Achievement Standard v2 Demonstrate Knowledge of Music Works New Zealand Popular Music
|
|
- Nathaniel Barber
- 5 years ago
- Views:
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:
8
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:
Year 11 GCSE MUSIC LC3 Medium Term Plan
Year 11 GCSE MUSIC LC3 Medium Term Plan Overarching challenge question Exam board links Line of enquiry s Home learning Was Beethoven just another Classical composer? This topic links to component 2 composing
More informationCreative Assignment 1 Teacher Information
Creative Assignment 1 Teacher Information Can be set after Lesson 3 completed Task: To compose, notate and perform a 16 bar rhythm. Preparation Activities. General Preparation Suggestions. Examine the
More informationSample assessment task. Task details. Content description. Year level 10
Sample assessment task Year level Learning area Subject Title of task Task details Description of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time
More informationOverview. Topics covered throughout the unit include:
YEAR 9 INTEGRATED STUDIES UNIT PLAN LEARNERS: 19 Students. 2 non- music background students. YEAR LEVEL: 9 DURATION: 4 weeks (Term 2, wks 7-10) Topic: Musical Styles Designer: Henry South Overview Students
More informationMusic Key Stage 3 Success Criteria Year 7. Rhythms and rhythm Notation
Music Key Stage 3 Success Criteria Year 7 Rhythms and rhythm Notation Can identify crotchets, minims and semibreves Can label the length of crotchets, minims and semibreves Can add up the values of a series
More informationMUSIC PERFORMANCE: GROUP
Victorian Certificate of Education 2002 SUPERVISOR TO ATTACH PROCESSING LABEL HERE Figures Words STUDENT NUMBER Letter MUSIC PERFORMANCE: GROUP Aural and written examination Friday 22 November 2002 Reading
More informationSAMPLE ASSESSMENT TASKS MUSIC CONTEMPORARY ATAR YEAR 12
SAMPLE ASSESSMENT TASKS MUSIC CONTEMPORARY ATAR YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely
More informationTotal Section A (/45) Total Section B (/45)
3626934333 GCE Music OCR Advanced GCE H542 Unit G355 Composing 2 Coursework Cover Sheet Before completing this form, please read the Instructions to Centres document. One of these cover sheets, suitably
More informationCurriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I
Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is
More informationMUSIC CURRICULM MAP: KEY STAGE THREE:
YEAR SEVEN MUSIC CURRICULM MAP: KEY STAGE THREE: 2013-2015 ONE TWO THREE FOUR FIVE Understanding the elements of music Understanding rhythm and : Performing Understanding rhythm and : Composing Understanding
More informationPERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term
PERFORMING ARTS Head of Music: Cinzia Cursaro Year 7 MUSIC Core Component 1 Term At Year 7, Music is taught to all students for one term as part of their core program. The main objective of Music at this
More informationThe KING S Medium Term Plan - Music. Y10 LC1 Programme. Module Area of Study 3
The KING S Medium Term Plan - Music Y10 LC1 Programme Module Area of Study 3 Introduction to analysing techniques. Learners will listen to the 3 set works for this Area of Study aurally first without the
More informationAssessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420)
NCEA Level 3 Making Music (91420) 2013 page 1 of 6 Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420) Evidence Statement ONE (a) (i) (iii) Shenandoah Identifies
More informationLevel 1 Music, Demonstrate knowledge of conventions used in music scores a.m. Wednesday 11 November 2015 Credits: Four
91094 910940 1SUPERVISOR S Level 1 Music, 2015 91094 Demonstrate knowledge of conventions used in music scores 9.30 a.m. Wednesday 11 November 2015 Credits: Four Achievement Achievement with Merit Achievement
More informationSample assessment task. Task details. Content description. Year level 9
Sample assessment task Year level 9 Learning area Subject Title of task Task details Description of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested
More informationYear 7 Curriculum Overview Subject: Music
