Secondary Curriculum 2B - Extension: Music 1 - Unit 1
Secondary Curriculum 2B - Extension: Music 1 - Unit 1
Secondary Curriculum 2B - Extension: Music 1 - Unit 1
Music 1 - Unit 1
The focus of this unit is to introduce and analyse the key concepts of music through music
during the 19th century. This unit has been designed for Music 1, preliminary course in
Music. The main focus will include the introduction of the concepts in music, using a
teaching and learning approach to introduce to students simple score reading. This unit
requires only a limited amount of repertoire. Both learning and teaching techniques and
activities are based of repertoire of 19th century music.
Unit Duration
Resources
Composition
P3: improvises and creates
Through this unit students will:
melodies, harmonies and
rhythmic accompaniments for
Learn and develop improvisation
familiar sound sources
Compose pieces using 19th century musical
reflecting the cultural and
techniques
historical contexts studied
Arrange melodies from different sections.
Musicology
P4: recognises and identifies Through this unit students will:
the concepts of music and
Understand 19th century musical scores Notate and write
discusses their use in a variety
of musical styles Identification of musical scores and rhythmical scores.
instrumentations in comparison to different
pieces.
Compose a viva voce, comparing two
different pieces.
P7: understands the
Research and learn the musical
capabilities of performing
characteristics of music in the 19th century.
media, explores and uses
current technologies as
appropriate to the topics Aural
studied Through this unit students will:
Assessment
This assessment will take place in the last of the 6 weeks. Each group will spend 1 lesson
presenting both their Viva Voce’s and their small ensemble performances of their
arrangement for either Chopin – Nocturne op.9 No. 2 or Giuseppe Verdi – Aida – Marcia
Trionfale (Triumphial March). As there will be 5 different groups in the class, each group will
take 1 lesson to analyse. The days in which each group presents and performs will be chosen
at random.
Music 1 - Unit 2
This unit is designed for Music 1 students, completing their course in Music. The main focus
of this unit will be for students to perform any given piece, along with a composition that
expresses their own unique style of music. Music from any culture, genre, period and/or
style is accepted in this unit. In whichever instrument the student wishes to express
themselves in. This may be performed and composed in a small ensemble or as a solo piece.
Unit Duration
Resources
Listening to different musical excerpts, all consisting apart of different genres. AURAL
Evaluation of the different techniques used and which style the piece belongs to. MUSICOLOGY
listen to an example of ‘solo improvisation’, e.g. Carlos Santana. Observe and analyse the given score
whilst discussing how the performer has used the score as a basis. AURAL
Discuss the composition processes artist/bands go through. MUSICOLOGY
Discuss the ‘concepts in music’ (tone colour, duration, etc.) through music by small ensembles
Arrange a chorus for an already established piece. MUSICOLOGY
Listen and analyse how other artists have written scores for ensembles and what distinguishes
between ‘good’ and ‘bad’ bands. MUSICOLOGY
Compose their own graphical score of other musical pieces. COMPOSITION
Rehearsal for repertoire(s) PERFORMANCE
Analysis of a live band, e.g. ‘Maroon 5’. Observe movements and que ins. The role of the artists and
their involvement within the band. MUSICOLOGY
Aurally identify differences within songs played live and in recording. AURAL
Research via listening to solo artists performing with a backup band. Notice and highlight the
differences between the solo performances with the band performances. AURAL & MUSICOLOGY
Final rehearsal for repertoire(s) PERFORMANCE
ASSESSMENT
There will be two assessments for this following unit. One will take place in week 4 of the 6-
week unit, whilst the other in the final week.
In Week 4, the student’s compositions must be handed in as a draft and just the score. Both
rhythm and melody for all sections must be completed, whilst also having their ensemble
and ensemble parts all assigned.
During Week 6, the final performance for the compositions they have put together, as a solo
or a band must be performed, for the class before it is performed later as a HSC repertoire
(If the student chooses to do so).
Music 1 - Unit 3
Topic: Music for radio, film, television and multimedia Focus: Film and Television
Themes
The following unit is designed for Music 1 students completing the HSC course in Music. The
focus of this unit will be analysing the concepts of music, within a large range in repertoire
that takes place through different types of multimedia, specifically in radio, film and
television. The role that these repertoires play in these mediums and the effect that have on
their multimedia.
Unit Duration
Resources
• Recordings, scores and videos of various themes used in radio, film and television.
