NSW

Stage 1, Year 1

Musical: He is shining through us - Monday musical

PLANNING DOCUMENT

Outcomes/ Curriculum Links with other KLAs

Creative Arts Outcomes

MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness
of musical concepts.
DRAS1.1 Takes on roles in drama to explore familiar and imagined situations.
DRAS1.2 Conveys story, depicts events and expresses feelings by using the
elements of drama and the expressive skills of movement and voice.
DRAS1.3 Interacts collaboratively to communicate the action of the drama with
others.
DAS1.1 Performs dances demonstrating expressive qualities and control over a
range of locomotor and non-locomotor movement.


English Outcomes

EN1-1A Communicates with a range of people in informal and guided activities
demonstrating interaction skills and considers how own communication is
adjusted in different situations

EN1-8B Recognises that there are different kinds of texts when reading and
viewing and shows an awareness of purpose, audience and subject matter



PDHPE Outcomes

COS1.1 Communicates appropriately in a variety of ways
DAS1.7 Performs simple dance sequences incorporating basic movement skills
and patterns
ALS1.6 Participates in physical activity, recognising that it can be both enjoyable
and important for health

Indicators

NSW Stage 1, Year 1

Creative Arts Indicators

moves to music maintaining a constant beat
explores simple aspects of musical concepts (eg loud, soft, fast, slow) in
their singing, playing and moving activities.
responds to music through movement, eg faster movements when tempo
increases, small movements to represent soft sounds, large movements to
represent loud sounds.
expresses an understanding of the shared fiction of the drama by
stepping-into-role to enact a situation and stepping out-of-role to reflect
on the action
interacts abstractly or in role to communicate meaning to an audience
incorporates props and costumes to communicate role, situation and
place.
uses a range of body parts and shapes with expressive intention, eg
making shapes to convey work, body parts to greet
uses movement with control, confidence, awareness of skilful techniques
and a range of expressive qualities, eg transferring weight to and from the
floor, landing facing different directions, balancing as if inside a balloon,
gesturing repetitively and machine-like, twisting slowly and wickedly

Rationale
Shout with joy to the Lord, all the earth! Worship the Lord with gladness. Come
before him, singing with joy. Acknowledge that the Lord is God! He made us, and
we are his.[a] We are his people, the sheep of his pasture. Enter his gates with
thanksgiving; go into his courts with praise. Give thanks to him and praise his
name. For the Lord is good. His unfailing love continues forever, and his
faithfulness continues to each generation (Psalm 100 NLT).
Jesus is shining through us everyday, every night, every morning, all the time!

This musical is designed to encourage students and audiences that Gods love
shines thorough each individual and is by our side forever. This plan is
developed for NSW stage 1 year 1 and is based on a practicum class formed of 27
students. The demographic of this group involves students who love getting on
stage to put on a performance and those of which are a little shy.

In completion of this musical, students become aware that the Lord lives in us
and is shining through us everyday. It makes them question how they can be a
friend to those who might not yet understand this, and allows them to think
about collaborating with one another.

For students to achieve high quality learning outcomes, they need to understand
that their learning matters and understand why it matters (DET, 2003). While
actively encouraging and supporting children, encouraging the children to be
proficient and creative in all ways is important. In Vygotskys Zone of Proximal
Development, a childs skill level is determined and challenged to go beyond
their current skill level, and to continually increase their capacity in learning and
in which is aided by peers and teachers (Vygotsky, 1978).

NSW Stage 1, Year 1

Through the duration of three weeks, students will first learn the song they will
be performing to and the few students that will be acting very simple lines to
open the scene.

Before any teaching does take place, a pre-evaluation is essential for prior skills
that the child is capable of doing; fundamental movement skills, as this will give
the teacher an understanding of the level of understanding that the students
already have. The teacher is also given the chance to establish which students
need differentiation. By teaching certain movements, assessment can be made on
where the student may be.

Teaching structures appropriate to the

individual components of the scene
Setting
Visual set
Casting
Use of performance
space
Choreography/Visual
Teaching Aid
Music/Musical
accompaniment
Singing/Playing
musical instruments

Greenacre Baptist Christian Community School

(NSW) School setting
Happenings in a school.
Refer to Appendix 1. Stage set up of cast
All students in year 1 (27 Students)
Hall stage (Appendix 1)
Refer to video (Drop box shared folder)
Will be downloaded on flash drive for class
https://www.youtube.com/watch?v=io2WOQ-3aVs

Wake (Hillsong Young & Free) 4:33
Cast will be singing chorus part together throughout
the whole song;

You will never fade away, Your love is here to stay

By my side, in my life, shining through me
everyday (x2)

You wake within me, wake within me
You're in my heart forever (x2)
Costumes
Script
Approximate Time
Needed
Catering for different
learning styles

School uniform (act happening in a school)
Refer to Appendix 2
3 weeks, 30 minute lesson needed twice a week
Grouping Teacher goes through dance moves with
class and then groups certain students who may
need additional help to work on.

