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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Unit Plan
Unit 1: Music Style and CompositionVCE 2011
Area of Study 3: Creative Responses
By Jon Crompton
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Unit Plan: Area of Study 3: Creative Responses --- Unit Overview ---
Unit Overview
Aim (Rationale):
This Unit is designed to encourage learners to develop a more thorough, researched and considered
approach to composition. Learners will be required to enquire into varied forms of and approaches to
composition, to expand their pallet of compositional devices and to harness the power of technology to
further develop their ideas.
As this is a VCE Music Style and Composition Unit, it is assumed that all learners have an idea of
some compositional devices and are now encouraged to search for inspiration and develop
understanding beyond a superficial level. The area of the prescribed curriculum covered, as detailed
below, is Area of Study 3: Creative Responses. Keywords/key phrases are highlighted in bold.
AREA OF STUDY 3
Creative responses
In this area of study, students make creative responses to music by composing and/or
arranging a folio of short creative exercises. Students complete two brief
creative responses that each focus on a different element of music and/or
compositional device. For example, creative responses focusing on melody might
involve varying or arranging an existing melody. Alternatively, a response could
use a standard chord progression as a starting point for creating a new melody.
Students may use improvisation as part of the composition or arrangement
process.
Students investigateways othermusic creators, for example composers/creators of
works they are studying in Outcome 1 or 2, have used elements of music and
compositional devices. By using these creators approaches as a starting point,
studentsfind potential directions and solutions for their own work. They
become aware of technical factors such as idiomatic writing for instruments
and/or sound balance considerations involved in the composing and/or arranging
process. They also develop appropriate methods of recording and preserving
their music. Studentsreflect on creative processesthey have used by
documenting the use of elements of music and compositional devices in their
creative responses.
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Unit Plan: Area of Study 3: Creative Responses --- Unit Overview ---
Outcome 3
On completion of this unit the student should be able to compose and/or arrange music
exercises and describe creative process/es used.
To achieve this outcome the student will draw on key knowledge and key skills
outlined in Area of Study 3.
Key knowledge
This knowledge includes:
ways other music creators use elements of music and compositional devices
technical/practical factors involved in composing and/or arranging, for example
the range of specific instruments, a performers vocal style and/or
performance conventions associated with a specific style such as soloing,
accompaniment, comping and fills in a jazz trio performance
ways of recording and preserving music such as using music technology to
develop and refine ideas or the processes used to prepare a score and/or parts
for use by performers.
Key skills
These skills include the ability to:
compose and/or arrange creative responses based on specific ways of using
elements of music and compositional devices
document use of elements of music and compositional devices in creativeresponses
reflect on how works studied have influenced creative response/s
use an appropriate method to record and preserve the music.
Outcomes:
Upon completion of this unit, learners will have completed an in-depth, online composition journal,
which includes visual, audio and written information, reflections and insights. Specifically, this folio
should include four to eight responses based on aural analysis of excerpts of music from a range of
styles and/or traditions, including a non-western style of tradition. Additionally, it should feature at
least two but ideally several creative responses and accompanying documentation (resources,
inspiration, etc.) The purpose of the journal is to detail a development of understanding of style and an
increase in knowledge of compositional elements and stylistic traditions.
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Unit Plan: Area of Study 3: Creative Responses --- Unit Overview ---
Additionally, learners will have performed a composition of their choice, further demonstrating their
abilities, aptitudes and sensibilities as a composer.
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Overview ---
Lesson Overview:
There are a range of topics in this unit, primarily aimed at increasing the learners' abilities and aptitudes
as a composer, and exposing them to several compositional devices and musical elements, through
strengthening their skills of inquiry, self-motivation and use of ICT.
There is a course of lessons titled Learning from other composers which specifically targets the key
knowledge and skills outlined for this unit. However, these lessons, involving the processes of
reflection and critique, as well as relying on use of technology as a requirement of this unit, naturally
give rise to other areas of knowledge needing to be covered. As a result, there are several other lesson
topics planned which deal with these other knowledge and skill areas, such as ICT, Personal Learning,
and an extended look at the motivations and inspirations of the composer.
For suggestions on where to place these subjects and topics, please refer to the Sample Timetable.
