Topic Pop Stage 4 (Mandatory) Notes/

Reflection

Musical Elements Tone Colour, Layers, Timbre, Bass Lines

Stimulus Walk With Me - Cosmos Midnight (Feat. KUCKA) [Australia]

https://www.youtube.com/watch?v=KLXJzKdIlXE

Prior Knowledge Students should have basic understanding of creating Ableton projects
and making midi clips in Ableton.

Teacher Prep. Create an Ableton project with at least 6 layers including percussion,
bass, melody, harmony and other textural elements.

Activities Curriculum
Outcomes

Musicology Give brief overview of what Pop music is and how broad 4.7 4.8
the category is. Ask students to provide examples of
current Pop music or what they thought Pop music was in
the past (Hint: All music should be considered Pop). Ask
students about the tone colour and layers in their musical
examples.

Aural Students should listen to the example above (30-45 4.8

Seconds) and deconstruct the layers and tone colours
they hear in stimulus.

Performing Teacher should present their Ableton project and allow 4.2
the class to listen through once. The teacher should then
take turns adding and removing layers and asking the
students to name missing elements.

Creative/Composi Students should create their own Ableton (or other DAW) 4.6
ng project and practice adding and removing layers.
Students should also present their projects to their peers
and ask them to name the missing parts as they add and
remove layers.

Assessment Student participation in class discussion around Pop music and layers.
Presenting their own Ableton project with a number of different layers.
Topic Music for Radio Stage 4 (Mandatory) Notes/
Reflection

Musical Elements Rhythm, Duration, Triplets

Stimulus You Were Right - RUFUS [Australia]

https://www.youtube.com/watch?v=UkhHmfvj6xU

Prior Knowledge Students should have basic rhythmic transcription abilities and
understanding of how rhythm works. Students should also have a
basic understanding of the history behind Music for Radio within
Australia.

Teacher Prep Listen to stimulus and prepare rhythmic notation for the intro, first
verse and first chorus.

Activities Curriculum
Outcomes

Musicology Ask students for their ideas about modern australian 4.7
music on the radio. What do they listen to on the radio?
What kind of music do their parents listen to?
What do students identify as the most common rhythms
on the radio?

Aural Students listen to the introduction and first verse of 4.8, 4.9
stimulus. As a whole class or as small groups the
students are to notate the rhythm of the drum and
harmony parts.

Performing Students are split into groups and asked to perform 4.2, 4.3
different instrument parts from the song.
One group play hi-hats, one kick, one snare and one
triple harmony - Or have the students play the kick drum
with their feet, hats on right hand and snare on left with
triplet played by a separate group.

Creative/ Students will split into small groups to create an 8 bar 4.4, 4.5
Composing rhythm using a number of different rhythmic techniques
discussed in this class and previous classes

Assessment Student participation in class discussion around Music on Radio and

performing rhythms in class. Creation of 8 bar rhythm.
Topic Jazz Stage 4 (Mandatory) Notes/
Reflection

Musical Elements Melody, improvisation, improvised music

Stimulus Leigh Carriage - Rise and Fall (Live at the Brisbane Jazz Club)
[Australia] https://www.youtube.com/watch?v=eSiY4tiTouc
(1:41 onwards for solos)

Prior Knowledge Students should have basic understanding of melody, pitch and
improvisation

Teacher Prep Bring sheet music for Autumn Leaves

Activities Curricul
um
Outcom
es

Musicology What do you identify as jazz music? 4.7

Students should be able to identify key musical components
of Jazz: Improvisation, Polyrhythms, Swing, Syncopation
Chord changes (II V I)
Are students aware that Jazz music can be subjective? Any
improvised music could be described as Jazz or Fusion.

Aural Students should listen to the stimulus above and identify key 4.7, 4.8
elements of jazz in the music provided.

Performing As a group students will construct an improvisation by using 4.2, 4.3

mallet percussion instruments whilst standing in a circle.
Students will then play a single note each as they progress
around the circle while Autumn Leaves chord changes play
in the background.

Creative/Composin Students will perform a simple improvisation over Autumn 4.4

g Leaves chord progression as an individual.

Assessment Student participation in class discussion around jazz music.

Students performing improvisation with some acknowledgement of
chord progression.
Topic Baroque Music - Stage 5 (Elective) Notes/
Music of a composer: Antonio Vivaldi Reflection

Musical Elements Tone Colour, Texture, Harmony and Melody

Stimulus Spring - Vivaldi (From The Four Seasons)

Prior Knowledge Students should have a basic understanding of Baroque Music as this
lesson will be a focus on a key composer during that period

Teacher Prep Transcribe a basic version of the main Spring theme for instruments in C.

