Unit Plan - Styles

8/7/2019 Unit Plan - Styles

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Unit Plan: Area of Study 3: Creative Responses --- Lesson Plans ---

Unit Plan

Unit 1: Music Style and CompositionVCE 2011

Area of Study 3: Creative Responses

By Jon Crompton


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Unit Plan: Area of Study 3: Creative Responses --- Unit Overview ---

Unit Overview

Aim (Rationale):

This Unit is designed to encourage learners to develop a more thorough, researched and considered

approach to composition. Learners will be required to enquire into varied forms of and approaches to

composition, to expand their pallet of compositional devices and to harness the power of technology to

further develop their ideas.

As this is a VCE Music Style and Composition Unit, it is assumed that all learners have an idea of

some compositional devices and are now encouraged to search for inspiration and develop

understanding beyond a superficial level. The area of the prescribed curriculum covered, as detailed

below, is Area of Study 3: Creative Responses. Keywords/key phrases are highlighted in bold.

AREA OF STUDY 3

Creative responses

In this area of study, students make creative responses to music by composing and/or

arranging a folio of short creative exercises. Students complete two brief

creative responses that each focus on a different element of music and/or

compositional device. For example, creative responses focusing on melody might

involve varying or arranging an existing melody. Alternatively, a response could

use a standard chord progression as a starting point for creating a new melody.

Students may use improvisation as part of the composition or arrangement

process.

Students investigateways othermusic creators, for example composers/creators of

works they are studying in Outcome 1 or 2, have used elements of music and

compositional devices. By using these creators approaches as a starting point,

studentsfind potential directions and solutions for their own work. They

become aware of technical factors such as idiomatic writing for instruments

and/or sound balance considerations involved in the composing and/or arranging

process. They also develop appropriate methods of recording and preserving

their music. Studentsreflect on creative processesthey have used by

documenting the use of elements of music and compositional devices in their

creative responses.

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Outcome 3

On completion of this unit the student should be able to compose and/or arrange music

exercises and describe creative process/es used.

To achieve this outcome the student will draw on key knowledge and key skills

outlined in Area of Study 3.

Key knowledge

This knowledge includes:

ways other music creators use elements of music and compositional devices

technical/practical factors involved in composing and/or arranging, for example

the range of specific instruments, a performers vocal style and/or

performance conventions associated with a specific style such as soloing,

accompaniment, comping and fills in a jazz trio performance

ways of recording and preserving music such as using music technology to

develop and refine ideas or the processes used to prepare a score and/or parts

for use by performers.

Key skills

These skills include the ability to:

compose and/or arrange creative responses based on specific ways of using

elements of music and compositional devices

document use of elements of music and compositional devices in creativeresponses

reflect on how works studied have influenced creative response/s

use an appropriate method to record and preserve the music.

Outcomes:

Upon completion of this unit, learners will have completed an in-depth, online composition journal,

which includes visual, audio and written information, reflections and insights. Specifically, this folio

should include four to eight responses based on aural analysis of excerpts of music from a range of

styles and/or traditions, including a non-western style of tradition. Additionally, it should feature at

least two but ideally several creative responses and accompanying documentation (resources,

inspiration, etc.) The purpose of the journal is to detail a development of understanding of style and an

increase in knowledge of compositional elements and stylistic traditions.

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Additionally, learners will have performed a composition of their choice, further demonstrating their

abilities, aptitudes and sensibilities as a composer.

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Unit Plan: Area of Study 3: Creative Responses --- Lesson Overview ---

Lesson Overview:

There are a range of topics in this unit, primarily aimed at increasing the learners' abilities and aptitudes

as a composer, and exposing them to several compositional devices and musical elements, through

strengthening their skills of inquiry, self-motivation and use of ICT.

There is a course of lessons titled Learning from other composers which specifically targets the key

knowledge and skills outlined for this unit. However, these lessons, involving the processes of

reflection and critique, as well as relying on use of technology as a requirement of this unit, naturally

give rise to other areas of knowledge needing to be covered. As a result, there are several other lesson

topics planned which deal with these other knowledge and skill areas, such as ICT, Personal Learning,

and an extended look at the motivations and inspirations of the composer.

For suggestions on where to place these subjects and topics, please refer to the Sample Timetable.

Learning from other composers 1 Repetition

Learning from other composers 2 Form

Learning from other composers 3 Tonality

Learning from other composers 4 Silence

Learning from other composers 5 Improvisation

Learning from other composers 6 LyricsLearning from other composers 7 Alternate Instruments

Why Compose?

Last minute adjustments: hearing your own compositions

Alternate notation: Graphical notation

Good Composers dont borrow, they steal!

"Form Example" - Looking at the influences on my own composition "Hope" from The Bad Plus's

"Forces"

A closer look at tonality

Tips on being a self-guided learner

What influences character in a composition?

Vocals, but not lyrics?

What motivates and inspires us?

Great places to find inspiration, and how to find your own places

How to combat writers block

Left Brain vs Right Brain

Intro to Wiki-Journal How to wiki

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Unit Plan: Area of Study 3: Creative Responses --- Lesson Overview ---

"Why Wiki?

How to wiki Part 2

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Unit Plan: Area of Study 3: Creative Responses --- Lesson Timetable ---

Lesson Timetable:

Week 1

Lesson # Activity description Homework

1 Outline Assessment Task 2: Composition Wiki-Journal

Briefly outline the composition journal as a means of reflection and experimentation to hone one's voice and

style as a composer

Why Compose?

Ask students why they compose. What motivates them? Who are composers? The point of this little Q&A is to

get them to realise that they are all composers (or have the potential to be), and that in the real world composers

are people who write music, not these mystic "classical" figures.


Again, asking the students opinions on what motivates them to compose. Is it visual stimuli, is it emotion? Talk

about the germ of a composition, what does it start with? Students are to form pairs and discuss ways that they

are inspired.

Intro to Wiki-Journal How to wiki Why Wiki?

Outline the purposes of the wiki site. To share and collaborate. It is online because it is to contain a variety of

1. Students are required to research

one composer from any genre, style

or period and explain a little of their

life story to make them HUMAN, not

a mystical figure.

2. Students are to find a piece of

music that has inspiration behind it,

and describe the effects of that

inspiration on the piece. Perhaps it is

written in liner notes, or a review or a

biography of the composer's life at

the time.

3. Both of the above are to be put on

the wiki.

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media, stimuli and resources.

Outline how to use the site. Students can jump on the computers in pairs and have a go along with the teacher

on the smartboard

2 (double) Outline Assessment Task 1: Wiki-Journal Presentation

Brief outline of the students first assessment, the presentation of their journals.

How to wiki cont.

Recap of wiki if needed.


-Philip Glass

- Squarepusher

Students to listen to examples played and then contribute to class discussion on composition element. Using

either their instruments or Sibelius, they are to compose a small piece using that characteristic.

Good Composers dont borrow, they steal!

A detailed look at some of the more obvious inspirations behind my own compositions and others.- Holst Mars: Death Star explode, Gladiator battle

- Stravinsky Rite of Spring in Tatooine in Star Wars

- (Tord Guststavsen), in my own tune Loneliness (Reid Anderson, Adagio for Strings, Babel) in

Development of a Theme By Reid Anderson

1. Cont. wiki-journal

focus on lesson.

2. Learners must include an image

(thumbnail as link) and a YouTube

video in at least 2 wiki-entries.

3. Have a go at stealing!!

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Begin Composition Wiki-Journals in earnest

Students are to take notes on their compositions and the lesson in their journals.

3 What influences character in a composition?

Class discussion on the influences of character in a composition.

Students to throw out key words for character i.e. angry, then to forms pairs and are randomly assigned a

character, which they have to come with a way of expressing musically together. They report back to the

group.


In pairs, the students use the internet to research into becoming a better self-guided learner. ie. time

management, study tips, discipline. They then report back to the class.


- Radiohead

"Form Example" - Looking at the influences on my own composition "Hope" from The Bad Plus's "Forces"

Students to listen to examples played and then contribute to class discussion on composition element. Usingeither their instruments or Sibelius, they are to compose a small piece using that characteristic.

Cont. wiki-journal

focus on lesson.

4 Learning from other composers 3 Tonality

- Bill Frisell Richter 858

As above

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- Dave Brubeck- Over the Rainbow


either their instruments or Sibelius, they are to compose a small piece using that characteristic.


Explanation of several basic harmonic devices, chord extensions, common voicings and dissonances

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Week 2

Lesson # Activity Description Homework

5 (double) Great places to find inspiration, and how to find your own places

Class discussion on what places trigger inspiration. Does a particular place apply to a particular style/emotion?

Learning from other composers 4 Silence

- John Cage- 4:33

- Tord Gustavsen Colours of Mercy

- The Bad Plus Prehensile Dream

Students to listen to examples played and then contribute to class discussion on composition element. Using either their

instruments or Sibelius, they are to compose a small piece using that characteristic.

Composition Development Period

Students are to develop their compositions, either using Sibelius for notation, time on their instruments, or time spent

researching and listening on the computers.

Cont. wiki-journal

focus on lesson

6 Introduce Assessment 3 Composition Performance

Students are informed that their composition is to be performed at the end of the unit, as a final assessment

Function ofthis composition: to be performed

N/A

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Not all music is produced to be performed live. Digital mediums provide the opportunity for greater exploration to be made in

the studio. Students are to discuss the differences between a piece written to be performed live and a piece

honed/mastered/tweaked/refined in post production. Advantages/disadvantages to each.




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(same day as 6)

Learning from other composers 5 Improvisation

- Miles Davis



Live performance featuring improvisation:

Teacher performs graphically notated piece: Saxophone: Paradigms Ronald L. Caravan

Alternate notation: Graphical notation

Students to listen to examples played and then contribute to class discussion on composition element. Using a computer

drawing program, they are to compose a piece using graphical notation.

Cont. wiki-journal

focus on lesson and

composition

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8 Learning from other composers 6 Lyrics

- Bob Dylan

- Thom Yorke

- The Cat Empire



Vocals, but not lyrics?

-"Das Buch" Peteris Vasks



REMIND students Presentations Week 3, Wednesday double

As above

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Week 3


9 Learning from other composers 7 Alternate Instruments

- Ready-found objects as percussion

- Cornelius Toner


instruments readily found in the room, they are to perform an improvisation with a sense of form.

Cont. wiki-journal

focus on lesson and

composition

10 (double) ---Class Presentations---

11 How to combat writers block

Brief recap into what inspires us, why we compose. Keeping a journal to help stimulate creativity. "The Artists Way"

resource. Students to conduct research into some other methods to break writers block, and report back to class (maybe

in a song?)

Left Brain vs Right Brain

Quick teacher-to-student presentation on left brain vs right brain. Doing left-brain activities (i.e. driving, washingdishes, painting a fence) for some reason frees creativity in some individuals.



As above

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12 Composit ion Development and Rehearsal Period



As above including

rehearsal reflections

if appropriate

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Week 4


13 (double) Last minute adjustments: hearing your own compositions

Some teacher tips on how to listen to your own composition objectively. Also, ask feedback from the

performers. Do they like their part?

Composition Development and Rehearsal Period

Students are to develop their compositions, either using Sibelius for notation, time on their instruments, or

time spent researching and listening on the computers.

Cont. wiki-journal

focus on lesson and

composition,

including rehearsal reflections if

appropriate

14 ---Class Performances--- N/A

15

(same day as 14)

---Class Performances--- N/A

16 ---Class Performances---

---Due date for Composition Wiki-Journal---

N/A

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Unit Plan: Area of Study 3: Creative Responses --- Assessment Overview ---

Assessment Overview:

There are three assessments for this unit. One is an online wiki-journal detailing the development of

two compositions designed for performance, another is a performance of a particular composition. Both

are due at the completion of the unit. The third assessment is a class presentation detailing progress of

the wiki-journal (and compositions), approximately half way through the unit. Chronologically:

Assessment 1 - Class Presentation

Assessment 2 - Composition Wiki-Journal Submission

Assessment 3 - Composition Performance

Please note: There are three corresponding rubrics at the conclusion of the assessment overview.

Assessment 1:

Class Presentation: 20%

The purpose of this presentation is to ensure that the learner is making progress with both their

folio containing several smaller compositional exercises, reflections and research and with

their compositions for performance. The student is not assessed on the quality of their

compositions at this stage, but rather the extent of his/her research, inclusion of visual, aural

and written stimuli to the wiki, and the depth of the reflection. Additionally, students are

assessed on their ability to present, and to listen to each others presentations.

The presenter is required to display a portion of their wiki on the smart-board, and demonstrate

an inclusion of several different media formats (i.e. video, audio, visual) in their wiki-journal.

This assessment ensures students are progressingsatisfactorily in the following key criteria:

Key knowledge

ways other music creators use elements of music and

compositional devices

technical/practical factors involved in composing

and/or arranging, for example the range of specific

instruments, a performers vocal style and/or

performance conventions associated with a specific

style such as soloing, accompaniment, comping and

fills in a jazz trio performance

ways of recording and preserving music such as using music

technology to develop and refine ideas or the processes used to

prepare a score and/or parts for use by performers.

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Unit Plan: Area of Study 3: Creative Responses --- Assessment Overview ---

Key skills:

compose and/or arrange creative responses based on

specific ways of using elements of music and compositional

devices

document use of elements of music and compositional

devices in creative responses

reflect on how works studied have influenced creative

response/s

Assessment 2:

Composition Wiki-Journal: 40%

This assessment aims to encourage the learner to actively seek inspiration, conduct research into

new compositional devices and knowledge, and familiarize themselves with the multitude of

online information and communication resources. Learners are judged on process rather than

product; They are encouraged to be as thorough and detailed and possible in their record

keeping, research and reflection as well as include as much varied ICT content as possible.

The journals mustcontain four to eight compositional exercises as creative

responses/experiments to topics covered in lessons, as well as detailing a development and

completion of two major works for performance.

This assessment requires students to demonstrate all key knowledge and key skills for Area of

Study 3.

Assessment 3:

Composition Performance: 40%

The aim of this assessment is for the student to demonstrate their ability as a composer and

performer, in a practical context rather than theoretical. Their composition must reflect a

researched knowledge of the elements of music, and a developed ability to harness and control

these elements to produce the desired effect. Though this assessment is based on product,

performance errors will not necessarily affect the outcome unless they inhibit the overall effect

of the composition.

This assessment requires students to demonstrate all key knowledge and key skills for Area of

Study 3.

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Unit Plan: Area of Study 3: Creative Responses --- Assessment Rubrics ---

Assessment 1 Class Presentation

Criterion 5/5 4/5 3/5 2/5 1/5 Mark/5

Research/

Inspiration

Large variety of different sources of

inspiration found and referenced.Sources are clearly used to develop

compositional idea

Reasonable variety of

different sources ofinspiration included

Sources are used to

develop compositional

idea

Some sources of

inspiration includedSources are at times

used to develop

compositional idea

Few sources of

inspiration includedSources are rarely

used to develop

compositional idea

Inspiration is

barely includedand is not relevant

to composition

/5

Wiki/ICT Very successful attempts atintegrating many forms of ICT into

wiki, All three of the following:

video, audio and visual resources.

Incorporated ICT is highly relevant

to journal and development ofcomposition

Reasonable success at

integrating some forms

of ICT into wiki. Only

two of the following:

video, audio or visual

resourcesIncorporated ICT is

relevant to journal anddevelopment of

composition

Limited success at

integrating some forms

of ICT into wiki. Only

one of the following:

video, audio or visual

resourcesIncorporated ICT is

somewhat relevant tojournal and

development of

composition

One form of ICT is

incorporated with

little relevance to

journal.

One form of ICT

is incorporated

without relevance

to journal.

/5

Development

of

compositional

idea

Journal clearly shows a thoroughand detailed reflection, based on

class topics, self-directed research

and inspiration.

There is a clear development of the

composition and composer.

Journal shows areasonably thorough and

detailed reflection,

based on some class

topics, some self-

directed research and

inspiration.

There is a development

of the composition andcomposer.

Journal shows areflection, based on

some class topics,

some self-directed

research and

inspiration.


of the composition and

composer to a smallextent.

Journal shows areflection, based on

either class topics,

self-directed research

or inspiration.

There is a limited

development of the

composition or

composer

Journal barely

shows a

reflection.

There is a limited

or development of

the composition orcomposer

/5

Presentation

(Speaking &Listening)

Presentation is clear, logical and

very engaging.

Student is able to capture and

maintain attention through effectiveuse of voice and multimedia aids.

Presentation is usually

clear, mostly logical and

engaging.

Student is able tocapture attention, butnot maintain it.

Multimedia aids thepresentation at times.

Presentation is clear

and somewhat

engaging.

Student is able tocapture attention, butnot maintain it.

Multimedia is not used.

Presentation is a little

unclear.

Student struggles to

effectively captureaudience attention.Multimedia is not

used.

Presentation is

unclear.

Student does not

effectively captureattention.

/5

Feedback /20


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Assessment 2: Submission of Composition Blog

Criterion 5/5 4/5 3/5 2/5 1/5 Mark/5

ICTComponents

Full range of ICT isskillfully commanded to

best advantage to display

ideas, research, resources

and inspiration

Some ICT content isused to highlight ideas,

research and

inspiration

Some ICT is included,but is of little relevance

to composition research,

ideas or resources

Few ICT componentsare included to almost

no effect

Wiki-Journal featuresno ICT content

/5

Reflective Students are highlyreflective on their own

inspiration, struggles and

journey in all entries

Students are reflectiveon their own

inspiration, struggles

and journey in some

entries

Students are reflective ontheir own inspiration,

struggles and journey in

few entries

Students are reflectiveto a small degree

Students are notreflective

/5

Exploratory Students demonstrate ahigh degree of

exploration to find

inspiration and conductindependent research

Students demonstrate a

degree of exploration to

find inspiration and

conduct independentresearch

Students occasionally

demonstrate a degree of

exploration to find

inspiration or conductindependent research

Students rarely

demonstrate a degree

of exploration to find

inspiration

Students do not

demonstrate any

exploration

/5

Appropriate

Language

Students use functionallanguage, correct

grammar and appropriatemusical terminology

Students usually usefunctional language,

correct grammar andappropriate musical

terminology

Students occasionally usefunctional language,


terminology

Students rarely usefunctional language,


terminology

Students do not usefunctional language,

correct grammar orappropriate musical

terminology

/5

Development of

Compositions

There is a clear and

thoroughly researched

development of the

student's two major

compositions

There is a reasonably

clear and well

researched development

of the student's

compositions

There is a researched

development of the

student's compositions


of the student's

compositions to some

degree

There is no

development of the

student's compositions

/10

Regular Entries Student entries are dailyand detailed

Student entries are

frequent and detailed

Student entries are

regular, but not frequent,

and reasonably detailed

Student entries are

intermittent and brief

Student has made a few

brief entries, or none/5

Relevant to

Compositions

Entries, research and

inspiration is made

relevant to compositions

Entries, research and

inspiration are usually

made relevant to

composition

Entries, and inspiration

are made relevant to

composition, but

research is often of atoken nature

Entries contain little

relevance to submitted

composition

Entries contain no

relevance to submitted

composition

/5

Feedback /40

Assessment 3: Composition Performance

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Criterion 5/5 4/5 3/5 2/5 1/5 Mark/5

FormForm and structure of the

piece is clear and greatly

enhances the overall

composition

Form and structure is

reasonably clear and

enhances thecomposition

Form and structure is a

little unclear but

manages to aid theeffect of the

composition

Form and structure are

unclear and detract from

the over all effect of thecomposition

There is no concise form

or structure to the work

(including free form)

/5

Harmony Sound harmonic knowledgeis demonstrated and utilized

with taste and command

Sound harmonic

knowledge isdemonstrated and used

Harmonic knowledge

evident

Some harmonic

knowledge employedunskillfully

No harmonic knowledge

or purpose demonstrated/5

Instrumentation Composition written forspecific instruments with

skill to harness theirparticular timbres and

abilities, whilst still beingvery playable

Composition written forspecific instruments

with some skill, and is

relatively playable

Composition writtenwith certain

instruments in mind,but somewhat difficult

to play

Composition written forno particular

instruments anddemonstrates barely any

instrumental knowledge

Composition written forno specific instruments

and does notdemonstrate any

instrumental knowledge

/5

Character Composition has a definitecharacter, (or several)

expressed to great effectwith a full pallet of musical

devices and elements

Composition has adefinite character,

expressed through useof some musical

devices and elements

Composition has acharacter, expressed

through a few devicesand/or elements

Compositions charactera little unclear, and

expressed through a fewdevices and/or elements

Composition has nocharacter

/5

Techniques A full range ofcompositional techniques,including all those

discussed in class, are usedwith skill and poise

Many compositional

techniques used with

some skill

Several compositional

techniques are used tosome effect

Very few compositional

techniques are used, toalmost no effect

No compositional

techniques are used/5

Creativity The composition is creative,inspired, mature and refined

It is highly original

The composition iscreative and inspired,

but a little unrefinedIt is original in concept

The composition israther creative, but not

very inspired orrefined

It is somewhat originalin concept

The composition is notvery creative, and not

refinedIt is not original

The composition is notcreative, original and

lacks substance

/5

Notation/Score The score is presentedclearly and accurately,

using the full range of

notation conventions

The score is presentedclearly and accurately,

and uses most of the

range of notationalconventions

The score is presentedreasonably clearly and

uses some of the

notational conventions

The score presented isuntidy and unclear, and

uses few of the

notational conventions

No notation or score ispresented

/5

Performance The piece is performedprofessionally, with fulladherence to stage

andaudience etiquette

The piece is performed

well, with someadherence to stage

andaudience etiquette


reasonably well, withsome adherence to

stage etiquette

The performance is a

little rough, with littleadherence to stage

etiquette


badly, there is noadherence to stage

etiquette

/5

Feedback /40

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Lesson Plans:

The four lesson plans are an example of the first four days of the unit. They begin by drawing on

students past experience and knowledge of composition, then continuing on to prompting reflections,

encouraging research and development, and by covering some of the key criteria outlined in the VCE

Outline.


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Lesson Plan - Lesson 1

Aims:

o Students consider the motivations and inspirations of composers of all styles

o Students become acquainted with the wiki-site in order to begin their online

reflections

o Students come to view themselves as composers in their own right in order to gain

confidence towards a successful completion of the unit

o Students have a broad overview of the ideals of the composer, demystified

Outcomes:

Students begin their wiki-journals, commencing reflection, research and

development of their composition idea

Students generate an entry on a particular composer and his/her life,

interpreting influences and inspirations on their own composition

Students generate an entry on a particular piece that is known to have, or can

be argued to have, a particular inspiration, and detail the effects of that

inspiration on the character of the piece.

Topics in lesson:

Why Compose?


Intro to wiki-journal

Curriculum Component(s):

Key knowledge

ways other music creators use elements of music and compositional

devices

Key skills

document use of elements of music and compositional

devices in creative responses

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reflect on how works studied have influenced creative

response/s

use an appropriate method to record and preserve the music.

Resources:

premade handouts, detailing particular facts and insights into what may inspire

composers, including citations from specific composers

random objects, pictures, videos, to elicit a compositional response

Smartboard with access to wiki

Whiteboard

Pre-setup wiki site with one page per student, ready to go

Class set up:

Students are required to have their instruments with them

Class is set up in a way that gives students good visibility of the smartboard,

whilst allowing discussion (semi circle around smartboard).

Lesson:

Why compose? 10 mins

Class discussion. Asking class to justify composition. They must have a philosophy on

composition. Does it make the world a better place? Does it make people happier? Or sadder?

Does it elicit a variety of emotions? What do you enjoy about your favourite compositions?

Class to spend 5 minutes alone, hypothesising and developing their own philosophy of

composition, on paper. This will be used later as their first entry into the wiki.

What motivates and inspires us? 15 mins

Again, class discussion, asking them questions, stimulating a response. Think about what

situations and stimuli help inspire music which relates back to your philosophy. Is it friendship,

and company? Is it solitude? It is nature? Beauty? Love? Anger? A range of emotions?

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Class are to come up and select one of the stimuli that most inspires them, (there are several

of each), and compose a 30 second piece of music. It is an exercise. It does not have to be

perfect, it does not have to be performed.

They are then required to present this to the class, without performing it, explaining what

they did and how the muse affected their writing, if it did, if it didnt, to what degree, why, why

not, etc. The point is to begin reflection on places that might inspire us.

How to wiki 20 mins

Students move to computers, (in pairs if necessary). They are introduced to the wiki by

following the teacher on the smart board. Teacher demo first, then students following teacher.

The students then take turns entering their Composition Philosophy, and a reflection on

their inspiration. They work together in pairs to make sure it is saved correctly.

They then take turns to make a comment on each others sites.

Assessment:

This lesson is primarily formative assessment, with no rubrics required. Students are assessed on their

participation class discussion, and how well they outline their inspired composition. They are also

assessed on their ability to work in pairs on the computers.

Reflection:

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Aims:

o Learners are aware of how the musical element of repetition affects a composition

o Learners are familiar with the wiki site and able to use it to express their reflections,

discoveries and developments.

Outcomes:

Students will demonstrate their knowledge of repetition in a composition by

collaborating in small groups, pairs, or on their own and creating a small composition

which reflects a particular character

Students add reflections and insights on the lessons activities into their wiki-journal

Topics in lesson:

How to Wiki cont. Part 2?



Key knowledge


devices


the range of specific instruments, a performers vocal style and/or performance

conventions associated with a specific style such as soloing, accompaniment,

comping and fills in a jazz trio performance

Key skills

compose and/or arrange creative responses based on specific ways of

using elements of music and compositional devices

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document use of elements of music and compositional devices in

creative responses


Resources:

Several recordings demonstrating repetition

Visual resources to support aural resources as appropriate


Whiteboard

Printout of assessment overview for Assessment Task 1

Class set up:


Lesson:

Outline Assessment Task 1 Wiki-Journal Presentation 5 mins

Call students to attention, and read out handout with students, asking them to read out

certain bits and paraphrase. Explain rubric (handout should contain rubric). Also, point student

to online rubric.

How to Wiki Part 2 15 mins

Students form pairs at the computer and login to wiki-site.

As a class, they go through how to upload various forms of media, and youtube clips, add

hyperlinks, and create pages. They are to add a new reflection for the lesson, and add a youtube

clip of a live performance which they like.

Learning from other composers 1 Repetition 25 mins

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Students move their chairs and form a semi-circle around the speakers at the front of the

class.

The teacher then details the use of repetition in several pieces by various composers,

prompting the students to analyse and interpret. What is the function of repetition? How is it

used by various composers? The teacher refers to visual resources, mentioning repetition of

elements including but not limited to: repetition in form (recapitulation), in improvisation, and

its affect on character, melody and tonality (repetition of a bass line under varying harmony).

Students are told to individually or in small group of 2-3 compose a piece using repetition

of one or several elements, as a compositional exercise. They must be able to identify and

discuss their use of repetition and the effects on the composition.

Assessment:

This unit is primarily formative assessment, with no rubrics required. Students are assessed on their

participation in group character composition, and how well their role in the performance demonstrates

their comprehension of character. They are assessed on their ability to work in pairs while learning

about the wiki-site.

Reflection:

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Aims:

o Learners are aware of how the musical elements affect character in a composition

o Learners are aware of, and familiar with, several methods to improve their abilities as

self guided learners

o Learners are aware of several types of form, and gain insight into viewing more

complex forms

Outcomes:

Students will demonstrate their knowledge of character in a composition by

collaborating and creating a small composition which reflects a particular character

Topics in lesson:

What influences character in a composition?




Key knowledge


devices





Key skills

compose and/or arrange creative responses based on specific ways of

using elements of music and compositional devices

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creative responses


Resources:

Several recordings of varied characters

Visual resources outlining form of "Forces" and "Hope" as appropriate


Whiteboard

Class set up:


Lesson:

What influences character in a composition? 25 mins

Demonstration of several pieces of music, class brainstorm character words on board as a

group. What is character?

What instruments affect character? Play examples, and write instruments on board

What other devices affect character? Things like volume, complexity, harmony,

dissonance, groove (nearly all the musical elements

Class task: Students are asked to form small groups with mixed instruments. They are then

randomly assigned a character and have 15 minutes to come up with a composition together,

harnessing and utilizing the elements explored earlier

Tips on being a self-guided learner 10 mins

Students form pairs and exchange ideas on how they feel they can better use their time, or

if they feel they use it well, outline how.

These pairs have to then come up with 3 key words, which sum up their approaches. They

report back to the class

As they mention them, the teacher then adds them to the wiki on the smart board in a

Personal Learning section

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Learning from other composers 2 Form 15 mins

Students move their chairs and form a semi-circle around the speakers at the front of the

class.

The teacher then explains the form of Forces, using visual resources, mentioning

repetition, thematic development and silence, whilst highlighting the sections, including the

subtle divisions with the section.

Then, he makes an example of how that inspired his own composition, once again drawing

on visual references as appropriate to highlight similarities (there are many).

If there is time left over, students are to go to the computers and reflect how their own

compositions form could be improved, or not, by using repetition, recapitulation of sections,

thematic development and silence.

Assessment:

This unit is primarily formative assessment, with no rubrics required. Students are assessed on their

participation in group character composition, and how well their role in the performance demonstrates

their comprehension of character. They are assessed on their ability to work in pairs and contribute to

class wiki on self-guided learning.

Reflection:

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Aims:

o Learners are aware of how the musical tonality affects a composition. They learn the

function of tonality and harmony, and are exposed to bi-tonality and atonality

o Learners begin to familiarise themselves with online resources

Outcomes:

Students will demonstrate their knowledge of a particular harmonic device or tonality

(bi-tonality, atonality, functional tonality etc) by entering their findings into a wiki

pageand presenting to the class.

Topics in lesson:

Learning from other composers 3 Tonality



Key knowledge


devices





Key skills


creative responses


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Dominant 7 flat 9 chords

Lydian Dominant

Minor 9 and Major 11 extension

Major 6 and Major 9 extension

Tritone Substitution

Bi-tonality

Atonality

Perfect cadence, (and the 2-5-1 chord progression)

Modulation

Assessment:

This unit is primarily formative assessment, with no rubrics required. Students are assessed formatively

on their ability to research their given harmonic/tonal element, contribute to the wiki, and report back

to the class. The process of enquiry and exposure to given contentis just as important as actual

comprehension and understanding; Obviously this is a complex topic which takes a substantial amount

of time for students to digest.

Reflection:

Unit Plan - Styles

Documents