1

TASKS
Students will compare
different versions of Come
Together

Students will recreate the

song Mary had a Little
Lamb.

Finding emotions in music

- Tamborine Talk
- Listening and feeling

Newspaper Soundscapes

Students will create a

soundscape.

RESOURCES
Different versions of Come Together
The Beatles, Michael Jackson, Sound
Garden, Arishai Cohen, Adam Ben
Ezra, Miguel Dakota, Tad Jennings,
Colton, Pomplamoose, Cobus
Comparison worksheet
Mary Had a Little Lamb sheet music
handout
Variety of instruments
Ipad
Self-evaluation sheet
Peer-evaluation sheet
Variety of instrumental / musical pieces
(sad, happy, angry, scary, fast, slow)
Eric Carle See a Song on youtube.
Newspapers
Graphic notation cards
Pictures for inspiration
Variety of instruments
Ipad
Self evaluation sheet
Peer evaluation sheet

Term 2, 2015
Year 4

ASSESSMENTS
Students comparison of cover songs
(identification of timbre, texture and
dynamics)
Self-evaluation and peer-evaluation

Performance of task
Students response and evaluation of their
own work.
Student evaluate the work of another group.
Completion of rehearsal checklist and notes.
Describe how three different musical pieces
evoke different feelings worksheet

Checklist
Students reflection on another groups
performance for task
Performance of task

Curriculum Links
Elements

Arts Skills and Processes

Music
Creating Music:
Convention
Improvisations
sand compositions
Notation

Arts Response
Reflecting on others

Reflecting on own

Evaluating musical
works

Interpreti
ng Music

music and
sound to
accompany a
dramatisation
of an event
(eg a
soundscape of
a storm)

TIMBRE
ways to select instruments to
create sound scapes or retell
simple stories

ways to use
conventional
notation when
representing
rhythms

to create soundscapes
that describe a given
stimulus (eg from a
picture as stimulus)

informal and formal strategies to reflect on

their own musical experiences
(eg group or peer discussion, student
reflection sheets)

to describe musical works using a

range of given frameworks (eg
checklists to focus on musical
elements such as dynamics,
tempo, rhythm/beat)

evaluating
to identify some factors that
affect the way music works are
evaluated (eg the event, music
genre, atmosphere)

TIMBRE
to recognise that sound can be
made in a variety of ways
(eg aerophones, bowing,
plucking)

ways to use
notation when
representing
pitch

ways to play familiar

songs changing an
element
(eg altering the tempo of
a well known song to see
how this affects the
mood)

strategies to give and receive constructive

feedback from others
(eg teacher-generated rubrics, personal
reflections, journals)

TEMPO
ways to describe tempi using
terms such as very slow and very
fast

notation of

ways to discuss and identify

musical elements and
conventions using music
terminology
(eg brainstorming, small group
discussion on tempo, dynamics,
instrumentation)
appropriate audience behaviour
when listening to a musical
performance
(eg focusing on the music being
played, applauding at the correct
time)

evaluating
to recognise that music is created
for different purposes and
audiences
(eg classical music for relaxation,
jazz music for dancing and
entertainment)
evaluating
strategies to describe specific
elements of their own musical
works and the works of others
(eg compare and contrast sheets,
graffiti boards about what they
have heard)

Select
appropriat
e
instrument
s for sound
scape

Notation of
Mary had a
Little Lamb

Describe
another
groups
version of
Mary had
a Little
Lamb
using
musical
terminolog
y

Evaluating
cover
songs of
Come
Together

Describing
own work
in terms of
tempi.
Cover
Song
compariso
ns.

ways to keep a record of specific musical

experiences and features in their own work
(eg journal, student reflection sheets)

Create a
sound
scape
for a
picture.

TASK Soundscape ORANGE

Changin
g two or
more
element
s of
Mary
had a
Little
Lamb

Rehearsa
l journal
and
checklist

Informa
l
reflecti
on on
own
work

Formal
reflection
of own
performan
ce of
Mary had
a Little
Lamb

Appropriat
e
behaviour
during
student
performan
ces of task
1 and 2

Evaluating
their own
version of
Mary had
a Little
Lamb

Arts Ideas
Technolog Safe Music Practic
ies in
Music
how to record
sounds using
microphones
and computer
based musical
equipment

Guidelines for safe u

of musical equiptmen

Ways to consider ow
safety

Create a
soundscap
e based on
a picture.

Use an
ipad and
appropriat
e apps to
record
performan
ce.

