Music 2013 Sample work program March 2013
Music (2013) Sample work program Compiled by the Queensland Studies Authority March 2013 A work program is the school s plan of a course of study based on the relevant syllabus. Work programs allow for the characteristics of a school and its students to be considered when implementing the syllabus. School work programs must demonstrate that syllabus dimensions and objectives inform student learning. Work programs provide information about the school's plan for course organisation, an outline of intended student learning and the assessment plan as outlined in the work program requirements for that syllabus. 2 Music 2013 Sample work program
Course organisation This course of study is based on developing students musicianship. Musicianship is achieved through the knowledge and application of music elements and concepts, and experience in, and appreciation of, a range of music contexts, styles and genres. The selected units and related learning are sequential, developmental and lead to increasing independence. The number of minutes allocated to Music per week is 210 minutes. This allocation exceeds the minimum stated requirement of 220 hours of timetabled school time, including assessment, over the four-semester course of study. Year 11 Unit and time allocation Unit focus Assessment for each dimension Composition Musicology Performance Don t stop the music 28 hours Developing musicianship through understanding of music elements and concepts in repertoire from a range of styles and genres. Written examination consisting of short and extended written responses: Time: 1 1.5 hours Short response: 50 250 words per response Performance within an ensemble or as a soloist: 3 minutes in Extended responses: 400 600 words per response. Year 11 (all formative) Traditions and innovations 55 hours Art music classics, emphasising music displaying innovation. Composition from one of the genres studied, incorporating specific techniques associated with that style. Minimum of 16 bars or approximately 30 seconds in Performance: 3 minutes in Riffs, ostinatos and loops 27 hours The concept of repeated patterns in music, from ground bass to loops. Composition or arrangement on an original or existing riff: Minimum of 16 bars or approximately 30 seconds in Extended response: Evaluate the impact and effect of repeated patterns within the genre/style chosen: Written: 600 1000 words Spoken: 3 4 minutes Multimodal: 3 5 minutes. Queensland Studies Authority April 2013 3
Year 12 Unit and time allocation Unit focus Assessment for each dimension Composition Musicology Performance Film music 41 hours Film music techniques, styles conventions and examples. Compose music to a pre-existing or original film scene: Minimum of 32 bars or approximately 1 minute in Extended response: Compare/contrast the music from two or more film scenes: Written: 800 1200 words Performance of music from a film: 3 minutes in Spoken: 4 5 minutes Year 12 (all summative) Music for entertainment 41 hours Music used for entertainment purposes. Composition from one of the genres studied: Minimum of 32 bars or approximately 1 minute in Multimodal: 5 7 minutes. Written examination consisting of short and extended written responses: 1.5 2 hours Short response: 50 250 words Performance: 3 minutes in Extended response: 600 800 words. Independent topic 28 hours Exploration of a student s particular area of interest. Student selection of individual assessment task in one dimension: Composition or Musicology or Performance. 4 Music 2013 Sample work program
Sample Unit: Music for Entertainment (Year 12) 41 Hours Overview The purpose of this unit is to develop students musicianship by exploring, understanding and demonstrating the way music elements and associated concepts have been used and manipulated in music used for entertainment purposes. Music can convey or evoke emotion specific to a given context or it can enhance storytelling. Music is indispensable in dance and opera, and is usually incorporated into dramatic film or theatre productions. Contexts, styles and genres: Opera: e.g. Mozart: The Magic Flute; Richard Meale: Voss Music theatre: e.g. Bernstein: West Side Story; Marc Shaiman & Scott Wittman: Hairspray Ballet: e.g. Stravinsky: The Rite of Spring; Richard Mills: Snugglepot and Cuddlepie Art music: e.g. Handel: Water Music and Music for the Royal Fireworks; Penguin Café Orchestra: Music for a Found Harmonium Film and TV: e.g. John Williams: Schindler s List, Star Wars; Ryuichi Sakamoto et al: The Last Emperor Australian film: e.g. Nigel Westlake: Babe; David Hirschfelder: Australia Jazz: e.g. Ella Fitzgerald, Diana Krall Australian jazz: e.g. Don Burrows, The Idea of North Popular music styles and genres: Australian rock and pop: e.g. Midnight Oil, Gotye Possible learning experiences: viewing relevant sections of musicals, ballets and films and attending live theatrical performances, where possible composing new music to a pre-existing film scene investigating music contexts, styles and genres with reference to other performing and visual arts and related social, historical, cultural and philosophical backgrounds perceiving and interpreting music elements and concepts in repertoire and music sources related to music for entertainment synthesising findings, justifying music viewpoints and communicating music ideas about music for entertainment purposes developing and using aural skills and musical memory when listening to, composing and performing music for entertainment improvising jazz melodies, bass lines and countermelodies investigating advanced chord structures (7th and 9th chords, suspensions, secondary dominants, added note chords) demonstrating composition skills and techniques in creating and performing music for entertainment purposes performing popular music, dance music, or excerpts from music theatre developing effective rehearsal practices to improve aural skills, accuracy, technique, ensemble skills, style and presence in performance Queensland Studies Authority April 2013 5
Possible assessment Assessment technique Composition Musicology Written examination Performance Possible assessment tasks Composition of a popular song, song for a musical, an instrumental or vocal jazz work, or a soundtrack to a visual stimulus. Composition to match a pre-existing or original film scene. Written examination consisting of short and extended written responses dealing with repertoire related to the unit. Performance of vocal or instrumental repertoire, either as a member of a small ensemble or as soloist, accompanist or ensemble conductor/director. Performance of music from a film score. This may be a performance of the student s own composition (see above). Assessment conditions Length: Minimum of 32 bars or approximately 1 minute in Written examination consisting of short and extended written responses: 1.5 2 hours Length: 3 minutes. Short response: 50 250 words Extended response: 600 800 words per extended response. 6 Music 2013 Sample work program
Sample profile Name: Teacher: Year: Unit Assessment instrument Composition Musicology Performance Unit 1 Don t stop the music 1. Written examination 2. Performance task Year 11 (all formative) Unit 2 Traditions and innovations Unit 3 Riffs, ostinatos and loops 3. Composition 4. Performance 5. Extended response 6. Composition Interim standards (Year 11) Interim level of achievement (Year 11) Unit 4 Film music 1. Extended response 2. Composition 3. Performance Year 12 (all summative) Unit 5 Music for entertainment 4. Written examination 5. Composition 6. Performance Interim standards (Verification) Interim level of achievement (Verification) Unit 6 Independent topic 7. Student negotiated task Exit standard in each criterion Exit level of achievement Queensland Studies Authority April 2013 7
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