Year 7 Curriculum Overview Baseline assessment. Understanding Music Rhythm. Elements of Music: Tempo, Texture, Structure, Rhythm, Dynamics. Baseline Assessment Performing Rhythms Composing Rhythms Performance
More informationNCEA Level 2 Music (91275) 2012 page 1 of 6. Assessment Schedule 2012 Music: Demonstrate aural understanding through written representation (91275)
NCEA Level 2 Music (91275) 2012 page 1 of 6 Assessment Schedule 2012 Music: Demonstrate aural understanding through written representation (91275) Evidence Statement Question with Merit with Excellence
More information2014 Music Style and Composition GA 3: Aural and written examination
2014 Music Style and Composition GA 3: Aural and written examination GENERAL COMMENTS The 2014 Music Style and Composition examination consisted of two sections, worth a total of 100 marks. Both sections
More informationYear 8 revision booklet 2017
Year 8 revision booklet 2017 Woodkirk Academy Music Department Name Form Dynamics How loud or quiet the music is Key Word Symbol Definition Pianissimo PP Very Quiet Piano P Quiet Forte F Loud Fortissimo
More informationMusic overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes
Nursery Autumn Spring Summer Explore and experiment with Listen with enjoyment and respond Recognise repeated sounds and sounds to songs and other music, rhymes sound patterns Sing a few familiar songs.
More informationSAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12
SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely copied,
More informationCourse Overview. Assessments What are the essential elements and. aptitude and aural acuity? meaning and expression in music?
BEGINNING PIANO / KEYBOARD CLASS This class is open to all students in grades 9-12 who wish to acquire basic piano skills. It is appropriate for students in band, orchestra, and chorus as well as the non-performing
More informationYear 11 SOW MUSIC Autumn Week. Lesson Objectives/ PLC Activities Assessment Resources Key words Focus Group/
Year 11 SOW MUSIC Autumn Week. Lesson Objectives/ PLC Activities Assessment Resources Key words Focus Group/ Week 1 Lesson 1 Theory- AOS 1 introduction Week 1 lesson 2 Coursework- Solo Identify key words
More informationCONTENT AREA: MUSIC EDUCATION
COURSE TITLE: Advanced Chorus (Grades 9-12); Advanced Choral Ensemble (Grades 9-12) CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE DESCRIPTION: COURSE TITLE: ADVANCED CHORUS I- IV Advanced Choral
More informationSample Entrance Test for CR121 (BMus Degree)
Sample Entrance Test for CR121 (BMus Degree) A very exciting future awaits everybody who is or will be part of the Cork School of Music ss Entrance Test for CR121 (BMus Degree) [Course Code for the CAO
More informationExemplar for Internal Achievement Standard. Music Level 2
Exemplar for internal assessment resource Music for Achievement Standard 91271 Exemplar for Internal Achievement Standard Music Level 2 This exemplar supports assessment against: Achievement Standard 91271
More informationCambridge TECHNICALS. OCR Level 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS J/502/4867. Level 2 Unit 16 GUIDED LEARNING HOURS: 60
Cambridge TECHNICALS OCR Level 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS Exploring Musical Composition J/502/4867 Level 2 Unit 16 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 Exploring
More informationThis guide is to be given to the Music Teachers who will be using. Mastering Music
Australian Teacher's Guide This guide is to be given to the Music Teachers who will be using Mastering Music Copyright Datasonics 08 Updated July 08 This page intentionally left blank Teacher's Guide Contents
More informationMUSIC PERFORMANCE: GROUP
Victorian Certificate of Education 2003 SUPERVISOR TO ATTACH PROCESSING LABEL HERE STUDENT NUMBER Letter Figures Words MUSIC PERFORMANCE: GROUP Aural and written examination Friday 21 November 2003 Reading
More informationEssentials Skills for Music 1 st Quarter
1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I
More informationWoodlynne School District Curriculum Guide. General Music Grades 3-4
Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration
More informationCurriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student analyze
More informationAutumn. A: Plan, develop and deliver a music product B: Promote a music product C: Review the management of a music product
Autumn Themes/Topics/ Content Skills/Aos Assessment Exam Boards Themes/Topics/ Content Skills/Aos Assessment Exam Board Unit 2 - Managing a Music Product Recording, creating, advertising, marketing and
More informationSkill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow
Borough Green Primary School Skills Progression Subject area: Music Controlling sounds Take part in singing. Sing songs in ensemble following Sing songs from memory with Sing in tune, breathe well, pronounce
More informationMusic Model Cornerstone Assessment. Guitar/Keyboard/Harmonizing Instruments Harmonizing a Melody Proficient for Creating
Music Model Cornerstone Assessment Guitar/Keyboard/Harmonizing Instruments Harmonizing a Melody Proficient for Creating Intent The Model Cornerstone Assessment (MCA) consists of a series of standards-based
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationCalifornia Subject Examinations for Teachers
CSET California Subject Examinations for Teachers TEST GUIDE MUSIC SUBTEST I Subtest Description This document contains the Music subject matter requirements arranged according to the domains covered by
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student
More informationAP Music Theory Syllabus CHS Fine Arts Department
1 AP Music Theory Syllabus CHS Fine Arts Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Karen Moore Email Address: KarenL.Moore@ccsd.us Phone Number:
More informationAP Music Theory 2008 Free-Response Questions
AP Music Theory 2008 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students
More informationGCSE Music Composing and Appraising Music Report on the Examination June Version: 1.0
GCSE Music 42702 Composing and Appraising Music Report on the Examination 4270 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors. All
More informationHaydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces
Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces AQA Specimen paper: 2 Rhinegold Listening tests book: 4 Renaissance Practice Paper 1: 6 Renaissance Practice Paper
More informationAP Music Theory 2015 Free-Response Questions
AP Music Theory 2015 Free-Response Questions College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. AP Central is the official online
More informationMUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music.
MUSIC THEORY CURRICULUM STANDARDS GRADES 9-12 Content Standard 1.0 Singing Students will sing, alone and with others, a varied repertoire of music. The student will 1.1 Sing simple tonal melodies representing
More informationMMS 8th Grade General Music Curriculum
CONCEPT BENCHMARK ASSESSMENT SOUTH DAKOTA STANDARDS NATIONAL STANDARDS Music Review I will be able to identify music terminology and skills learned in previous grades. Music Review Quiz 3.1.A ~ read whole,
More informationUnit 1. π π π π π π. 0 π π π π π π π π π. . 0 ð Š ² ² / Melody 1A. Melodic Dictation: Scalewise (Conjunct Diatonic) Melodies
ben36754_un01.qxd 4/8/04 22:33 Page 1 { NAME DATE SECTION Unit 1 Melody 1A Melodic Dictation: Scalewise (Conjunct Diatonic) Melodies Before beginning the exercises in this section, sing the following sample
More informationTeach Your Students to Compose Themselves!
Teach Your Students to Compose Themselves! Robert Sheldon Composer/Conductor/Clinician/Concert Band Editor Alfred Music www.robertsheldonmusic.com rsheldon@alfred.com 1) Where to begin? What does the composer
More informationAdvanced Higher Music Analytical Commentary
Name:... Class:... Teacher:... Moffat Academy: Advanced Higher Music Analytical Commentary Page 1 A GUIDE TO WRITING YOUR ANALYTICAL COMMENTARY You are required to write a listening commentary between
More informationCCCS Music Mastery Skills and Knowledge for Progression
Foundation (G-E/1-2) Candidates sing and/or play music with some fluency the resources used. They compose music which shows some ability to organise musical ideas and use resources in response to a brief.