ASSESSMENT
This assessment will take place in Week 5 of the 6-week learning period. The assessment
will consist of a viva voce, on any multimedia and/or music involved in these types of
multimedia. Their choice of multimedia and musical piece is completely up to the student.
Each student will present their work to the entire class and a mark will be given accordingly.
The students have lessons throughout the 6 week to study several multimedia pieces as well
as understand and plan what is needed for this assessment.
Music 2 - Unit 1
This unit is mandatory for Music 2 students commencing the Preliminary course in music.
Music. Form used in this period will be a focus; Sonata, minuet and trio form will all be
analysed, whilst lesson activities will be planned in accordance to cover performance,
composition, musicology and aural development.
Unit Duration
Resources
Composition
Through this unit students will:
Aural
Through this unit students will:
ASSESSMENT
This assessment will initially be handed to the class and worked on in week 2 of the 6-week
teaching period. However, students will be given plenty of time to develop and improve on
their ideas to complete a composition, consisting of 24 bars. This final copy of their
composition will then be handed back to the teacher for final marking within the final week
of learning. This composition aspect allows students to study any period between 1600-
1900 and compose a piece which best suits them as writers and a period in which they feel
they can be strongest in. Being a period students aren’t relatively familiar with, it weighs
heavily that a student in influenced and uses another past composer as inspiration for their
composition.
Music 2 - Unit 2
Context: Music 1945 to Music 25 Years Ago TOPIC: Sugar Sugar
The unit: Music 1945 – Music 25 Years Ago is atopic to the Music preliminary course. It can
also be used for a student’s HSC course, if adapted correctly. The work ‘Sugar Sugar,’ by
Australian The Archies (1968-1973) will be explored in this unit. This unit will explore will
cover all Composition, Performance, Aural and Musicology aspects throughout.
This unit provides a sample of teaching and learning activities that explore how teachers
might approach studying a work in detail with their students.
Unit Duration
This unit is designed to take approximately six weeks of teaching time based on 4 x 50
minute periods per week.
Resources
Listen to thoroughly and identify all key instrumentation and notate the score. AURAL
Define ‘The Archies’, motives and ideas behind this piece. MUSICOLOGY
Modernise this score, altering it into a simpler version. COMPOSITION
Re arranging the score, transposing the original piece. COMPOSITION
Workshops will be run to assist the students throughout theses classes.
Compose a piece using the same chords and instrumentation as the original piece. COMPOSITION
Additional chords added into the piece, and performing this version. COMPOSITION
Notating and score must be finished.
Evaluating the use of techniques used throughout and applying them in your own unique way.
MUSICOLOGY
Score and notating assessment.
Experiment different methods with the original piece. PERFORMANCE & COMPOSITION
Re arrangement of the original piece must be finished, with each student adding their own
improvisation to their version. PERFORMANCE
Improvisation assessments PERFORMANCE
Class evaluation, peers will listen to and support their arguments for their re arranged performances.
Assessment
This assessment will take place during the 5th week of the 6-week teaching period. It will
consist of the students forming groups and performing their re arranged version of the
original piece. With the additional improvisation that has been allocated to each member of
the group for their own section. This will then be performed in front of the entire class and
the classroom peers will assess the performance, all writing down their own feedback for
the performance.
Music 2 - Unit 3
Context: Music of the Last 25 Years (Australian Focus) Topic: Australian Music
This unit of work is for Music 2 students continuing their HSC course in Music. It will consist
of the study of Australian Music in the last 25 years. This focus is widely around Australian
music, looking at both performers and composers during this period. This task will expose a
large variety of Australian music to students, and will open different avenues for their future
research and studies.
Unit Duration
Resources
Scores and music from Australian performers and composers of the last 25 years.
Rehearsal rooms
Score analysis for musical excerpts.
SCHOOL COURSE Music 2 – HSC
SYLLABUS CONTEXT Music of the Last 25 years (Australian Focus) TOPIC Australian Music
SYLLABUS OUTCOMES Performance FOCUS ASSESSMENT
Through this unit students will:
ASSESSMENT
This unit consists of two assessment tasks. The first being in week 3 and the second in week
6. They are both compositional and performance tasks. The two tasks are very similar, just
an advanced and upgraded version of the other. The work done form the first task will carry
over to the second. These assessments could be used for both core composition, and core
performance, whichever the students wishes to do so with.