Secondary Curriculum 2B - Extension: Music 1 - Unit 1

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Secondary Curriculum 2B – Extension Alper Karabork 17796675

Assessment 2: Portfolio design of any units of work for any topic

Music 1 - Unit 1

Topic: Music of the 19th century


Focus: An Introduction to music of the 19th century

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

Approximately six weeks of teaching time at 4 x 50 minutes per week.

Resources

 Score and audio from Chopin – Nocturne op.9 No. 2


(https://www.youtube.com/watch?v=9E6b3swbnWg)
 Score and audio from Giuseppe Verdi – Aida – Marcia Trionfale (Triumphial March)
(https://www.youtube.com/watch?v=AssDQbaIP_I)
 Other suitable and notable music from the 19th century.
SCHOOL COURSE Music 1 – Preliminary
SYLLABUS CONTEXT: Baroque Music topic - An Introduction to Music of the 19th Century
SYLLABUS OUTCOMES Performance FOCUS ASSESSMENT

P1: performs music that is Through this unit students will:


 Students will learn and
characteristic of the topics
 Performances as a class, integrating modern experiment with
studied
performing with music in the 19th century. different musical
 Creating and performing students own elements and
compositions. techniques from music
P2: observes, reads, interprets within the 19th
and discusses simple musical  Applying specific musical techniques and
arrangements to 19th century pieces. century.
scores characteristic of topics
studied  Perform as a soloist as well as in a small
and/or large ensemble.

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:

 Get given responses from music in the 19th


century.  Distinguish between
 Understand and interpret musical elements musical concepts and
P10: demonstrates a
from music throughout the 19th century, notation within scores
willingness to participate in
 Apply concepts of music to a variety of and pieces.
performance, composition,
musicology and aural activities different musical pieces.
SEQUENCE CHART
 Teacher guided listening activity (Giuseppe Verdi – Aida – Marcia Trionfalde) to introduce students to
musical concepts in the 19th century. AURAL
 Class creates and discusses graphical notation from music from the 19th century. COMPOSITION
 Performance based activities based on the scores written and learnt from students. PERFORMANCE
 Improvisation over Marcia Trionfalde, following this structure. COMPOSITION
 Listen and perform the opening line of Giuseppe Verdi – Aida – Marcia Trionfalde. Use of available
instruments in classroom. AURAL & PERFORMANCE
 Perform, notate and compose a melody from a specific motif using 19th century compositional devices.
PERFORMANCE
 Class concepts based analysis of both pieces. MUSICOLOGY
 Class listening and analysing activity. AURAL & MUSICOLOGY
 In groups, the class learns and devises the melody of Chopin – Nocturne pieces. AURAL &
MUSICOLOGY
 Class performance of an arrangements for ‘Chopin – Nocturne op. 9’ PERFORMANCE
 An aural analysis of Chopin Nocturne. AURAL
 Presentation that compares and contrasts Guiseppe Verdi’s – Marcia Trionfalde with Chopin’s
Nocturne. MUSICOLOGY
 Final preparations for groups in class presentation and performances, for both sections.
 Viva Voce presentation to the class MUSICOLOGY
 Performance of a pre-prepared piece. PERFORMANCE

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

Topic: An Instrument and Its Repertoire Focus: Composition & Performance

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

Approximately six weeks of teaching time at 4 x 50 minutes per week.

Resources

 Recordings from any artist, performance or compositional.


 Scores and visual performances are all allowed.
 Explanation of the piece
 Texts on the background of the piece, and a detailed analysis and explanation.
SCHOOL COURSE Music 1 - HSC
SYLLABUS CONTEXT An Instrument and Its Repertoire TOPIC The Voice
SYLLABUS OUTCOMES Performance FOCUS ASSESSMENT

Through this unit students will:

 Perform their own


H1: performs stylistically music that is composition
characteristic of the topics studied, both  Perform sections from  Present and perform
as a soloist and member of an ensemble another musical repertoire. their own pieces of
 Perform at a HSC level. music.

H2: reads, interprets, discusses and


analyses simple musical scores that are
characteristic of the topics studied Composition
Through this unit students will:

 Arrange and compose music


H3: improvises and composes music for themselves and a band.
using the range of concepts for familiar  Experiment with different
sound sources reflecting the cultural and writing techniques and styles.  Compose their own
historical contexts studied music.
Musicology
Through this unit students will:
H4: articulates an aural understanding of
musical concepts and their relationships  Analyse several different
in a wide variety of musical styles H5: musical pieces, and
critically evaluates and discusses incorporate them into their
performances and compositions own piece.
 Evaluate and analyse other
performance pieces.
 read and interpret simple
H7: understands the capabilities of Learn to read score.
performing media, incorporates
technologies into composition and
performance as appropriate to the Aural
 Analyse and discuss
contexts studied Through this unit students will:
how students have
composed and
 Listen to a wide range of
incorporated ideas
H8: identifies, recognises, experiments pieces and differentiate their
with, and discusses the use and effects
into their own musical
own from other styles.
of technology in music pieces.
 An overall comparison and
H9: performs as a means of self- contrast of musical works
expression and communication
from various styles and
periods
 Identify structures and what
composers have done where
to their pieces.
SEQUENCE CHART

 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

Approximately 6 weeks of teaching time at 4 x 50 minutes per week.