Observation

TASK Cover Songs BLUE

TASK Marys Lamb GREEN
TASK rehearsals - PURPLE

We
ek

Important
Events

Activities
-

Formative
Self
evaluation

(P)

Photocopies
needed
Assessment Resources

Weekly Plan

Students will watch performance of song.

Students will practice singing the song as a class.
In small groups students brainstorm descriptive features of the
song.
Students will complete a self-evaluation of how they sing the
song.

Diagnostic
group
brainstorm

Students will sing the song Come Together

Students will listen to three versions of the song and complete
the comparison worksheet.
Students will watch the performance of the song by two
different artists and conduct a class evaluation and an
individual peer evaluation.

Formative
Comparison
sheet

Students will watch videos of different versions to the song

Come Together and evaluate as a class examine changes
artists have made.
Students will alter different elements of Come Together as a
class to create a new version and sing this.
Students will alter different elements of Come Together in
groups to create a new version and will share their work with
the class.

Diagnostic
observe
students work

Formative
Peerevaluations

Words to the song.

Youtube video of Beatles
performance.
A3 paper per group
Self-Evaluation sheet per
student

(P)
Words to the song
Youtube videos of multiple
artists
A3 size peer-evaluation
Class set of peer-evaluations

(P)
Printed sheet music to Come
Together
A3 copy of sheet music

(P)

D list Due

6
Reports Due

8
9

Students will examine their task, brainstorm as a class how they

can achieve the task objectives.
Students will form groups and start their planning.
Students will complete their planning and move on to practicing
their item.

Rehearsal booklets
Various instruments

(P)
Summative
performance
checklist
RUBRIC summative

Rehearsal booklets
Ipad
Various instruments

Students will continue the work on their assignment

Students will practice their compositions
Students will perform their item to the class and explain what
they have done.
Students will complete a quick informal self-assessment.

Students will watch the performances from the week before

Students will students will complete a self-evaluation
Students will complete a peer-evaluation

Summative
Peerevaluation

Performance video
Self-evaluations
Peer-evaluations

Students will find emotion in music

Students will
Students will

Summative
Selfevaluation
Diagnostic
Observe
drawings

Students will create a newspaper soundscape

Students will explore graphic notation
Students will explore sound scapes through an interactive
activity

Formative
Observe
soundscape

Students will examine different pictures and brainstorm

soundscape ideas in groups
Students will create a soundscape in response to a picture
Students will practice this soundscape and create a graphic

(P)
Youtube Eric Caryle I see a
Song
Mixed pieces of music that
evokes emotions - (sad,
happy, angry, scary, fast,
slow)
Newspapers
Graphic notation cards
Interactive soundscape
activity
Laminated set of inspirational
pictures
A3 brainstorm paper

notation for their piece

-

10
11

Last week of
term

Students will perform their soundscape for the class and then
explain their soundscape in relation to their picture
Students will complete a peer-evaluation of their performance
Students will complete a self-evaluation of their performance

Students will sort out their paper work into the student files
Students will complete a fun musically based activity

Summative checklist

Various instruments
Rehearsal checklist on board
Self-evaluation sheets
Peer-evaluation sheets
Pictures

(P)
Students paper work (ensure
this is all marked and
recorded)

Assessments
Task
Song comparison
Finding emotion in
songs
Newspaper
soundscapes
Rehearsal Notes
Mary Had a Little
Lamb
Soundscape

Diagnostic/formative/sum
mative
Diagnostic

Records

Supporting Tasks
Class Brainstorm

Formative

Worksheet Checklist
A4 paper Checklist
Checklist

Interactive activity

Formative
Summative

Booklet / Rubric
Rubric - Checklist

Evaluation of original

Summative

Worksheet Checklist

Newspaper
soundscape

Diagnostic

Mary Had a Little Lamb Marking

STUDENTS NAMES

Notation of Mary had a Little

Lamb
Change two or more musical

5
Exceptiona
lly
achieved

4
Highly
achieved

3
achieved

2
Not quite
achieved

1
Attempte
d but far
from
achieved

0
Not
attempted

elements
Rehearsal
journal and checklist
Self-Evaluation
(informal reflection)
I tried my best
Performance
Formal reflection of own
performance of Mary had a Little
Lamb
I was a valuable
group
member
Describe
another
groups
version of
Mary had a Little Lamb using
musical terminology
Appropriate behaviour during
I am happy with how I performed
student performance
Performance
STUDENT NAME
STU
liked about my
DETwo things I really
5 4 3 2 1 0
OVERALL
performance
NT
5
4
3
2
1 /35
0
Self Evaluation
NA
ME
Peer Evaluation

