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These were designed for an assessment task in the master of Teaching
unit Creativity and Arts in Childhood. I had to design a series of three
lessons each in the areas of music, drama and visual arts. I achieved a
High Distinction for my music and visual arts lesson plans in and
achieved a Distinction for my drama lesson plans.
To view all the created lessons plans in the assessment task format,
please use the link below to access the Wix website:
http://lamuller.wix.com/the-arts
Year 2 Music Lesson 1 Year level:
Year 2
Lesson duration (mins.):
60 minutes
Title of lesson:
Introduction to Rhythm
Learning Outcomes and specific purpose:
Students will explore and with guidance, use a variety of elements of music, for example:
• Use rhythm syllable names to clap and chant the rhythm of a displayed pattern;
• Recognise simple rhythmic values on flash cards and present these to the class using percussion instruments;
• Identify instruments used by Indigenous Australians to make rhythm;
• Work as an effective team member in teacher assigned groups to produce a rhythmic sequence
Links to AusVELS:
The Arts Level 2 – Creating and making
• Students make and share performing and visual arts works that communicate observations, personal ideas, feelings and experiences. They explore and, with
guidance, use a variety of arts elements (on their own or in combination), skills,
techniques and processes, media, materials, equipment and technologies in a
range of art forms. They talk about aspects of their own arts works, and arts
works and events in their community.
Interpersonal Development Level 2 – Working in teams
• At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With
teacher support, they describe their contribution to the activities of the team.
Prerequisite knowledge and/or links to previous/future lessons:
This is the introduction lesson to rhythm for these students. As this topic is being run right across the
curriculum, the students will have been introduced to Aboriginal culture and art in all subject areas so
they will have some awareness of the subject area prior to commencing this lesson.
As this is the first of three lessons for this year level, it will link to the following two lessons, with
students building on skills and understanding from each lesson.
Resources required/ references
Rhythm flash cards A
What is rhythm? PowerPoint
True Blue Wonder lyrics and music
Kodaly Music Institute of Australia, 2014, ‘Musicianship Tools’, Kodaly Music Institute of Australia,
http://www.kodaly.org.au/tools.php
My Song File, 2011, ‘The Kodaly Method’, My Song File, http://mysongfile.com/kodaly_method
Phillips, F 2014, What is the Orff approach?, Unit resource ECP711, Master of Teaching, Deakin
University, retrieved 17th May 2014 from Deakin Studies Online
Phillips, F 2014,Elementary ECP711-712, Unit resource ECP711, Master of Teaching, Deakin
University, retrieved 17th May 2014 from Deakin Studies Online
Russell-Bowie, D., 2006, MMADD About the Arts! – An introduction to primary arts education,
Pearson Education, Frenchs Forest, N.S.W., pp. 43-104
Sound Jay, 2014, ‘Clock sound’, retrieved June 2014, www.soundjay.com/button-sounds-1.html
Sound Jay, 2014, ‘Footsteps sound’, retrieved June 2014, www.soundjay.com/footsteps-1.html
Sound Jay, 2014, ‘Heartbeat sound’, retrieved June 2014, www.soundjay.com/heartbeat-sound-
effect.html
Teachers Pay Teachers, 2014, Beat Boppers, ‘Australian Animal Song with Didgeridoo’, retrieved June
2014, http://www.teacherspayteachers.com/Store/Beat-Boppers
Teachers Pay Teachers, 2014, Music Teacher Resources, ‘Rhythm Pyramid’, retrieved June 2014,
http://www.teacherspayteachers.com/Product/Rhythm-Pyramid-Charts-233478
Teachers Pay Teachers, 2014, Music Teacher Resources, ‘Rhythm Cards and Activities’, retrieved June
2014, http://www.teacherspayteachers.com/Product/Rhythm-Cards-and-Activities-307089
WP Clipart, n.d., ‘Quarter note’, retrieved June 2014,
http://www.wpclipart.com/music/notation/music_notes_3/quarter_note.png.html
Equipment required:
Laptop
Speakers
Projector
CD player (as back up for laptop)
Percussion instruments
Attachments:
Rhythm flash cards A
True Blue Wonder lyrics
Introduction to Rhythm PowerPoint
Actual Lesson Plans
Lesson Introduction (whole class focus)
Learning activities, key questions and teacher explanations:
5 minutes – students will form a circle with the teacher at the head with a range of
percussion instruments. The lesson will begin with a game or two of musical statues but
instead of using musical tracks, the teacher will use a variety of percussion instruments to
create a beat using only quarter and eighth syllable notes.
