Case Study Lesson Plan: Inclusivity through UDL

Topic area: Piano Skills Stage of Learner: Stage 4: Year 8 Syllabus Pages:
Date: 14.06.18 Location Booked: G13 Lesson Number: 6/6
Time: 100 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment
4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.12 Informal Presentation
of musical ideas from a
Life Skills outcomes couple of anonymous
LS.1, LS.2, LS.4, LS.5, LS.6, LS.7, LS.10 students.
The basics of the Piano and Use Garageband and create
creating a chord. sounds using instrument
The basics of Garageband. samples, SFX, and audio
recordings.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
ICT: Use of Garageband to compose musical ideas. Musical Concepts: Structure, Duration, Texture, Tone
Music Industry: Recording purposes of musical content colour.
within musical software for reproduction. Unity & Contrast.
Compositional Devices
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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 demonstrate higher order thinking by utilising the Garageband and the multiple
Order Thinking instruments within the software to create a track/ song.
2.2: Students convey engagement through their participation within compositional activity.
Engagement
3.3: Students integrate their current knowledge of musical devices to create a song from a range
Knowledge of musical instruments on Garageband.
Integration
Time Teaching and learning actions Organisation Centred
T/S
5 Introduction (Lesson Schedule - To be posted on Google Classroom and written on Teacher: Instruct T
whiteboard) students on lesson
1. Learn about the Piano plan.
(Draw Visual Piano + Letters on board + worksheet handout)
2. What are chords & how to play chords. Student: Listen for
3. Challenge Yourself on Piano Keys instructions.
(Access “musictheory.net”)
4. Creating music from simple chords through Garageband. Resources:
(Musical Example “Awolnation - SAIL”) Whiteboard
10 Piano: Chord Identification Teacher: T/S
Draw or Create a Visual Piano on the Whiteboard. Visual Piano on board.
Hand out double sided worksheet. Inform students that we will be using the keyboard Worksheet Handout
on the worksheet to discover the mechanics of the piano. Explain the Piano,
From this keyboard demonstrate the following. Letters, Accidentals,
- C major Key (all white notes) Key, Chord
- Add Note Lettering “C-C” (1 OCTAVE) construction.
- Accidentals (Sharp or Flats) used for key changes.
- Composition of a chord (3 or more notes played together at the same time.) Student: Listen and
Mention types of chords (major, minor, augmented, diminished, seventh) observe. Contribute
- Simple way of remembering chords (hand positions: 1,3&5) within chord
Ask students to use the other side of the worksheet with the hand and multiple construction through
keyboards to highlight each chord within the C major Key as well as the correct finger use of iPads.
placement for triad chords. Students can use their iPads for visual representation of
musical ideas. Resources: iPads,
- Question student understanding by asking them if I was to play a C chord what notes Whiteboard
would I play? (Ask students to come to the whiteboard to place note markers on the
notes for the selected chords)

Inform students to glue the worksheet into the books and refer to this visual chart
when in need of chord placement among the C Major Key.
35 Challenge Yourself Quiz Teacher: Optional for S
Students will be provided with some time to further challenge their understanding of students who may
the mechanics of music theory among the piano through a note identification test want to challenge
provided through the link below. themselves.

https://www.musictheory.net/exercises/keyboard/y9dyyynbynb Student: Can complete

if you like.
Notify students that the objective is to get at least 5 correct answers but students can
challenge themselves to complete as many as they can within the time frame given. Resources: Music
Theory.Net
40 Listening: Awolnation- SAIL Teacher: Play musical T/S
Inform students that the next half of the lesson we will be focusing on the use of example of what is
Garageband to compose a song using 4 chords from the C major key that we just expected.
learnt.
Resources: YouTube
Next, show an example of a song (Awolnation - SAIL) that they might know through
Apple TV. Explain the intention of showing this musical excerpt to provide an example
of how they could construct their song.
Students may refer to the structure and compositional formation of this song as a
starting point for their own composition.

https://www.youtube.com/watch?v=qPLz5oPVO8I

Activity: Students will need to research and find another song that has been covered
through the software known as Garageband. They must post the link (URL) for this
piece to the allocated post on Google Classroom and create a key for the textural
layers within this piece. (For example: Sail: S - Solo, M - Melody, B - Bassline, L- Lyrics).
45 Group/ Individual Work Garageband Dance Track/ Composition Requirements Teacher: Write S/T
Using Garageband students are to create a new song by using the instruments among Instructions on board.
the software or by recording the sound from a musical instrument within the
classroom. Some songs may be presented to the class anonymously to showcase the Student: Start working
 idea of composing musical ideas from four chords of the C Major key. on composition.

Students will need to highlight the textural layers within their composition through a Resources: iPad,
visual key that may use letters, explicit language or pictures to describe each existing Garageband,
layer. Instruments.
Students will then need to screenshot their Garageband display of the multiple
instrument tracks to support their description of each layer.

Students will be provided with 40 minutes to identify and schedule a plan to ensure
each layer and the following requirements are present within their composition. (This
schedule can be provided among submission as supporting documentation for
understanding the composition).

Song Requirements:
1 Verse (8 bars)
Four Piano Chords from the C Major key
Beat or Rhythm (or both)
Either vocals or a melody (or both)

Record progress of student work by asking students what have they done and how?
85 Reflection & Pack Up PACK UP Procedures T
Students will spend the next 5 minutes of class completing a google form that explores
the student’s intention through questions like ‘describing what you have just created’,
‘what do you like about your piece’ & ‘if you could change anything what would you
change?’
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

The progression from learning the piano and implementing this among student
composition may take longer than expected in regards to timing.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.1, 4.2, 4.3, LS.1, LS.2
4.4, 4.5, 4.6, LS.4, LS.5, LS.10
4.12, LS.6
LS.7
Demonstrated through presentation to teacher of progress
of work.
Demonstrated through the creation of their musical task.
Presentation of musical ideas.
Lesson Activity: Research Task

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 Evidence within this lesson

Standards
1.2 Through the use of visual interaction within all aspects of activities in
lesson.
1.5 Use of Garageband to create differentiation in achieving the
Composition Task set for the lesson.

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?
Classroom Safety: Space & objects in walkways.
Instrument Use: Correct Use & Volume Limit.

References (In APA)

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lesson in this space.

Resources Attached:
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