Trinity Bay SHS Class Course Planner Hoare Street PO Box 5071 … · 2020-04-02 · DRAFT/CHECK IN T2 Wk5 Making (Presenting) assessment- Check in • Learning lines • memorised

Class Course Planner

(One Term in length)

Trinity Bay SHS Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 7 Dance –Move It T-Bay Style

Teacher/s: Mrs. Rasche, Ms. O’Donnell, Ms. Ryan

Term Week

Curriculum Intent Assessment x 3 Feedback x 3

T1 Wk1 Introduction to Dance

• Establish rules and classroom procedures • What is a warm-up? Why is it important to warm-up? • Assessment expectations – what will you be assessed on this term? • Learn a Move It Mobstyle (piece number 1) • Perform using Expressive skills

COURSE PLANNER AND ASSESSMENT TASK IS HANDED OUT

T1 Wk2 Dance elements

• Workshop Pathways through space, Locomotor and Non-Locomotor movements • Revise Move It Mobstyle (piece number 1) • Apply dance elements to the choreography

T1 Wk3 Dance elements

• Learn about Group Formations • Learn Move It Mobstyle (piece number 2) • Apply Group Formations to the choreography of pieces 1&2

T1 Wk4 Dance Elements

• Learn Canon and Unison • Revise Move It Mobstyle pieces 1&2 • Learn Move it Mobstyle (piece number 3) • Add all sequences together and apply group formations to the final piece • Apply Canon and Unison to the dance

T1Wk5 Dance Elements

• Learn Levels and Shapes • Apply Levels and Shapes to the dance pieces through freezeframes • Revise all dance elements and choreography

T1 Wk6 Assessment Task

• Check in: What dance elements do we know so far? • List Technical and Expressive Skills in books • Perform 3 dances with Technical and Expressive Skills • Show A exemplar of assessment task


• Students fuse Move It Mobstyle dance pieces together and apply dance elements in small groups through practice and polishing


• Rehearse and create choreography in small groups of 4/5. • Rehearse using Technical and Expressive Skills • Students present draft

Feedback is given to each group

T1 Wk9 Performing/Choreographing Task Due

• Perform group dance

PERFORMING & CHOREOGRAPHING TASK DUE

Teacher offers students individual & group feedback to improve performance

T1 Wk10 Responding Task

• Reflect on Performance • Dance extension activities and games

RESPONDING TASK (WRITTEN REFLECTION)

Teacher gives back individual results to students

2

/ Class Course Planner – 2020 Semester 1 , Term 2

Trinity Bay SHS Hoare Street PO Box 5071

Ph. 40 375 222 www.trinitybayshs.eq.edu.au

Class: 7 Drama Teacher: Ms Gould / Mrs Walsh

Term /Week Curriculum Intent Assessment x 3 Feedback x 3

T2 Wk1 Introduction to Drama • What is Drama - Introduction and

expectations • Warm-up / getting to know you games

Introduction to Drama • Warm-up / getting to know you games • Freeze frames

Course Planner

T2 Wk2 Elements of Drama • Taking on a role – change the way you

walk, talk & react

Elements of Drama • Relationships – creating clear

relationships between roles • Revise taking on a role

T2 Wk3 Introduction to story structure • Parts of a story - Identify parts of a hero

story • Work together to construct a story with

a clear structure • Making a clear ending to your

performance

Elements of Drama • How to create focus and use stage space • Recap using role & relationships when

creating

T2 Wk4 Acting Skills & Elements of Drama • Use “What’s Up?” then “What time is it?” blank scripts to explore taking on different

roles, using voice and movement skills • Reinforce roles, relationships, space and focus • View “non-exemplar” and critique

T2 Wk5 Hero Stories • Identify task requirements • Complete hero planning sheet

Hero Stories • Create a hero story in small groups • Show progress, opportunity for feedback

FORMATIVE MAKING TASK

T2 Wk6 Hero Stories • Create and rehearse hero story in small

groups • Show progress, opportunity for

feedback

Showing • Show hero story • Presentation is recorded

FORMATIVE MAKING TASK

T2 Wk7 Hero Stories • Watch recording of hero story showing • Complete reflection sheets

Introduction to Fairytales • Identify the messages/purpose of

fairytales • Consider the “larger than life” characters

of fairytales – watch examples from film

Feedforward on created story

T2 Wk8 Assessment • Identify expectations for assessment • Form assessment groups • Identify key moments/complete

planning sheet

Fairytales • Create a 2 minute version of fairy tale –

extension: twisted fairytale • Show progress, opportunity for feedback

SUMMATIVE MAKING (FORMING & PRESENTING) TASK GIVEN

T2 Wk9 Creating and Rehearsing • Create & rehearse • Show progress, opportunity for feedback

Performance • Present polished performance in groups

(using costumes and props)

SUMMATIVE MAKING (FORMING & PRESENTING) TASK DUE

Check in/draft

T2 Wk10

Reflection • Watch recording of performances • Complete reflection

Reflection • Results • Reflect & recap unit

Class Course Planner – 2020 Semester 1 Term 2


Ph. 4037 5222 www.trinitybayshs.eq.edu.au

Class: Yr 7 Music Teachers: Ms Sivijs

Term Week


T2 Wk1 Expectations Course Planner, Being Prepared for Music Class Singing Inanay Composition, timbre, style, structure

Composing focus adding loops, instrumentation, style, structure, saving to Arts shared

Course Planner

T2 Wk2 Garage Band, Structure, Tempo, Texture, Dynamics • Rhythm Tree and adding a beat drop in MIDI • Structure, Texture • Tempo/ BPM, Metronome/ click

Saving to Arts shared

Hand out Composing Task

A Exemplar for Composition Statement of Intent

T2 Wk3 Composing Task • Editing: splitting a region, copy, paste • Automation (volume, pan) fade in/ out, cross fade, master fade • Glossary of terms Literacy: Timbre, Tempo, rhythm, Dynamics • “William Tell Overture”

