Week/ Lessons Week-1 Lesson-1

Topic Learning about different type of musical instruments and how they are played with different parts of the body.

Learning Activity Focusing on the topic/brainstorm/ introduce the learning tasks and area/ talk about assessment - 3 areas. Test for prior knowledge on two different learning disciplines: Music and Health. Construct a Mind map on both subjects under 6 focus areas: physical, emotional, social, spiritual, intellectual and environmental. Yothu Yindi and aboriginal music listening tasks, graphical score analysis. Practice playing percussion instruments as a group to create our own aboriginal song.

AusVels Skills & Content Health, Level 8: knowledge and promotion (identification of a range of health needs of young people, including mental health) ICT Visual Thinking Music, Level 8: Exploring and Responding Cross-Curriculum Priority Aboriginal and Torres Strait Islander Histories and Cultures Priorities (Aboriginal and Torres Strait Islander Peoples ways of life are uniquely expressed through ways of being, knowing, thinking and doing). Music, Level 8: Creating and Making

Resources Musical Instrument Worksheet: http://emperorkids.com/ musical-instrumentsworksheets-for-kids/ Human Body Worksheet: http://www.smartdraw.c om/examples/healthcare/ Mindmap Creation Website: http://www.examtime.co m/mind-maps/ Yothu Yindi Worksheets & Listening Exercises: http://wrightstuffmusic.c om/in-theclassroom/graphicscoring-with-yothu-yindi

Week-1 Lesson-2

How does music affect our heart and hearing?

YouTube clip on how the heart works Get students to complete worksheet about the heart Listen to music and test youre a friends pulse. Learn how to measure the pulse and count the beats. Does it change when listening to music? Does it change when playing music? Power point slides about our general health and music: how does playing and

Health, Year 8: Health knowledge and promotion (identification of a range of health needs of young people, including mental health)

The Effects of Music on Physiology: http://naturalhygienesoci ety.org/articles/fielder2.h tml How The Heart Works http://www.youtube.com /watch?v=84PrHxJri9Q Benefits of Music Therapy http://fitness.makeupand beauty.com/benefits-of-

Music - How does it Move Us?

listening to help our bodies? E.g. Positives: through dance, meditation, exercise with music; Negatives: hearing damage, noise pollution. Teacher presents facts on hearing damage and how it occurs in adolescents. Research the structure of the ear and label the worksheet. In small groups do worksheets about musical instruments and the body that link muscle groups with playing actions. In small groups discuss a musical instrument and how playing it affects the body. Write your own personal reflection about this on Edmodo. Watch video on heartbeats jazz project: jazz played to heartbeats (music is all around us). ICT Communication Music, Level 8: Exploring and Responding music-therapy/ Feel The Music in Your Heart http://uberfacts.com/2012/11/09/fe el-the-music-in-yourheart/ Musical Instrument Worksheet: http://emperorkids.com/ musical-instrumentsworksheets-for-kids/ Human Body Worksheet: http://www.smartdraw.c om/examples/healthcare/ Edmodo https://www.edmodo.co m/ Ear Structure Worksheet http://www.audiology.org /resources/consumer/Doc uments/Ear_Labeling.pdf Week-1 Lesson-3 Are there any benefits of reducing stress and depression levels by listening to music? Class discussion considering statistics and related issues. Students are handed information on Beyond Blue and on youth crisis, suicide and depression phone lines. How is music used by humans for catharsis? In groups of 3-4 students, explore and research the following health topics and how they are connected to music: 12345Meditation Music Therapy Mindfulness and clear thinking Controlling heart rate Anxiety Health, Year 8: Health knowledge and promotion (identification of a range of health needs of young people, including mental health) The Power of Music to Reduce Stress http://psychcentral.com/li b/the-power-of-music-toreduce-stress/000930 Students will be able to use iPads for activity research Study Links Heavy Metal Music and Suicide http://www.tonedeaf.co m.au/news/musicnews/9 7794/study-links-heavymetal-music-suicide.htm Summative Assessment Presentation of findings regarding stress and music.

Music, Level 8: Exploring and Responding

Students do a 3-5 minute presentation of their findings on how their topic deals with stress, depression and suicide?

Music - How Does it Move Us? By Emre & Wes 2.

Music - How does it Move Us?