10 minutes - The objective of this lesson is to introduce students to the concept of rhythm.
After the warm up activity the students will be seated on the floor. The What is rhythm?
PowerPoint will be displaying slide 1 on the screen. The teacher will explain to the students
that they are going to learn about rhythm and ask the students; What is rhythm? Through
guided class discussion the definition of rhythm will be explained to the students. Referring
to the warm up games of musical statues, teacher will ask how the students were dancing?
Likely student response will be in time with the instrument. Once students have given some
responses, slide 2 will be displayed. The teacher will read through the definition of rhythm
to the students.
The teacher will then ask the students to listen to a rhythm she claps with her hands. This
rhythm will be clapped twice. Now I want you to copy me. You must wait until I finish then
clap the rhythm back to me. The teacher will clap several simple rhythmic sequences for the
students to imitate.
Main Component of Lesson
Learning activities, key questions and teacher explanations:
10 minutes – Slide 3 will now be displayed and the students will be asked where they can
find rhythm around them. Most likely answers will be the instruments that were used during
the warm up activity. Teacher will ask, can you think of anything around us that has rhythm?
After allowing for some student responses, slide 4 will be displayed showing a heart. The
sound bite of a heart beat will be played to the students. Students will then be asked to clap
the heart rhythm in time with the sound bite as it is played again. Slide 5 will be displayed
showing a clock. The sound bite of the clock ticking will be played. Students will again be
asked to clap the clock ticking rhythm in time to the sound bite. Slide 6 will now be displayed
showing footsteps as having rhythm. The sound bite will be played then students will be
asked to stand up and walk on the spot in time with the sound bite as it is played the second
time. Teacher will tell the students these are just a few examples of where we can find
rhythm around us and ask them what rhythm notes look like.
10 minutes – Following student responses Slide 7 will now be displayed and the teacher will
explain that the Rhythm Note Pyramid shows what rhythm notes look like. Each rhythm note
will be demonstrated by the teacher. Teacher will say, now let’s try that together. Students
will follow the modelled clapping by the teacher and work through each of the displayed
rhythm notes. Looking at the pyramid students will be asked if they can see what the
difference between each of the notes is. Most likely answer will be that they look different.
This will lead into a short discussion about how a whole note is as long as two half notes, four
quarter notes or eight eighth notes. The focus will now return to just the quarter and eighth
notes. Students will be asked what rhythm notes are called and slide 8 will be displayed.
After practising clapping ta and ti ti, the students will be shown some rhythm flash cards on
the board. The teacher will tell them to listen as she claps the first one. As each beat is
clapped, the teacher will refer to it as wither ta or ti-ti. This activity allows the students to
begin creating the rhythm themselves, linking the visual representation of the rhythm on the
flash cards to the clapping sequence. Students will be instructed to clap with the teacher.
Students will copy the teacher modelled sequence. This will be done for all 6 sequences.
10 minutes – Following on from the clapping exercises, students will be split into five small
teacher allocated groups and given a particular percussion instrument eg. Drum, rhythm
sticks, maracas, tambourine or triangle. Each group will also be given a flash card from
Rhythm Flash Cards A. Students will be asked to clap their pattern, using the ta and ti ti in
the correct places. Once the teacher has heard them correctly clap their sequence, they will
be asked to do the sequence again using their instruments. Each group will have the same
rhythm sequence. They will begin by playing the rhythm in their group before attempting to
do it as a class. Again this reinforces the quarter and eighth beats that this unit is focussing
on and shows that rhythm can be created on a range of instruments. If all the students
successfully play the sequence as a class, a second sequence can be attempted, time
permitting.
