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Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
1! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Unit:&Australian&Music&!
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Walangkura!Napanangka!|!Pintupi!people!|!Untitled((Tjintjintjin)(2006(!
(Indigenous!Australian!ArtE!Queensland!Art!Gallery!|!Gallery!of!Modern!Art.!(2008).!Home>(Queensland(Art(Gallery(|(Gallery(of(Modern(Art.!Retrieved!December!6,!2012,!from!http://www.qagoma.qld.gov.au/collection/indigenous_australian_art)!
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Subject:!Elective!Classroom!Music!!
QSA&Level:&&Level!5!!
Topic:!Australian!Music!(and!it’s!Contribution!to!Creating!a!Nation!E!Indigenous!and!NonEIndigenous)!
!
Duration:!15!hours!contact!time!(one!term)!!
Written&by:&Amanda!Holley!(s2784118)!–!GRIFFITH!UNIVERISTY!!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
2! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
!
Table&of&Contents&
ASSESSMENT&TWO&PART&A:&INDIGENOUS&PERSPECTIVES& 4!
GRIFFITH&UNIVERSITY:&UNIT&PLAN& 4!
LIST&OF&RESOURCES&EVALUATED& 20!
RATIONALE& 21!
REFERENCES& 23!
APPENDIX& 25!
LEARNING&OUTCOMES& 26!SUBJECT!LEARNING!OUTCOME! 26!
CONTENT!LEARNING!OUTCOME! 26!
METHODOLOGY! 26!
USING&THIS&UNIT& 27!GUIDELINES! 27!
CROSSECURRICULAR!OPPORTUNITIES! 27!
OVERVIEW&OF&UNIT& 28!ASSESSMENT&OUTCOMES& 29!ASSESSMENT!CONTINUED! 30!
BACKGROUND&INFORMATION& 31!PRIOR!LEARNING! 31!
TERMINOLOGY! 31!
EQUITY!CONSIDERATIONS! 32!
SUPPORT&MATERIALS&AND&REFERENCES& 33!REPERTOIRE!IN!THIS!MODULE! 33!
MUSIC!FROM!MOVIES! 33!
ELECTRONIC! 33!
YOU!TUBE!CLIPS! 33!
RECORDINGS! 34!
INDIGENOUS!AUSTRALIAN!ARTISTS/!BANDS! 34!
SAMPLE&TERM&OVERVIEWS& 35!SAMPLE!TERM!OVERVIEW!E!WEEKS!1!TO!4! 35!
SAMPLE!TERM!OVERVIEW!–!WEEKS!1!TO!4!CONTINUED! 36!
SAMPLE&TERM&OVERVIEW&–&WEEKS&5&TO&8& 37!SAMPLE!TERM!OVERVIEW!–!WEEKS!5!TO!8!CONTINUED! 38!
SAMPLE&TERM&OVERVIEW&–&WEEKS&9&AND&10& 39!INFORMATION&ABOUT&LESSON&PLANS& 40!SAMPLE&DETAILED&LESSON&PLANS& 41!SAMPLE!DETAILED!LESSON!PLAN!–!WEEK!ONE! 41!
SAMPLE!DETAILED!LESSON!PLAN!–!WEEK!TWO! 44!
SAMPLE!DETAILED!LESSON!PLAN!–!WEEK!THREE! 47!
TEACHER&RESOURCES& 49!TABA!NABA! 49!
SERRARE! 50!
BOUND!FOR!SOUTH!AUSTRALIA! 51!
INANAY! 52!
THE!OLD!PALMER!SONG! 53!
VIRTUAL!KEYBOARD! 54!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
3! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
SAMPLE&ASSESSMENT&TASK&AND&CRITERIA&SHEETS& 55!
COMPOSITION& 55!TASK!SHEET! 55!
ASSESSMENT!CRITERIA!FOR!COMPOSITION! 56!
PERFORMANCE& 58!TASK!SHEET! 58!
ASSESSMENT!CRITERIA!FOR!PERFORMANCE! 59!
ANALYSIS& 61!TASK!SHEET! 61!
ASSESSMENT!CRITERIA!FOR!ANALYSIS! 62!
SAMPLE&COURSE&OUTLINE&FOR&STUDENTS& 64!
YEAR&10&MUSIC& 64!
SAMPLE&STUDENT&HANDOUTS& 65!
LIST&OF&AUSTRALIAN&COMPOSERS& 65!STRING!FAMILY! 65!
WOODWIND!FAMILY! 66!
BRASS!FAMILY! 67!
PERCUSSION! 68!
PIANO! 68!
VOICE! 69!
POPULAR!AUSTRALIAN!MUSIC! 70!
OTHER!AUSTRALIAN!COMPOSERS! 72!
!
&& &
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
4! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
ASSESSMENT&TWO&PART&A:&INDIGENOUS&PERSPECTIVES&&
Griffith&University:&UNIT&PLAN&&
School!Name:!
Brolga!State!
College!
Unit!Title:!
Australian!Music!KLA(s):!Music!
Year!level(s):!
10!
Duration!of!Unit:!10!
weeks!
Purpose&&
This!unit!is!an!Australian!Music!unit.!The!unit!was!chosen!as!the!schools!high!population!of!
Australian!students!meant!that!it!was!seen!as!important!to!teach!the!heritage!of!the!music!in!
relation!to!the!past!of!their!country.!!This!unit!allows!students!to!become!interested!on!both!a!
musical!and!intellectual!level,!which!is!important!to!capture!for!14!–!16!year!old!students.!
!
The!unit!will!be!used!in!conjunction!with!the!schools!consensus!of!the!Kodaly!Method.!This!
unit!is!to!be!used!in!conjunction!with!Kodaly’s!thoughts!of,!‘It!is!the!right!of!every!citizen!to!be!
taught!the!basic!elements!of!music;!to!be!handed!the!key!with!which!he!can!enter!the!locked!
world!of!music.!To!open!the!ears!and!hearts!of!millions!to!serious!music!is!a!great!thing.”!
(Choksy,!1990,!p.!17)!
!
During!the!unit,!students!will!participate!in!making!music!and!thinking!critically!about!our!
musical!heritage.!From!this,!students!will!fulfill!the!three!requirements!of!the!subject!that!are!
to!produce!one!of!each!of!the!following:!Composition,!Performance!and!an!Analysis.!Of!these!
three!pieces!of!assessment!the!Performance!will!be!held!in!the!form!of!a!recital!where!parents,!
teachers!and!classmates!will!be!invited!to!view!their!performance!work.!
!
This!unit!is!centered!around!the!student!with!a!very!strong!focus!on!music!making.!The!
different!assessment!items!have!been!created!with!options!for!the!students!as!to!aid!the!
student!in!creating!individual!challenges,!as!well!as!allowing!them!to!experience!success.!
Learning!experiences!from!within!the!unit!have!been!sequenced!according!to!Zoltan!Kodaly’s!
method!of!the!‘ChildEDevelopmental’!Approach!(Choksy,!1990,!p.!10).!This!approach!sees!the!
introduction!and!practice!of!the!various!musical!elements!in!a!way!that!works!in!sync!with!the!
child’s!informal!musicianship!(Elliott,!1995,!p.!25)!
!
Context&and&Priorities&
Context!for!Learning& School!Priorities!
!
The!school!is!located!in!an!inner!city!suburb!
with!a!mid!range!socioEeconomic!status.!
Brolga!State!College!contains!approximately!
863!students,!ranging!from!grades!8!to!12.!
The!school!contains!both!male!and!female!
students!and!approximately!4%!of!these!
students!are!from!an!indigenous!
background.!!
!
Brolga!SHS!is!situated!on!a!large!block!with!
!
Brolga!State!College!puts!a!lot!of!effort!into!the!
aid!of!the!student!bodies’!wellbeing!and!in!
general!the!whole!student.!
!
Even!though!Brolga!State!College!places!a!high!
emphasis!on!the!academic!achievement,!
student’s!preform!outstandingly!in!both!the!
sporting!and!the!music!arenas.!
!
In!placing!emphasis!on!the!whole!student,!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
5! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
ample!space!for!the!up!and!coming!
inclusion!of!grade!seven.!The!school!thrives!
in!musical!ambitions!due!to!a!recent!push!in!
the!music!department!from!an!over!turn!of!
the!Head!of!Faculty.!!
!
Generally!students!at!Brolga!State!College!
tend!to!be!involved!in!many!extra!circular!
activities!varying!from!sports!to!music!to!
academic!endeavors.!!
!
The!grade!ten!class!contains!28!students,!
both!male!and!female!including!2!students!
with!an!indigenous!heritage!as!well!as!
various!with!additional!needs.!The!class!has!
an!interactive!whiteboard.!In!addition!to!
this!each!student!has!a!laptop!that!is!
provided!from!the!school!to!the!students!
via!a!government!grant.!Every!laptop!is!
linked!to!school!WiEFi!internet!and!has!the!
necessary!software!for!each!student!
enrolment!needs.!As!a!result!every!music!
student!has!a!copy!of!the!music!notation!
software!Sibelius.!!
!
Brolga!State!College!has!a!very!active!
parent!involvement!and!overwhelming!
support!from!the!school’s!Music!Support!
Group.!
!
Brolga!encourages!its!teachers!to!integrate!
Indigenous!perspectives!into!everyday!lessons.!
It!is!believed!that!this!emphasis!will!encourage!
students!to!think!positively!about!indigenous!
perspectives!and!allow!every!student!to!
connect!with!this!wealth!of!culture.!
!
The!school!promotes!the!four!underlying!
principles!of!integrity,!respect,!responsibility!
and!honour.!These!philosophies!are!
amalgamated!into!every!classroom!as!well!as!
fostered!throughout!the!school.!
!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
6! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
!
!
Identify&Curriculum&–&Music&(According&to&Queensland&Studies&Authorities)&Ways!of!Working! Knowledge!and!Understanding!
• apply(audiation(by(thinking(in(and(through(sound,(and(expressing(in(sound(
(•(explore,(make(decisions,(formulate(musical(ideas(and(solve(musical(problems(about(musical(elements(and(compositional(devices((•(create(and(compose(using(musical(elements(and(compositional(devices(within(a(context(and(genre(to(express(style((•(refine(and(rehearse(technical(and(interpretive(skills(of(performance((•(perform,(through(playing,(singing,(conducting,(improvising(and/or(moving,(to(interpret(((musical(elements(and(communicate(music(to(audiences(within(a(context(and(genre(while(expressing(style((•(aurally(and(visually(analyse(musical(elements,(compositional(devices,(and(performance(techniques(and(skills(within(contexts,(genres(and(styles((•(reflect(on(their(own(learning,(apply(new(understandings(and(make(connections(to(inform(future(musical(experiences.(!
!
• Duration(refers(to(the(relative(lengths(of(sounds(and(silences(in(music.(
e.g.(Using(ostinati,(syncopation,(diminution,(augmentation(and(polyrhythm.((•(Dynamics(refers(to(the(relative(softness(and(loudness(of(sound.(e.g.(Using(crescendos(and(diminuendos,(accents,(tenuto(and(slurs.((•(Harmony(refers(to(the(vertical(arrangement(of(sounds(and(describes(the(ways(in(which(combinations(of(sounds(progress(throughout(a(piece(of(music.(e.g.(Identifying(and(using(consonance,(dissonance,(tension(and(resolution(in(diatonic(harmony.((•(Melody(refers(to(the(horizontal(arrangement(of(sound.(e.g.(Identifying(and(using(major(and(minor(melodies(to(given(lyrics.((•(Structure(refers(to(design(in(music(arising(from(the(combination(of(other(musical(elements.(e.g.(Identifying(and(using(binary,(ternary,(theme(and(variation,(and(12>bar(blues(forms.((•(Texture(refers(to(the(density(of(sound(and(is(the(interaction(between(the(linear(and(vertical(arrangement(of(music.(e.g.(Identifying(and(using(homophonic,(polyphonic(and(contrapuntal(textures.((•(Timbre(or(tone(colour(refers(to(the(characteristic(sound(quality(of(sound(sources.(e.g.(Identifying(and(using(combinations(of(different(sound(sources(to(make(various(tonal(colours.((•(Characteristics(of(musical(context,(genre(and(style(are(integral(to(composing,(performing(and(analysing(music.(e.g.(Identifying(features(of(baroque,(modern,(rock,(jazz,(musical(theatre(and(Indian(music.!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
7! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Cross&Curricular&Integration&(Information&from&ACARA)&
Australian!Curriculum!Elements! Elaborations!
English:(Literacy)–)Creating)Texts))
• Create(sustained(texts,(including(texts(that(combine(specific(digital(or(media(content,(for(imaginative,(informative,(or(persuasive(purposes(that(reflect(upon(challenging(and(complex(issues.(
(• Review,(edit(and(refine(students’(own(and(others’(
texts(for(control(of(content,(organisation,(sentence(structure,(vocabulary,(and/or(visual(features(to(achieve(particular(purposes(and(effects.(
(• Use(a(range(of(software,(including(word(processing(
programs,(confidently,(flexibly(and(imaginatively(to(create,(edit(and(publish(texts,(considering(the(identified(purpose(and(the(characteristics(of(the(user.(
(Literacy)–)Interpreting,)analyzing,)evaluating)(
• Use(comprehension(strategies(to(compare(and(contrast(information(within(and(between(texts,(identifying(and(analysing(embedded(perspectives,(and(evaluating(supporting(evidence.(
• Choose(a(reading(technique(and(reading(path(appropriate(for(the(type(of(text,(to(retrieve(and(connect(ideas(within(and(between(texts.(
(Language)–)Language)for)Interaction)The)following)is)also)able)to)be)used)in)regards)to)speaking)about)and)considering)Indigenous)Perspectives:))
• Understand(how(language(use(can(have(inclusive(and(exclusive(social(effects,(and(can(empower(or(disempower(people.((
• Understand(that(people’s(evaluations(of(texts(are(influenced(by(their(value(systems,(the(context(and(the(purpose(and(mode(of(communication(
((!
!
!
