unit plan indi studies - amandaeholley.files.wordpress.com€¦ · classroom(music( ( ( (...

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(


!

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!



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!

!

&& &



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,!



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.!

!



!

!

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.!



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.(

()



!

!

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(



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



&&&&&&

• 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(



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!






• Reflecting!

!

ICT:!

• Inquiring!with!

ICTs!


• Communicating!

with!ICTs!


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.!



controversy!or!

highlight!issues!

surrounding!

Australian!

culture!or!music!

!


Music:((











• 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.(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(







(



• 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(


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(


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!



!

English:!

• Knowledge!and!

understanding!




• Reflecting!

!

ICT:!

• Inquiring!with!

ICTs!


• Communicating!

with!ICTs!


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.!

!



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.!


Music:((











• 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.(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(









(• 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(


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))

&


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)#



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



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.

###


#


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



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 ##

## #



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.###

( (



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.#

)) )



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.## #



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(



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)(



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(



• 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.(



• 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?(



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#


#


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.###### #



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#



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#

#


#


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###

# #



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.##



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#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(


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(

#

) )



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#

### #



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#


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.#


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.'

#



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.#

)) )



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#


Doh#=#G# Song:#Bound#for#South#Australia#

Make#Conscious:#Cut#Time# N/A# 4#min#


Doh#=#G# Song:#Bound#for#South#Australia# Sing#in#solfa#

Harder:#be#particular#with#

vowels#3#min#


Doh#=#G# Song:#Bound#for#South#Australia# Identify#Tone#Set#

Easier:#In#that#key#

Harder:#In#additional#keys#

3#min#


Doh#=#G# Song:#Bound#for#South#Australia# Notate#



3#min#

Transition:#Same#Tone#Set#Doh#=#G# Song:#Taba#Naba# Singing#(rep#to# N/A# 3#min#



assist#in#tiTtika#and#tikaTti#


Doh#=#G#Notate#melody#+#rhythm#of#Taba#

Naba#Writing#



4#min#


Doh#=#G#Write#chords#in#root#position#of#Taba#Naba#

Writing#



4#min#


Doh#=#G#Rewrite#chords#for#best#fit#of#Taba#Naba#

Writing#



4#min#

Transition:#Same#Key#Doh#=#G# Song:#Inanay# Singing#practice# N/A# 3#min#


Doh#=#G# Song:#Inanay#Inner#hearing#practice#–#notate#

words#N/A# 3#min#


Doh#=#G# Song:#Inanay#Part#work#–#Sing#and#play#ostinato#on#clapping#sticks#

Harder:#be#more#

particular#5#min#


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#


# 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#



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):)

)

)####



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#

##


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#


Doh)=)F) Song:#Serrare# Students#sing#and#conduct# # 3#min#


Doh)=)F) Song:#Serrare# Sing#each#part#in#unison# # 3#min#


Doh)=)F) Song:#Serrare#Perform#two#part#ensemble#from#

class## 3#min#


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)



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#


Doh)=)D) Solfa#Knockout# Game#to#practice#intervals# # 3#min#


Doh)=)D) Song:#Bound#for#South#Australia#

Sing#melody#in#solfa# # 2#min#


Doh)=)D) Song:#Bound#for#South#Australia#

Sing#melody#with#words#and#conduct# # 2#min#


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#


Doh)=)D) Sing#and#perform#Inanay#+#ostinato#

Sing#Inanay#whilst#performing#ostinato#

# 2#min#


Doh)=)D)Sing#and#perform#Song:#Inanay#+#

ostinato#



# 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))

#



Evaluation)of)Lesson)(for)teachers)use):))

)Follow)Up)Planning)(for)teachers)use):)

)) )



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#

#


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#



# 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#



#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))


#


Teacher(Resources(

The#following#is#an#example#of#repertoire#that#can#be#included#in#this#unit.##

Taba(Naba(

#

##

### #



Serrare(

#

### #



Bound(for(South(Australia(

#

## #



Inanay(

#

### #



The(Old(Palmer(Song(

#

)####### #



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.#

## #



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.#### #



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:!!!!



Teacher!Comments:!!!!!!!!!!!Teacher!Signature:!!!!



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.!!!!! !



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.!!


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:!!!



!!!!!!!!Teacher!Signature:!!!!!!! !



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.(!



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.!


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:!!!!!!



Teacher!Comments:!!!!!!!!!!!Teacher!Signature:!!!!



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.!



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!



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!



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!



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!

!

!

!



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' The!doll!song! Fred!Hill,!Charles!

Kingsley!


Soprano' BellSbirds! William!Holland,!

Henry!Kendall!


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!



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!



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!

!



Other'Australian'Composers'

!

!

'

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!

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