Week-2 Lesson-1 What are the benefits of singing towards our body and health? How to interview? Focusing Exercise: students sing African 4 part harmony piece. Students will be given eight articles about how singing can affect your physiology. The topics covered how music may: Reduce stress and improve mood Lower blood pressure Improves breathing Reduce perceived pain Promote learning in children Provide comfort Motivate and empower individuals In pairs students will pick one article, evaluate the information and practise summarizing by writing it in their own words. Then they will blog their ideas on Edmodo and discuss the main points with others online. After discussing the main points, student pairs will write down reasons why they agree or disagree with the contentions of the articles. Student pairs formulate interview questions to the answers that they found about the topic. Using the interview techniques previously learnt they move to another group and interview them. Formative assessment: online quiz, using the Socrative application. This covers all health work done in week one and interview techniques. Week-2 Lesson-2 Aboriginal Performance Group Incursion How did the Aboriginals incorporate music towards their health Cross-Curriculum Priority Aboriginal and Students will learn about the Aboriginal Torres Strait Islander Culture and how music is greatly involved Histories and Cultures Priorities in their lives by asking the performers questions. They discuss issues and interests that arise and talk about Health, Year 8: community and how music and dance is Health knowledge & a fundamental part of aboriginal identity. promotion Students watch performance and presentation on Aboriginal Culture. Music, Level 8: Creating and Making Health, Year 8: Health knowledge and promotion (identification of a range of health needs of young people, including mental health) How to Write Interview Questions http://www.clarktraining. com/content/OLPDET/PD F/Principle.pdf Example of Interview Article: Singing Changes Your Brain http://ideas.time.com/20 13/08/16/singingchanges-your-brain/

Edmodo https://www.edmodo.co m/

Formative Assessment Socrative Quiz on Interview Techniques http://www.socrative.co m/ Koomurri Aboriginal Performance http://www.koomurri.co m/Koomorri_Performanc e___WorkhopsK.pdf Closing The Gap Website http://www.indigenous.g ov.au/health/

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Music - How does it Move Us?

How does music and dance help aboriginals to keep their culture and history and connect to each other? Week 2 Lesson-3 Can listening to music improve ones memory or help with learning? Students learn about songlines and the significance of music as a storytelling, historical and environment mapping tool within the aboriginal culture. Students do a 200 word blog on Edmodo a personal reflection on what they have discovered during the incursion and how it compares with their own cultural background. Students discuss the Mozart Effect: in groups of 4 students research the effectiveness of music on the memory (including mnemonics and ways of using language to help memory). Discuss what has been written about different health effects on memory. Present Contrasting ideas on one area of memory and music research using ICT and comment on their proven effectiveness. Discuss PowerPoint Slides focusing on different parts of the brain and how it stores information within short and long term memory. Learning about different types of music and rhythms and how they affect memory (knowledge of a variety of social and cultural factors that shape individual personal identity and values) Music, Level 8: Exploring and Responding Songlines http://dl.nfsa.gov.au/mod ule/1566/ Edmodo https://www.edmodo.co m/

Music, Level 8: Exploring and Responding (awareness of the structural and expressive characteristics of selected works, expressed in language appropriate to the music style, tradition or genre)

Mozart Effect http://lrs.ed.uiuc.edu/stu dents/lerch1/edpsy/moza rt_effect.html

Brain, Learning and Memory http://eltexamprep.com/f iles/Diagnostic%20Chapte r%20The%20Brain,%20Le arning,%20and%20Memo ry.ppt. Rhythm and Verbal Memory http://www.forefrontpubl ishers.com/eslmusic/articl es/275-the-impact-ofrhythm-upon-verbalmemory/

Week 3 Lesson-1

Aboriginal Protest Music How to collect and choose relevant research data.

KWL: Review what has been learnt about aboriginal music and culture and consider what has initiated aboriginal protest music. Once again, play Treaty by Yothu Yindi but this time the lyrics will be the focus. Review the blogs from all previous

Intercultural Understanding

Audio Recording Treaty by Yothu Yindi. Classroom Computers used. Formative Assessment Individual and group contribution to activities and Edmodo blog.

Music, Level 8: Exploring and Responding

Music - How Does it Move Us? By Emre & Wes 4.

Music - How does it Move Us?

lessons and summarise what you have learnt about researching. Discuss these approaches to collecting information. How was the information prioritized? How would you discern which was the most important information. Research the background to the lyrics and the following questions: What is a treaty? What is MABO? How has MABO helped/hindered the aboriginal community? What were the health effects within the aboriginal community, of MABO? Why was treaty such a significant song? What were other viewpoints relevant to the racial and land rights issues of the time? What other methods of research could be used other than those already used. Search for these using the net, interviews, blogs, university websites or the school library. Blog the different that pairs have found regarding Treaty and its significance to Aborigines and Australia. HW: Students ask parents about the most influential music of their lives and think about important music in their own lives. Week-3 Lesson-2 Environmental Protest Songs & Songsmith Research and listen to Dylan. How to formulate questions from limited facts and knowledge? Music is common to all cultures and conveys important messages about all people and society. It can change the way we think. Introduce Bob Dylans protest music. Listening example. Blowing in the Wind. Students discover protest songs and rhetorical questions. Discus environmental issues and students reflect on local and international issues. Discuss lyric structure and consider the 6W interrogative questions. In groups, students write protest lyrics. Process: Brainstorm, synthesize relevant Music, Level 8: Creating and Making Music, Level 8: Exploring and Responding Music and Health Intellectual Expression Cross-Curricumu Priority Sustainability Audio Recording: The Times They Are aChanging. Formative Assessment Songsmith lyrics/song creation Edmodo https://www.edmodo.co m/ Treaty Lyrics http://www.lyricsmania.c om/mabo_lyrics_yothu_yi ndi.html MABO http://treatyrepublic.net/ content/brief-outlinemabo-judgement-and-itsimplications