T2 Wk4 Literacy: Timbre, Tempo, Melody, Dynamics • “In the Hall of the Mountain King” Grieg Composing Task Composing checklist: • Min 20 bars long • Min 4 tracks • Added volume automation Changed the tempo

T2 Wk5 Composing Assessment • Composition work • Students to export songs as a mp3 file • Listening to classes composing tasks

COMPOSING TASK DUE

T2 Wk6 Treble Clef, Singing & Keyboard • Review treble clef, simple rhythmic patterns • Singing and playing “Inanay” • Parts of the piano and piano technique • C Major scale – accidentals, tones, semitones •

T2 Wk7 Singing, Ukulele, Timbre, Harmony • Singing “Can’t Stop the Feeling” • Reading and playing Ukulele chords • Timbre, Harmony (Major &Minor) • Body Percussion •

Hand out Performing Task

T2 Wk8 Guitar/ Bass “Inanay”/ “Can’t Stop the Feeling”

T2 Wk9 Performing Assessment • Performance Practice • Individual/ small groups (singing, playing, percussion/ body percussion) •

T2 WK10 Performing Assessment • Individual/ small groups (singing, playing, percussion/ body percussion) • Performance Statement

PERFORMING TASK & PERFORMANCE STATEMENT DUE




Class: Yr 7 Music Teacher/s: Ms Sivijs

Term Week


T2 Wk1 Expectations, Singing & Keyboard • Singing and playing “Inanay” • Review treble clef, simple rhythmic patterns • Parts of the piano and piano technique • C Major scale – accidentals, tones, semitones

Course Planner

T2 Wk2 Singing, Ukulele, Timbre, Harmony • Singing “Inanay” and “Can’t Stop the Feeling” • Reading and playing Ukulele chords • Timbre, Harmony (Major &Minor) • Body Percussion

T2 Wk3 Literacy: Timbre, Tempo, Melody, Dynamics • “In the Hall of the Mountain King” Grieg Guitar/ Bass • “Can’t Stop the Feeling”/ “Inanay”

Hand out Performing Task

T2 Wk4 Performing Assessment • Performance Practice • Individual/ small groups (singing, playing, percussion/ body percussion)

T2 Wk5 Performing Assessment • Individual/ small groups (singing, playing, percussion/ body percussion) • Performance Statement

PERFORMING TASK & PERFORMANCE STATEMENT DUE

T2 Wk6 Literacy: timbre, tempo, rhythm, dynamics • “William Tell Overture” Composition, timbre, style, structure • Composing focus adding loops, instrumentation, style, structure, saving to Arts shared

T2 Wk7 Garage Band, Structure, Tempo, Texture, Dynamics • Rhythm Tree and adding a beat drop in MIDI • Structure, Texture • Tempo/ BPM, Metronome/ click • Saving to Arts shared


A Exemplar for Composition Statement of Intent

T2 Wk8 Composing Task • Editing: splitting a region, copy, paste • Automation (volume, pan) fade in/ out, cross fade, master fade • Glossary of terms

T2 Wk9 Composing Task Composing checklist: • Min 20 bars long • Min 4 tracks • Added volume automation • Changed the tempo

T2 WK10 Composing Assessment • Composition work • Students to export songs as a mp3 file • Listening to classes composing tasks

COMPOSING TASK DUE

Week Curriculum Intent Assessment x 3

Feedback x 3

Wk1 Introduction to Dance – Hip Hop

• Establish rules and classroom procedures. Hand out course planners. • Questioning activity: What dance elements do you remember from last year? • What is a warm up? Why do we warm up? • Complete a warm up including stretches, arm sequences, travelling steps. • Begin learning a basic Hip-hop routine

Revision Course Planner

Wk2 Hip Hop

• Revision of hip-hop routine • Define ENERGY (sharp vs flowing vs bouncy) SPACE, TEMPO. • How can Energy, Space and Tempo be applied to the routine?

Wk3 Contemporary

• Introduction to contemporary dance workshops • Learn contemporary routine with clear meaning. How is meaning expressed through the movement?

Wk4 Contemporary

• Continue learning contemporary routine with clear meaning • Revise CANON, UNISON and FORMATIONS • Students identify when the above elements are employed in contemporary routine

Wk5 Salsa

• Introduction to Salsa dance • Revise: LOCOMOTOR and NON-LOCOMOTOR • Begin learning salsa routine • Students apply own locomotor movements to salsa routine

Wk6 Salsa

• Salsa routine completed. • Define: REPETITION, DIRECTIONS • Task sheet given to students – requirements discussed. • Students begin choreographing last 16 counts of each section.

TASK SHEET GIVEN

Wk7 Presenting Task

• Define: TRANSITIONS • Rehearse choreography and performance in groups • Add transitions to the piece in small groups, add formation changes and rehearse them for assessment

next week

Teacher offers students feedback to improve performance

Wk8 Presenting Task

• Rehearsal of performance task


PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 8 Dance – Dance Styles

Ms. Ryan ([email protected]), Ms. Rasche ([email protected])

Wk9 Responding Task

• Presentation of Performance and Choreography

TASK DUE

Wk10

Reflection

• Reflect on performance

MARKS RETURNED

Class Course Planner – 2020 Semester 1, Term 2



Class: Year 8 Drama Teacher: Ms Gould, Ms Ryan, Mrs Walsh

Term Week Curriculum Intent Assessment

x3 Feedback x3

T2 Wk1 Review Elements of Drama • Review rules and expectations of Drama • Review role, relationships and focus

Elements of Drama • Tension – identifying and creating the four

types of tension

Course Planner

T2 Wk2 Introduction to scripts • The parts of a script • How to take on a role from a script • Identifying tension in a script

