Instrumental Lesson Plan

Scenario : Tiantian as an intermediate piano student who has been learning for over 3 years.
Currently preparing for around Grade 5 AMEB exams. Competent notation skills, able to
learn new works on their own.

Main aims/focus :
- Introduction and development of hand independence skills in preparation for repertoire
which requires more advanced tone production.
- Awareness of sound
- Introduce Key of F# minor (harmonic)

Ongoing repertoire :
Granados – Valse Poetico No. 6
Chopin – Prelude in E minor
Kabalevsky – Cavalryman
Scales they are currently working on:
Similar motion : Majors – A, E, B
Harmonic minor – C#, G# All with dynamics
Staccato double thirds – two octaves
Timing Task Outcome
2 min Greeting, and Q’s. Ask about any concerns, Gain an understanding of
practice achieved. Ask about how repertoire the progress over the week,
learning is going, notation. Ask what they would answer Q’s, layout the
like to start with, scales or pieces. lesson for the student.
Adjust accordingly for
student’s needs.

5-6min Warmup with scales and exercises. Teacher will Revise learnt scales,
play the scale without telling the student what it is introduce new key of F#
and student copies. Introduce hand independence minor to be mentioned later
exercise – (i.e. play a scale left hand piano, right in relation to repertoire.
hand forte. Model and ask student what they
observe. Ask Q’s why is this exercise good etc. Formative assessment –
student critiques themselves
to know what to look for in
practice. (VCAA, 2016)
10 min Ask student which piece they would like to work Exploration into brief
on first i.e. Granados/Chopin or Kabalevsky. If analysis of Kabalevsky,
Granados – treat as new work. Re-iterate the key relating the key signature.
of F# minor, ask Q’s. Test aural aspects – Theoretical understanding
Intervals. Ask to sing. Analyse where the melodies of the key, interval
are, sing the melody without the other voices. Play relationships and ability to
as a duet, teacher left hand, student right hand. audiate. (DEQ, 2017).
Discuss practice strategies or exercises. Brief Singing to develop sense of
discussion of style – Rubato, Cantabile , tone style, phrase and melodic
production. line. (FMS,2002)

10 min Second work – either Chopin or Kabalevsky Emphasizing the importance

Further emphasis on tone production. Playing the of listening. Further singing
melody while ghosting the left hand. Discussing of the work. Observing
good recordings of this work to the student and student’s dynamics,
suggesting some listening homework. shaping, rubato.
(VCAA, 2016)

3-4 Fun creative task – taking an old piece and Incorporate creative or fun
min changing it. I.e. changing the key, changing the activities (FMS, 2002), also
tempo, dynamics etc. or Sight read duet challenging reading, sense
Set homework in practice diary , listening for the of pulse and listening skills.
week, repertoire as well as new scales and Allowing student to fully
exercises. understand goals and
objectives for the following
lessons. (VCAA, 2016)
 References

Victorian Curriculum and Assessment Authority (VCAA) (2016) The Victorian Curriculum F

- 10. - see http://victoriancurriculum.vcaa.vic.edu.au/Print [accessed 17/10/2018]

Department of Education and Training, Queensland Government (DEQ). (2017) Instrumental

Music Curriculum. – see http://education.qld.gov.au/curriculum/framework/p-

12/instrumental-music.html [accessed 20/10/2018]

Federation of Music Services (FMS). (2002) A Common Approach: An Instrumental/Vocal

Curriculum. Harlow, England:Faber Music - see

http://www.musicmark.org.uk/marketplace/resources/common-approach [accessed

20/10/2018]