Learning from other composers 1 Repetition
Learning from other composers 2 Form
Learning from other composers 3 Tonality
Learning from other composers 4 Silence
Learning from other composers 5 Improvisation
Learning from other composers 6 LyricsLearning from other composers 7 Alternate Instruments
Why Compose?
Last minute adjustments: hearing your own compositions
Alternate notation: Graphical notation
Good Composers dont borrow, they steal!
"Form Example" - Looking at the influences on my own composition "Hope" from The Bad Plus's
"Forces"
A closer look at tonality
Tips on being a self-guided learner
What influences character in a composition?
Vocals, but not lyrics?
What motivates and inspires us?
Great places to find inspiration, and how to find your own places
How to combat writers block
Left Brain vs Right Brain
Intro to Wiki-Journal How to wiki
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Overview ---
"Why Wiki?
How to wiki Part 2
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
Lesson Timetable:
Week 1
Lesson # Activity description Homework
1 Outline Assessment Task 2: Composition Wiki-Journal
Briefly outline the composition journal as a means of reflection and experimentation to hone one's voice and
style as a composer
Why Compose?
Ask students why they compose. What motivates them? Who are composers? The point of this little Q&A is to
get them to realise that they are all composers (or have the potential to be), and that in the real world composers
are people who write music, not these mystic "classical" figures.
What motivates and inspires us?
Again, asking the students opinions on what motivates them to compose. Is it visual stimuli, is it emotion? Talk
about the germ of a composition, what does it start with? Students are to form pairs and discuss ways that they
are inspired.
Intro to Wiki-Journal How to wiki Why Wiki?
Outline the purposes of the wiki site. To share and collaborate. It is online because it is to contain a variety of
1. Students are required to research
one composer from any genre, style
or period and explain a little of their
life story to make them HUMAN, not
a mystical figure.
2. Students are to find a piece of
music that has inspiration behind it,
and describe the effects of that
inspiration on the piece. Perhaps it is
written in liner notes, or a review or a
biography of the composer's life at
the time.
3. Both of the above are to be put on
the wiki.
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
media, stimuli and resources.
Outline how to use the site. Students can jump on the computers in pairs and have a go along with the teacher
on the smartboard
2 (double) Outline Assessment Task 1: Wiki-Journal Presentation
Brief outline of the students first assessment, the presentation of their journals.
How to wiki cont.
Recap of wiki if needed.
Learning from other composers 1 Repetition
-Philip Glass
- Squarepusher
Students to listen to examples played and then contribute to class discussion on composition element. Using
either their instruments or Sibelius, they are to compose a small piece using that characteristic.
Good Composers dont borrow, they steal!
A detailed look at some of the more obvious inspirations behind my own compositions and others.- Holst Mars: Death Star explode, Gladiator battle
- Stravinsky Rite of Spring in Tatooine in Star Wars
- (Tord Guststavsen), in my own tune Loneliness (Reid Anderson, Adagio for Strings, Babel) in
Development of a Theme By Reid Anderson
1. Cont. wiki-journal
focus on lesson.
2. Learners must include an image
(thumbnail as link) and a YouTube
video in at least 2 wiki-entries.
3. Have a go at stealing!!
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
Begin Composition Wiki-Journals in earnest
Students are to take notes on their compositions and the lesson in their journals.
3 What influences character in a composition?
Class discussion on the influences of character in a composition.
Students to throw out key words for character i.e. angry, then to forms pairs and are randomly assigned a
character, which they have to come with a way of expressing musically together. They report back to the
group.
Tips on being a self-guided learner
In pairs, the students use the internet to research into becoming a better self-guided learner. ie. time
management, study tips, discipline. They then report back to the class.
Learning from other composers 2 Form
- Radiohead
"Form Example" - Looking at the influences on my own composition "Hope" from The Bad Plus's "Forces"
Students to listen to examples played and then contribute to class discussion on composition element. Usingeither their instruments or Sibelius, they are to compose a small piece using that characteristic.
Cont. wiki-journal
focus on lesson.
4 Learning from other composers 3 Tonality
- Bill Frisell Richter 858
As above
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
- Dave Brubeck- Over the Rainbow
Students to listen to examples played and then contribute to class discussion on composition element. Using
either their instruments or Sibelius, they are to compose a small piece using that characteristic.