Review Performance skills • Use of stage space • Presenting skills – speaking in a clear voice,

facing the audience, not blocking etc. • Working with practice scripts

T2 Wk3 Script Context • Watch School of Rock and complete

worksheets

Script Context • Complete film • Examine roles from film

T2 Wk4 Making (Presenting) assessment • Identify assessment expectations • Groups and scripts allocated • How to block a scene and effectively

rehearse

Making (Presenting) assessment- Check in • Learning lines • Creating the elements of drama in

performance

MAKING (PRESENTING) TASK GIVEN

DRAFT/CHECK IN

T2 Wk5 Making (Presenting) assessment- Check in • Learning lines • Creating the elements of drama in

performance • Show work so far, get feedback

Assessment Perform script in costume with lines memorised

MAKING (PRESENTING) TASK DUE

DRAFT/CHECK IN

T2 Wk6 Reflection • Watch recording of performances • Feedback

Script Context • Watch Matilda and complete worksheets

T2 Wk7 Script Context • Watch Matilda and complete worksheets

Review Matilda • Review characters and key plot points • Examine the idea of ‘deleted scenes’ • Review creating dialogue (year 7)

T2 Wk8 Making (Forming) assessment • Identify assessment expectations • Groups allocated • Create and rehearse scene

Making (Forming) assessment/Check in • Create and rehearse scene • Creating the elements of drama in

performance

MAKING (FORMING) TASK GIVEN

T2 Wk9 Making (Forming) assessment/Check in • Create and rehearse scene • Creating the elements of drama in

performance • Show work so far, get feedback

Assessment • Demonstrate deleted scene (costumes

and props as required)

MAKING (FORMING) TASK DUE

DRAFT/CHECK IN

T2 Wk10 Reflection • Watch recording of scenes • Reflection

Reflection • Results • Reflect on unit and learning

Results




Class: Yr 8 Music Teacher/s: Ms Sivijs ([email protected])

Term Week


T1 Wk1 Introduction, Revision & Expectations • Review treble clef, ledger lines, rhythmic patterns & notations • C Major scale – tones, semitones • Keyboard playing

Course Planner

T1 Wk2 Nursery Rhyme EDM Remixes • Key features of EDM • Record and edit in Garage Band

T1 Wk3 Garage Band editing tools, Composition Planning • Garage band – editing and recording skills • Beat drop, climax


T1 Wk4 EDM – tension and release • Composition techniques associated with Tension and Release • Volume

T1 Wk5 Composing Task • Composition Task • Bass Clef • Playing LH of Keyboard

FORMAL – COMPOSING TASK DUE

T1 Wk6 Bass Clef, Accidentals, Left hand keyboard playing • Introduce Bass clef, accidentals, • Playing keyboard repertoire • Evaluation of Music elements in music

T1 Wk7 Chords • Revise chords • Putting a Band together

T1 Wk8 Presenting Task • A Exemplar • Reflection for Performance • Practice for Assessment

Hand out Presenting Task

A Exemplar

T1 Wk9 Presenting Task • Practice for Assessment

T1 Wk10

PRESENTING TASK § Presenting Task § Reflection & Feedback

FORMAL – PRESENTING TASK DUE

Feedback & Review




Class: Yr 8 Music Teacher/s: Ms Sivijs ([email protected])

Term Week


T1 Wk1 Introduction, Revision & Expectations • Review treble clef, ledger lines, rhythmic patterns & notations • C Major scale – tones, semitones • Keyboard playing

Course Planner

T1 Wk2 Bass Clef, Accidentals, Left hand keyboard playing • Introduce Bass clef, accidentals, • Playing keyboard repertoire • Evaluation of Music elements in music

T1 Wk3 Chords • Revise chords • Putting a Band together

T1 Wk4 Presenting Task • A Exemplar • Reflection for Performance • Practice for Assessment

Hand out Presenting Task

A Exemplar

T1 Wk5 Presenting Task • Practice for Assessment

T1 Wk6 PRESENTING TASK § Presenting Task § Reflection & Feedback

FORMAL – PRESENTING TASK DUE

T1 Wk7 Nursery Rhyme EDM Remixes • Key features of EDM • Record and edit in Garage Band

T1 Wk8 Garage Band editing tools, Composition Planning • Garage band – editing and recording skills • Beat drop, climax


T1 Wk9 EDM – tension and release • Composition techniques associated with Tension and Release • Volume

T1 Wk10

Composing Task • Composition Task • Bass Clef • Playing LH of Keyboard

FORMAL – COMPOSING TASK DUE




Class: Yr 9 Music Teacher/s: Ms. Sivijs [email protected]

Term Week


T2 Wk1 Piano Development & Classical Music repertoire • Development of the Piano • Beethoven - Fair Elise • Elements – scalic runs, pedal notes, broken chords, ornamentation • Accompaniment Patterns – Alberti bass, jump bass, arpeggio bass • Cadences – Perfect, Plagal, Imperfect, Interrupted • PITCH – Melody, Harmony, Tonality • Keyboard playing

Course Planner

T2 Wk2 Classical Music - Fair Elise Aural activities: intervals/major minor writing and singing. • Classical Music and techniques • TEXTURE, EXPRESSIVE DEVICES, TIMBRE • Composition Task – How to use Sibelius. • Keyboard playing

T2 Wk3 Composition Task Aural activities every lesson • Composition work – Melody writing • Chord progressions • Keyboard playing: Improvising over chord progressions.

