SCU School of Education (SECONDARY)

Music Lesson Plan Template

Class/Stage: Year 7/Stage 4 Lesson/Period: 3 Lesson Length: 50 minutes
Topic/Main Concept/Theme: Pitch
SYLLABUS CONTENT to be covered
Traditional notation of Pitch on the musical staff.
Pitch as it relates to the musical staff and Rhythm
SYLLABUS OUTCOMES to be covered
4.5 Notates compositions using traditional and/or non-traditional notation.

4.9 Demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of
scores used in the music selected for study

Students will learn to:
explore forms of musical notation, including
computer-based applications, as a method of
recording their own musical ideas
respond to the range of repertoire used for
listening

Students will learn about:
notating compositions using various forms of
traditional and non-traditional notation
identifying, understanding and describing how
the concepts of music have been used and manipulated

Learning Experiences

Performing

Composing Listening

Musical Concepts
Duration

Pitch Dynamics and expressive techniques
Tone Colour Texture Structure

Cross Curriculum
Content
ICT

Aboriginal and
Indigenous
Work, Employment
and Enterprise
Civics and Citizenship
Difference and
Diversity
Environment Gender

Key Competencies
Collecting Analysing
and organising
information
Communicating
ideas and
Information
Planning and
organising activities
Working with others in
teams
Using mathematical
ideas and techniques
Solving problems Using Technology
Literacy Numeracy
Notating musical language

Demonstrating intervals using pitch
Note values and rhythmic exploration

Considerations/Preparation
Prior Knowledge/Experience





Resources/Materials/Technology
Whiteboard
Keyboards / tuned percussion

Opus Treble Clef Worksheet
,teoria.com

Key Vocab
Staff
Clef
Pitch
Note
Octave
Safety Risk
Use of keyboards and electrics.



Key Questions
Do notes get higher or lower the further
up the staff?
Which note do you think is higher in
pitch?
What does higher and lower look like
on an instrument?



STAGE OF
LESSON
TEACHER ACTIONS STUDENT ACTIONS
QUESTIONING/
UNDERSTANDING?
TIME RESOURCES
1. LINKING
What have
students already
learnt?
What is the
assumed
knowledge?
What is the link to
last lesson?

Review previous lesson
on rhythm asking
students to recount note
types/names
Respond to recount




10 mins

Whiteboard
for clapping
exercise
Interactive
Whiteboard
for
teoria.com
for rhythmic
dictation.

Echo clapping exercise Participate in
clapping exercise
Rhythm dictation: Play
some examples and
have students write
what they hear (using
teoria.com)
Students write
answers to what they
hear.
2.INTRODUCTION

Teacher explains the
Staff, and explains the
Treble Clef dictates
what notes are
presented on the staff.

Label the notes.

Explain that there are 7
white notes in music
and these are arranged
in a repeating pattern.

Using a keyboard
drawn on the whiteboard
explain the repeating
pattern of white notes.

Students engage in
explanations

5 mins Whiteboard
4. BODY

Distribute worksheets

Give acronym Every
Good Boy Deserves
Fruit and FACE for
remembering notes on
the staff. Ask students to
come up with their own.

Write words on stave
using notation, ie
DEAF, FAADE, BEE,
BEAD, CABBAGE
Students copy
words and write
letter names
underneath
(Students can invent
their own words)

10 mins

Whiteboard

Explain the concept of
comparing pitch in terms
of Higher and Lower.
Play two notes on an
instrument, have
students decide whether
the second is higher or
lower. Repeat a number
of times for clarity.

Explain the concept is
presented on the staff.
The higher the note on
the page, the higher the
pitch.
Students raise hands
for higher and point
to ground for lower
notes

5 mins Keyboard


Using a keyboard
diagram on whiteboard
explain where notes on
the stave are located on
the keyboard.

Students locate
specific pitches on
keyboards / tuned
percussion

10 mins keyboards /
tuned
percussion
Have students find high
and low notes (ie high
C, lower C) on keyboard
Students locate high
C / lower C etc on
keyboard or tuned
percussion.













Notate a simple two bar
melody on whiteboard.

Explain how pitch and
rhythm can be notated
together

Ask students to clap
rhythm then name the
pitches.

Discuss which notes are
higher / which are lower.

Play the melody and ask
students to raise hands
when pitch gets higher
and point to the floor
when it becomes lower.
Students attempt to
play the teacher
notated melody on
keyboard / tuned
percussion


5 mins























keyboards /
tuned
percussion
Students compose,
perform and notate
their own simple
melody and perform
to class
5. CONCLUSION

Quick Summary of
lesson
Pack up
5 mins
6. EVALUATION
REFLECTION