A closer look at tonality
Explanation of several basic harmonic devices, chord extensions, common voicings and dissonances
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
Week 2
Lesson # Activity Description Homework
5 (double) Great places to find inspiration, and how to find your own places
Class discussion on what places trigger inspiration. Does a particular place apply to a particular style/emotion?
Learning from other composers 4 Silence
- John Cage- 4:33
- Tord Gustavsen Colours of Mercy
- The Bad Plus Prehensile Dream
Students to listen to examples played and then contribute to class discussion on composition element. Using either their
instruments or Sibelius, they are to compose a small piece using that characteristic.
Composition Development Period
Students are to develop their compositions, either using Sibelius for notation, time on their instruments, or time spent
researching and listening on the computers.
Cont. wiki-journal
focus on lesson
6 Introduce Assessment 3 Composition Performance
Students are informed that their composition is to be performed at the end of the unit, as a final assessment
Function ofthis composition: to be performed
N/A
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
Not all music is produced to be performed live. Digital mediums provide the opportunity for greater exploration to be made in
the studio. Students are to discuss the differences between a piece written to be performed live and a piece
honed/mastered/tweaked/refined in post production. Advantages/disadvantages to each.
Composition Development Period
Students are to develop their compositions, either using Sibelius for notation, time on their instruments, or time spent
researching and listening on the computers.
7
(same day as 6)
Learning from other composers 5 Improvisation
- Miles Davis
Students to listen to examples played and then contribute to class discussion on composition element. Using either their
instruments or Sibelius, they are to compose a small piece using that characteristic.
Live performance featuring improvisation:
Teacher performs graphically notated piece: Saxophone: Paradigms Ronald L. Caravan
Alternate notation: Graphical notation
Students to listen to examples played and then contribute to class discussion on composition element. Using a computer
drawing program, they are to compose a piece using graphical notation.
Cont. wiki-journal
focus on lesson and
composition
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
8 Learning from other composers 6 Lyrics
- Bob Dylan
- Thom Yorke
- The Cat Empire
Students to listen to examples played and then contribute to class discussion on composition element. Using either their
instruments or Sibelius, they are to compose a small piece using that characteristic.
Vocals, but not lyrics?
-"Das Buch" Peteris Vasks
Students to listen to examples played and then contribute to class discussion on composition element. Using either their
instruments or Sibelius, they are to compose a small piece using that characteristic.
REMIND students Presentations Week 3, Wednesday double
As above
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
Week 3
Lesson # Activity description Homework
9 Learning from other composers 7 Alternate Instruments
- Ready-found objects as percussion
- Cornelius Toner
Students to listen to examples played and then contribute to class discussion on composition element. Using
instruments readily found in the room, they are to perform an improvisation with a sense of form.
Cont. wiki-journal
focus on lesson and
composition
10 (double) ---Class Presentations---
11 How to combat writers block
Brief recap into what inspires us, why we compose. Keeping a journal to help stimulate creativity. "The Artists Way"
resource. Students to conduct research into some other methods to break writers block, and report back to class (maybe
in a song?)
Left Brain vs Right Brain
Quick teacher-to-student presentation on left brain vs right brain. Doing left-brain activities (i.e. driving, washingdishes, painting a fence) for some reason frees creativity in some individuals.
Composition Development Period
Students are to develop their compositions, either using Sibelius for notation, time on their instruments, or time spent
As above
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
researching and listening on the computers.
12 Composit ion Development and Rehearsal Period
Students are to develop their compositions, either using Sibelius for notation, time on their instruments, or time spent
researching and listening on the computers.
As above including
rehearsal reflections
if appropriate
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---
Week 4
Lesson # Activity description Homework
13 (double) Last minute adjustments: hearing your own compositions
Some teacher tips on how to listen to your own composition objectively. Also, ask feedback from the
performers. Do they like their part?
Composition Development and Rehearsal Period
Students are to develop their compositions, either using Sibelius for notation, time on their instruments, or
time spent researching and listening on the computers.