Handout Composition Task

T2 Wk4 Aural activities every lesson RONDO FORM • STRUCTURE, DURATION • Rondo Form • Keyboard playing: improvising • Composition work - melody writing

Feedback on compositions

T2 Wk5

Aural activities every lesson - 10 minutes Classical Music – composers/ music • Classical Music composing techniques • Keyboard playing – Hallelujah • Composition work

Feedback on draft compositions

T2 Wk6

Aural activities every lesson - 10 minutes intervals • Composition Work and analysing a Remix of Beethoven’s 5th Symphony • elements used • Composition work • Keyboard playing accompanying a singer. All of me


T2 Wk7 Analysing music using The Elements of Music - Fair Elise • Retrieval table • Composition work • Keyboard playing working with accompanying a singer or another instrument

Draft Composition Due


T2 Wk8 Aural activities every lesson - 10 minutes intervals A Exemplar Deconstruct A Exemplar • Keyboard playing • Composition work

A exemplar Feedback on compositions

T2 Wk9 Revision • Revision for exam • Keyboard playing • Composition work

COMPOSITION DUE

T2 Wk10 Responding Exam § Exam § Keyboard Playing

Responding EXAM




Class: Yr 9 Practical Music Teacher/s: Mr Molen ([email protected])

Term Week


T2 Wk1 Aural Skills – Intervals 1-5 Major Scale Construction Introduce Performance Task – Bands (Students Selected, 2 song options)

HAND OUT PERFORMANCE TASK

Course Planner

T2 Wk2 Aural Skills – Intervals 1-5 – Short Melodies Chord Construction Rehearse for performance

T2 Wk3 Aural Skills – Intervals 1-5 – Short Melodies Importance of I,IV,V.vi Rehearse for performance

T2 Wk4 Aural Skills – Intervals 1-5 – Short Melodies PERFORMANCE ASSESSMENT

PERFORMANCE ASSESSMENT DUE

Feedback on performances

T2 Wk5

Aural Skills – Intervals 1-8 Introduce Composition Task Tutorials in Logic – Drums & Beat Construction

HANDOUT COMPOSITION TASK


T2 Wk6

Aural Skills – Intervals 1-8 Tutorials in Logic – Bass (based on I,IV,V.vi progression)


T2 Wk7 Aural Skills – Intervals 1-8 - Short Melodies Tutorials in Logic – Chords on Keys or Synth


T2 Wk8 Aural Skills – Intervals 1-8 - Short Melodies Tutorials in Logic – Melody writing on chosen instrument


T2 Wk9 COMPOSITION DUE BOUNCE

COMPOSITION DUE

T2 Wk10 Achievement Ladder

Class Course Planner –

Term 2 Semester 1


PO Box 5071


Class: 9 Dance – RITUAL AND SOCIAL DANCE

Teacher/s: Ms. Ryan ([email protected]), Ms. Rasche ([email protected])

Term Week

Curriculum Intent Assessment x 3

Feedback x 3


• Students get their written task and begin watching the pieces and completing the description tables

Get Responding Task Sheet

A Exemplar provided

Course Planner


• Students work on their written task


• Students work on their written task

Drafts Due Teacher marks drafts and offers feedback


• Students hand in their written task • Students learn social dances in preparation for their creating task

RESPONDING TASK DUE

T2 Wk5 Creating Task

• Students learn more social dances in preparation for their creating task • Students manipulate one dance as a whole class


• Students get into groups and begin their creating task

Choreography Task given


• Students continue work on their creating task


• Students continue work on their creating task

Teacher offers students feedback to improve choreography


• Perform creating task to the class for assessment

CREATING TASK DUE

T2Wk 10 Dance elements Teacher gives marks back

• Watch choreography • Watch other classes work • Reflect on creating task

Achievement ladder

Class Course Planner –

Term 2 Semester 1


PO Box 5071


Class: 9 Drama – Unit 2

Teacher/s: Ms. Ryan ([email protected])

Term Week

Curriculum Intent Assessment x 3

Feedback x 3

T2 Wk1 Melodrama

• Reflect on term 1 overall mark and ladder placement • What is Melodrama? Typical characters, acting technique, conventions • Students work to create short melodramatic scene

T2 Wk2 Soap Opera

• What is Soap Opera? • Practical activities exploring Soap Opera conventions • Short script work

T2 Wk3 Performance Task

• Practical Soap Opera acting techniques continue focusing on language, particularly body language

• How does acting for film differ to acting on stage? • Practical assessment task given • Students begin learning performance script

Performance task given


• Students continue learning performance script • Teacher provides feedback on script development

Draft performances


• Students apply feedback to performance • Students continue learning performance script • Analysis of soap opera on film commences

T2 Wk6 Performance Due

• Performance due • Reflection on performance • Responding task given

Performance due

Responding task given

T2 Wk7 Responding

• Students continue drafting process of written task

T2 Wk8 Responding

• Students continue drafting process of written task and give formal draft for feedback

• Feedback given

Draft due

T2 Wk9 Responding

• Students continue drafting process of written task

T2 Wk10 Responding

• Responding task due

Responding task due




Class: Yr 9 Music Teacher/s: Mrs Gibbins ([email protected])

Term Week


T2 Wk1 Piano Development & Classical Music repertoire • Development of the Piano • Mozart – Sonata No.16 • Elements – scalic runs, pedal notes, broken chords, ornamentation • Accompaniment Patterns – Alberti bass, jump bass, arpeggio bass • Cadences – Perfect, Plagal, Imperfect, Interrupted • PITCH – Melody, Harmony, Tonality • Keyboard playing

Course Planner

T2 Wk2 Classical Music & Remix of Baroque music • Classical Music and techniques • TEXTURE, EXPRESSIVE DEVICES, TIMBRE • Remix of Toccata & Fugue – elements used • Composition Task • Keyboard playing

T2 Wk3 Composition Task • Composition work

Handout Composition Task

T2 Wk4 Sonata Form • STRUCTURE, DURATION • Sonata Form • Keyboard playing • Composition work


T2 Wk5

Romantic Music • Romantic Music and techniques • Keyboard playing • Composition work

Feedback on draft compositions

T2 Wk6

Composition Work • Composition • Keyboard playing


T2 Wk7 Romantic Music • Retrieval table • Composition work • Keyboard playing

Draft Composition Due


T2 Wk8 A Exemplar • Deconstruct A Exemplar • Keyboard playing • Composition work

A exemplar Feedback on compositions

T2 Wk9 Revision • Revision for exam • Keyboard playing • Composition work

COMPOSITION DUE

T2 Wk10 Responding Exam § Exam § Keyboard Playing

Responding EXAM

Class Course Planner

Term 2


PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 10 Dance

Teacher/s: Mrs. Rasche and Ms. Ryan

Term Week


T2 Wk1 Revision of Hip Hop and Dance Elements

• Evolution of hip hop – theoretical exploration • View hip hop dance on film and in music videos; participate in class discussion about

the different styles of hip hop and effective use of dance elements to communicate a theme or storyline

