Rationale

This unit of work was created for Stage 5, Year 10 with four 50-minute lessons each week

catering towards the school and students observed during professional placement. The unit chosen

is the topic of popular music because it is the most accessible and relatable to most students’

background knowledge in music which will help drive engagement and interest during classes. The

target students of this unit play mainly band instruments, guitar, bass guitar, drums, piano and

vocals.

This unit was constructed with the objectives for the students to be able to perform a piece

of popular music either as an ensemble or soloist, although it is preferred and encouraged for

students to perform as an ensemble, and for students to develop the skills necessary to compose a

piece of music in song form. Differentiation for strong performers included additional objectives for

students to incorporate improvisation into their performances, by encouraging students to

improvise it reinforces personal expression and develop higher-order thinking during class.

In order to develop a thorough understanding of the vast array of styles that fall under

popular music, various styles were used to reinforce the fact that pop is not the only style of popular

music. Each of the listening and analysing tasks were set to help students in compositional,

improvisation and performance tasks, by using these musicology listening lessons as a stimulus for

creativity and ideas. Additionally, each week progressed in complexity utilizing previously learned

knowledge in similar tasks students develop a habitual incremental growth in skills and knowledge

commonly referred to as a spiral curriculum (Murray, 2016). This utilisation of previously learned

knowledge reduces the need for focused revision leading to more streamlined and efficient learning.

This can be found in the lessons for the major scale and the chords within those scales which

facilitate the composition activities which use those chords. Using the analysis of pop songs student

understand the structure of song form and how chords are used and repeated in patterns and

subsequent lessons include stimulus and ideas for writing lyrics and melodies which build up to form

the skills to write a song.

 Differentiation was used in lessons to cater to a diverse learning environment of stronger

and weaker students. For students who struggle with composition and musicology tasks, scaffolding

to guide students through the task step by step. This scaffolding was provided by either worksheets

or teacher instructions in the form of constructivist style guidance. This scaffolding allows students

who are unable to complete the task to complete that task by completing the larger task in smaller

chunks that are easier to manage (Pol, Volman, & Beishuizen, 2012, p. 194). In conjunction with

scaffolding, group collaboration was used to utilize Vygotsky’s zone of proximal development theory

using students who are stronger in tasks to lead students who might be struggling to complete tasks

and engage in higher-order thinking (DeCosta, Clifton, & Roen, 2010, p. 14). This combination of

strategies to help diverse learners can be seen in week 2 lesson 1 with a worksheet scaffolding the

aural analysis activity and then grouping up with other students to discuss answers and thoughts.

Through this methodology, it is possible for student who struggles to find answers to contribute to

group work which develops pro-social skills (DeCosta et al., 2010).

Integration of literacy, numeracy, information and communications technology, curriculum

priorities of Aboriginal and Torres Strait Islander histories and cultures (ATSI) were included

throughout the unit. ATSI curriculum outcomes were achieved by introducing popular music created

by indigenous artists. Literacy was spread throughout the unit in song analysis and integration of

musical metalanguage. This musical metalanguage is used by students in explaining and

communicating musical features and ideas through speech and writing (Unsworth, 2006). Numeracy

was used throughout the unit in pattern recognition and composition as well as the sub-division of

rhythms and time signatures. These numeracy skills in the context of music are essential to

comfortably collaborate with other musicians and analyse and compose music. Information and

communication technology outcomes were addressed in the utilisation of online resources on a

website and weekly engagement with notation software which students use to compose and notate

ideas. Using computer-aided notation software is valuable for students to efficiently notate ideas
and view their music in a clear and systematic way that boosts inspiration and notate knowledge and

conventions.

The pedagogical strategies of differentiation, scaffolding, and group collaboration are aimed

to improve student progression in a systematic spiral curriculum style of learning. The unit engages

students with a variety of music that stimulates creativity in improve outcomes in composition,

performance, musicology and listening activities while integrating cross-curriculum outcomes.

