Escolar Documentos
Profissional Documentos
Cultura Documentos
Prior knowledge/skills required Resources (Attach classroom ready resources/worksheets students will be using, including
Prior excursion to Red Hands relevant pages from textbooks)
Cave, Glenbrook.
How to organise pre-existing iMovie for iPad: https://itunes.apple.com/au/app/imovie/id377298193?mt=8
samples in garage band. iMovie for iPad Tutorial: https://www.youtube.com/watch?v=QdbK7KTgqP0
Record/Export music in Garage Garage Band for iPad: https://itunes.apple.com/au/app/garageband/id408709785?mt=8
Band for iPad. 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.
explore forms of musical notation, including computer-based experimenting and improvising music
applications, as a method of recording their own musical ideas representative of various styles, periods and
genres
The fight scene has only a small After the excerpt, ask students to raise their
amount of musical material, and hand to share their answers.
heavily focuses on external sound
effects. Teacher questions students and asks them
to think about why and how these effects
What sound effects can you hear? were created and used.
Dark/Scary
Whilst walking around the room All students are being asked to answer the
monitoring students, the teacher Learning Map questions through hands-up.
should have found some students
that had effectively tackled the If some students are not finished, this
task. Invite one-two students to activity will help give them further Linking back to Red Hands Cave field recording
connect their ipad to the board, inspiration to complete their work. specifically. At this point in the unit, students
so they can share their task. will have gained invaluable experiences from
Students should also be asked: Red Hands cave. This is their opportunity to
Select a short excerpt of their musically and creatively apply their knowledge
film, and run through the Learning How was the field recording from Red Hands from the unit.
Map questions. Cave incorporated into this example?
Ask students those questions for What did you like about that students
each example. recording?
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, Careful considerations of on-site policies were considered. Also there is no filming of
understanding of and respect for Indigenous Australians in this film music task, which directly impacts Indigenous
Aboriginal and Torres Strait Islander culture. This lesson consolidates student learning through the creation of sound
histories, cultures and languages. experiences incorporating field recordings from Red Hands cave.
WHS considerations
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
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.
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.
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?