• Learn three short hip hop sequences that each explore a different hip hop style and theme or storyline; apply spatial elements and choreographic devices in partners


• Distribute task sheet for Assessment Task 2: Choreographing • Discuss assessment conditions and expectations • Form partners for assessment (groups of 2 only) and brainstorm elements to include

in choreography to communicate theme • Students commence choreographing assessment taking into consideration spatial

elements and choreographic devices

Distribution of task sheet to students


• Students continue choreographing assessment • Checkpoint 1: Choreography viewing and discussion with teacher

Checkpoint 1: Choreography Viewing and Discussion

Verbal discussion with teacher providing feedback to students


• Students finalise choreographing assessment • Checkpoint 2: Choreography viewing with costume, written feedback from teacher

provided to students

Checkpoint 2: Choreography viewing with costume

Written feedback from teacher provided to students for practical component


• Commence writing Statement of Intent for choreography assessment • Commence filming choreography assessment in site-specific locations


• Draft Statement of Intent submitted to teacher for feedback • Check in with teacher regarding filming • Editing video of dance

Checkpoint 3: Draft Statement of Intent submitted to teacher

Written feedback from teacher provided to students for written component


• FINAL assessment submitted to teacher (written component and practical component)

FINAL DUE

T2 Wk8, Wk9 & Wk10

Preparation for Dance Night in Term 3

• Workshop class choreography for performance opportunity in Term 3 • Teacher uses this opportunity to model Project (Assessment Task 3)

Task sheet with grades returned to students

Class Course Planner –2020

Term 2 Semester 1

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 10 Dance – It Takes Two

Teacher/s: Ms. Ryan ([email protected]), Ms. Rasche ([email protected])

Term Week

Curriculum Intent Assessment Feedback

T2 W1 Formative Task

• Revision of focus question and previous term’s work • Students continue work on formative responding task • Choreographic workshops commence. Hip Hop style.

T2 W2 Formative Task Due

• Students submit formative responding task • Choreographic workshops continue • Focus on choreographic devices • Students analyse how choreographic devices are used in dance films

T2 W3 Choreographic task

• Choreographic workshops continue • Focus on choreographic devices and film techniques pertinent to dance films (moving

audience, perspective, environments) • Students analyse how choreographic devices are used in dance films


• Students watch effective dance films and analyse film techniques used • Teacher models how film techniques enhance dance on film • Teacher models how to use iMovie and basic video editing techniques • Students use choreographic sequences from previous lessons and use devices to film them.


• Task sheet given • Task and conditions analysed. Students select partners and discuss intent, production

elements, film locations etc. • Students begin choreographing duo

Task given


Students continue choreographing duo


• Students continue choreographing duo • Exemplar of choreographic statement analysed • Students begin choreographic statement

T2 W8 Project

• Formal checkpoint/drafts • Students apply feedback to choreography • Filming/Editing begins

Draft

T2 W9

Project

• Students apply feedback to choreography and film their work • Students continue filming/editing • Dance film and choreographic statement due at the end of the week

Task Due

T2 W10

Project

• Year 10 Work Experience.




Class: Yr 10 Music Teacher: Chris Molen

Term Week


T2 Wk1 Planning for Composition – Practical vs Digital – importance of planning & deadlines Applying EOM to Composition (Duration, Pitch,) • Logic Skills – Basics (Saving, Tracks, Software Instr & Audio Recording)

Course Planner

T2 Wk2 Applying EOM to Composition (Timbre, Texture & Structure) • Logic Skills – Basics (Looping, Cutting, Instrument Selection and alteration)

T2 Wk3 Applying EOM to Composition (Expressive Devices) • Logic Skills – Basics (Automation, Mastering)

T2 Wk4

HANDOUT COMPOSITION TASK • Hand Out Task • A Exemplar of Composition • Talk through Statement • Composition Work

HANDOUT COMPOSITION TASK

Scaled Proficiency feedback and self reflection

T2 Wk5

Composition Task • A Exemplar of Statement of Intent • Composition Work

Scaled Proficiency feedback and self reflection for students who require this

T2 Wk6

Composition Drafts Due • Composition Work • Complete draft Statement of Intent

COMPOSITION and Statement Drafts Due

Draft Feedback

T2 Wk7

• Composition & Statement Correction / Improvement

T2 Wk8 Composition Due • Composition Work • Complete Statement of Intent

COMPOSITION and STATEMENT OF INTENT DUE

T2 Wk9 BLOCK EXAMS • Listening to classes composing tasks

Composition Feedback

T2 Wk10 WORK EXPERIENCE

Achievement Ladder Placement

/




Class: Yr 10 Cert II Music Industry Trainor/ assessor: Mr Molen

Term Week

PROJECT 2 – Playing music and notation Units of Competency CUAMPF201 - Play or sing simple musical pieces CUAMPF204 - Play or sing music from simple written notation

Assessment x 2 Feedback x 3

T2 Wk1 • Course Planner • Project 2 Task sheet • Revise setting up/ packing up, lead winding, tuning guitars etc. • Prac – discuss own choice repertoire (songs)

Course Planner Achievement Ladder

T2 Wk2 • Complete practice plan • Individual and/ or group members • Tutorials required, audio, chord charts, lyrics etc. • Key changed (if required)

T2 Wk3 • Working on the arrangement and style • Individual/ group prac

T2 Wk4 PROJECT 2 ASSESSMENT – Theory and notation Written – Short answer test

ASSESSMENT 1

T2 Wk5 Feedback on Written test

T2 Wk6 • Prac Feedback on Performing Drafts

T2 Wk7 WORK EXPERIENCE DELIVERY PROJECT 2 ASSESSMENT – Individual/ group performance