Resources

• Recordings, scores and videos of various themes used in radio, film and television.

 Harry Potter soundtracks


(https://www.youtube.com/watch?v=a7z8HGXVR80&list=PLYXfr3Na3Iuf8Kg__C6Fll5bap
kVOXp9b)
SCHOOL COURSE Music 1 - HSC
SYLLABUS CONTEXT Music for Radio, Film, Television and Multimedia TOPIC Film and Television
Themes
SYLLABUS OUTCOMES Performance FOCUS ASSESSMENT
Through this unit students will:

 Perform music that takes place in


films.
H1: performs stylistically music that  Perform repertoires used in
is characteristic of the topics movies.
studied, both as a soloist and as a
 Perform HSC music for
member of an ensemble
multimedia repertoire
H2: reads, interprets, discusses and
analyses simple musical scores that Composition
are characteristic of the topics Through this unit students will:
studied  Perform music
 Compose music for film and for film, TV and
H3: improvises and composes music game videos. radio
using the range of concepts for  Be able to notate and dictate
familiar sound sources reflecting
multimedia music used in all OR
the cultural and historical contexts
studied
forms.
 Compose a piece
H4: articulates an aural Musicology of music that
understanding of musical concepts Through this unit students will: could be used in
and their relationships in a wide any media.
variety of musical styles H6:  Analyse and discuss the use of  Present a Viva
critically evaluates and discusses Voce on
music in each multimedia.
the use of the concepts of music in
 Detailed explanation discussing multimedia
works representative of the topics
the role music plays in films. music.
studied and through wide listening

H7: understands the capabilities of Aural


performing media, incorporates Through this unit students will:
technologies into composition and
performance as appropriate to the
 Analyse and discuss the musical
topics studied
concepts through repertoire
H8: identifies, recognises,
experiments with, and discusses the used in media.
use of technology in music  Listen and identify musical
effects throughout all
multimedia.
SEQUENCE CHART
 Listen and analyse a variety of different multimedia repertoire. AURAL
 Analyse and discuss all the musical concepts that are included in the piece. MUSICOLOGY
 Students will pair up and compose a short brief introduction to the introduction of a new video
game. May be on any instrument. COMPOSITION
 Students will listen and perform to each other, then analyse each other’s introductions.
PERFORMANCE
 Students will listen to 2 tracks from the Harry Potter movies. Then analyse and determine why each
piece and section is applied where it is. MUSICOLOGY & AURAL
 In groups of 2 - 4 will re-create their own musical pieces to one 3-minute scene from Harry Potter
COMPOSITION.
 Students will explain and describe the reasoning and why they chose to compose their pieces of
music for their specific scene. MUSICOLOGY
 Students will further analyse the different between film and theatre music, the similarities and
differences between the two mediums. MUSICOLOGY
 Pairs will pick a game of their choice that they will analyse, and chose one musical piece that they
wish to observe for performance. MUSICOLOGY
 Groups of 4 will be selected, and will perform a piece of music from a video game. PERFORMANCE
 Workshops will be in operation, assisting students with their performance and Viva Voce.
PERFORMANCE
 An assessment activity will take place, students will present a performance with a viva voce. Students
have the choice of which repertoire they wish to present on. The viva voce will be recorded for
students own listening after class. Students must show evidence of the process and planning of this
task development. MUSICOLOGY
 Students undergo practise for HSC repertoire and Viva voce.

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

Topic: Music 1600–1900

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

Approximately six weeks of teaching time at 4 x 50 minutes per week.

Resources

 Performance for certain musical ability levels.


 Score analysis
 Readings and scores on specific repertoires.
 Different arrangements between different music forms.
SCHOOL COURSE Music 2 – Preliminary
SYLLABUS CONTEXT Music 1600–1900
SYLLABUS OUTCOMES Performance FOCUS ASSESSMENT
Through this unit students will:

 Perform different music structures using different


musical pieces.
 Perform any piece from their given time period.
 Perform their own composition

Composition
Through this unit students will:

 Compose different sections of a piece, changing the


structure, melodic and harmonic writing in minuet and
trio form.  Performance
 Orchestrate for any large ensemble for this period. and
As this is a unit designed
improvisation.
to be taught towards the
Musicology  Understand the
beginning of the
effects of
Preliminary course, all Through this unit students will:
different
Preliminary course
 Demonstrate knowledge through the understanding of techniques used
outcomes are being
music over these centuries. over different
addressed.
 Understand the transitional writing style of these decades.
periods.
 Show an understanding of all 3-different form of
writing.
 Compare musical pieces between the years of 1600-
1900 in detail

Aural
Through this unit students will:

 Notate pieces of music based on studies.