10 minutes – Students will pack up their instruments and return to the floor and listen to the
song True Blue Wonders. After playing this piece twice, students will be asked to what
rhythm they can hear during the song. A teacher directed discussion will lead the students
to listen for the didgeridoo and clapping sticks. The song will be played for a third time and
stopped by the teacher at the first chorus. Students will be asked to listen carefully during
the chorus. Can you tell me what the rhythm was during the chorus? As a class, the rhythm
will be clapped before continuing the song to the next chorus and again clapping the rhythm.
Lesson Conclusion
Learning activities, key questions and teacher explanations:
5 minutes – Teacher will select a range of students who will be asked to explain something
they have learned during this lesson to the rest of the class. Where the student response or
definition is not quite accurate, students will be asked if anyone can explain it a different way
to see if the correct response is elicited. If it is not, the teacher will briefly explain the
concept again to students.
Assessment of students’ learning:
The students will be assessed on their ability to clap the rhythm sequences correctly, and
their ability to work as an effective member of their teacher assigned groups. At the
conclusion of the third lesson, students will be more deeply assessed.
What is rhythm?
What is rhythm?
Rhythm is a strong, regular repeated sound or movement.
Listen to me clap my hands…….
Copy the patterns I clap………….
That is what rhythm sounds like.
Where can we find rhythm around us?
Can you think of anything?
Your heartbeat has rhythm.
Clocks have a rhythm
Footsteps have rhythm
What does rhythm look like?
We use symbols to show us what the rhythm is.
We are going to look at quarter notes and eighth notes.
They look like this:
This is 1 quarter note
This is 2 eighth notes
What do we call these rhythm notes?
A quarter note is called
ta
An eighth note is called
ti
ta ti ti
Let’s look at some rhythm patterns
ti ti
ti ti
ta ta ta
ta ta ta
ti ti ta ta ta
ta ta ta ta
ti ti ti ti
ti ti ti ti
ta ta
ta ta
ta ta ta
ta ta
ta
ta
ti ti
ti ti ti ti
ti ti ti ti
ti ti ti ti
ti ti ti ti ti ti
ti ti ti ti
ti ti ti ti
ti ti ti ti ta ta ta
ta ta ta
ta ta ta
ta ta
© www.beatboppers.com e purchaser of this package is authorized to copy this sheet for their own teaching purposes.
True Blue Wonders Words by Denise Hollingworth / Music by Carole Searle and Denise Hollingworth
There is a song that rides the wind as it sweeps this ancient land
It tells of a land of wonders and those who call it home
Come walkabout in our big backyard and listen for the song
You might hear the kangaroo singing right along
Yonga, yonga, yonga, yonga ...
Kangaroo lives in the land down under
Kangaroo is a true blue wonder
Come walkabout in our big backyard and listen for the song
You might hear the kookaburra singing right along
Koo-wark, koo-wark, koo-wark, koo-wark ...
Kookaburra lives in the land down under
Kookaburra is a true blue wonder
Come walkabout in our big backyard and listen for the song
You might hear the crocodile singing right along
Bäru, bäru, bäru, bäru ...
Crocodile lives in the land down under
Crocodile is a true blue wonder
Come walkabout in our big backyard and listen for the song
You might hear the dingo singing right along
Ngurran, ngurran, ngurran, ngurran ...
Dingo lives in the land down under
Dingo is a true blue wonder
You and I are true blue wonders
We come from the land down under
Aboriginal animal names and origins / dialects:
Yonga: Kangaroo (Nyoongar)
Koo-wark: Kookaburra (Wathaurong)
Bäru: Crocodile (Gupapyngu)
Ngurran: Dingo (Kamilaroi)
Year level:
Year 2
Lesson duration (mins.):
60 minutes
Title of lesson:
Indigenous rhythm
Learning Outcomes and specific purpose:
Students will explore and with guidance, use a variety of elements of music, for example:
• Use rhythm syllable names to clap and chant the rhythm of a displayed pattern;
• Recognise simple rhythmic values on flash cards and present these to the class using percussion instruments;
• Identify instruments used by Indigenous Australians to make rhythm;
• Work as an effective team member in teacher assigned groups to produce a rhythmic sequence
Links to AusVELS:
The Arts Level 2 – Creating and making
• Students make and share performing and visual arts works that communicate observations, personal ideas, feelings and experiences. They explore and, with
guidance, use a variety of arts elements (on their own or in combination), skills,
techniques and processes, media, materials, equipment and technologies in a
range of art forms. They talk about aspects of their own arts works, and arts
works and events in their community.
Interpersonal Development Level 2 – Working in teams
• At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With
teacher support, they describe their contribution to the activities of the team.
Year 2 Music Lesson 2
Prerequisite knowledge and/or links to previous/future lessons:
This lesson follows on from lesson 1 which introduced the students to rhythm. Building on the
previous lesson knowledge of rhythm while exposing the students to a range of Aboriginal music and
rhythm. Knowledge from this lesson will be utilised in the final lesson.
Resources required/ references
Indigenous Rhythm PowerPoint
True Blue Wonder lyrics and music
Absolutely Australia: Discover Australia, 2012, ‘Music and Song’, retrieved June 2014,
http://www.absolutely-australia.com.au/people-culture/music-song.html
Beat Boppers, 2008, Australian Children’s Song – True Blue Wonder, YouTube, December 28th,
retrieved June 2014, https://www.youtube.com/watch?v=sg2IX65EPYY
Coo-ee Aboriginal Art Gallery, 2014, ‘Lily Karadada: Wandjina Spirit’, retrieved June 2014,
http://www.cooeeart.com.au/aboriginal_exhibition/134/artwork/11820#11820
Kodaly Music Institute of Australia, 2014, ‘Musicianship Tools’, Kodaly Music Institute of Australia,
http://www.kodaly.org.au/tools.php
My Song File, 2011, ‘The Kodaly Method’, My Song File, http://mysongfile.com/kodaly_method
Oz Pix, 2008, Aboriginal Dance 1, YouTube, January 20th, retrieved June 2014,
https://www.youtube.com/watch?v=jJ8_tBwBE_A
Phillips, F 2014, What is the Orff approach?, Unit resource ECP711, Master of Teaching, Deakin
University, retrieved 17th May 2014 from Deakin Studies Online
Phillips, F 2014,Elementary ECP711-712, Unit resource ECP711, Master of Teaching, Deakin
University, retrieved 17th May 2014 from Deakin Studies Online
Roco43, 2008, Australian Aboriginal Dance 3, YouTube, October 23rd, retrieved June 214,
https://www.youtube.com/watch?v=o221noLANYw
Russell-Bowie, D., 2006, MMADD About the Arts! – An introduction to primary arts education,
Pearson Education, Frenchs Forest, N.S.W., pp. 43-104
Wikimedia Commons, 2014, ‘Didgeridoo’, retrieved June 2014,
http://commons.wikimedia.org/wiki/File:Didgeridoo_(Imagicity_1070).jpg
Equipment required:
Laptop
Speakers
Projector
CD player (as back up for laptop)
Percussion instruments
Attachments:
True Blue Wonder lyrics
Indigenous Rhythm PowerPoint
True Blue Wonder Rhythm chart
Rhythm Tic Tac Toe
Rhythm Flash Cards A
Actual Lesson Plans
Lesson Introduction (whole class focus)
Learning activities, key questions and teacher explanations:
5 minutes – students will be split into two groups to play a game of Rhythm Tic Tac Toe. A
nine square grid will be displayed on the board showing nine different rhythm patterns. The
object of the game is for each group to take it in turns to select a square in which they want
to place a marker. They must be able to correctly clap the sequence, using the terminology
ta and ti ti as a group. If they can correctly clap and say the rhythm, they will win that
square. Taking it in turns, the first group to get three in a row will win. The aim of this warm
up activity is to revisit the rhythm concepts introduced last lesson.
Main Component of Lesson
Learning activities, key questions and teacher explanations:
15 minutes – to revisit the ta and ti ti terminology and rhythm patterns, students will be split into
teacher assigned groups. Each group will be given a rhythm flash card from Rhythm Flash Cards A
which they must practice clapping together as a group. Once everyone has rehearsed their rhythm
several times, the students will return to the floor. A range of rhythm flash cars will be displayed on
the screen, some will match the cards given to the students and others will be different. One group
at a time will be asked to stand at the front of the room and as a group clap out their rhythm. The
rest of the class will be asked to listen carefully as the group claps their rhythm. After the group claps
their rhythm the first time, the class will be asked to have a think about which flash card this group
has just clapped. The students will be asked to clap the rhythm a second time. Once completed, the
class will vote on which rhythm card they think was just clapped. As students select a card to vote
for, they will be asked to justify their choice. Why do you think this is the correct rhythm? How can
we tell if this is correct? After each group has presented their rhythm it will be revealed which group
belonged to which card. A discussion about how many were correctly guessed, and the strategies
used to correctly identify the rhythm will take place.
20 minutes – Slide 1 A brief teacher led discussion will review some of the Indigenous cultural aspects
that have been discussed in other domains before leading into the PowerPoint presentation that will
introduce Indigenous Rhythm to the students. Slide 2 shows some Indigenous Australians performing
a dance using clapping sticks. Students will be asked what they think the sticks will be used for.
Hopefully the students will respond with an answer relating to rhythm. Moving onto slide 3, students
will be asked to listen to a sound bite of a didgeridoo and asked if they can identify the sound. They
should be able to identify both the didgeridoo and the clapping sticks as a result of exposure to
Indigenous culture in other domains. An example of the sound the clapping sticks make will be made
by the teacher using a set of clapping sticks, highlighting how they can create rhythm. Slide 4 shows
images of both the instruments being discussed. Students will be asked to look at the decorations on
both instruments and asked if they know how these are painted. The students should be able to
explain that some are decorated with animals or dot painting as they are covering this style of art in
their Visual Art classes. Slide 5 is the first of two videos highlighting how Indigenous dance and music
use rhythm. The students will be asked to watch the video carefully, listening to the sounds in the
video clip. Students will be asked what instruments were used to create the rhythm. Likely answers
will be clapping sticks and didgeridoo which are both correct. Hopefully they will also identify that
the dancers hands were used to clap. Slide 6 is the second video and students will again be asked to
watch and listen carefully. They will again be asked to identify what was used to create the rhythm
and this time they should be able to add the dancers’ feet into their answers. Students will be asked
to stand up and make sure they have some space around them. They will watch the second video
again, clapping in time with the clapping sticks. The rhythm will be displayed on the whiteboard as
ta, ta, ta, ta, ta, ta,ta. Teacher will point to each rhythm note as the students are to clap it
throughout the entire video. At the conclusion of the video students will be asked how they thought
the class went. Was it easy or hard to keep in time with the clapping sticks? How could they try to
keep time differently?
15 minutes – Students will be asked to sit on the floor again and watch the video of the song True
Blue Wonders. The students should be able to identify the didgeridoo and clapping sticks from their
last lesson. The laminated lyrics to the song will be handed to the students. The chorus rhythm will
be displayed on the board for the students to practice clapping. Students will be asked to follow the
pattern modelled by the teacher and after running through it a couple of times, they will each be
given clapping sticks to play the rhythm on. The students will follow the rhythm as the teacher points
to it on the board as the video plays again. At the end of the video students will be asked if rhythm is
only heard during the chorus. Can they identify any other rhythm throughout the song. They should
be able to identify that there is a steady rhythm throughout most of the song. The video is played
one more time and students are asked to stand up with their clapping sticks and play the rhythm
throughout the entire song keeping in time with the teacher’s directions on the board.