ASSESSMENT 2

T2 Wk8 • Watch performances • Complete any unfinished tasks

Feedback on Performances and progress

T2 Wk9 BLOCK EXAMS

T2 Wk10

WORK EXPERIENCE

Class Course Planner – 2019 Semester 1, Term 2: UNIT 1



Class: 10 & 11 Drama Teacher: Ms Gould [email protected]

Term Week


T2 Wk1 Review Analysis and Evaluation / Conventions • Review skills in analysing and evaluate use of dramatic languages to create meaning • Review conventions of styles • Analyse and evaluate viewed productions

Course Planner

T2 Wk2 Review Analysis and Evaluation / Conventions • Review skills in analysing and evaluate use of dramatic languages to create meaning • Review conventions of styles • Identify requirements of task

T2 Wk3 View recorded performance / Task given • View recording of professional production • Unpack and discuss dramatic meaning, conventions of style •

Formative IA2 Given – Dramatic Concept (20%)

T2 Wk4 Drafting Analysis and Evaluation • Draft analysis and evaluation of performance • Identify convention as stimulus, check-in with teacher regarding concept

Check in

T2 Wk5 Task – Dramatic Concept • Complete analysis and evaluation – open book exam • Devise and map-out concept • Allocate actors to help demonstrate concept • Annotate process/decisions made

Complete Analysis and Evaluation

T2 Wk6 Task – Dramatic Concept • Allocate actors to help demonstrate concept • Annotate process/decisions made • Check-in regarding concept

Check in

T2 Wk7 Task – Dramatic Concept • Show concept / act out scene – record/identify key moments • Receive feedback from teacher and peers regarding clarity of dramatic meaning, and use

of dramatic languages • Use feedback to annotate storyboard / synthesise ideas •

Feedback on demonstrated concept

T2 Wk8 Polish Draft • Use feedback to annotate storyboard / synthesise ideas • Polish ‘My Concept’, including storyboard •

T2 Wk9 Assessment Due • Submit assessment

Formative IA2 DUE – Dramatic Concept (20%)

T2 Wk10 • Year 10 Work experience

Achievement Ladder


Term 2

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 11 Dance – Moving Bodies

Teacher/s: Mrs. Rasche

Term Week

Curriculum Intent Assessment x 1 Feedback x

T2 Wk1

Contemporary Technique & Dance Elements

• Revise vocabulary steps in contemporary style and add to repertoire • Focus on technical and expressive skills • Revise choreographic processes taught in Term 1 workshops and add to choreography

skillset through choreographic tasks devised by teacher • Revise vocabulary: intent, themes, message, storyline, mood, emotion, production

elements, aural elements, visual elements, choreographic devices, repetition, unison, canon, call and response, retrograde, accumulation.

• Learn new vocabulary through theoretical and practical exploration of FORM

T2 Wk2 Contemporary Technique & Dance Elements

• Learn teacher-devised sequences and create own sequences that represent ABA, ABACAD, ABCD, rondo, narrative forms


• Distribute task sheet for Assessment Task 2: Choreographing • Discuss assessment conditions and expectations • Form groups for assessment and brainstorm elements to include in choreography to

communicate intent • Students commence choreographing assessment taking into consideration form, spatial

elements, choreographic devices and production elements.

Distribution of task sheet to students


• Students continue to choreograph Assessment Task • Students commence writing Draft Statement of Intent


• Checkpoint 1: Choreography viewing and discussion with teacher • Check in with teacher regarding Draft Statement of Intent

Checkpoint 1 Verbal discussion with teacher


• Checkpoint 2: Choreography viewing in costume + submission of Draft Statement of Intent

• Written feedback from teacher provided to students for practical and written components of assessment

Checkpoint 2 Written feedback from teacher provided to students


• FINAL due (written component and practical component)

Assessment Task 2: Due

T2 Wk8 Preparation for Dance Night in Term 3

• Workshop class choreography for performance opportunity in Term 3 • Teacher uses this opportunity to model Project (Assessment Task 3)

Task sheet with grades returned to students T2 Wk9

T2 Wk10

Class Course Planner – 2020 Semester 1 Unit 1




Term Week


T2 Wk1 Timbre, I Dreamed A Dream • Specific Music Element Focus – Timbre • Style - Musical Theatre - “I Dreamed A Dream”

Course Planner

T2 Wk2 Compositional techniques • Composition techniques – lyric writing, melody writing, chord progression writing, counter

melody writing, cadences, phrases

T2 Wk3 IA 2 – Composition Task • Handout Composition Task – discuss, Statement of Compositional Intent • Cognitive Verbs – Apply, Explain, Use, Resolve • Composition Planning

Handout IA2 Composition Task

Compositional Statement of Intent A Exemplar

Initial Consultation about IA2

T2 Wk4 IA 2 – Composition Work, Analysis of Music • Composition Work & • Musicological Analysis

T2 Wk5

IA 2 – Composition Work • Composition Work & Reflection • Compositional Statement of Intent

T2 Wk6

IA 2 – Composition Task Draft • Composition Work • Peer & Teacher Feedback on Composition Task

DRAFT – IA2 Composition

T2 Wk7

IA 2 – Composition Statement of Intent & Composition Work • Composition Work • Compositional Statement of Intent

DRAFT – IA2 Composition Statement of Intent

T2 Wk8 IA2 TASK DUE • Work on composition • Complete Compositional Statement of Intent

IA2- COMPOSITION & COMPOSITIONAL STATEMENT of INTENT DUE

/




Class: Yr 11 Certificate IV Music Industries (Performance Specialization) Teacher: Chris Molen

Term Week


T2 Wk1 Introduce Project 3 – Group Performances Student Band Selection Teacher Selected Performance Pieces