 Transcription of patterns through scores.
 Identify different techniques and uses over
different decades.
SEQUENCE CHART
 Score reading with the use of different forms of music throughout different time periods.
 Conversion of different forms, and how to write and differentiate one from the other.
 Presentation to the classroom, describing your studies and what you have found.
 Compose the first six bars of the given musical excerpt.
 Perform these bars.
 Extend your original composition, and add more instruments.
 In groups, teach and learn your composition, creating a small ensemble.
 A class performance workshop will undergo. Evaluating their peer’s compositions, and how they
were performed.
 An analytical score reading of musical excerpts from several periods. All involving different forms
and compared to the correct answers after.
 Notate the other student’s compositions that were developed and performed, using only aural skills.
 Provide students with their assessment task
 in groups, class must perform 2 of their peer’s compositions, changing the form and techniques.
 In groups, their arrangements will be performed in class.
 After their performances, discuss the techniques of chamber music writing evident in the works
presented
 Class will be given 2 – 3 lessons on compositional qualities and idea development to help improve
their compositional skills ahead of the task.
 All groups in the classroom will evaluate and discuss between themselves, the differences in styles
genres and time periods they have chosen to write in, along with who they chose to inspire them to
write about a certain period and in a specific style.

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

 Recording of ‘Sugar Sugar’ (https://www.youtube.com/watch?v=h9nE2spOw_o)


 Teacher’s devised worksheets, covering aspects of music.
SCHOOL COURSE Music 2 – Preliminary
SYLLABUS CONTEXT Music 1945 to Music 25 Years Ago TOPIC Sugar Sugar by The Archies
SYLLABUS OUTCOMES Performance FOCUS ASSESSMENT
Through this unit students will:

P2: demonstrates an  Perform and improvise over the original Sugar


understanding of the Sugar sound track
concepts of music by  Arranging and performing the original piece.
interpreting, analysing,
discussing, creating and
notating a variety of musical Composition
symbols characteristically Through this unit students will:
used in the mandatory and
additional topics  Improvisations using specific instrumentation.
P3: composes, improvises and  Transposition of the original piece.
analyses melodies and  Use of different instrumentation from the
accompaniments for familiar original song.  Improvisation and
sound sources in solo and/or
performances.
ensembles
Musicology  Understanding
P4: creates, improvises and
Through this unit students will: and arranging
notates music which is
pieces of music
representative of the
 Students will analyse and identify the key from this era.
mandatory and additional
topics and demonstrates elements that shaped the development of music
different social, cultural and throughout this era.
historical contexts  Demonstrate understanding ofMusic 2
P5: analyses and discusses knowledge
compositional processes with  Analyse The Archies other pieces
stylistic, historical, cultural
and musical considerations Aural
P7: observes and discusses in Through this unit students will:
detail the concepts of music
in works representative of the  Notice all the different techniques and elements
mandatory and additional to songs throughout this era.
topics  Compare musical pieces in this era significantly,
and identify the main differences.
SEQUENCE CHART

 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

This unit is designed to take approximately five weeks of teaching time.

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:

 Students can perform Australian music, either as a


H1: performs repertoire that solo or small ensemble
reflects the mandatory and  Perform their own original piece written with
additional topics and Australian ideas.
addresses the stylistic  Analyse and identify key elements in Australian
demands of music as a soloist music.
and as a member of an
ensemble

H2: demonstrates an Composition


understanding of the Through this unit students will:
relationships between
concepts of music by  Compose a piece written with Australian  Compose and
interpreting, notating, instrumentation and original ideas. perform
discussing, composing and  Organise musical scores of original pieces. Australian music
evaluating combinations of  Evaluate compositional techniques used in original pieces.
musical symbols, reflecting works.  Study
those characteristically used in  Re-evaluate and re arrange musical excerpts. compositions and
the mandatory and additional re write using the
topics techniques learnt.
Musicology  Critically evaluate
H4: stylistically creates, Through this unit students will: the performances
improvises, arranges and and compositions.
notates music which is  Develop what Australian music originally consists
representative of the of.
mandatory and additional  Use of techniques and motifs created in Australian
topics and demonstrates music.
different social, cultural and  Use similar notation sills and ideas and implement
historical contexts them into other pieces.
 Understand and learn the use and mode of these
H5: analyses, discusses, pieces of music.
evaluates and clearly
articulates compositional Aural
processes with stylistic,
Through this unit students will:
historical, cultural, social and
musical considerations
 Re write, and notate the original score.
 Listen to and notate pieces aurally.
SEQUENCE CHART
 Aural activity of listening and notating of original Australian pieces. AURAL
 Groups of 4 will come together and choose a piece to re arrange and compose. COMPOSITION
 Rehearsal begins for the formed groups.
 Research the piece and composer, find the main idea and drive behind this piece. As well as the
ideas and techniques used throughout. MUSICOLOGY
 Each group performs their re arrangement for the class. PERFORMANCE
 The entire class marks and evaluates the performed pieces. MUSICOLOGY
 Further divide the groups of 4 into 2, and repeat the process.
 models for the students
 The musical piece then changes into another arrangement. COMPOSITION
 With the use of Midi-keyboards and instrumentation, students will notate and create their piece.
COMPOSITION
 A workshop is in order to help assist with the work.
 A printed copy is handed out to the class
 Students work on their re arrangements, with the assistance of the teacher
 The groups of 2 now perform their newly re arranged piece. PERFORMANCE

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.

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