Cont. wiki-journal
focus on lesson and
composition,
including rehearsal reflections if
appropriate
14 ---Class Performances--- N/A
15
(same day as 14)
---Class Performances--- N/A
16 ---Class Performances---
---Due date for Composition Wiki-Journal---
N/A
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Unit Plan: Area of Study 3: Creative Responses --- Assessment Overview ---
Assessment Overview:
There are three assessments for this unit. One is an online wiki-journal detailing the development of
two compositions designed for performance, another is a performance of a particular composition. Both
are due at the completion of the unit. The third assessment is a class presentation detailing progress of
the wiki-journal (and compositions), approximately half way through the unit. Chronologically:
Assessment 1 - Class Presentation
Assessment 2 - Composition Wiki-Journal Submission
Assessment 3 - Composition Performance
Please note: There are three corresponding rubrics at the conclusion of the assessment overview.
Assessment 1:
Class Presentation: 20%
The purpose of this presentation is to ensure that the learner is making progress with both their
folio containing several smaller compositional exercises, reflections and research and with
their compositions for performance. The student is not assessed on the quality of their
compositions at this stage, but rather the extent of his/her research, inclusion of visual, aural
and written stimuli to the wiki, and the depth of the reflection. Additionally, students are
assessed on their ability to present, and to listen to each others presentations.
The presenter is required to display a portion of their wiki on the smart-board, and demonstrate
an inclusion of several different media formats (i.e. video, audio, visual) in their wiki-journal.
This assessment ensures students are progressingsatisfactorily in the following key criteria:
Key knowledge
ways other music creators use elements of music and
compositional devices
technical/practical factors involved in composing
and/or arranging, for example the range of specific
instruments, a performers vocal style and/or
performance conventions associated with a specific
style such as soloing, accompaniment, comping and
fills in a jazz trio performance
ways of recording and preserving music such as using music
technology to develop and refine ideas or the processes used to
prepare a score and/or parts for use by performers.
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Unit Plan: Area of Study 3: Creative Responses --- Assessment Overview ---
Key skills:
compose and/or arrange creative responses based on
specific ways of using elements of music and compositional
devices
document use of elements of music and compositional
devices in creative responses
reflect on how works studied have influenced creative
response/s
Assessment 2:
Composition Wiki-Journal: 40%
This assessment aims to encourage the learner to actively seek inspiration, conduct research into
new compositional devices and knowledge, and familiarize themselves with the multitude of
online information and communication resources. Learners are judged on process rather than
product; They are encouraged to be as thorough and detailed and possible in their record
keeping, research and reflection as well as include as much varied ICT content as possible.
The journals mustcontain four to eight compositional exercises as creative
responses/experiments to topics covered in lessons, as well as detailing a development and
completion of two major works for performance.
This assessment requires students to demonstrate all key knowledge and key skills for Area of
Study 3.
Assessment 3:
Composition Performance: 40%
The aim of this assessment is for the student to demonstrate their ability as a composer and
performer, in a practical context rather than theoretical. Their composition must reflect a
researched knowledge of the elements of music, and a developed ability to harness and control
these elements to produce the desired effect. Though this assessment is based on product,
performance errors will not necessarily affect the outcome unless they inhibit the overall effect
of the composition.
This assessment requires students to demonstrate all key knowledge and key skills for Area of
Study 3.
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Unit Plan: Area of Study 3: Creative Responses --- Assessment Rubrics ---
Assessment 1 Class Presentation
Criterion 5/5 4/5 3/5 2/5 1/5 Mark/5
Research/
Inspiration
Large variety of different sources of
inspiration found and referenced.Sources are clearly used to develop
compositional idea
Reasonable variety of
different sources ofinspiration included
Sources are used to
develop compositional
idea
Some sources of
inspiration includedSources are at times
used to develop
compositional idea
Few sources of
inspiration includedSources are rarely
used to develop
compositional idea
Inspiration is
barely includedand is not relevant
to composition
/5
Wiki/ICT Very successful attempts atintegrating many forms of ICT into
wiki, All three of the following:
video, audio and visual resources.
Incorporated ICT is highly relevant
to journal and development ofcomposition
Reasonable success at
integrating some forms
of ICT into wiki. Only
two of the following:
video, audio or visual
resourcesIncorporated ICT is
relevant to journal anddevelopment of
composition
Limited success at
integrating some forms
of ICT into wiki. Only
one of the following:
video, audio or visual
resourcesIncorporated ICT is
somewhat relevant tojournal and
development of
composition
One form of ICT is
incorporated with
little relevance to
journal.
