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LESSON 6 Focus discipline: Music Title: Japanese Folk Song – ‘Sakura’Focus: Pentatonic scale Year Level: 5 & 6 Duration of Lesson: 60 minsLearning Intentions/ Objectives and specific purpose:At the completion of this class learners should…Show willingness to contribute to discussion and performance of activities.Perform and articulate the elements of beat, rhythm, dynamics, singing (pitch) and use of soundscape in Sakura.Reflect on these elements in their journals.Links to AusVELS:As students progress to achieving AusVELS level 6…Creating and Making‘Students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works’ (VCAA 2013, p. 15).‘In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times’ (VCAA 2013, p. 15).Exploring and Responding‘They identify and describe influences on their own works and discuss the purposes for which arts works are created in different historical and cultural contexts’ (VCAA 2013, p. 15).Resources and Materials Sakura sheet music (link below)Sakura song file (link below)Sakura Translation (link below)Percussive instruments – ie. tone block, rhythm sticksInteractive whiteboardLinks to Resources (work-sheets, tests, assessment checklists, ppt etc)Sakura (song) - (translation) - (sheet music) - OrganisationNeed a large area of space for students to be able to get up and make music with their bodies and voices.Rationale – why this lesson was chosen and how it reflects your arts philosophyThis lesson provides an introduction to Japanese music, most notably the folk song. We look at the pentatonic scale and how it has been used to write folk songs across cultures for thousands of years. Students will engage in performing and articulate the elements of beat, rhythm, dynamics, singing (pitch) and use of soundscape though investigating the Japanese folk song, ‘Sakura’. Learners continue their immersion and discovery of Japanese culture and allow these influences to create their own works. Also, as found in other lessons too, combining whole-class activities with small-group activities creates a safe environments for all learners to achieve within their ZPD: I believe these safe environments are key for all learning.References (Sources for Activity)Phillips, F 2013, ‘Music Workshop’, Week 10 Music workshop, ECP711 Primary Arts, Deakin University, Burwood.Thompson, B 2013, Beth’s , Elementary Music Lessons, retrieved 6 June 2013, <, B 2013, ‘Sakura’, Beth’s , Elementary Music Lessons, retrieved 6 June 2013, < ActivityStudent ActivityTimeIntroduction Welcome - Teacher models “Hello…G’day…How do you do? I’m really glad that I met you!” and students have two minutes to go around the class and do this with different pairs.Introduce Dynamics. Model different dynamics in this activity, Starting soft and getting loud etc. Explain to students they can use loud and soft in this activity and in music.Introduce the pentatonic scale by allowing learners to listen to ‘Sakura’ (4 min song). Ask learners to find a space in the room to close their eyes, sit and ‘meditate’ while they listen to the song. Explain that folksongs for years have been written using the pentatonic scale.Students arrive in classroom and stand in the space and form pairs and revisit the ‘welcome’ hand clap.Students experiment using dynamics in their welcome.Students sit and ‘meditate’ listening to the song ‘Sakura’5 mins5 minsActivity - SAKURA On the interactive whiteboard, bring up the music for Sakura. While students sit, model the song by singing through phrase by phrase. Students echo. Revisit problem areas, then sing through togetherLook at the Translation of the song – cherry blossoms. Discuss: Cherry Blossoms and their meaning in Japan.Have students stand in a circle and walk the beat as they sing through the song. Revisit ‘Beat’ with students. Introduce 4 beats in a bar, referencing the music.Rhythm: Have students try adding body percussion rhythms while singing the song. Add percussion instruments, ie. tone block, rhythm sticks etc.Soundscape: Ask students to imagine they are in a cherry blossom garden. Have half the group sing and half of the group add noises to form a soundscape.Split group into groups of 4 or 5, ask students to come up with a combined soundscape and rhythmic accompaniment to the song. Ask them to use points of Dynamics – Loud and soft in their piece. Give students 10 minutes.Decide on a performance space and an audience space and have students perform the song/rhythm/soundscape to each other. Remind students of good audience etiquette Students echo the song phrase by phrase.Students model the teacher and sing through the whole song.Students look at, read and discuss the translation of the song.Students stand in a circle and walk the beat. Students add body percussion rhythms and rhythm instruments to the song. Students add a ‘cherry blossom garden’ soundscape noises to the piece. Discuss: adding atmosphere, mood to a piece.Students split into groups of 4 or 5 and devise a rhythm and soundscape to accompany Sakura. Some students will sing, others will do the rhythm, others will create soundscape sounds.Students perform to each other, respecting performers and audience. Discuss: respond to works discussing use of rhythm, soundscape sounds and dynamics. 40 minsConclusion / ReflectionAsk students to write in their journal reflecting on their performance and what they did to perform their piece in their group such as: who played what part, rhythm, soundscape, how dynamics was used.Students write in their journals reflecting on the Sakura performance and how they used the different elements of music namely beat, rhythm, dynamics and how the added soundscape noises added to the atmosphere of the piece.5 minsExtension IdeasShow students the solfa of a pentatonic scale. Sing the scale and model how it can help to learn the song.Assessment/Means of Evaluation and Method UsedThroughout the lesson I will gage student involvement through observation and willingness to be part of the activities and discussion. The assessment for this lesson will be formative, and so will be based on teacher observations and reflections. Students will also demonstrate their knowledge and through their arts journal to be collected at the next lesson. ................
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