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Cara Exall Assignment #1 – 2H 2015 17961602 Secondary Curriculum 1A: 102087

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Assignment Cover Sheet

School of ......................................

Declaration: þ I hold a copy of this assignment if the original is lost or damaged þ I hereby certify that no part of this assignment or product has been copied from any other student’s

work or from any other source except where due acknowledgement is made in the assignment þ No part of the assignment/product has been written/produced for me by any other person except

where collaboration has been authorised by the subject lecturer/tutor concerned þ I am aware that this work will be reproduced and submitted to plagiarism detection software

programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)

Signature:______________________________________ Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.

Student name:

Cara Exall

Student number:

17961602

Unit name and number:

Secondary Curriculum 1A; 102087

Tutorial group:

Afternoon Group

Tutorial day and time:

2:30pm-‐5:30pm

Lecturer/Tutor:

Anne Power

Title of assignment:

Assignment #1 – Nine Piece Portfolio

Length:

2000 Words

Date due:

Thursday 13th August, 2014: 4:00pm

Date submitted:

Thursday 13th August, 2014: 1:00pm

Campus enrolment:

Kingswood Campus

Education

‘US AND THEM’ – PINK FLOYD


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Written Paper: Professional Task Portfolio based on Lesson Plan Ideas UNIT NAME Secondary Curriculum 1A UNIT CODE 102087 – Lecturer/Tutor: Prof. Anne Power ASSESSMENT DESCRIPTION

• Assessment #1 – Portfolio • Weighting: 50% • Due: Week 5 (Thursday 13th August, 2015 – 4:00pm)

C a r a E x a l l 2 0 3 6 4 8

ASSIGNMENT 1: NINE PIECE PORTFOLIO


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CONTENTS TOPIC AREA #1:

POPULAR MUSIC &/OR JAZZ &/OR MUSIC FOR RADIO, FILM, TELEVISION & MULTIMEDIA

1. ARE YOU GONNA BE MY GIRL? – JET ........................................................................ 4 POPULAR MUSIC; Mandatory (1), Australian Music (1)

2. SOMEBODY THAT I USED TO KNOW – GOTYE ............................................................... 6 POPULAR MUSIC; Mandatory (2), Australian Music (2)

3. UNSQUARE DANCE – DAVE BRUBECK .......................................................................... 8 JAZZ; Elective (1)

TOPIC AREA #2 BAROQUE &/OR CLASSICAL &/OR 19TH CENTURY

4. CANON IN D – PACHELBEL ...................................................................................... 10 BAROQUE; Elective (2) ..............................................................................................................

5. FIFTH SYMPHONY – BEETHOVEN .............................................................................. 12 CLASSICAL; Mandatory (3) .................................................................................................... 12

6. SWAN LAKE – TCHAIKOVSKY ................................................................................... 14 19th Century; Elective (3) ....................................................................................................... 14

TOPIC AREA #3 MUSIC OF A CULTURE

Website URL: http://www.caraexall.com/blog

7. TREATY – YOTHU YINDI .............................................................................. WEB-‐BLOG MUSIC OF A CULTURE; Mandatory, Australian Music (3) .........................................................

8. INDIAN CULTURE ...................................................................................... WEB-‐BLOG MUSIC OF A CULTURE; Elective (4) ...........................................................................................

9. AFRICAN CULTURE .................................................................................... WEB-‐BLOG MUSIC OF A CULTURE; Elective (5) ...........................................................................................


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Name Of Piece: Are You Gonna Be My Girl?