One form of ICT
is incorporated
without relevance
to journal.
/5
Development
of
compositional
idea
Journal clearly shows a thoroughand detailed reflection, based on
class topics, self-directed research
and inspiration.
There is a clear development of the
composition and composer.
Journal shows areasonably thorough and
detailed reflection,
based on some class
topics, some self-
directed research and
inspiration.
There is a development
of the composition andcomposer.
Journal shows areflection, based on
some class topics,
some self-directed
research and
inspiration.
There is a development
of the composition and
composer to a smallextent.
Journal shows areflection, based on
either class topics,
self-directed research
or inspiration.
There is a limited
development of the
composition or
composer
Journal barely
shows a
reflection.
There is a limited
or development of
the composition orcomposer
/5
Presentation
(Speaking &Listening)
Presentation is clear, logical and
very engaging.
Student is able to capture and
maintain attention through effectiveuse of voice and multimedia aids.
Presentation is usually
clear, mostly logical and
engaging.
Student is able tocapture attention, butnot maintain it.
Multimedia aids thepresentation at times.
Presentation is clear
and somewhat
engaging.
Student is able tocapture attention, butnot maintain it.
Multimedia is not used.
Presentation is a little
unclear.
Student struggles to
effectively captureaudience attention.Multimedia is not
used.
Presentation is
unclear.
Student does not
effectively captureattention.
/5
Feedback /20
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Unit Plan: Area of Study 3: Creative Responses --- Assessment Rubrics ---
Assessment 2: Submission of Composition Blog
Criterion 5/5 4/5 3/5 2/5 1/5 Mark/5
ICTComponents
Full range of ICT isskillfully commanded to
best advantage to display
ideas, research, resources
and inspiration
Some ICT content isused to highlight ideas,
research and
inspiration
Some ICT is included,but is of little relevance
to composition research,
ideas or resources
Few ICT componentsare included to almost
no effect
Wiki-Journal featuresno ICT content
/5
Reflective Students are highlyreflective on their own
inspiration, struggles and
journey in all entries
Students are reflectiveon their own
inspiration, struggles
and journey in some
entries
Students are reflective ontheir own inspiration,
struggles and journey in
few entries
Students are reflectiveto a small degree
Students are notreflective
/5
Exploratory Students demonstrate ahigh degree of
exploration to find
inspiration and conductindependent research
Students demonstrate a
degree of exploration to
find inspiration and
conduct independentresearch
Students occasionally
demonstrate a degree of
exploration to find
inspiration or conductindependent research
Students rarely
demonstrate a degree
of exploration to find
inspiration
Students do not
demonstrate any
exploration
/5
Appropriate
Language
Students use functionallanguage, correct
grammar and appropriatemusical terminology
Students usually usefunctional language,
correct grammar andappropriate musical
terminology
Students occasionally usefunctional language,
correct grammar andappropriate musical
terminology
Students rarely usefunctional language,
correct grammar andappropriate musical
terminology
Students do not usefunctional language,
correct grammar orappropriate musical
terminology
/5
Development of
Compositions
There is a clear and
thoroughly researched
development of the
student's two major
compositions
There is a reasonably
clear and well
researched development
of the student's
compositions
There is a researched
development of the
student's compositions
There is a development
of the student's
compositions to some
degree
There is no
development of the
student's compositions
/10
Regular Entries Student entries are dailyand detailed
Student entries are
frequent and detailed
Student entries are
regular, but not frequent,
and reasonably detailed
Student entries are
intermittent and brief
Student has made a few
brief entries, or none/5
Relevant to
Compositions
Entries, research and
inspiration is made
relevant to compositions
Entries, research and
inspiration are usually
made relevant to
composition
Entries, and inspiration
are made relevant to
composition, but
research is often of atoken nature
Entries contain little
relevance to submitted
composition
Entries contain no
relevance to submitted
composition
/5
Feedback /40
Assessment 3: Composition Performance
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Unit Plan: Area of Study 3: Creative Responses --- Assessment Rubrics ---
Criterion 5/5 4/5 3/5 2/5 1/5 Mark/5
FormForm and structure of the
piece is clear and greatly
enhances the overall
composition
Form and structure is
reasonably clear and
enhances thecomposition
Form and structure is a
little unclear but
manages to aid theeffect of the
composition
Form and structure are
unclear and detract from
the over all effect of thecomposition
There is no concise form
or structure to the work
(including free form)