 UNIT OUTLINE
Subject: Course: Number of
Weeks
Unit title: Popular Stage 5 Music, 4 weeks
Music Year 10 4 x 50-minute
lessons each
week
Key Concepts/ Big Ideas The importance of this learning
Pitch Students will:
Duration • Perform as a member of an ensemble or as a
Dynamics and Expressive soloist
Techniques • Perform in the appropriate style of Popular music
Tone Colour • Compose and write lyrics using song form and
Texture popular music stylistic features
Structure • Compose and notate using Sibelius
Performance • Understand the musical features and styles of
Composition popular music
Musicology • Understand and apply the concepts of music to
Aural analysis different styles of popular music

The unit context within Scope and Syllabus Outcomes

Sequence/Purpose
Students will develop an L.S 1, L.S 2, L.S 3, L.S 4, L.S 5, L.S 6, L.S 7, L.S 8, L.S 9, L.S 10
understanding of Popular music 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10
through its compositional and
musical features, history and a
range of styles through
International groups.

Literacy Focus Numeracy Focus ICT Focus

Differentiation
Students use Students use Students use Scaffolding activities for students
literacy skills in numeracy skills and develop ICT with learning difficulties
musicology and to identify and skills in Learning intentions
aural analysis using create patterns, utilisation of Constructivist-style guidance
the concepts of shapes and notation Suggesting performance pieces that
music and in writing rhythmic software fit students’ performance abilities.
lyrics for composing divisions when Sibelius. Reading out questions for students
a song composing a with dyslexia.
song and aural Making font larger for students with
analysis vision issues and moving them to the
front of the class.
Week/ Syllabus Teaching and Learning Strategies Resources
Sequence Content including assessment for learning.
Throughout L.S 10, Students reinforce their understanding Musical Concepts-Helen
the unit of musical concepts for aural Galettis (2009)
comprehension and analysis skills
through various styles of popular music
recordings and performances.
Students will learn the metalanguage of
musical concepts through association
with musical examples.
Formative assessment throughout the
unit for the understanding of musical
concepts
Write a learning intention at the
beginning of every lesson.
Week One Aboriginal Introduction of popular music through Wither – Dream Theater
and Torres the 20th and 21st century. (Rock)
Strait Jazz, Rock n’roll, Rock, Technology, https://youtu.be/-
Islander catchy melody boKk8uhmcY
Histories Learning Activity 1: Students brainstorm
and culture, some ideas in groups of what they Sunday – Jessica Mauboy
L.S 7, L.S 8, consider to be ‘popular music’ (Pop)
L.S 9, L.S 10, Learning Activity 2: Students analyse the https://youtu.be/EGAvvT
5.7, 5.8, features of Wither – Dream Theater, QCK74
Sunday – Jessica Mauboy, Summertime -
Ella Fitzgerald of popular music Summertime - Ella
progressing through the decades. Fitzgerald (Jazz)
Learning Activity 3/ Homework: https://youtu.be/XivELBd
Students are to find a piece of popular xVRM
music to learn throughout the unit.
(encouraging ensemble performances)
Assessment: Pick students to name
features of the music during the lesson
Literacy Early Rock - The Beatles Let It Be - The Beatles
L.S1, L.S 5 , Learning Activity 1: Students analyse Let https://youtu.be/QDYfEB
L.S 7, L.S 8, It Be- The Beatles with emphasis on song Y9NM4
5.4, 5.7, 5.8, form structure. Lyrics and sheet music
5.9, - What are its features?
- What is the structure?
- What are the instruments?
- What is the style?
Use lyrics and sheet music on a projector
to highlight section changes, verse,
chorus and refrain.

Learning Activity 2: Students sing the

chorus section of let it be and analyse
the patterns of the melody.
 Learning Activity 3: Students writing a
melodic repeating phrase and vary it
slightly with rhythm and pitch.
Assessment: Write a repeated phrase
with variations
Numeracy The major scale and its chords The Major Scale website
L.S 5, L.S 6, TTSTTTS resource can also be
5.4, 5.5 Major/Minor Chords printed out as a
Cadences worksheet.
Learning Activity 1: Students using the https://ericmaimusiclessons.weebl
y.com/blog/the-major-scale
formula and a keyboard find the notes
in, G major, F Major, E Major
Learning Activity 2: Using the notes
from A major students find the major
and minor chords of the A major scale.
Learning Activity 3: Students play and
arrange the chords experimenting with
cadences and returning to chord I.
Assessment: Pick students to name the
notes in the scale and the notes in each
major and minor chord.

