Music Style & Composition 2011Units 3 & 4

Classroom strategiesto prepare your students

for assessment

Lesson 1: Clear Lesson 1: Clear information on information on

assessmentassessment The three outcomes

Works to be studied

Tests and SAC dates

Allocation of marks and weightings

Plan ahead to avoid disasters – spell out the expectations from the beginning, particularly re computer ‘issues’.

UNIT 3 & 4 MUSIC STYLE & COMPOSITION 2011UNIT 3Area of study 2: Organisation and contextStudy of two short works; one an Australian work: Antarctica by Nigel Westlake.Treat her Right by Roy Head and Gene Kurtz. In both works we focus on the use of contrast as well as repetition and variation Key knowledge and skills to be covered consist of:

Treatment of the elements of musicUse of compositional devicesCharacteristics of the music style Contextual issues and how they influence the work

Assessment is based on a written test. (SAC) This will be on Tuesday March 29th.

This Outcome is allocated 15 marks and is worth 7.5% of the study score.

•Area of study 1: Responses to music

•Develop skills in aural analysis using the elements of music.•How the elements of music are treated across a range of music styles•Compositional devices of repetition, variation and contrast.•Developing appropriate musical terminology and language•Developing ability to present critical responses that include subjective responses to music justified by objective analytical information evident in the music.

•Assessment is based on a written test.• This will be on Tuesday May 3rd.

•This Outcome is allocated 15 marks and is worth 7.5% of the total study score.

Area of study 3: Creative responsesAssessment will comprise an externally assessed task. Students submit a folio that contains two short exercises, documentation and audio recordings.Folio contains:Two short creative exercises in notated and audio form that were completed in response to works studied.Description/annotation of relationship between exercises and music studied including elements of music and compositional devices.Evidence of development and refinement of the work and explanation of decisions.Explanation of technical factorsRequirements for this task:Documentation and score must be word processed and submitted in an A4 plastic pocket folder.Each version of the creative exercises must be saved into a named folder and dated so that the progress of the responses can be seen and work authenticated.Sibelius file must be saved in three places:On Senior Public On your own USB On a CDLoss of computer files is not a legitimate reason for failure to submit any part of this assessment. All of the above formats must be submitted to VCAA for this externally assessed task.The eternally assessed tasks for Units 3 & 4 together contribute 30% to the study score.

UNIT 3OUTCOME 1 SAC: 7.5%OUTCOME 2 SAC: 7.5%OUTCOME 3 EAT: S/N

UNIT 4OUTCOME 1 SAC: 7.5%OUTCOME 2 SAC: 7.5%OUTCOME 3 EAT: S/N

School assessed coursework contributes 30% to the study score. The eternally assessed tasks for units 3 & 4 together contribute 30% to the study score.

The end of year aural and written exam contributes 40% to the study score.

Organising your classesOrganising your classes•Begin with Outcomes 2 & 1. Initially spend most time on Outcome 2.

•Use the start of double periods and some homework time to practise Outcome 1 – aural analysis.

•Assess Outcome 2 first. Test each topic separately, and try to fit in a ‘Practice SAC’ before the ‘real one’.

Sample timeline for Sample timeline for Semester 1:Semester 1: February 7 – March 4:

Antarctica. Outcome 1 –homework and class work.

March 4: Test on Antarctica

March 4– March 22: other work. (Treat her Right)

March 22 Test on Treat her Right

March 25 SAC revision

March 29 Outcome 2 SAC

March 29 – April 8: Outcome 1 activities – homework and class work. Set homework for holidays

Commence work on Outcome 3; creative response exercises.

April 27: Outcome 1 Test (practice SAC)

May 3: Outcome 1 SAC.

May 4 – 26 Work on Outcome 3

May 27 Outcome 3 EAT due

May 30 – June 6 Unit 3 revision

June 6 – 10 Unit 3 (Practice) Exam

Sample weekly class organisationClass work:

Homework:

Teaching ideas

for Outcome 1

Track 1: The Habibis: traditional Greek song (1:30)

1. a.List the sound sources in this extract.

b. Describe the roles of these sound sources in the music overall, and how the parts interact.

 2. Describe the treatment of melody and rhythm in this excerpt.

3. Describe the use of two compositional devices in this excerpt.

 4. Describe the use of tone colour in this excerpt.

•Create a CD or wiki of aural examples for homework and class discussion. http://2011vcassauralhomework.wikispaces.com/

•Begin with tick box sheets to assist students ‘get their bearings’ at the start.

•Provide a number of questions for each excerpt, so they practise a range of responses:

Have students working in groups to create and revise the components of each element of

music:Melody: Rhythm:

Form/Structure:Scale Time signature Binary formContour Note values RepetitionPhrasing syncopation Contrast________________ __________________ __________________________________ __________________ __________________________________ __________________ __________________________________ __________________ __________________

 Instrumentation: Tone colour: Texture:Solo instrument Extremes of register Number of

layersChamber ensemble unusual combinations who does what

whenRock band harsh, bright sound homophonic_________________ __________________ ____________________________________ __________________ ____________________________________ __________________ ____________________________________ __________________ ___________________

  

Outcome 2: choosing Outcome 2: choosing worksworks

Unit 3 works:Australian work:

Clear use of contrast with plenty of evidence in the music Two major contextual issues – clear link to the music with

specific musical examples. Consideration of how much it reflects (or doesn’t) an ‘Australian’

style – exam questions on this in 2007 & 2010.Other work: Clear use of contrast with plenty of evidence in the music Two major contextual issues – clear link to the music with

specific musical examples. Try to choose a contrasting work to the Australian work to cater

for different interests of the students.Both works: Clear distinction between contextual

issues and characteristics of the style.

