MUSIC STYLE & COMPOSITION 2012 SUE LYONS Direct number: Mobile:

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

Baroqu e style texture rhythm melody harmony Composition exercise Bach Brandenburg Concerto no. 2 Purcell Dido’s Lament Handel Zadok the Priest

Texture Bach Brandenburg: texture, harmony rhythm, melody, form. Assessment task Outcome 2 task

Australian art music Characteristics of 20 th century Australian music Tone colour Variation Composition task Sculthorpe Sun Music I Murray Schafer Epitaph for Moonlight

World music Characteristics of selected World music styles Tone colour, rhythm, melody, texture Variation Assessment task 3 short songs au/ au

THE ‘EAT’!! Integrate exercises into Outcome 2 analysis. Provide a specific task for each exercise; keep it contained with clear parameters.task Provide model responsesresponses

TipsTips 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 sheettask Students need to plan the work firstplan

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 Statementannotate

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 1 Teach 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 mapsmind Example charts and Blank chartschartsBlank wikis om/Element+-+Harmony om/Element+-+Harmony group activities and class discussion

Outcome 2 Teach 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. examples Students need to clearly describe two main characteristics and explain how they are evident in the work, with specific musical examples.

ORGANISING SACS Dates 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.notification

Check the assessment handbook; make sure your criteria and marking system are consistent with this.assessment 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.model responses marks 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 exam2011 Teach the hierarchy of question types Create a revision wikiwiki

TipsTips for the exam Term 4 –practice exams Do them yourself to create an ‘answer book’answer book Read the Chief Assessor’s report from previous years

Build skills in Outcome 1 Analyse past exams to create similar question types types For 2012, this means a close look at the 2011 paper2011