Activities Curriculum
Outcomes

Musicology The teacher should give a brief overview of Vivaldi and his 5.7, 5.9
life. Teacher should ask students if they recognised the
name or were able to name any of Vivaldis compositions.
Special mention should be made of Vivaldis innovative style
and ability to change the institution of Baroque music at that
time to create new, playful, flamboyant and harmonically
contrasting compositions - the teacher may like to reveal this
after students have provided their opinions from listening to
the piece

Aural Students will listen to the stimulus piece. They will provide 5.7
their thoughts and opinions on why the music sounds like
Spring. Teacher may also provide a contrasting Baroque
piece such as Canon in D by Pachelbel to illustrate the
differences in the music styles between composers.

Performing Students will play a simplified version of Spring on a mallet 5.2, 5.3
percussion instrument or other keyboard instrument.
Students will be split into groups to play individual parts -
Bass, Harmony and Melody.

Creative/Composing Using the same notes as the melody in Spring students will 5.5, 5.6
create their own composition which they believe shares a
similar quality to spring.

Assessment Student participation in class discussion around the music of Vivaldi.

Students participation in class performance of Spring and creation of new
melody.
Topic Classical Music - Stage 5 (Elective) Notes/
Chamber Music/Haydn Reflection

Musical Elements Structure, dynamics

Stimulus Haydn's string quartet Op. 20, No. 4 in D major

Prior Knowledge This lesson will be the first lesson surrounding Chamber Music and as
such no prior knowledge will be expected. Students should be able to
read music to a moderate level.

Teacher Prep Teacher should prepare enough sheet music for each class member.
Possibly create sheet music for individual sections for the performance
component of the class.

Activities Curriculum
Outcomes

Musicology Teacher should provide introduction to Chamber music by 5.8, 5.9

outlining key themes:
Small orchestral groups thus intimate by nature
Conversational style - back and forth between
instruments
Four-movement sonata structure (a fast
movement, a slow movement, a minuet, and
another fast movement)
Teacher should inquire as to students experience with
Chamber music (most likely Mozart or Beethoven but less
popular than their fully orchestrated works. Possible extra
stimulus - Beethoven String Trio Op.9 No.3 in C minor)

Aural Students listen to stimulus provided and identify structural 5.7, 5.8
changes in the music (Sonata form) - The teacher should
queue the changes in the pieve by skipping ahead
sections as the piece is too long. Students can also draw
a line graph demonstrating the changes in dynamics over
the period of the piece.

Performing Students will be split into four groups for each part of the 5.1, 5.3
stimulus (Violin I, II, Viola and Cello). Each section will
sing or play each part for the first 4-16 bars of the first
movement as a singular group.

Creative/Composing Students as individuals or in small groups are to write a 8 5.4, 5.6

bar composition for a chamber quartet using similar
melody and harmony to the stimulus. Should also include
call and response and unison lines. This creation may
lead to a future assessment which will involve the creation
of a 32 bar chamber quartet composition.
Assessment Student participation in class discussion surrounding chamber music.
Students participation in class performance and creation of new
composition and possible assessment in future revolving around
completion of 8 bar in class composition.
Topic Art Music/Music of the 20th Century - Stage 5 (Elective) Notes/
Futurism and the role of technology Reflection

Musical Elements Harmony, Pitch, Tone Colour, Texture

Stimulus La Guerra - La Vittoria

https://www.youtube.com/watch?v=BYPXAo1cOA4
http://www.theartstory.org/movement-futurism.htm
https://en.wikipedia.org/wiki/Futurism_(music)

Prior Knowledge Students will have some prior understanding of classical music and early
Art music. However, they may not be aware of this more Avant Garde
area of music

Teacher Prep Bring extra implements to play different instruments around the classroom
with.

Activities Curriculum
Outcomes

Musicology Teacher is to provide brief overview of Futurism and its main 5.7, 5.10
composers. Clarification of the term Avant Garde may be
required. Students should be asked to name out there or
unusual pieces of music they may have heard - Could
possibly include John Cage or Bjork. Emphasise should be
placed on the experimental nature of the music and the move
away from tradition of other classical and art music.

Aural Students should listen to the stimulus provided. Students 5.8 5.10
should try to form a graphical representation of the melody
line during the first listening and should try to form a harmony
line underneath on a second listening. Students should then
present their drawings to the teacher or as a class to reveal
the jagged and unusual melody and harmony associated with
Futurism. Students should also listen and view the YouTube
clip provided in the stimulus above to other an idea of other
Futurist ideals such as the creation of new and unusual
instruments

Performing Students are to play a melody line over the top of the 5.1 5.2
harmony line introduction of La Vittoria to create and a
jagged melody. It should still maintain some structure and
melodic content but implement off-timing and accidentals.

Creative/Composing Using obscure classroom objects (scraping objects, rulers, 5.5 5.6
tables, unusual textured objects etc.) students should create
a Futurist inspired piece as small groups or as a class.
Assessment Student participation in creating a graphical representation of the melody
line.
Students creation of melody line.
Participation in Futurist Inspired piece creation.