Lesson Conclusion
Learning activities, key questions and teacher explanations:
5 minutes – Students will be asked to sit in a circle with their clapping sticks. Teacher will ask why the
Indigenous dancers used the clapping sticks and didgeridoos. Students should be able answer that it
was to make a rhythm. Students will each be asked to tell the class one thing they have learnt in
today’s lesson. Before packing up their clapping sticks, students will be asked to copy a couple of
rhythms that will be clapped by the teacher.
Assessment of students’ learning:
The students will be assessed on their ability to clap the rhythm sequences correctly, and their ability
to work as an effective member of their teacher assigned groups. At the conclusion of the third
lesson, students will be more deeply assessed.
Indigenous Rhythm
Indigenous Australians use music and rhythm to tell stories and in many celebrations.
Listen to the sounds.
Indigenous instruments
Indigenous rhythm
Indigenous rhythm
Let’s try ourselves
True Blue Wonders
ta ta ti ti ti
Rhythm Tic-Tac-Toe
A fun and fast way to practice rhythmic elements!
Includes boards for: quarter, eighth, quarter rest, half note, sixteenth notes
Kate’s Kodaly Classroom, TpT 2013
Instructions 1. Divide Class into two teams and display
the board on a document camera orprojector
2. Teams each work together to try to earn“Tic-Tac-Toe, Three in a Row!” To earn asquare, a team must have all membersparticipate and clap and/or say the rhythmfrom the square they select correctly. Theteacher serves as the judge.
3. As teams go, mark each square with theappropriate “X” or “O”
4. The first team to earn three in a row(diagonally, vertically or horizontally)wins!
1 2 3
4 5 6
7 8 9
1
qQsdq
2
sdqQq
3
sdQqq
4
sdsdQq
5
qsqQq
6
qQsdsd
7
sdQsdq
8
Qqsdq
9
qqQsd
1
wQq
2
sdsdw
3
sdqw
4
qwq
5
wsdq
6
qQw
7
sdQw
8
ww
9
qsdw
1
xxxcsdsdq
2
qQxxxcq
3
xxxcsdxxxcq
4
sdsdxxxcq
5
sdqxxxcq
6
qxxxcsdq
7
sdxxxcsdq
8
xxxcqsdq
9
qqxxxcq
1
sdxcdsdq
2
qxcdsdq
3
qxcdxcdq
4
qqxcdq
5
sdxxxcxcdq
6
xcdsdsdq
7
xxxcqxcdq
8
xcdxcdsdq
9
sdxcdqq
1
sdsxcsdq
2
qsxcsdq
3
qsxcsxcq
4
qqsxcq
5
sdxxxcsxcq
6
sxcsdsdq
7
xxxcqsxcq
8
sxcsxcsdq
9
sdsxcqq
1
sxcsdxcdq
2
qsxcxcdq
3
sdsxcsdq
4
qqsxcq
5
xcdqsxcq
6
xxxcsdxcdq
7
xcdqxxxdq
8
sxcsxcsdq
9
sdxcdxcdq
Create Your Own!
Use this template to have students create their own rhythm tic-tac-toe board, practicing whatever rhythmic element you are teaching.
After completing their boards, students can
use them to play a partner or can be used as a board for the class to play in teams.
This is also a great way to assess rhythm
writing!