Artist: Jet

Album: Get Born

Year Released: 2003

Audio Reference: https://www.youtube.com/watch?v=tuK6n2Lkza0

Type Of Music

• Pop Rock/Garage Rock

• Australian Band

Musical Elements/Composition Features and Student Focus: ‘Pop Culture Instrumentation, Song Structure, Instrument Roles’ The student focus will be based on common instrumentation found in Popular Music within Western cultures. The focus will also include students’ analysis of Song structure/form and the roles of each instrument in the piece. Creativity/Composition Activity: Group Work: Garage Band Composition As a group of 3, students are to create a mini midi/live composition on Garage Band – Similar to the instrumentation in ‘Are You Gonna Be My Girl’, the composition must consist of a Percussive Loop, Bass Riff, Gtr Riff and/or Piano Loop, Drum Beat and a unique loop/instrument of their choice (including voice). The teacher will provide all sample loops. Students also have the opportunity to record their instruments live. Composition must be a minimum length of 1 minute. This activity will be an on-‐going practical assignment over a period of 2 weeks (2-‐3 practical lessons). Lessons will include demonstrations on how to use the program from a basic beginner level to an intermediate level guided by their music teacher. Aural Activity: Group Work: Song Structure As a class, students are to brainstorm ideas on ‘sections’ within a song as the teacher creates a list on the board. In reference to this, in groups, students are given 1 large piece of butcher’s paper and textas, and are required to listen and annotate the structure of the song. This includes writing the sections of the song in order (Introduction (A), Verse (B), Chorus (C), Bridge (D) etc.), and breaking down the types of instrumentation they hear in each section. E.g. “Introduction – Tambourine starts the song”. They must also include the role of each instrument. Students can get creative and design their page anyway they like to: mixture of words/drawings. Musicology Activity: Individual Worksheet/Class Discussion/Instrumentation Roles Individually, students are to complete an a4 worksheet based on Popular Music in a broader context. The work sheet will incorporate information about Pop Music in Western Cultures (including types of instrumentation) and thought-‐provoking questions (short answer responses). After completing the

TOPIC AREA #1 [POPULAR MUSIC &/OR JAZZ &/OR MUSIC FOR RADIO, FILM, TELEVISION & MULTIMEDIA]

1. ARE YOU GONNA BE MY GIRL?

Topic Area: POPULAR MUSIC

Mandatory/Elective: Mandatory

Year Group: Year 7-‐8 | Stage 4

AUSTRALIAN MUSIC


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worksheet, students are required to face the front of the classroom and discuss their worksheet answers with the class and ask any questions they have about Popular Music. E.g. Worksheet Questions: Performance Activity: Group Performance Students are required to learn ‘Are You Gonna Be Me Girl? – Jet’ and have the choice of learning from the selection of instruments (Guitar, Bass, Keys, Drums & Percussion, Vocals). Students are encouraged to learn an instrument they’re not familiar with to explore new heights with different instruments. E.g. A student competent with guitar will be encouraged to learn the drum pattern for the song. 5 instrument charts will be handed out in a little booklet for each student. Students are required to practice the piece as homework (at home if instruments are available, or at school in practical time) and perform the piece in small ensemble groups in a week’s time.

Popular Music in Western Cultures:

1. List the types of instruments found in Popular Music ________________________________________________ ________________________________________________ ________________________________________________

2. Can Rock music be considered as ‘Pop’ music? ________________________________________________

3. What types of genres can be found in Popular Music? ________________________________________________ ________________________________________________ ________________________________________________

4. Here are some common Drum beats found in Popular Music:

Do you recognise any of them? If so, what songs are they from? ________________________________________________ ________________________________________________


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Name Of Piece: Somebody That I Used To Know

Artist: Gotye (Feat. Kimbra)

Album: Making Mirrors

Year Released: 2011 (ARIA Charts: Rank #1)

Audio Reference: https://www.youtube.com/watch?v=8UVNT4wvIGY

Type Of Music:

• Indie Pop/Rock • Electronica/Soul • Australian Artist

Musical Elements/Composition Features and Student Focus ‘Major and Minor Tonality, C Major Scale (Pitch), Technology within Music’ The student focus will be based around Major and Minor Tonality, the difference between ‘happy’ (Major) sounding chords and ‘sad’ (Minor) sounding chords. The activities below will focus on the C Major scale, the ‘white’ notes as well as ‘minor’ tonality. There will also be a focus on the different types of ‘Technology’ used in Popular Music. Creativity/Composition Activity: Teacher Demonstration/Individual Composition The teacher will demonstrate the C major scale by playing it on the piano and providing a diagram of a keyboard on the whiteboard (highlighting the ‘white’ notes), for students to internalize the scale. The teacher will then demonstrate the sounds of a major triad (C) and a minor triad (Dm), explaining how the ‘3rd‘ interval can make a difference. Students must choose one of the chords to learn and vamp on, and have the choice of composing a ‘happy’ or a ‘sad’ sounding piece. Only using the white notes, students are to come up with a short melody over 4 bars. The melody can be written on an instrument or sung vocally. Aural Activity: Discussion/Worksheet/Listening Activity The music teacher will play the start of ‘Somebody That I Used to Know’ various times for students to analyze the song as a class. The teacher will ask the students thought provoking questions and have them elaborate on how they feel when they hear the song. The teacher will then create a mind map of the students’ answers on the board and once completed, a simple worksheet based on the piece will be handed out to the students. Few of the questions on the worksheet may include: Musicology Activity: Group Assignment/Online Research In pairs, students are required to research about the different types of technology they hear within Electronic Pop Music. Technology can mean instrumentation, or pieces of computer equipment to enhance performance or recording. The object of this assignment is to encourage students to think outside the box of ‘common’ popular music instruments, and research how technology has

2. SOMEBODY THAT I USED TO KNOW -‐ GOTYE AUSTRALIAN MUSIC

Topic Area: POPULAR MUSIC



• What nursery rhymes can you hear in this piece? List them • How does the start of the song make you feel? Why? • Does the Xylophone Riff sound happy or sad? Why do you think that is? • How does the vocal melody make you feel? • What types of percussion can you hear in this piece?


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influenced music of today’s generation. Students can also include examples of artists that use different types of technology within their style.

E.g. Gotye is one artist that uses technology in both recording and performance; midi keyboards, midi percussion controller, pro tools etc.

Performance Activity: Group Performance In groups of 3, students are required to learn ‘Somebody That I Used To Know’, the piece will be performed on marimba/xylophone/glockenspiel/percussion in C major key. As students will be familiar with the melody line of ‘Baa Baa Black Sheep’ and ‘Twinkle, Twinkle, Little Star’, this piece will be quite easy to learn for beginners. However, students must be aware that the xylophone riff has been appropriated and must listen carefully to how the melody phrase ends. Out of the 3, one student must play the main chord progression pattern (imitating the guitar of the song), another will play the xylophone melody, and the other will imitate the percussion in the background on a chosen instrument (either a floor tom, timpani’s, or other type of drum).


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Name Of Piece: Unsquare Dance

Artist: The Dave Brubeck Quartet

Album: Unsquare Dance (Single), B side: Camptown Races

Year Released: 1961

Audio Reference: https://www.youtube.com/watch?v=_yExwkQYcp0

Type Of Music:

• Jazz • ‘Free Jazz’ – a genre of jazz allowing soloists to play freely through improvisation

Musical Elements/Composition Features and Student Focus ‘Distinguishing Time Signatures (Duration), Rhythm, Notation (Sibelius), Improvisation’ Creativity/Composition Activity: Individual Assignment: Recording/Notation With prior knowledge of Sibelius, individually, students are to notate and record an original jazz lead sheet. They may use a borrowed chord sequence but must create an original melody. The notation must include a melody and chord symbols reflective of a typical jazz standard, incorporating extended chords and syncopation. The piece can be in any key of their choice, be a minimum length of 12 bars and touch on ‘improvisation’ in some form. The recording must include the melody and one accompanying tuned instrument. Jazz standard examples will be provided in a booklet, and students will be guided through Sibelius if needing assistance. Recording must be submitted on USB, CD or sent via email to the teacher. Lead Sheet must be handed in as a hard copy. Aural Activity: Worksheet/Listening Exercise: Time Signatures For this activity, students are to analyse what time signature ‘Unsquare Dance’ is in. Ask the students to clap out the pulse and work out the time signature amongst them. Ask the class “Does any body know what time signature this piece is in?”. As a class, guide the class to clap the rhythm out and count simultaneously. Explain the difference between ‘common’ (4/4) and ‘uncommon’ time signatures, and showcase an Interactive Powerpoint based on various time signatures found in jazz and other genres of music. As an extra listening exercise, play 4 other pieces:

Ask your students to work out these time signatures out individually then discuss answers. Musicology Activity: Group Assignment/Online Research: Jazz Musicians After providing students with a short documentary video about Jazz music in different eras, in pairs, students are required to research 4 sub-‐genres of jazz from a list and provide a description of the style of each genre as well as research 1 artist from each related era. Examples include: Bebop (1940’s): Charlie Parker, Bossa Nova (1950’s-‐60’s): Stan Getz, or Jazz Fusion (Late 1960’s): Miles

3. UNSQUARE DANCE – DAVE BRUBECK

Topic Area: JAZZ

Mandatory/Elective: Elective

Year Group: Year 9-‐10 | Stage 5-‐6

• Body & Soul – Esperanza Spalding: ‘modern’ jazz song in 5/4 • Actual Proof – Herbie Hancock: ‘4/4 – tricky groove can be deceiving’ • Take 5 – Dave Brubeck: ‘5/5’ • Blue Rondo à la Turk – Dave Brubeck: ‘see if your students can work out this complicated

time signature of 9/8 and 4/4’ (Reference of breaking down the beats: https://www.youtube.com/watch?v=eSxe3cqZfTg)


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Davis. Research on the artist must outline their notable career and how they have influenced the Jazz world. Students have 2 whole lessons to complete this assignment and are required to print and present their work by the start of the 3rd music lesson. Performance Activity: Group Work: Body Percussion/Improvisation After having prior knowledge of the song and working out the time signature, in groups of 3, students are to replicate the rhythm of ‘Unsquare Dance’ in any way they want to. This can be in the form of body percussion, vocal sounds, or percussive instruments. Similar to the improvised rim-‐shot rolls heard in the piece, one student out of the group will have the opportunity to come up with a rhythmic solo. The other two students must emphasize the beats of the song. One student will play on beats ‘1, 3 and 5’, following the bassline, the other will play on beats ‘2, 4, 6 and 7’.

The purpose of this exercise is to experiment with the 7/4 time signature and encourage students to explore improvisation, playing by expression.

Student 1

Student 2

Student 3 2.

4.

6.

7.

1.

3.

5

Improvised Rhythmic

Solo


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Name Of Piece: Canon in D (The Canon and Gigue in D)

Composer: Johann Pachelbel

Year Composed: 1680’s

First Published: 1919

Audio Reference: https://www.youtube.com/watch?v=8Af372EQLck

(excerpt from London Symphony Orchestra Live performance)

Type Of Music:

• Baroque Music • Chamber Music Instrumentation

Musical Elements/Composition Features and Student Focus ‘Canon Melodies, Ground Bass, Musical Terminology of Baroque Music The student focus for these activities will be revolved around Ground Bass (typically found in Baroque Music), canon melodies and how they work, and musical terminology associated with Baroque music (through the concepts of music). Creativity/Composition Activity: Individual Assignment: Notation After a short documentary on Baroque music and ‘Basso Continuo’ within Pachelbel’s Canon, students will compose a short piece. Using the ‘Canon in D’ chord progression, students are to create their own melody in D Major:

|: D A | Bm F#m | G F#m | G A :|

This composition must be a minimum of 12 bars and is to be notated on the scoring program, Sibelius. The purpose of this exercise is to get students to understand the concept of ‘Basso Continuo’ and how it is used in most genres of Baroque music. It also allows students to gain an understanding of the relationship between melody and chords, and how harmony is created. Excerpts of Popular songs, which have appropriated or used this chord progression, will be played to inspire students’ melodies and demonstrate that Baroque music is still appreciated in today’s generation of music. Aural Activity: Identifying Canon Roles Firstly, play the excerpt of ‘Canon in D’ and direct students to take note of what they hear. Ask them to place attention on instrumentation, their roles and how many melody lines they can hear in the piece. The focus of this activity is to outline the purpose of a canon and how they work. Sheet music of Pachelbel’s piece will be handed out and students are to identify the instruments playing the 3-‐part canon and the instrument providing the Bassline of the piece (visually by viewing the notation). Teacher will play the different canon melodies and explain why all melodies can overlap at the same time without clashing (all notes play within D major scale).

TOPIC AREA #2 [BAROQUE &/OR CLASSICAL &/OR 19TH CENTURY MUSIC]

4. CANON IN D – JOHANNE PACHELBEL

Topic Area: BAROQUE

Mandatory/Elective: Elective

Year Group: Year 9-‐10 | Stage 5-‐6


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Musicology Activity: Musical Terminology: Powerpoint, Group Work Teachers are to provide students with an Interactive Powerpoint based on Musical Terminology found in Characteristics of Baroque Music. The Powerpoint will consist of various terms with their definitions, notable Baroque composers from around the world, and students are required to take notes. Once completed, students are to form groups of 4 to play a matching-‐definitions game. Teacher will then hand out one sheet of cut up ‘terms’ and one sheet of cut up ‘definitions’ and distribute the sets of paper to each group. The object of this game is to test students’ knowledge of Baroque terminology and revise on the famous Baroque composers. Performance Activity: Class Assessment: Live Performance In pairs, students are required to perform Pachelbel’s ‘Canon in D’ on one melodic instrument listed: Guitar, Bass, Piano/Keyboard, Flute/Recorder, Violin or any other stringed instrument. One student must play the moving chord progression; the other must play the main melody of the song. This piece must be practiced regularly at home, during the remaining practical lessons and performed in a lesson next week.


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Name Of Piece: Symphony No. 5 in C minor, Op. 67

Composer: Ludwig Van Beethoven

Year Composed: Between 1804-‐1808

Audio Reference: https://www.youtube.com/watch?v=_4IRMYuE1hI

(Rendition by The Philharmonic Orchestra)

Type Of Music:

• Classical Music Musical Elements/Composition Features and Student Focus ‘Dynamics and expressive techniques, Reading scores’ With prior knowledge on note lengths, note names, and staff/clef knowledge, the student focus for these activities will revolve around identifying notes, understanding how to read a score and the use of dynamics within music. These activities will be for lessons towards the end of stage 4 (students with advanced knowledge). Creativity/Composition Activity: Individual Composition Similar to the start of Beethoven’s ‘5th Symphony’, students are to create a phrase by using only a minimal use of notes and/or chords. Students have the choice of creating a rhythmic or melodic phrase but must perform their phrase in two dynamic forms. For example, crescendo and decrescendo, or piano (soft) and loud (f). The purpose of this exercise is to allow students to focus on ‘dynamics and expressive techniques’ and signifying that dynamics of a phrase, piece or note can place impact on the listener’s mood. Aural Activity: Understanding Dynamics/Reading a score Firstly, the teacher will play an excerpt of Beethoven’s ‘5th Symphony’ various times for students to analyse the dynamics within the piece. The Teacher will point out the ‘loud’ parts and ‘soft’ parts, emphasizing on the terminology; crescendo, decrescendo, piano (p), forte (f), etc. As a class, students will be required to complete the worksheet. Various exercises include: placing dynamic markings on the piece below, fill in the missing notes, adding the title of the piece and adding the time signature in front of the piece. Example of Student Worksheet: Musicology Activity: Video Documentary/Nearpod (iPad App) For this activity, students must watch a documentary based on Classical Composers and Styles and take note of the composers’ names. The class will be split into 6 teams (number of iPads available) and compete as groups in a quiz. As groups, students will select the correct answers for the multiple choice questions and the results will link up with the teacher’s program on the Interactive Whiteboard. The team with the most answers correct will win. The purpose of this quiz is to encourage peer assisted learning, improve team building skills, and revise on famous Classical Composers.