Keeping in mind - Half the class learn musical
instruments and have an understanding for beat; this
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Lesson plan

Assessment Rubric

NSW Stage 1, Year 1

will enable students to catch onto the dance quicker.
For those who may struggle with certain moves, a
copy of the video aid will be made for students to
take home with them to have additional practice if
need be.

Learning lyrics Some students may find it hard to
memorise both dance moves and lyrics, therefore,
lyrics will be projected at the back of the stage for
children to read if need be.
6 lesson plans 40 minute each (During sport time,
and part of PDHPE lesson)
Refer to Appendix 3

Refer to Appendix 4

Appendix 1.
Stage set up of cast in school hall, cast positioned

NSW Stage 1, Year 1

Students in the back row will be placed between children in the front row, so
they are not covered but can be seen through.




Backdrop of stage

Setting the scene of a school located in a big city.



Visual Aid video: Shared on Dropbox

NSW Stage 1, Year 1

Appendix 2.
Script & Scene setting

Scene Children are at school (school is situated in the city centre, covered by
lots of buildings) One child is feeling down, the other student notices and
starts to talk to them.


Student 1: Whats the matter? (Tapping their friends shoulder)

Student 2: Im feeling really sad, I feel that Im not good enough.

Student 1: Let me teach you this song, it always cheers me up when I am
sad, because it reminds me that God is living in me forever, and that his
love is stronger than anything. It is strong enough to shine through all
those buildings as well.

There are some cool moves that go with it too! Do you want to learn some
moves? (Student 1 tries to teach student 2 some moves)

Student 2: (Acts shy at first and then starts laughing at student 2 who is dancing
in front of them) Like this?



** The rest of year 1 class appear on stage and music starts. **

NSW Stage 1, Year 1

Appendix 3. Lesson plans


Note - Before every lesson, practice jumping and sliding moves with kids to
determine which children may struggle with some of the moves
Teaching and learning strategy for every lesson - Modelled, guided, and
independent


Lesson Steps required to teach
Resources
Green represents the teacher talking
1
a. Introduce song to children
Music
Wake (Hillsong Young & Free)
https://www.youtu

be.com/watch?v=io
b. Allow students to listen to song and have
2WOQ-3aVs
lyrics ready on IWB


Downloaded MP3
c. After hearing song two times, teach students
File also ready
first few steps by turning on the visual aid and
allowing students to watch. Making sure there Lyrics
is frequent pausing and discussing certain
Ready on IWB
moves


Visual aid of dance
(Teacher models first few steps)
moves

(Verse 1) At break of day, in hope we rise
We speak Your Name, we lift our eyes
Tune our hearts into Your beat
Where we walk, there You'll be


After showing the moves to the children, allow students
to stand up and try the first few steps.
Place students in rows and position them.

Q - SHALL WE TRY THAT FIRST PART?
Instrumental part, students start down low, and
tapping on their thighs.

Teacher: Lift hands in circular movement making a big
circle, At break of day

In hope we rise, one shrug of your shoulder like this.

We speak Your Name, we lift our eyes, both hands on
your mouth and lift them up to the sky

Tune our hearts into Your beat

NSW Stage 1, Year 1

Both hands onto your heart

Where we walk, there You'll be

Where we walk there youll be
Now were going to switch positions, front row will move
back, back row will march forward


a. Play song:
Wake (Hillsong Young & Free)
b. Allow students to listen to song and have
lyrics ready on IWB

c. After hearing song go through the first
verse with them to revise what they have
learnt so far

d. Allow students to get into their positions
that they were allocated on the previous
lesson


e. Once again, teacher models by saying the
lyrics and what action is needed to be done

Teacher: At break of day
Lift hands in circular movement

In hope we rise,
One shrug of your shoulder like this

We speak Your Name, we lift our eyes,
Both hands on your mouth and lift them up to the sky

Tune our hearts into Your beat
Both hands onto your heart
Where we walk, there You'll be
Now were going to switch positions, front row will move
back, back row will march forward


f. Introduce second part of moves

(Verse 2) With fire in our eyes, our lives a-light
Your love untamed, it's blazing out
The streets will glow forever bright
Your glory's breaking through the night

