Music Performance Music Performance Outcome 2 Performance Technique Technical work and exercises linked to a Listening Journal approach towards greater understanding of the elements of Music The combined class approach using a Listening Journal highlights the elements of Music in a progressive pedagogy to develop greater depth of understanding in the elements of Music. Previous and current examiners reports, detail the lack of understanding by many students of the elements of Music eg. melody – students discuss rhythm, dynamics etc but not the characteristics of the melody! This workshop aims to give teachers a Listening Journal approach that highlights a variety of Musical elements and builds on student knowledge progressively throughout the year, to bring depth of understanding. Technical work and exercises are designed based on the elements of Music, to cement the understanding, via the practical application of Music terminology, being directly linked to the Performance Program. Lynne Morton Belmont High School

Music Performance Lynne Morton Belmont High School

Music Performance Music Performance Outcome 3 Musicianship - Analysis The combined class approach using a Listening Journal highlights the elements of Music in a progressive pedagogy to develop greater depth of understanding in the elements of Music. “.. analyse the interpretation of expressive elements of music in pre-recorded works... Listen analytically to pre-recorded performances by Australians of works that were created after 1910 by Australian composers/song writers, and identify and discuss ways in which expressive elements of music, including tone colour, blend of instrumental voices, balance of music parts/lines, articulation, ornamentation/embellishment (melodic, harmonic and rhythmic), dynamic range and shape, phrase shaping and tempo choices, have been interpreted to achieve expressive outcomes and create character in performance” Lynne Morton Belmont High School

Elements of Music Lynne Morton Belmont High School

Listening Journal Name the instruments Detail the Form/structure Rhythm Melody Harmony Tone Colour Texture Instrument techniques Style? Lynne Morton Belmont High School

Key Words Melody Ascending, descending, repetitive, short, long, high, low, wide range, small range, stepwise/smooth, based on a scale, based on a triad, jagged, made up of phrases, uses sequences, tonality – scale forms, modal,contour, draw a line-graph of the phrase shape, upbeat, anacrusis, angular contour (leaps), motive, register, unison, chromaticism Rhythm Riff, straight, shuffle, jazz, swing, latin, describe note values within a phrase, short rhythmic patterns, call and response, ostinatos, off beat, notation, time signatures, mixed metres, polyrhythms, dotted rhythms, even, syncopation, tacet, duration, note values, pulse, regular, irregular, repetitive, hemiola, isometric Used as – to maintain momentum, as part of the structure/form, ostinato, to provide pulse/beat, to create unity, to create contrast Harmony Chord progression, tonality, primary triads, 7ths, altered chords, describe the chords within a phrase, modulation, consonance, dissonance, resolution Lynne Morton Belmont High School

Key Words Dynamics Loud, soft, crescendo, decrescendo, diminuendo, fade-out, fade-in, moderately loud, moderately soft, sforzando, smorzando Tone Colour Timbre, warm, cold, shrill, mellow, woody, bright, bleak, dark, light, heavy, percussive, Guitar amp effects, effects units, Powerchords, mute Texture Monophonic, homophonic, polyphonic Interpretation Rubato, rallentando, register, Piano pedalling, vibrato, change of register, Recording techniques – effects, reverberation, mutlitracking, Ornamentation – trills, mordents, drops offs, smears, pause, harmonics, melismas, scat, Articulation – legato smooth, semi-legato, staccato, mezzo-staccato, marcato, accents, tenuto, slides, bends, hammer ons, pull offs, damping, pizzicato, double stop, mute Tempo – slow, fast, broadly, lively, accelerando, rallentando, ritenuto, ritardando, Lynne Morton Belmont High School

Listening Journal Describe the different rhythms heard in excerpt 1 Write the different rhythms heard in excerpt 1 that you have described Describe the shape of the melody in excerpt 2 Draw the shape of the melody in excerpt 2 Describe the variations in tone colour throughout the excerpt Describe the structural and expressive role of each instrument in excerpt 2 Lynne Morton Belmont High School

Listening Journal Select one instrument, and detail the use of articulation throughout the excerpt Write the rhythm of 2 instruments/voices that performed in excerpt 1, include the articulations Identify and describe the interpretative decisions you believe is evident in the pre-recorded work What expressive elements have been used in the excerpt and what effect do they have? Lynne Morton Belmont High School

Keywords highlighted to extend language skills Lynne Morton Belmont High School

Listening Journal What style is this piece of Music? Describe why you think it is this style. Discuss how the performer’s approached performing the melody and rhythm to highlight the style. Discuss how the performer’s approached performing the melody and rhythm to demonstrate variety within the style. Lynne Morton Belmont High School

Listening Journal Describe the similarities and differences between how the different instruments are being played. Describe the similarities and differences between excerpt 1 & 2 Describe the similarities and differences with the rhythms being performed. Describe the similarities and differences with the expressive elements used. Lynne Morton Belmont High School

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