English:(Literacy)–)Creating)Texts))
• Presenting(a(structured(argument(by(providing(a(statement(of(the(major(perspectives(or(concerns(relating(to(an(issue;(previewing(the(structure(of(arguments;(structuring(the(text(to(provide(a(major(point(for(each(paragraph(with(succinct(elaboration,(and(concluding(with(a(summary(of(the(main(issues(or(recommendations(in(an(argument.(
• Creating(spoken,(written(and(multimodal(texts(that(compel(readers(to(empathise(with(the(ideas(and(emotions(expressed(or(implied.(
• Exploring(models(of(sustained(texts(created(for(persuasive(purposes(about(a(challenging(or(complex(issue(from(other(cultures.(
• Reflecting(on,(critiquing(and(refining(students’(own(texts(prior(to(publishing(for(an(authentic(audience,(such(as(uploading(a(movie(to(a(website,(contributing(to(an(anthology,(writing(texts(appropriate(for(the(workplace,(or(delivering(a(presentation.((
• Designing(a(webpage(that(combines(navigation,(text,(sound(and(moving(and(still(images(for(a(specific(audience.(
()
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
8! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
!
!
Literacy)–)Interpreting,)analyzing,)evaluating)(
• Identifying(the(meaning(of(an(increasing(range(of(subtle(vocabulary,(for(example(inferring(the(different(connotations(of(words(in(advertising(texts(from(other(cultures((
• Assessing(the(impact(of(hyperlinked(text(in(a(website’s(navigation(
• Using(appropriate(metalanguage(associated(with(digital(technologies(to(analyse(reading(pathways(on(websites(
(Language)–)Language)for)Interaction)The)following)is)also)able)to)be)used)in)regards)to)speaking)about)and)considering)Indigenous)Perspectives:))
• Identifying(language(that(seeks(to(align(the(listener(or(reader((for(example('of(course',('obviously',('as(you(can(imagine')(
• Identifying(the(use(of(first(person((I,(we)(and(second(person(pronouns((you)(to(distance(or(involve(the(audience,(for(example(in(a(speech(made(to(a(local(cultural(community(
• Identifying(references(to(shared(assumptions(
• Identifying(appeals(to(shared(cultural(knowledge,(values(and(beliefs(
• Reflecting(on(experiences(of(when(language(includes,(distances(or(marginalises(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
9! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
others(
• Creating(texts(that(represent(personal(belief(systems((such(as(credos,(statements(of(ethical(judgements,(guidelines,(letters(to(the(editor(and(blog(entries)(
• Considering(whether(ethical(judgments(of(good,(bad,(right(or(wrong(are(absolute(or(relative(through(consideration(of(texts(with(varying(points(of(view(and(through(discussion(with(others(
• Interpreting(texts(by(drawing(on(knowledge(of(the(historical(context(in(which(texts(were(created(
!
Develop&Assessment&
Type!&!Purpose!of!
Assessment!Assessable!Element(s)!
Task!Description!and!
Related!Essential!
Learnings!(according(to(Queensland(Studies(
Authorities)!
Task!Criteria!
Assessment!Item!
One:!&Performance&Task&
- Focused!
performance!
- Summative!
!
&&&&&&&&&&&&&
Music:!
• Knowledge!and!
understanding!
• Presenting!
• Responding!
• Reflecting!
English:!
• Knowledge!and!
understanding!
• Interpreting!texts!
• Constructing!texts!
• Appreciating!texts!
• Reflecting!
!
ICT:!
• Inquiring!with!
ICTs!
• Creating!with!ICTs!
!
The!students!will!
perform!a!piece!by!an!
Australian!composer!
individually!or!in!a!small!
ensemble!on!an!
instrument!of!their!
choice.!It!is!expected!
that!the!performance!
show!their!capability!of!
their!musical!capacity.!!
In!addition!to!this!it!is!
required!that!each!
performer!write!
approximately!250!of!
program!notes!for!the!
performance!to!solidify!
their!understanding!of!
the!musical!extent.!
!
In!addition!to!their!solo!
Music:!
• The!
student!
consistentl
y!and!
sensitively!
interprets!
musical!
elements!
through!
playing,!
singing!or!
conducting!
to!
communica
te!a!
convincing!
and!
cohesive!
performanc
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
10! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
&&&&&&
• Communicating!
with!ICTs!
• Ethics,!issues!and!
ICTs!
• Operating!ICTs!
!
!
!
!
!
!
!
!
!
recitals,!individual!sing!
and!play!as!well!as!
ensemble!work!(part!
work)!from!class!will!be!
assessed!to!ensure!that!
the!students!are!
continually!working!on!
their!musicianship!skills.!
!
!
((
• &
e.!
!
English:!
• The!
student!
handles!
convention
al!spelling!
and!
grammar!
and!use!of!
musical!
terms!
through!
the!
presentatio
n!and!the!
written!
component!
of!the!task!
with!no!
errors.!
Essential)Learnings:)!
• Duration,(beat,(time(values(and(metre(are(used(to(create(and(vary(rhythm(
(e.g.(using(syncopation(and(mixed(metre.((
• Pitch,(tonalities,(scales(and(intervals(are(used(to(create(and(vary(the(horizontal(arrangement(of(sound(
(e.g.(using(modulation(in(a(melody.((
• Tonalities(and(harmonies(are(used(to(organise(music(in(different(vertical(arrangements(
(e.g.(identifying(major,(minor,(modal,(atonal(or(jazz(harmonies(within(compositions.((
• Contemporary,(traditional(and(genre>specific(musical(forms(are(used(to(structure(music(
(e.g.(using(sampling(and(sequencing(to(structure(music;(the(sonata(form.((
• Interaction(between(the(linear(and(the(vertical(arrangement(of(music(is(used(to(create(the(texture(or(density(of(sound(
(e.g.(hearing(and(identifying(monophonic,(homophonic(or(polyphonic(textures.((
• Vocal,(instrumental,(electronic(and(computer>generated(sound(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
11! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
sources(have(characteristic(sound(qualities((tone(colour)(that(can(be(altered(through(methods(of(production(and(manipulation(
(e.g.(using(digital(and(electronic(effects(to(create(distortion,(echo(and(reverberation.((
• Relative(softness(and(loudness(of(sounds,(and(digital(and(electronic(devices,(are(used(to(change(dynamic(levels(and(expression(of(music(
(e.g.(altering(MIDI(track(preferences(to(change(the(volume(and(attack(of(sound.!
Ways)of)Working:)!
Music:(• make(decisions(about(arts(elements,(languages(and(cultural(
protocols(in(relation(to(specific(style,(function,(audience(and(purpose(of(arts(works(
(• create(and(shape(arts(works(by(manipulating(arts(elements(to(
express(meaning(in(different(contexts((
• modify(and(refine(genre>specific(arts(works,(using(interpretive(and(technical(skills(
(• present(arts(works(to(particular(audiences(for(a(specific(purpose,(
style(and(function,(using(genrespecific(arts(techniques,(skills,(processes(and(cultural(protocols(
(• identify(risks(and(devise(and(apply(safe(practices(
(• respond(by(deconstructing(arts(works(in(relation(to(social,(
cultural,(historical,(spiritual,(political,(technological(and(economic(contexts,(using(arts(elements(and(languages(
(• reflect(on(learning,(apply(new(understandings(and(justify(future(
applications.(!
Assessment!Item!
Two:!!
Analysis&Task&- Written!work!
- Writing!about!
music!
- Summative!
!
Music:!
• Knowledge!and!
understanding!
• Presenting!
• Responding!
• Reflecting!
• Creating!
!
English:!
• Knowledge!and!
understanding!
!
The!students!will!
compare!two!pieces!or!
songs!that!was!
composed!by!an!
Australian!composer!
about!an!Australian!
issue.!This!analysis!is!to!
be!presented!in!one!of!
three!ways:!
!
1. An!Oral!Presentation!(5!–!
!
Music:!
• The!
student!
perceptive
ly!
evaluates!
music!by!
thoroughl
y!
critiquing!
repertoire!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
12! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
• Interpreting!texts!
• Constructing!texts!
• Appreciating!texts!
• Reflecting!
!
ICT:!
• Inquiring!with!
ICTs!
• Creating!with!ICTs!
• Communicating!
with!ICTs!
• Ethics,!issues!and!
ICTs!
• Operating!ICTs!
8!minutes!in!
length)!
2. A!Website!(You!must!have!prior!
knowledge!of!
website!design!–!
minimum!of!600!
words!of!
information)!
3. An!Essay!(minimum!of!600!
words)!
!
Prior!to!beginning!this!
assignment!the!students!
will!need!to!have!both!
your!songs/pieces!
conferenced!and!
discussed!with!the!
teacher.!
!
Drafting!of!this!task!is!
ongoing!and!class!time!
will!be!given!for!
consultation!with!the!
teacher.!
!
In!the!analysis!the!
students!will!need!to:!
!
• identify!the!
function!of!music!
the!music!in!
relation!to!
Australian!
culture!
• identify!and!
discuss!stylistic!
characteristics!
• evaluate!the!
music!and!
discuss!whether!
this!music!had!an!
impact!on!the!
times!of!
composition!
• discuss!the!
elements!of!the!
song!that!might!
bring!
and!
defining!
the!
influence!
of!
relationsh
ips!
between!
musical!
and!
compositi
onal!
devices.!
!
• The!
student!
skillfully!
outlines!
choices!
made!in!
their!
analysis.!
!
English:!
• The!
student!
handles!
conventio
nal!
spelling!
and!
grammar!
and!use!of!
musical!
terms!
through!
the!
presentati
on!and!the!
written!
componen
t!of!the!
task!with!
no!errors.!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
13! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
controversy!or!
highlight!issues!
surrounding!
Australian!
culture!or!music!
!
Essential)Learnings:)!
Music:((
• Duration,(beat,(time(values(and(metre(are(used(to(create(and(vary(rhythm(
(e.g.(using(syncopation(and(mixed(metre.((
• Pitch,(tonalities,(scales(and(intervals(are(used(to(create(and(vary(the(horizontal(arrangement(of(sound(
(e.g.(using(modulation(in(a(melody.((
• Tonalities(and(harmonies(are(used(to(organise(music(in(different(vertical(arrangements(
(e.g.(identifying(major,(minor,(modal,(atonal(or(jazz(harmonies(within(compositions.((
• Contemporary,(traditional(and(genre>specific(musical(forms(are(used(to(structure(music(
(e.g.(using(sampling(and(sequencing(to(structure(music;(the(sonata(form.((
• Interaction(between(the(linear(and(the(vertical(arrangement(of(music(is(used(to(create(the(texture(or(density(of(sound(
(e.g.(hearing(and(identifying(monophonic,(homophonic(or(polyphonic(textures.((
• Vocal,(instrumental,(electronic(and(computer>generated(sound(sources(have(characteristic(sound(qualities((tone(colour)(that(can(be(altered(through(methods(of(production(and(manipulation(
(e.g.(using(digital(and(electronic(effects(to(create(distortion,(echo(and(reverberation.((
• Relative(softness(and(loudness(of(sounds,(and(digital(and(electronic(devices,(are(used(to(change(dynamic(levels(and(expression(of(music(
(e.g.(altering(MIDI(track(preferences(to(change(the(volume(and(attack(of(sound.((•( (The(purpose(of(writing(and(designing(includes(parodying,(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
14! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
analysing(and(arguing((e.g.(writing(a(film(review.((English:((
• Writers(and(designers(establish(and(maintain(roles(and(relationships(by(recognising(the(beliefs(and(cultural(background(of(their(audience,(and(by(making(specific(language(choices(
(e.g.(subject(matter(of(a(feature(article(in(a(magazine(designed(by(students(reflects(an(understanding(of(the(audience.((
• Words(and(phrases,(symbols,(images(and(audio(affect(meaning(and(establish(and(maintain(roles(and(relationships(to(influence(an(audience(
(e.g.(a(PowerPoint(presentation(uses(audio(techniques(to(enhance(the(presentation(and(maintain(audience(interest.((
• Text(users(make(choices(about(grammar(and(punctuation,(to(affect(meaning(
(e.g.(active(voice(changes(the(subject(and(the(focus.((
• Writers(and(designers(draw(on(their(knowledge(of(word(origins,(sound(and(visual(patterns,(syntax(and(semantics(to(spell.(
(• Writers(and(designers(refer(to(authoritative(sources(and(use(a(
number(of(active(writing(strategies,(including(planning,(drafting,(revising,(editing,(proofreading,(publishing(and(reflecting((
(e.g.(using(a(graphic(organiser(to(plan(an(exposition.(!
Ways)of)Working:)!
Music:(• make(decisions(about(arts(elements,(languages(and(cultural(
protocols(in(relation(to(specific(style,(function,(audience(and(purpose(of(arts(works(
(• create(and(shape(arts(works(by(manipulating(arts(elements(to(
express(meaning(in(different(contexts((
• modify(and(refine(genre>specific(arts(works,(using(interpretive(and(technical(skills(
(• present(arts(works(to(particular(audiences(for(a(specific(purpose,(
style(and(function,(using(genrespecific(arts(techniques,(skills,(processes(and(cultural(protocols(
(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
15! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
• identify(risks(and(devise(and(apply(safe(practices((
• respond(by(deconstructing(arts(works(in(relation(to(social,(cultural,(historical,(spiritual,(political,(technological(and(economic(contexts,(using(arts(elements(and(languages(
(• reflect(on(learning,(apply(new(understandings(and(justify(future(
applications.((English:(
• demonstrate(and(analyse(the(relationship(between(audience,(subject(matter,(purpose(and(text(type(
(• identify(main(ideas(and(the(sequence(of(events,(make(inferences(
and(draw(conclusions(based(on(their(understanding(of(the(reliability(of(ideas(and(information(across(texts(
(• recognise(and(select(vocabulary(and(interpret(and(apply(literal(
and(figurative(language((
• interpret(and(analyse(how(language(elements(and(other(aspects(of(texts(position(readers/(viewers/listeners(
(• construct(literary(texts(by(planning(and(developing(subject(
matter,(and(manipulating(language(elements(to(present(particular(points(of(view(
(• construct(non>literary(texts(by(planning(and(organising(subject(
matter(according(to(specific(text(structure(and(referring(to(other(texts(
(• make(judgments(and(justify(opinions(about(how(the(qualities(of(
texts(contribute(to(enjoyment(and(appreciation((
• reflect(on(and(analyse(how(language(choices(position(readers/viewers/listeners(in(particular(ways(for(different(purposes(and(can(exclude(information(
(• reflect(on(learning,(apply(new(understandings(and(justify(future(
applications.(!
Assessment!Item!
Three:!!
Composition&Task&- Writing!about!
music!
- Summative!
!
Music:!
• Knowledge!and!
understanding!
• Presenting!
• Responding!
• Reflecting!
• Creating!
!
The!students!will!
compose!an!original!
work!that!is!set!to!an!
excerpt!of!Australian!
poetry.!The!students!
may!include!
instrumental!aspects!to!
Music:!
• The!
student!
skillfully!
manipulate
s!musical!
elements!
and!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
16! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
!
English:!
• Knowledge!and!
understanding!
• Interpreting!texts!
• Constructing!texts!
• Appreciating!texts!
• Reflecting!
!
ICT:!
• Inquiring!with!
ICTs!
• Creating!with!ICTs!
• Communicating!
with!ICTs!
• Ethics,!issues!and!
ICTs!
• Operating!ICTs!
!
!
the!work,!but!the!poetry!
must!be!the!main!source!
of!drive!for!the!sound.!
The!students!may!
compose!for!any!
combination!of!
instruments!and/or!
voices.!
!
Composer’s!notes!of!250!
E!350!words!will!need!to!
be!provided!in!which!the!
students!identify!the!
way!in!which!you!have!
manipulated!the!
elements!of!music!to:!
establish!time!and!place,!
create!mood!and!
atmosphere,!express!
emotion!and!created!
music!which!suits!the!
chosen!text.!
!
The!student’s!
composition!must!be!a!
minimum!of!1!minute!in!
length.!
!
The!students!must!
present!this!composition!
as!an!mp3!file.!The!
students!may!include!a!
score!if!they!wish.!
!
The!students!will!need!
to!undertake!the!
following!steps:!!
!
1. Compose!a!score!2. Save!the!score!as!
a!.wav!or!.mp3!
file!(export!
audio)!
3. Email!a!copy!of!the!score!and!the!
mp3!file!to!your!
teacher!
4. Submit!a!hard!copy!with!the!
mp3!on!a!CD!to!
compositio
nal!devices!
to!create!a!
cohesive!
music!
within!a!
given!
context.!
!
• The!
student!
skillfully!
manipulate
s!music!to!
relate!to!a!
genre!and!
effectively!
and!
convincingl
y!expresses!
a!
convention
al!style.!
!
English:!
• The!student!
handles!
convention
al!spelling!
and!
grammar!
and!use!of!
musical!
terms!
through!the!
presentatio
n!and!the!
written!
component!
of!the!task!
with!no!
errors.!
!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
17! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
the!assignment!
box!on!the!due!
date.!
!
Keep!in!mind!that!
drafting!of!this!task!is!
ongoing!and!class!time!
will!be!given!for!
consultation!with!the!
teacher.!
Essential)Learnings:)!
Music:((
• Duration,(beat,(time(values(and(metre(are(used(to(create(and(vary(rhythm(
(e.g.(using(syncopation(and(mixed(metre.((
• Pitch,(tonalities,(scales(and(intervals(are(used(to(create(and(vary(the(horizontal(arrangement(of(sound(
(e.g.(using(modulation(in(a(melody.((
• Tonalities(and(harmonies(are(used(to(organise(music(in(different(vertical(arrangements(
(e.g.(identifying(major,(minor,(modal,(atonal(or(jazz(harmonies(within(compositions.((
• Contemporary,(traditional(and(genre>specific(musical(forms(are(used(to(structure(music(
(e.g.(using(sampling(and(sequencing(to(structure(music;(the(sonata(form.((
• Interaction(between(the(linear(and(the(vertical(arrangement(of(music(is(used(to(create(the(texture(or(density(of(sound(
(e.g.(hearing(and(identifying(monophonic,(homophonic(or(polyphonic(textures.((
• Vocal,(instrumental,(electronic(and(computer>generated(sound(sources(have(characteristic(sound(qualities((tone(colour)(that(can(be(altered(through(methods(of(production(and(manipulation(
(e.g.(using(digital(and(electronic(effects(to(create(distortion,(echo(and(reverberation.((
• Relative(softness(and(loudness(of(sounds,(and(digital(and(electronic(devices,(are(used(to(change(dynamic(levels(and(expression(of(music(
(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
18! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
e.g.(altering(MIDI(track(preferences(to(change(the(volume(and(attack(of(sound.((•( (The(purpose(of(writing(and(designing(includes(parodying,(analysing(and(arguing((e.g.(writing(a(film(review.((English:((
• Writers(and(designers(establish(and(maintain(roles(and(relationships(by(recognising(the(beliefs(and(cultural(background(of(their(audience,(and(by(making(specific(language(choices(
(e.g.(subject(matter(of(a(feature(article(in(a(magazine(designed(by(students(reflects(an(understanding(of(the(audience.((
• Words(and(phrases,(symbols,(images(and(audio(affect(meaning(and(establish(and(maintain(roles(and(relationships(to(influence(an(audience(
(e.g.(a(PowerPoint(presentation(uses(audio(techniques(to(enhance(the(presentation(and(maintain(audience(interest.((
• Text(users(make(choices(about(grammar(and(punctuation,(to(affect(meaning(
(e.g.(active(voice(changes(the(subject(and(the(focus.((
• Writers(and(designers(draw(on(their(knowledge(of(word(origins,(sound(and(visual(patterns,(syntax(and(semantics(to(spell.(
(• Writers(and(designers(refer(to(authoritative(sources(and(use(a(
number(of(active(writing(strategies,(including(planning,(drafting,(revising,(editing,(proofreading,(publishing(and(reflecting((
(e.g.(using(a(graphic(organiser(to(plan(an(exposition.(!
Ways)of)Working:) Music:(• make(decisions(about(arts(elements,(languages(and(cultural(
protocols(in(relation(to(specific(style,(function,(audience(and(purpose(of(arts(works(
(• create(and(shape(arts(works(by(manipulating(arts(elements(to(
express(meaning(in(different(contexts((
• modify(and(refine(genre>specific(arts(works,(using(interpretive(and(technical(skills(
(• present(arts(works(to(particular(audiences(for(a(specific(purpose,(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
19! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
style(and(function,(using(genrespecific(arts(techniques,(skills,(processes(and(cultural(protocols(
(• identify(risks(and(devise(and(apply(safe(practices(
(• respond(by(deconstructing(arts(works(in(relation(to(social,(
cultural,(historical,(spiritual,(political,(technological(and(economic(contexts,(using(arts(elements(and(languages(
(• reflect(on(learning,(apply(new(understandings(and(justify(future(
applications.((English:(
• demonstrate(and(analyse(the(relationship(between(audience,(subject(matter,(purpose(and(text(type(
(• identify(main(ideas(and(the(sequence(of(events,(make(inferences(
and(draw(conclusions(based(on(their(understanding(of(the(reliability(of(ideas(and(information(across(texts(
(• recognise(and(select(vocabulary(and(interpret(and(apply(literal(
and(figurative(language((
• interpret(and(analyse(how(language(elements(and(other(aspects(of(texts(position(readers/(viewers/listeners(
(• construct(literary(texts(by(planning(and(developing(subject(
matter,(and(manipulating(language(elements(to(present(particular(points(of(view(
(• construct(non>literary(texts(by(planning(and(organising(subject(
matter(according(to(specific(text(structure(and(referring(to(other(texts(
(• make(judgments(and(justify(opinions(about(how(the(qualities(of(
texts(contribute(to(enjoyment(and(appreciation((
• reflect(on(and(analyse(how(language(choices(position(readers/viewers/listeners(in(particular(ways(for(different(purposes(and(can(exclude(information(
!
Sequence&Learning&
Learning!Experiences!and!Teaching!Strategies!
Adjustments!
for!Needs!of!
Learners!
Resources!
)See)Appendix)
)See)Appendix)
)See)Appendix))
&
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
20# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
List%of%Resources%Evaluated%Below#is#a#list#of#the#resources#used#in#this#unit#along#with#a#deconstruction#of#their#usefulness.#
#
Name% Description% Type% Justification%for%Inclusion%
How%is%the%Material%Included%
Demographic%
Inanay% Australian#Aboriginal# Dance/#Song# Sung#Cultural#
Material# Repertoire# Middle#Years#(Year#10)#
Serrare% Torres#Strait#Islander# Song# Sung#Cultural#
Material# Repertoire# Middle#Years#(Year#10)#
Bound%for%South%Australia% English#Australian# Song# Sung#Cultural#
Material#Repertoire/#Comparison#
Middle#Years#(Year#10)#
Koorinda%Braia% Choral#Work#by#Issac#Nathan# Art#Music# Art#Music#Analysis# Analysis# Middle#Years#(Year#
10)#
I%am%Australian% Popular#Song#by#The#Seekers# Popular#Music# Cultural#Material# Analysis# Middle#Years#(Year#
10)#
My%Island%Home%
Popular#Song#by#Christine#Anu#or#Warumpi#Band#
Popular#Music# Cultural#Material# Analysis# Middle#Years#(Year#10)#
Treaty% Popular#Song#by#Yothi#Yindi# Popular#Music# Cultural#Material# Analysis# Middle#Years#(Year#
10)#Took%the%Children%
Popular#Song#by#Archie#Roach# Popular#Music# Cultural#Material# Analysis# Middle#Years#(Year#
10)#Corroboree%
Suite%Orchestral#Work#by#
John#Antill# Art#Music# Art#Music#Analysis# Analysis# Middle#Years#(Year#10)#
Journey%to%Horseshoe%Bend%
Art#Music#by#Andrew#Schultz# Art#Music# Art#Music#Analysis# Analysis# Middle#Years#(Year#
10)#
Yarning%Circle% # # Indigenous#Tradition#At#the#
beginning#of#each#class#
K#U#12#
Taba%Naba% Traditional# Dance# Cultural#Material# Repertoire# Middle#Years#(Year#10)#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
21# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Rationale)#
The unit, Australian Music is designed for a late grade ten class. The unit was chosen due to the importance of children
learning about historical and cultural contexts of their heritage in a more in depth situation. This is important due to the
thinking of Zoltan Kodaly who stated that only ‘quality music’ in addition to ‘music of their home country’ was acceptable
for the child’s learning (Choksy, 1990, p. 9).
During the unit, the students primary focus will be music making. In addition to music making the knowledge base of the
musical elements is being forever built upon. It goes without saying that for these to be the primary focus, audiation and
ear training needs to be at the heart of what is done in the classroom. (Klinger, 1990, p. 11) At the completion of this unit,
the students will be prepared musically for the senior phase of schooling in both musical and cultural contexts. It
important to keep in mind that the main focus of Kodaly’s methodology, which the school uniformly utilises, is to empower
the whole child, therefore assessment in this course is an indicative summary of their progression and work in the
classroom.
This unit is extremely student centered with a strong focus on the ‘third cultural space’ (EATSIPS, 2011, p. 8). The variety
of assessment items takes into account that students might be stronger in one area than another and all the work in the
classroom sets them up for success in those areas that might be weaker. Learning experiences within the unit are
sequenced so that students subconsciously develop an understanding then discover the musical elements that then on
are continuously reinforced (Klinger, 1990, p. 15). This method, the Kodaly Method is very successful with all learners as
it provides visual, auditory, kinesthetic and read-write learners (Klinger, 1990, p. 8).
The Australian Music unit is linked heavily to the Music curriculum and focuses on developing students in the four key
areas; Composition (the ability to create original music), Performance (the ability to perform music convincingly), Analysis
(the ability to write about music) and Aural Skills (the ability to aurally distinguish sounds). Cross-curricular links to English
and History also co-exist within the unit.
Whole-school Ethos:
The school is located in an inner city suburb with a mid range socio-economic status. Brolga State College contains
approximately 863 students, ranging from grades 8 to 12. The school contains both male and female students and
approximately 4% of these students are from an indigenous background.
Brolga SHS is situated on a large block with ample space for the up and coming inclusion of grade seven. The school
thrives in musical ambitions due to a recent push in the music department from an over turn of the Head of Faculty.
Generally students at Brolga State College tend to be involved in many extra circular activities varying from sports to
music to academic endeavors. Brolga State College has a very active parent involvement and overwhelming support from
the school’s Music Support Group.
The administration at Brolga SC places important emphasis to its teachers on the importance of providing aids of the
student bodies’ wellbeing and in general the whole student. Even though Brolga State College places a high emphasis on
the academic achievement, student’s preform outstandingly in both the sporting and the music arenas. In placing
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
22# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
emphasis on the whole student, Brolga encourages its teachers to integrate Indigenous perspectives into everyday
lessons. It is believed that this emphasis will encourage students to think positively about indigenous perspectives and
allow every student to connect with this wealth of culture. The school promotes the four underlying principles of integrity,
respect, responsibility and honour. These philosophies are amalgamated into every classroom as well as fostered
throughout the school.
Classroom Ethos:
The grade ten class contains 28 students, both male and female including 2 students with an indigenous heritage as well
as various with additional needs. The class has an interactive whiteboard. In addition to this each student has a laptop
that is provided from the school to the students via a government grant. Every laptop is linked to school Wi-Fi Internet and
has the necessary software for each student enrolment needs. As a result every music student has a copy of the music
notation software Sibelius. With the use of technology, Brolga SC sees it helpful as the ‘use of digital learning materials
supports both engagement and learning among Indigenous students’ (ACARA, 2012). This is important due to the higher
percentage of Indigenous students at Brolga SC.
In every lesson it is well known by the students to ‘just give it a go’. The importance of performance practice has been
instilled in the group, since music in grade eight and it is understood that we will discover the music together as a class.
As Klinger states in her book, A Guide to Lesson Planning in a Kodaly Setting, ‘Each lesson should be a fun, joyous,
MUSICAL experience!’ (Klinger, 1990, p. 9).
The Australian Music unit includes learning from both perspectives on the Indigenous spectrum as well as those of
English heritage. In the classroom, regular discussions on appropriate terminology as well as the origin of the music will
enable the students original thinking to be challenged as well as being exposed to Australia’s rich cultural history.
Personal Ethos:
As a music teacher, my subject in the school environment is often seen as a bludgeon or a subject where the kids don’t
learn anything. I advocate that the opposite is actually quite true; it’s just that students enjoy music! With this in mind I
consider and understand that not every student in my classroom is going to be a concert pianist. More realistically I know
that all my students will continue to listen to music. My goal as their music teacher is to assist them in becoming a better
citizen and a more holistic person of whom appreciates music.
I believe that every student wants to learn. If a student appears to not want to learn then we as their teacher are going
about it the wrong way. I endeavor to create a classroom where no child is too worried to take risks. I believe that this risk
taking in my classroom will set up my student’s thinking in other subjects and will become a valuable life skill.
###
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
#
23# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
References(
#
Center for Educational Improvement (2013). Research - Center for Educational
Improvement. Welcome to the Center for Educational Improvement - Center for Educational
Improvement. Retrieved January 18, 2013, from http://www.edimprovement.org/research/
Choksy, L. (1999). The Kodály method I: Comprehensive music education. Upper Saddle River,
N.J: Prentice Hall.
Education Improvement (2010, August). Welcome to the Center for Educational Improvement -
Center for Educational Improvement. Retrieved January 20, 2013, from
http://www.edimprovement.org/wp-content/uploads/2010/08/DiffInstructChecklist.pdf
Gallery of Modern Art (2008). Indigenous Australian Art- Queensland Art
Gallery.http://www.qagoma.qld.gov.au/collection/indigenous_australian_art.
Retrieved December 6, 2012, from http://Indigenous Australian Art- Queensland Art Gallery |
Gallery of Modern Art. (2008). Home-Queensland Art Gallery | Gallery of Modern Art.
Retrieved December 6, 2012, from
www.qagoma.qld.gov.au/collection/indigenous_australian_art)
Klinger, R. (1990). A guide to lesson planning in a Kodaly setting. Brisbane, Qld: Clayfield School
of Music.
Lyceum Books (n.d.). How to Teach Effectively. Retrieved January 20, 2013, from
http://lyceumbooks.com/pdf/HowToTeachEffectively_TypesofLearners.pdf
Queensland Government: Queensland Studies Authorities (2007). ICT: Essential
Learnings.Queensland Studies Authority. Retrieved January 6, 2013, from
http://www.qsa.qld.edu.au/downloads/p_10/qcar_ccp_ict_yr9.pdf
Queensland Government: Queensland Studies Authority (2007). English: Essential
Learnings. Queensland Studies Authority. Retrieved January 2, 2013, from
http://www.qsa.qld.edu.au/downloads/p_10/qcar_el_english_yr9.pdf
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
24# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Queensland Government: Queensland Studies Authority (2012, August). Indigenous Australian's
Resources. Queensland Studies Authority. Retrieved January 3, 2013, from
http://www.qsa.qld.edu.au/downloads/p_10/el_support_indig_resources.pdf
Queensland Government: Queensland Studies Authority (2007). The Arts: Essential
Learnings. Queensland Studies Authority. Retrieved December 20, 2012, from
http://www.qsa.qld.edu.au/downloads/p_10/qcar_el_arts_yr9.pdf
Queensland Studies Authority (2013). Queensland Studies Authority. Retrieved January 2, 2013,
from http://www.qsa.qld.edu.au/
Scholastic (n.d.). 8 Lessons Learned on Differentiating Instruction | Scholastic.com.Scholastic,
Helping Children Around the World to Read and Learn | Scholastic.com. Retrieved January 4,
2013, from http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-
instruction
The Department of Education, Training and Employement (2011). The Department of Education,
Training and Employment. Retrieved January 19, 2013, from
http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf ##
## #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
25# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Appendix(A(
#The#following#Appendix#includes#everything#that#might#be#questioned#in#the#above#unit#plan.#To#find#elements#of#the#assignment#in#this#use#the#table#of#contents#provided#at#the#front#of#the#document.###
( (
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
26# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Learning(Outcomes(
#
Subject(Learning(Outcome(
)This#subject#will#facilitate#and#reinforce#music#making#in#the#domains#of#singing,#playing#instruments,#listening,#moving,#improvising#and#composing.#These#domains#will#be#achieved#through#successful#manipulation#of#the#music#elements#to#express#ideas#by#considering#the#intended#demographic#and#intended#purposes#of#the#content#through#sound.##
Content(Learning(Outcome(
#This#unit#will#allow#students#to#explore#some#of#Australia’s#musical#heritage#and#the#ways#in#which#they#contributed#to#the#building#of#a#nation.#In#particular#students#will#understand#that#Aboriginal#and#Torres#Strait#Islander#arts#works#are#expressions#of#knowledge,#complex#relationships#and#diverse#perspectives.#The#students#will#use#protocols,#such#as#correct#terminology,#relating#to#Aboriginal#and#Torres#Strait#Islander#arts#works.##At#the#conclusion#of#this#unit#the#student#will#be#able#to#accurately#depict#the#meaning#of#Indigenous#musical#heritage#and#have#a#clear#understanding#of#sensitive#issues#such#as#the#Stolen#Generation,#the#treatment#of#the#Indigenous#people#in#our#history#and#issues#surrounding#land#rights.##
Methodology(
#This#unit#can#be#used#with#a#number#of#different#pedagogies#however#this#unit#is#designed#with#the#Kodaly#Framework#(for#older#beginners)#in#mind.#
)) )
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
27# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Using(This(Unit(
#
Guidelines(
#When#using#this#unit#of#work#the#learning#outcomes#of#the#student’s#musical#knowledge#should#be#held#paramount.##The#unit#allows#for#a#lower#secondary#class#that#it#is#assumed#that#the#class#has#at#least#15#hours#of#contact#time#for#the#tenTweek#period.##Each#class#should#contain#a#range#of#activities#that#provide#opportunities#that#will#practice#and#prepare#musical#skills#and#concepts.####
CrossAcurricular(Opportunities(
#This#unit#allows#for#link#in#key#learning#areas#such#as#History#and#Geography.#In#addition#to#the#SOSE#based#subjects#this#module#will#allow#links#to#occur#in#ideas#such#as#Culture#and#Identity.##It#is#expected#that#use#of#technology#(ICT)#in#this#subject#is#a#priority.## #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
28# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Overview(of(Unit(
) )
Sample'Overview'1'Term'(15'hours)''
Practice(of(elements(and(concepts(from(preceding(levels(is(ongoing(and(should(be(incorporated(into(planning(across(this(level.(
Rhythm'and'metre' • various(metre(• dotted(and(tied(notes(that(are(encountered(in(repertoire(• various(forms(of(anacrusis(and(syncopation(
Pitch'and'melody' • various(major(and(relative(minor(keys(and(scales(• intervals(• phrasing(both(symmetrical(and(asymmetrical(• popular(music(styles(melodic(writing(• melodies(which(contain(chromatic(alternations(
Part'work' • root(chord(structures:(I(• bass(line(accompaniments(• chords:(I,(ii,(IV,(V,(V7,(vi(and(chord(progressions(using(these(chords,(as(encountered(in(repertoire(
Form'and'structure' • as(encountered(in(the(repertoire(• commonly(used(forms(and(structures((verse(and(chorus(form)(
Tone'colour' • as(encountered(in(the(repertoire(• timbre(associated(with(popular(music(
Expressive'elements' • as(encountered(in(the(repertoire(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
29# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Assessment(Outcomes(
#The(table(below(provides(a(number(of(examples(of(opportunities(in(which(evidence(can(be(gathered(about(a(student’s(demonstration(of(the(core(learning(outcomes(within(this(module.(While(making(judgments(about(a(student’s(progress(consider(all(points.(This(table(is(neither(exhaustive(nor(mandatory.(Assessment(opportunities(should(maximise(a(student’s(demonstration(of(these(outcomes,(therefore(should(be(negotiated(between(the(teacher(and(the(student.(((
( (
Outcomes' Gathering'evidence' Making'judgments'
MU'4.1'
Students(aurally(and(visually(analyse(and(respond(to(Level(4(core(content(in(music(they(hear(and(perform.(
Students'may:'
• improvise,(vocally(or(instrumentally,(over(a(given(harmonic(progression(that(uses(chords:(I,(IV(and(V(
Do'students:'
• use(appropriate(melodic(and(rhythmic(elements?(
• improvise(using(notes(which(fit(the(chord(progression?(
• perform(melodies(that(have(a(sense(of(direction?(
• create(cohesive(melodies?(
MU'5.1'
Students(aurally(and(visually(analyse(and(respond(to(familiar(and(unfamiliar(music(containing(Level(5(core(content.(
• improvise,(vocally(or(instrumentally,(over(a(given(harmonic(progression(that(uses(chords:(I,(ii,(IV,(V(and(vi.(
The'teacher'may'use:'
• analysis(through(assessment(
• peer(and(self(assessment(• observation(
• use(appropriate(melodic(and(rhythmic(elements?(
• improvise(using(notes(which(fit(the(chord(progression?(
• create(melodies(that(use(appropriate(auxiliary(notes?(
• perform(melodies(that(have(a(sense(of(direction?(
• create(cohesive(melodies?(
MU'4.2'
Students(sing(and(play(a(varied(repertoire(individually(and(with(others,(in(up(to(four(parts,(including(some(repertoire(from(memory.(
Students'may:'
• perform((play(or(sing)(an(arrangement((in(up(to(four(parts(from(memory,(within(a(group(
• perform((play(or(sing)(a(student(composition(in(up(to(four(parts(from(memory(within(a(group(
Do'students:'
• have(accurate(pitch(and(rhythm?(
• maintain(fluency?(• pay(attention(to(dynamics,(articulation,(phrasing(and(interpret(the(character(of(the(music?(
• Reflect(on(and(discuss(the(meaning(of(lyrics?((if(applicable)(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
30# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Assessment(continued(
#
##### #
Outcomes' • Gathering'evidence' • Making'judgments'
MU'5.2'
Students(sing(and(play(a(varied(repertoire(individually,(within(a(small(group((one(person(per(part)(and(in(ensemble,(including(some(repertoire(from(memory.(
• perform((play(or(sing)(an(arrangement((in(up(to(four(parts,(one(person(per(part(
• perform((play(or(sing)(a(student(composition(in(up(to(four(parts,(one(person(per(part(
The'teacher'may'use:'
• analysis(through(assessment(
• observation(
• have(accurate(pitch(and(rhythm?(
• maintain(fluency?(• pay(attention(to(dynamics,(articulation,(phrasing(and(interpret(the(character(of(the(music?(
Reflect(on(and(discuss(the(meaning(of(lyrics?((if(applicable)(
MU'4.3'
Students(read(and(write(music(containing(Level(4(core(content.(
Students'may:'
• compose(a(song(for(any(two(instruments((e.g.(Voice(and(Piano),(incorporating(characteristics(of(Australian(music(using(chords:(I,(IV(and(V(
Do'students:'
• notate(music(accurately?(• compose(parts(that(is(appropriate(to(the(range(and(characteristics(of(the(selected(instrumentation?(
• Incorporate(expressive(elements(to(communicate(the(musical(intent(of(the(composition?(
MU'5.3'
Students(read(and(write(music(containing(Level(5(core(content.(
• compose(a(song(for(any(two(or(more(voices,(or(two(or(more(instrumental(parts(which(incorporate(characteristics(of(Australian(music(using(chords:(I,(ii,(IV,(V(and(vi.(
The'teacher'may'use:'
• analysis(through(assessment(
• peer(and(self(assessment(• consultation((
• notate(music(accurately?(• compose(parts(that(is(appropriate(to(the(range(and(characteristics(of(the(selected(instrumentation?(
• Incorporate(expressive(elements(to(communicate(the(musical(intent(of(the(composition?(
• compose(a(melody(that(reflects(the(natural(rhythm(of(the(words(and(captures(the(meaning(of(the(text?(
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
31# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Background(Information(
#The#repertoire#in#this#unit#focuses#on#the#folk#songs#and#contemporary#songs#surrounding#Indigenous#Australians#from#the#time#of#white#settlement#till#present#day.#These#songs#reflect#on#the#struggle#of#land#rights,#culture#and#the#European#Settlement#therefore#it#is#expected#that#the#repertoire#was#and#is#used#as#a#vehicle#for#expression#of#concerns#such#as#social,#political#and#cultural#issues.##The#repertoire#used#in#this#unit#covers#sensitive#issues#such#as#the#Stolen#Generation,#the#treatment#of#the#Indigenous#people#in#our#history#and#issues#surrounding#land#rights.###This#repertoire#provides#opportunities#for#students#to#adopt#a#reflective#approach#whilst#they#sing,#read,#write,#play#and#listen#to#the#music.#When#analyzing#the#music#of#this#unit,#students#will#be#asked#to#reflect#and#consider#the#following#questions:##• What#is#the#background#of#the#author(s)?#• Who#has#written#the#lyrics?#• What#is#the#origin#of#the#text?#• Where#does#this#type#of#lyric#present#itself#elsewhere?#• Who#do#you#think#is#the#intended#audience?#How#can#you#tell?#• Why#was#this#song/piece#written?#• What#is#the#song/piece#about?#• What#meanings#and#context#come#with#this#song/piece?#• Who#is#mentioned#within#the#song/piece?#Who#is#left#out?#• What#knowledge#or#experience#would#lead#to#other#‘meanings’#being#made?#• What#social#function#does#this#song/#piece#serve?#• Does#the#text#in#this#song#assume#to#appeal#to#someone?#• What#images#of#ethnicity,#gender,#disadvantage,#disability#are#present?#• What#assumptions#or#beliefs#underpin#the#presented#image?##
Prior(Learning(
#This#unit#is#to#be#integrated#at#later#stages#of#Level#5#and#presumes#that#students#are#strong#in#pentatonic#work#and#have#almost#finished#transitioning#into#the#diatonic#work#as#well#as#chordal#work.#It#is#also#presumed#that#students#have#had#strong#teaching#of#earlier#Level#4#work#and#Level#5#work#as#this#unit#is#a#bridging#module#from#Level#5#to#Level#6.#As#a#guide#this#would#work#well#in#a#class#about#to#transition#into#Senior#(Years#11#and#12)#Music.#
Terminology(
#Students#will#have#the#opportunity#to#become#familiar#with#and#use#the#following#terminology#in#this#unit:#
#
Indigenous#Australian#people#
The#Dreaming# Torres#Strait#Islander#people/s#
Uluru#
Aboriginal#people/s# Aboriginal#person# Torres#Strait#Islander#person#
Indigenous#nations#
Indigenous#Australian#society#
Language#groups# Indigenous#(Australian)#history#
Complex#and#diverse#societies#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
#
32# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Equity(considerations(
#This#unit#provides#prospects#for#students#to#increase#their#appreciation#and#understanding#of#equity#and#diversity#within#a#supportive#and#educational#environment.#It#includes#activities#that#encourage#students#to:##• be#involved#within#a#supportive#environment#• work#individually#• work#in#small#and#large#groups#• value#diversity#of#ability,#opinion#and#experience#• value#diversity#of#language#and#cultural#beliefs#• value#diversity#of#religious#and#spiritual#beliefs#• support#one#another’s#efforts#• become#empowered#to#represent#their#ideas#and#feelings#through#musical#and#kinesthetic#forms#of#expression.#
#It#is#important#that#equity#considerations#are#assisting#to#inform#decision#making#about#teaching.#These#considerations#should#reflect#strategies,#assessment#and#classroom#organisation.###### #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
33# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Support(materials(and(references(
#Prior#to#using#any#of#the#listed#material#teachers#should#review#material#to#assess#it’s#suitability#for#use#within#their#classroom.#
Repertoire(in(this(module(
#See)‘Teacher)resource)A’)for)the)following)scores)of)sung)repertoire:)#• Taba#Naba#• Serrare#• Bound#for#South#Australia#• Inanay#• The#Old#Plamer#Song#• Lonely#Dog#by#Tim#Sherlock##See#‘Teacher#resource#B’#for#other#resources#that#are#spoken#about#during#the#overview#or#lesson#plans.##Other)repertoire)that)may)be)considered)for)inclusion:))• Botany#Bay#T#traditional#folk#tune##• Gurringindenarme#–#traditional#folk#tune#• The#Corroboree#Suite#by#John#Antill#• Journey#to#Horseshoe#Bend#by#Andrew#Schultz#and#Gordon#Kalton#Williams#• Treaty#by#Yothi#Yindi#• My#Island#Home#by#Christine#Anu#or#Warumpi#Band#• Pemulway#by#Paul#Jarman#• Kakadu#by#Peter#Sculthorpe#• Koorinda#Braia#by#Isaac#Nathan#• From#Little#Things#Big#Things#Grow#by#Paul#Kelly#• I#Am#Australian#by#The#Seekers#• Concerto#for#Didgeridoo#by#William#Barton#and#Sean#O’Boyle#• Took#the#Children#Away#by#Archie#Roach##
Music(from(Movies(
• Bran#Nue#Day#• The#Sapphires#• Rabbit#Proof#Fence#
Electronic(
You)Tube)Clips)(These#websites#were#accessed#in#December#2012.)## #Inanay,)Aboriginal)Folk)Song:#http://www.youtube.com/watch?v=vWlT155WKV8#From)Little)Things)Big)Things)Grow,)Paul)Kelly:)http://www.youtube.com/watch?v=6_ndC07C2qw#Treaty,)Yothi)Yindi:#http://www.youtube.com/watch?v=S7cbkxn4G8U#I)am)Australian,)The)Seekers:#http://www.youtube.com/watch?v=uBI3xiDzxMM#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
34# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Bound)for)South)Australia,)Traditional:#http://www.youtube.com/watch?v=TfhoAVvQfJA#My)Island)Home,)Warumpi)Band:#http://www.youtube.com/watch?v=VaqLw1CvPMk#Took)the)Children)Away,)Archie)Roach:)http://www.youtube.com/watch?v=zLXzKYP1uCw#My)Island)Home,#Christine)Anu:#http://www.youtube.com/watch?v=q2Lx_yTFyT0#
Recordings)#Journey)to)Horseshoe)Bend;#Andrew#Schultz#and#Gordon#Kalton#Williams#(ABC#Classics)#http://pubsites.uws.edu.au/coa/soca/jthb/mgmusi.html#mus1#Koorinda)Braia;#Isaac#Nathan#(The#Australian#Voices#Live)#The)Corroboree)Suite:#John#Antill#(ABC#Classics)#Kakadu:#Peter#Sculthorpe#(ABC#Classics)#Pemulwuy:#Paul#Jarman#(ABC#Classics)#Concerto)for)Didgerdidoo:#William#Barton#and#Sean#O’Boyle#(ABC#Classics)#
Indigenous(Australian(Artists/(Bands(
• William#Barton#• Archie#Roach#• Troy#CassarTDaley#• Christine#Anu#• Yothu#Yindi#• Jessica#Mauboy#• Geoffrey#Gurrumul#Yunupingu#• Saltwater#Band#• Warumpi#Band#• Us#Mob#• No#Fixed#Address#
#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
#
35# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample(Term(Overviews(
Sample(Term(Overview(A(Weeks(1(to(4(
##Term)4) Week)1)or)90)
min)Week)2)or)90)min)
Week)3)or)90)min)
Week)4)or)90)min)
Prepare) # conducting#mixed#metre;#playing#chord#progressions#
compound#triple#and#quadruple#
#
Make)conscious)
cut#common#time# # conducting#mixed#metre;#playing#chord#progressions#
compound#triple#and#quadruple#
Practice) bass#line#accompaniments;###
mixed#metre;#conduct#cut#time#
# conducting#mixed#metre;#playing#chord#progressions#
Rhythmic)development)
SightTreading#exercises##Rhythmic#dictations#using#known#musical#patterns#
identify#mixed#metre#in#Serrare##Learn#rhythmic#pattern#in#The(old(Palmer(song##
memorization#exercises##Rhythmic#dictations#using#known#musical#patterns#
Inanay#–#aurally#memorise;#then#write#rhythmic#pattern##Bound(for(South(Australia#–#conduct#while#singing#melody;#mixed#metre#
Instrumental)work)
Inanay(–#play#ostinato#on#clap#sticks#whilst#singing#melody##
Taba(Naba(T#play#melody#on#classroom#instruments#
Serrare#–#play#bass#line#on#keyboard#whilst#singing#melody#
Taba(Naba#–#play#chord#progression#on#keyboard#
Melodic)development)
Inanay#–#write#words#from#memory##Bound(for(South(Australia#–#sing;#identify#tone#set;##Botany(Bay(–#sing;#known#song#
Bound(for(South(Australia#–#sing#melody#in#solfa#and#conduct;#write#and#sing#pentatonic#scale;#sing#triTchords##compose#diatonic#melody#from#week#1’s#rhythmic#dictation##
Sing#pentatonic#triTchords#and#diatonic#scales##Inanay#–#sing#in#solfa##Bound(for(South(Australia#–#sing#and#discuss#mixed#metre#(watch#teacher#conduct)#
The(old(Palmer(song#–#sightTread##Melodic#dictation#using#known#melodic#patterns###
# #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
36# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample)Term)Overview)–)Weeks)1)to)4)Continued)
Term)4) Week)1)or)90)min' Week)2)or)90)min'
Week)3)or)90)min'
Week)4)or)90)min'
Part)work) Taba(Naba#–#write#primary#chords#in#root#position#in#G#major;#rewrite#for#best#fit.#Sing#in#three#parts.#
Serrare#–#sing#each#part#in#unison#(melody/#bassline);#sing#in#two#parts##Inanay#–#sing#and#perform#ostinato#(in#a#group)#
Taba(Naba#–#improvise#melody#over#chord#progression#from#week#1##Inanay(–#sing#and#perform#ostinato#individually#
Inanay(–#sing#and#perform#ostinato#individually##Bound(for(South(Australia#–#sing#and#perform#ostinato#
Listening) My(Island(Home#–#listen#and#aurally#analyse;#discuss#cultural#context#
Koorinda(Braia#–#listen;#identify#instruments/#voices;#discuss#historical#context#
Journey(to(Horseshoe(Bend#–#listen;#identify#instruments/#voices;#discuss#historical#context#
Journey(to(Horseshoe(Bend(–(further#study#on#parts#and#score#reading#I(am(Australian((The(Seekers)(V##listen;#identify#instruments/#voices;#discuss#historical#context;#discuss#correct#terminology#(complete#worksheet)#
Games/)Dances)
Taba(Naba#–#learn#dance;#discuss#historical#and#social#context#
Taba(Naba#–#dance#
Inanay#–#sing;#discuss#historical#and#social#context#
Taba(Naba(V#dance#
Repertoire) Inanay#–#play#ostinato;#write#words.#Taba'Naba#–#write#primary#chords;#write#best#fit;#sing#in#three#parts;#learn#dance;#historical#and#cultural#context.#My'Island'Home(–(listen;#aurally#analyse;#cultural#context.#Botany'Bay)–#known#song;#singing#practice#
Serrare(–#mixed#metre;#part#work.#The(old(Palmer(Song(–#rhythmic#pattern.#Taba'Naba#–#perform#melody;#dance.#Bound'for'South'Australia#–#sing#melody#in#solfa;#pentatonic#work.#Inanay#–#sing#and#perform#ostinato.#Koorinda'Braia#–#listen;#cultural#and#history#context.#
Inanay#–#sing#in#solfa;#discuss#context;#sing#and#perform#ostinato.#Journey'to'Horseshoe'Bend#–#listen;#context.#Taba'Naba#–#improvise#melody.#Serrare#–#sing#and#play#bass#line/#melody.#Bound'for'South'Australia#–#sing#and#discuss#mixed#metre.#
Taba'Naba#–#dance;#progression.#I'am'Australian#–#listen;#context;#terminology.#Journey'to'Horseshoe'Bend#–#listen;#score#reading.#Bound'for'South'Australia#–#sing;#ostinato;#conduct.#Inanay#–#sing;#ostinato;#rhythm.#The'old'Plamer'Song#–#sight#–read.##
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
37# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample)Term)Overview)–)Weeks)5)to)8)#Term)4) Week)5)or)90)
min)Week)6)or)90)min)
Week)7)or)90)min)
Week)8)or)90)min)
Prepare) # Dominant#harmony#Added#note#chords#
# first#inversion#chord#structures#
Make)conscious)
# compound#triple#and#quadruple#
# #
Practice) dictating#dotted#rhythms#
dictating#diatonic#melodies#
dictating#dotted#rhythms;#compound#triple#and#quadruple#
dictating#diatonic#melodies;#progressions#using#I,#ii,#IV,#V,#vi#
Rhythmic)development)
rhythmic#dictations#using#known#musical#patterns##
Bound(for(South(Australia#–#conduct#while#singing#melody;#mixed#metre#
rhythmic#dictations#using#known#musical#patterns#
DEADLINE#Summative#assessment#of#rhythmic#work#of:#
T Example#of#dictation#
T Conducting#mixed#metre#
Instrumental)work)
Serrare#–#play#chord#progression/#bass#line#on#keyboard#whilst#singing#melody#
Inanay(–#play#ostinato#on#clap#sticks#whilst#singing#melody##
Taba(Naba#–#play#chord#progression#on#keyboard#whilst#singing#melody#
DEADLINE#Summative#assessment#of#instrumental#work#of:#
T Taba(Naba(T Serrare(T Inanay(
Melodic)development)
sing#diatonic#scales#(major#and#minor)##sing#triads#of#the#major#scale###
melodic#dictations#using#known#musical#patterns##compose#diatonic#melody#from#week#5’s#rhythmic#dictation##
sing#diatonic#scales#(major#and#minor)##sing#triads#of#the#major#scale##arrange#accompaniment#for#piano#of#either#
T Taba#Naba#
T Serrare#T Inanay#
using#Sibelius/#Finale#
melodic#dictations#using#known#musical#patterns##DEADLINE#Summative#assessment#of#melodic#work#of:#
T Example#of#dictation#
T Three#examples#of#composition(
#
) )
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
38# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample)Term)Overview)–)Weeks)5)to)8)Continued)#Term)4) Week)5)or)90)
mins)Week)6)or)90)mins)
Week)7)or)90)mins)
Week)8)or)90)mins)
Part)work) sing#diatonic#scales#(major)#in#canon#in#class#
# sing#diatonic#scales#(major)#in#canon#–#one#per#part#
sing#diatonic#scales#(major)#in#canon#–#one#per#part#
Listening) Treaty((Yothi(Yindi)#T#listen;#identify#instruments/#voices;#discuss#historical#context##Took(the(Children(Away((Archie(Roach)#T#listen;#identify#instruments/#voices;#discuss#historical#context##compare#both#pieces#
Treaty((Yothi(Yindi)#–(further#study#on#parts#and#score#reading##Took(the(Children(Away((Archie(Roach)#T#further#study#on#parts#and#score#reading##compare#both#pieces#
Kakadu#T#listen;#identify#instruments/#voices;#discuss#historical#context#
Kakadu(–(further#study#on#parts#and#score#reading#
Games/)Dances)
Bound(for(South(Australia(–#sing#(in#parts)#
Inanay#–#sing# Bound(for(South(Australia(–#sing#(in#parts)#
Taba(Naba#T#dance#
Repertoire) Bound'for'South'Australia#–#sing.#Took'the'Children'Away#–#listen;#context.#Treaty#–#listen;#context.#Serrare#–#sing#and#play;#chord#progression.#
Inanay#–play#ostinato#whilst#singing.#Took'the'Children'Away#–#listen;#context.#Treaty#–#listen;#context.#Bound'for'South'Australia#–#sing;#conduct;#mixed#metre.#'
Bound'for'South'Australia#–#sing;#conduct;#mixed#metre;#part#work.#Kakadu#–#listen;#context.#Taba'Naba/'Serrare/'Inanay#–#arrange#accompaniment#Taba'Naba#–#sing#and#play.##
Taba'Naba#–#dance.#Kakadu#–#listen;#context.#DEADLINE'for'work;'Taba'Naba,'Serrare,'Inanay#
### #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
39# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample)Term)Overview)–)Weeks)9)and)10)#Term)4) Week)9)or)90)mins) Week)10)or)90)mins)
Visit)from)a)local)elder)(90mins)to)be)about)local)land)and)local)music)traditions))If)unavailable)the)following)lesson)plan)is)to)be)used.)
Prepare) # #Make)conscious) # #
Practice) dictating#diatonic#melodies#with#rhythm;#progressions#using#I,#ii,#IV,#V,#vi#
dictating#diatonic#melodies#with#rhythm;#progressions#using#I,#ii,#IV,#V,#vi#
Rhythmic)development)
dictation#of#melody#and#rhythm#together#
dictation#of#melody#and#rhythm#together#
Instrumental)work) Those#who#can#complete#part#work#of#Treaty#to#play#on#real#drum#kit.#
Those#who#can#complete#part#work#of#Treaty#to#play#on#real#drum#kit.#
Melodic)development)
dictation#of#melody#and#rhythm#together##sing#diatonic#scales#(major#and#minor)##sing#triads#of#the#major#scale#
sing#diatonic#scales#(major#and#minor)##sing#triads#of#the#major#scale##revise#pentatonic#triTchords#
Part)work) DEADLINE#Summative#assessment#of#part#work#of:#
T Diatonic#scales#in#canon#one#per#part#or#two#per#part#
#Part#work#of#drum#kit#of#Treaty#(work#at#the#medium#class#ability)#
Part#work#of#drum#kit#of#Treaty#(work#at#the#medium#class#ability)#
Listening) Black(Fella,(White(Fella((Warumpi(Band)(V(listen;#identify#instruments/#voices;#discuss#historical#context#and#further#study#on#parts#and#score#reading#
DEADLINE#Summative#assessment#of#listening#and#writing#work#of:#
T One#known#and#one#unknown#pieces#of#repertoire##
##
Games/)Dances) ( (
Repertoire) Black)Fella,)White)Fella(–(listen;#context.#Treaty#–#part#work.#
'Treaty#–#part#work.'
#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
40# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Information(about(Lesson(Plans(
#
The$following$statements$apply$to$every$lesson$given$in$this$unit.$##Essential)Learnings:#The#Australian#Music#Unit#has#been#implemented#within#the#year#ten#music#classes#has#been#highly#successful#with#the#aid#of#the#Kodaly#Method#of#teaching#music.#It#is#evident#that#it#is#held#paramount#in#this#classroom#that#‘music#belong#to#everyone,#not#just#the#educated#upper#class’#(Choksy,#1990,#p.#2).##As#the#cultural#heritage#of#the#student’s#country#was#held#paramount#of#Kodaly#the#use#of#Australian#cultural#material#is#most#important#(Choksy,#1990,#p.3).#Therefore#a#mixture#of#creating,#presenting,#responding#and#reflecting#(Queensland#Studies#Authority,#2007,#p.#1)#is#evident#in#the#focuses#of#each#activity#in#each#lesson.###Presentation)Style:)In#every#lesson#it#is#well#known#by#the#students#to#‘just#give#it#a#go’.#The#importance#of#performance#practice#has#been#instilled#in#the#group,#since#music#in#grade#eight#and#it#is#understood#that#we#will#discover#the#music#together#as#a#class.#As#Klinger#states#in#her#book,#A#Guide#to#Lesson#Planning#in#a#Kodaly#Setting,#‘Each#lesson#should#be#a#fun,#joyous,#MUSICAL#experience!’#(Klinger,#1990,#p.#9)##Level)of)Literacy:#The#level#of#literacy#required#for#this#lesson#is#not#particularly#high.#The#concepts#in#this#and#proceeding#lessons#are#built#upon#past#tasks#that#are#regularly#being#reinforced#by#practice.#In#addition#to#this#there#are#always#extension#tasks#to#take#place#for#those#student#who#require#to#be#extended.##Assessment:#The#use#of#the#Kodaly#Method#allows#the#teacher#to#be#forever#conducting#formative#assessment#on#their#skills#in#the#Essential#Learning#Areas.#Students#are#aware#that#they#may#‘upgrade’#their#mark#at#any#time#by#conducting#their#performance#again#until#the#due#day#is#final.#
)) )
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
41# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample(Detailed(Lesson(Plans(
Sample(Detailed(Lesson(Plan(–(Week(One(
#Required#Resources:#
• Whiteboard#• Whiteboard#markers#• Student#Resources#(manuscript#+#pencils)#• Clapping#Sticks#• Paper#Keyboard/#iPads#• My#Island#Home#Recording#(either#CD#or#YouTube)#+#respective#equipment#• The#voice#
#
Key) Activity) Point)Modified)Learning)
Experiences)Time)
#
Greeting#(Students#sitting#in#a#yarning#circle)#
# N/A# #
Doh#=#G#
GROUP)MUSIC)MAKING#
Song:#Bound#for#South#Australia#
Singing#Practice#FUN!# N/A# 4#min#
Transition:#Same#Song#
Doh#=#G# Song:#Bound#for#South#Australia# Conduct#
Easier:#keep#beat#
Harder:#be#more#
particular#
3#min#
Transition:#Same#Song#
Doh#=#G# Song:#Bound#for#South#Australia#
Make#Conscious:#Cut#Time# N/A# 4#min#
Transition:#Same#Song#
Doh#=#G# Song:#Bound#for#South#Australia# Sing#in#solfa#
Harder:#be#particular#with#
vowels#3#min#
Transition:#Same#Song#
Doh#=#G# Song:#Bound#for#South#Australia# Identify#Tone#Set#
Easier:#In#that#key#
Harder:#In#additional#keys#
3#min#
Transition:#Same#Song#
Doh#=#G# Song:#Bound#for#South#Australia# Notate#
Easier:#In#that#key#
Harder:#In#additional#keys#
3#min#
Transition:#Same#Tone#Set#Doh#=#G# Song:#Taba#Naba# Singing#(rep#to# N/A# 3#min#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
42# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
assist#in#tiTtika#and#tikaTti#
Transition:#Same#Song#
Doh#=#G#Notate#melody#+#rhythm#of#Taba#
Naba#Writing#
Easier:#In#that#key#
Harder:#In#additional#keys#
4#min#
Transition:#Same#Song#
Doh#=#G#Write#chords#in#root#position#of#Taba#Naba#
Writing#
Easier:#In#that#key#
Harder:#In#additional#keys#
4#min#
Transition:#Same#Song#
Doh#=#G#Rewrite#chords#for#best#fit#of#Taba#Naba#
Writing#
Easier:#In#that#key#
Harder:#In#additional#keys#
4#min#
Transition:#Same#Key#Doh#=#G# Song:#Inanay# Singing#practice# N/A# 3#min#
Transition:#Same#Song#
Doh#=#G# Song:#Inanay#Inner#hearing#practice#–#notate#
words#N/A# 3#min#
Transition:#Same#Song#
Doh#=#G# Song:#Inanay#Part#work#–#Sing#and#play#ostinato#on#clapping#sticks#
Harder:#be#more#
particular#5#min#
Transition:#Same#Song#
Doh#=#G# Song:#Inanay#
Offer#for#performance#to#individuals#(Formative)#
Easier:#don’t#put#on#the#spot#
Harder:#suggest#to#perform#
3#min#
Transition:#Rhythm#Similarities#
# Rhythmic#Dictation#
Rhythm#of#sightTreading#exercise#A# N/A# 5#min#
Transition:#Same#Rhythm#Doh#=#C# SightTsinging# Exercise#A# N/A# 6#min#
Transition:#Same#Song#Doh#=#C# Song:#Botany#Bay# Singing#Practice# N/A# 4#min#
Transition:#Same#Song#
# Song:#Botany#Bay# Discuss#cultural#and#social#context# N/A# 4#min#
Transition:#Movement#from#Chairs#to#Circle#on#Floor#
# Listen:#My#Island#Home# Listening# N/A# 4#min#
Transition:#Same#Song## Listen:#My#Island# Discuss#cultural# N/A# 5#min#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
43# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Home# context#Transition:#Movement#from#Yarning#Circle#on#Floor#to#
Doh#=#G#
GROUP)MUSIC)MAKING)
Song/#Dance:#Taba#Naba#
Learn#dance#+#talk#about#cultural/#social#context#
FUN!#
N/A# 15#min#
TOTAL)CLASS)TIME) 90#mins##Evaluation)of)Lesson)(for)teachers)use):))
Follow)Up)Planning)(for)teachers)use):)
)
)####
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
44# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample(Detailed(Lesson(Plan(–(Week(Two)#Required#Resources:#
• Whiteboard#• Whiteboard#markers#• Student#Resources#(manuscript#+#pencils)#• Clapping#Sticks#• Paper#Keyboards/#iPads#• Koorinda#Braia#Recording#(either#CD#or#YouTube)#+#respective#equipment#• The#voice#
##
Key) Activity) Point)Modified)Learning)
Experiences)Time)
)
Greeting#(Students#sitting#in#a#yarning#circle)#
# # #
Doh)=)F)GROUP)MUSIC)MAKING)
Song:#Taba#Naba#
Perform#Dance#FUN!# # 4#min#
Transition:)Movement)to)desks)Doh)=)F) Song:#Serrare# Sing# # 2#min#
Transition:)Same)song)
Doh)=)F) Song:#Serrare#
Discuss#mixed#metre#
Teacher#sing#and#conduct#
# 3#min#
Transition:)Same)song)
Doh)=)F) Song:#Serrare# Students#sing#and#conduct# # 3#min#
Transition:)Same)song)
Doh)=)F) Song:#Serrare# Sing#each#part#in#unison# # 3#min#
Transition:)Same)song)
Doh)=)F) Song:#Serrare#Perform#two#part#ensemble#from#
class## 3#min#
Transition:)Same)song)
Doh)=)F) Song:#Serrare#
Chance#for#individuals#to#
attempt#two#part#(individually)#
# 3#min#
Transition:)Spoken)transition/)student)movement)
N/A) Rhythmic#dictation#
Dictate#a#given#rhythmic#pattern#(from#The#old#
Palmer#song)#from#a#rhythm#canon#
# 3#min#
Transition:)last)bar)of)rhythm)canon)is)scale)ostinato)
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
45# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Doh)=)D)Pentatonic#scale#practice#+#part#
work#
Sing#the#doh#and#lah#pentatonic#scales#with#ostinato#
# 3#min#
Transition:)Same)key)
Doh)=)D) Pentatonic#triTchords#practice#
Sing#the#triTchords#in#the#pentatonic#scale#(internal#intervals)#
# 2#min#
Transition:)Same)key)
Doh)=)D) Solfa#Knockout# Game#to#practice#intervals# # 3#min#
Transition:)Same)song)
Doh)=)D) Song:#Bound#for#South#Australia#
Sing#melody#in#solfa# # 2#min#
Transition:)Same)song)
Doh)=)D) Song:#Bound#for#South#Australia#
Sing#melody#with#words#and#conduct# # 2#min#
Transition:)Same)song)
Doh)=)D)
Compose#diatonic#melody#from#week#one’s#rhythmic#dictation#
Compose#using#week#ones#
rhythmic#dictation#and#the#chords#of#Bound#for#South#
Australia#
# 3#min#
Transition:)Same)key)
Doh)=)D) Sing#and#perform#Inanay#+#ostinato#
Sing#Inanay#whilst#performing#ostinato#
# 2#min#
Transition:)Same)song)
Doh)=)D)Sing#and#perform#Song:#Inanay#+#
ostinato#
Chance#for#individuals#to#
attempt#two#part#(individually)#
# 3#min#
Transition:)Movement)of)students)
) Song:#Koorinda#Braia#
Listening#session#–#discussion#about#historical#context#and#musical#elements#
# #
Transition:)Movement)of)students)
)GROUP)MUSIC)MAKING)e)Song:)Taba#Naba#
Instrumental#Music:#performing#Taba#Naba#on#classroom#instruments#
FUN!#
# #
TOTAL)CLASS)TIME) 90)mins))
#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
46# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Evaluation)of)Lesson)(for)teachers)use):))
)Follow)Up)Planning)(for)teachers)use):)
)) )
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
47# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample(Detailed(Lesson(Plan(–(Week(Three(
#Required#Resources:#
• Whiteboard#• Whiteboard#markers#• Student#Resources#(manuscript#+#pencils)#• Clapping#Sticks#• Paper#Keyboards/#iPads#• Journey#to#Horseshoe#Bend#Recording#(either#CD#or#YouTube)#+#respective#equipment#• The#voice#
#
Key) Activity) Point)Modified)Learning)
Experiences)Time)
)Greeting#(Students#sitting#in#a#yarning#
circle)## # #
Transition:)
Doh)=)G)GROUP)MUSIC)MAKING)
Song:#Serrare#
Singing#practice#FUN# # 4#min#
Transition:)
Doh)=)G) Song:#Serrare#Sight#reading#
Play#new#bass#line#of#song#on#paper#
keyboard## 3#min#
Transition:)
Doh)=)G) Song:#Serrare#
Play#new#bass#line#of#song#on#paper#keyboard#(or#iPads)#and#sing#
melody#
# 3#min#
Transition:)
Doh)=)G) Song:#Serrare#Sing#and#Play#
Chance#for#individuals#to#
attempt#two#part#(individually)#
# 2#min#
Transition:)
N/A) Memorisation#Exercises#
Rhythm#work.#Given#rhythm#on#board#which#students#will#memorise#with#
teacher#assistance.#
# 4#min#
Transition:)
N/A) Rhythmic#dictation#
Rhythm#work.#Dictation#of#a#rhythm#with#
known#elements#
# 3#min#
Transition:)Doh)=)D) Song:#Inanay# Sing#words#with# # 3#min#
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
48# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
#Evaluation)of)Lesson)(for)teachers)use):))
Follow)Up)Planning)(for)teachers)use):)
ostinato#Transition:)
Doh)=)D) Song:#Inanay# Discuss#context# # 3#min#Transition:)
Doh)=)D) Sing#diatonic#scales#+#trichords# Technical#work# # 4#min#
Transition:)
Doh)=)D) Improvisation#Improvise#over#known#chord#progression#
# 4#min#
Transition:)
N/A) Listening:#Journey#to#Horseshoe#Bend#
Listen,#identify,#discuss#context# # 10#min#
)
Doh)=)D)
GROUP)MUSIC)MAKING)
Song:#Bound#for#South#Australia#
Sing#and#conduct# # 4#min#
TOTAL)CLASS)TIME) 90)mins))
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
#
49# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Teacher(Resources(
The#following#is#an#example#of#repertoire#that#can#be#included#in#this#unit.##
Taba(Naba(
#
##
### #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
50# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Serrare(
#
### #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
51# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Bound(for(South(Australia(
#
## #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
52# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Inanay(
#
### #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
53# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
The(Old(Palmer(Song(
#
)####### #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
54# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Virtual(Keyboard(
The#following#is#a#resource#of#which#the#students#should#both#practice#on#and#use#during#class;#this#is#to#be#kept#by#the#student#at#all#times.#
#The#Garage#Band#App#on#their#iPads#with#the#volume#down#is#appropriate#for#within#class.#
## #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
55# Amanda#Holley#2012#(Indigenous#Perspectives#–#Griffith#University)#
Sample)Assessment)Task)and)Criteria)Sheets)Composition)
Task)Sheet)#Student#Name:#___________________________________________# # # # Year#10#Music##Due)Date:)))))The)Context:)Australia#is#a#relatively#new#country#compared#to#its#European#counterparts,#however#despite#this#youth#Australia’s#culture#is#rich#in#music#and#poetry.#You#are#to#source#a#piece#of#Australian#poetry#that#will#enable#you#to#set#that#poetry#to#create#a#musical#work.##The)Task:)You#are#to#compose#an#original#work#that#is#set#to#an#excerpt#of#Australian#poetry.#You#may#include#instrumental#aspects#to#the#work,#but#the#poetry#must#be#the#main#source#of#drive#for#the#sound.#You#may#compose#for#any#combination#of#instruments#and/or#voices.##Composer’s#notes#of#250#T#350#words#will#need#to#be#provided#in#which#you#identify#the#way#in#which#you#have#manipulated#the#elements#of#music#to:#establish#time#and#place,#create#mood#and#atmosphere,#express#emotion#and#created#music#which#suits#the#chosen#text.##Your#composition#must#be#a#minimum#of#1#minute#in#length.##You#must#present#this#composition#as#an#mp3#file.#You#may#include#a#score#if#you#wish.##You#will#need#to#undertake#the#following#steps:###
1. Compose#a#score#2. Save#the#score#as#a#.wav#or#.mp3#file#(export#audio)#3. Email#a#copy#of#the#score#and#the#mp3#file#to#your#teacher#4. Submit#a#hard#copy#with#the#mp3#on#a#CD#to#the#assignment#box#on#the#due#date.#
#Keep#in#mind#that#drafting#of#this#task#is#ongoing#and#class#time#will#be#given#for#consultation#with#your#teacher.#### #
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
56! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Assessment'Criteria'for'Composition'!! Standard'A' Standard'B' Standard'C' Standard'D' Standard'E'Musical!Elements!and!Compositional!Devices!
The!student!skillfully!manipulates!musical!elements!and!compositional!devices!to!create!a!cohesive!music!within!a!given!context.!
The!student!manipulates!musical!elements!and!compositional!devices!to!create!a!mostly!cohesive!music!within!a!given!context.!
The!student!combines!musical!elements!and!compositional!devices!to!create!a!partially!cohesive!music!within!a!given!context.!
The!student!uses!musical!elements!and!within!a!given!context.!
The!student!uses!some!musical!elements!and!within!a!context.!
Genre!and!Style! The!student!skillfully!manipulates!music!to!relate!to!a!genre!and!effectively!and!convincingly!expresses!a!conventional!style.!
The!student!manipulates!music!to!relate!to!a!genre!and!effectively!and!relates!to!a!conventional!style.!
The!student!combines!music!to!relate!to!a!genre!and!shows!evidence!that!relates!to!a!conventional!style.!
The!student!uses!music!that!might!show!evidence!of!a!conventional!style.!
The!student!uses!music!that!shows!no!evidence!of!a!conventional!style.!
Composers!Notes! The!student!submits!comprehensive!composer’s!notes.! The!student!fails!to!submit!comprehensive!composer’s!notes!
Spelling!and!Grammar!
The!student!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!composition!and!the!written!component!of!the!task!with!no!errors.!
The!student!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!composition!and!the!written!component!of!the!task!with!few!errors.!
The!student!mostly!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!composition!and!the!written!component!of!the!task!with!a!number!of!errors.!
The!student!sometimes!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!composition!and!the!written!component!of!the!task!with!errors.!
The!student!fails!to!handle!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!composition!and!the!written!component!of!the!task!with!a!multiple!errors.!
Standard!Awarded:!!!!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
57! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Teacher!Comments:!!!!!!!!!!!Teacher!Signature:!!!!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
58! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Performance*
Task*Sheet*!Student!Name:!___________________________________________! ! ! ! Year!10!Music!!Repertoire!for!Assessment:!__________________________________________________________________________!*Due*Date:***The*Context:*Australia!is!a!relatively!new!country!compared!to!its!European!counterparts,!however!despite!this!youth!Australia’s!culture!is!rich!in!music!and!poetry.!You!are!to!source!an!Australian!composition!that!will!enable!you!to!perform!a!convincing!musical!work.!!The*Task:*You!are!to!perform!a!piece!or!song!that!was!composed!by!an!Australian!composer.!This!performance!must!be!of!at*least*three*minutes*in*length!and!it!will!be!audioRvisually!recorded.!You!may!choose!to!perform!more!than!one!piece!that!may!be!small!ensemble,!accompanying,!and!conducting!or!solo!performance.!Improvisation!is!allowed.!!In!addition!to!your!performance!you!will!be!required!to!present!program!notes!of!250!R!300!words!will!need!to!be!provided!in!which!you!identify!the!way!in!which!you!have!manipulated!the!elements!of!music!to:!establish!time!and!place,!create!mood!and!atmosphere,!express!emotion!and!created!a!cohesive!performance.!!Keep!in!mind!that!drafting!of!this!task!is!ongoing!and!class!time!will!be!given!for!consultation!with!your!teacher.!!!!! !
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
59! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Assessment'Criteria'for'Performance'!! Standard'A' Standard'B' Standard'C' Standard'D' Standard'E'Musical!Elements!and!Technical!Devices!
The!student!consistently!and!sensitively!interprets!musical!elements!through!playing,!singing!or!conducting!to!communicate!a!convincing!and!cohesive!performance.!!
The!student!interprets!musical!elements!through!playing,!singing!or!conducting!to!communicate!a!cohesive!performance.!
The!student!uses!musical!elements!through!playing,!singing!or!conducting!to!communicate!a!performance.!
The!student!plays,!sings!or!conducts!and!demonstrates!some!aspects!of!genre!or!style.!
The!student!uses!sounds!that!may!bear!a!relation!to!musical!elements.!
Program!Notes! The!student!submits!comprehensive!program!notes.! The!student!fails!to!submit!comprehensive!program!notes.!!
Spelling!and!Grammar!
The!student!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!program!notes!and!the!written!component!of!the!task!with!no!errors.!
The!student!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!program!notes!and!the!written!component!of!the!task!with!few!errors.!
The!student!mostly!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!program!notes!and!the!written!component!of!the!task!with!a!number!of!errors.!
The!student!sometimes!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!program!notes!and!the!written!component!of!the!task!with!errors.!
The!student!fails!to!handle!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!program!notes!and!the!written!component!of!the!task!with!a!multiple!errors.!
Standard!Awarded:!!!!Teacher!Comments:!!!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
60! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
!!!!!!!!Teacher!Signature:!!!!!!! !
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
61! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Analysis(
Task(Sheet(!
Student!Name:!___________________________________________! ! ! ! Year!10!Music!
!
Unknown!Repertoire!for!Assessment:!________________________________________________________________!
!
Known!Repertoire!for!Assessment:!___________________________________________________________________!
(Due(Date:(((The(Context:(Australia!is!a!relatively!new!country!compared!to!its!European!counterparts,!however!despite!this!youth!Australia’s!culture!is!rich!in!music!and!poetry.!You!are!to!source!
an!Australian!composition!that!will!enable!you!to!compare!and!contrast!between!one!piece!
studied!in!class!and!your!own.!
!
The(Task:(You!are!to!compare!two!pieces!or!songs!that!was!composed!by!an!Australian!composer!about!an!Australian!issue.!This!analysis!is!to!be!presented!in!one!of!three!ways:!
!
4. An!Oral!Presentation!(5!–!8!minutes!in!length)!5. A!Website!(You!must!have!prior!knowledge!of!website!design!–!minimum!of!600!words!
of!information)!
6. An!Essay!(minimum!of!600!words)!!
Prior!to!beginning!this!assignment!you!will!need!to!have!both!your!songs/pieces!conferenced!
and!discussed!with!the!teacher.!
!
Keep!in!mind!that!drafting!of!this!task!is!ongoing!and!class!time!will!be!given!for!consultation!
with!your!teacher.!
!
In!your!analysis!you!will!need!to:!
!
• identify!the!function!of!music!the!music!in!relation!to!Australian!culture!
• identify!and!discuss!stylistic!characteristics!
• evaluate!the!music!and!discuss!whether!this!music!had!an!impact!on!the!times!of!
composition!
• discuss!the!elements!of!the!song!that!might!bring!controversy!or!highlight!issues!
surrounding!Australian!culture!or!music!
!
!
ATTACH( ANY( RELEVANT( DOCUMENTATION( TO( THIS( TASK/( CRITERIA( SHEET.( THIS(MUST(BE(SUBMITTED(ALONGSIDE(YOUR(PRESENTATION(OF(YOUR(ANAYLSIS.(!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
62! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Assessment'Criteria'for'Analysis'!! Standard'A' Standard'B' Standard'C' Standard'D' Standard'E'Analysing!Repertoire!
The!student!perceptively!evaluates!music!by!thoroughly!critiquing!repertoire!and!defining!the!influence!of!relationships!between!musical!and!compositional!devices.!
The!student!effectively!evaluates!music!by!critiquing!repertoire!and!defining!the!influence!of!relationships!between!musical!and!compositional!devices.!
The!student!evaluates!music!by!critiquing!some!of!the!repertoire!and!defining!the!influence!of!relationships!between!musical!and!compositional!devices.!
The!student!recognises!some!uses!music!by!stating!opinions!about!repertoire!and!may!state!the!influence!of!relationships!between!musical!and!compositional!devices.!
The!student!stats!opinions!that!may!relate!to!musical!elements!and/or!compositional!devices.!
Inclusion!of!Information!
The!student!skillfully!outlines!choices!made!in!their!analysis.!
The!student!outlines!choices!made!in!their!analysis.!
The!student!mostly!outlines!choices!made!in!their!analysis.!
The!student!outlines!some!evidence!to!support!their!choices!made!in!their!analysis.!
The!student!fails!to!support!their!choices!made!in!their!analysis.!
Spelling!and!Grammar!
The!student!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!presentation!and!the!written!component!of!the!task!with!no!errors.!
The!student!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!presentation!and!the!written!component!of!the!task!with!few!errors.!
The!student!mostly!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!presentation!and!the!written!component!of!the!task!with!a!number!of!errors.!
The!student!sometimes!handles!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!presentation!and!the!written!component!of!the!task!with!errors.!
The!student!fails!to!handle!conventional!spelling!and!grammar!and!use!of!musical!terms!through!the!presentation!and!the!written!component!of!the!task!with!a!multiple!errors.!
Standard!Awarded:!!!!!!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
63! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Teacher!Comments:!!!!!!!!!!!Teacher!Signature:!!!!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
64! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Sample'Course'Outline'for'Students'Year'10'Music'
!
!
!
Unit:'Australian'Music'Length! 10!weeks/!1!term!
Content!Description!
This!unit!will!allow!you!to!explore!some!of!
Australia’s!musical!heritage!and!the!ways!in!
which!they!contributed!to!the!building!of!a!
nation.!In!particular!you!will!understand!that!
Aboriginal!and!Torres!Strait!Islander!arts!
works!are!expressions!of!knowledge,!complex!
relationships!and!diverse!perspectives.!You!
will!use!protocols,!such!as!correct!
terminology,!relating!to!Aboriginal!and!
Torres!Strait!Islander!arts!works.!
!
At!the!conclusion!of!this!unit!you!will!be!able!
to!accurately!depict!the!meaning!of!
Indigenous!musical!heritage!and!have!a!clear!
understanding!of!sensitive!issues!such!as!the!
Stolen!Generation,!the!treatment!of!the!
Indigenous!people!in!our!history!and!issues!
surrounding!land!rights.!
Assessment!
Q Composition:!Small!in!class!homework!tasks!in!addition!to!a!major!composition.!
Q Performance:!Continuous!in!class!performance!tasks!in!addition!to!
performing!a!major!Australian!work.!
Q Analysis:!Writing!about!music.!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
65! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Sample'Student'Handouts'
List'of'Australian'Composers'The!following!is!a!small!example!of!the!Australian!Composers!that!you!might!pick!from!for!your!performance.!
Prior!to!working!on!a!piece!for!your!contribution!to!the!recital!you!will!need!to!verify!your!choice!with!your!teacher.!
You!may!pick!pieces!that!are!not!found!on!these!lists.!
!
String'Family'!
Solo'Instrument' Title' Composer' Instrumentation' Difficulty' Duration'
Violin' Aria! Colin!Brumby! Violin!with!piano! AMEB!3/4! 3!mins!
Violin' After!dinner!rag! Elena!KatsSChernin! Violin!with!piano! AMEB!5/6! 6!mins!
Violin' Aubade! Colin!Brumby! Violin!with!piano! AMEB!5/6! 9!mins!
Violin' Autumn!song! Katy!Abbott! Violin!with!piano! AMEB!5/6! 4!mins!
Violin' Angus!dei!(after!the!fire)! Paul!Stanhope! Violin!with!piano! AMEB!7/8! 11!mins!
Viola' Jennifer’s!song! Houston!Dunleavy! Viola!with!piano! AMEB!3/4! 3!mins!
Viola' Abendlied! Colin!Brumby! Viola!with!piano! AMEB!5/6! 3!mins!
Viola' Arch! Robert!Davidson! Trios:!3!Violas! AMEB!5/6! 7!mins!
Viola' Caritas! Gordon!Kerry! Viola!with!piano! AMEB!5/6! 7!mins!
Viola' Attack! Andrew!Schultz! Solo!Viola! AMEB!7/8! 5!mins!
Cello' Cello!lullaby! Tomasz!Spiewak! Cello!with!piano! AMEB!3/4! 3!mins!
Cello' Adieux! Miloslav!Penicka! Cello!with!piano! AMEB!5/6! 5!mins!
Cello' Allegro!and!sarabande!de!concert! Phillip!Wilcher! Cello!with!piano! AMEB!5/6! 6!mins!
Cello' Journey!to!the!east! Sarah!Hopkins! Solo!Cello! AMEB!5/6! 5!mins!
Cello' Binna!Burra!dreaming! Margaret!Brandman! Cello!with!piano! AMEB!7/8! 7!mins!
Double'Bass' Four!bass!pieces! Clace!Schwabe! Double!Bass!with!piano! AMEB!3/4! 3!mins!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
66! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Double'Bass' As!if!in!a!dream! Mark!Pollard! Solo!Double!Bass! AMEB!5/6! 4!mins!
Double'Bass' Autumn!song! Katy!Abbott! Double!Bass!with!piano! AMEB!5/6! 4!mins!
Double'Bass' Etude! David!Slater! Double!Bass!with!piano! AMEB!5/6! 5!mins!
Double'Bass' Elegies!for!Merilee! Douglas!Knehans! Double!Bass!with!preS
recorded!sound!
AMEB!7/8! 6!mins!
Guitar' Afterthoughts! Richard!Charlton! Solo!Guitar! AMEB!3/4! 8!mins!
Guitar' Afterthoughts!2! Richard!Charlton! Solo!Guitar! AMEB!5/6! 12!mins!
Guitar' The!black!cockatoo!(flying!alone)! Richard!Charlton! Solo!Guitar! AMEB!5/6! 3!mins!
Guitar' Akkord!II! Brendan!Colbert! Solo!Guitar! AMEB!5/6! 5!mins!
Guitar' Aislean!an!Oigfear! Mark!Viggiani! Solo!Guitar! AMEB!7/8! 5!mins!
!
!
Woodwind'Family'!
Solo'Instrument' Title' Composer' Instrumentation' Difficulty' Duration'Flute' A!little!French!Suite! Brenton!Broadstock! Flute!with!piano! AMEB!3/4! 4!mins!
Flute' After!the!tears! Philip!Wilcher! Flute!with!piano! AMEB!5/6! 5!mins!
Flute' Ann!and!Del! Ann!CarrSBoyd! Flute!with!piano! AMEB!5/6! 5!mins!
Flute' Ann!and!Del!in!Oz! Ann!CarrSBoyd! Flue!with!piano! AMEB!5/6! 5!mins!
Flute' Agite!I! Brendan!Colbert! Solo!Flute! AMEB!7/8! 3!mins!
Oboe' Gnomes!on!holiday! Carolyn!Morris! Oboe!with!piano! AMEB!3/4! 10!mins!
Oboe' 1791! Phillip!Wilcher! Oboe!with!string!
orchestra!
AMEB!5/6! 7!mins!
Oboe' Ballad!of!the!Singleman’s!Hut!(at!
Bundanon)!
Linda!Kouvaras! Oboe!with!piano! AMEB!5/6! 4!mins!
Oboe' The!autumn!cannon!ball! Lachlan!Davidson! Solo!Oboe! AMEB!5/6! 3!mins!
Oboe' Australian!bush!calls! Rosalind!Carlson! Oboe!with!piano! AMEB!7/8! 5!mins!
Clarinet' Blues!train! Martin!Kay! Clarinet!with!piano! AMEB!3/4! 8!mins!
Clarinet' Almost!eight! Tomasz!Spiewak! Clarinet!with!piano! AMEB!5/6! 4!mins!
Clarinet' Blues!at!eleven! Stephen!Benfall! Clarinet!with!piano! AMEB!5/6! 3!mins!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
67! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Clarinet' Blue!tongue! Barry!Cockcroft! Solo!Clarinet! AMEB!5/6! 4!mins!
Clarinet' Altophonics,!op.!260! Eric!Gross! Clarinet!with!piano! AMEB!7/8! 5!mins!
Saxophone' Reflections! Barry!Cockcroft! Saxophone!with!piano! AMEB!3/4! 3!mins!
Saxophone' Anthem! Russell!Gilmour! Saxophone!with!piano! AMEB!5/6! 5!mins!
Saxophone' Australian!bush!calls! Rosalind!Carlson! Saxophone!with!piano! AMEB!5/6! 5!mins!
Saxophone' Almost!eight! Tomasz!Spiewak! Saxophone!with!piano! AMEB!5/6! 4!mins!
Saxophone' Air!traffic!control! Matthew!Orlovich! Solo!Saxophone! AMEB!7/8! 5!mins!
Bassoon' Blues!train! Martin!Kay! Bassoon!with!piano! AMEB!3/4! 8!mins!
Bassoon' The!autumn!cannon!ball! Lachlan!Davidson! Solo!Bassoon! AMEB!5/6! 3!mins!
Bassoon' From!the!diary!of!Igor!Prostakovich! Fred!Hill! Solo!Bassoon! AMEB!5/6! 8!mins!
Bassoon' Green!leaf!prelude! Elena!KatsSChernin! Bassoon!with!piano! AMEB!5/6! 3!mins!
Bassoon' Capriccio! Colin!Brumby! Solo!Bassoon! AMEB!7/8! 4!mins!
!
!
Brass'Family'!
Solo'Instrument' Title' Composer' Instrumentation' Difficulty' Duration'Trumpet' Dance!song! Alan!Holley! Trumpet!with!piano! AMEB!3/4! 3!mins!
Trumpet' At!the!going!down!of!the!sun! Brenton!Broadstock! Trumpet!with!organ! AMEB!5/6! 7!mins!
Trumpet' A!bluesy!kind!of!thing! Fred!Hill! Trumpet!with!piano! AMEB!5/6! 4!mins!
Trumpet' Blue!triangle! Alan!Holley! Solo!Trumpet! AMEB!5/6! 6!mins!
Trumpet' Evening!flight! Stuart!Greenbaum! Trumpet!with!piano! AMEB!7/8! 5!mins!
Trombone' A!Stroll!in!the!mist,!op.!34! Sven!Libaek! Trombone!with!piano! AMEB!3/4! 4!mins!
Trombone' Echoes!of!another!page! Katy!Abbott! Trombone!with!piano! AMEB!5/6! 4!mins!
Trombone' Kanimbla!moon! Amanda!Handel! Trombone!with!piano! AMEB!5/6! 5!mins!
Trombone' A!matter!of!honour! Andrew!Batterham! Trombone!with!piano! AMEB!5/6! 7!mins!
Trombone' Aria! Gordon!Kerry! Solo!Trombone! AMEB!7/8! 4!mins!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
68! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Percussion'!
Solo'Instrument' Title' Composer' Instrumentation' Difficulty' Duration'Marimba' Three!Sundays! Tim!Davies! Marimba!with!piano! AMEB!3/4! 8!mins!
Marimba' Accidental!flight! Sadie!Harrison! Solo!Marimba! AMEB!5/6! 8!mins!
Marimba' Dance!sketches! Tomasz!Spiewak! Solo!Marimba! AMEB!5/6! 5!mins!
Marimba' Marimbarmibalia! Russell!Gilmour! Solo!Marimba! AMEB!5/6! 7!mins!
Marimba' Di!primavera! Maria!Grenfell! Duos:!Marimba,!guitar! AMEB!7/8! 9!mins!
Drum' Battuosi! Stephen!Cronin! Solo!Drum! AMEB!5/6! 7!mins!
Drum' Zapatos!de!tacon! Amanda!Handel! Sextets:!3!saxophones,!
drum,!percussion,!guitar,!
double!bass!
AMEB!5/6! 4!mins!
Timpani' Music!for!shared!timpani! David!Young! 8!Timpani! AMEB!5/6! 6!mins!
Timpani' Concert!pieces!for!timpani! Paul!Sarcich! Timpani!with!piano! AMEB!5/6! 7!mins!
Glockenspiel' Exposiciones! Andrian!Pertout! Glockenspiel!with!preS
recorded!sound!
AMEB!7/8! 7!mins!
!
!
Piano'!
Solo'Instrument' Title' Composer' Instrumentation' Difficulty' Duration'Piano' Australian!piano!pieces! Rosalind!Carlson! Solo!Piano! AMEB!3/4! 3!mins!
Piano' Amerdoux! Mike!Nock! Solo!Piano! AMEB!5/6! 4!mins!
Piano' Afternoon!light! Robert!Allworth! Solo!Piano! AMEB!5/6! 5!mins!
Piano' Akkord!I! Brendan!Colbert! Solo!Piano! AMEB!5/6! 4!mins!
Piano' Woman’s!song!1! Betty!Beath! Solo!Piano! AMEB!7/8! 4!mins!
!
!
!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(!
69! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Voice'!
Solo'Instrument' Title' Composer' Instrumentation' Difficulty' Duration'Soprano' Love!me!sweet! Elizabeth!Barrett!
Browning,!Carl!Vine!
Soprano!with!piano! AMEB!3/4! 4!mins!
Soprano' Albatross! John!Spence! Soprano!with!piano! AMEB!5/6! 4!mins!
Soprano' And!now! Catherine!Strickland,!
Andrew!Ford!
Soprano!with!piano! AMEB!5/6! 3!mins!
Soprano' The!doll!song! Fred!Hill,!Charles!
Kingsley!
Soprano!with!piano! AMEB!5/6! 5!mins!
Soprano' BellSbirds! William!Holland,!
Henry!Kendall!
Soprano!with!piano! AMEB!7/8! 4!mins!
Mezzo'I'Soprano' A!clearScut!ballad! Jenny!Dawson,!Colin!
Brumby!
MezzoSSoprano!with!
piano!
AMEB!3/4! 3!mins!
Mezzo'I'Soprano' Ancient!person! John!Wilmot,!Paul!
Sarcich!
MezzoSSoprano!with!
piano!
AMEB!5/6! 3!mins!
Mezzo'I'Soprano' The!hawk! Ruth!Lee!Martin! MezzoSSoprano!with!
piano!
AMEB!5/6! 4!mins!
Mezzo'I'Soprano' He!wishes!for!the!cloths!of!heaven! Gordon!Kerry,!
William!Butler!Yeats!
MezzoSSoprano!with!
piano!
AMEB!5/6! 3!mins!
Mezzo'I'Soprano' Carmina!Gadelica! Ruth!Lee!Martin! Quartets:!2!sopranos,!2!
mezzoSsopranos!
AMEB!7/8! 15!mins!
Alto' A!clearScut!ballad! Jenny!Dawson,!Colin!
Brumby!
Alto!with!piano! AMEB!3/4! 3!mins!
Alto' Trenchant!troubadour! Colin!Brumby! Alto!with!piano! AMEB!5/6! 20!mins!
Alto' Three!tree!songs! Dulcie!Holland,!
Andrew!Lansdown!
Alto!with!piano! AMEB!5/6! 7!mins!
Alto' Blue!murder! Amanda!Handel! Alto!with!piano! AMEB!5/6! 7!mins!
Alto' Black!swan!of!trespass! Andrian!Pertout! Solo!Alto!Voice! AMEB!7/8! 5!mins!
Tenor' ! ! ! AMEB!3/4! !
Tenor' Beauty!herself!is!black! Richard!Peter! Tenor!with!piano! AMEB!5/6! 6!mins!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
70! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Maddox!
Tenor' Bredon!Hill! Geoffrey!Allen! Tenor!with!piano! AMEB!5/6! 5!mins!
Tenor' ! ! ! AMEB!5/6! !
Tenor' Dancing!with!smoke! Thomas!Shapcott,!
Craig!Raine,!Anne!
Ridler,!Andrew!Ford,!
Martin!Turner,!
Chistopher!Reid!
Tenor!with!harp! AMEB!7/8! 10!mins!
Bass' A!clearScut!ballad! Jenny!Dawson,!Colin!
Brumby!
Bass!with!piano! AMEB!3/4! 3!mins!
Bass' Marty!the!masked!owl! Lindsay!Aked,!
Patrick!Thomas!
Bass!with!piano! AMEB!5/6! 3!mins!
Bass' Like!snow! Nicholas!Routley! Bass!with!piano! AMEB!5/6! 8!mins!
Bass' Krishna’s!embassy! Nicholas!Routley! Bass!with!piano! AMEB!5/6! 5!mins!
Bass' Dream!pedlary! Robert!Louis!
Stevenson,!Arthur!
O’Shaughnessy!
Bass!with!string!quartet! AMEB!7/8! 12!mins!
!
Popular'Australian'Music'!
Genre' Artists/'Band' Era'Rock' ACDC! 1970s/1980s/1990s!
Folk'Rock/'Pop' Angus!and!Julia!Stone! 2010s!
Indigenous'Artists' Archie!Roach! 1980s/1990s!
Indigenous'Artists' Christine!Anu! 1980s/1990s/2000s/2010s!
Rock' Cold!Chisel! 1980s!
Pop' Crowded!House! 1980s/1990s/2000s!
Pop' Delta!Goodrem! 2000s/2010s!
Pop' Deni!Hines! 1990s/2000s!
Pop' Emma!Dean! 2000s/2010s!
Rock' Eskimo!Joe! 1990s/2000s!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
71! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Pop' Evermore! 2000s!
Pop' INXS! 1980s/1990s/2000s/2010s!
Indigenous'Artists' Jessica!Mauboy! 2000s/2010s!
Rock' Jet! 2000s!
Folk' John!Butler!Trio! 2000s/2010s!
Pop' John!Farnham! 1980s/1990s/2000s!
Folk'Rock/'Pop' Josh!Pyke! 2000s/2010s!
Alternative' Kate!MillerSHeidke! 2000s/!2010s!
Pop' Katie!Noonan! 2000s/2010s!
Pop' Kylie!Mynogue! 1980s/1990s/2000s/2010s!
Folk'Rock' Lisa!Mitchell! 2000s/2010s!
Pop' Mental!As!Anything! 1980s/1990s/2000s!
Rock' Midnight!Oil! 1980s!
Pop' Missy!Higgins! 2000s/2010s!
Folk' Pete!Murray! 2000s/2010s!
Pop' Powderfinger! 2000s!
Pop' Skyhooks! 1980s!
Rock/'Pop' The!Living!End! 1990s/2000s/2010s!
Folk' Thirsty!Merc! 2000s/2010s!
Indigenous'Artists' Warumpi!Band! 1980s/1990s!
Pop' Washington! 2000s/2010s!
Indigenous'Artists' Yothi!Yindi! 1980s!
!
Classroom(Music( ( ( ( ((((UNIT:(Australian(Music(
72! Amanda!Holley!2012!(Indigenous!Perspectives!–!Griffith!University)!
Other'Australian'Composers'
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!
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Most'Commonly'Written'for'Genre' Composers'Name'Band' Ralph!Hultgren!
Band' David!Jones!
Brass' Percy!Code!
Choral' Joseph!Twist!
Choral' Timothy!Sherlock!
Choral' Faye!White!
Choral' Colin!Brumby!
Choral' Stephen!Leek!
Orchestral' Nigel!Westlake!
Various' Percy!Grainger!