Rhythmic Pattern: Lesson Plan (Stage 5)

Topic area: Popular Stage of Learner: Year 9 Syllabus Pages: 30-32,

Music - 10 33-35, 40

Date: 28/08/17 Location Booked: Music Lesson Number: 2 /4

Rooms
Time: 60 minutes Total Number of Printing/preparation
students: 20

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson - Identifying the use - Perform a range of
5.1: Demonstrates an assessment of musical concepts in repertoire in groups and
understanding of the musical Informal a range of repertoire individually. 

concepts through performance Reporting: and styles - Perform musical
of repertoire.
 Understanding of characteristics of compositions and
5.3: Demonstrates Solo and the manipulation topics studied. 
 arrangements both
Ensemble Awareness through of musical - Understanding how independently and within
performance.
 concepts in musical concepts are a group. 

5.4: Demonstrates an performance. 
 used and manipulated - Improvise and arrange
understanding of musical - Understanding in compositions and both individually and in
concepts through improvising how composers arrangements. 
 groups the styles of the
and arranging the selected have manipulated - Improvising and topic studied.
music for study.
 the musical arranging music in - Identify, compare and
5.7: Demonstrates concepts within various styles, periods discriminate between
understanding of musical music. and genres.
 ways in which musical
concepts through analysis and - Identifying and concepts have been used
discussion of music. discriminating and manipulated in a
between ways in broad range of
Life Skills outcomes which musical repertoire.
LS.1, LS.2, LS.3, LS.4, LS.7, concepts have been
LS.8, LS.10 used and
manipulated.

Cross Curriculum themes & General Explicit subject specific concepts and
capabilities 
 skills
Prior Knowledge: Students have Obtained knowledge of Musical Concepts

completed Stage 4 music and have Brief Knowledge of compositional skills

understanding in an instrument of their Chosen Instrument Knowledge – Notes,
choice. Chords.

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
1.1: Deep Shown through the content focus on Rhythmic Patterns and composition
Knowledge skills including focus on bassline, rhythmic pattern, chord progression and
melody.

2.1: Explicit Shown through student objectives and reinforcement of participation

Quality Criteria among rhythmic patterns and reflection on performance to convey use of
musical concepts.
3.3: Knowledge Use of rhythmic patterns and the compositional skills among performance
Integration relevant to selected repertoire. As well as discussions on musical concepts
and integration of learning experiences.


Tim Teaching and learning actions Organisation Centr
e ed
T/S
5 Introduction: Welcome Students to class and Teacher: Welcome Class to T/S
today’s objectives.
 today’s objectives. Start them

 on their small activity as a
Objectives: Rhythmic Patterns in Popular Music.
 class.

- Understand Rhythmic Patterns 

- Learn a rhythmic sequence and how it conveys Student: Listen to objectives,
musical concepts.
 participate in small activity.
- Learn Compositional Skills: Swing Rhythm, Bass
Line, Chord Progression. 
 Resources: IWB/ White Board


Small Activity: What is Rhythm? (Explain in your
books) 

- Quick Class Mind Map on whiteboard from
student ideas.

15 Group students in class circle. Inform students Teacher: Set up Group. Inform T/S
of proceedings;
 them of actions to repeat
Use clear instructions “Repeat after me.”
 teacher movements.


Start rhythm activity with clapping out of swing Student: Follow teacher’s
rhythm. instruction. Look off sheet
Continue till most students are responding music for next part or follow
appropriately. Mention brief comparison from teacher instruction.
this activity to prior knowledge on rhythm. 


 Resources: Sheet Music.
Remediation: Count out timing (1& 2&, 3&, 4&)
or ask students struggling to clap the 4 accented
beats.

20 Gain student attention and lead the class Teacher: Gain student T
through the next part. 
 attention and show next part
Using two hands starting with left first for 2 of swing rhythm using two
beats then right for 2 beats continue the swing hands. Use reinforcement of
rhythm by hitting your legs.
 timing and question the time
(REM Ex. L= 1&, R = 2&, L = 3&, R = 4&)
 signature.
Reinforcement of timing can be used to ensure
students are keeping in time. (1& 2&, 3&, 4&). 
 Student: Copy movement for
(Informal questioning = Ask students what time two hand swing rhythm, time
signature this is. 2/4, 4/4) yourselves.

Resources: Body Movement

25 Encourage students to keep going without Teacher: Teacher insist T

teacher guidance. Teacher informs students of students to try it without
‘chord progression’ part but insist that they must teacher guidance. Teacher
continue the rhythm while teacher teaches it. 
 sings new part being the bass

 line chords. Students
Teacher will sing the Chord pitch of C, Am, F, G. encouraged to join in the new
In that Chord progression order. (ex. I, vi, IV, V)
 part. Teacher will direct the
Students are encouraged to join as they end of playing and instruct
understand it.
 students to find their
Teacher will signal and mention 4 bars out when instrument and see if they can
to STOP. Students will be directed to stop and in work out the bassline on their
groups select their instrument. 
 instruments. Teacher writes on

 board while awaiting students
**5 mins: to Collect Instruments and figure out return to group.
bass line among instruments.


