4A Lesson Plan for Music (Grade 8)

Competency: Evaluates music and music performances using guided rubrics, applying
knowledge of musical elements and style.

A – Activity (Engage, Explore)

Objective:

 Students will explore the different musical elements (rhythm, melody, harmony,
dynamics, form, texture, etc.) and styles (classical, jazz, pop, etc.) as tools for evaluating
music and performances.

Materials Needed:

 Audio or video recordings of various music performances (e.g., classical, jazz, pop, and
traditional)
 Rubrics for evaluating music (can be printed or displayed on the board)
 Whiteboard, markers
 Projector or audio equipment

Duration: 20 minutes

Procedure:

1. Engagement (5 minutes):
o Start with a short introduction on the importance of evaluating music
performances, explaining how musical elements (like rhythm, melody, dynamics)
and style (e.g., classical, jazz, pop) are key factors in this evaluation.
o Play short excerpts of different music genres (classical, jazz, pop, etc.) and ask
students to briefly describe their reactions.
o Write their responses on the board.
2. Exploration (15 minutes):
o Introduce the evaluation rubric and explain the criteria for evaluating music
performances:
 Rhythm: Is the rhythm clear and steady? Does the performer maintain
tempo?
 Melody: Is the melody well-executed? Is it memorable or engaging?
 Harmony: Are the harmonies balanced and appropriate for the style?
 Dynamics: Are the dynamic changes effective in conveying emotion?
 Form: Does the piece follow a recognizable structure (e.g., verse-chorus,
sonata form)?
 Texture: Is the texture of the music well-balanced (e.g., solo, ensemble)?
  Style: Does the performance reflect the characteristics of the genre or
style?
o Discuss these elements in relation to each music sample, guiding the students to
listen critically to each piece.

A – Analysis (Analyze)

Objective:

 Students will analyze a music performance using the evaluation rubric to apply their
knowledge of musical elements and style.

Materials Needed:

 Evaluation rubric handouts (or displayed on the board)

 Audio or video recording of a live or recorded music performance (e.g., a pop song,
classical piece, or jazz performance)

Duration: 20 minutes

Procedure:

1. Group Analysis (15 minutes):

o Divide the class into small groups and assign each group a different performance
(e.g., a classical piece, a jazz performance, and a pop song). Provide each group
with a rubric for evaluating the piece.
o Instruct students to listen to the music piece carefully, focusing on the key
elements they learned about (rhythm, melody, harmony, etc.).
o Have each group analyze their assigned performance and fill out the evaluation
rubric based on their observations.
 What are the strengths and weaknesses in each musical element?
 How well does the performance fit its genre or style?
2. Class Discussion (5 minutes):
o Have each group present their evaluation of the music performance to the class,
justifying their scores based on the elements of the rubric.
o Engage the class in a brief discussion on whether they agree with the evaluations
and why or why not. Encourage students to share their perspectives on how music
elements affect their experience of the performance.

A – Application (Apply)

Objective:
  Students will apply their knowledge of musical elements and style by evaluating a new
music performance using the provided rubric.

Materials Needed:

 Evaluation rubric
 Audio or video recording of a music performance
 Worksheet for individual reflection

Duration: 20 minutes

Procedure:

1. Individual Application (15 minutes):

o Play a new performance (either a live performance or pre-recorded) for the class.
This performance should be from a different genre than the ones previously
analyzed.
o Ask each student to individually evaluate the performance using the provided
rubric.
o Afterward, students should write a brief reflection (on a worksheet or in their
notebooks) explaining how their evaluation was influenced by the different
musical elements and style.
 How did the rhythm, melody, harmony, dynamics, and texture contribute
to the overall impact of the performance?
 Was the performer’s style effective in communicating the mood or
message of the piece?
2. Sharing and Discussion (5 minutes):
o Allow a few students to share their evaluations with the class.
o Discuss the different interpretations and insights that came from listening to the
performance and applying the rubric.

A – Assessment (Assess)

Objective:

 Assess students’ ability to evaluate music performances using a rubric and their
understanding of musical elements and style.

Materials Needed:

 Rubric for evaluation

 Reflection worksheet

Duration: 10 minutes
Procedure:

1. Formative Assessment (5 minutes):

o Collect the students' completed rubrics and reflection worksheets for evaluation.
o Review their analyses based on their understanding of the musical elements and
style. Provide individual feedback on their evaluations.
2. Class Feedback (5 minutes):
o Provide overall feedback on the class’s ability to use the evaluation rubric and the
depth of their analysis. Highlight areas where they excelled and areas that need
further development.
o Offer suggestions for how they can continue to refine their skills in evaluating
music and performances.

Conclusion & Wrap-Up (5 minutes)

 Summarize the key takeaways: The importance of applying knowledge of musical

elements and style to evaluate music performances.
 Encourage students to continue practicing their evaluation skills by listening to different
music genres and analyzing the elements that contribute to a performance’s effectiveness.
 Announce any upcoming performances or assignments that will involve using these
evaluation skills.

Assessment Rubric:

Needs
Criteria Excellent (4) Proficient (3) Unsatisfactory (1)
Improvement (2)
Rhythm is steady, Some rhythm
Clear, steady, and Rhythm is unclear or
Rhythm with minimal issues, slightly off
engaging rhythm. inconsistent.
disruption. tempo.
Melody is
Melody is clear, but Melody is hard to
memorable, well- Melody is weak or
Melody lacks some follow or poorly
executed, and unclear in places.
expressiveness. executed.
expressive.
Harmonies are
Harmonies are Harmonies are
balanced and Harmonies are
Harmony unbalanced or ineffective or
effective for the mostly effective.
unclear. missing.
style.
Dynamics are varied No noticeable
Dynamics are clear Dynamics are
Dynamics and enhance the dynamic changes or
and appropriate. limited or uneven.
performance. inconsistent.
Form Structure of the Structure is mostly Structure is unclear No clear structure or
 Needs
Criteria Excellent (4) Proficient (3) Unsatisfactory (1)
Improvement (2)
piece is clear and clear but may lack
or repetitive. form.
appropriate. complexity.
Texture is well-
balanced and Texture is clear, Texture is uneven Texture is poorly
Texture
complements the though simple. or lacks clarity. balanced or absent.
style.
Excellent reflection
Lacks clear stylistic
of the style; Adequate reflection No clear reflection of
Style choices or
authentic of the style. the style.
understanding.
performance.

Reflection Worksheet (Optional)

1. What did you learn about evaluating music performances?

2. How did the different musical elements (rhythm, melody, etc.) affect your
enjoyment of the piece?
3. Which musical element do you think is most important for creating an engaging
performance, and why?
4. What are some ways you could improve your evaluation skills in the future?