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CURRICULUM GRID

Chapter 4: Folk protest music

Student book Workbook NelsonNet resources

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Explore the elements of music, apply aural skills and experiment with texture and timbre using a range of sound sources

The musical elements of folk protest music, p. 47

The musical elements of folk protest music, pp. 40–42Chord charts, pp. 44–45

Develop musical ideas by improvising, combining and manipulating the elements of music when composing and performing

The musical elements of folk protest music, pp. 40–42Playing the acoustic guitar, pp. 42–43Creating a folk protest song, pp. 43–44Chord charts, pp. 44–45

Practise & rehearse a variety of music, including Australian music by Aboriginal and Torres Strait Islanders artists to develop technical and expressive skills

Playing the acoustic guitar, pp. 42–43Creating a folk protest song, pp. 43–44Chord charts, pp. 44–45

Structure compositions by combining and manipulating the elements of music, and recording ideas using notation

Playing the acoustic guitar, pp. 42–43Creating a folk protest song, pp. 43–44Chord charts, pp. 44–45

Perform and present a range of music, using techniques and expression appropriate to style

Playing the acoustic guitar, pp. 42–43Creating a folk protest song, pp. 43–44Chord charts, pp. 44–45

Analyse composer’s use of the elements of music and stylistic features when listening to an interpreting music

‘Blowin’ in the Wind’, pp. 45–46‘Scarborough Fair/ Canticle’, pp. 47–48‘American Pie’, pp. 49–51‘I Was Only Nineteen’, pp. 51–53‘Bridal Train’, pp. 53–54

‘Blowin’ in the Wind’, pp. 39–41Interpreting lyrics, pp. 45–46Comparative listening – folk protest music, p. 47‘Bridal Train’, pp. 47–48

Identify and connect specific features of music from contemporary and past times to explore viewpoints

The musical elements of folk protest music, p. 47

The musical elements of folk protest music, pp. 40–42

Rock Book self test – chapters 3 & 4

Cengage Learning Australia Pty Ltd 2014 www.nelsonnet.com.au

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Student book Workbook NelsonNet resources

Creating a folk protest song, pp. 43–44

Cros

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Aboriginal and Torres Strait Islanders histories and cultures

Gene

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Literacy Complete chapter pp. 43–56

Interpreting lyrics, pp. 45–46Folk protest revision, pp. 49–50Research projects in folk protest music, pp. 50–51

Rock Book self test – chapters 3 & 4

Critical and creative thinking Discussion topics in folk protest, p. 56

Interpreting lyrics, pp. 45–46Comparative listening – folk protest music, p. 47Folk protest revision, pp. 49–50Research projects in folk protest music, pp. 50–51

Numeracy The musical elements of folk protest music, p. 47

Playing the acoustic guitar, pp. 42–43Creating a folk protest song, pp. 43–44Chord charts, pp. 44–45

ICT competence Research projects in folk protest music, pp. 50–51

Intercultural understanding Background & history of folk protest music, pp. 43–44Star Spot – Bob Dylan, pp. 44–45Folk rock, p. 49Australian folk music, p. 51Australian songwriters, p. 53Psychedelic rock, p. 54Woodstock, p. 55Early Australian festivals, p. 55

Interpreting lyrics, pp. 45–46Comparative listening – folk protest music, p. 47Research projects in folk protest music, pp. 50–51

Rock Book self test – chapters 3 & 4

Personal and social competence Discussion topics in folk protest, p. 56

Playing the acoustic guitar, pp. 42–43Creating a folk protest song, pp. 43–44Chord charts, pp. 44–45

Ethical behaviour Discussion topics in folk protest, p. 56

Research projects in folk protest music, pp. 50–51

Cengage Learning Australia Pty Ltd 2014 www.nelsonnet.com.au