L.S 2, L.S 3, Learning Activity 1: Students gather in Instruments, Sheet

5.1, 5.2, 5.3 ensemble groups and get started with Music/lead sheets
their chosen performance piece.
- Instrumentation (roles of each
instrument)
- Structure
- Improvisation
Students are to continue learning their
piece of music at home
Assessment: Progress and
understanding of music should be
evident in student’s performance
Week Two Literacy Learning Activity 1: Students compare Song Comparison
L.S 7, L.S 8, and contrast two styles of music using worksheet
L.S 9, L.S 10, the scaffold worksheet
5.7, 5.8, Harlem Blues – Cynda Williams Harlem Blues – Cynda
Harlem Blues – Julian Lage Williams
Students analyse two pieces of music by https://youtu.be/H-
comparing and contrasting similarities B1SUGI1FQ
and differences between them Harlem Blues – Julian
Learning Activity 2: Discuss the Lage
similarities and differences in groups. https://youtu.be/eTzz-
Assessment: Groups take turn listing and HGcFDA
discussing the similarities and
differences between the pieces.

Numeracy Learning Activity 1: Students analyse the Skyfall- Adele sheet

and Literacy sheet music to Skyfall – Adele and music
https://bit.ly/2krymQV
L.S.4, L.S 5, identify the lyrical techniques, melodic
L.S 6 , 5.7, contours of the vocals. Manuscript Paper
5.8, 5.4, 5.5, Learning Activity 2: Students compose
5.6 an 8 bar section of a song using a limited
number of chords.
Students can use chords found in the
previous major scale lesson and create a
simple melody with the intention of
adding lyrics.
Learning Activity 3: Students create
appropriate lyrics and integrate them
into the melody.
Assessment: Understanding should be
evident in the completion of the 8-bar
composition with chords, melody and
lyrics.
Differentiation: This task can be made
easier for students who are struggling by
reducing the composition to 4 bars and
scaffolding the composition.
- Key/Scale
- Chords (Limiting chord options
would help prevent option
paralysis and promote
progression)
- Lyrical Idea (Limit lyrical ideas to
one thing could help)
- Rhythmic Patterns (Create one
rhythm and repeat it for the
other bars and change one or
two of the pitches for variation)

ICT Learning Activity 1: Students continue to Sibelius/ Music Notation

L.S.4, L.S. 5, compose, using 4 chords, a section of a Software
L.S 6, 5.4, song using an instrument to help. This is
5.5, 5.6 a continuation of last lessons
composition
Learning Activity 2: Notate it into
Sibelius or other music notation
software on your devices.
Differentiation: Students comfortable
with composition can continue with
composing other sections of their song
e.g. Bridge, Chorus.
Assessment: Understanding is assessed
through students’ ability to successfully
compose and notate their music into
music notation software
 L.S2, L.S 3, Learning Activity 1: Students gather in Instruments
5.1, 5.2, 5.3 ensemble groups and rehearse their
chosen performance piece.
Week Numeracy Learning Activity 1: Song Analysis – That Man – Caro
Three and Literacy Drum beats and groove (Swing vs Emerald
L.S 1, L.S. 7, Straight) https://youtu.be/CFA6dE
L.S. 8, 5.4, Rock beat, EDM beat wWOb4
5.7, 5.8, 5.9, Learning Activity 2: In groups, students
5.10 experiment with rhythm by creating a Valerie – Amy
swing/shuffle rhythm and a straight Winehouse
rhythm using body percussion.
Learning Activity 3: Discuss and present
as a class
Assessment: Successfully create swing
and straight rhythms
L.S 2, L.S 3, Learning Activity 1: The Role of Take Five – Dave Brubeck
L.S. 7, L.S. 8 improvisation in popular music. Students https://youtu.be/vmDDO
5.4, 5.7, 5.8 use Take Five – Dave Brubeck as a FXSgAs
stimulus piece to explore Dynamics,
expressive techniques and how
improvisation is used to create interest
Learning Activity 2: In groups students
take turns playing chords and
improvising over them using scales.
Assessment: Students are able to
improvise and perform
ICT and Learning Activity 1: Students continue Sibelius/ Music Notation
Numeracy song composition task by writing out the software
L.S.4, L.S. 5, next sections of the piece.
L.S 6, 5. 4, Students notate their compositions in
5.5, 5.6 music notation software and add
dynamic and expressive technique
markings.
Differentiation: Students that are ahead
can add in bass lines and percussion
roles into their compositions