Teacher: With fire in our eyes, our lives a-light
8

Music
https://www.youtu
be.com/watch?v=io
2WOQ-3aVs

Downloaded MP3
File also ready

Lyrics
Ready on IWB

Visual aid of dance
moves

NSW Stage 1, Year 1

Hands on your heart and two small waves in front of
your eyes

Your love untamed, it's blazing out,
Hands on heart again, then hands down and jump in one
circle motion
The streets will glow forever bright
With your arms and hands, make two wave motions in
front of you and then to your sides.
Your glory's breaking through the night
Hands down to your side, and act like your
Opening and closing your hands, moving up like a clock
hand four times

g. LETS PUT THAT TOGETHER AND TRY
THAT

a. Get straight into the revision of the moves
learnt so far
1st verse, 2nd verse

b. Start practicing the moves to pre chorus and

chorus
Pre-chorus; You will never fade away, cover
your eyes back and forth just like your doing
pica boo.
Your love is here to stay, point both fingers
down, and jump

By my side, in my life, shining through me
everyday
Slide to the left and push your right hand to
the right. (x2)

INSTRUMENTAL
Jumping in a circle on the same spot

Music
https://www.youtu
be.com/watch?v=io
2WOQ-3aVs

Downloaded MP3
File also ready

Lyrics
Ready on IWB

a. Revision of the moves previously learnt

1st verse, 2nd verse, pre chorus, instrumental

b. Chorus:

You wake within me, wake within me
Jumping to the left spread out both hands and lift them
up

You're in my heart forever
9

Music
https://www.youtu
be.com/watch?v=io
2WOQ-3aVs

Downloaded MP3
File also ready

Lyrics
Ready on IWB

NSW Stage 1, Year 1

Make a shape of a heart with hands and jump up and

down kicking legs back
Visual aid of dance

moves

INSTRUMENTAL

Marching and swapping row positions
And back to the beginning; start down tapping thighs

Now itll go straight into the 2nd verse, pre chorus and
chorus


Straight into pre chorus
You will never fade away
Then continue onto the chorus
You wake within me.

INSTRUMENTAL

Here you will free dance like a robot

Straight into chorus now

a. Before the next practice, the two chosen students Music
who will be acting will be briefed about the script https://www.youtu
and scenario and practice with the teacher.
be.com/watch?v=io
Refer to appendix 2 for script.
2WOQ-3aVs


b. Revision of dance
Downloaded MP3
Go through whole dance with everyone and then File also ready
teach the students the last part


Lyrics
c. Squat down and everyone gets up at Forever~
Ready on IWB
part and then squats back down

Forever, forever, forever, in your love (x2)
Visual aid of dance

moves
d. Back to pre-chorus everyone and then chorus.

INSTRUMENTAL
Air guitar motion,
Show the students what an example of an air guitar
is

e. Straight into the chorus

INSTRUMENTAL

Squat down and tap your thighs till the end of the
10

NSW Stage 1, Year 1

song and before the song ends children are to
raise hands in the air to finish

6

a. Practice starts with the acting of the scene

b. Two students come out to the front and start
acting
c. The rest of the class enter as they finish last few
words of script;

SCRIPT - STUDENT 2: Like this ?........
d. Music will start and students will practice from
start to finish

e. Teacher watches students and takes note of what
may need to be adjusted or what moves may be a
little difficult for certain students

Last step: Go to the hall for rehearsal after learning all
the moves.

11

Music
https://www.youtu
be.com/watch?v=io
2WOQ-3aVs

Downloaded MP3
File also ready

Visual aid of dance
moves

NSW Stage 1, Year 1

Appendix 4.
Assessment Rubric

Lesson: __________________ Student: __________________________

CREATIVE ARTS ASSESSMENT RUBRIC

Outcomes
Takes on roles in drama to
explore familiar and
imagined situations.
Conveys story, depicts
events and expresses
feelings by using the
elements of drama and the
expressive skills of
movement and voice.
Interacts collaboratively to
communicate the action of
the drama with others.
Performs dances
demonstrating expressive
qualities and control over a
range of locomotor and nonlocomotor movement
Moves to music maintaining
a constant beat
Follows steps by watching
visual aid of choreography
learning steps on IPAD


N Not yet satisfactory
B
S
H
O

Comments

Performs below an acceptable standard, unable to

catch on with movements, song, performance
Basic competence
Performed at a minimal level for this stage, able to
just catch on with the rest of the class
Sound competence
Consistently sound performance, capable of
performing with the whole class
High competence
Performing without having to see the teacher
modelling the moves and sings competently
Outstanding competence Performing above standard without any guidance at
all, able to help teach other students

Signed Classroom Teacher: _______________________________________________

Date: _____________________________

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References

NSW Stage 1, Year 1

Holy Bible. New Living Translation


Board of Studies (2012). English K-10 Syllabus.


Board of Studies (2001). Creative Arts K-6 Syllabus


Board of Studies (2001). Personal Development, Health and Physical Education
(PDHPE) Syllabus


Vygotsky, L. S. (1978). Mind in Society: the development of higher mental
processes. Cambridge, Harvard University Press.


NSW Department of Education and Training (DET). (2003). Quality teaching in
NSW public schools. Discussion paper. Sydney, NSW: Professional Support and
Curriculum Directorate.

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