More informationGreeley-Evans School District 6 High School Vocal Music Curriculum Guide Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music
Unit: Men s and Women s Choir Year 1 Enduring Concept: Expression of Music To perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of
More informationBLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory
BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory ORGANIZING THEME/TOPIC FOCUS STANDARDS FOCUS SKILLS UNIT 1: MUSICIANSHIP Time Frame: 2-3 Weeks STANDARDS Share music through
More informationMusic. Music Instrumental. Program Description. Fine & Applied Arts/Behavioral Sciences Division
Fine & Applied Arts/Behavioral Sciences Division (For Meteorology - See Science, General ) Program Description Students may select from three music programs Instrumental, Theory-Composition, or Vocal.
More informationSample Entrance Test for CR121 (BMus Degree)
Sample Entrance Test for CR121 (BMus Degree) A very exciting future awaits everybody who is or will be part of the Cork School of Music ss Entrance Test for CR121 (BMus Degree) [Course Code for the CAO
More informationUnit summary. Year 9 Unit 6 Arrangements
Year 9 Unit 6 Arrangements Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Arrangements Learning how to analyse and explore common processes,
More informationI. Students will use body, voice and instruments as means of musical expression.
SECONDARY MUSIC MUSIC COMPOSITION (Theory) First Standard: PERFORM p. 1 I. Students will use body, voice and instruments as means of musical expression. Objective 1: Demonstrate technical performance skills.
More informationCurriculum and Assessment in Music at KS3
Curriculum and Assessment in Music at KS3 Curriculum Statement: Music Music is a more potent instrument than any other for education. - Plato Powerful Knowledge in Music Music can be separated into three
More informationAdvanced Placement Music Theory
Page 1 of 12 Unit: Composing, Analyzing, Arranging Advanced Placement Music Theory Framew Standard Learning Objectives/ Content Outcomes 2.10 Demonstrate the ability to read an instrumental or vocal score
More informationCreative Assignment 3 Assessment Sheet
Creative Assignment 3 Assessment Sheet Name: Class: Due Date: Task: To compose, a simple time rhythmic rondo with body percussion. Any known rhythmic element may be used. The composition must have a clear
More informationQualification Accredited. GCSE (9 1) Scheme of Work MUSIC J536. For first teaching in Three year scheme of work. Version 1.
Qualification Accredited GCSE (9 1) MUSIC J536 For first teaching in 2016 Three year scheme of work Version 1 www.ocr.org.uk/music GCSE (9 1) Music GCSE (9 1) MUSIC Composing and performing activities
More informationThe Keyboard. An Introduction to. 1 j9soundadvice 2013 KS3 Keyboard. Relevant KS3 Level descriptors; The Tasks. Level 4
An Introduction to The Keyboard Relevant KS3 Level descriptors; Level 3 You can. a. Perform simple parts rhythmically b. Improvise a repeated pattern. c. Recognise different musical elements. d. Make improvements
More informationSample Entrance Test for CR121 (BMus Degree)
Sample Entrance Test for CR121 (BMus Degree) A very exciting future awaits everybody who is or will be part of the Cork School of Music ss Entrance Test for CR121 (BMus Degree) [Course Code for the CAO
More informationAssessment Schedule 2017 Music: Demonstrate knowledge of conventions in a range of music scores (91276)
NCEA Level 2 Music (91276) 2017 page 1 of 8 Assessment Schedule 2017 Music: Demonstrate knowledge of conventions in a range of music scores (91276) Assessment Criteria Demonstrating knowledge of conventions
More informationYears 7 and 8 standard elaborations Australian Curriculum: Music
Purpose The standard elaborations (SEs) provide additional clarity when using the Australian Curriculum achievement standard to make judgments on a five-point scale. These can be used as a tool for: making
More informationGuitar/Keyboard/Harmonizing Instruments Harmonizing a Melody Proficient for Creating
Guitar/Keyboard/Harmonizing Instruments Harmonizing a Melody Proficient for Creating Intent of the Model Cornerstone Assessments Model Cornerstone Assessments (MCAs) in music assessment frameworks to be
