MUSIC STYLE & COMPOSITION 2012

SUE LYONS

Direct number: 86448633Mobile: 0403168779

Email: lyons.susan.a@edumail.vic.gov.au

UNIT 1

INTEGRATED APPROACH TO THE THREE OUTCOMES

COVER AS MUCH TERRITORY AS POSSIBLE

Select works from different styles and integrate Outcomes into

these.

Baroque: Brandenburg Concerto no 2 Purcell Dido’s Lament

Australian music: Sun Music I

World music: Three short songs

THE ‘EAT’!!

• Integrate exercises into Outcome 2 analysis.

• Provide a specific task for each exercise; keep it contained with clear parameters.

• Provide model responses

Tips for the Unit 3 exercises

Limit instrumentation

Short exercise

Clear, strict parameters

UNIT 4 OUTCOME 3 WORK

Clear and specific statement of intention

Show clear understanding of the style

Explain influences of other works precisely

Keep documentation clear by using dot points

Annotate score effectively

Example of task sheet

Students need to plan the work first

Documentation should show a clear and explicit connection to studied work and  comprehensive description of process

Statement of creative aim must be included, with studied work named, and aspect of the work clearly described

Encourage students to annotate score

A sample work

Score

Documentation

Unit 3

Begin with Outcome 2.

Use skills developed analysing selected works to build Outcome 1 analysis skills.

Integrate the three outcomes as much as possible.

Outcome 1: its the hardest one

Listening homework - CD. Distribute at beginning of the year.

Create a worksheet for the first few questions to provide a scaffolding for responses; ‘trainer wheels’.

Create an answer sheet. Share and discuss responses in class.

Design lessons around specific elements of music; provide a variety of excerpts on the one element.

Homework CD track 2: Joni Mitchell – Harlem in Havana

Ear Gym homework Worksheet 1 Track 2

Question: Describe how texture is used in this excerpt. You may wish to include a diagram.

Texture (who does what when)

Describe the sound source you can hear at the beginning, and what it is doing

This opens with some sort of electronic or tuned percussion instrument, playing a rhythmic, repetitive line. It has a very metallic and resonant sound.

As the song continues, what happens to the texture?

The texture increases in thickness with the addition of more layers. Each layer carries its own individual part, contributing to a polyrhythmic and increasingly complex texture.

When the singer enters it is in the foreground, and other parts either drop out or move more into the background.

Describe each new layer, what it sounds like and what it does.

A second electronic sound enters, in a higher register, with a repetitive motif. This is followed by a nonpitched layer, sounding like a shaker, which continues on the off beats. A synthesizer enters using a reverb sound and playing a pattern consisting of repeated chords. Next a bass enters, followed shortly by long notes which feature a synthesized brass sound. In the background another

more on Outcome 1Teach explicit skills in listening and analysis; create lessons and worksheets on particular elements.

Focus on the more challenging elements: tone colour, harmony, texture.

Use past exam papers for different question types.

Tools for teaching Outcome 1

• mind maps

Example charts and Blank charts

wikishttp://2011vcassauralhomework.wikispaces.com/Element+-+Harmony

group activities and class discussion

Outcome 2Teach just what the students need to know; don’t give with too much information

Set up a resource book.

Put up notes on a shared folder or wiki.

Organise shared and group activities.

Give a written test after each piece.

Contextual issues & Characteristics of the style

Teach students to be able to explain each issue clearly AND clearly link it to musical examples in the work.

Students need to clearly describe two main characteristics and explain how they are evident in the work, with specific musical examples.

ORGANISING SACSDates and weightings given at the start of the year.

SAC notification at least a week before providing date, time, length, conditions, items allowed, what will be examined, assessment criteria.

•Check the assessment handbook; make sure your criteria and marking system are consistent with this.

•Mark according to the assessment criteria

•Do the SAC yourself and come up with some ‘model responses’ so you have some bench marks to assess to.

ASSESSMENT

Exam preparation

Term 3:

begin using more complex questions from past exams:

Discuss 3 ways Tchaikovsky varies the material

Describe the role in the ensemble of 3 sound sources

Analyse structure of 2011 exam

Teach the hierarchy of question types

Create a revision wiki

Tips for the exam

Term 4 –practice exams

Do them yourself to create an ‘answer book’

Read the Chief Assessor’s report from previous years

Build skills in Outcome 1

Analyse past exams to create similar question types

For 2012, this means a close look at the 2011 paper