 Student: Continue playing,
Teacher to write chord progression on board join in next part of singing bass
while students are finding instruments. Teacher line and stop when instructed.
to also signify the first chord as the tonic note. Find your instrument. 

(ex. C = I)
Resources: Voice, Body
Movement.
35 Students will now have their instrument. Some Teacher: Highlight and T
students may have figured out the bass line. For introduce bass line and
those that have not figured it out refer them to encourage students to try and
the board and go through the tonic note of each play 3rds whilst staying in
chord within the progression as a group without time.
timing. (ex. C, A, F, G)


 Student: Figure out bass line,
(Informal Questioning = Ask students what notes play it in time and try adding
are within each chord and list this above the 3rd intervals to challenge
tonic in a different colour marker. )
 yourselves whilst obtaining

 swing rhythm.
Once tonic notes are established add timing.
Complete 4-8 bars of this before progressing to Resources: Instruments, White
the next step.
 Board.


Extension: Students who found the notes
instantly can play the 3rd’s. Ensure that you
keep in time with the swing rhythm. They can
refer to the board for notes if stuck. 

(ex. C – E, A – C, F – A, G – B.)

40 Split the group in two groups: Group 1 & 2.
 Teacher: Divide the group and T/ S
Group 1 will continue the bass line while Group encourage one group to hold
2 attempts the rhythmic bass line. This the bass line and keep playing
encounters playing third intervals from the tonic it. Whilst that is happening
note. Reinforce use of two hands for those work with Rhythmic Bassline
students using percussive instruments. 
 Group and the switch sides
Once students have identified the chord following same steps as above
intervals among their instruments count Group 2 and teach the melody via call
in to play in time with group 1.
 and response through clapping

 and singing. Encourage
Now group 2 will maintain the rhythmic bassline students to use instrument if
while Group 1 learns the melodic phrase. 
 don’t want to sing.


Group 1 will focus on the melody and will clap Student: Participate in either
the rhythm before singing it. The group will be bassline rhythm or melody.
led by the teacher through a call and response Perform as part of a small
of the melody. The teacher will keep leading group and ensemble.
until the students understand the phrase. Once
this is acquired, students will play four bars Resources: Instruments.
together and will be asked to listen to each
other before stopping the activity to reflecting
on their practice. 



**Encourage students to use instrument if don’t
want to sing.

50 Teacher to instigate conversation:
 Teacher: Instigate T/S

- What did we just do? (Bassline, Swing, Conversation on what was just
Rhythm, Rhythmic Line, Call & Response, Chord done & musical concepts used.
progression.)

- What musical concepts did we just explore? Student: Participate in
How? (Duration: Rhythmic Patterns, Pitch: discussion.
Singing Chord progression, Dynamics: Variation
of loud & soft, TC: Use & combination of Resources: Whiteboard
instruments, Texture: Roles of instruments.)

55 Ask students to return their instruments and
pack their belongings up, stand behind their
seats and patiently await the bell.
Teacher: Help students return T/S
equipment used and ensure
students are packing up and
preparing themselves for the
bell.

Student: Pack up the

equipment you used, your
belongings and await the bell.

Resources:
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
Time limits for each section may vary.

How am I measuring the outcomes of this lesson?

Learning Method of measurement and recording

Outcome
5.1 Informal Reporting: Reflection among performance task through
discussion.

5.3 Informal: Demonstrated through performance task.

5.4 Informal: Understanding how composers have manipulated the
musical concepts within music. Through reflection & practical
experience.

5.7 Informal Reporting: Reflection among performance task through

discussion.

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

Graduate Standards Evidence within this lesson

1.5: Differentiate teaching Performance within groups and individually

to meet the specific followed by task activities that allow for extension
learning needs of students and remediation of learning.
across the full range of
abilities.
2.1: Content and teaching Performance activity incorporates most learning
strategies of the teaching experiences and implements engaging learning
area through interaction and involvement among
learning.
3.5: Use effective classroom Effective communication can be shown through the
communication performance activity through a range of verbal and
non-verbal cues that are relevant to performing.
(Conducting skills)
4.1: Support student The lesson activity provides scope that is inclusive
participation to all students. There is remediation and extension
that allows students to challenge themselves or
find a suitable learning sequence.
5.1: Assess student learning Shown through informal reporting on students’
learning.

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?
- Working with others (safety, duty of care, respect)
- Working in confined space (Classroom setting)
- Practical use of instruments
- Correct use of instruments
- Objects within walkways (instruments among the floor during group work)
- Noise Level