Document 1
Lesson Plan to Accompany Music Program: Year 9, 2011
Lesson 1 Title: Música Española: An Introduction to Hispanic/Latinos Music.
Unit: Music of a Culture (Stage 5, Elective)
Rationale
Music is a diverse and variable phenomenon that has been implemented into world cultures as an essential aspect of traditional identity. The focus of Music of a Culture, and the skills acquired from studying this unit, enable students to have a greater understanding and appreciation of music as a universal experience, regardless of which culture is involved. By studying Hispanic/Latinos music, as well as the examples and source material provided, students shall identify and recognise the style/genre as an influential element in modern society and the array of emerging popular music styles.
Syllabus Outcomes:
5.4 Demonstrates an understanding of the musical concepts through improvising, arranging and composing in the styles or genres of music selected for study.
5.8 Demonstrates an understanding of musical concepts through aural identification, discrimination, memorisation and notation in the music selected for study.
5.11 Demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform.
LS. 4 Experiments in making musical sounds.
Lesson Outcomes/Objectives:
Students learn to:
1. Improvise and arrange both individually and in groups in the styles of the compulsory and additional topics studied.
2. Experiment and improvise both individually and in groups using stimulus characteristics of Music of a Culture (Hispanic/Latinos Music).
Links to Previous Lessons:
1. Revise technical terms and concepts presented in previous lessons.
Key Source: ‘Tamacun’ by Rodrigo y Gabriela (2006).
Additional Source Material: 1. ‘Chan Chan’ by Buena Vista Social Club (1997)
2. ‘Llego la Banda’ by Spanish Harlem Orchestra (2007)
3. ‘Smooth’ by Santana feat. Rob Thomas (1999)
4. ‘She Bangs’ by Ricky Martin (2000)
5. ‘I Know You Want Me (Calle Ocho)’ by Pitbull (2009)
Prior Learning:
Students should have a sound understanding of the 6 musical concepts (pitch, duration, texture, tone colour, and dynamics and expressive techniques), explored in the stage 4 mandatory music course. The pieces to be explored introduce more complex expansions of stage 4 musical concepts, such as rhythmic patterns: triplets, dotted notes, tied notes, off-beat accents, anacrusis, modulation. Students should have a general understanding of how to incorporate their chosen instrument into a variety of styles or genres.
Contex
Stage 5
Students who have achieved Stage 5 in Music have an understanding of music as an artform through engagement in performing, composing and listening across a range of styles, periods and genres. They have an understanding of the role music and musical preference plays in their own life and the lives of others.
Students engage in a range of increasingly sophisticated musical experiences, developing an understanding of the concepts of music and how composers have worked with these concepts within a broad range of styles, periods and genres.
Students perform a range of repertoire characteristic of the topics they have studied. They engage in group music-making and are increasingly able to perform repertoire as a solo performer, or take solo roles within group performances.
Students explore, improvise, and construct musical compositions. They are able to explore the capabilities of instruments and how musical concepts can be manipulated for various effects. They notate their own work, choosing notational forms and conventions appropriate to the style, period or genre being explored.
Students aurally analyse and evaluate the repertoire studied. They engage in discussion of style and interpretation, with an awareness of the social, cultural and historical contexts of the music studied. Students begin to explore music through a range of listening and score-reading activities with an awareness of stylistic forms, structures and conventions.
Evaluation
What elements of the lesson WERE successful in engaging students with the lesson content?
What elements WERE NOT so successful in engaging students with the lesson content or require improving?