/5
Harmony Sound harmonic knowledgeis demonstrated and utilized
with taste and command
Sound harmonic
knowledge isdemonstrated and used
Harmonic knowledge
evident
Some harmonic
knowledge employedunskillfully
No harmonic knowledge
or purpose demonstrated/5
Instrumentation Composition written forspecific instruments with
skill to harness theirparticular timbres and
abilities, whilst still beingvery playable
Composition written forspecific instruments
with some skill, and is
relatively playable
Composition writtenwith certain
instruments in mind,but somewhat difficult
to play
Composition written forno particular
instruments anddemonstrates barely any
instrumental knowledge
Composition written forno specific instruments
and does notdemonstrate any
instrumental knowledge
/5
Character Composition has a definitecharacter, (or several)
expressed to great effectwith a full pallet of musical
devices and elements
Composition has adefinite character,
expressed through useof some musical
devices and elements
Composition has acharacter, expressed
through a few devicesand/or elements
Compositions charactera little unclear, and
expressed through a fewdevices and/or elements
Composition has nocharacter
/5
Techniques A full range ofcompositional techniques,including all those
discussed in class, are usedwith skill and poise
Many compositional
techniques used with
some skill
Several compositional
techniques are used tosome effect
Very few compositional
techniques are used, toalmost no effect
No compositional
techniques are used/5
Creativity The composition is creative,inspired, mature and refined
It is highly original
The composition iscreative and inspired,
but a little unrefinedIt is original in concept
The composition israther creative, but not
very inspired orrefined
It is somewhat originalin concept
The composition is notvery creative, and not
refinedIt is not original
The composition is notcreative, original and
lacks substance
/5
Notation/Score The score is presentedclearly and accurately,
using the full range of
notation conventions
The score is presentedclearly and accurately,
and uses most of the
range of notationalconventions
The score is presentedreasonably clearly and
uses some of the
notational conventions
The score presented isuntidy and unclear, and
uses few of the
notational conventions
No notation or score ispresented
/5
Performance The piece is performedprofessionally, with fulladherence to stage
andaudience etiquette
The piece is performed
well, with someadherence to stage
andaudience etiquette
The piece is performed
reasonably well, withsome adherence to
stage etiquette
The performance is a
little rough, with littleadherence to stage
etiquette
The piece is performed
badly, there is noadherence to stage
etiquette
/5
Feedback /40
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Lesson Plans:
The four lesson plans are an example of the first four days of the unit. They begin by drawing on
students past experience and knowledge of composition, then continuing on to prompting reflections,
encouraging research and development, and by covering some of the key criteria outlined in the VCE
Outline.
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Lesson Plan - Lesson 1
Aims:
o Students consider the motivations and inspirations of composers of all styles
o Students become acquainted with the wiki-site in order to begin their online
reflections
o Students come to view themselves as composers in their own right in order to gain
confidence towards a successful completion of the unit
o Students have a broad overview of the ideals of the composer, demystified
Outcomes:
Students begin their wiki-journals, commencing reflection, research and
development of their composition idea
Students generate an entry on a particular composer and his/her life,
interpreting influences and inspirations on their own composition
Students generate an entry on a particular piece that is known to have, or can
be argued to have, a particular inspiration, and detail the effects of that
inspiration on the character of the piece.
Topics in lesson:
Why Compose?
What motivates and inspires us?
Intro to wiki-journal
Curriculum Component(s):
Key knowledge
ways other music creators use elements of music and compositional
devices
Key skills
document use of elements of music and compositional
devices in creative responses
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
reflect on how works studied have influenced creative
response/s
use an appropriate method to record and preserve the music.
Resources:
premade handouts, detailing particular facts and insights into what may inspire
composers, including citations from specific composers
random objects, pictures, videos, to elicit a compositional response
Smartboard with access to wiki
Whiteboard
Pre-setup wiki site with one page per student, ready to go
Class set up:
Students are required to have their instruments with them
Class is set up in a way that gives students good visibility of the smartboard,
whilst allowing discussion (semi circle around smartboard).