More informationAssessment Schedule 2017 Music: Demonstrate aural understanding through written representation (91275)
NC Level 2 Music (91275) 2017 page 1 of 7 ssessment Schedule 2017 Music: emonstrate aural understanding through written representation (91275) ssessment Criteria with with emonstrating aural understanding
More informationMusic Assessment Key Stage 3. Moving towards next step: A (creating and evaluating) Developing at that step: C (remembering and understanding)
Music Assessment Key Stage 3 Moving towards next step: A (creating and evaluating) Secure at that step: B (applying and analysing) Developing at that step: C (remembering and understanding) Step 1 You
More informationStafford Township School District Manahawkin, NJ
Stafford Township School District Manahawkin, NJ Fourth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board
More informationPage 2 Lesson Plan Exercises 1 7 Score Pages 24 38
Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing and
More informationMonday 23 May 2016 Morning
Oxford Cambridge and RSA Monday 23 May 2016 Morning AS GCE MUSIC G353/01 Introduction to Historical Study in Music *5968536820* Candidates answer on the Question Paper and on the Insert. OCR supplied materials:
More informationSTRATFORD PUBLIC SCHOOLS Music Department AP Music Theory
HIGH SCHOOL Rhythm/Meter Major Scales/Key Signatures Intervals Minor Scales/Key Signatures Triads, Chord Inversions and Chord Symbols STRATFORD PUBLIC SCHOOLS Perform rhythmic patterns and phrases. Compose
More informationMusic at Menston Primary School
Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More informationStratford School Academy Schemes of Work
Number of weeks Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics continued and set work analysis:
More informationPlanning for a World Class Curriculum Areas of Learning
Planning for a World Class Curriculum Areas of Learning Languages English and MFL Mathematics Mathematics Science and Technology Science, Design Technology and Computing Humanities RE, History and Geography
More informationLEARNING-FOCUSED TOOLBOX
Know: Understand: Do: Texture Accompaniment Thick texture Thin texture PA Music Standards: 9.1 Singing, alone and with others, a varied repertoire of music 9.2 Performing on instruments, alone and with
More informationConnecticut State Department of Education Music Standards Middle School Grades 6-8
Connecticut State Department of Education Music Standards Middle School Grades 6-8 Music Standards Vocal Students will sing, alone and with others, a varied repertoire of songs. Students will sing accurately
More informationKey Assessment Criteria Being a musician
Key Assessment Criteria Being a musician The key assessment criteria for music have been devised in such a way that they can be applied in all settings, regardless of the agreed programme of study. These
More informationMusic. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS
Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing
More informationFINE ARTS Institutional (ILO), Program (PLO), and Course (SLO) Alignment
FINE ARTS Institutional (ILO), Program (PLO), and Course (SLO) Program: Music Number of Courses: 52 Date Updated: 11.19.2014 Submitted by: V. Palacios, ext. 3535 ILOs 1. Critical Thinking Students apply
More informationSAMPLE. Music Studies 2019 sample paper. Question booklet. Examination information
Question booklet The external assessment requirements of this subject are listed on page 17. Music Studies 2019 sample paper Questions 1 to 15 Answer all questions Write your answers in this question booklet
More informationAP Music Theory Syllabus
AP Music Theory 2017 2018 Syllabus Instructor: Patrick McCarty Hour: 7 Location: Band Room - 605 Contact: pmmccarty@olatheschools.org 913-780-7034 Course Overview AP Music Theory is a rigorous course designed
More informationGFS Music Medium Term Plan Year 8 AUTUMN
GFS Music Medium Term Plan Year 8 AUTUMN Skills/Themes/Strand: Basic ensemble performance Topics: Descriptive music Fertile question: How can the musical elements be used to alter the mood of a piece?
More informationThe Keyboard. Introduction to J9soundadvice KS3 Introduction to the Keyboard. Relevant KS3 Level descriptors; Tasks.
