| Lesson plans are an indispensable tool for music | | | | interactive game on hand so that you can always go |
| teachers. They are critical to the success of one | | | | to at the end if you have a few spare minutes. |
| lesson, the whole terms lessons, and the teachers life | | | | Include a mixture of activities |
| in general. | | | | Most music lessons are usually segregated into set |
| There is nothing like the old saying "If you don't prepare, | | | | activities - One lesson for the week will be theory, one |
| then prepare to fail". Once you have a bit of | | | | practical, one history and one aural (or something like |
| experience under your belt however, then preparing | | | | that). Often this is unavoidable due to practical |
| lesson plans does not have to be as onerous as it is | | | | concerns and the length of the school lessons, |
| at first. | | | | however why not try and mix them around a bit? If |
| For those who are just starting out, here are a few | | | | you're not limited by rooms try spending half the lesson |
| guidelines for creating compelling music lesson plans: | | | | on practical, then moving into theory based on the |
| Think about the age group of the students you are | | | | materials you were just playing. It'll be interesting for the |
| teaching | | | | students and keep them guessing. |
| A very good starting point when you are preparing a | | | | Start simple - simpler than you might think! |
| lesson is to think about the maturity of the children you | | | | Its always a good idea, particularly if working with |
| are teaching. What are their likes and dislikes? What | | | | younger students to have the simplest version as a |
| sort of music do they listen to on a regular basis? | | | | backup of your complicated idea. For example if you're |
| What are the other cultural factors that affect them at | | | | introducing a new piece of music in a practical lesson |
| this age? Are they at an age where they are | | | | you may wish to plan for the scenario of it being way |
| extremely hesitant to do anything in front of their | | | | too hard for the students. This happened to me many |
| peers? | | | | times, and I found that if I had ready a small little |
| These are the questions that you need to think about | | | | section or part of the piece which I knew was very |
| when preparing a music lesson plan. This is why ready | | | | easy, that going and doing that bit would be enough to |
| made, fit all situations lesson plan usually doesn't work. | | | | get them in and enthuse them about the piece. Its not |
| Lesson plans need to be tailored to the needs of the | | | | always the best idea to start at the very top! If you |
| students in each individual class. Once a teacher has | | | | can start with a section that you'll know they will do |
| been teaching for a number of years they are able to | | | | easily, then come back to the more challenging |
| do this adaptation in an instant, referencing the lesson | | | | sections. |
| plans that are in their head, and adapting as they go. | | | | Listen to feedback |
| When you are just starting however a good starting | | | | Students will give you feedback - even if it is |
| plan is to spend a few minutes researching the age | | | | extremely subtle. Students (particularly teenagers) will |
| group, and learning how they think and interact with | | | | never say "Mrs Jones I thought you did a brilliant job |
| each other. | | | | today, you gave us a lesson that was lots of fun and |
| Always plan more than you'll need | | | | we learned heaps." Perhaps you might have a dream |
| Often you'll prepare a lesson with (say) ten activities. | | | | that your student says that - but its not going to |
| Sometimes you'll only get up to the fourth one and the | | | | happen in real life! What you will see is students eager |
| bell will ring for the end of the lesson. Another day, | | | | to come to your classes, and happy to have a joke |
| perhaps even with the same lesson and a different | | | | with you at an appropriate time. You'll also see |
| class you'll get through all ten activities and there will still | | | | students putting band or orchestra ahead of their other |
| be another 15 minutes to go! You just don't know for | | | | activities. When this happens, you'll know that what you |
| sure, and that is why its always a good idea to have a | | | | are doing is on the right track. |
| backup plan. Have copies of spare worksheets, or an | | | | |