Unit 4 works:Unit 4 works:

Work created since 1910

Significant use of repetition and variation with plenty of evidence in the music

Investigate ways repetition and variation are used to develop ideas.

Two major contextual issues – clear link to the music with specific musical examples.

Other work:

As above

* No comparison of compositional devices between the two works.

Contextual issuesContextual issues

Contextual issues are external influences such as social trends, personal circumstances or practical considerations. The CONTEXT in which the work was composed. Choose two major ones which are quite different to characteristics of the style, and make sure there is plenty of evidence in the music.

Students need to be able to describe the issue and make a clear link to the work studied, with specific musical examples.

Contextual issues: Contextual issues: Symphony of PsalmsSymphony of Psalms

Issue 1: Renewed faith in Russian Orthodox church:

After a 16 year break, Stravinsky had rejoined the church, and composed the work to reflect the renewal of his faith. This is reflected in: His choice of text from the Latin Vulgate. His reverential, prayer-like setting of the text,

particularly evident in the plain chant melody at fig.4. The ritualistic style created at fig. 4 and fig. 7; a

narrow range, chant-like melody accompanied by a dry, organ-like ostinato using oboes and bassoons

His preference for a children’s choir to create an open, pure and calm tone colour.

Contextual issue 1: Music composed for a documentary on AntarcticaThis music was originally composed in 1991 specifically for a documentary on Antarctica. For the IMAX film, Westlake’s task was to compose music which captured the grandeur, desolation and harshness of the Antarctic environment. The theme of the film focuses on this, and the impact humans are having on the planet. The structure of the suite is determined by the film content. Westlake dedicated the score to ‘the future of Antarctica as a world park’. In 1992, Westlake received a commission to compose a work for the Tasmanian Symphony Orchestra. He reworked the film score as a Suite for guitar and orchestra. Only small changes were made to create the second version, and Westlake’s original creative intention is still very apparent in the Suite for Guitar and Orchestra. In the suite the guitar replaced the sections taken by the narrator in the film; so the guitar became the narrator. Describe three different images/ scenes from the documentary, and link them specifically to how they are depicted by the music:1:________________________________________________________________________________________________________________________________2.

Exam preparationExam preparation Use Section A from previous exams to

practise responding under exam conditions.

http://2010vcasseargym.wikispaces.com/

Create wikis to practise writing responses to practise and past exam questions.

http://2010vcassrevision-oc2.wikispaces.com/

Give students information about exam timings and opportunities to practise within the time constraints.

MUSIC STYLES EXAM 2010 15 minutes reading time2 hours writing time

Section A 52 minutes 4 questions app. 10 minutes each44 marks

(aural responses) 

Section B 68 minutes 4 questions 36 - 40 minutes35 marks

(Organisation and context) Q5 (15 minutes)(12 marks)

Q6 (12 minutes) (9 marks)

Q7 (6 minutes) (6 marks)

Q8 (7 minutes) (8 marks) 

Section C 1 question 25 - 30 minutes21 marks(composition)

(10 + 20/15) (9 + 12)

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•Students need to understand the different types of questions and organise their time effectively for the different question types•Discuss questions are usually worth more marks and need more time to construct an ‘essay-type’ response.•Often these include a quote which must be discussed.

E.g.2010 Q5: (15 minutes) (12 marks)

It has been said that there is no such thing as an ‘Australian’ music style. Discuss this statement with reference to this work. In your answer refer to the following. •characteristics of the music style(s) of the selected work •contextual issues associated with the selected work

•Students should be discouraged from going in with prepared responses.The exam rewards students who can synthesise the concepts and information they have learnt, and can use this knowledge to discuss a concept.•Read the examiners’ report to gain a deeper understanding of how the exam is marked.

Question types:Question types:List - just a simple list of words or short sentences (usually a list of instruments)Identify - list with some identifying information. Often a question such as 'identify features’ means identify as many of the characteristics of each section as you can; instruments, texture, form, key, things about the melody).

Describe - a lot more information - but you can still use dot points. Describe as many aspects of the music as you can, in as much detail as you can.

Explain - similar to describe but very detailed and include background information. Construct a clear link between the music and the background - e.g. Q6 on the 09 exam - a clear explanation is needed with a clear link between the issues and how they affected the creation of the work.

Discuss - often involves discussing a statement. Develop an opinion and present an argumentative essay that argues that opinion, using evidence from the work(s) to support your contention. Involves comparing similarities and differences, considering different points of view. Is a very detailed, well constructed response that uses musical examples to support the argument.

MUSIC STYLE & COMPOSITION EXAM 201115 minutes reading time 120 minutes writing time

Section A 50-60 minutes? 4 – 5 questions?45 - 55marks

(aural responses) 

Section B 50 - 60 minutes 4 questions?45 – 55 marks(Organisation and context)

Overall exam out of 100 marks

http://www.vcaa.vic.edu.au/vcaa/vce/studies/music/musicstylecompunits1-4/mustylecomp-samp-w.pdf

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