Introduction to The Keyboard Relevant KS3 Level descriptors; Level 3 You can. a. Perform simple parts rhythmically b. Improvise a repeated pattern. c. Recognise different musical elements. d. Make improvements
More informationDiamond Piano Student Guide
1 Diamond Piano Student Guide Welcome! The first thing you need to know as a Diamond Piano student is that you can succeed in becoming a lifelong musician. You can learn to play the music that you love
More informationMusic (MUSIC) Iowa State University
Iowa State University 2013-2014 1 Music (MUSIC) Courses primarily for undergraduates: MUSIC 101. Fundamentals of Music. (1-2) Cr. 2. F.S. Prereq: Ability to read elementary musical notation Notation, recognition,
More informationDrunken Sailor The Melody
Drunken Sailor The Melody Part 1 Progress report I can find all the notes on the Keyboard I can play the notes in the correct order Move on to Part 2! Part 2 Progress Report I can find all the notes on
More informationCONTENT AREA: MUSIC EDUCATION
COURSE TITLE Intermediate Chorus (Grades 9-12) Intermediate Choral Ensemble CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE TITLE: INTERMEDIATE CHORUS I, II, III, IV Intermediate Choral Ensemble
More informationMusic Guidelines Diocese of Sacramento
Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and
More informationCurriculum Framework for Performing Arts
Curriculum Framework for Performing Arts School: Mapleton Charter School Curricular Tool: Teacher Created Grade: K and 1 music Although skills are targeted in specific timeframes, they will be reinforced
More informationSecrets To Better Composing & Improvising
Secrets To Better Composing & Improvising By David Hicken Copyright 2017 by Enchanting Music All rights reserved. No part of this document may be reproduced or transmitted in any form, by any means (electronic,
More information2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination
2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination Question 1 Describes the structure of the excerpt with reference to the use of sound sources 6 Demonstrates a developed aural understanding
More informationBRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM
BRICK TOWNSHIP PUBLIC SCHOOLS (SUBJECT) CURRICULUM Content Area: Music Course Title: Vocal Grade Level: K - 8 (Unit) (Timeframe) Date Created: July 2011 Board Approved on: Sept. 2011 STANDARD 1.1 THE CREATIVE
More informationElements of Music. How can we tell music from other sounds?
Elements of Music How can we tell music from other sounds? Sound begins with the vibration of an object. The vibrations are transmitted to our ears by a medium usually air. As a result of the vibrations,
More informationSibelius In The Classroom: Projects Session 1
Online 2012 Sibelius In The Classroom: Projects Session 1 Katie Wardrobe Midnight Music Tips for starting out with Sibelius...3 Why use templates?... 3 Teaching Sibelius Skills... 3 Transcription basics
More informationCourse Report Level National 5
Course Report 2018 Subject Music Level National 5 This report provides information on the performance of candidates. Teachers, lecturers and assessors may find it useful when preparing candidates for future
More informationAP Music Theory Syllabus
AP Music Theory Syllabus Instructor: T h a o P h a m Class period: 8 E-Mail: tpham1@houstonisd.org Instructor s Office Hours: M/W 1:50-3:20; T/Th 12:15-1:45 Tutorial: M/W 3:30-4:30 COURSE DESCRIPTION:
More informationCambridge TECHNICALS. OCR Level 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS T/600/6908. Level 3 Unit 55 GUIDED LEARNING HOURS: 60
Cambridge TECHNICALS OCR Level 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS Composing Music T/600/6908 Level 3 Unit 55 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 Composing music ASSESSMENT
More informationMUSIC100 Rudiments of Music
MUSIC100 Rudiments of Music 3 Credits Instructor: Kimberley Drury Phone: Original Developer: Rudy Rozanski Current Developer: Kimberley Drury Reviewer: Mark Cryderman Created: 9/1/1991 Revised: 9/8/2015
More informationCreating a Lead Sheet Using Logic Pro X and Sibelius
Creating a Lead Sheet Using Logic Pro X and Sibelius As part of your composition portfolio, you are required to create a lead sheet for your song. This guide explains how to complete the process 1. Create
More information