Chinese International School

Course Outline 2013-2014 Department: Music Year Year Year Year Year Year Year 07 08 09 10 11 12 13

Chinese International School

Course Outline 2013-2014 Department: Year Level: 7 Music Teacher: Dr. Lau and Mr Grace
Course Aims By the end of the course students will be able to: 1) Compose using the required musical elements 2) read and write the required musical elements 3) perform using the required musical elements 4) recognise the required musical elements in listening tasks. Skills Students will acquire Aural and visual knowledge of required musical elements: Including rhythm patterns: ta titi tika tika za, too, titika, tikati Melodic patterns - extended pentatonic scale Form - introducing phrases using (ABCD) Dynamics - pp, p, mp, mf, f, ff (cresc, dim,) Tempo - (Adagio, Andante, Allegretto, Allegro) Timbre - Through experimentation with body percussion, un-tuned percussion and instruments. Assessment criteria Criterion A Criterion B Criterion C Criterion D Assessment Criterion A Aural and Visual Analysis Examinations Criterion B Task 1: Body Percussion Ensemble Performance. Task 2: Simple Melody Composition and Performance set to words. Task 3: Set differentiated skills tasks that require ongoing practice. Criterion C Reflection and Evaluation based on the Developmental Worksheets (class work, performance, composition) Criterion D Engagement in: 1) Class activities 2) Bookwork (see Workbook Code) 3) Homework Tasks. Resources Teacher resources Folk Music Repertoire Folk Music Dances Keyboards Percussion Instruments Aural and Visual Analysis Sheets Peer Assessment Sheets Sibelius music software

Chinese International School

Course Outline 2013-2014 Department: Music Year Level: 8 Music Teacher: Dr. Lau
Course Aims By the end of the course students will be able to: 1) Compose using the required musical elements 2) read and write the required musical elements 3) perform using the required musical elements 4) recognise the required musical elements in listening tasks. Skills Students will acquire Aural and Visual knowledge of required musical elements: Including rhythm patterns: ta titi tika tika za, too, titika, tikati Melodic patterns - extended pentatonic scale Form - introducing phrases using (ABCD) Dynamics - pp, p, mp, mf, f, ff (cresc, dim,) Tempo - (Adagio, Andante, Allegretto, Allegro) Timbre - Through experimentation with body percussion, un-tuned percussion and instruments. Assessment criteria Criterion A Criterion B Criterion C Criterion D Assessment Criterion A Aural and Visual Analysis Examinations Criterion B Task 1: Body Percussion Ensemble Performance. Task 2: Simple Programmatic Melody Composition and Performance set to words. Task 3: Set differentiated skills tasks that require ongoing practice. Criterion C Reflection and Evaluation based on the Developmental Worksheets (class work, performance, composition) Criterion D Engagement in: 1) Class activities 2) Bookwork (see Workbook Code) 3) Homework Tasks. Resources Teacher resources Folk Music Repertoire Folk Music Dances Keyboards Percussion Instruments Aural and Visual Analysis Sheets Peer Assessment Sheets Sibelius music notation software

Chinese International School

Course Outline 2013-2014 Department: Music Year Level: 9 Music Teacher: Mr Grace, Dr. Lau
Course Aims By the end of the course students will be able to: Skills Students will acquire Aural and Visual knowledge of required musical elements: Assessment criteria Criterion A Criterion B Criterion C Including rhythm patterns: Criterion D Criterion B Task 1: Diatonic composition for performance in set form, based on stimulus. The composition focus is on diatonic elements. Criterion A Aural and Visual Analysis Examinations Folk/Blues Music Repertoire Assessment Resources Teacher resources

1) Compose using the required musical elements

2) Read and write the required musical elements

ta titi tika tika za, too, titika, tikati, syn co pa, tam ti, Ta -a, swing quaver concept.

Sibelius, Music notation software

3) Perform using the required musical elements

Melodic patterns -diatonic scale, call and response.

Task 2: Set differentiated skills tasks that require ongoing practice.

Keyboards

Percussion

4) recognise the required musical elements in listening tasks.

Form - introducing phrases using (ABCD) specific focus being contrast.

Criterion C Reflection and Evaluation based on the Developmental Worksheets (class work, performance, composition)

Instruments

Dynamics - pp, p, mp, mf, f, ff (cresc, dim,) to develop contrast

Aural and Visual Analysis Sheets

Criterion D Tempo - (Adagio, Andante, Allegretto, Allegro) Engagement in: 1) Class activities Timbre To develop contrast in composition and performance. 2) Bookwork (see Workbook Code) 3) Homework Tasks.