5. FIFTH SYMPHONY – BEETHOVEN Topic Area: CLASSICAL



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Performance Activity: Individual Assessment: Live Performance After completing the worksheet in the ‘Aural’ activity, students are to individually learn and perform part of ‘Beethoven’s 5th Symphony’ in C minor (Eb Major). Students can work out the notes individually by referring back to their notes on ‘how to read notes on the stave (FACE)’ references throughout the year. Once the notes are worked out, all students are to perform the piece on Keyboard in front of the class. It is a minimum requirement for students to play the first 4 bars of the piece.


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Name Of Piece: Swan Lake, Ballet Suite, Op. 20a, TH 219: Scène I

Composer: Pyotr Ilyich Tchaikovsky

Year Composed: 1876-‐1876

Audio Reference: https://www.youtube.com/watch?v=9cNQFB0TDfY

(Excerpt from London Philharmonic Orchestra: 2mins 15sec)

Type Of Music:

• Late Romantic Period • Ballet Composition • Two-‐part act; derived from Russian Folk tales

Musical Elements/Composition Features and Student Focus ‘Music written for Ballet, Tension in music, Identifying Melodic Steps and Leaps’ Creativity/Composition Activity: Individual Composition/Garage Band (Students must have prior knowledge of chords in C major scale) Similar to the start of ‘Swan Lake’ students are to create a melody over a three-‐chord progression. These three chords will be: A minor, D minor and D minor/F. |: Am Dm | Am | Am Dm/F | Am :| Students must use a variety of ‘steps’ and ‘leaps’ in their melody and once completed, they must record or notate (midi) their melody into Garage Band. The backing chord progression will be provided as loops played by multiple instruments. The purpose of this exercise is to encourage creative writing, understanding the notes in C major scale and how the placement of notes in a melody can create steps or leaps. Aural Activity: Class Discussion/Powerpoint Teacher is to engage students into a class discussion and analyse the melody and tension of the song. Ask the students a range of questions: ‘what parts play in steps, what parts play in leaps? What is the effect of this? In what section of the song can you hear ‘tension’?’ These questions will allow students to come to conclusions about ‘leaps’ and ‘steps’, and how ‘tension’ is created in a song. To support the discussion, the teacher will present a Powerpoint explaining these concepts more in detail. Musicology Activity: Understanding music written for Ballets, Music in other contexts After listening to the piece, students are required to research Tchaikovsky’s piece ‘Swan Lake’ and write with a 500 word report about the story of ‘Swan Lake’. This activity will allow Stage 5 students to view 19th Century music in a broader context and provide them information on why/how composers have created such pieces. Students must also research about ‘Ballet’ compositions and way they are important in music history. Performance Activity: Individual Performance: Expression Using Marimba/Xylophone/Glockenspiel, students are to play the theme from Tchaikovsky’s ‘Swan Lake’. However, in the last bar of the melody, students have the opportunity to be creative and may

6. SWAN LAKE – TCHAIKOVSKY Topic Area: 19th CENTURY MUSIC


Year Group: Year 9 | Stage 5


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compose an original melody for the ending phrase. Through the use of dynamics, students must also show ‘tension’ in how they play the melody. The object of this exercise is to explore melodic improvisation, understand ‘steps’ and ‘leaps’ and how dynamics can play an important role in creating tension.

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