Section 1: School statement School: School code: Subject code: Composite class: School contact: Phone: Email: 3000 6414 No SEO 3864 0375 SEO@qcaa.qld.edu.au Section 2: Course and assessment overview Music Practice is a four-semester course of study. s 1 and 2 of the course are designed to allow students to beg their engagement with the course content, i.e. the knowledge, understandgs and skills of the subject. Course content, learng experiences and assessment crease complexity across the four semesters as students develop greater dependence as learners. s 3 and 4 consolidate student learng. QCAA approval QCAA officer: Date:
ment technique, Page 2 of 9 29/04/2016
ment technique, 1 Unit 1: Playg around The unit develops students' skills sgg and playg, both solo and ensemble. They learn the basics of sound production techniques, cludg how to use microphones and amplifiers. Students vestigate music dustry practices and culture, cludg how to acquire an agent. 55 The music dustry Practical music skills Music prciples Functions and purposes of music Elements of music, structural devices and symbols Music practices Music skills, techniques and processes Music dustry practices and cultures Usg digital technologies Problem solvg Awareness of self and others 1 Performance Students perform a song of their choice to the class. Students choose the option of either a music performance or a production performance. Music performance Option 1 students perform a song chosen with teacher consultation. Mimum: 2.0 mutes Production performance Option 2 students manage and balance the sound for a sgle performance. Variable conditions Students are allocated contuous class time to develop either Option 1 the music performance or Option 2 the production performance. 2 Extended Response to stimulus Students vestigate an aspect of the music dustry Australia. Student's choice of mode of response written, spoken, multimodal presentation or multimodal nonpresentation response. Multimodal presentation If a multimodal presentation response is chosen this is completed as a slideshow presentation and oral or a documentary film. 3.0 5.0 mutes Multimodal non-presentation If a multimodal non-presentation response is chosen this is completed as a journal with illustrations and extracts from newspapers and magazes. Maximum: 8 A4 pages Spoken response If a spoken response is chosen this is completed as an oral presentation. Knowg and understandg Applyg and analysg Creatg and evaluatg Knowg and understandg Applyg and analysg Creatg and evaluatg Page 3 of 9 29/04/2016
ment technique, 2.0 4.0 mutes Written response If a written response is chosen this is completed as a report. 500 800 words Page 4 of 9 29/04/2016
ment technique, 2 Unit 2: My song The unit focuses on the development of songwritg skills and concert performance and production. Students evaluate their own use of processes and procedures concert production. Students experiment with songwritg techniques cludg creatg simple riff patterns and improvisg vocal or strumental melodies over simple chord sequences. Some sound production skills such as basic operation of a sound desk will be developed. Students ga experience rehearsal techniques to refe and polish their performances. Students engage with aspects of stage management cludg organisg a concert runng order, safe handlg of equipment on stage, technical rehearsal and settg the stage for performance. 55 Live production and performance Songwritg Music prciples Functions and purposes of music Elements of music, structural devices and symbols Music conventions, forms, styles, genres and termology Music practices Music skills, techniques and processes Music dustry practices and cultures Usg digital technologies Problem solvg Awareness of self and others 3 Project Students produce a school lunchtime concert. Component 1: Students choose mode of response written, spoken, multimodal (presentation) or multimodal (non-presentation), cludg the planng and the evaluation of the effectiveness of processes used rehearsg, bumpg and out, concert advertisg and sound production. Component 2: Performance. Written component mode of response. 400 700 words Performance component Component 2: Students perform or manage the sound production for the concert. Variable conditions Students will be allocated contuous class time to develop response. Multimodal component nonpresentation mode of response. Maximum: 6 A4 pages Spoken component mode of response. 1.5 3.5 mutes Multimodal component presentation mode of response. 2.0 4.0 mutes 4 Composition Students choose the option to either create an origal song or create a piece of music suitable to be performed at a lunchtime concert. The song or arrangement may be any genre. Knowg and understandg Applyg and analysg Creatg and evaluatg Knowg and understandg Applyg and analysg Creatg and evaluatg Page 5 of 9 29/04/2016