L.S.1, 5.1, Learning Activity 1: Students work on Instruments

5.2, 5.3 performing their chosen pieces and
experiment with improvisation.

The teacher should lead students with

clear instruction and direct students to
solo/improvise. The teacher should also
take the time to show notes or scales
that can be used and encourage
students to experiment with expressive
techniques and chromatic
ornamentation.
Week Four Literacy Learning Activity 1: Students in groups Never Let me down again
analyse pieces of popular music and – Depeche Mode
 L.S.7, L.S.8, discuss the different uses technology is https://youtu.be/snILjFU
5.7, 5.8, used. kk_A
5.10 Learning Activity 2: Students complete
technology in popular music worksheet Baby I’m yours –
Learning Activity 3: Students in groups Breakbot
and as a class discuss the other ways https://youtu.be/ahdH8e
technology appears and is used in TydWY
popular music.
Assessment: Student can identify the Technology in popular
usage of technology in popular music. music worksheet

ICT and Learning Activity 1: Students continue Sibelius/Notation

Numeracy their composition in their groups Software
L.S.4, L.S. 5, focusing on adding a bass line and
L.S 6, 5. 4, percussion roles into their song.
5.5, 5.6 Students should finish compositions with
intro, outro, expressive techniques
ensuring a cohesive structure. Students
notate using music notation software.
L.S.2, L.S.3, Learning Activity 1: Students work on Instruments
5.1, 5.2, 5.3 performing their chosen pieces and
experiment with improvisation.

Students should start directing their own

improvisations and arrangements for
each performance.
L.S.2, L.S.3, Performance Assessment: Students are Instruments
5.1, 5.2, 5.3 assessed on their performance.
Assessment Details Outcomes
Suggested Assessment:
Performance Assessment:
Students perform one
piece of popular music
either as an ensemble or
solo act.

Formative assessment
throughout the unit to
assess student
understanding of the
concepts of music,
composition and
performance skills.
Evaluation of the Learning
and Teaching
 Similarities Differences
Julian
Lage

Cynda
Williams

Which instruments are similar/different and what are their roles? (Texture + Tone colour)

How do the instruments sound different? (Tone Colour)

Is the tempo the same? (Duration)

Is each version following the same structure? (Structure)

Compare the melody of each version. (Pitch)

Compare the style of each version.

Compare the volume of each layer (Dynamics)

Compare the mood.

Technology in popular music

Excerpt 1: Never Let Me Down Again – Depeche Mode

What are the layers in this piece?

What is the role of the layers?

Describe the tone colour of the layers.

How is technology used in this recording?

Excerpt 2: Baby I’m Yours – Breakbot

What are the layers in this piece?

What is the role of the layers?

Describe the tone colour of the layers.

How is technology used in this recording?
 References

DeCosta, M., Clifton, J., & Roen, D. (2010). Collaboration and Social Interaction in English Classrooms.
English Journal, 99(5), 14-21.
Murray, J. W. (2016). Skills development, habits of mind, and the spiral curriculum: A dialectical
approach to undergraduate general education curriculum mapping. Cogent Education, 3(1),
1156807. doi:10.1080/2331186X.2016.1156807
Pol, J. v. d., Volman, M., & Beishuizen, J. (2012). Promoting teacher scaffolding in small-group work:
A contingency perspective. Teaching and Teacher Education, 28(2), 193-205.
doi:https://doi.org/10.1016/j.tate.2011.09.009
Unsworth, L. (2006). Towards a metalanguage for multiliteracies education: Describing the meaning-
making resources of language-image interaction. English Teaching: Practice & Critique
(University of Waikato), 5(1), 55-76.