Week 3: Lesson Plan 2 (Exploring Variations in Tonality)

Topic area: Baroque Stage of Learner: Year 9 Syllabus Pages:

Music
Date: 13.10.17 Location Booked: HF3 Lesson Number: 2/8
Time: 80 minutes Total Number of Printing/preparation
students: 16

Outcomes Assessment Students learn Students learn to

Syllabus outcomes
4.1, 4.3, 4.4, 4.5, 4.7, 4.8,
4.12
 Composition
about
Lesson How to change a To Plan and compose,
assessment
 theme from major to refine, rehearse, perform
minor tonality as a and record a shot set of
portfolio of Frere type of musical variations on a given
Jacque. variation. musical theme. 

Identify how different
musical devices have
been used in variation
form.

Cross Curriculum themes & General Explicit subject specific concepts

capabilities and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep 1.2 Deep thinking
understanding of important, substantive concepts, skills understanding 1.5 Metalanguage
and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to knowledge communication
engage in higher-order thinking and to communicate
substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self-
students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such pedagogy 2.3 High 2.6 Student direction
sets high and explicit expectations and develops positive Expectations
relationships between teacher and students and among
students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural 3.6 Narrative
draws clear connections with students’ prior knowledge knowledge
and identities, with contexts outside of the classroom, 3.3 Knowledge
and with multiple ways of knowing all cultural integration
perspective.

How the quality teaching elements you have identified are achieved within
the lesson.
Teaching Indicators of presence in the lesson
element
1.4: Higher Students are engaged in activities that involve critical thinking and
Order problem solving with high expectations from the students in completion of
Thinking all theory and compositional/ practical work.
 2.3: High Students are expected to complete all work requirements and complete
Expectation them at a satisfactory level that meet the standards of the syllabus and
s curriculum guidelines.
3.6: Narrative is used throughout this activity from the flow of the lesson plan
narrative and the follow on from the “unit planning”. Students explore theme and
variation of Baroque music whilst engaging in the musical concept of
Pitch.


Tim Teaching and learning actions Organisation Centr
e ed
T/S
5 Two lines outside the classroom.
 Teacher: Enforce classroom T
Instruct students of expectations.
 expectations, DIN
Books out complete the do it now, while
teacher marks roll.
 Student: 2 Lines, Books out and

 complete DIN
Lesson Objectives:

- Recap on What is and How can we create Resources: Whiteboard, Sentral

variation. 

- Major to Minor Variations

- Listening to Variations.
- Composing & Performing “Frere Jacque”
Variation





DIN: How a go at defining what the following
things are in your own words. 

Drone, Dotted Rhythm, Ostinato, Key,
Tonality

10 DIN Explained…
 Teacher: Go over the terms, what is T/S

What are the following Terms?
 the main focus.
Drone: Constant pitch underlying the
textural layers. (Replaces bass line)
 Student: Go through terms and
Dotted Rhythm: Is a rhythm with dotted make sure your answer aligns with
notes. 
 the board.
Ostinato: Short melody

Key: Register of the instrument/ pitch range.
 Resources: Whiteboard

Tonality: Major or Minor, Happy / Sad. Q: Overall What musical concept
are we mainly focusing on today? 

(Pitch)

15 Major and Minor Variations
 Teacher: Explain how we tell the T/S
Tonality = Major and Minor. How can we tell difference between major and
these apart? (Using Tone Colour = Happy / minor and the use of tone colour
Sad) 
 and pitch.


 Explain how the second piece was
What are the Natural Major and Minor made into minor tonality and what
Scales? 
 key it was transposed into. 

Major – C Key

Minor – A Key
 Student: Write down information in

 your books
“Frere Jacque Example” Playing in a Major &
Minor.
 Resources: Frere Jacque Musical
Students will write down the minor melody Example
into their books off the board. They will
focus on playing this later on in the class.
(E’s will transpose to Eb, A’s will transpose to
Ab).

20 Listening to Variations
 Teacher: Write the Theme and S/T

Audio Clip: “Twinkle Twinkle Little Star” Variation sheet on the board and
Variations A6
 get students to copy into their

 books. Explain how the clips will
Match the Theme and Variation up. play and demonstrate how to mark
which variation plays the
description.

Student: Complete the activity by

writing it in your book and drawing
lines to which variation description
belongs to which variation. 


Resources: Variations on ”twinkle

twinkle little star”, Audio A6.
 25 Composing & Performing Variations. 
 Teacher: Explain the focus for S
Students will continue developing on their today’s variation. Ensure last
variations. It is
 variation is completed and notated
expected that students will have two down first.
variations completed by the end of the
lesson and notated on their sheets or their Student: Complete variation
books. This lesson they are to focus on composition activity. 2 variations
creating a variation using tonality being one from last lesson and a tonality
major or minor or both. one from this lesson.

30 Pack Up
 Teacher: Inform stduents of pack S/T

Students will be informed to pack up their up procedures
belongings and return to their tables. They
will then put their chairs in and wait for the Student: Complete pack up
bell. procedures



Reflection
What have I learned about the teaching and learning process when
preparing this lesson?

Composing and Performing Variations will take up the most time and
completion of this task will vary on students capability.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.1 & 4.3 Through the practice and performance of ‘Frere
Jacque’ in groups.
4.5 Notation of Variation.
4.7 & 4.8 Discussion on Major and Minor Tonality within the
idea of variations.
4.12 Student engagement throughout the lesson
activities.

Other considerations

Complete the table below by inserting the AISTL graduate standards that
you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.

Graduate Evidence within this lesson

Standards
1.2.1 Interactivity from students will be gained from the variety of
teaching activities that interact with all learning experiences to
keep students engaging in their learning by adding problem solving
and critical thinking to their workload.

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?
Noise Level

Keyboard – Correct Use

Classroom Setting – Limited Space