ment technique, Manipulatg existg sounds Option 1 students create a piece of music suitable to be performed at a lunchtime concert. The song may be any genre. Mimum: 1.0 mutes Arrangg and creatg Option 2 students create or arrange music any genre, suitable to be performed at a lunchtime concert. Mimum: 30 seconds Page 6 of 9 29/04/2016
ment technique, 3 Unit 3: The Top 100 The unit develops students' skills performance, composition and sound production. They also develop skills evaluatg processes and procedures associated with concert production. Students develop their song writg skills by analysg a variety of songs and applyg these ideas to their own songs. Students experiment with loopg software programs and sound design usg a mixg desk. Students develop rehearsal techniques cludg technical rehearsal to reflect on, evaluate and refe performances. Workg groups, students plan, implement and evaluate stage management for a concert. 55 Contemporary music Music prciples Functions and purposes of music Elements of music, structural devices and symbols Music conventions, forms, styles, genres and termology Music practices Music skills, techniques and processes Problem solvg 5 Composition Students choose the option to either create an origal song or create a piece of music which uses prerecorded samples and loops or similar. Arrangg and creatg Option 1 students create an origal song any genre, suitable to be performed at the school arts eveng. They may use origal lyrics or others as negotiated with the teacher. Mimum: 60 seconds Manipulatg existg sounds Option 2 students create a piece of music any genre, suitable to be performed at the school arts eveng. Mimum: 2.0 mutes 6 Project Production of a school lunchtime concert. Component 1: Student choice of mode of response written, spoken, multimodal presentation or multimodal nonpresentation component, cludg the planng and the evaluation of the effectiveness of processes used rehearsg, bumpg and out, concert advertisg, and sound production. Component 2: Performance. Spoken component mode of response 2.5 3.5 mutes Multimodal component nonpresentation mode of response Maximum: 8 A4 pages Multimodal component presentation Knowg and understandg Applyg and analysg Creatg and evaluatg Knowg and understandg Applyg and analysg Creatg and evaluatg Page 7 of 9 29/04/2016
ment technique, mode of response 3.0 6.0 mutes Performance component Students perform or manage the sound production for the concert. Variable conditions Students are allocated contuous class time to develop responses. Written component mode of response 500 900 words Page 8 of 9 29/04/2016
ment technique, 4 Unit 4: Makg a demo The unit develops and refes students' skills recordg songs for the purpose of creatg a demo sound track. They refe performance skills through rehearsal, reflection and evaluation of their own work and they experiment with loopg software performance. Usg recordg and mixg software, students develop and refe skills recordg and mixg techniques. After analysg music used for video games, they apply their learng experimentg with and creatg of their own music. 55 Music technology and production Music prciples Functions and purposes of music Elements of music, structural devices and symbols Music conventions, forms, styles, genres and termology Music practices Music skills, techniques and processes Music dustry practices and cultures Usg digital technologies Problem solvg Awareness of self and others 7 Performance Students choose the option to either create or record a performance suitable for a demo soundtrack. Production performance Option 1 produce a demo soundtrack suitable for a music production company. Demonstrate skills sound design the demo track. Variable conditions Music performance Option 2 dividually or a group, create a song, suitable for a demo track for a music production company. Each dividual should contribute two mutes of performance. Mimum: 2.0 mutes 8 Composition Create a soundtrack suitable for a video game or short television theme extract. Students choose the option to either manipulate existg sounds or create and arrange music. Arrangg and creatg Option 1 create and arrange music suitable for a soundtrack. Mimum: 60 seconds Manipulatg existg sounds Option 2 usg a loopg or samplg program or other similar technology, create a soundtrack. Mimum: 2.0 mutes Knowg and understandg Applyg and analysg Creatg and evaluatg Knowg and understandg Applyg and analysg Creatg and evaluatg Page 9 of 9 29/04/2016
Teacher: Student name: Queensland Curriculum and ment Authority Student profile Class: Year: Unit ment Instrument No. ment Instrument Formative or Summative Knowg and understandg Applyg and analysg Creatg and evaluatg 1 2 Unit one Playg around Unit two My song 1 Performance F 2 Extended Response to stimulus F 3 Project F 4 Composition F Interim Standards Interim Level of Achievement 3 4 Unit three The Top 100 Unit four Makg a demo 5 Composition S 6 Project S 7 Performance S 8 Composition S Exit Standards Exit Level of Achievement Student profile