T2 Wk2 Workbooks Band Work Song 1

Continuous Band Feedback











T2 Wk8 LUNCH TIME CONCERT Project 1 – Event Management Assessment

T2 Wk9 Project 3 – Group Performances Assessment Project 3 – Group Performances Assessment

Project 1 Feedback

T2 Wk10

Project 3 Feedback

Class Course Planner - 2020 Semester 1, Term 2


Ph. 40 375 222 www.trinity bayshs.eq.edu.au

Trainer & Assessor: Amanda O’Donnell

10192NAT - Certificate II in Performing Arts

Project 5 Music Understanding - CUAMLT201 Develop and apply musical ideas and listening skills

Project 9 Playing Music - CUAMPF204 Play music from simple notation

Week Course Intent Assessment Feedback

Wk1 • Introduction to music and voice • Orientation to training and assessment tasks • Appreciate musical theatre • Investigate musicians

Wk2 • Examine different music styles • Music for enjoyment • Define and explain musical terminology

Wk3 • Music structures • Music form • Analyse music

Project 5: Tasks 1 - 4

Draft & observation

feedback Wk4 • Presentation of music analysis

• Ways music enhance dance and theatre • Music events


Draft & observation

feedback Wk5 • Rhythm exercises

• Imitation exercises • Music notation key terms • The 5 P’s of singing


Draft & observation

feedback

Wk6 • Melodic call and response • Music notation examples • Read music notation • Perform music (percussion)

Project 9: Tasks 1-4

Draft & observation

feedback

Wk7 • Perform music (voice) • Identify own strengths and weaknesses • Plan further study

Project 9: Tasks 5-11

Draft & observation

feedback Wk8 • Review all assessment tasks with trainer

• Finalise and submit all evidence for projects SUBMIT

Projects 5 & 9

Wk9 • Song writing Wk10 • Complete any outstanding assessment tasks


Term 2 Semester 1

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 12 Dance – Unit 3 - Moving Statements

Teacher/s: Ms. Ryan ([email protected])

Term Week


T2 W1 Choreography task

• Revision of focus question and previous term’s work on Stephen Page • Criteria and Conditions for Choreography task revised • Students continue formulating choreography task, with emphasis on the communication of

viewpoints.

T2 W2 Choreographic task research

• Students use class time to create contemporary dance work


• Students use class time to create contemporary dance work • Teacher provides feedback on drafting process • Students construct choreographic statement of intent

Draft Due Feedback given


• Choreography task due • Students perform choreography live

Choreography Task due

Unit 4 – Moving My Way

T2 W5 Project

• Focus question: How does Dance communicate meaning for me? • Students explore their personal background, perspectives and values. • Students investigate the work of choreographers who have used their own background and

experiences as stimulus to create dance works in a range of styles

T2 W6 Project

• Focus: What is my personal movement style? • Focus on the choreographic work of Keone and Mari Madrid, and the recognisable movement

style that features across their works. • Students participate in choreographic workshops with focus on finding student’s personal

movement style.

T2 W7 Project

• Students continue defining their personal movement style through choreographic and performance workshops.

• Focus on stimulus (Items, ideas, experiences, texts, sounds, images etc).

T2 W8 Project

• Criteria and conditions for upcoming project outlined • Students begin formulating ideas for their project and begin creating.

Project – Dance Work task given

T2 W9

Project

• A exemplar provided for viewing • Students use class time to create dance work • Teacher conducts consultation time with students to confirm choreographic subject matter

T2 W10

Project

• Students use class time to create dance work

Class Course Planner – 2020 Semester 1, Term 2: UNIT 4


Ph. 40 375 222 www.trinity bayshs.eq.edu.au

Class: 12 Drama Teacher/s: Ms Gould [email protected]

How can you transform dramatic practice?

Term Week Curriculum Intent Assessment Feedback

T2 Wk1 Feedback • Use feedback to improve draft • Take photos for story board, ensure annotations argue the use of dramatic languages.

Draft feedback

T2 Wk2 Introduction to Greek theatre • Conventions of the style. • Historical influence and purpose. • Examine play excerpts (e.g. Oedipus) to identify purpose and conventions. • Continue work on IA2

Drafting

T2 Wk3 Introduction to Greek theatre • Conventions of the style. • Historical influence and purpose. • Read full play - Medea. • Continue work on IA2

Drafting

T2 Wk4 Introduction to Physical Theatre • Introduction to Contemporary styles and conventions, starting with Physical Theatre. • Workshop training techniques and exercises – Viewpoints and Butoh and/or Suzuki. • View excerpts of Contemporary Physical Theatre works. • Workshop transforming text to Physical Theatre.

IA2 Due – Project Dramatic Concept (20%)

T2 Wk5 Contemporary Theatre • Conventions of the style. • Key practitioners. • Philosophical influence and purpose. • Examine play excerpts to identify purpose and conventions. • Workshop transforming play texts to Contemporary style.

T2 Wk6 Devising, directing and transforming. • Exercises to develop directing & devising skills. • Workshop transforming play texts to Contemporary style. • Unpack expectations and timelines of task.

IA3 given – Project Director’s Vision & Performance (35%)

T2 Wk7 IA3 – Project: workshop concept

• Identify text excerpts to be used. • Workshop concepts to identify purpose and conventions to be used. • Feedback on concept outline.

Submit concept outline

T2 Wk8 IA3 – Project • Workshop sections to demonstrate the use of dramatic languages to transform the text. • Photograph or record examples.

T2 Wk9 IA3 – Project • Workshop sections to demonstrate the use of dramatic languages to transform the text. • Photograph or record examples. • Create multimedia to support vision. • Analyse and evaluate the use of dramatic languages in your vision.

T2 Wk10 IA3 – Project • Analyse and evaluate the use of dramatic languages in your vision. • Record draft of pitch, and submit for feedback.

IA3 Draft due

Class Course Planner – 2020 Unit 3 - Innovations




Term Week


T1 Wk1 Innovation in Popular Music Post 1950 • Inquiry question Focus for Unit - How do musicians incorporate innovative music

practices to communicate meaning when performing and composing? • Outline of Unit & Assessment • The Beatles – Norwegian Wood : Music elements analysis and evaluation

Course Planner

T1 Wk2 Innovations in Music Pre 1950 (development of piano and Sonata Form) • Development of the piano • Beethoven - Moonlight Sonata : Music elements analysis and evaluation • Sonata Form • Analysis of performance techniques and skills

T1 Wk3 Innovations in Music Pre 1950 (Theme & Variations) • Mozart – Twinkle Twinkle Little Star Variations : Music elements analysis and evaluation • Theme and Variations • Handout Performance Task

Handout IA1 Performance Task

Performance Statement A Exemplar

T1 Wk4 Composition Activity • Composition Activity – Theme and Variations composing • Initial Consultation regarding Performance


T1 Wk5

Quartet Arranging • Composition Activity – Arranging your new theme and variation for a quartet • Performance Practice

T1 Wk6 Performance Task Draft • Performance Practice • Peer & Teacher Feedback on Performance Task & Statement of Intent

DRAFT – IA1 Performance due (including Statement)

T1 Wk7 PERFORMANCE DUE • Performance Practice

IA1- PERFORMANCE & PERFORMANCE STATEMENT DUE

T1 Wk8 Innovations in Popular Music Post 1950 incorporating Technology • Pentatonix – Dance of the Sugar Plum Fairy : Music elements analysis and evaluation • Societal changes contributing to different version of music • Handout Composition Task

Handout IA2 Composition Task

Compositional Statement of Intent A Exemplar

T1 Wk9 Innovations in Popular Music Post 1950 incorporating Technology • Pentatonix – Dance of the Sugar Plum Fairy : Music elements analysis and evaluation • Initial Consultation of Composition


T1 Wk10

Innovations in Popular Music Post 1950 incorporating Technology • Pentatonix – Dance of the Sugar Plum Fairy : Music elements analysis and evaluation • Composition Work

T2 Wk1 Innovation Trends in Modernism Pre 1950 • Stravinsky – The Rite of Spring : Music elements analysis and evaluation • PEEL paragraph writing • Composition Work

T2 Wk2 Composition Task Draft • Composition Work • Peer & Teacher Feedback on Composition Task & Statement of Intent

DRAFT – IA2 Composition due (including Statement)

T2 Wk3 Innovation Trends in Modernism Pre 1950 • Stravinsky – The Rite of Spring : Music elements analysis and evaluation • PEEL paragraph writing • Composition Work

T2 Wk4 COMPOSITION DUE • Composition Work

IA2- COMPOSITION & COMPOSITION STATEMENT OF INTENT DUE

Class Course Planner – 2020 Unit 4 - Narratives




Term Week


T2 Wk5 Film Music - Characterisation • Inquiry question Focus for Unit - How do musicians manipulate music elements and

concepts to communicate narrative when performing, composing and responding to music?

• Outline of Unit & Assessment • James Bond Theme : Music elements interpretation, analysis and evaluation

Course Planner

T2 Wk5 Program Music – Mood/Atmosphere & Action • Composing a character theme • Nigel Westlake - Antarctica : Music elements interpretation, analysis and evaluation

T2 Wk7 Musical Theatre • “I Dreamed a Dream” from Les Miserables : Music elements interpretation, analysis and

evaluation • Vocal forms

T2 Wk8 Handout IA3 Task • Analysis of performance techniques and skills • Handout IA3 Task and discuss

Handout IA3 Integrated Project Task

A Exemplar

T2 Wk9

Individual Work on IA3 • Individual work on task • Consultation with teacher on viewpoint and repertoire chosen


T2 Wk10

Individual Work on IA3 • Individual work on task

T3 Wk1 Film Music – Drama/Action on Screen • Murder from Psycho : Music elements interpretation, analysis and evaluation • Paragraph writing • Individual Work on IA3

T3 Wk2 Individual Work on IA3 • Individual work on task

T3 Wk3 IA3 DRAFT due • Individual work on task • Share/Present task to class for teacher and peer feedback

DRAFT – IA3 Task due (all parts of task due)

T3 Wk4 Musical Theatre – Setting (Time and Place) • “Seasons of Love” from Rent : Music elements interpretation, analysis and evaluation • Individual work on IA3 Task

T3 Wk5 IA3 TASK DUE • Task 3 Due – Sharing and Presenting Tasks to class

IA3- INTEGRATED PROJECT TASK DUE

T3 Wk6 Program Music • Berlioz – Symphonie Fantastique : Music elements interpretation, analysis and evaluation • Analytical Essay structure

T3 Wk7 Musical Theatre • “Jellicle Songs for Jellicle Cats” from Cats : Music elements interpretation, analysis and

evaluation • Analytical Essay writing

T3 Wk8 Program Music • “Brumby – Seven Ages of Man : Music elements interpretation, analysis and evaluation • Analytical Essay writing

T3 Wk9 Work towards External Assessment

T3 Wk10

Work towards External Assessment




Class: Yr 12 Certificate IV Music Industries (Performance Specialization) Teacher: Chris Molen

Term Week


T2 Wk1 Introduce Project 7 – Music Business Opportunities Improv Rehearsal Aural Training & Workbook

T2 Wk2 Improv Rehearsal Aural Training & Workbook


T2 Wk4 Project 7 – Workbook Due Aural Training & Workbook Improv Rehearsal

Project 7 – Workbook Due




T2 Wk8 LUNCH TIME CONCERT Project 1 – Event Management Assessment

T2 Wk9 Project 6 – Improvisation / Solos Performance Due Project 6 – Improvisation / Solos Performance Due

Project 1 - Reflection

T2 Wk10

Project 6 Feedback

Documents

Trinity Bay SHS Class Course Planner Hoare Street PO Box 5071 … · 2020-04-02 · DRAFT/CHECK IN T2 Wk5 Making (Presenting) assessment- Check in • Learning lines • memorised