The aspects of the lesson plan

Lesson aims- under content which is lesson aims is the content that learners must know after the lesson

Through creative activities and talents improvisations interpretations in the foundation phase of performing arts

FEW SUGGESTIONS WHEN PLANINING MUSIC LESSON PLAN

• Music should always be played at the start and end of a lesson, and you should never play music (from YouTube or recordings) without a clear goal in mind. Any music played in class must aid in the achievement of the lesson's objectives. When playing a music in class, tell students what they need to listen for or do while listening.

• Always provide guidance to learners when it comes to music listening – give them specific criteria, specify which music elements they should focus on, movement activities they should perform, or questions they must answer while listening to music.

• Your lesson should include a variety of teaching, learning, and assessment activities (do not plan a lesson where learners only listen to music, only play on instruments, only listen to explanations by the teacher).

• Including a variety of activities in your lesson (singing, moving, listening, performing, improvisation, composition, drawing, analysis, manipulating various materials and instruments, exploring unconventional techniques in art and music, individual activities, group activities, debates, games, etc.) will help to accommodate the learners' various learning styles, abilities, and interests.

• Keep in mind the basic "Introduction – Teaching and Learning Phase – Conclusion" framework when creating teaching and learning activities that progress from lower to higher cognitive levels (less to more complex)

• Allow learners to figure out new concepts and abilities on their own and in groups before providing answers or discussing new ideas in a lecture format. Instead, ask questions that encourage students to uncover the answers for themselves, and then let them learn from one another while you, the teacher, serve as a facilitator.

• Think about the different types of assessments you'll use for each learning activity in the class. Assessment should be a continual process that supports learning and is included into any well-planned course.

• Before you explain something, consider whether you could instead facilitate an activity to allow learners to discover the skills/knowledge for themselves, or whether you could instead ask an open question to guide learner discovery (think: social constructivist principles, problem-based learning, experiential learning).

• Encourage learners to reflect on their learning on a regular basis and to engage in critical discussion regarding TL and assessment activities (as you should!).

• Consider the function of assessment in your lesson; • Provide as many opportunities as possible for learners to engage in experiential, PBL, and play-based TL and assessment activities;

• Consider how the course topic relates to real-life situations as well as current social and political issues (this will help you formulate a relevant question); and

• Take into account the value of peer scaffolding.

Characteristics of a well-planned music lesson

Introduction, teaching and learning phase, and conclusion are the three aspects of a normal lesson. You should include the following in each part of the lesson:

• Activities for teachers (what will you do? Explain an activity – in your lesson plan, explain the activity in depth; ask questions – list the questions; sing a song – what song?, etc.);

• Student activities (what will they be doing? For example, follow your directions; answer questions; work in groups to answer questions; dance steps; play a game – all of these instructions must be thoroughly explained as part of the teacher's activities.)

• Each activity's assessment type and strategy

A well-thought-out instruction will organically evolve from lower to higher-order thinking levels. In the beginning, we want to encourage learners to engage in free movement, free play, and imitation activities (Bloom levels 1-2). Learners must explore, reflect on, and manipulate materials during the presentation phase in order to internalize new knowledge and abilities through play, exploration, cooperation, and reflection (talking about what they are discovering/experiencing) (Bloom levels 3-5). Finally, in the final phase, we want learners to use the arts to communicate their understanding by making and presenting an artwork, a musical performance, or a dramatized production (Bloom level 6). These concepts apply to all lessons, not just music instruction.

INTRODUCTORY PHASE

• Do not begin a class with "Today you will..." as this may cause learners to lose interest before you even begin, and new words/concepts may appear difficult/intimidating. They will know what the lesson is about after the introductory activity if you organize and facilitate the activities correctly.

• Learners must be actively engaged in an activity that links to existing knowledge while also trying to new concepts/skills to be learned (i.e. learners already know how to dance). As a result, they should be able to recognize the music's beat, which is linked to lesson outcomes such as meter and rhythm (or music elements).