1._______________________
_______________________
Self
Evaluation
Performance
2._______________________
Peer
Evaluation
Preparation
_______________________
Performance
Appropriate
Something I would change about my
choice of
performance
Preparation
instruments
Item is
Appropriate
appropriate for
choice
ofpicture
selected
instruments
Item is
appropriate for
selected picture

______________________
______________________
______________________

STUDENT NAME

Self-Evaluation
5
4
3
5 4 2 3 21

1 00

I Self
triedEvaluation
my best

Self-Evaluation
I tried my best

Peer Evaluation
Performance

I was a valuable group member

Preparation

Appropriate
choice of
I instruments
am happy with how I performed
Item is
appropriate for
selected
STU
STU picture
DESTU
DE
Two
things
NTDE
NT
5 5 I 4really
4 3liked
3 2about
2 1 my
1 0 0
COMMENTS
performance
NANT
NA
MENA
ME
Soundscape
ME

1._______________________
checklist
_______________________
Self
Self
Evaluation
Evaluation
2._______________________
Peer
Peer
Evaluation
Evaluation
_______________________
Performance
Performance

Something I would change about my

performance
Preparation
Preparation

I was a valuable group member

I am happy with my performance

Two things I really liked about my

performance

1._______________________
_______________________
2._______________________
_______________________
Something I would change about my
performance

Appropriate
Appropriate
______________________
______________________
choice
choice
of of
instruments
instruments
______________________
______________________
Item
Item
is is
appropriate
appropriate
forfor
______________________
______________________
selected
selected
picture
picture

Peer-Evaluation

Peer-Evaluation

I liked the performance

I liked the performance

The group worked well together

The group worked well together

I am happy with how I performed

I am happy with how I performed

Two things I really liked about the

performance

What I really liked about the

performance

_____________________________________
_____________________________________

___________________________________
___________________________________

A recommendation I would make

A recommendation I would make

_____________________________________
_____________________________________
_____________________________________

___________________________________
___________________________________
___________________________________

Come Together
Song 1

Song 2

Song 3

Artist

Artist

Artist

Tempo

Tempo

Tempo

Slow
Fast

Slow
Fast

Rehearsal Booklet

Texture

Texture

Slow
Fast

Song Composition
Texture

What elements will you change?

Tempo how fast or slow the song is played.
Dynamics how loud or soft the song is played.

I___________________________________________
I
Beginning
End

Texture introduce different

instruments.
I___________________________________________
I___________________________________________
I
I
Beginning
Beginning
End
End

Effect/feeling

Effect/feeling

Effect/feeling

What has changed from the original

What has changed from the original

What has changed from the original

Use your imagination!!!

/
5

5
Other things you can change

Create a new part of the

song
Repeat sections of the
song
Remove parts of the song

Instruments
Rehearsal
Drums Triangles Rhythm Sticks
Xylophone
Your ideas
here
Metallophone Tamborine cymbals Wooden
Block
Voice
Body Percussion
Boomwackers
Bells

What instruments have you chosen?

Decide on
what to
rehearse

Group Name:

___________________________
Group Members:

_______________
______________
_______________
______________

Why?
Identify
an area
where
you can
improve

Rehearsi
ng

Re

Evaluate
how well
you
performe
d

Complete the rehearsal process several times. Each

time write down what you practiced, how you felt
your rehearsal went, how you can improve, and then
practice again.

MaryMary
Had Had
a Little
a Little Lamb
Lamb
Group Member Roles
Group Members:

_______________
______________
_______________
______________
_______________
______________

Roles:

Performance Checklist
Have you changed at least two aspects of
the original song?

Does every group member have a

designated role?

Group Reflection
How do you think you worked as a group?

Did you have any problems working as a group?

Have you practiced, practiced and

practiced? Do you feel confident to perform
your song without mistakes?
How do you feel about your performance?
Have you designated one or more persons
to sing the words to the song as the
instruments are playing?

Have you correctly notated your version of

'Mary Had a Little Lamb"?

How do you think your performance will vary from another

groups?

Rehearsal booklet

Rehearsal booklet
Rehearsal booklet

Rehearsal booklet

rehearsal plan
song plan
group evaluation
instruments
log on rehearsal time