Peer Assessment Sheets

Chinese International School

Course Outline 2013-2014 Department: Music Year Level: 10 Music Teacher: Mr Rabach.
Course Aims By the end of the course students will be able to: 1) Identify and discuss the essential elements of a gospel songs and protest songs from the point of view of context and artistic elements. 2) Identify the key music language elements within the different song forms and discuss the attributes that makeup songs within these genres. 3) Perform songs in the appropriate style with accurate representation of the key features of the Skills Students will acquire Aural and Visual knowledge of contextual issues and of the required musical elements: Knowledge of basic song forms used in simple song forms strophic songs, verse chorus, circle songs and through composed. Basic harmony including but not limited primary triads I, IV, V, and secondary triads ii, iii, vi. Open and closed Cadences Dramatic tension points and resolution The relationships between chords and melody Creating melodic patterns using extended pentatonic scale, major and minor diatonic keys with relation to lyrics. Documentation of artistic process in song writing and performance. Criterion C Reflection and Evaluation based on the Developmental Worksheets (class work, performance, composition) Assessment criteria Criterion A Criterion B Criterion C Criterion D Assessment Criterion A Aural and Visual Analysis Examinations Research and realization through artistic development Criterion B Song performance with contextual accuracy and inspiration Composition of either a gospel song or folk style protest song. Individual performance Resources Teacher resources Gospel music repertoire Protest song pack Keyboards, guitars, personal instruments Aural and Visual Analysis Sheets Computer Technology, Sibelius and Logic pro software Song writing texts

music

Simple phrase structures.

Composition plan outline with reflective statement Criterion D Engagement in: 1) Class activities 2) Bookwork 3) Homework Tasks.

Performance texts

4) Compose a song to the specified structures, using appropriate notation, lyrics, melody harmony and rhythm. 5) Prepare performance on chosen instrument as a soloist or part of a group. Research and discuss the impact of contextual issues surrounding a piece of music and the impact of these issues on the performance and composition

Basic song writing techniques. Timbral consideration regarding melody, and harmony.

Chinese International School

Course Outline 2013-2014 Department: Music Year Level: 11 Music Teacher: Mr Rabach.
Course Aims By the end of the course students will be able to: 1) Identify and discuss the essential elements of Western Art music 2) from the point of view of context and artistic elements. 2) Identify the key music language elements within the different compositional forms and discuss the attributes that makeup music from within these genres. 3) Perform techniques in the appropriate style with Skills Students will acquire Aural and Visual knowledge of contextual issues and of the required musical elements: Knowledge of music analysis techniques including contextual considerations and music element manipulation Basic harmony including but not limited primary triads I, IV, V, and secondary triads ii, iii, vi. Open and closed Cadences Dramatic tension points and resolution The relationships between chords and melody Creating melodic patterns using extended technique from different eras of music studied Assessment criteria Criterion A Criterion B Criterion C Criterion D Assessment Criterion A Aural and Visual Analysis Examinations Research and realization through artistic development Program notes Criterion B Song performance with contextual accuracy and inspiration Compositions inspired by the contextual study. Performance recital Documentation of artistic process in song writing and performance. Criterion C Reflection and Evaluation based on the Developmental Workbook (class work, performance, composition) Resources Teacher resources Music an Appreciation Keyboards, students own instruments Aural and Visual Analysis Sheets Computer Technology, Sibelius and Logic pro software Composition texts

accurate representation of the key features of the music and music communication skills

Timbral consideration regarding melody, and harmony and arranging.

Composition plan outline with reflective statement Criterion D Engagement in: 1) Class activities 2) Bookwork 3) Homework Tasks. 4) Portfolio of performances and compositions

4) Compositional/arranging techniques to the specified structures, using appropriate notation, melody harmony and rhythm.

Chinese International School

Course Outline 20113-2014 Department: Music Year Level: 12, 13 Diploma music, High level and Standard level Teacher: Mr Rabach, Dr. Lau
Course Aims Diploma Music is divided into four categories. Categories:- 1) Music in society, 2) Music Analysis, 3) Composition and 4) Music performance High level students must cover all 4 categories. Standard level students must do numbers 1 and 2 but choose to do either 3 or 4. Skills By the end of the course the students will be able to listen describe and analyse music from any era of Western Art Music and music from a broad range of World Music examples, from the point of view of contextual issues and the development and manipulations of music elements. They will develop to a high level skills in performance, composition and score analysis. They will acquire a thorough understanding of the two set works and be able answer complex questions relating to the context and the music elements with in each piece and to compare and contrast the two works. Assessment criteria All assessment criteria are outlined in detail in the IB Diploma Music guide. Assessment Assessment throughout the course will be a of short assignments based on the course criteria. Final assessments include internally assessed work for compositions and performance, (moderated by the IBO) and externally assessed work, the Music Links Investigation and the final examination. Resources Music an Appreciation, World Sound Matters Composition Tool Box Musical forms and terms Sibelius notation software and Logic Pro sequencing software.