Research Methods http://www.statpac.com/ surveys/researchmethods.htm

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Music - How does it Move Us?

text ideas from 6W questions and related story, sort out the best idea and develop. Use SongSmith software to create a protest song in groups. Using prior harmony (Y7) knowledge and chord 1iv-V progressions from teacher. Reflect on what was learnt during class on the blog. Week 3 Lesson-3 How musical elements change music and affect the listeners psychology and physiology. Quick Quiz on terms From last lesson. Define the musical element terms below. Play listening examples from black and white player piano film that emphasize: music harmony (major, minor, diminished, augmented), tone, tempo, rhythm and dynamics. Then reveal same examples with video. Discuss the musics effect on us (feeling): emotional, physiological? Informal Auralia: test on triad recognition. HW: Revise for Quick terms quiz. Week 4 Lesson 1 Preparation for Excursion Group Inquiry Assignment and assessment. What is Indonesian Gamelan music? Briefly discuss the instruments, different tuning system/sounds and cultural significance of the music. Assessment topic: Consider Gamelan music in terms of the aspects of music and health that we have discovered. In groups of 4 (randomly assigned) decide how you will research the focus area that has been assigned to your group (physical, emotional, social, spiritual, intellectual and environmental)? Research must involve a combination of online, library and interview or survey approaches. (generation of ideas for original music works in response to stimulus material) Summative Assessment Songsmith software used for creating a class protest song using classroom computers. ICT Creating using Software Music, Level 8: Exploring and Responding (awareness of the structural and expressive characteristics of selected works, expressed in language appropriate to the music style, tradition or genre). Health knowledge and promotion (identification of a range of health needs of young people, including mental health) Music, Level 8: Exploring and Responding Intercultural Understanding & Cross Curriculum Priority Asia and its Diversity The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions. Students become aware of this and compare Youtube Videos on Gamelan Gamelan, The Music of Indonesia http://youtu.be/c1AiCTJ9t 8g Gamelan Tuning Systems http://youtu.be/3Ku9iH2p U9g Various audio recordings with listening examples and silent film with piano film stock. Formative Assessment Auralia testing software & classroom computers.

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Music - How does it Move Us?

Groups blog on Edmodo and consider options by doing a monitored online chat. Students are facilitated to decide how they will find the information that they need e.g. Interview Gamelan players about Instruments, read books in the Indonesian consulate library about history, go online to research the meaning behind gamelan music, chat with the performers or video record the performance. Teacher discusses the procedures for the excursion and checks that all groups have a methodology for research. Week-4 Inquiry Excursion to Indonesian Consulate (Gamelan Performance). Music in Other Cultures: Indonesian Gamelan Group Summative Assessment Task: Indonesian Gamelan Inquiry Excursion. Music, Level 8: Exploring and Responding (Awareness of the structural and expressive characteristics of selected works, expressed in language appropriate to the music style, tradition or genre). Summative Assessment Indonesian Gamelan Inquiry Excursion. their own and Australian Aboriginal Culture Through Music

Formative Assessment Blogging Understanding Via online Chat

Week 4 Lesson 2

Sorting Out Findings Creating ICT presentations

Cross-Curriculum Priority Class discussion on the 6 focus areas Asia and its Diversity and compare how the cultures that we The peoples and have studied are brought together by countries of Asia are music. What are the differences and diverse in ethnic similarities between Indonesian Gamelan background, and aboriginal music and how does music traditions, cultures, impact upon the people and society? belief systems and religions. Using Edmodo do a personal reflection Intercultural of 200 words on what you have learnt Understanding about music and health from a personal, (Aboriginal and community and global perspective. Torres Strait Islander Peoples ways of life are uniquely Groups assimilate information into a presentation package using ICT e.g. Prezi, expressed through ways of being, PowerPoint, Weebly, a Mindmap application. Groups must briefly explore knowing, thinking Groups review their findings. Music - How Does it Move Us? By Emre & Wes 7.

Music - How does it Move Us?

a world connection related to Indonesian Gamelan. Teacher facilitates the production of presentations. Week 4 Lesson 3 Presentation Assessment Each group presents their inquiry topic about gamelan in Indonesia and community and global connections they have discovered throughout the unit in relation to the 6 focus areas. Music, Level 8: Exploring and Responding Summative Assessment Gamelan Field Inquiry Presentation and doing).

Music Let it Move You!

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