Teaching Exemplar 3: “Campus Radio - Our Chek Lap Kok Airport”

In document Membership of the Ad Hoc Committee of Music Curriculum Development iv (Page 112-118)



Students will learn to:

• introduce the environment-friendly design and measures of Chek Lap Kok Airport;

• write site visit report; and

• conduct self and peer assessment according to the assessment criteria.

Chinese Language Students will learn to:

• write script of the radio programme;

• use suitable speech techniques to perform the radio programme; and

• conduct self and peer assessment according to the assessment criteria.

112 Music

(45 Minutes)

Visual Arts (25 Minutes) Preparation Stage:

•Listen to the signature tunes, background music and sound effects of radio programmes, and understand how the music comply with the contents of the programmes.

•Listen and analyse several pieces of programme music and understand how the compositional devices comply with the programmes.

Preparation Stage:

•Listen to radio programmes and learn the presentation techniques of the programme hosts.

•Understand the writing methods and techniques of radio scripts and site visit reports.

Preparation Stage:

•Explore the basic concepts of poster design.

•Appreciate and analyse the design of different posters.

Preparation Stage:


•Understand the present situation of Chek Lap Kok Airport.

•Learn how to collect, sort and analyse historic information.


•Understand the environment-friendly design and measures.

Week 1

•Search and download music files on the Internet.

•Use music software to arrange the downloaded music files.

•Develop assessment criteria of creating signature tune, background music and sound effects.

Development Stage:

•Understand the assessment criteria for designing and producing posters on the radio


•Use IT to design and produce posters.

•In groups:

~ Choose the content and way of presentation of the radio programme.

~ Plan the focuses and arrangement of the site visit.

~ Decide the way to collect information.

~ Set the division of work among group members.

•Understand the requirements of site visit report and radio programme, as well as the assessment criteria of the radio programme performance, including music performance.

Week 3

Development Stage:

•Pay a site visit to the airport to observe and collect information.

Week 4

History &

Geography (35 Minutes)

Chinese Language (35 Minutes)

Recess (10 minutes)

Week 2

Learning and Teaching Process:

Each group arranges time individually to:

•analyse the collected information, write the site visit report and create a radio programme which lasts about 5 to 10 minutes;

•use sounds and music software to create / arrange music as the signature tune, background music and sound effects for the radio programme;

•rehearse for the music performance;

•design and produce posters based on the content of the radio programme.

Weeks 5 to 7

Completion Stage:

•Perform the radio programme.

•Assess the music creative work, content and performance of the radio programme, site visit report and poster design according to the assessment criteria.

•Audiotape the radio programme performed by different groups and arrange different time slots to broadcast these programmes on Campus Radio.

•Display the site visit reports and posters of different groups, and conduct self and peer assessment.

Week 8

Assessment: Assess students’ overall performance in creating, learning abilities and attitudes and generic skills through classroom observation, site visit reports, music creative works, content and performance of the radio programme, poster design and self and peer assessment.

Significance to • Through learning across the KLAs, students connect the knowledge Learning: and skills of Music, Visual Arts, History, Geography and Chinese


• Through the processes of creating and performing, students develop and apply their knowledge and skills of the above mentioned subjects, and facilitate effective and active learning, share the collaborative learning outcomes;

• Through self and peer assessment, students develop their abilities in reflection and appraising; and

• Through group discussion, site visit, creating and performing activities, students’ generic skills and proper learning attitude are developed.

Significance to • Through designing activities of learning across the KLAs, teachers Teaching: understand how to implement and assess such activities;

• Through collaborative curriculum design, teachers’ collaboration and team spirit are developed.

• Through guiding students to conduct site visits, create and perform, teachers experience the roles of facilitators and collaborators; and

• Through designing activities of learning across the KLAs, teachers widen the understanding of different subjects.

Learning and Websites:


Resources: Websites related to Chek Lap Kok Airport 1. Hong Kong International Airport


2. Civil Aviation Department http://www.info.gov.hk/cad/

3. Hong Kong Airport Core Programme

http://www.info.gov.hk/napco/index-e.html 4.  !"#

http://hk.geocities.com/hyfoto/hk/airport/page1.htm 5.  !"#



2. Metro Radio Hong Kong


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Listening Repertoire:

1. Gustav Holst: “The Planets” Suite 2. Arthur Honegger: “Pacific 231”

3. György Ligeti: “Atmosphères”

4. Modest Mussorgsky: “Pictures at an Exhibition”

5. Edvard Grieg: Incidental music to “Peer Gynt”

6. Pyotr Ilyich Tchaikovsky: “Nutcracker” Suite 7.  !"#$%&'()*+,-./0123 8.  !"#$%

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11. Signature tunes of radio programmes such as news reports of different radio stations, the programmes “Spotlight” and “Sunday Divertimento”

of Radio 4, RTHK

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Generic Skills Creativity, critical thinking skills, communication skills, collaboration skills, Developed: self-management skills, problem-solving skills, study skills, IT skills and

numeracy skills

Values and • Respect and appreciate others’ creative works and performances;

Attitudes • Cultivate the attitude of acceptance and openness;


• Cultivate positive and active learning attitude; and

• Strengthen the sense of belonging to Hong Kong.


Teaching Exemplar 4: Project Learning - “Getting to Know the

In document Membership of the Ad Hoc Committee of Music Curriculum Development iv (Page 112-118)