Name________________________ Class _______________ Rules: 1. Each box must contain four beats 2. You cannot use the same rhythm twice
1 2 3
4 5 6
7 8 9
Credits
Backgrounds from Tiffany Teaches http://www.teacherspayteachers.com/
Store/Tiffany-Teaches
Frames from Ink n Little Things http://www.teacherspayteachers.com/
Store/Ink-N-Little-Things
Visit my store at: http://www.teacherspayteachers.com/
Store/Kates-Kodaly-Classroom
ta ta ta
ta ta ta
ta ta ta
ti ti ti ti ti ti
ti ti ti ti ti ti
ti ti ti ti ti ti
Year level:
Year 2
Lesson duration (mins.):
60 minutes
Title of lesson:
Indigenous rhythm part 2
Learning Outcomes and specific purpose:
Students will explore and with guidance, use a variety of elements of music, for example:
• Use rhythm syllable names to clap and chant the rhythm of a displayed pattern;
• Recognise simple rhythmic values on flash cards and present these to the class using percussion instruments;
• Identify instruments used by Indigenous Australians to make rhythm;
• Work as an effective team member in teacher assigned groups to produce a rhythmic sequence
Links to AusVELS:
The Arts Level 2 – Creating and making
• Students make and share performing and visual arts works that communicate observations, personal ideas, feelings and experiences. They explore and, with
guidance, use a variety of arts elements (on their own or in combination), skills,
techniques and processes, media, materials, equipment and technologies in a
range of art forms. They talk about aspects of their own arts works, and arts
works and events in their community.
Interpersonal Development Level 2 – Working in teams
• At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With
teacher support, they describe their contribution to the activities of the team.
Year 2 Music Lesson 3
Prerequisite knowledge and/or links to previous/future lessons:
This is the final lesson on rhythm conducted during the Indigenous culture topic. Students have
developed an understanding of rhythm and can successfully clap or tap a rhythm using quarter and
eighth notes. In this lesson they will draw on that knowledge to enable them to accurately use the
clapping sticks throughout the video of True Blue Wonders which will be filmed and shown to other
year levels in the school.
Resources required/ references
True Blue Wonders video
True Blue Wonder lyrics and music
Rhythm Flash Cards B
Beat Boppers, 2008, Australian Children’s Song – True Blue Wonder, YouTube, December 28th,
retrieved June 2014, https://www.youtube.com/watch?v=sg2IX65EPYY
Kodaly Music Institute of Australia, 2014, ‘Musicianship Tools’, Kodaly Music Institute of Australia,
http://www.kodaly.org.au/tools.php
My Song File, 2011, ‘The Kodaly Method’, My Song File, http://mysongfile.com/kodaly_method
Phillips, F 2014, What is the Orff approach?, Unit resource ECP711, Master of Teaching, Deakin
University, retrieved 17th May 2014 from Deakin Studies Online
Phillips, F 2014,Elementary ECP711-712, Unit resource ECP711, Master of Teaching, Deakin
University, retrieved 17th May 2014 from Deakin Studies Online
Russell-Bowie, D., 2006, MMADD About the Arts! – An introduction to primary arts education,
Pearson Education, Frenchs Forest, N.S.W., pp. 43-104
Teachers Pay Teachers, 2014, Beat Boppers, ‘Australian Animal Song with Didgeridoo’, retrieved June
2014, http://www.teacherspayteachers.com/Store/Beat-Boppers
WP Clipart, n.d., ‘Quarter note’, retrieved June 2014,
http://www.wpclipart.com/music/notation/music_notes_3/quarter_note.png.html
Equipment required:
Laptop
Speakers
Projector
CD player (as back up for laptop)
Percussion instruments
Video camera
Attachments:
True Blue Wonder lyrics
True Blue Wonder Rhythm chart
Rhythm Flash Cards A
Rhythm Flash Cards B
Rhythm assessment sheet
Actual Lesson Plans
Lesson Introduction (whole class focus)
Learning activities, key questions and teacher explanations:
5 minutes – Students each be given one of the Rhythm flash cards B which have either an
eighth note or quarter note on it. Using the Rhythm Flash Cards A, a rhythm sequence will
be displayed and students must organise themselves into groups of notes that will match the
flash card sequence. Left over students will stand with the teacher and judge if the groups
reflect an accurate rhythm. As a group all students, including those who were not part of the
groups, will clap the rhythm sequence from the card. This will be repeated several times,
again reinforcing recognition of quarter and eighth notes in a rhythm sequence.