Lesson:
Why compose? 10 mins
Class discussion. Asking class to justify composition. They must have a philosophy on
composition. Does it make the world a better place? Does it make people happier? Or sadder?
Does it elicit a variety of emotions? What do you enjoy about your favourite compositions?
Class to spend 5 minutes alone, hypothesising and developing their own philosophy of
composition, on paper. This will be used later as their first entry into the wiki.
What motivates and inspires us? 15 mins
Again, class discussion, asking them questions, stimulating a response. Think about what
situations and stimuli help inspire music which relates back to your philosophy. Is it friendship,
and company? Is it solitude? It is nature? Beauty? Love? Anger? A range of emotions?
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Class are to come up and select one of the stimuli that most inspires them, (there are several
of each), and compose a 30 second piece of music. It is an exercise. It does not have to be
perfect, it does not have to be performed.
They are then required to present this to the class, without performing it, explaining what
they did and how the muse affected their writing, if it did, if it didnt, to what degree, why, why
not, etc. The point is to begin reflection on places that might inspire us.
How to wiki 20 mins
Students move to computers, (in pairs if necessary). They are introduced to the wiki by
following the teacher on the smart board. Teacher demo first, then students following teacher.
The students then take turns entering their Composition Philosophy, and a reflection on
their inspiration. They work together in pairs to make sure it is saved correctly.
They then take turns to make a comment on each others sites.
Assessment:
This lesson is primarily formative assessment, with no rubrics required. Students are assessed on their
participation class discussion, and how well they outline their inspired composition. They are also
assessed on their ability to work in pairs on the computers.
Reflection:
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Lesson Plan - Lesson 2
Aims:
o Learners are aware of how the musical element of repetition affects a composition
o Learners are familiar with the wiki site and able to use it to express their reflections,
discoveries and developments.
Outcomes:
Students will demonstrate their knowledge of repetition in a composition by
collaborating in small groups, pairs, or on their own and creating a small composition
which reflects a particular character
Students add reflections and insights on the lessons activities into their wiki-journal
Topics in lesson:
How to Wiki cont. Part 2?
Learning from other composers 1 Repetition
Curriculum Component(s):
Key knowledge
ways other music creators use elements of music and compositional
devices
technical/practical factors involved in composing and/or arranging, for example
the range of specific instruments, a performers vocal style and/or performance
conventions associated with a specific style such as soloing, accompaniment,
comping and fills in a jazz trio performance
Key skills
compose and/or arrange creative responses based on specific ways of
using elements of music and compositional devices
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
document use of elements of music and compositional devices in
creative responses
reflect on how works studied have influenced creative response/s
Resources:
Several recordings demonstrating repetition
Visual resources to support aural resources as appropriate
Smartboard with access to wiki
Whiteboard
Printout of assessment overview for Assessment Task 1
Class set up:
Students are required to have their instruments with them
Lesson:
Outline Assessment Task 1 Wiki-Journal Presentation 5 mins
Call students to attention, and read out handout with students, asking them to read out
certain bits and paraphrase. Explain rubric (handout should contain rubric). Also, point student
to online rubric.
How to Wiki Part 2 15 mins
Students form pairs at the computer and login to wiki-site.
As a class, they go through how to upload various forms of media, and youtube clips, add
hyperlinks, and create pages. They are to add a new reflection for the lesson, and add a youtube
clip of a live performance which they like.
Learning from other composers 1 Repetition 25 mins
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Students move their chairs and form a semi-circle around the speakers at the front of the
class.
The teacher then details the use of repetition in several pieces by various composers,
prompting the students to analyse and interpret. What is the function of repetition? How is it
used by various composers? The teacher refers to visual resources, mentioning repetition of
elements including but not limited to: repetition in form (recapitulation), in improvisation, and
its affect on character, melody and tonality (repetition of a bass line under varying harmony).
Students are told to individually or in small group of 2-3 compose a piece using repetition
of one or several elements, as a compositional exercise. They must be able to identify and
discuss their use of repetition and the effects on the composition.
Assessment:
This unit is primarily formative assessment, with no rubrics required. Students are assessed on their
participation in group character composition, and how well their role in the performance demonstrates
their comprehension of character. They are assessed on their ability to work in pairs while learning
about the wiki-site.
