher will point to each of the words as the song plays, showing students the progress of the song.

When it comes to the chorus, all students will clap the rhythm, which was learnt in the previous

lesson, with the teacher keeping time using the rhythm sheet on the board.

Students will now collect a set of clapping sticks each and the teacher will talk about some different

activities/actions they can do as the song plays. Using the page, playing with clapping sticks, the

teacher will walk the students through each of the different actions before playing the audio file

again.

10 minutes – Students will be asked to sit on the floor in a circle. They will rehearse the clapping stick

actions to the video of True Blue Wonders this time in preparation for filming. Once the students

have run through this twice they will be instructed that this time they are going to have to do their

very best work as it is being filmed. It is anticipated that there will be a couple of children behaving in

a silly manner but hopefully the rest of the class can continue to

Lesson Conclusion


10 minutes – In the final ten minutes of the lesson, the students will be required to complete an

assessment task to identify their knowledge at the conclusion of the lesson series. Each student will

be given a test sheet and a pencil and asked to move to a space on their own to complete it.


The students will be assessed on their ability to clap the rhythm sequences correctly during classes,

and their ability to work as an effective member of their teacher assigned groups. At the conclusion

of the this lesson, students will be asked to complete the assessment sheet which involves them

identifying the rhythm names of the quarter and eighth notes and either drawing the notes or writing

the rhythm names for four sequences clapped by the teacher. Each sequence will be clapped twice.

Write the correct rhythm sound beneath the notes below:

_______________ _________________

Write down the pattern as it is clapped:

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

© www.beatboppers.com e purchaser of this package is authorized to copy this sheet for their own teaching purposes.

True Blue Wonders Words by Denise Hollingworth / Music by Carole Searle and Denise Hollingworth

There is a song that rides the wind as it sweeps this ancient land

It tells of a land of wonders and those who call it home


You might hear the kangaroo singing right along

Yonga, yonga, yonga, yonga ...

Kangaroo lives in the land down under

Kangaroo is a true blue wonder


You might hear the kookaburra singing right along

Koo-wark, koo-wark, koo-wark, koo-wark ...

Kookaburra lives in the land down under

Kookaburra is a true blue wonder


You might hear the crocodile singing right along

Bäru, bäru, bäru, bäru ...

Crocodile lives in the land down under

Crocodile is a true blue wonder


You might hear the dingo singing right along

Ngurran, ngurran, ngurran, ngurran ...

Dingo lives in the land down under

Dingo is a true blue wonder

You and I are true blue wonders

We come from the land down under

Aboriginal animal names and origins / dialects:

Yonga: Kangaroo (Nyoongar)

Koo-wark: Kookaburra (Wathaurong)

Bäru: Crocodile (Gupapyngu)

Ngurran: Dingo (Kamilaroi)

these were designed for an assessment task in the master of teaching unit creativity ... · 2019....

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