Main Component of Lesson
Learning activities, key questions and teacher explanations:
15 minutes – Students will retain the flash cards from the warm up exercise and be split into four
groups. Using the cards they have, each group must arrange themselves into a rhythm pattern. It
can be any arrangement of the quarter and eighth notes they have in their group. Once they have
created their pattern, the students must draw the pattern on the provided piece of blank paper.
Each group will take turns to stand at the front of the classroom in the order they have created,
holding their note card in front of them. The remaining groups will then have to clap the rhythm.
The teacher will stand behind the row of students and point to each student as their note is to be
clapped. Students will be expected to not only clap the sequence, but also correctly use the names ta
and ti.
20 minutes – Students will hand in their flash cards and sit on the floor in front of the board. The
lyrics to True Blue Wonders will be displayed on the board and the audio track will be played. The
teacher will point to each of the words as the song plays, showing students the progress of the song.
When it comes to the chorus, all students will clap the rhythm, which was learnt in the previous
lesson, with the teacher keeping time using the rhythm sheet on the board.
Students will now collect a set of clapping sticks each and the teacher will talk about some different
activities/actions they can do as the song plays. Using the page, playing with clapping sticks, the
teacher will walk the students through each of the different actions before playing the audio file
again.
10 minutes – Students will be asked to sit on the floor in a circle. They will rehearse the clapping stick
actions to the video of True Blue Wonders this time in preparation for filming. Once the students
have run through this twice they will be instructed that this time they are going to have to do their
very best work as it is being filmed. It is anticipated that there will be a couple of children behaving in
a silly manner but hopefully the rest of the class can continue to
Lesson Conclusion
Learning activities, key questions and teacher explanations:
10 minutes – In the final ten minutes of the lesson, the students will be required to complete an
assessment task to identify their knowledge at the conclusion of the lesson series. Each student will
be given a test sheet and a pencil and asked to move to a space on their own to complete it.
Assessment of students’ learning:
The students will be assessed on their ability to clap the rhythm sequences correctly during classes,
and their ability to work as an effective member of their teacher assigned groups. At the conclusion
of the this lesson, students will be asked to complete the assessment sheet which involves them
identifying the rhythm names of the quarter and eighth notes and either drawing the notes or writing
the rhythm names for four sequences clapped by the teacher. Each sequence will be clapped twice.
Write the correct rhythm sound beneath the notes below:
_______________ _________________
Write down the pattern as it is clapped:
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
4. _____________________________________________
© www.beatboppers.com e purchaser of this package is authorized to copy this sheet for their own teaching purposes.
True Blue Wonders Words by Denise Hollingworth / Music by Carole Searle and Denise Hollingworth
There is a song that rides the wind as it sweeps this ancient land
It tells of a land of wonders and those who call it home
Come walkabout in our big backyard and listen for the song
You might hear the kangaroo singing right along
Yonga, yonga, yonga, yonga ...
Kangaroo lives in the land down under
Kangaroo is a true blue wonder
Come walkabout in our big backyard and listen for the song
You might hear the kookaburra singing right along
Koo-wark, koo-wark, koo-wark, koo-wark ...
Kookaburra lives in the land down under
Kookaburra is a true blue wonder
Come walkabout in our big backyard and listen for the song
You might hear the crocodile singing right along
Bäru, bäru, bäru, bäru ...
Crocodile lives in the land down under
Crocodile is a true blue wonder
Come walkabout in our big backyard and listen for the song
You might hear the dingo singing right along
Ngurran, ngurran, ngurran, ngurran ...
Dingo lives in the land down under
Dingo is a true blue wonder
You and I are true blue wonders
We come from the land down under
Aboriginal animal names and origins / dialects:
Yonga: Kangaroo (Nyoongar)
Koo-wark: Kookaburra (Wathaurong)
Bäru: Crocodile (Gupapyngu)
Ngurran: Dingo (Kamilaroi)