Reflection:
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Lesson Plan - Lesson 3
Aims:
o Learners are aware of how the musical elements affect character in a composition
o Learners are aware of, and familiar with, several methods to improve their abilities as
self guided learners
o Learners are aware of several types of form, and gain insight into viewing more
complex forms
Outcomes:
Students will demonstrate their knowledge of character in a composition by
collaborating and creating a small composition which reflects a particular character
Topics in lesson:
What influences character in a composition?
Tips on being a self-guided learner
Learning from other composers 2 Form
Curriculum Component(s):
Key knowledge
ways other music creators use elements of music and compositional
devices
technical/practical factors involved in composing and/or arranging, for example
the range of specific instruments, a performers vocal style and/or performance
conventions associated with a specific style such as soloing, accompaniment,
comping and fills in a jazz trio performance
Key skills
compose and/or arrange creative responses based on specific ways of
using elements of music and compositional devices
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
document use of elements of music and compositional devices in
creative responses
reflect on how works studied have influenced creative response/s
Resources:
Several recordings of varied characters
Visual resources outlining form of "Forces" and "Hope" as appropriate
Smartboard with access to wiki
Whiteboard
Class set up:
Students are required to have their instruments with them
Lesson:
What influences character in a composition? 25 mins
Demonstration of several pieces of music, class brainstorm character words on board as a
group. What is character?
What instruments affect character? Play examples, and write instruments on board
What other devices affect character? Things like volume, complexity, harmony,
dissonance, groove (nearly all the musical elements
Class task: Students are asked to form small groups with mixed instruments. They are then
randomly assigned a character and have 15 minutes to come up with a composition together,
harnessing and utilizing the elements explored earlier
Tips on being a self-guided learner 10 mins
Students form pairs and exchange ideas on how they feel they can better use their time, or
if they feel they use it well, outline how.
These pairs have to then come up with 3 key words, which sum up their approaches. They
report back to the class
As they mention them, the teacher then adds them to the wiki on the smart board in a
Personal Learning section
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Learning from other composers 2 Form 15 mins
Students move their chairs and form a semi-circle around the speakers at the front of the
class.
The teacher then explains the form of Forces, using visual resources, mentioning
repetition, thematic development and silence, whilst highlighting the sections, including the
subtle divisions with the section.
Then, he makes an example of how that inspired his own composition, once again drawing
on visual references as appropriate to highlight similarities (there are many).
If there is time left over, students are to go to the computers and reflect how their own
compositions form could be improved, or not, by using repetition, recapitulation of sections,
thematic development and silence.
Assessment:
This unit is primarily formative assessment, with no rubrics required. Students are assessed on their
participation in group character composition, and how well their role in the performance demonstrates
their comprehension of character. They are assessed on their ability to work in pairs and contribute to
class wiki on self-guided learning.
Reflection:
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Lesson Plan - Lesson 4
Aims:
o Learners are aware of how the musical tonality affects a composition. They learn the
function of tonality and harmony, and are exposed to bi-tonality and atonality
o Learners begin to familiarise themselves with online resources
Outcomes:
Students will demonstrate their knowledge of a particular harmonic device or tonality
(bi-tonality, atonality, functional tonality etc) by entering their findings into a wiki
pageand presenting to the class.
Topics in lesson:
Learning from other composers 3 Tonality
A closer look at tonality
Curriculum Component(s):
Key knowledge
ways other music creators use elements of music and compositional
devices
technical/practical factors involved in composing and/or arranging, for example
the range of specific instruments, a performers vocal style and/or performance
conventions associated with a specific style such as soloing, accompaniment,
comping and fills in a jazz trio performance
Key skills
document use of elements of music and compositional devices in
creative responses
reflect on how works studied have influenced creative response/s
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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---
Dominant 7 flat 9 chords
Lydian Dominant
Minor 9 and Major 11 extension
Major 6 and Major 9 extension
Tritone Substitution
Bi-tonality
Atonality
Perfect cadence, (and the 2-5-1 chord progression)
Modulation
Assessment:
This unit is primarily formative assessment, with no rubrics required. Students are assessed formatively
on their ability to research their given harmonic/tonal element, contribute to the wiki, and report back
to the class. The process of enquiry and exposure to given contentis just as important as actual
comprehension and understanding; Obviously this is a complex topic which takes a substantial amount
of time for students to digest.
Reflection: