Achievement Standard v2 Demonstrate Knowledge of Music Works New Zealand Popular Music

Transcription

1 Standard v2 Demonstrate Knowledge of Music Works New Zealand Popular Music with Merit with Excellence of elements and features of music works. of a range of elements and features of music works. of a wide range of elements and features of music works. Note: This is one of two assessment activities providing evidence for AS90017 v2. Conditions Students are asked to identify and describe music elements (both aurally and in written format), and features, including historical and social contexts, through the study of New Zealand popular music. The Split Enz ballad, I Hope I Never, and the orchestral arrangement by Eddie Rayner will provide the focus. These are works representative of New Zealand popular music and are studied with scores. The assessment will be classroom based. Student evidence will be collected through two tasks (Task 1 & 2) and an in-class recall activity (Task 3). This unit takes approximately 5 weeks or 20 to 25 lessons. Assessment of the demonstration of knowledge of the music s elements and features and the context will include a range of aspects. These aspects are: Analysis identifying and describing music elements and devices (structure, texture etc.). Analysis skills are primarily assessed in Task 1 (see over) which involves the analysis of a New Zealand song in the form of a listening worksheet with answers. Application working with knowledge and skills, the transference of knowledge to new music situations, history and society, and applying resources and research. Application skills are primarily assessed in Task 2 (see over), in which students are asked to make a simple arrangement (9 bars) of part of a pop song. This task is undertaken after students have studied the arrangement of I Hope I Never. These skills include creating a simple arrangement from a lead sheet by adding a bass line, realizing a simple keyboard part, creating a simple harmony part (for merit) and adding a counter melody (for excellence). This requires knowledge and application of knowledge concerning harmony (keys, chords, triads), texture, and arranging and use of music software. Recall/Application/Analysis reproducing music and information through listening or memory. Recall skills are primarily assessed in Task 3 (see over): an end of unit recall activity that involves recall on the history and style of popular music in general, New Zealand popular music, the music of Split Enz, musical elements and features of I Hope I Never and the context of the arrangement in regards to notation (lead sheets, quantizing). Some questions include analysis and application aspects. Resource Requirements Scores of the works listed above CD recordings of the works listed above Sweet: a Taste of New Zealand Music Web based sites providing information on the development of rock/popular music Give It A Whirl, A History of New Zealand Rock Music, Youtube.

2 New Zealand Popular Music AS v2 Task 1 Listening Activity Listening Worksheet with Answers Using a New Zealand song of your choice, you are to create a listening worksheet with an answer sheet. The objective is to show your ability to analyse a song using your ears to sort out the key elements of that particular song. You should address each of these musical elements in your worksheet: Tempo Beat Rhythm Melody Harmony Tone Colour Timbre (including instrumental techniques, special effects) Structure Form - Lyrics Texture - Layers To earn, you must ask a question about each of the first six elements above and provide answers with general accuracy. Examples: what instruments are used in the song, what is the metre, what is the structure? As well as this, you must also attempt one simple dictation question (with answer generally accurate) of around two bars (depending on the time signature) of either rhythm, melody or harmony. Example: You can ask for the rhythm of the bass drum or snare drum to be notated. You can ask for the harmonic rhythm to be notated (i.e. how often the chords change). To earn with Merit, you must complete the task as for achievement with mostly accurate questions and answers and in at least three questions you will extend your thinking by showing some understanding of the musical effect that specific features/ elements have on the mood/atmosphere of the song and you will be able to explain why you think the composer made this musical choice. Examples: Q Why does the composer change the drum pattern in the chorus? A She does this to create variety and contrast. To earn with Excellence, you must complete the task as for merit above with high accuracy and in at least three questions you will extend your thinking by showing perceptive understanding of the musical effect that specific features/ elements have on the mood/atmosphere of the song and you will be able to explain why you think the composer made a musical choice Examples: Q What effect does the pedal note have on the music? A The pedal note creates a sense of stillness. Q Why do you think the composer speeds up the harmonic rhythm in the chorus? A She does this to give the chorus more energy OR She does this to emphasise the words chaos and energy in the lyrics.

3 Conditions: Students will choose their own New Zealand song to use for this task, but it is suggested they obtain approval from the teacher to ensure it is appropriate and contains enough musical content to allow Achieved with Excellence to be obtained. Students are required to show their work at any time to the teacher for formative assessment and to ensure authenticity. Students will be given four classes to work on this task. Students may work at home on this task. DUE DATE: ASSESSMENT SCHEDULE for AS v2 Task One Evidence with Merit with Excellence Completed listening sheet of a NZ song, with answer sheet, is submitted along with an audio recording of the song. of elements and features of music works. Student has asked and answered, with general accuracy, a question on each of the following elements of a range of elements and features of music works. Student has asked and answered, mostly accurately, questions on each of the following elements Tempo Beat Rhythm Melody Harmony Tone Colour Timbre Structure Form Texture Layers of a wide range of elements and features of music works. Student has asked and answered, with high accuracy, questions on each of the following elements and asked and answered with general accuracy one simple dictation of melody, rhythm or chords. and asked and answered mostly accurately one dictation of melody, rhythm or chords. and shown some understanding of the musical effect of some features/elements on the mood/atmosphere of the song and explained this in at least three questions/answers. and asked and answered with high accuracy one dictation of melody, rhythm or chords. and shown perceptive understanding of the musical effect of some features/elements on the mood/atmosphere of the song and explained this in at least three questions/answers. This task contributes evidence towards the Standard. Final judgement will be based on the results of all tasks and presented in a holistic judgement statement at the end of the second assessment activity.

4 AS v2 - Task One Result Sheet Assessment Schedule Evidence with Merit with Excellence Completed listening sheet of a NZ song, with answer sheet, is submitted. of elements and features of music works. Student has asked and answered, with, generally accuracy, a question on each of the following elements of a range of elements and features of music works. Student has asked and answered, mostly accurately, questions on each of the following elements Tempo Beat Rhythm Melody Harmony Tone Colour Timbre Structure Form Texture Layers of a wide range of elements and features of music works. Student has asked and answered, with high accuracy, questions on each of the following elements and asked and answered with general accuracy one simple dictation of melody, rhythm or chords. and asked and answered, mostly accurately, one dictation of melody, rhythm or chords. and shown some understanding of the musical effect of some features/elements on the mood/atmosphere of the song and explained this in at least three questions/answers. and asked and answered with high accuracy one dictation of melody, rhythm or chords. and shown perceptive understanding of the musical effect of some features/elements on the mood/atmosphere of the song and explained this in at least three questions/answers. This task contributes evidence towards the Standard. Final judgement will be based on the results of all tasks and presented in a holistic judgement statement at the end of the second assessment activity.

5 Name Song/Performer Comments: Result Teacher: Date: School Moderator:

6 New Zealand Popular Music AS v2 Task 2 Arranging Activity Nine bars from the song Glorafilia by ZED are in a file on the school network. Your task is to create a Rayner style of arrangement of these nine bars to create a pop ballad. Carry out the following tasks to complete the mini arrangement: Put in a root position bass line in the bass stave and then copy this into the left hand piano part. Work out the chords as indicated above the stave and write them as a right hand piano part. Add a simple harmony part (moving in simple rhythms) that fits with the harmony (merit). Add a simple counter-melody that fits with the harmony and the feel of the song (excellence). Some tips: Read the assessment schedule and note requirements for each level. In the right hand of the piano use chord notes and create an arpeggio patterns or other typical (idiomatic) piano patterns as discussed in class. For merit create a slow moving harmony part that fits with the chords For excellence add a counter-melody as well as the harmony part. The counter-melody will be more adventurous than the harmony part and may contain some non-harmony notes as it moves around and responds to the melody. This task will take place in class and you will me your completed Sibelius file. Name it GLOROFILIA_YOUR FULL NAME

7 AS v2 1.6 Unit One - Task Two Result Sheet Assessment Schedule Evidence with Merit with Excellence Complete a short, pop ballad style arrangement of the New Zealand song, Glorafilia and submit it as a Sibelius file. of elements and features of music works. The arrangement meets the following conditions: Bass line is correct and in root position Chords are realised as a piano part that is playable using correct harmony notes of a range of elements and features of music works. The arrangement meets the following conditions: Bass line is correct and in root position Chords are realised as a piano part that is playable using correct harmony notes A simple harmony part has been added with mostly correct use of harmony notes of a wide range of elements and features of music works. The arrangement meets the following conditions: Bass line is correct and in root position Chords are realised as a piano part that is playable using correct harmony notes A simple harmony part has been added with correct use of harmony notes A simple countermelody has been added with mostly correct use of harmony and nonharmony notes and that fits the feel of the song This task contributes evidence towards the Standard. Final judgement will be based on the results of all tasks and presented in a holistic judgement statement at the end of the second assessment activity. Name: Comments: Result Teacher: Date: School Moderator:

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9 New Zealand Popular Music AS v2 Task 3 Recall Activity Marking Schedule Lead Sheet What information does a lead sheet give us? What information is not found in a lead sheet? Which musicians would use a lead sheet?. A Any 2 A Any 2 A Any 2 Why do these musicians use lead sheets as opposed to scores or parts? What are the advantages/disadvantages? A = 1 M = 2 I Hope I Never as arranged by Rayner Explain what quantizing is. A = 1 M = 2 Why do you think the piano part of I Hope I Never as arranged by Rayner is not correctly quantized? A Why are the other parts, e.g. flute and clarinet, properly quantized? A

10 Early New Zealand rock Give three pieces of information about the early days of rock music in New Zealand. A M E Name two significant New Zealand rock or pop musicians from any era. (they can not be ones you have referred to in the previous question) A = both Split ENZ Give four facts about Split ENZ, including one about their onstage appearance. A = 2 M = 3 E = 4

11 You have studied two versions of the Split Enz song I Hope I Never. Discuss your preference of versions in a paragraph which gives the musical reasons for your preference. You should refer to the musical elements using the correct jargon (timbre, form, melody, form etc.) A = 1 M = 2 E = 3 Using the attached lead sheet of I Hope I Never show your understanding of various musical elements found in the score. Harmony: Here are chords which are used in the song. What notes are found in the following chords? D Dmin B B7 Emin7 A9 A = 2 M = 3 E = 4 Notate the harmonic rhythm of bars 13 to A M Analyse bars 5 to 12. Put phrase marks over the phrases and use letters to show the relationship of the phrases to each other. Bars 31 to 38 use an interesting compositional technique. Explain what the writer has done here over these 8 bars. Refer to phrase length, melody and harmony. A M A = 1 M = 2 E = 3 Each element

12 At bar 42 the word a-gain is sung. Explain how it is altered for the next appearance of the word in bar 44/45 and then again at bar 48. Refer to rhythm and melodic shape. Bar 44/45 M = 1 E = 2 Bar 48

13 AS v2 Task Three Result Sheet Assessment Schedule Evidence Student has completed an in class recall activity This assessment contains 16 assessment opportunities. 15 opportunities 10 with Merit opportunities 6 with Excellence opportunities Demonstrate knowledge of elements and features of music works. Student attains any 9 questions with Merit Demonstrate knowledge of a range of elements and features of music works. Student attains 5 Merit or Excellence questions AND 8 other questions with Excellence Demonstrate knowledge of a wide range of elements and features of music works. Student attains with Merit AND 3 Excellence questions. This task contributes evidence towards the Standard. Final judgement will be based on the results of all tasks and presented in a holistic judgement statement at the end of the second assessment activity. Name Comments: Result Teacher: Date: Moderator: